english franca : academic journal of english language and education vol. 2, no. 2, 2018, iain curup p-issn 2580-3670, e-issn 2580-3689 language learning disabilities: how can i help my students with dyslexia? eka apriani iain curup ekaapriani_90@ymail.com dadan supardan uin mataram dadan.supardan@uinmataram.ac.id abstract this paper showed the language learning method in teaching disabilities students with dyslexia problem. in this article the main focus is how to teach the dyslexia students in reading skill. furthermore, in this study also explain the causes of dyslexia which are neurological and cognitive factor. beside of that, the characteristics of children with dyslexia divided into two stages: early childhood (preschool or kindergarten, grade 1-3, and grade 4-8) and middle childhood with dyslexia (high school, college, and adult). and the last teacher has important role in teaching for the students with reading disabilities and difficulties (dyslexia). teacher can guide the student in learning, give them an interesting activities by using good strategy. keyword: reading skill, dyslexia, and language learning. introduction brain has an important role in language learning. the function of brain is controls all behavior, including language. language is vital to individual success, and diseases affecting language can cripple a person in his or her family or social group (caplan, 1995). the brain disorder is one aspect that can effect the way of students in learning language. brain mailto:ekaapriani_90@ymail.com mailto:dadan.supardan@uinmataram.ac.id 188 | english franca, vol. 2, no. 2, 2018 disorder or it can be said that learning disability means that difficult learning of students in an academic area. learning disability is not a single disorder, but is a general category of special education composed of disabilities in any of seven specific areas: listening, speaking, basic reading skills, reading comprehension,written expression, mathematics calculation, andmathematical reasoning (lyon, 1996). according to saskatchewan learning (2004), there are four types of learning disabilities: written expression disorder, mathematics disorder, nonverbal learning disability, and reading disability. reading disability is an important aspects in students learning process. kemp, smith, segal (2012)explain that learning disabilities difficulties in reading:letter and word recognition, understanding words and ideas, reading speed and fluency, general vocabulary skills, letter and word recognition, understanding words and ideas, reading speed and fluency, and general vocabulary skills. reading disability may be characterized by:1) difficulties in single word reading; 2) initial difficulties decoding or sounding out words;3) difficulties reading sight words;4) insufficient phonological processing; 5) expressive or receptive language difficulties; and difficulties with comprehension (saskatchewanlearning, 2004). dyslexia is a learning disability that affects approximately ten percent of the population. despite having average or above average intelligence, people with dyslexia have difficulty in reading, and in other language-based tasks such as writing and spelling (miller, 2012). in other word, tatman (2005) states that dyslexia isa learning disability that causes problems with reading. shaywitz and shaywitz (2002) argue that dyslexia is characterized by an unexpected difficulty in reading in children and adults who otherwise possess the intelligence and motivation considered necessary for accurate and fluent reading. the teacher has important role in helping students with dyslexia (reading disabilities and difficulties). the good contribution from teacher can encourage and support the children or students in learning process (ryan, 2004). from the explanation above, this paper will discuss clearly and completely about reading skill, reading disability and eka apriani & dadan supardan: language learning disabilities: how can i help my students with dyslexia?|189 difficulty, dyslexia, causes of dyslexia, the characteristics children with dyslexia, and how can teachers help their students with dyslexia. theoritical framework the concept of reading reading is an important skill that needs to be developed in children. not only is it necessary for survival in the world of schools and universities, but in adult life as well. there are various definitions that have been stated by language expert. reading is a complex cognitive and linguistic process. nuttal (1982) states that definition of reading in three levels: 1). reading is the process in decoding, deciphering, and identifying the printed words. 2) reading is the process in articulating, speaking, and pronouncing the words in print. 3) reading is the process in understanding, interpreting the meaning of text (p.2). in other word, grabe and stoller (2002) explain that reading is the ability to draw meaning from the printed page and interpret the information appropriately (p.9). in addition, alyousef (2005) defines that reading can be seen as an interactive process between a reader and a text which leads to automaticity or reading fluency. it involves decoding alphabetic symbols, drawing upon experiences and language, and using strategies effectively to make meaning. so, reading is very important to the students. in addition, nunan (2003) states that reading divided into two types, strategic reading, and fluent reading (p.68). strategic reading is defined as the ability of the reader to use a wide variety of reading strategies to accomplish a purpose of reading. however, fluent reading is defined as the ability to read at an appropriate rate with adequate comprehension both of those reading skills is important and related each other. based the explanation above, it can be say that reading as the process that is used to understand information presented in written form and people are able to read if the words printed can be identified by the reader. reading improves their grasping skills and sharpens their 190 | english franca, vol. 2, no. 2, 2018 analyzing and problem-solving abilities. reading gives them knowledge, making them more confident.the more students read, the better developed their cognitive abilities. reading disabilities and difficulties reading is the process of extracting meaning from written symbolic characters. in elementary school, a large amount of time and effort is devoted to the complicated task of learning to read (american academy of pediatrics, section on ophthalmology, council on children, 2009). reading is not easy subject for the students. it showed that the many of students have difficulties in reading. kemp, smith, segal (2012)explain that learning disabilities or difficulties in reading: letter and word recognition, understanding words and ideas, reading speed and fluency, general vocabulary skills, letter and word recognition, understanding words and ideas, reading speed and fluency, and general vocabulary skills. learning disabilities or difficulties in reading may be characterized by: 1) difficulties in single word reading; 2) initial difficulties decoding or sounding out words; 3) difficulties reading sight words; 4) insufficient phonological processing; that is, the understanding that sentences are comprised of words, words are made up of syllables, and syllables are made up of individual sounds or phonemes; 5) expressive or receptive language difficulties; and 6) difficulties with comprehension (saskatchewan learning, 2004).from the explanation above, it can be said that reading disabilities and difficulties can effect students ability in some aspect of language. the concept of dyslexia the first reference of the term dyslexia occured in 1872 by the physician r. berlin of stuttgart, germany, who used the term to describe the case of an adult with acquired dyslexia, that is, loss of reading ability due to a brain lesion (guardiola, 2001)dyslexia is a term that has been applied since the early part of the 20th century to many students with eka apriani & dadan supardan: language learning disabilities: how can i help my students with dyslexia?|191 reading difficulties. the term comes from medicine, but its broadest application is within education (torgeson, foorman, & wagner, 2009). word federation of neurology (1970, cited in clisby, fowler, hebb, southcott & stein, 2000) explains that developmental dyslexia is a potent cause of children’s misery and despair, but unfortunately very common 5-10 % of 8-10 year olds have exceptional difficulty learning to read despite conventional instruction, adequate intelligence, and sociocultural opportunity. petterson and pennington (2012) argue that dyslexia is a neurodevelopmental disorder that is characterized by slow and inaccurate word recognition. dyslexia is a learning disability that causes problems with reading, writing, and spelling (tatman, 2005). furthermore, dyslexia is often referred to as specific learning difficulty to show that it is not an all around learning problem. dyslexia is a difficulty with words, but can involve more than just reading and spelling and can effect writing and number word (hamsphire county council, 2009). equally, national institute of literacy said that dyslexia is a type of learning disability. specially, it is a language based disorder characterized by problems learning to read, write, spell, and decode single words (cited in south dakota department of education, 2009).rose (2009 cited in tda, 2006) argues that dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. according to the international dyslexia association (cited in south dakota department of education, 2009), dyslexia is a learning abilities that is neurological in origin. it is characterized by difficulties with accurate and or fluent word recognition and by poor spelling and decoding abilities. in other word, bull (2006) explains that despite the emphasis on literacy difficulties, dyslexia would appear to include a wide range of symptoms including poor short term memory, dyscalculia, visual impairment, speech disorders, and poor motor control, as well as emotional difficulties such as poor self esteem, clinical depression, chronic anxiety, and conduct disorder. 192 | english franca, vol. 2, no. 2, 2018 ramus (2004) states that developmental dyslexia is a mild hereditary neurological disorder which manifest itself as a persistent difficulty in learning to read in children with otherwise normal intellectual functioning and educational opportunities. he explained that many reasearcher typically attempt to characteristise dyslexia at the genetic, neurobilogical and cognitive levels of decscription, and orther to uncover casual pathways between the different levels. in addition, department for education and skills (2003) states thatdyslexia affects informationprocessing (receiving, holding,retrieving and structuringinformation) and the speed ofprocessing information.it thereforehas an impact on skills such asreading, writing, using symbols andcarrying out calculations. causes of dyslexia dyslexia is a reading difficulties caused by neurological disorder. guardiola (2001) definesthose two factors that cause of dyslexia: neurological and cognitive. neurological factors: dyslexia is the late or abnormal development of literacy skill caused by a neurological difference, and for the most part shows itself as a different way of fuctioning.cognitive factors: the low development of functioning attention, perception, memory, thinking, and language. in addition, ministry of education classifiesthere are three main deficit theories on what causes the characteristics of dyslexia: 1) the phonological deficit theory explains difficulties dyslexic, 2) individual show linking sounds with symbols in reading and spelling, 3) the cerebelladeficit theory suggests there is a problem in central processing linked to learning and automaticity, 3) the magno-cellular deficit theory suggests that problems arise as a result of visual or auditory deficits. the dyslexic brain is different from ordinary brains. studies have showndifferences in the anatomy, organisation and functioning of the dyslexic brainas compared to the non-dyslexic brain. “some people suggest that dyslexic people tend to be more 'right brainthinkers'. the right hemisphere of the brain is associated with lateral, creativeand visual thought processes.dyslexia is not eka apriani & dadan supardan: language learning disabilities: how can i help my students with dyslexia?|193 related to race, social background or intellectual ability butthere is a tendency for dyslexia to run in families and this suggests that thebrain differences which cause dyslexia may be hereditary.these neurological differences have the effect of giving the dyslexic person aparticular way of thinking and learning. this usually means that the dyslexicperson has a pattern of cognitive abilities which shows areas of strengths andweaknesses (department for education and skills, 2004). from the explanation about, it can be said that, the mmain causes of dyslexia is neurological and cognitive disorder. in neurological disorder, the children have difficulties in reading because a disorder of their brain. in cognitive disorder, the children have difficulties in reading because they have a weakness in memories the word and also use the word in context. the characteristics of children with dyslexia there are some characteristic of children with dyslexia. hampshire county council states that the characteristics of children with dyslexia may have had difficulty with: (1) learning to talk or pronouncing long words, (2) learning nursery rhymes, (3) dressing, especially than using buttons, zips, and sho laces, (4) colouring neatly and using scissors. in addition, tatman (2005) states thatthe characteristics of children with dyslexia divided into two stage:early childhood and middle childhood with dyslexia. inearly childhood, the students have had: (1) trouble learning to speak, (2) difficulty rhyming, (3) trouble learning the alphabet, numbers, and days of the week, (4) difficulty telling a story in the correct order, (5) trouble learning connection between letters and sounds. in middle childhood, the children have had: 1) reads and writes 194 | english franca, vol. 2, no. 2, 2018 letters in wrong order or backwards, 2)confuses small words like “at” and “to”, 3) difficulty reading, spelling, learning foreign language, and/or doing math problems, 4) difficulty organizing written and spoken language, 5) relies on memorization, 6) confuses math symbols, 7) trouble understanding non-literal language including jokes, slang, etc., 8) awkward pencil grip, 9) difficulty organizing and managing time and tasks, 10) difficulty summarizing, 11) often misreads information, 12) illegible handwriting, and 13) reads slowly and inaccurately. in other word, south dakato depatment of education, 2009) divides that the characteristics of dyslexia into four defferent grade levels: (1) preschool or kindergarten, (2) grade 1-3, (3) grade 4-8, and (4) high school, college, and adult.the students possible difficulties with reading acquisition in preschool or kindergaten are: (1) delayed speech; (2) confusion with before or after, right or left, and so on; (3) mispronounced words: persistant baby talk; (4) difficulty with recognizing and producing rhymes; (5) difficulty remembering and following directions. at grade 1-3 level,students with dyslexia will show some of the following characteristics: (1) difficulty remembering names or shapes of letters; (2) difficulty acquiring vocabulary or using age appropriate grammar; (3) difficulty putting ideas on paper; (4) reverses letters or the order of letters when reading; (5) inability to learn to associate letters with sounds; (6) confusion of visually similar letter; (7)confusion of auditory similar letters; (8) difficulties remembering basic sight vocabulary; (9) problems with segmenting words into individual sound and blending sounds to form words; (10) reading and spelling errors that involve difficulties with sequencing and monitoring sounds/symbol correspondence such as reversals of letters, omissions, additions, substitutions and transpositions; (11) omission of grammatical endings in reading; (12) difficulty remembering spelling words over time and applying spelling rules; (13) inability to read common one-syllable words or to sound out even the simplest of words. in the 4-8 grade level, the students have difficulties: 1) difficulty understanding concepts and relationships, 2) significant difficulty eka apriani & dadan supardan: language learning disabilities: how can i help my students with dyslexia?|195 reading and spelling multisyllabic words, often omitting entire, 3) syllables as well as making single sound errors, 4) lack of awareness of word structure, 5) frequent misreading of common sight words (where, there, what, then, when, etc.), 6) difficulties with reading comprehension and learning new information from text because of underlying word recognition difficulties, 7) if underlying oral language problems exist affecting vocabulary knowledge and grammar, difficulties in comprehension of text will occur, 8) significant difficulties in writing related to problems in spelling as well as organizing ideas. the last level is high school, college, and adult. the characteristics of students with dyslexia: 1) continued difficulties with word recognition which significantly affect acquisition of knowledge and ability to analyze written material, 2) slow rate of reading , 3) continued difficulties with spelling and written composition, 4) difficulty with note taking in class, and 5) trouble learning a foreign language. many learners withdyslexia have the followingcharacteristics that may impact ontheir learning, though not all dyslexiclearners will have all thesecharacteristics (department for education and skills, 2003): 1) difficulties in organizing work; 2) a poor sense of the passage of time,mixing up dates and times andmissing appointments, 3) directional confusions, getting losteasily and having problems usingmaps or finding the way to a new place, 4) difficulty in achieving automaticitywhen they have to do more thanone thing at a time, as in taking notes, 5) difficulty in carrying outinstructions, copying from theboard and remembering what hasjust been read or said, takingmessages, remembering phonenumbers and dialing numbers accurately, 6) poor motor control, resulting indifficulties in controlling a pen, 7) difficulties in recognizing, orconfusion between, letters orfamiliar words when reading orremembering the visual image ofwords, signs, or symbols, 8) mispronunciations caused bydifficulties in discriminating between sounds, 9) difficulties in reading text causedby visual distortions, and 10) problems with sequencing such aswith 196 | english franca, vol. 2, no. 2, 2018 instructions or sequences ofnumbers or letters and difficultiesusing dictionaries, encyclopediasand directories. how can i help my students with dyslexia? teacher is one important people that can help the children with dyslexia. the children can get the good way in teaching reading to solve their problem in dyslexia. torgeson, foorman, & wagner (2009) state that school instruction to prevent of reading a difficulty in students with dyslexia is response to intervention (rti). this instruction has three important elements: 1) classroom teachers that provide high quality initial instruction along with small group instruction that is differentiated according to student needs; 2) reliable screening and progress monitoring tests to identify students falling behind in reading growth; and 3) interventions for struggling readers that are sufficiently powerful to accelerate their reading development toward grade level standards. bienge (2011) states that some tasks that we use regularly in class can act as triggers for behavioral problems and can help us to identify if a student has a learning difficulty such as: 1) asking students to read aloud in class, 2) silent reading, 3) locating info in a dense text, 4) asking for verbal answers, 5) dictating notes, 6) extended periods of listening, 7) time limits on tasks, 8) lots of copying or writing at length, and 9) requiring students to work alone. in relation to dyslexia, schools should work to promote the underpinning principles of effective special educational needs (sen) policy, provision and practice. these focus on: raising attainment, equality of opportunity, early intervention, working in partnership with parents / careers, inclusive education (that is, enabling all children as far as possible, to learn, together, in ordinary schools with appropriate support), overcoming barriers to learning, and a coherent support framework for school staff (devon county council, 2011). eka apriani & dadan supardan: language learning disabilities: how can i help my students with dyslexia?|197 there are some following strategies to help the students with dyslexia (national centre for learning disabilities): 1)expose your child to early oral reading, 2) have your child practice reading different kinds of texts, 3) include multi-sensory, 3) structured language instruction, 4) seek modifications in the classroom, 5) use books on tape and assistive technology, and 6) get help with the emotional issues that arise from struggling to overcome academic difficulties. these strategy are believed can help the students with dyslexia. conclusion from the explanation above, it can be concluded that: 1) dyslexia is a mild hereditary neurological disorder which manifest itself as a persistent difficulty in learning to read in children with otherwise normal intellectual functioning and educational opportunities; 2) there are two crucial factors of dyslexia causes: neurological and cognitive factor; 3) the characteristics of children with dyslexia divided into two stages: early childhood (preschool or kindergarten, grade 1-3, and grade 4-8) and middle childhood with dyslexia(high school, college, and adult); and 4) teacher has important role in teaching for the students with reading disabilitiesand difficulties (dyslexia). teacher can guide the student in learning, give them an interesting activities by using good strategy. references alyousef, h. (2005). teaching reading comprehension to esl/efl learners. the reading matrix5(2). retrieved from www.ala.org/ala/mgrps/divs/acrl/..../bordonaro.pdf. biengge, h. (2011). learning a second language when your first is a struggle. retrieved fromhttp://iatefl.britishcouncil.org/2011/sites/iatefl/files/session http://www.ala.org/ala/mgrps/divs/acrl/..../bordonaro.pdf http://iatefl.britishcouncil.org/2011/sites/iatefl/files/session/documents/hannah_bienge_learning_a_2nd_language_when_your_1st_is_a_struggle_handout.pdf 198 | english franca, vol. 2, no. 2, 2018 /documents/hannah_bienge_learning_a_2nd_language_when_your_1 st_is_a_struggle_handout.pdf. caplan, d. (1995). language and the brain. retrieved from http://www.hms.harvard.edu/hmni/on_the_brain/volume04/nu mber4/f95lang.html. clisby, c., fowler, m.s., hebb, g.s., southcott, p., & stein, j.f. (2000). outcome of treatment of visual problems in children with reading difficulties. patoss, _(), 9-14. retrieved fromhttp://www.dyslexic.org.uk/docs/visual%20problems%2002-11-18.pdf. dangerfield, a. (2010). things parents can do to help their children. retrieved from http://www.dyslexia.ie/wpcontent/uploads/2010/12/conf-2010-anna-dangerfield.pdf. hampshire county council. (2009). specific learning difficulties (dyslexia). retrieved from http://www3.hants.gov.uk/dyslexia_leaflet.pdf. guardiola, j.g. (2001). the evolution of research on dyslexia. institute for behavioural genetics and department of psychology, university of colorado. retrieved from http://ibgwww.colorado.edu/~gayan/ch1.pdf. grabe, w. & stoller, f. (2002). teaching and researching reading. edinburh gate, england: pearson education limited. gyarmathy, e. (__). causes of dyslexia. retrieved from http://www.diszlexia.hu/vetoenglish/causes%20of%20dyslexia.p df. kemp, g., smith, m., & segal, j. (2012). learning disabilities in children. retrieved fromhttp://www.helpguide.org/mental/learning_disabilities.htm. lyon, g.r. (1996). learning disabilities. the future of children special education for students with disabilities, 6(1), 54-76. retrieved from http://www.princeton.edu/futureofchildren/publications/docs/06 _01_03.pdf. http://www.hms.harvard.edu/hmni/on_the_brain/volume04/number4/f95lang.html http://www.hms.harvard.edu/hmni/on_the_brain/volume04/number4/f95lang.html http://www.dyslexic.org.uk/docs/visual%20problems%20-02-11-18.pdf http://www.dyslexic.org.uk/docs/visual%20problems%20-02-11-18.pdf http://www.dyslexia.ie/wp-content/uploads/2010/12/conf-2010-anna-dangerfield.pdf http://www.dyslexia.ie/wp-content/uploads/2010/12/conf-2010-anna-dangerfield.pdf http://www3.hants.gov.uk/dyslexia_leaflet.pdf http://ibgwww.colorado.edu/~gayan/ch1.pdf http://www.diszlexia.hu/vetoenglish/causes%20of%20dyslexia.pdf http://www.diszlexia.hu/vetoenglish/causes%20of%20dyslexia.pdf http://www.helpguide.org/mental/learning_disabilities.htm http://www.princeton.edu/futureofchildren/publications/docs/06_01_03.pdf http://www.princeton.edu/futureofchildren/publications/docs/06_01_03.pdf eka apriani & dadan supardan: language learning disabilities: how can i help my students with dyslexia?|199 national centre of learning disability. __. what is dyslexia. retrieved from http://www.ncld.org/types-learningdisabilities/dyslexia/what-is-dyslexia. nunan, d. (2003). practical english language teaching. 2003. singapore: mcgraw hill. nuttall, c. (1982). teaching reading skills in a foreign language. heinemann. peterson, r.b., & pennington, b.f. (2007). developmental dyslexia. lancet, _(379), 1997-2007. retrieved fromhttp://pediatrics.uchicago.edu/chiefs/dbp/documents/readin g%20pdf/dyslexia.peterson.pdf. rumus, f. (2004). neurobiological of dyslexia: a reinterpretation of the data. trends in neurosciences, 27(12), 1-9. retrieved fromhttp://www.lscp.net/persons/ramus/docs/tins04.pdf. ryan, m. (2004). social and emotional problems related dyslexia. retrieved fromhttp://www.ldonline.org/article/19296/. saskatchewan learning. (2004). teaching students with reading difficulties and disabilities. retrieved from http://www.education.gov.sk.ca/reading-difficulties-disabilities. shaywittz, s.e., & shaywitz. (2003). dyslexia (specific reading disability). pediatrics in review, 24(5), 147-153. retrieved fromhttp://www.mydoctor.ca/documents/users/3428/8466.pdf. south dakota department of education. (2009). the dyslexia handbook for teachers and parents in south dakota. retrieved fromhttp://doe.sd.gov/oess/documents/sped_dyslexiaguide.pdf. tatman, p. (2005). youth and dyslexia. department of family and consumer sciences, university of wyoming. retrieved fromhttps://uwadmnweb.uwyo.edu/wyo4h/inclusive/dyslexia.pdf. torgesen, j.k., foorman, b.r., & wagner, r.k. (2007). dyslexia: a brief for educators, parents, and legislators in florida. retrieved http://www.ncld.org/types-learning-disabilities/dyslexia/what-is-dyslexia http://www.ncld.org/types-learning-disabilities/dyslexia/what-is-dyslexia http://pediatrics.uchicago.edu/chiefs/dbp/documents/reading%20pdf/dyslexia.peterson.pdf http://pediatrics.uchicago.edu/chiefs/dbp/documents/reading%20pdf/dyslexia.peterson.pdf http://pediatrics.uchicago.edu/chiefs/dbp/documents/reading%20pdf/dyslexia.peterson.pdf http://www.lscp.net/persons/ramus/docs/tins04.pdf http://www.ldonline.org/article/19296/ http://www.education.gov.sk.ca/reading-difficulties-disabilities http://www.mydoctor.ca/documents/users/3428/8466.pdf http://doe.sd.gov/oess/documents/sped_dyslexiaguide.pdf https://uwadmnweb.uwyo.edu/wyo4h/inclusive/dyslexia.pdf 200 | english franca, vol. 2, no. 2, 2018 fromhttp://www.fcrr.org/technicalreports/dyslexia_technical_as sistance_paper-final.pdf. http://www.fcrr.org/technicalreports/dyslexia_technical_assistance_paper-final.pdf http://www.fcrr.org/technicalreports/dyslexia_technical_assistance_paper-final.pdf english franca : academic journal of english language and education vol. 2, no. 1, 2018, stain curup p-issn 2580-3670, e-issn 2580-3689 strategies in learning and techniques in teaching english speaking leffi noviyenty institut agama islam negeri (iain) curup iffel_me@yahoo.co.id abstract learning how to speak english fluently and accurately is always a grand task for foreign students. strategies in learning to speak as one of important factors of speaking skill should be considered not only by foreign students but also the teachers. students’ strategies in learning to speak english should be in balance with teachers’ techniques in teaching students to speak english. both affect the improvement of students’ ability in speaking english. this research is descriptive which tries to describe and elaborate the students of sman 1 curup’s strategies in learning to speak english and their english techniques in teaching them to speak. there were 47 third year students selected as the sample from 8 classes and 7 english teachers. the instruments used in this study were questionnaire which were given both to the students and teachers with different items and also interview guidance. the findings showed that the strategies used by sman 1 curup’s students in learning to speak english were classified into metacognitive strategies, cognitive strategies, social strategies, and affective strategies. the english teacher techniques in teaching student were roleplay, group presentation, group discussion, speech competition, dialogues, direct correction, speaking in group, debate competition, games, and listening song. keyword : students’ strategies, speaking, teachers’ techniques introduction learning how to speak english fluently and accurately is always a grand task for foreign english students. due the significance of interaction between the teacher and the students at senior high school, speaking competence can hardly be overvalued. lack of speaking competence prohibits the opportunities for students to interact with the teachers and peers in the classroom. furthermore, there are many factors that influence the successful of teaching and learning speaking, 36 | english franca, vol. 2, no. 1, 2018 such as students’ learning strategies and teachers’ techniques in teaching students to speak english. the primary function of spoken language is interactional, to establish and maintain social relation (brown and yule, 1983). however, an important function of spoken language is primarily transactional – to convey information. there is a three-dimension grid for speaking and oral interaction, one dimension relating to the interactional contexts, another relating to the different functions which can be performed in these contexts, and the third relating to the management of interaction and negotiation of meaning (nunan, 2000). nunan also suggests that the most interaction interactions can be placed on a continuum from relatively predictable to relatively unpredictable. predictability will depend on a range of factors such as language itself, context of situation, including the interlocutors and their relationships, the topic of conversation and soon. strategies in learning to speak english are one of the important factors to be recognized by students and it is also a part of speaking skill. these strategies should be developed in order to improve the students’ ability in speaking english. the students should be able to recognize their weaknesses and their strength in choosing the suitable strategies for themselves. each student is possible to have different strategy one to another. the strategies used by the students in learning to speak english will determine their ability in using english to communicate. students who use effective strategies which make them comfortable in using english to communicate will be able to solve many problems in speaking english. learning strategy is specific actions, behaviors, steps, or techniques such as seeking out conversation pattern, or giving oneself encouragement to tackle a difficulty language task used by the students to enhance their own learning (murcia, 2001) learning strategies are task specific tactics or techniques, observable or no observable that an individual uses to comprehend, store, retrieve and use information or to plan, regulate, or assess learning (hardley, 2001). the performance of this strategies could possibly be observed. another important factor which also influences the students’ ability in learning to speak english is teachers’ techniques in teaching students to speak english. a professional english teacher should consider appropriate strategies in teaching speaking. he must recognize his students’ strategies and help them to develop their strength in order leffi noviyenti: strategies in learning teaching english speaking |37 to improve his students’ oral production. it requires not only the ability to create a warm and humanistic classroom atmosphere, but also provides opportunities for his students to speak or take part in class interaction. sman 1 curup as one of the favorite state high school in curup town has a lot of active students in speaking english. it can be seen from many english contest that the school followed and they always in a top rank. for example, english speech contest, english debate, english quiz and many other english contests which influence oral skill of english. since speaking or ability to use english to communicate is a part of the purpose of teaching english and one component of communicative competence in competence-based curriculum, it is important to always develop the ways in learning and teaching speaking. based on this reason, it is interested to investigate the ways the students of sma 1 curup’s learning strategies to speak english and also the role of their teachers in helping them to speak english well. this study tries to elaborate and describe the students’ strategies in learning to speak english and their english teachers’ techniques in teaching them to speak english. research questions this study tries to elaborate and describe the students’ strategies in learning to speak english and their english teachers’ techniques in teaching them to speak english. the research questions are presented as follow: 1. what are the strategies used by students of sman 1 curup in learning to speak english fluently? 2. what are the techniques used by english teachers of sman 1 curup in teaching english speaking? purposes of the research the purposes of this research are to investigate: 1. the strategies used by the students of sman 1 curup in learning to speak english fluently. 2. the techniques used by english teachers of sman 1 curup in teaching english speaking. definition of key terms 38 | english franca, vol. 2, no. 1, 2018 in order to avoid misunderstanding, the researcher defines specific key terms aas follow: 1. speaking strategies are strategies used by the students in learning to speak english in the class and outclass, which are categorized into three kinds: metacognitive, cognitive and social/affective strategies. 2. teaching techniques are techniques used by english teachers in teaching their students to speak english during the process of teaching and learning in the classroom. speaking strategies and good language learner strategies it is important for students to recognize their own weaknesses and strength in learning, particularly learning a language. an ability to select and use suitable strategies in learning to speak english will help them build their ability to speak english easier and faster. o’ malley and chamot divides learning strategies into three types: metacognitive strategies, cognitive strategies and social/affective strategies (chammot, 1999). metacognitive strategies deal with mental operations used by learners in the self-management of their learning which cover planning, directed attention, selective attention, self-management, selfmonitoring, problem identification and self-evaluation. cognitive strategies involve the direct analysis and manipulation of language input which cover repetition, resourcing, deduction and inferencing. while social/affective strategies concern about interaction with other learners and management of the affective demands made by language learning, such as cooperation, questioning for clarification, self-talk. the successful of learning to speak english, especially for the learners who learn english s foreign language, is influenced by several factors. two of them are knowledge about strategies in learning to speak and the students’ ability to select the appropriate strategies for themselves. the successful in mastering these two aspects will bring the students to be good language learners. rubin and thomson (nunan, 1996) characterize the good language learner strategies as follow: 1. good learners find their own way 2. good learners organize information about the language 3. good learners are creative and experiment with the language leffi noviyenti: strategies in learning teaching english speaking |39 4. good learners make their own opportunities and find strategies for setting practice in using the language inside and outside the classroom 5. good learners learn to live with uncertainty and develop strategies for making sense of the target language without wanting to understand every word 6. good learners use mnemonics (rhymes, word association, etc) to recall what has been learned 7. good learners make error work 8. good learner use linguistic knowledge, including knowledge oft heir first language in mastering a second/foreign language 9. good learners let the context (extra linguistic knowledge and knowledge of the world) help them in comprehension 10. good learners learn to make intelligent guesses 11. good learners learn chunks of language as a whole and formalized routines to help them perform beyond their competence 12. good learners learn production techniques (e.g. techniques for keeping a conversation going) 13. good learners learn different styles of speech and writing and learn to vary their language according to the formality of the situation. in addition, oxford in benson (benson, 2001) lists some strategies for language learners as follow: 1. social strategies a. asking questions:  asking for clarification or verification  asking for correction b. cooperating wit others:  cooperating with peers  cooperating with proficient users of the new language c. empathizing with others:  developing cultural understanding 40 | english franca, vol. 2, no. 1, 2018  becoming aware of others thoughts and feelings 2. affective strategies a. lowering your anxiety:  using progressive, relaxation, deep breathing or meditation  using music  using laughter b. encouraging yourself  making positive statement  taking risks wisely  rewarding yourself c. taking your emotional temperature  listening to your body  using a checklist  writing a language learning diary  discussing your feeling with someone else. speaking effectiveness include grammatical competence, discourse competence, sociolinguistic competence and strategic competence. the students must consider these four aspects in selecting their suitable learning strategies. and the teacher should introduce the learning strategies based on these four components. the considerations might encourage students not only to master the rule of english grammar but also how to use the rules in a real communication in a variety of contexts. techniques in teaching to speak english brown provides some principles for designing speaking techniques as follow: 1. techniques should cover the spectrum of learner needs from language based focus on accuracy to message-based focus on interaction, meaning and fluency. 2. techniques should be intrinsically motivating. 3. techniques should encourage the use of authentic language in meaningful contexts. leffi noviyenti: strategies in learning teaching english speaking |41 4. provide appropriate feedback and correction 5. capitalize on the natural link between speaking and listening. 6. encourage the development of speaking strategies. (brown, 1987) it is clearly important for teachers to introduce variety of learning strategies to their students. some students even do not recognize some other strategies in learning as if they do not have choices. richards and renandya explain some considerations in the form of test of a technique’s potential for creating or sustaining intrinsic motivation of which represents a facet of principle of intrinsic motivation (richards, jack, 2002). for instance, the technique should appeal to the genuine interests of the students, the technique should be presented in a positive, enthusiastic manner and the students are clearly aware of the purpose of the technique. furthermore, they add that the teachers should consider whether the technique encourage students to discover for themselves certain principles or rules rather than simply being ‘told’ and whether it also encourage students in some ways to develop or use effective strategies learning and communication. there are some techniques that can be applied by teachers in teaching their students to speak english, such as role play (with one student-taking the role of a foreigner), naïve-speaker visitor answer questions n specific topics, pen friends (by mail or e-mail), group presentation, interclass debate, speech competitions, concerts (plays and singing). research methodology this research is descriptive which tries to describe and elaborate the students’ strategies in learning to speak english and their english teachers’ techniques in teaching them to speak english. descriptive research is a scientific description of an actual phenomenon by explaining one variable to another without describing the relationship among them which can be useful for further research. gay states that a descriptive study determines and describes the way things are (gay, 2000). there were two instruments used in this research, the questionnaire and interview guidance. both instruments were given to the students and the english teachers but consist of different items. the questionnaires had been tried out before they were given t the sample in order to ensure the time consuming in filling them and to provide appropriate information based on the purpose of the research, and also for the improvement of the questionnaire itself. the tried out also used 42 | english franca, vol. 2, no. 1, 2018 to see the validity and the reliability of the instruments (ary, donald, 1985). finally, the data collected were categorized based on the criteria stated by oxford as follow: table 1 the intensity of strategies used in learning and teaching speaking criteria frequency score very high always 5, 50 – 5, 00 high usually 3, 50 – 4, 49 medium sometimes 2, 50 – 3, 49 low rarely 1, 50 – 2, 49 very low never 1, 00 – 1, 49 the score above would place the students and the english teachers to in what level of frequency they are and how often they use the strategies in learning and teaching speaking. students’ strategies in learning to speak english in the class at school and out class in their daily life after giving questionnaire to 55 selected students of sman 1 curup and to 7 english teachers, also doing the interviews and several observations not only in the classroom (during the english teaching and learning process) but also outside the class at school, the finding is presented as in the following table: table 2 the category of students’ strategies in learning to speak english no strategies in learning to speak english score category 1 memorizing words 3, 84 high 2 pronouncing the specific and new words 3, 72 high 3 practicing conversation 3, 47 medium 4 listening to english conversation 3, 40 medium 5 watching english movie on tv 3, 37 medium 6 reading english text 3,31 medium 7 singing english songs 3,31 medium leffi noviyenti: strategies in learning teaching english speaking |43 8 listening to new english word when someone speaks to me 3,25 medium 9 listening to specific grammar points 3,17 medium 10 asking question in the class 3,14 medium 11 watching english program on tv 301 medium 12 practicing english with classmates 2,91 medium 13 translating english texts 2,77 medium 14 playing word games and puzzles 2,74 medium 15 answering teachers’ questions in the class 2,64 medium 16 speaking up in a small group n the class 2,35 low 17 watching english plays 2,33 low 18 repeating language from an audiotape 2,33 low 19 answering questions in english outside the class 2,25 low 20 raising hand in the class to take turn to speak in the class 2,20 low 21 listening to english news from the radio 2,11 low 22 playing drama in english 2 low 23 reading english newspapers and magazines 1,99 low 24 speaking with natives 1,97 low 25 using internet for chatting 1,94 low 26 phone a friend and speak in english 1,93 low most of the students memorize words and practice to pronounce the specific sounds of english words to increase their speaking ability. it indicates that the students do not use appropriate strategies in speaking. however, there are also some other strategies used by the students, such as practicing conversation, listening to english conversations, watching english movie on tv, reading english text, singing english songs, asking questions in the classroom and practicing english with classmates. the result also indicates that using natives to practice english is quite rare for the students. the social strategies were mostly performed unconsciously. activities such as asking questions (asking 44 | english franca, vol. 2, no. 1, 2018 for clarification or verification) and asking for correction, cooperating with others (peers and proficient users of english) were done as a part of teaching learning activities in teaching and learning process. even the students did not realize their own strategies. a number of best learners from sma 1 curup use affective and social strategies to control their emotions, to stay motivated, to cooperate and to get help. in other side, this research shows another finding taken from interviews on what strategies that the students used in learning to speak english outclass at school. the finding is presented in the following table: table 3 students’ strategies in learning to speak english outclass at school no strategies in learning to speak english outclass % 1 speaking with friends: 1. speaking with friends in daily conversation at school 2. speaking with friends by using text 3. speaking in pairs 4. speaking with the english teachers by using indonesian and english 5. speaking with friends by using english and indonesia about simple topics. 25 17, 86 7,14 7,14 3,57 2 speaking english by using english dictionary for the new words 7,14 3 asking for solution from the teachers and friends 7,14 4 speaking in front of the class 3,57 5 speaking what i’m thinking 3,57 the rest of students answer that they even did not plan to speak english because of their low self confidence and did not master enough english vocabulary to build the utterances. the responses given show that there were only 17 students often speak english with friends outclass at school and realize that always practice to speak english with everybody in school is one of their strategy. only two students said that they speak with their teachers or friends by using english and indonesian for the unfamiliar words in order to speak english fluently. leffi noviyenti: strategies in learning teaching english speaking |45 another interested findings is the students have more time to use their strategies in learning to speak english outclass in their environment or their daily life. the students’ activities out school mostly provide more opportunities not only to practice their ability in speaking english but also to build their self confidence in speaking english itself. the strategies are presented in the following table: table 4 students’ strategies in learning to speak english out school/daily life no strategies in learning to speak english out school % 1 taking english course 39,29 2 speaking english with friends 21,43 3 following english competitions 7,14 4 speaking english to the mirror 7,14 5 watching english films and imitating the dialogs 3,57 6 listening to english music and sing them again 3, 14 the students’ responses above show that most of them take english courses out school in learning to speak english. the rest of them did not find suitable strategies for themselves in learning to speak english. teachers’ techniques in teaching speaking after interviewing 7 english teachers of sman 1 curup, and doing some observations not only in the classroom-during the english teaching and learning process-but also in school hours, this research presents the finding as in the following table: table 5 teachers’ techniques in teaching speaking no teachers’ techniques % in the classroom out class 1 group discussion 75 2 question answer in pairs 25 3 debate competitions 25 4 games 25 5 singing english songs 20 6 speech competitions 25 7 greeting about teacher condition 25 46 | english franca, vol. 2, no. 1, 2018 8 recreation 25 9 speaking with the foreigners 25 10 opening english course 25 the findings also show that not all english teachers use english in communicating with the students. this condition limits the students’ opportunities to practice english. however, the teachers always motivate their students by providing discussion in the classroom. teachers’ techniques mostly take role out class, such as creating english speech competitions, recreation, and speaking with the foreigners. unfortunately, not all teachers concern about the strategies used by their students in learning to speak english. often, the students must find their own strategies without even realize which of those strategies are suitable for them. conclusion students are different in the way of thinking, perceiving, believing and regarding something. those differences affect their strategies in learning. there were number of strategies used by the students of sman 1 curup in learning to speak english, they are: speaking with friends, speaking with english teachers, taking english course, practicing dialogs watching movies and singing english songs. in fact, the english teachers did not apply a variety of techniques in the classroom during the teaching and learning process. the teachers provide larger opportunities for the students to speak english out class and out school. it is suggested that the teachers introduce more strategies in learning to speak english to their students through the using of variety of teaching techniques in the classroom and more activities outclass. by knowing more learning strategies, the students will be able to recognize and select the appropriate strategies for themselves in order to improve their ability in speaking english. references ansyar, m. 2003. competency-based education: some implications to language curriculum. forum pendidikan. 28 (03). 327-338. ary, d., jacobs, l.c., dan razavieh, a. tanpa tahun. pengantar penelitian pendidikan. terjemahan ole arief fuchan. surabaya: usaha nasional. leffi noviyenti: strategies in learning teaching english speaking |47 ary, donald. 1985. introduction to research education. new york: cbs college publishing. benson, phill. 2001. teaching and researching autonomy in language learning. london: pearson education limited. bloomfield, leonard. 1995. language. jakarta: pt gramedia. brown and yule. 1999. teaching the spoken language. cambridge: cambridge university press. brown, d. h. 1987. principles of language learning and teaching. 2nd edition. englewood cliffs, n.j.: prentice hall, inc. brown, g., malmkjar, k., and williams, j. 1996. performance and competence in second language acquisition. cambridge: cambridge university. brown, gillian and george yule. 1983a. teaching the spoken language: an approach based on the analysis of conversational english. cambridge: cambridge university press. brown, h. douglas. 1994. teaching by principles: an interactive approach in language pedagogy. new york: prentice hall inc. canale, m. 1983. from communicative competence to communicative language pedagogy. in richards, j.c. and r.w. schmidt, language and communication. london: longman. douglas a. 2001. center for applied linguistic. digest gay, l.r. and peter airasian. 2000. educational research: competencies for analysis and application. new jersey: prentice hall, inc. hadley, alice ommagio. 2001. teaching language in context. united states: heinle and heinle thomson. harley, trevor. 1995. the psychology of language. great britain: erlbaum taylor & francis. http://www.ryerson.ca/~mjoppe/research/descriptiveresearch.htm, taken on 14 august 2008. http://www.sil.org//lingulinks/languagelearning/otherresources /gu, taken on 2 august 2008. janice, c (ed). tanpa tahun. comunicative competence for individuals who use augmentative and alternative communication (aac): from research to effective practice, (online) krashen, s. d. 1982. principles and practice in second language acquisition. new york: pergamon press inc. 48 | english franca, vol. 2, no. 1, 2018 murcia, marriane celce. 2001. teaching english as a second or foreign language. united states: heinle and heinle thomson. nunan, d. and clarice lamb. 1996. the self-directed teacher: managing the learning process. new york: cambridge university press. nunan, david., 2000. language teaching methodology. a textbook for teachers. sydney: longman. oxford, r.l., 1990. language learning strategies. new york: heinle and heinle publisher. purwanto, dr. 2002. profesionalisme guru. jurnal teknodik. vi (10): 93-100. qi, yichu. 2003. a practical and effective way to enhance the esl students’ oral competence, the internet tesl journal, (online), vol. ix, no. 3, (http://iteslj.org/techniques/qioralcompetence.html, taken on 14 august 2008). richards, jack. c and willy renandya. 2002. methodology in language teaching. an anthology of current practice. cambridge: cambridge university press sadtono, e. 2003. the teachers’ problems in teaching cross culture understanding to efl students in mandala surabaya chatolic university. teflin, (on line), vol. 14, no. 1, samana, a. 1994. profesionalisme keguruan. yogyakarta: penerbit kanisius. savignon, sandra j. 1983. communicative competence: theory and classroom practice. menlo park, california: addison-wesley publishing company, inc. swann, j, pugh and lee (ed). 1980. language and language use. london: heineman educational books ltd. tarigan, h. g. 1990. pengajaran kompetensi bahasa. bandung: angkasa wibowo, alexander. j dan fandy tjiptono. 2002. pendidikan berbasis kompetensi. yogyakarta: universitas atmajaya. widdowson, h. g. 1978. teaching language as communication. oxford: oxford university zainil. 2003. language teaching methods. padang: universitas negeri padang press. english franca : academic journal of english language and education vol. 2, no. 1, 2018, stain curup p-issn 2580-3670, e-issn 2580-3689 padlet as media to improve writing mastery of english department students of uniska 2015-2016 pritantina yuni lestari fkip, uniska kediri, indonesia pritantinayl@gmail.com erwin hari kurniawan fkip, uniska kediri, indonesia erwinharikurniawan@gmail.com abstract multimedia has been spread out and used by many students in their live, but it is rarely to use multimedia as one of media used in teaching learning process. the objective of this study is to know whether the use of padlet as media can improve students’ descriptive writing mastery of students of english department of uniska in the third semester. the research design used is classroom action research consisting of two cycles. each cycles consisted of three opportunities for students to have interaction using padlet. the cycle consisted of planning, implementing, observing and reflecting. the instruments used in this research were observation check list and writing test using padlet. padlet was introduced from the first time of teaching learning process in the class and the following interactions were using padlet without having direct interaction in the classroom. the first cycle was not successful because of the students got difficulty in managing time in accessing padlet and some errors in their grammatical used. then in the second cycle, the result showed that 18 from 20 students passed the minimum score and all students did all assignment using padlet. from the result, it can be concluded that the implementation padlet as media can improve students’ writing mastery. keywords: padlet, writing mastery, descriptive writing introduction english as one of the international languages in the world should be mastered by people from many countries in the world to communicate each other. they may know and understand what they speak communicatively because of english. because of the reason above, english becomes the first foreign language that is taught in indonesia 2 | english franca, vol. 2, no. 1, 2018 from elementary school up to university. writing is one of the four basic language skills: listening, writing, reading and speaking. teaching writing is the process of giving the english lesson, from the teacher to the students based on the material in order that the students are able to absorb it and they will be able to communicate by written text. writing is a way of gaining control over your ideas and getting them down on paper. there is nothing mysterious about this process, and you can learn to write effectively and feel confident about your writing if you are willing to put in time and effort. many people find it necessary to write at one particular place or with a certain color of ink or a special type of keyboard. having these things may help you write, but more important than these is developing the ability to concentrate. sometimes it will be necessary to tune out everyone and everything in order to reflect inwardly and recreate incidents that you have read or heard about, experienced, or observed. with total concentration, you can "replay" these incidents and share them with your reader. for instance, if you want to remember that first day of school long ago when you were six years of age, all you have to do is close your eyes until a mental picture enters your mind. that room, that teacher, that moment of fear, happiness, or excitement can be a video played in your mind. and from your "mind's video" you can write your thoughts on paper to share with your reader. (wingersky, 1992) in writing, people learn better from words and pictures than from words alone. multimedia instruction consists of words and pictures rather than words alone. the case for multimedia learning rests on the premise that learners can better understand an explanation when it is presented in words and pictures than when it is presented in words alone. (mayer, 2009) relating to writing, descriptive writing appeals to the senses, so it tells how something looks, feels, smells, tastes, and/or sounds. a good description is a word picture; the reader can imagine the object, place, or person in his or her mind. a description usually follows a pattern of organization that we call spatial order. spatial order is the arrangement of things in space. as you read the model paragraph, notice how the description moves from the bottom of the stairway to the top. also notice how the description of the woman moves from far away to near. (oshima and houge: 2007). in descriptive text, the generic structures are identification and description. identification describes the identification of object mentioned. then, descriptive text describes the characteristic and description of the object. language feature using pirantina & erwin: padlet as media to improve writing mastery |3 attributive and identifying process, adjective and classifiers in nominal group, simple present tense the term generic structure refers to the series of requirement of elements in constructing descriptive text. in uniska, especially the students of the third semester had problem in writing, especially in structure and developing idea to be a good composition. it was known when they submit paper of the descriptive text to the writing lecturer. the dialogue of the writing lecturer with the researcher tried to think the alternative solution of the problem above. based on to jacobs (1982) in esl composition profile stated in safitri (2008), there are five aspects in scoring writing. they are content, organization, vocabulary, structure/ language use, and mechanic. from those it can be inferred that students’ score in writing descriptive is lower than the minimum score criteria. suherdi (2012) states that the 21st century world is characterized by the emergence of the second wave of globalization if the first was triggered by technology, the second by ict. now ict has made distance face to face communication possible. ict has led teachers to take new perspective in their teaching. ict makes teacher aware the using of multimedia in teaching learning process. before it, multimedia has been part of our language since 1950s. it has been used to refer to great many aspects of communication and technology and is therefore difficult to precisely define. according to rada (1995), multimedia refers to any synchronized media stream. one example is that of moving images synchronized with sound. in other side, heinich, eds. (1999) states that multimedia relates to any combination of two or more media formats that are integrated to form an informational program. concerning to the multimedia used in teaching, padlet (http://padlet.com), formerly wallwisher, is a web space where the admin can add files, links, videos, and more. by using this, tutor can create various walls to add your favorite content. tutor/teacher may develop the above wall to collect and share a few of his favorite technology resources. people can also collaborate to continue adding to the same wall space. by using this, it can create a live discussion among the tutor and students and also co-tutors. (klein, 2013) further, fuchs (2014) gives comment related to the implementation of ict that when using technology as a means to encourage whole-class participation in classroom activities, there are benefits and risks to consider. first and foremost among the benefits is the idea of technology as the great equalizer, particularly when the http://padlet.com/ 4 | english franca, vol. 2, no. 1, 2018 participant has the option to be anonymous. if students are not confident in their ideas or not sure if they have the right an-swer, any chance of failure is minimized when no one knows what answer they typed. this realization can allow more freedom and experimentation in the learning process. in addition, students are drawn to the novelty of the technology and seem to want to participate just to have the opportunity to use it. a final benefit of real-time participatory technology is that it can give the teachers a more complete picture of learning from all stu¬dents, rather than from a handful of the most vocal or most confident ones. the teacher can then use that information to inform lesson development, creating a more targeted and authentic interaction between teacher and students. fuchs (2014) also states that there are some problems. the first, technology is fickle and unpredictable, as any instruction librarian can already attest to. internet access comes and goes, and sites go down for maintenance without warning. when teachers use technology in the classroom, they are at its mercy, and that fact alone may be enough to repel people from using it. with so many unknowns already existing in the classroom, it may seem to some like an act of sheer insanity to knowingly introduce yet another one. another risk is that real-time means real-time. students may use the ability to instantaneously see other students' responses as an opportunity to use the technology as a personal stage for silliness. a final risk is that some may perceive the use of new technology in the classroom as educational "smoke and mirrors" and may question its value for teaching. in an effort to be an intentional, purposeful teacher, he considers it important to explain to classes the educational significance associated with activities, so he also makes it a point to explain the rationale behind the classroom use of this technology with students. based on the explanation above, the researcher wanted to apply padlet as media used to improve students’ writing achievement. before applying it at first the researcher did a study to operate and understand the typical of padlet and compare it with other on line media, such as whatsapp, email, moodle, etc. after knowing the characteristic, some advantages and disadvantages of using padlet and how to operate it in teaching learning the researcher conduct a research using padlet as media to improve writing achievement of the third semester of english department of uniska kediri. the formulation of the research was: how padlet was able to improve writing achievement to the third semester students of english department of uniska kediri. pirantina & erwin: padlet as media to improve writing mastery |5 the type of writing used in this study was limited in mastery descriptive text studied by the first semester of english department uniska kediri of the 2014-2015 academic years. the stages of writing process applied were pre-writing, continued by drafting. after that the students should do proofreading and editing before they publish their writing. the findings of this study are expected to have theoretical and practical contribution. first from theoretical view it was expected to support the theory of applying padlet in teaching writing. then, viewed from practical this research gives meaningful contribution to the lecturers, students and future researcher. the students can apply padlet as media used in learning writing. then, for the lecturers this media is useful to help them in teaching learning practice. the role of the future research of padlet, this research will be the consideration in applying padlet for other research. method the design of this study was classroom action research which has four steps in each cycle, which consist of: planning, implementing, observing and reflecting. this cycle was adapted from the model proposed by kemmis and mctaggart (1992) which focused on a particular group of students in the third semester of “a class” of english department of uniska kediri in a certain classroom. thus, the classroom action research in the study was implemented for the purpose of improving writing achievement of the students in descriptive text by using padlet as media used. the implementation of it was expected to improve the students’ writing achievement. the setting of the research was done in the third semester of academic year 2015-2016. the class had 17 students who had low in mastering descriptive text. this study was associated with the general idea of improving the students’ writing achievement in descriptive text. the general idea focused on improving the students’ writing achievement by using padlet as media used in discussing, doing assignment, and commenting their duty submitted among the students and lecturer. then, the preliminary study phase was conducted. after that the researcher implemented the research. in preliminary study, the researcher did some activities as follows. the first step, researcher did pre-observation. this activity was done to know the pre-condition before the observation, especially the result of the students’ writing achievement. it was taken from the score 6 | english franca, vol. 2, no. 1, 2018 of paper submitted to the third writing lecture. in this time, the researcher tried to find out the problems that made students feel difficult in writing. it could be taken from the interview and direct observation. having done the observation, the researcher identified the problems happened in their writing. the problems appeared were: the researcher stated that the students were weak in writing. it can be identified from their grammatical error, developing idea to the composition and coherence and unity in their paper. the achievement of the students; writing can be identified as below: total 1124 mean 66,11 min 55 max 80 median 65 n 17 having been identified, it can be concluded that the students’ writing achievement was still weak and under qualified, because there were 11 students from 17 students got score below 70. if it is clarified and described, it can be elaborated as below: the students got difficulty in grammatical, developing idea, coherence and unity in their writing. besides that most of students got difficulty did not have any bravery to ask to the lecturer if they did not understand to the lesson given. based on those two facts, the researcher decided that the students’ organizing ideas skill needed to improve. in this research, the researcher and his collaborator prepared instructional materials used in implementation in every teaching learning process. firstly, the researcher and the collaborator prepared the materials which support the teaching learning process, especially related to team pair share. the researcher and the collaborator prepared the books supported the analytical exposition text and the questions given. the researcher and the collaborator tried to make interesting media to support teaching writing using team pair share. the students were considered successful, if they met the criteria of success as follows: (1) more 75% students were actively involved doing the teaching and learning process using padlet, (2) the students’ writing comprehension improved which could be seen from the result of pirantina & erwin: padlet as media to improve writing mastery |7 each cycle, (3) all of students could achieve the passing grade of the writing achievement in writing, that was 70. findings findings from cycle i the students' achievement concerning to the research on the students' writing in cycle i it can be stated the students' achievement in writing descriptive text in cycle i was not adequate yet. it was found that the average score of this cycle was 66.11. it was greater than the preliminary study that was 65.00. then, if we compared this condition with criteria of success viewed from score, it could be stated that the students’ achievement in writing did not achieve the criteria of success. this condition happened because of two factors. first, some students got difficulty in differing the using of “be” and “verb’ as predicate in their sentence. the second, the students still got difficulty to differ whether fragment or sentence. some of them got difficulty in run on sentence. it could be seen from their writing starting from pre writing until publishing their writing in padlet. the students' involvement based on the result of analysis on the data gained from the observation checklist in cycle i, the findings show that the students' involvement in the writing activities was categorized as fair . there were 2 of 17 students did not follow the first meeting, so the procedure of teaching learning process using padlet could not maximize used by students. some of the students directly write without passing the steps of writing. the following problem was some students were late in submitting the task on time, although there was a message sent using short message service to all students and message posting in the padlet about what should they do and the deadline of the task that they should submit. in this cycle there were only 15 students participated in this research where 2 of 14 students were late in submitting the final task which was used as treatment score. revision on the strategy based on two conditions above, that the criteria of success had not been achieved yet, so the following cycle should be done. from the scoring criteria it was known that the problem of the students in 8 | english franca, vol. 2, no. 1, 2018 grammatical error, fragment, and run on sentence should have been reduced in the following cycle. giving explanation related to grammatical error and giving exercise would be the first consideration. at the first day students should read the example and discuss with their friends. the following day the students would do some exercise related to grammatical error. the third day the students would be given some explanation and exercise related to the fragment and how to overcome it. the third day the students should observe the run on sentence and how to overcome it. then on the following day, the students were given some artists’ pictures to be created into pre writing, continued to be created in to drafting and pasting in the padlet to be read by thir friend to get some input and revision. then they should edit and publish their revision writing in to the padlet to be taken the score. related to the students’ motivation and participation, the students were gathered to get explanation and how to have interaction in teaching learning process using padlet. all students were given motivation the importance of their participation in order they could pass the cycle by getting the satisfactory score result. the researcher asked their mobile number to be contacted if they were not submitting their participation by the date line. here the researcher also emphasized the process of writing starting from the pre-writing by using picture as brain storming, drafting their idea, asking their friends to read and comment, and editing their writing before they posted it. those activities were done before implementing the teaching learning using padlet. findings from cycle ii the students' achievement based on the analysis on the students' compositions in cycle ii, the findings show that the students’ average writing achievement increased from 71 in the first cycle to be 76 in the second treatment. 16 students got score above 70 and only one students got score 68. the maximum score was 85. the mean score was 75. even though the students' achievement in writing improved, it was still found the certain types of mistakes made by the students in the students’ writings. two students were gotten problem in run on sentece, 3 students got problem in fragment and one students in verbalize the picture into writing. overall the students could achieve their writing, especially in descriptive text. based on the condition of the students’ achiement the process of classroom action research could be stopped. pirantina & erwin: padlet as media to improve writing mastery |9 the students' involvement here the researcher observed students’ activity during the implementation of padlet as media in teaching learning process using checklist, form the checklist known that all the processes were using the padlet. the weakness about participation of the students in the first cycle could be overcome by doing the second cycle. and the students could write and develop their idea using the step of writing a text passing pre-writing, outlining, proofreading, editing and publishing. in this cycle all students participated in teaching learning process using padlet as schedule given in the first meeting of this cycle. the explanation and motivation in the first meeting given by the lecturer gave positive effect toward their participation. besides that the given of message using whatsapp group and short message service every morning to remain students toward their task that they should do could maximize their participation. discussions from the research above it provides more information and data that the implementation of padlet as media in teaching learning process of writing descriptive text can improve students’ writing achievement which was indicated by the result of each cycle. from the observation checklist, it could be known that students’ activeness improved in the second cycle if we compare from the first cycle. the implementation of sending message and giving interesting topic could drag motivation to participate and study using padlet. the using padlet as media forum in studying english could make students and lecture study together without having time and place border. it is in line with klein (2013) statement about the advantages of padlet as media in teaching learning process and suherdi (2012) statement that the implementation of ict in teaching learning process can change new perspective in teacher’s teaching. then related to the result of cycle, it could be seen from the graph below that in the preliminary study, it can be concluded that the students’ writing achievement was still weak and under qualified, because there were 11 students from 17 students got score below 70. then in the first were 3 students got score under 70 and two students did not submit the task on time so they did not get score. in the last treatment, the criteria had been achieved well, so the researcher could stop the cycle. students’ participation reached 100% it could be seen 10 | english franca, vol. 2, no. 1, 2018 from all students participating in discussion, submitting the second until third task on time. the error made during the task was falling down. . figure1. students score related to the students’ participation, in the preliminary research all students participated 100%. then in the first treatment only 88,23% (15 of 17 students) participated actively in teaching learning process using padlet as media in teaching writing. then after giving motivation, explanation and guidance using social media and sms, the students’ involvement could be 100% in the last cycle. figure 2. students’ involvement based on the condition above it could be stated that by giving attention and intense communication, teaching descriptive text using padlet as media could improve students’ achievement. conclusion and recommendation based on the implementation of padlet in teaching writing descriptive text, the researcher concluded that padlet can improve students’ writing achievement. the problem in the first cycle happened because on the first meeting not all students could come and understand stu students’ involvement average score pirantina & erwin: padlet as media to improve writing mastery |11 the process of learning using padlet. the choosing of interesting topic and giving awareness to participate and finish the task well and explain gain the process of studying, share, upload, and comment or discuss using padlet in the beginning of the second cycle and sending message to remain them to finish the task on time also give positive impact for students to achieve well their participation, activeness and finishing the task well. from those it could be concluded and suggested that padlet can be consideration as media in teaching learning process in other skills by designing interesting layout, well introduction and interesting topic to be discussed and examined. related to the result, some suggestions are proposed to the lecturers, students and future researchers. the lecturer of writing is recommended to apply padlet by having enough preparation in developing material presented in the class and posted in the padlet, to have clear explanation before asking students to do the activities related to teaching learning process and to give feedback to the students’ work and to control students’ participation by using short message service to the students who do not understand or do not do the task. to the students, it is suggested that they follow all the process of teaching learning process both in the classroom and in the virtual using padlet. the following researchers are expected to do some innovation in other text in writing process or in other subject which may appropriate. the last, the researcher gives gratitude to those who contributed in this study, and who concern with its recommendation. references fuchs, b. online (2014). the writing is on the wall: using padlet for whole-class engagement. https://docs.google.com/presentation/d/102ajrlz0bdby07m hc79ndxytsmlhxut-bznj4fpsyhw/edit?pli=1) ((accessed on 21 august 2015) green, td and brown, a. 2002. multimedia projects in the classroom. california: corwin press heinich, r., molenda, m., russel, j., smaldino, s. (1999) instructional media and technologies for learning (6th ed.). nj: merrill/prentice hall. kemmis, s & mctaggart, r. 1992. the action research planner (3rd edition). victoria: deakin university press. https://docs.google.com/presentation/d/102ajrlz0bdby07mhc79ndxytsmlhxut-bznj4fpsyhw/edit?pli=1 https://docs.google.com/presentation/d/102ajrlz0bdby07mhc79ndxytsmlhxut-bznj4fpsyhw/edit?pli=1 12 | english franca, vol. 2, no. 1, 2018 klein, e. online. 2013. using padlet in the classroom to collaborate & create interactive sticky notes! (online) url: http://www.kleinspiration.com/p/ (accesed on 21 august 2015) mayer, re. 2009. multimedia learning. new york: cambridge university press oshima, a., houge, a. 2007 introduction to academic writing (3rd ed.) new york: pearson education, inc. rada, r. 1995. interactive media. new york: springer-verlag. safitri, m. 2008. the effectiveness of describing picture technique to improve writing ability of the first year students of mts negeri kediri 2. unpublished thesis. kediri: fakultas keguruan dan ilmu pendidikan universitas islam kadiri. suherdi, d. 2012. towards the 21st century english teacher education. bandung: celtic press wingersky, j., boerner, j., balogh, dh. 1992. writing paragraphs and essay: integrating reading, writing, and grammar skills. california: wadsworth publishing co inc. http://www.kleinspiration.com/p/ englishfranca : academic journal of english language and education vol. 5, no.1,2021, iain curup p-issn2580-3670, e-issn2580-3689 doi: http://dx.doi.org/10.29240/ef.v5i1.2146, page 169-184 english language needs for medical students: a link and match of academic and professional career sri wahyuni universitas baiturrahmah sriwahyunizukhri31@gmail.com abstract the objective of this study was to link and match the needs for an academic and professional career for medical students. the rationale is what english skills and communicative needs are learned at university should meet their needs in accomplishing their study and in pursuing their professional career. it is strongly believed that this link and match makes learning english take place. to achieve the aim of this study, descriptive analysis was used to analyze questionnaire responses. the questionnaires were distributed to 156 medical students of baiturrahmah university who enrolled at bahasa inggris 6 course and had already passed bahasa inggris 1 to 5 courses. the finding indicated that 94,8% of medical students viewed that english was undoubtedly required for both academic and professional careers with listening and speaking skills as a priority. for medical needs, students viewed listening (82,27%) and speaking (82,21%). for professional needs, they believed listening 95.99% and speaking (85.25%) were the priority. interestingly, for academic needs, medical students needed communicative skills and strategies for reading english journal articles to finish their studies. for a professional career, participating in international seminars was in demand. by the study, it is strongly assumed that accommodating this link and match will make studying english more meaningful and beneficial. keywords: english language, needs, link, and match. mailto:sriwahyunizukhri31@gmail.com 170 |english franca, vol. 5, no. 1, 2021 introduction in the medical science context, english plays a very crucial role in medical studies as emp (english for medical purposes). the emp paves the way for medical students to read english medical textbooks and journal articles (vahdany and gerivani, 2016). the needs of english for medical students are not only for studying their subject matters but also for pursuing careers in the future (niazi, 2012). unquestionably, english is undoubtedly essential in medical settings for academic and professional purposes. those two purposes, academic and professional careers, have been identified by some studies by emp researchers. for academic needs, scientific resources and technical terms of medicine use english, for example, medical english articles, books, research reports (budianto, 2004). when someone wishes to be able to speak, read and write in fluent english, they must first have solid english language abilities (apriani & anshori, 2019). for professional setting needs, master (2005) found that interactions in conferences or other medical communities need english language skills. ferguson (2013) identified that to be professionals, doctors need to communicate concerning medical needs, such as reading and writing case reports and letters of referral which english formats are already available. on the pave to be more professional in a career, doctorforeign patient communication takes place in english (basturkmen, 2010). those studies stress the importance of english for medical purposes both academic and professional needs. at the medical faculty of baiturrahmah university, english is learned for specific purposes, that is, english for medical purposes (emp) which is essential for the academic and professional needs of medical students. it is assumed that these two needs if accommodated well, will pave medical students' ways to accomplish their studies and to have an expected career. thus, need analysis (na) on what english needs are demanded their academic and professional career settings are identified in this article. sri wahyuni: english language needs for medical students: a link and match of academic and professional career│171 theoretical framework needs for medical emp students na is an important stage in designing english for emp materials (belcher, 2006; (nalini arumugam, 2011); (astika, 2015); (alqurashi, 2016); (aniqoh, 2018). due to the importance of need analysis for emp students, several research has been carried out with different findings in the context of english as a foreign language. budianto (2004) conducted a study aimed at identifying the most fundamental needs of the medical students in learning english at the medical faculty of muhammadiyah university of malang (mum). the findings of his study revealed that 75% of respondents explained that they needed the materials relevant to their study and 25% of respondents explained that they needed speaking of writing and reading skills for their future careers. vahdany and vahdany (2016) did a study intending to find out the english language needs of medical students and general practitioners in an efl context at guilan university of medical sciences, iran. their findings of the study showed that both medical students and general practitioners valued reading skills, higher than the other language skills followed by writing skills. however, speaking skills had the least significance for both groups. and also, general practitioners reflected higher needs towards the english language than medical students. the studies above reveal that need analysis (na) is highly required at different places. the most important result is the bridge between what is taught at university and what is demanded in a professional career. the english academic needs for emp students as the english language has a considerable role in medical education, some studies have been conducted to find out english language needs for medical students in efl (english as a foreign language) contexts. some research was conducted due to the demand of conveying scientific, technological, and academic information globally expressed in english (creswell, 2013). thus, the use of medical english in seminars, textbooks, and journal articles has increased (pavel, 2019); (vera-cazorla, 2015), thus suitable course contents for english must be carefully selected (javid, 2011) and updated (vera-cazorla, 2015) . the 172 |english franca, vol. 5, no. 1, 2021 need for research on the english language for academic purposes is highly demanded as indicated by some research findings. there are varieties of the needs of english for academic settings. studies conducted by faraj (2015) to libyan medical students and piroozan, et.al, (2016) to iranian medical students indicated that medical students' needs were to understand lectures, reading medical textbooks and journal articles, presenting articles, and getting actively involved in conferences. furthermore, muhammad, et.al. (2018) conducted a study for arabian medical students who study english as a foreign language. their findings showed that english was used in a variety of academic activities, such as lecturing, discussing medical issues, participating in seminars and conferences, reading articles and journals, comprehending graphs and charts, writing laboratory reports, essays, and research papers. these findings proved that that english was highly required in a variety of academic activities. english is crucial to accomplish their study. there are a variety of activities that demand english as the medium to get knowledge and to actualize the knowledge of medicine written and orally. understanding lectures, reading medical textbooks (kayaoğlu & akbaş, 2016) and journal articles, and comprehending graphs and charts are some activities to get knowledge. while presenting articles and getting actively involved in conferences, discussions on medical issues, and writing laboratory reports, essays and research papers are examples of activities that use english for knowledge actualization. (nhan et al., 2016) highlighted that teaching english for medical students need to prioritize reading, listening, speaking, and writing for knowledge actualization. in sum, english is essential for acquiring and communicating knowledge on medicine. the english professional career needs for emp students this significantly demanded english for medical students' careers has been studied by some researchers. the aim of studies conducted is for medical students to learn english at university. the medical english learned, of course, deals with the sub-skills and topics needed (nataša milosavljević , aleksandar vuletić, 2015). (poedjiastutie & puspitasari, 2019) found out from their study that english adds doctors to have better performance in their professional setting as doctors. therefore, some studies, especially in efl contexts, have been carried out with the end objectives on medical students' future needs. sri wahyuni: english language needs for medical students: a link and match of academic and professional career│173 budianto (2004) conducted a study on 36 students of the medical faculty of muhammadiyah university of malang (mum), indonesia about the use of english. the finding indicated that 18 respondents (50%) responded that they used speaking skills most. another 18 respondents (50%) confirmed that they used reading skills too. interestingly, none of them claimed that they would use english for writing and listening. in short, this finding stresses the importance of english speaking and reading skills for medical students. muhammad, et.al. (2018) in their study of arabian medical students found out that learning medical english which was linked and matched to professional english is very crucial. their findings listed the workplace demands of english. english was needed for participation in seminars, comprehension of english medical literature, manuals of medical equipment, and communication with foreign patients, doctors, and other health professionals. other needs were to write medical purpose letters and medical prescriptions and to take case histories. in conclusion, those studies revealed that in workplaces, english is for communication, especially speaking. communicative activities like participating in international seminars and communicating with foreign patients need english speaking skills. other needs of english, reading english medical literature, and understanding the manuals of medical equipment, are examples of activities requiring english reading skills (antic, 2007) ; (mcfarland, 2009) ; (lodhi et al., 2018) . at the medical faculty of baiturrahmah university, english is learned for specific purposes, that is, english for medical purposes (emp) which is essential for academic and professional needs for medical students. these two needs, if accommodated well, will pave their ways to accomplish their study and career. thus, what english needs are required for their academic purposes and what is demanded at workplaces needs to be searched. hence, picturing english communicative needs for the medical faculty of baiturrahmah university is crucial. the findings of this study can be for the development of appropriate english language contents which link and match between academic and career needs. it is important to view from different perspectives that can be valuable contributions to have appropriate links and match. 174 |english franca, vol. 5, no. 1, 2021 research methodology this descriptive study collected information on english language skills needed by medical students for academic needs and professional career needs. the respondents were 156 medical students who had already enrolled in bahasa inggris 1 to 4 courses. the data were collected by questionnaires written in the google form. the first section was about the importance of english and the priority of the english skills needed. the second section was about the needs of english for academic settings. the last section was about the need for english for a career. it is important to note that the questionnaires were adapted from vahdany and gerivani (2016) as this study was carried out with similar purposes and characteristics of participants, that is, medical students. experts’ opinions were also obtained by responding to the expert validation questionnaire whether or not the questionnaire given to the students was readable, understandable, relevant, and applicable. reliability was analyzed by spss 16. the overall results indicated that the cronbach’s alpha of measurement (0,960) indicated that all items were reliable. findings and discussion findings the importance of english communicative needs for emp students in academic settings. students' responses on the needs of english for medical students for academic settings were displayed from five questions. is english important in your study? chart 1. the important of english sri wahyuni: english language needs for medical students: a link and match of academic and professional career│175 from the chart above, it is clear that english is an extremely important factor in students' success in their medical program. 147 students (94,8% ) believed that english was the crucial important factor to determine their success at university. 3 students (1,9%) thought that it was not important. 5 students (3.2%) were in doubt. is english important for your future career? chart 2. english for your future this chart reveals that english is important for the student's future career as a medical professional. 149 students (95.5%) believed that english was one of the important factors to a future career as a medical professional. 4 students (2.6%) thought that it was not important. 3 students (1.9 %) were in doubt. do you agree that english is the only language of instruction in the classroom? chart 3. english is only language instruction 176 |english franca, vol. 5, no. 1, 2021 this chart reveals that only half of the students agreed that the language used for classroom instruction was english. 80 students (51.6 %) believed that english was the only language of instruction. 60 students (38.7%) believed that it was not important. 15students (9.7 %) were in doubt. do you agree that professional english would be useful for your study? chart 4. english useful for your study this chart shows that the majority of the students agreed to learn professional (medical) english language would be useful in their medical studies. 146 students (95.2 %) believed that learning the medical english language helped them in their study. 5 students (3.2%) thought that it was not important. 4 students (2.6 %) are in doubt. which of the english language skills is the most important for your academic success at the university? the result shows that students agreed that listening was the most important followed by speaking than the other skills, reading, and writing. this strongly suggests that teaching and learning should be stressed on listening and speaking. english language communicative needs for emp students in academic setting. the result also indicates that students placed the most important communicative english skill for the academic setting was that the skills or strategies to read articles and sri wahyuni: english language needs for medical students: a link and match of academic and professional career│177 journals indicated by 82.05% of the degree of importance. the second importance was the skill to write research papers (81.25%). the third one was the skill to follow lecture instructions (80.60%). the others were the skills to discuss medical issues in seminars and conferences (79.96%), to write essays and research papers (79.64%), to comprehend graphs and charts (78.36%), and to write laboratory reports (77.40%). how important are the following english communicative needs of medical students academically? the chart reveals that participating in seminars (95.35 % ) was the most important communicative english skill for professional careers. the second importance was the skill to read english medical literature (83.33%). the third one was the skill to communicate with patients, doctors, and other health professionals from other countries (82.53%). the others were to understand the manuals of medical equipment (81.73%), to read case histories (81.41%), to write medical prescriptions (81.08%), and to write medical purpose letters (79.32%). which english skills are more important than the others at workplaces? the result shows that students agreed that listening was the most important followed by speaking than the other skills, reading, and writing. this finding indicated that in workplaces. discussion the importance of english and the priority of the english skills for emp students academic needs the majority of students view that english is in need both for their success at university and career. english is considered important for some reasons written by respondents on the google form. first, english is an international language, therefore, some medical books are written in english, for example; journals, textbooks, drug labels, and manuals. second, since english is spoken by more people in the world, it will be easier to communicate with foreign patients. third, google 178 |english franca, vol. 5, no. 1, 2021 translate does not give us what we mean. last, there are a lot of new medical updates about medicine in english. clearly, english is highly demanded not only in studying but also in pursuing a medical career. therefore, english courses play an important role for more medical students. questioning the idea of whether english can be used as the only language of instruction in all courses, not all of the respondents agree. only 80 students (51.6 %) agree that english is the only language of instruction. 60 students (38.7%) think that it is not important. 15 students (9.7 %) are in doubt. they think that indonesian is easier to understand. they worry about their ability in english and the variety of english used by medical lecturers. this means that in the classroom, lecturers are demanded to mix the codes, indonesian and english. students agree that listening and speaking skills need to be the focus of teaching and learning. students view listening skills as extremely important (82.37%) followed by speaking 82.21% for their success at university. as the needs of english for studying, they also view listening skill as extremely important (95.99 %) followed by speaking (85.25%) for their success at workplaces. the needs of these listening and speaking skills can be seen clearly from the table below: table 1. the importance of english skills study needs career need % % listening 82.37 95.99 speaking 82.21 85.25 reading 80.60 80.92 writing 78.20 78.20 sri wahyuni: english language needs for medical students: a link and match of academic and professional career│179 english language communicative needs for emp students for academic needs. variety of english language communicative needs are demanded by medical students. reading articles and journals in english is the most important one indicated by 82.05% of the degree of importance. it is assumed that updating knowledge and issues in medicine are from periodical publications. therefore, reading english articles and journals is necessary to be more professionals. the second importance is the skill to write research papers (81.25%). the third one is that english is for following lecture instructions (80.60%). english is demanded discussing medical issues in international seminars and conferences (79.96%), writing essays and research papers (79.64%), comprehending graphs and charts (78.36%), and writing laboratory reports (77.40%). the rank of the important communicative english skills can be revealed in the following table: table 2. english language communicative needs no communicative english skills for academic setting % 1 reading articles and journals 82.05 2 writing research papers 81.25 3 following lecture instructions 80.60 4 discussing on medical issues in seminars and conferences 79.96 5 writing essays and research papers 79.64 6 comprehending graphs and charts 78.36 7 writing laboratory reports 77.40 those skills are highly demanded by the students in studying. these communicative skills underline why english is important in academic settings. they need skills or strategies to read articles and journals because a lot of medical resources are written in english. in addition, writing research papers in english is in need as students want to publish their research findings or ideas in international journals. the 180 |english franca, vol. 5, no. 1, 2021 ability to actively participate in international seminars is important to update their knowledge on medicine. english language communicative needs for emp students for professional career needs. what communicative english skills are crucially viewed by medical students is identified by their responses. first, they believe that the most important communicative english skill for a professional career is the skill to participate in seminars (95.35 %). second, reading medical literature published in the english language (83.33%) is listed in the second one. third, they also need the skill to communicate with foreign patients, doctors, and other health professionals (82.53%). the other skills are to understand the manuals of medical equipment (81.73%), to read case histories (81.41%), to write medical prescriptions (81.08%), and to write medical purpose letters (79.32%). with the different levels of importance, it can be interpreted that all skills are viewed as important by medical students as none of the percentages is below 50%. to sum up, the four communicative english skills accommodate their needs in their career. to be professional in a career, the capability of listening and speaking is the key to having a good career. participating in seminars, of course; needs listening, speaking, reading, and writing skills. to be actively involved in international seminars, the ability to speak english is a must. in addition, speaking is essential to communicate with many different colleagues and doctors across the world. reading strategies are indeed crucial. english reading ability helps them to understand more medical literature published in english, and this ability ends in updating medical knowledge. as the participants of this study believe that listening and speaking are their main concerns, reading and writing abilities are also highly demanded to be more professional doctors. conclusion english taught for medical students does not only accommodate students' needs for studying but also their needs for being professional doctors. in this sense, the english that they learn can be strongly linked sri wahyuni: english language needs for medical students: a link and match of academic and professional career│181 to their future working lives. it is strongly believed that with this link and match english subjects will be meaningful. if it is already meaningful, learning is assumed to take place. the findings of this study prove that english is unquestionably essential for medical students both in studying and having desirable careers in the future. the finding also indicates that students need listening and speaking skills more than reading and writing skills. to meet the needs, teaching materials and methods should focus on listening and speaking practices. furthermore, medical students need strategies for reading articles and journals, writing research papers, and following lecture instructions that use english as a medium for communication. these needs should be well accommodated in teaching and learning syllabus and classroom activities. like for academic needs, for a professional career participating in international seminars, reading english medical literature, and communicating with patients and other health professionals from many different countries are communicative english skills needed. the findings on the academic and career needs of medical students suggest that english should be integrated practiced with a heavy emphasis on listening and speaking as well as a variety of skills as proved by this study. references alqurashi, f. (2016). english for medical purposes for saudi medical and health professionals. advances in language and literary studies, 7(6). https://doi.org/10.7575/aiac.alls.v.7n.6p.243. aniqoh. (2018). need analysis of esp materials for the medical laboratory technology students in the health polytechnics semarang. http://eprints.ums.ac.id/22572/14/naskah_publikasi_final.pdf antic, z. (2007). forward in teaching english for medical purposes. medicine and biology, 14(3), 141–147. apriani, e., anshori, s., & edy, s. (2019). eksistensi english zone sebagai media penerapan kemampuan berbahasa inggris mahasiswa program studi tadris bahasa inggris iain curup. cendekia: jurnal kependidikan dan kemasyarakatan, 17(2), 317-332. 182 |english franca, vol. 5, no. 1, 2021 astika, g. (2015). the role of needs analysis in english for specific purposes. teflin journal a publication on the teaching and learning of english, 10(1), 31. https://doi.org/10.15639/teflinjournal.v10i1/31-47 basturkmen, h. (2010). developing courses in english for specific purposes. basingstoke, uk: palgrave/macmillan belcher, d. d. (2006). english for specific purposes: teaching to perceived needs and imagined futures in worlds of work, study, and everyday life. tesol quarterly, 40(1), 133. https://doi.org/10.2307/40264514 budianto, langgeng. (2004). students’ needs in learning english in the medical faculty of muhammadiyah university at malang. jurnal ilmu pendidikan, oktober 2004, jilid 11, nomor 3. retrieved from https://www.researchgate.net/publication _ creswell, j. w. (2013). qualitative inquiry & research design choosing among five approaches3/e. davies, w., fraser, s., lauer, j., howell, p., デービスウォルター, フレイ ザーサイモン, ラウアージョー, & ハウエルピーター. (2013). english for medical purposes : teaching an intensive english course to third-year medical students. 広島外国語教育研究, 16, 49–64. http://ci.nii.ac.jp/naid/120005245553/ faraj, b. m. a. (2015). english for medical education in efl context. journal of teaching english for specific and academic purposes, 3(1), 121–148. faraj, basim m. abubaker . (2015). english for medical education in efl context, the journal of teaching english for specific and academic purposes vol. 3, no 1, 2015, pp. 121-148. http://espeap.junis.ni.ac.rs. ferguson, g. (2013). english for medical purposes. in paltridge, b., starfield, s. chichester (eds). the handbook of english for specific purposes. chichester: wiley-blackwell. https://www.researchgate.net/publication http://espeap.junis.ni.ac.rs/ sri wahyuni: english language needs for medical students: a link and match of academic and professional career│183 javid, c. z. (2011). emp needs of medical undergraduates in a saudi context. phys. rev. e, 14, 89–110. lodhi, m. a., shamim, m., robab, m., shahzad, s., & ashraf, a. (2018). english for doctors: an esp approach to needs analysis and course design for medical students. international journal of english linguistics, 8(5), 205. https://doi.org/10.5539/ijel.v8n5p205 master, p. (2005). research in english for specific purposes. in e. hinkel (ed.). handbook of research in second language teaching and learning (pp. 99-116). london: lawrence erlbaum associates. mcfarland, j. (2009). teaching english to the medical profession developing communication skills and bringing humanities to medicine. x, 173–175. molhim, m. a. (2014). english for medical purposes course design for arab university students. https://www.scribd.com/document/220537502/english-for-medicalpurposes-course-design-for-arab-university-students muhammad, et.al. (2018). english for doctors: an esp approach to needs analysis and course design for medical students. international journal of english linguistics; vol. 8, no. 5; 2018 issn 1923-869x e-issn 1923-8703, retrieved from https://www.researchgate.net/publication _ nalini arumugam, n. k. (2011). needs analysis on the importance of english communication skills for medical assistants. journal of institutional research south east asia, 9(2), 1–75. nataša milosavljević , aleksandar vuletić, l. j. (2015). learning medical english: a prerequisite for successful academic and professional education. nezakatgoo, b. (n.d.). assessing task-based english language needs of medicine students : are they aligned with pedagogical tasks in ems courses ? february 2014. https://www.researchgate.net/publication 184 |english franca, vol. 5, no. 1, 2021 nhan, n. t., debattista, j., health, q., & queensland, t. (2016). medical students need a core english curriculum based on cefr ( common european framewor .... 4(january), 14–23. niazi, m. m. (2012). english for medical purposes: a case of english for specific purposes. national university of modern languages, islamabad, pakistan. pavel, e. (2019). teaching english for medical purposes. january. piroozan, a., boushehri, e., & fazeli, r. (2016). a review of english for medical purposes for iranian efl learners. journal of advances in english language teaching, 4(2), 24–29. poedjiastutie, d., & puspitasari, r. (2019). do doctors need communication in their job places? (a case in indonesia). ijee (indonesian journal of english education), 5(2), 127–142. https://doi.org/10.15408/ijee.v5i2.10134 vahdany, fereidoon and gerivani, leila. (2016). an analysis of the english language needs of medical students and general practitioners: a case study of guilan university of medical sciences. international journal of english language and literature studies 5(2): 104-110 vera-cazorla, m. j. (2015). an analysis of the textbooks for teaching english for medical purposes in the former degree in medicine at the university of las palmas de gran canaria. in journal of english studies (vol. 13, p. 175). https://doi.org/10.18172/jes.2818 english franca: academic journal of english language and education vol. 6, no. 1, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i1.3665 south sumatra local culture-based teaching materials training for vocational school language teachers rita inderawati universitas sriwijaya ritainderawati@fkip.unsri.ac.id amrullah universitas sriwijaya amrullah@fkip.unsri.ac.id sofendi universitas sriwijaya sofendi@unsri.ac.id soni mirizon universitas sriwijaya smirizon@unsri.ac.id mulyadi eko purnomo universitas sriwijaya mulyadiekopurnomo@yahoo.com ernalida universitas sriwijaya ernalida@fkip.unsri.ac.id sri indrawati universitas sriwijaya sri_indrawati@fkip.unsri.ac.id sary shilviany universitas sriwijaya ssilvhiany@unsri.ac.id zahra alwi universitas sriwijaya zahra_alwi@fkip.unsri.ac.id mailto:ritainderawati@fkip.unsri.ac.id mailto:amrullah@fkip.unsri.ac.id mailto:sofendi@unsri.ac.id mailto:smirizon@unsri.ac.id mailto:mulyadiekopurnomo@yahoo.com mailto:ernalida@fkip.unsri.ac.id mailto:sri_indrawati@fkip.unsri.ac.id mailto:ssilvhiany@unsri.ac.id mailto:zahra_alwi@fkip.unsri.ac.id 66 | english franca, vol. 6, no. 1, 2022 abstract this article reported a training conducted to increase competency mastery of teachers of bahasa indonesia and english in vocational schools in palembang in developing teaching materials based on the local culture of south sumatra. applying the development research method, the following stages were conducted: identifying goals and objectives, conducting instructional analysis, determining entry behavior and student characteristics, writing performance objectives, developing assessments of teaching materials that refer to criteria, and developing texts of teaching materials. the training was conducted in the form of lectures, questions and answers, discussions, and demonstrations. the product of this training was teaching materials with the readings that were based on the local culture of south sumatra. keywords: development of teaching materials, local culture, teacher training, introduction there are still many teachers who are consumers or users of teaching materials such as textbooks, modules, and media. they have not attempted to compile or develop the teaching materials for the benefit of the teaching and learning process in the school. teaching materials compiled by teachers for the needs of their students, of course, will be better because those who understand more about the characteristics of students, and the learning environment of their students are the teachers themselves, even though at this time learning feels different since the pandemic period like today. the covid-19 pandemic, which has been around for almost two years, has had an impact on various fields, especially in the field of education. this condition forced the minister of education and culture of the republic of indonesia to transition the learning system from offline learning, namely classroom learning to online learning, which requires students to study at home. this also has an impact on the learning process and delivery of materials for teachers. teachers are required to be able to adapt to technology and try to be professional in a pandemic situation (ayu, sari & muhaqiqin, 2021). as a professional teacher, the teacher must have a good ability to manage the classroom such as creating and maintaining an optimal learning process to achieve the objectives of the teaching and learning process. an excellent teacher spends a significant amount of time planning and analyzing the learning process. the streamlining of the learning plan's implementation is predicted to increase a teacher's learning quality during the learning process (apriani, et. al, 2020). one of them is by making their teaching materials that are close to students' rita inderawati, et. al: south sumatra local culture-based teaching materials training for vocational school language teachers-67 lives, such as local culture in south sumatra. however, what happened in the field as well as the background for this service activity were problems that arose in the language learning process, both indonesian and english. one of the problems is that there are still deficiencies in the textbooks used, namely that they do not contain local south sumatran culture even though the south sumatra provincial regulation number 4/2015, article 8, paragraph 1 (perda no.4 tahun 2015) has outlined that the community is obliged to preserve cultural aspects, one of which is to make teaching materials based on local culture. about, this study aimed to develop teaching materials based on south sumatera local culture through training involving the teachers of bahasa indonesia and english of vocational high schools in palembang as the participants. the training was given by the lecturers of the master of language education at sriwijaya university. theoretical framework teaching material teaching materials are information, tools, and texts needed by teachers/instructors for planning and reviewing the implementation of learning. teaching materials are all forms of materials used to assist teachers/instructors in carrying out teaching and learning activities in the classroom. the material in question can be in the form of written material or unwritten material. teaching materials are a set of materials that are systematically arranged both written and unwritten to create an environment/atmosphere that allows students to learn more effectively and efficiently with a more pleasant atmosphere. the forms of teaching materials can be: (a) printed materials such as syllabus, lesson plans, handouts, books, modules, student worksheets, brochures, leaflets, wall charts, and (b) audio visual such as video/film, vcd (c) audio such as radio, cassette, audio cd, ph (d) visual: photos, pictures, models/mockups. (e) multi-media: interactive cd, computer based, internet. good teaching materials include the following: (1) title, mp, sk, kd, indicator, place (2) learning instructions (student/teacher instructions) (3) objectives to be achieved (4) supporting information (5 ) exercises (6) work instructions (7) assessment (sopiah, 2019). teachers can not only utilize materials from books, but they also create their materials because they believe the contents in their books are insufficient and incomplete, so they supplement with information from other sources and create their materials based on the syllabus (rimadanti, 2018). 68 | english franca, vol. 6, no. 1, 2022 to achieve the set objective, community service was carried out in the form of training in developing the teaching materials based on the local culture of south sumatra. based on observations and interviews with teachers and students, there was a need to develop teaching materials for the learning of bahasa indonesia and english. in addition, the training helped to improve the ability of bahasa indonesia and english language teachers in developing their teaching materials. based on field empirical and theoretical studies, it is deemed important to hold training, mentoring, and guidance on the development of teaching materials for the vocational language teachers. in addition, this training helped the teachers to form the writing habit for the benefit of their students and or even to be published locally, regionally, and nationally. teaching material development teaching materials are all forms of materials used to assist teachers or instructors in carrying out teaching and learning activities in the classroom (rajabi & ketabi, 2012; tenridinanti, et al., 2021). dehghan & sadighi (2011) state that teaching materials are information, tools, and texts that are needed by teachers or instructors for planning and studying the implementation of learning. according to elviana, et al. (2020), learning materials can be translated as a set of materials used by someone to carry out learning activities. in fu (2018), it is stated that teaching materials are materials that contain material that students must learn as a means to achieve competency standards and basic competencies. teaching materials/learning materials (instructional materials) are knowledge, skills, and attitudes that must be taught by teachers and must be learned by students to achieve competency standards/core competencies and basic competencies. from some understanding of teaching materials, it can be concluded that teaching materials are learning aids that support teaching and learning activities and can improve a good learning atmosphere so that student's motivation to learn is increased. teaching materials used in teaching and learning activities contain certain elements. according to dehghan & sadighi (2011), a teaching material should at least include, among others, learning instructions (student/teacher instructions), competencies to be achieved, supporting information, exercises, work instructions, data in the form of worksheets (lk) and evaluations. teaching materials that can help students' learning process consist of several types. according to rajabi & ketabi (2012), the preparation of teaching materials has goals and benefits. meanwhile, sopian, et al. (2019) discovered that teaching materials are prepared with several objectives: 1) providing teaching materials that are following the rita inderawati, et. al: south sumatra local culture-based teaching materials training for vocational school language teachers-69 demands of the curriculum by considering the needs of students, namely teaching materials that are following the characteristics and providing teaching materials that are following the demands of the curriculum by considering the needs of students. , namely teaching materials that are following the characteristics and settings or social environment of students, 2) assisting students in obtaining alternative teaching materials in addition to textbooks which are sometimes difficult to obtain, and 3) making it easier for teachers to carry out learning. in addition to the purpose, teaching materials also have benefits for teachers and students. according to rajabi & ketabi (2012) there are 6 benefits, namely: 1) obtaining teaching materials that are under the demands of the curriculum and per the learning needs of students, 2) no longer depending on textbooks which are sometimes difficult to obtain, 3) enriching because they are developed using various references, 4) increase the repertoire of knowledge and experience of teachers in writing teaching materials, 5) build effective learning communication between teachers and students because students will feel more confident in their teachers, and 6) increase credit scores if they are collected into books and published. teaching materials can be distinguished according to their type and function, a teacher does not have to be fixated on making or developing teaching material. wulandari, et al. (2018)" materials include anything which can be used to facilitate the learning, they can be presented in print, through live performance or display, or on cassette, cdi-rom, dvd or the internet. yang (2017) also says that teaching materials are divided into textbooks, modules, handouts, models or mockups, worksheets, audio teaching materials, interactive teaching materials, and so on. the results of the research or the resulting product can be made in printed form, audio programs, audiovisuals, and interactive teaching materials, which are packaged in such a way that students are expected to be able to study the teaching materials with the teacher or independently. the development of teaching materials consists of several stages. according to elviana, et al. (2020), there are three, namely as follows. a. preparation the first step that needs to be prepared and studied when preparing teaching materials is the curriculum of a field of study/subject for which the teaching materials will be prepared. the curriculum is used 70 | english franca, vol. 6, no. 1, 2022 as a reference, both related to the objectives of the subject, the objectives of each, the structure of teaching materials, the design of strategies or methods, and the development of evaluation activities. after the above curriculum is understood, the next step is to study the material structure of the developed teaching materials, which are related to scope and sequence. both of these must be developed in such a way by taking into account the methodological and psychological aspects of students. the final step at this preparatory stage is to collect the various necessary sources, both related to books, journals, papers, and other materials that will be used as a complement to the writing of further teaching materials. b. writing draft teaching materials after the teaching materials are compiled and developed using a certain model, the next step is to discuss the contents of the draft teaching materials. discussions can be carried out through focus group discussions (fgds) in kkg and mgmp by involving several related experts, namely: material experts, linguists, and experts various inputs from experts, then revised according to the existing input. those inputs are really important since writing is a competence that every scholar, especially english students, must learn since it is the foundation for writing scientific literature, papers, research, journals, and so on. writing may also enhance the author's expertise, allowing pupils to express their thoughts with greater flexibility (oktavianti, 2021). c. solution the final stage of the study of the draft of teaching materials is to pay attention to aspects of language, readability (readability study), the vocabulary used including the level of language difficulty associated with the main user (target audience). then the completeness of other supporting materials such as pictures, tables, and so on. furthermore, oecd (2017) explains that in developing materials for language teaching, some basic principles should be considered. materials must: (1) achieve impact; (2) help students feel comfortable; (3) help students develop self-confidence; (4) be perceived by students as relevant and useful; (5) requires and facilitates students to invest on their own; (6) able to be mastered by students on the points being taught; (7) expose students to language in authentic use; (8) draws students' attention to the linguistic features of the input; (9) provide opportunities for students to use the target language to achieve communicative goals; rita inderawati, et. al: south sumatra local culture-based teaching materials training for vocational school language teachers-71 (10) take into account that the positive effects of instruction are usually delayed; (11) consider students to be different in learning styles; (12) take into account that students differ in affective attitudes; (13) allows a period of silence at the start of the instruction; (14) maximize learning potential that can stimulate right and left brain activity; (15) less reliance on controlled exercise; (16) provides an opportunity for feedback on results. meanwhile, oecd (2011) describes several factors that should be considered when designing materials. these factors are (1) students. considerations in developing the material will relate to the interests, motivations, and special needs of students; (2) the curriculum and its context. designing or developing teaching materials cannot be separated from the curriculum used because it contains the aims and objectives of learning and the course of learning. in addition, the material must be contextual based on the characteristics and levels of students listed in the curriculum; (3) resources and facilities. the availability of resources and facilities determines what can be achieved in terms of material design and production; (4) personal confidence and competence. this factor will determine the individual's willingness to carry out material development. the material developed will be influenced by individual knowledge, understanding of several principles of material design and production, experience, and creativity; (5) copyright compliance. designers or developers eg teachers should be aware of copyright prohibitions and laws; (6) time. intelligence in managing time is very important because it can be one of the inhibiting factors for someone in designing or developing teaching materials. in developing reading materials, it is necessary to measure the readability of reading texts. yousef, et al. (2014) readability is the process of matching the reader and related text with the reader's understanding. in other words, readability is used to determine whether the text or reading material can be understood quickly and easily by the reader. there is a relationship between reading material and the level of understanding of the reader. this affects the reader in understanding the contents of the reading text. if the text is too difficult for the readers, they will not understand the content of the reading text or get detailed information from the text. meanwhile, reading material that is too easy can be abandoned by readers because they feel there is no challenge to read. this means that the reading text must be per the reader, in this case, the ability or level of the student. 72 | english franca, vol. 6, no. 1, 2022 in this community service activity that was carried out, teachers were expected to produce textbooks in the form of various functional reading texts: descriptive and narrative texts, the raw material of which is the local culture of south sumatra, the materials can be in the form of tourist attractions, legends, food, customs, and so on. etc. local culture in language learning culture means the habits or ways of life acquired, maintained, and learned by a person or group of people, including beliefs, arts, morals, laws, ideas, customs, occupations, eating habits, and skills as members of a community (richards, 2001; hutchinson & waters, 1987; cooper, et al., 1988). cooper, et al. (1988) state that culture is the basis of communication because the meaning conveyed in the language used depends on the society in which they live, and communication is conveyed through language. cultural knowledge will later determine the forms of language in different conditions and circumstances. local culture is a certain culture in a certain area that reflects the way of life of the community related to customs, arts, food, clothing, and others. the very wide province of south sumatra, in general, has similarities in geography and the way of life of its people in various districts/cities. south sumatra is one of the provinces in this country that has a rich local culture as its identity. there are several aspects of south sumatra's local culture including food, art, equipment, customs, clothing, folklore, legends, and others. the government and the community are involved in preserving and developing local culture. several efforts have been made, among others, by making several regulations by local governments, promoting local culture to other regions, provinces, and events to the world, and integrating culture in tourism and education. the culture where students live in the local culture. in other areas, local culture refers to the way people live concerning traditions, architecture, food, traditions, and so on. students are familiar with the culture. the students will recognize it immediately if they know the text based on their local culture. it is often better for students to broaden their awareness and be more confident in their lessons to incorporate local cultural content into language classes. in language learning, local culture is important to raise awareness of the students' community and socialize with global citizens has been investigated by some previous researchers (azizah, et al., 2021; kumbara, et al., 2021; inderawati, et al., 2021; inderawati, et al., 2018). in other rita inderawati, et. al: south sumatra local culture-based teaching materials training for vocational school language teachers-73 words, students can easily express their culture and values using english to engage various communities in efl. the local culture that was developed by the vocational language teacher comes from all regencies/cities throughout the province of south sumatra, both legends or folklore and those directly related to tourism. research methodology as described in the background, the aim of this activity was achieved through the training given by nine lecturers of the master of language education at sriwijaya university. fifty teachers participated in this training and this activity of developing the teaching materials was considered successfully conducted if 75% of the participants completed the given tasks. taking into consideration the covid-19 pandemic at the moment, the training was conducted virtually via the zoom platform through the following steps: 1) explaining language subject matter at a vocational school, 2) explaining students' reading interest, 3) explaining the function and types of teaching materials, 4) analyzing teaching material needs, 5) explaining local culture as a text development material, 6) developing teaching materials, and 7) practicing needs analysis, level of readability, and developing teaching materials. therefore, the methods applied in the implementation of this activity were lectures, discussions, modeling, guided exercises, and assignments. more operationally, the description of the problem-solving actions can be seen in the following table. the method used in the development of teaching materials was development research. the model of training, mentoring, and mentoring in the manufacture of teaching materials was carried out through the following: (1) distribution of teaching materials, (2) guidance in the development of teaching materials, (3) validation of the draft of teaching materials, (4) implementation of one-to-one and small group evaluation via zoom, (5) implementation of field tests at one vocational school, (6) revision of the draft of teaching materials, (7) presentation of 3 book drafts, (8) revision of the draft of teaching materials , (9) presentation of 3 book drafts as teaching materials that have been made, (10) feedback from the lecturers and the participants 11. collection of draft teaching materials. results & discussion as described in the background, the aim of this training or activity was the development of the teaching materials by the participants with 74 | english franca, vol. 6, no. 1, 2022 the guidance of the lecturers who served as the instructor. forty-six out of fifty teachers involved in this activity managed to complete the tasks, including being able to select and develop teaching materials according to their needs. there were 3 sets of teaching materials that were successfully developed by the forty-six participants. the participants also showed a positive response to the whole activity. they showed their enthusiasm for the training materials provided by the lecturers and they were also actively involved in the tasks given, both verbally and in writing. based on the stages of implementing the activities, it can be concluded that this activity was successful which was shown by the quality of the teaching materials developed by the participants. however, there were still shortcomings in several components of the teaching materials developed by the participants, namely spelling and story context. the following section provides a detail of the stages of the implementation of developing the teaching materials. planning stage the planning stage of this community service activity went smoothly, before the event started the data collection of prospective participants had been carried out, and preparation for the opening of the zoom training event for the development of teaching materials based on local south sumatran culture for indonesian language teachers at vocational high schools throughout the city of palembang via the zoom platform. implementation stage this stage began with giving an initial test via google form and it continued with the presentation of the training material by the lecturers. the materials covered the following: language lessons in vocational schools, students' reading interests, functions, and types, the analysis of teaching material needs, local culture as a text development material, the development of teaching materials, the practice of needs analysis, readability, and developing teaching materials. in this stage, the participants practiced how to make teaching materials. in the implementation stage, there was an active interaction between the lecturers who served as the presenters of the training materials and the teachers who were the training participants, as seen by the active involvement of the participants in the question and answer session. rita inderawati, et. al: south sumatra local culture-based teaching materials training for vocational school language teachers-75 stages of distribution of teaching materials and guidance figure 1: stages of implementing productive society service via zoom at the stage of distributing teaching materials, the lecturers distributed teaching materials in the form of local folklore from south sumatra, and then the participants developed a text about the folklore. meanwhile, for the mentoring stage, the results of the tasks given, namely making teaching materials based on local culture were reviewed by the lecturers. stage of validation of the draft of teaching materials at the validation stage, the lecturers validated the draft of teaching materials based on the local culture of south sumatra developed by the participants. afterward, the results of the tasks given, namely making teaching materials based on local culture were reviewed. figure 3: the validation stage of the draft teaching materials via zoom 76 | english franca, vol. 6, no. 1, 2022 implementation of one to one and small group evaluation in the implementation stage of the one-to-one and small group evaluation, the lecturers validated the draft of teaching materials based on the local culture of south sumatra and then a text about the folklore was created by the participants. there were three participants involved in reviewing the products developed in the one-to-one evaluation. figure 4: stages of implementing one to one and small group validation the participants reviewed the developed product by providing comments by filling out questionnaires regarding the relevance of the developed product to students’ needs, presentation of material, evaluation, and attractiveness of the material. it was conducted to determine whether the product developed was practical. next, in the small group evaluation stage, nine participants were asked to comment on the developed product. the participants were not the same as those who were in one-to-one evaluation. reading, reviewing, and responding to the questions of the questionnaire were the activities done by those nine students. meanwhile, for the mentoring stage, the results of the tasks given were reviewed by the lecturers. implementation of field test at the stage of implementing this field test, the field test of the results of the given task was conducted through google form through the zoom platform. rita inderawati, et. al: south sumatra local culture-based teaching materials training for vocational school language teachers-77 figure 5: the implementation stage revising the draft of teaching materials at this stage, the lecturers revised the draft of teaching materials that had been made by the training participants. this activity was conducted via the zoom platform. the activities of the fourth day of this training can be seen in the image below. figure 6: the stage of revising the draft of teaching materials via zoom presentation of two book drafts at this stage, the lecturer team asked 3 groups of participants to present a book draft of the teaching material that had been made them and continued with questions and answers or feedback from the lecturers as well as other participants. this activity was conducted via the zoom platform. 78 | english franca, vol. 6, no. 1, 2022 conclusion the training or the activity was conducted to produce sets of teaching materials and in the end, it was completed. the activity was conducted per the following objectives. first, introducing teaching materials based on the local culture of south sumatra for the needs of vocational students through the development of teaching materials related to the local culture by the teachers. second, improving the knowledge of vocational language teachers in using local cultural resources for the skills of reading descriptive and narrative texts based on the local culture of south sumatra in learning indonesian and english. third, producing teaching materials for reading descriptive and narrative texts based on the local culture of south sumatra in indonesian and english learning that are valid, practical, and have potential effects. finally, motivating the teachers who participated in this activity to develop their teaching materials. references amri, s & khoiru, t. (2010). konstruksi pengembangan pembelajaran. jakarta prestasi pustakarya. ayu, m, sari & muhaqiqin (2021). pelatihan guru dalam penggunaan website grammar sebagai media pembelajaran selama pandemi. jurnal pengabdian kepada masyakarat. 2 (1): 49—55. azizah, n., inderawati, r., & vianty, m. (2021). developing descriptive reading materials in efl classes by utilizing the local culture. studies in english language and education, 8(2), 596-621. dehghan, f. & f. sadighi, f. (2011). on the cultural schema and iranian efl learners’ reading performance: a case of local and global items. journal of pan-pacific association of applied linguistics, 15(2), 97-108. departemen penddidikan nasional. 2008. panduan pengembangan bahan ajar. jakarta: diknas. departemen pendidikan nasional. (2008). panduan pengembangan bahan ajar. jakarta: diknas. elviana, r. inderawati, & mirizon, s. (2020). developing interactive multimedia for teaching descriptive texts based on palembang local culture. indonesian efl journal, 6(1), 19-26. rita inderawati, et. al: south sumatra local culture-based teaching materials training for vocational school language teachers-79 inderawati, r., petrus, i., eryansyah., & meilinda. (2021). needs analysis of vocational high school textbook to local culture materials and the 21st century competencies. english review: journal of english education, 9(2), 245-252. intiana s. r.h. dkk. (2018) pelatihan mengembangkan materi ajar bagi guru-guru bahasa dan sastra indonesia di kabupaten lombok utara. jurnal pendidikan dan pengabdian masyarakat. 1(1): 165— 173. koentjaraningrat. (1980). pengantar ilmu antropologi. jakarta: aksara baru. lowie, r. h. (1971). culture and ethnology. new york, ny: douglas c. mcmurtrie. kumbara, l., inderawati, r., & eryansyah. (2021). developing sekayu local culturebased descriptive texts. eralingua: jurnal pendidikan bahasa asing dan sastra, 5(1), 120-133. majid, a. (2008). perencanaan pembelajaran. bandung: rosdakarya. oecd. oecd reviews of vocational education and training: learning for jobs. (2011). paris: oecd. retrieved from http://www.oecd.org/education/skills-beyondschool/learningforjobspointersfor%20policydevelopment.pdf. oecd. pisa product draft. paris: oecd. (2017). retrieved from http://www.oecd.org/pisa/pisaproducts/draft%20pisa%20201 5%20reading%20fr. oktavianti, d., gusmuliana, p., & apriani, e. (2021). undefined. jadila: journal of development and innovation in language and literature education, 1(4), 389-406. https://doi.org/10.5269 0/jadila.v1i4.157. peraturan daerah provinsi sumatera selatan nomor 4 tahun 2015 tentang pelestarian kebudayaan daerah. prastowo, a. (2012). panduan kreatif membuat bahan ajar inovatif. yogyakarta. diva pressi. rajabi, s & ketabi, s. (2012). aspects of cultural elements in prominent english textbooks for efl setting. theory and practice in language studies, 2(4), 2012, 705-712. retrieved from http://www.academypublication.com/issues/past/tpls/vol02/0 4/08.pdf. http://www.oecd.org/education/skills-beyond-school/learningforjobspointersfor%20policydevelopment.pdf http://www.oecd.org/education/skills-beyond-school/learningforjobspointersfor%20policydevelopment.pdf http://www.oecd.org/pisa/pisaproducts/draft%20pisa%202015%20reading%20fr http://www.oecd.org/pisa/pisaproducts/draft%20pisa%202015%20reading%20fr https://doi.org/10.5269 http://www.academypublication.com/issues/past/tpls/vol02/04/08.pdf http://www.academypublication.com/issues/past/tpls/vol02/04/08.pdf 80 | english franca, vol. 6, no. 1, 2022 rimadanti, u. s. (2018). teachers‟ guidelines in designing english materials in curriculum 2013 (descriptive study of english teachers in senior high school rejang lebong) (doctoral dissertation, iain curup). sopian, s., inderawati, r., & petrus, i. (2019) developing e-learning based local-folklores for eight graders. english review:journal of english education, 8(1), 2019, pp. 100-112. sumatera express. (2021). dosen s2 bahasa unsri adakan pelatihan pengembangan bahan ajar berbasis budaya lokal sumsel bagi guru bahasa smk se-kota palembang. sumatera ekspess. 11 september. sa`ud, u.s. (2011). inovasi pendidikan. bandung: alfabeta. tribun sumsel. (2021). lestarikan budaya lokal lewat pengembangan bahan ajar. tribun sumsel. 13 september, hlm. 2, kolom 5. tribun sumsel. (2021). uji lapangan produk bahan ajar bahasa berbasis budaya lokal. tribun sumsel. 23 september, hlm. 2, kolom 6. tylor, e. b. (1871). primitive culture: researches into the development of mythology, philosophy, religion, art and custom. london: john murray. rajabi, s & ketabi, s. (2012). aspects of cultural elements in prominent english textbooks for efl setting. theory and practice in language studies, 2(4), 705-712. retrieved from http://www.academypublication.com/issues/past/tpls/vol02/0 4/08.pdf. sopiah, dkk. (2019). pelatihan dan pendampingan penyusunan bahan ajar bagi guru sma 5 kediri. jurnal karinov. 2 (1): 52—56. tenridinanti, t., b., inderawati, r., & mirizon, s. (2021). climate changebased report texts for senior high school: a mix method study. jurnal pendidikan progresif, 11(3), 610-625. doi: 10.23960/ jpp.v11.i3.202112. tomlinson, b. (2011). materials development in language teaching. cambridge: university press. wulandari, a., vianty, m., & fiftinova. (2018). using local culture as teaching materials for improving students’ reading comprehension. the journal of english literacy education (the rita inderawati, et. al: south sumatra local culture-based teaching materials training for vocational school language teachers-81 teaching and learning of english as a foreign language, 5(1), 1124. yang, x. (2017). cultural background on reading comprehension in junior high school. journal of language teaching and research, 8(2), pp. 370-374. yousef, h., karimi, l., & janfeshan, k. (2014). the relationship between cultural background and reading comprehension. theory and practice in language studies, 4(4), .707-714. 82 | english franca, vol. 6, no. 1, 2022 empty page english franca : academic journal of english language and education vol. 4, no. 1, 2020, iain curup p-issn 2580-3670, e-issn 2580-3689 stylistic analysis of maya angelou’s “woman work” arina isti’anah universitas sanata dharma arina@usd.ac.id caecilia riris krismarini universitas sanata dharma caeciliaririsk34@gmail.com elisabet ayu pramesthi lebdo putri universitas sanata dharma elisabetayuplp@gmail.com abstract this paper presented the stylistic analysis of a poem by maya angelou, “woman work”. this stylistic analysis focused on analyzing two language levels, phonology and syntax, covering the study of sound repetition, transitivity, and pronoun. the phonological features employed in the poem were assonance and consonance. on the other hand, the syntactic features were in the form of material processes that described the works of a woman. the employment of pronoun referred to the poet and nature. this analysis found that angelou positioned nature as an essential part of a woman's life as it helped her to provide a living to her family. further, nature was placed as an actor that helped her face her world as a woman. this paper concludes that stylistics is applicable to analyse literary works in an objective way as it provides the hard data. keywords: stylistics, poem, woman, angelou introduction literary texts are often attached to their being aesthetic. the beauty of their language is one of the interests done by scholars. mailto:arina@usd.ac.id mailto:caeciliaririsk34@gmail.com mailto:elisabetayuplp@gmail.com 56 | english franca, vol. 4, no. 1, 2020 however, literary texts are not merely about their beauty of language but also how the choice of language creates meanings. literary texts are made for particular purposes in particular contexts. maya angelou is assumed as one of the writers that use language to voice her oppression that she experienced both as a black and a woman. the study on her works motivates the present research. maya angelou is an americanafrican poet who experienced discrimination and oppression as black and woman in america. through writing, angelou also voices about the love and happiness that she feels. her hardworking sends her as a famous writer and activist. "woman work" is one of her poems that reflects her life experience. "woman work" is not the only poem analyzed by scholars. from the literary point of view, the poem was criticized from the diction of nature chosen by angelou. through personification and apostrophe, nature is presented the object of escapism. nature gives women the strength to face her world as one who has to finish house chores (yustisiana, 2018). using the feminist stylistic approach, hama (2017) analyzed the poem based on its stylistic devices to uncover how angelou uses language to defy the problems that women face and how she presents her own identity. the use of punctuation marks, figures of speech, and nature-related terms show that angelou does not complain about her endless chores as she is aware that it is the duty of a mother and a wife. she is mad at human beings for not valuing a woman's sacrifices to secure a comfortable life for others. angelou, who is lonely because no one acknowledges her hard work, is thankful for nature as "they are all she has". in the end, it is concluded that angelou is proud of being a woman and does not feel inferior to men even though it is not easy to be one (hama, 2017). khan & khan (2016) also conducted the stylistic analysis in "woman work". they assessed the phonological pattern, figures of speech, and lexical devices used by angelou in the poem. from the stylistic analysis, they mentioned the themes found in the poem that talks about black woman and slavery. the research describes how the woman enjoys her life shown from the employment of natural images in the poem (khan & khan, 2016). triggered by the studies mentioned above, the present research attempts to improve the previous findings. since the employment of some phonological and syntactic elements is still missing in the earlier studies, this paper provides alternative ways on how to interpret the poem. this paper also develops research on stylistics, particularly arina et.al: stylistic analysis of maya angelou’s “woman work”|57 literary works by maya angelou. therefore, this research focuses on how the syntactic and phonological features help readers interpret the poem. there are two research questions discussed in this research: how are phonological and syntactic features employed in the poem and what the employed linguistic features depict interpretation. theoretical framework the concept of style is often related to physical things such as buildings and fashion. in terms of language, style is often attached to the author, like hemmingway’s style and dicken’s style referring to the complexity of language and theme in the works. however, ‘style’ is the linguistic characteristics of a particular text (leech & short, 2007). it means that the study of style should rely on particular text since to find out the generalization of an author’s language is not a simple job. stylistics is a linguistic field that presents an approach and method to analyze the purpose and function of a text, not restricted to literary but also non-literary texts. poetry, one of literary works, does not “make direct reference to the world of phenomena but provides a representation of it through its peculiar and unconventional uses of language” which create an imaginary alternative world (verdonk, 2002). thus, critical analysis of the employed language in poetry becomes necessary to conduct. in conducting stylistics, there are some levels of language to observe: semantic, syntactic, graphological, and phonological levels (leech & short, 2007). the chart below displays the relation between language levels and the message of a literary work. the above chart reveals that to interpret a literary work, the role of a reader’s knowledge also becomes central. the model reality in the above chart refers to things that “we know, believe, judge or understand to be the case in the world that we live” (leech & short, 2007). the job for stylisticians is to provide hard data, or linguistic evidence, to support 58 | english franca, vol. 4, no. 1, 2020 our judgment of a particular text. in other words, careful analysis of linguistic choice needs to be elaborated and presented. the language levels employed in this paper are phonological and syntactic. in the phonological level, the analysis is focused on the employment of assonance and consonance. assonance and consonance are regarded as a deviation in poetry. assonance is the repetition of the vowel sound in two or more words in a line of a poem, whereas consonance is the repletion of consonant sound in two or more words in a line of a poem (hameed & al-sa’doon, 2015). instead of assonance and consonance, a poem can involve alliteration, the repletion of consonant sound at the beginning of two or more words in a line. however, the discussion of alliteration is not involved here since it has been previously conducted by another scholar. in the syntactic level, this paper is interested in discussing the use of pronoun and transitivity. from a systemic functional linguistic point of view, meanings are represented through what so-called as meta-functions of language. the first function is the ideational function, referring to how language is employed to express people’s experience of both the outer and inner world of their consciousness (li & tao, 2018). the language element that is utilized to figure out the ideational meaning is the verb. the choice of the verb determines types of process, thus participants and circumstances. six processes are proposed in sfl: material, mental, verbal, relational, behavioral, and existential processes. the material process is marked by verbs of doing and happening. usually, the verbs are dynamic. the mental process is about sensing or people’s consciousness. it refers to the process of perceptive, cognitive, emotive, and desiderative (isti’anah, 2018). the relational process is about being and having, marked by identifying, attributing or possession processes. the behavioral process is about physiological and psychological behavior. the verbal process marked by verbs of saying. the process is important in various kinds of discourse. they contribute to the creation of a narrative by making it possible to set up dialogic passages. the existential process is about the idea that something exists or happens (yuqiong & li, 2018). as the study of language style, stylistics takes account of the style and the ways language is used in texts. stylistics examines the language features “such as rhetorical terms and syntactic devices that are used to create expressive or literary style” (mukhtar, 2017). in addition to that stylistics can disclose the type of a text by its language features. stylistics not only enables us to identify the distinctive features of arina et.al: stylistic analysis of maya angelou’s “woman work”|59 literary texts but also to specify the genre and structures of literature (budiharto, 2014). research methodology approach this paper applied the stylistic approach. it concerns the language style, either literary or non-literary text. this paper analyzes angelou's "woman work" through different language levels: assonance and consonance in the phonological level and transitivity and pronoun in the syntactic level. the detailed linguistic features of the poem are needed to analyze since stylistics aims at providing hard data to help stylisticians interpret the meanings of a literary work (barry, 2002) 2002). the procedure of data collection and data analysis the data focused on this paper were taken from phonological and syntactic features. the phonological features focus on the repetitions of sounds from every line. the researchers paid attention to the employment of vowels and consonants repeated in each line. the use of the longman dictionary helped the researchers transcribe the sounds. in the syntactic features, the choice of verbs was categorized into its transitivity process since it was the marker whether a clause was a material, relational, verbal, or other types of processes. the last syntactic feature analyzed was the use of the pronoun. it helped the researchers interpret the significance of the pronoun in the poem. the employed linguistic features mentioned lead the poem interpretation. findings this part displays the results of the analysis. as there were two language levels observed, the results were divided into their language levels as below. phonological level in this level, two types of sound repetition were analyzed: assonance and consonance. assonance is the repetition of the similar sound of the vowel in a line that can be in the initial, middle, or at the final position of words. the table below shows a summary of the phonological features found in the novel. table 1. summary of phonological features in “woman work” phonological sounds stanza, line words 60 | english franca, vol. 4, no. 1, 2020 features assonance /ə/ 1, lines 1, 8, 13, 14 the, children, garden, about, cotton /i/ 1, line 7 company, feed /ʌ/ 1, line 12 up, hut /aɪ/ 2, line 1 shine, sunshine /eɪ/ 2, line 2 rain /ɪ/ 3, line 2 with, fiercest, and wind /e/ 4, line 4 let, rest /oʊ/ 5, line 2 ocean, stone /aɪ/ 5, line 5 i, my consonance /d/ 1, line 1 children, tend /t/ 1, line 1 got, to / ð/ 1, line 2 the, clothes /n/ 1, line 5 then, chicken /t/ 1, line 7 got, to /d/ 1, line 8 garden, weed /s/ 1, line 9 shirts, press /s/ 1, line 10 tots, dress /t/ 1, line 11 to, cut /ʃ/ 2, line 15 shine, sunshine /f/, /l/ 2, line 17 fall, softly /m/, /r/ 3, line 19 storm, me, from, here /r/ 3, line 20 your, fiercest /k/ 3, line 21 across, sky /f/, /l/ 4, line 23 fall, gently, snowflakes /d/ 4, line 25 cold, and /t/ 4, line 26 let, rest, tonight /n/ 5, line 27 sun, rain /r/ 5, line 27 rain, curving /k/ 5, line 27 curving, sky /l/ 5, line 30 all, call /n/ 5, line 30 can, own syntactic level the analysis of syntactic level applied transitivity analysis by halliday's systemic functional linguistics. transitivity is the language tool to represent the speaker's experience of the real world. the arina et.al: stylistic analysis of maya angelou’s “woman work”|61 analysis starts with the choice of a verb that determines the type of process, thus participants and circumstances. the table below summarizes the transitivity patterns found in the poem. table 2. summary of transitivity processes in “woman work” processes participants verbs material actor goal got material goal shine, fall, rain, cool , blow, float, cover, glow material actor rest relational carrier attribute are additionally, this paper observed textual function of language, how a message is signposted, through pronoun used. the table below displays a summary of the pronoun used. table 3. summary of pronoun in “woman work” pronoun frequency stanza, line i 6 1, lines 1, 7, 9, 12 3, line 4 5, line 4 me 6 2, lines 1, 2 3, lines 1, 3 4, lines 2, 4 my 2 3, line 4 5, line 4 your 1 3, line 2 you 1 5, line 4 total 16 the table above shows that there are 16 pronouns employed by angelou in her poem. the presence of i and me occupy the same number in the poem, which exists 6 times. the other pronouns are my that exists twice and your and you that only exists once. discussion in "woman work" angelou attempts at emphasizing the things she has to take care. it is not only about chores, but her responsibility as a woman working at home to make sure that her family deserves her 62 | english franca, vol. 4, no. 1, 2020 best effort. the emphasis on them is utilized through assonance and consonance, as presented in stanza 1 below. i've got the children to tend line 1 the garden to weed line 8 then see about the sick line 13 and the cotton to pick. line 14 the underlined letter above has similar consonant sound, or what so-called assonance in stylistics. in the first and second lines of stanza 1, angelou emphasizes that she has to take care of not only children but also the garden. the comparison between human and nonhuman beings in both lines put children and garden the same importance to her. it is not only the human beings to be responsible for but also the non-human beings that become important for her life. the importance of non-human beings in stanza 1 is stressed by the employment of the same alveolar nasal consonant /n/ in line 14, presented by the noun cotton. the repetition of /n/ in words children, garden, and cotton is not only to make the poem easy listening, but it has a particular purpose. angelou regards the garden as a source of living. the presence of garden is not a place to escape, yet it provides living for her family. in the above stanza, the clause is presented in the form of material process, referring to the speaker’s way to construe the material world that is represented by the involvement of actor and goal as the participants (cunanan, 2011). the actor mentioned in stanza 1 is i referring to angelou as the speaker. the verbs employed to show her experience and doing are modals got and main verbs tend, feed, press, and hut. the goals involved are children company, shirts, and this hut. in stanza 1, angelou represents herself as a woman and mother who completes her tasks. an actor is the participant that uses energy to complete the actions directed to the goal. seen from stanza 1, the goals involved refer to both human beings and non-human beings. lines 2 until 8 contain verb phrases, which has the same function as children and to tend in line 1, which is as a goal and circumstance of purpose. the clothes to mend line 2 the floor to mop line 3 the food to shop line 4 then the chicken to fry line 5 the baby to dry line 6 the garden to weed line 8 the tots to dress line 10 the can to be cut line 11 arina et.al: stylistic analysis of maya angelou’s “woman work”|63 and the cotton to pick line 14 in stanza 1 above, angelou expresses goals and circumstances of purpose which have been done by the actor, woman. it signifies that a woman has tough jobs done every day. the jobs are domesticated actions related to a family’s living. the goals above are to mend, to mop, to shop, to fry, to weed, to dress, to be cut, and to pick. those purposes seem to be never-ending tasks done by the actor. the presence of circumstances in almost every line in stanza 1 reveals how strong a woman is. the jobs a woman are done over and over continuously, are presented in the long stanza above. what is interesting here is the actor that is only present once, yet the goals and circumstances of purpose are always present in almost every line. here, angelou emphasizes that her presence as a woman is not necessary to involve. she does not want to be acknowledged as an important figure in the poem, yet what is more important is the goal and purposes. in other words, family is more important than her. she wants to make sure that her family is well-taken care of regardless of the acknowledgment given by other people. stanza 2 employs nature-related terms. the repetition of vowels and consonants in the lines that contain nature-related terms emphasize how important nature is for angelou. in stanza 2, assonance is found in line 1 and 2 represented as follow. shine on me, sunshine stanza 2, line 1 rain on me, rain stanza 2, line 2 fall softly, dewdrops stanza 2, line 3 in those lines, the assonances are in the form of a diphthong. in line 1, the repetition of assonance /aɪ/ occurs in words shine and sunshine. in line 2 the repetition of sound /eɪ/ occurs in the same words rain. meanwhile, in line 3 of stanza 2 the repetition of vowel /ɔ/ occurs in words fall and softly. assonances show the way angelou begs nature hto comfort her: sun to shine on her, rain to rain on her, and dewdrops to fall softly on her. in stanza 2, consonance is found in line 1 and 3. in line 1, the consonant /ʃ/ is repeated in shine and sunshine. in line 3, the consonant /f/ and /l/ are repeated in fall and softly. shine on me, sunshine stanza 2, line 1 fall softly, dewdrops stanza 2, line 3 the same as the assonances, consonances in line 1 and 3 above also highlight the importance of nature for angelou. nature is present as 64 | english franca, vol. 4, no. 1, 2020 an important being who provides comfort for angelou after her long day of endless works as a woman. such meaning is also conveyed by the appearance of material process and the use of pronoun in stanza 2. shine on me, sunshine stanza 2, line 1 rain on me, rain stanza 2, line 2 fall softly, dewdrops stanza 2, line 3 and cool my brow again stanza 2, line 4 in line 1, the agent is sunshine and the material verb is shine. in line 2, both agent and the material verb are rain. me becomes the goal in line 1 and 2. in line 3, the agent is dewdrops, while fall performs as the material verb. in line 4, the agent is the same as that in line 3, which is dewdrops, cool is the material verb and my brow is the goal. the presences of nature-related terms, such as sunshine, rain, and dewdrops, as the agents in stanza 2 reveal that nature has the power to direct actions to angelou, a woman, and a mother. the placement of material verbs in lines 1 to 4 above emphasizes the actions nature does to angelou. here, angelou attempts at focusing on the power of nature, rather than herself as the goal. pronoun appears thrice in stanza 2. those are me in line 1 and 2, and my in line 4 as presented in the following. shine on me, sunshine stanza 2, line 1 rain on me, rain stanza 2, line 2 fall softly, dewdrops stanza 2, line 3 and cool my brow again stanza 2, line 4 all the pronoun in stanza 2 above shows how angelou places herself as the goal. as mentioned previously, angelou does not want to be acknowledged as an important figure in the poem. it is fine for angelou to be seen that way, as what is important for her is to provide a living for her family. by mentioning nature-related terms and placing herself as the goal, angelou wants to emphasize that she needs rest for a moment and the nature to comfort her during her rest before continuing her works. in stanza 3, angelou speaks about her struggles of being a woman work. this poem reflects the tragedy of the life of a slave that has to work hard routinely and only can find joy if the works are done (khan & khan, 2016). it can be seen from the repetition of vowel and consonance sounds in the stanza. the repetition of a vowel is found in line 2. the repetition of front close-mid vowel /ɪ/ appears in words with, fiercest, and wind. below is the appearance of the assonance in stanza 3. with your fiercest wind stanza 3, line 2 arina et.al: stylistic analysis of maya angelou’s “woman work”|65 stanza 3 uses consonance of each line. the display of the consonance in stanza 3 is presented as follows. storm, blow me from here stanza 3, line 1 with your fiercest wind stanza 3, line 2 let me float across the sky stanza 3, line 3 ‘til i can rest again stanza 3, line 4 the bilabial nasal consonant /m/ and palatal liquid consonant /r/ are repeated in line 1. the consonant /r/ is also repeated in words your and fiercest in line 2. in line 3, the velar stop consonance of /k/ is found in the words across and sky. while in line 4, the repetition occurs in alveolar nasal consonant /n/ in words can and again. the existence of assonance and consonance highlights the use of nature that draws the struggles faced by angelou. the struggles are expressed through the presence of words storm, fiercest wind, and sky. the struggles depicted in this stanza are also emphasized by the appearance of material process and pronoun. storm, blow me from here stanza 3, line 1 with your fiercest wind stanza 3, line 2 let me float across the sky stanza 3, line 3 ‘til i can rest again stanza 3, line 4 in line 1, the actor is storm, and the material verb is blow. it creates an image of big struggles represented by storm blows or comes to life. line 2 contains an instrument, fiercest wind. in line 3, the actor is the same as line 1, while me performs as the goal. the material verb float and the circumstances across the sky draw the journey of the woman work in facing the world that full of difficulties. in line 4, there is a material process, but the category is not an action, but happening as rest is an intransitive verb. this line depicts that the actor tells to the storm to come until she can cope with all the struggles in life and find rests. this stanza includes pronouns me, your, and i as displayed below. storm, blow me from here stanza 3, line 1 with your fiercest wind stanza 3, line 2 let me float across the sky stanza 3, line 3 ‘til i can rest again stanza 3, line 4 the pronoun your substitutes the storm that appears in line 1. the pronoun me in lines 1 and 3 shows that the poet or angelou 66 | english franca, vol. 4, no. 1, 2020 works as the goal who is affected by an action. however, the pronoun i line 4 has a function to show that angelou stands as the agent. from the presence of i and me, she represents herself as a worker who has to finish her task with facing struggles in it, and she cannot rest completely because of the task. in stanza 4, angelou still mentions nature-related terms. consonants and vowels are repeated in the lines containing naturerelated terms to highlight how important the role of nature in angelou’s life. assonance only appears once in line 4. in this line, the repetition of vowel /ɛ/ occurs in words let and rest shown as follow. let me rest tonight. stanza 4, line 4 apart from assonance, stanza 4 also includes consonance that appears in lines 1, 3, and 4. the consonant /f/ and /l/ are repeated in line 1 in fall, gently, and snowflakes. the consonance of /d/ is found in line 3 in cold and and. in line 4, the consonance of /t/ appears in let, rest, and tonight. fall gently, snowflakes stanza 4, line 1 cover me with white stanza 4, line 2 cold icy kisses and stanza 4, line 3 let me rest tonight stanza 4, line 4 using assonance and consonance, angelou shows how nature is important for her. nature exists in her life as a provider of comfort. as seen in the lines above, angelou begs snowflakes, which is a part of nature, to comfort her by covering her and let her rest. this interpretation strengthens hama’s finding that mentions how angelou thanks nature to help her face the difficult life as a woman (hama, 2017). the present research improves hana’s research in the way phonological features also contribute to the significance of language to the poem interpretation. while hama’s research used figures of speech and punctuation, this research employs assonance and consonance to figure out the importance of nature in the representation of a woman work’s life. the representation of the process and the use of pronoun in stanza 4 also convey such meaning. fall gently, snowflakes stanza 4, line 1 cover me with white stanza 4, line 2 cold icy kisses and stanza 4, line 3 let me rest tonight. stanza 4, line 4 the actor in those four lines is the same, snowflakes. the instrument is white cold icy kisses though they are in different lines. in arina et.al: stylistic analysis of maya angelou’s “woman work”|67 line 4, the material verb, happening, also appears with the goal me and time tonight. the presence of snowflakes as the actor in stanza 4 shows that nature is a powerful being in angelou’s life, as mentioned in stanza 2 that nature has the power to direct actions to angelou. the material verbs, such as fall, cover, and rest, exist to emphasize the actions of nature to angelou. the same as in stanza 2, angelou places herself as the goal, as shown in line 2 and 4 by the word me. by placing herself as the goal, angelou wants to shift the focus on nature rather than herself for she does not want to be acknowledged as an important figure in the poem. in stanza 4, the pronoun appears twice. those are me in lines 2 and 4 as shown in the following. fall gently, snowflakes stanza 4, line 1 cover me with white stanza 4, line 2 cold icy kisses and stanza 4, line 3 let me rest tonight. stanza 4, line 4 the pronoun me in lines 2 and 4 are the representation of angelou, who places herself as the goal. by doing so, she wants to emphasize that she is only a receiver of comfort from nature, not an important figure at all. what important for angelou is to provide a living for her family and in between that, she needs a rest or “an escape” for a while to seek comfort from nature. in line with yustisiana (2018), nature is portrayed as the object of escapism in the poem. nature provides comfort to angelou when she rests for a while after doing her endless chores as a woman and a wife (yustisiana, 2018). the word tonight mentioned in line 4 indicates that angelou only asks for a brief time to rest before continuing her chores. thus, it is safe to say that nature is an escape for angelou, who gives strength to face her world as a woman and a wife who have to finish her chores. in stanza 5, the consonant /n/ is repeated in lines 27 and 30. other than the consonance of /n/, the consonances of /r/ and /k/ are also spotted in line 27. while in line 30, the consonance of /l/ is spotted. below is the appearance of consonances found in line 27 and 30. sun, rain, curving sky stanza 5, line 27 you're all that i can call my own stanza 5, line 30 consonances found in stanza 2, 3, and 4 highlight the naturerelated terms. the nature-related terms are to show how nature comfort angelou after doing her chores. as mentioned in line 30 above, 68 | english franca, vol. 4, no. 1, 2020 nature is the only thing that is always there for her, the only thing that "she can call her own". in stanza 5, there is a relational process, particularly to show possession. here is the stanza. sun, rain, curving sky stanza 5, line 1 mountains, oceans, leaf and stone stanza 5, line 2 star shine, moon glow stanza 5, line 3 you’re all that i can call my own. stanza 5, line 4 the possessor is in the form of a noun phrase, all that i can call my own, while the possessed are the nouns in lines 1 to 3. the use of this process shows that the possessor, referring to woman, has no one to accompany her daily work but nature. the use of nature in this poem is the bridge into escapism (yustisiana, 2018). nature has a great effect on this poem. nobody can limit the freedom of nature. as a worker, she cannot go anywhere and cannot feel free as an individual. then, the woman imagines the freedom that she might have through nature. in addition to that, nature-related terms are mentioned throughout the poem from stanza 2 until 5 to show how important the role of nature in angelou’s life. angelou is thankful for nature as “they all that she can call her own” (hama, 2017). nature is the only thing that accompanies and comforts angelou during her break. conclusion the findings of assonance deliver to specific interpretations. firstly, through the repetition of sounds, angelou tries to gain the readers' attention to the wording of the poem. secondly, the assonance highlights the words connected to a mother and woman work. thirdly, the assonance appeared in metaphors represented in the form of nature lexical terms. this paper concludes that consonance is the prominent feature in the phonological level as it appears in every stanza in the poem. consonance highlights the endless chores done by women in stanza 1. in stanza 2 until 4, consonance is used to highlights nature-related terms. this paper concludes that all language levels can be applied to interpret angelou's "woman work" as each level cannot be analyzed separately. the presence of the phonological level is proven to overlap the lexical level, seen from the choice of assonance and consonance in the figures of speech. the presence of the syntactic level is also an unavoidable analysis of the graphological level. arina et.al: stylistic analysis of maya angelou’s “woman work”|69 suggestions for further improvement of stylistic analysis, the researcher would like to suggest other researchers conduct researches using stylistic analysis in different objects. since angelou discusses interesting topics in her poems, such as nature and equality, the objects can be other angelou’s poems that discuss similar topics. the objects can also be the poems by different authors, or other literary works that have not been analyzed previously. in addition to that, the researcher also suggests other researchers broaden the researches by extending the language levels. this research is done only in four language levels; thus, it is preferable for further researches to apply more language levels in analysis. by applying more language levels, a thorough result of the meaning of the poem can be achieved. references barry, p. (2002). beginning theory: an introduction to literary and cultural theory. manchaster: manchaster university press. budiharto, r. a. (2014). stylistic value of deixis in some selected poems of edgar allan poe. in 3rd eltlt international conference proceedings (pp. 629–636). cunanan, b. t. (2011). using transitivity as a framework in a stylistic analysis of virginia woolf’s old mrs. grey. asian efl journal, 54, 69–79. hama, b. s. (2017). self-presentation in selected poems of maya angelou. international review of social sciences, 5(2), 123–128. hameed, a. m., & al-sa’doon, s. (2015). a study of stylistic deviation in maya angelou’s still i rise. european academic research, iii(6), 6563–6586. isti’anah, a. (2018). mental processes of the main character in jhumpa lahiri’s interpreter of maladies. language circle, 12(2), 213–226. https://doi.org/10.15294/lc.v12i2.14180 khan, a. b., & khan, m. y. (2016). stylistic analysis of the poem “woman work” by maya angelou. international journal of institutional & industrial research, 1(2), 10–14. leech, g., & short, m. (2007). style in fiction. harlow: pearson. 70 | english franca, vol. 4, no. 1, 2020 li, f., & tao, r. (2018). transitivity analysis of j. k. rowling‘s commencement address at harvard university. international journal of languages, literature and linguistics, 4(3), 208–225. https://doi.org/10.18178/ijlll.2018.4.3.176 mukhtar, k. (2017). stylistic analysis of ted hughes’ poem: “the casualty". research journal of english language and literature (rjelal), 5(4), 394–401. verdonk, p. (2002). stylistics. oxford: oxford university press inc. yuqiong, z., & li, f. (2018). transitivity analysis of david cameron’s speech in retaining scotland. international journal of language and linguistics, 6(3), 70–79. https://doi.org/10.11648/j.ijll.20180603.13 yustisiana, r. a. (2018). elements of nature as the object of escapism in maya angelou’s “woman work.” journal of language and literature, 18(2), 158–167. english franca: academic journal of english language and education vol.5, no1 ,2021,iaincurup p-issn2580-3670, e-issn2580-3689 doi: http://dx.doi.org/10.29240/ef.v5i1.2026, page 131-148 analysis of demotivating factors affecting students’ willingness to speak english erlinda sonya pale university of timor erlinda_pale@yahoo.com maria wihelmina wisrance university of timor anchewelan@gmail.com abstract the hesitation to speak english in the class was the crucial problem that occurred in semester seven students of the english department of timor university. this study figured out the discouraging points that influence the students' eagerness to speak english in the class, the most dispiriting factors, and the attempt that they executed to overcome their problem. the subject of the study was 30 semester seven students of the english department of timor university. the qualitative method was employed to analyze the data in this study. interview and questionnaire were applied as the instruments to obtain the data. the result of the study pinpointed that there were i n t e r n a l a n d e x t e r n a l f a c t o r s t h a t a f f e c t discouraging students in the classroom. the finding also revealed that the most demotivating factors which affected the students' willingness to communicate in english were motivation and confidence. the students also performed a few things to overcome their problems. the conclusion required the students to prompt themselves and be prompted by other people to pursue a good interaction in english. keywords: demotivating, students, willingness mailto:erlinda_pale@yahoo.com mailto:anchewelan@gmail.com 132 |english franca, vol.5, no.1, 2021 introduction english has been widely used around the world as one of the international languages. the presence of english can be seen by the users of it all over the world. some countries use english as the first language, a foreign language, and some others use it as the second language. countries such as the usa, canada, britain, ireland, australia, new zealand, south africa, and several caribbean countries speak english as their first language while singapore, india and malawi speak english as their second language in which english becomes part of their chief institutions. china, japan, greece, poland, indonesia, etc admit english as their foreign language where they use it as an international language (crystal, 2003). the use of english in indonesia has been started in the past since the colonialization of england. most of the library books used in indonesia are written using the english language. consequently, to comprehend the books' content, indonesian people have to understand english. moreover, the students from secondary to a high level have been learning english as the foreign language started from 1945, the starting point of the independence (alisyabana, 1990: 320; nababan, 1984 in bire, 2016). the use of english in indonesia is quite crucial since it is the means of communication in trading, transport, foreign affairs, science, and technology (bire: 2016). nowadays, english is considered a compulsory subject for the students of elementary to university. the teaching and learning of english are started from the very simple material in the level of elementary. when it comes to students of the university, especially those who pick it as their major of study, the content is getting more complex. english language skills such as literal listening, interpretive and critical listening, speaking for everyday communication, speaking for group activities, speaking for a formal setting, etc are instances of mandatory subjects in the english department (timor university, 2016]. .those subjects are due to assist the students to implement english in the classroom. after all, meaningful and effective communication is the primary purpose of learning a foreign language, in this case, the english language (mahdi, 2014]. moreover, oral communication skills are concerned to be the primary and significant skills in the learning of a foreign language. communication skill is an applicable item or something that has to be practiced on a constant basis, therefore using it properly and successfully necessitates ongoing practice (apriani & anshori, 2019). erlinda sonya pale& maria wilheminawisrance: analysis of demotivating factors affecting students’ willingness to speak english?| 133 educators keep on looking for appropriate approaches to assist foreign or second language learners of english (efl/esl) to enhance their skill of speaking. the skill is firmly linked with the eagerness to, interact with one another[aomr, seng, &kapol, 2020]. willingness to communicate (henceforward called wtc) was conducted in l1 for the first time by mccroskey and baer (1985, in bukhari, cheng & khan, 2015). .they include communication competence, communication apprehension, self-esteem, and diversity of culture as original places of wtc. those four elements support someone's wtc. wtc is the behavior of someone to communicate actively in certain conditions and apply a variety of topics, tasks, and interlocutors (kang in tuyen & loan, 2019]. willingness to communicate is related to factors had by learners themselves and the place where they interact (tuyen and loan, 2019). mcintyre (1998, in lauherta, 2014] considers the willingness to communicate in a second language is much harder than in a first language since communicative competence is obvious in l2 in a greater range. learning a new language, l2, is not an easy task to do. several new rules need to be taken into consideration to produce a meaningful interaction. thus, the students' engagement depends much on the role of wtc which is quite crucial (vongsila and reinders, 2016). concerning the difficulties encountered by second language learners, a variety of factors are considered to affect the learners. two types of variables have been identified by researchers to affect the willingness of students to communicate. those factors are mental variables mentioned as self-confidence of the second language learners, recognized conversational proficiency, learning nervousness of second language learners, motivation of learning, and psyche; and circumstantial variables mentioned as roles or attitudes of teachers, kinds of task, materials, the atmosphere of the classroom, and speakers (tuyen and loan, 2019). those factors are believed to have influenced the students' desire to communicate. based on the researchers' experiences when they teach english to the seventh-semester students of the english department of timor university, the students rarely speak english in the classroom. when the instructions were given in english the students seemed to less active than when the instructions were given in the indonesian language. therefore, the present study is organized to seek answers to the next questions: (1) what are the demotivating factors which affect students' willingness in speaking english in the department of english at timor 134 |english franca, vol.5, no.1, 2021 university, (2) what are the most demotivating factors that occur? and (3) how do the students deal with those demotivating factors? by carrying out this study, it is due to reveal the reasons why the students feel hesitant to speak english and find out any efforts they do to deal with the problem. theoretical framework psychological variables psychological conditions are co-constructed by interacting contextual variables including interlocutors, the topic, and the context of the conversation (kang in kruk, 2018). when learners would like to communicate, they will consider the person they are talking to, whether the person will make them comfortable or not to convey their ideas. a topic that is too difficult also could cease learners to start talking. the learners would probably avoid certain topics to discuss as a result of being unfamiliar with the topic. moreover, the place and condition of the conversation could affect someone's willingness to communicate. crowded people could hinder learners to start communicating as a lot of things are considered before starting to communicate. in addition, whenever learners feel uncomfortable with the condition around them, their wtc will reduce. hence, it seems quite necessary to conduct a positive ambiance in the classroom to support the learners' psychological to get involved in the communication process. l2 self-confidence: the fact that s e l f c o n f i d e n c e o f l 2 varies in terms of the effect on wtc of students has been asserted by researchers. .a large number of students who learn l2 indicated low participation in the communication process as the result of low self. confidence (mcintyre et al, 2003 in vongsila & reinders, 2016). perceived communication competence: related to perceived communication competence, macintyre et al (1998 in tuyen and loan, 2019) affirmed that the perceived communicative competence of the students is measured as the acumen regarding the capability to communicate using l2 with others. l2 learners who consider themselves as poor communicators tend to have less willingness to communicate or vice versa. hence, it is clear that the eagerness of learners to convey ideas or feelings is closely connected to their discerned communicative ability. the purpose of training speaking should be to improve communication efficiency. the attainment of the goal necessitates erlinda sonya pale& maria wilheminawisrance: analysis of demotivating factors affecting students’ willingness to speak english?| 135 collaboration on the part of both the instructor and the students, in which the teacher not only understands what to do in terms of teaching speaking, but also motivates and even raises awareness among the students about the importance of the topic (gusmuliana et al, 2020). l2 learning anxiety: related to learning anxiety of l2. some factors are considered, mentioned as character anxiety, juncture anxiety, and situation particular anxiety (macintyre & gardner, 1991 in tuyen & loan, 2019). anxiety encountered by learners in l2 classes occurs because of speaking activities. the anxiety of learners hinders them to fully maximize their oral skills. the study of baker and macintyre (2000, in tuyen & loan, 2019) uncovers several major factors which determine students' reported wtc level, included anxiety of language practice, favorable or unfavorable former communication training. students" motivation: obviously, learners with high motivation will have a willingness to communicate in english. motivation is one of the characteristics that influence people's ability to learn a language efficiently. in other words, if the motivation is bigger, the consequence of learning will be larger. motivation has been identified as a series of events that result in the action of ideas, feelings, and emotions. motivation is the most important component in determining the speed and productivity of language analysis (gusmuliana et al, 2020). the motivation could then support them to be bold to start communicating. as put forward by songsiri (2007, in juhana, 2012), one point that determined students' success in speaking is motivation. students with high motivation to speak would have more progress than those who do not. such progress then supports their improvement in learning. .in this sense, motivation has a role as an essential key to determine learners' readiness to express their ideas orally (juhana, 2012). furthermore, zua (2008, in juhana, 2012) affirmed that any kind of motivation is considered as inner energy which can improve learners' interest. on the other hand, students who possess low motivation in learning a language would not start talking as they lack inside support. thus, teachers of english need to create such a positive atmosphere that can encourage students to build up their motivation for the success of learning to communicate. . when the students' motivation is encouraged, their wtc also will be increased. in line with the factors affecting students' willingness to communicate, one requirement for the students in studying a language is to be willing to communicate. consequently, the students' oral involvement in the classroom context is required[bernales, 2016). .furthermore, the 136 |english franca, vol.5, no.1, 2021 real implementation of studying a language is to practice it for the sake of communication, not merely the memorization of a bunch of vocabulary and grammar. as pointed out by vongsila and reinders (2016) that the main purpose of several english programs is to improve the learners' spoken construction of the language. on the other hand, the english department students of timor university do not use english mostly in the teaching and learning process. they prefer to use bahasa indonesia, their first language. this is an issue that needs to be overcome. as students of the english department, using english should be a must. after all, they will become prospective english teachers after graduating from the department, who will have to teach their students english, including teaching them how to speak in english. several types of research have been carried out concerning the students' problem in speaking english. lahuerta (2013) examines the connection between the variables which are believed to affect spanish undergraduates' eagerness to communicate in english.the participants of this study were students majoring in several degrees at oviedo university.the result of the analysis using regression indicated that there was a strong connection between motivation and willingness to speak english in the classroom. besides, it also indicated a significant positive relationship between self-perceived communication competence and willingness to communicate, and a significant negative relationship between anxiety and self-perceived communication competence. thus, we can see a link between self-perceived communication competence and l2 competence. this study is getting more complete with the finding on a gender difference in the effect of self-perceived competence on actual l2 competence. however, the study was carried out in a european country, therefore the finding could not be generalized to other places in a different country, such as indonesia. the next study conducted by wijaya and rizkina (2015] aimed at:(1]examining the level of indonesian students in their willingness to communicate (wtc) in the english language, and (2) revealing the particular factors which affect students' wtc in english.the result uncovers that 72.,1% of 136 students possess a low willingness to convey ideas or feelings in the english language. besides, it was discovered that type of task, class size, language anxiety, teachers' and students' rapport were mostly had an impact on wtc of the students. the finding of this study was mostly related to external factors which hinder learners to communicate in english. thus, the erlinda sonya pale& maria wilheminawisrance: analysis of demotivating factors affecting students’ willingness to speak english?| 137 present study would seek both internal and external factors to uncover the most demotivating factors influencing learners’ eagerness to speak english in the classroom. furthermore, the study of khoyar, rafikgalea & hwee kho (2018) scrutinizes the willingness to communicate (wtc) in english among esl undergraduates in malaysia. a hypothesized model that integrates wtc in english, motivation, selfefficacy, mindset, and performance was tested using structural equation modeling (sem). the results show that the personality of learners is directly affecting motivation and wtc in english. further, the results also demonstrate that both motivation and academic achievement influences wtc in english indirectly through self-efficacy. the final model correlates well with the data, thereby indicating the potential of academic achievement that can contribute to esl communication. on the other hand, the finding of this study was conducted in malaysia, thus it is dealing with the learners who speak english as their second language, not a foreign language. .therefore, the current study would investigate the learners who speak english as a foreign language. maryansyah (2019] conducted a study to investigate factors affecting willingness to communicate in english in social media. this research employed a descriptive method. particularly, the research described factors influencing students' willingness to communicate in english in social media at the english study program in the fourth semester of the muhamadiyah university of bengkulu in the academic year 2018. .the results r e v e a l e d that there were five factors affecting willingness to communicate in english in social media. they were self-confidence, personality, motivation, attitude, and apprehension. motivation became the greatest factor influencing students’ eagerness to speak english in the classroom. some reasons why students are eager to communicate through social media were also provided to enrich this study. on the contrary, this study implemented social media as the place to obtain the data, while the current study would use classroom context for collecting the data. lastly, the study of tuyen and loan (2019) was carried out at a private university in ho chiminh city-vietnam (henceforth called pu). the study aims at exploring the students' wtc in efl speaking classes; seek factors that influence their wtc, and propose strategies to motivate them to communicate in speaking classes. the findings of the study affirmed that a large number of pu students had a low level of wtc in english. moreover, it was disclosed that students' wtc was affected by both individuals as well as situational factors... finally, several vital strategies 138 |english franca, vol.5, no.1, 2021 were put forward to help enhance the students' wtc. based on the findings of this study, some pedagogical implications for stakeholders were provided. the different finding was uncovered by pakpahan et al (2017) which found out several primary factors to have influences on students' unwillingness to speak english, mentioned as linguistic, psycholinguistic, socio. cultural and institutional factors. those factors were different from previous researchers. furthermore, their finding also put socio-cultural and institutional factors as the most factors which affect the students' unwillingness to speak english in the classroom context. a study by siagian and udam (2017) focused on one of the factors which contribute to the unwillingness of the students to speak english, which is anxiety. a couple of factors which cause the students to hesitate to speak english, namely lack of familiarity of the task, fear of making mistakes, low motivation, incomprehensible inputs, lack of confidence and then low english proficiency were the finding of this study. they also provide the strategies of the students to deal with their unwillingness to speak, they comprised assistance from peers, training time, enjoyment, great expectations, and acceptance. riasati and rahimi (2018) conducted a similar study to scrutinize the eagerness to speak english from the learners of iranian efl in a classroom context. the result of their study exposed several factors to be recognized as bring an effect on the learners' eagerness to speak: discussion topic, interlocutor effect, insecurity, positive self-image, tutor, and the atmosphere of the schoolroom. the other study of ningsih, narahara & mulyono (2018) found out that the students’ willingness to communicate was affected by their own decision to be involved in communication and the perception of the learners towards such communication. even though those researches have been carried out, the research in timor university especially in the department of english related to demotivating factors of students' willingness to use english in the classroom is still rare. moreover, the researcher also would like to use the finding of this research for further investigations pertinent to improve the students' speaking skills. research methodology the current study applied qualitative research as a tool to analyze the data, which were collected by referring to questionnaires completed by the subject of the study. in addition, interviews with some erlinda sonya pale& maria wilheminawisrance: analysis of demotivating factors affecting students’ willingness to speak english?| 139 subjects were conducted to enrich the data. the interview helps us explain, better understand, and explore the research subject's opinions, behavior, experiences, phenomenon, etc. interview questions are usually open-ended questions so that in-depth information will be collected. interviews are particularly useful for getting the story behind a participant's experiences. the interviewer can pursue in-depth information around the topic. interviews may be useful as follow-up to certain respondents to questionnaires (mcnamara, 1999). the issue presented here is factors that affect the hesitation of the students to speak english in the context of the schoolroom. pertinent to the research methodology, the students were given a sheet of questionnaire to be answered. the questionnaire consisted of six questions dealing with aspects affecting the willingness of the students to communicate in english and their efforts to overcome their problem. for the sake of enriching the data, interviews with five students were conducted. the purpose of doing the interview was to figure out more factors that were considered as obstacles in speaking english by the students. moreover, the students' endeavors to address their problems could be uncovered by conducting the interview. the 7th-semester students of the english department of timor university were the main subject of this study. the main problem was triggered by the lack of using english in the learning process in the classroom. the researcher did not use all 7th-semester students for carrying out the study, only 30 students were selected to obtain the necessary data to deal with the research. two types of instruments were used to gain the data, namely a questionnaire, and an interview. the questionnaires were prepared and then be distributed to the subject of the study. the questionnaire was adopted from juhanna (2012) and comprised six questions. they were given 60 minutes to fill in the questionnaire. the first question is dealing with the student's desire to use english in the schoolroom, and the students were given five options to be chosen mentioned as very much, rather, normal, little, and not at all. the frequency of practicing english outside the classroom was put in the second question, followed by five options; always, usually, sometimes, rarely, never. the third question required the answer towards the students' opinion related to the necessity of speaking english for their future job and five options were provided: very necessary, necessary, normal, unnecessary, very unnecessary. question 4 asked the students' feelings in the class when 140 |english franca, vol.5, no.1, 2021 speaking english for presenting material is a must. for this question, only three options were available; motivated, anxious, and confident. the students were also asked to provide the frequency of correcting mistakes by their lecturers in question 5, with five options as well; always, often, sometimes, rarely, and never. for the last question in the questionnaire, the researcher provided 9 factors that were considered to affect the students' performance in presenting a topic, asking questions and answering questions mentioned as preparation time, pressure to perform well, listeners' support, motivation, confidence, anxiety, typical knowledge, listening ability, and time allowed to perform. to make it clear, the questions are listed below: 1. how much do you like speaking english in class? 2. how often do you practice speaking english outside the classroom? 3. what is your opinion concerning the necessity of speaking english for your future job? 4. how do you feel in the classroom when you are required to speak english to present your material in front of the classroom, ask questions, or answer questions from your friends? 5. how often do lecturers correct your mistakes while you are performing your tasks? 6. what factors affect your speaking performance in presenting a topic, asking questions, and answering questions? findings the students’ answers from the questionnaire were put into the frequency to answer the 3 research questions. five criteria were used in describing the frequency of speaking english in the classroom namely, very much, rather, normal, little, and not at all. dealing with the frequency of speaking english outside the classroom and frequency of correction by lecturers, different criteria were used, mentioned as always, usually, sometimes, rarely, and never. concerning the necessity of speaking english for the students' future jobs, very necessary, necessary, normal, unnecessary, and very unnecessary were used. related to the erlinda sonya pale& maria wilheminawisrance: analysis of demotivating factors affecting students’ willingness to speak english?| 141 students' feeling when speaking english in the classroom is a must, there were only three categories used, as follows: motivated, anxious and confident. to provide a clear description of the data, each of them was sent into the table to follow. table 1. factors affecting the students willingness to speak english q1 q2 q3 q4 q5 q6 cat. freq . cat. freq . cat. freq . cat. freq . cat. freq. cat. freq. very much 27% always 3% very necessary 60% motivate d 60% always 36,7 % preparatio n time 46,7 % rather usually 10% necessary 40% anxious usually 16,7 % pressure to perform well 46,7 % norma l 57% sometime s 77% normal confident 40% sometime s 46,7 % listeners’ support 63,3 % little rarely 10% unnecessar y rarely motivation 66,7 % not at all 17% never very unnecessary never confidence 73,3 % anxiety 36,7 % typical knowledge 56,7 % discussion a different way of finding out the factors affecting the students' speaking performance in presenting a topic, asking questions, and answering questions was presented. there were nine factors provided and all the subjects of the study chose more than one factor, even some add more factors on their own. for the last part, the students came up with their endeavors to solve their problems. there was a variety of efforts they went through as stated in the following: being more confident, memorizing a lot of vocabulary, practice speaking english inside and outside the classroom, mastery of the topic, being more focused, being prepared, listen to more songs of english, watch english cinemas, being motivated, and practicing in pairs. based on the result of the interview, some students also added more points which are considered to bring effect on their desire to use english, mentioned as lack of vocabulary, habit, being nervous, losing concentration, interruption from the audience, and correction from lecturers. furthermore, there was a variety of the students' answers dealing with their endeavors to solve the problem. those efforts were improving confidence, memorizing a lot of vocabulary, practice speaking inside and outside the classroom, mastering topics well, being more focused, being 142 |english franca, vol.5, no.1, 2021 prepared, listening to songs of english, watching cinemas of english, being motivated, and practicing more in pairs. based on the data presented above, it can be noticed that some demotivating factors affect the students' willingness to use english during the learning process in english department at universitas timor. those factors were recognized as preparation time, burden of a wellperformed result, listeners' encouragement, motivation, courage, anxiety, specific knowledge, listening skill, time allowance, lack of vocabulary, habit, being nervous, losing concentration, interruption from the audience, and correction from lecturers. the factor which most affected the willingness of the learners to speak english in a schoolroom context is confidence, which was experienced by 22 students out of 30 with the percentage 73,3 % followed by motivation, which was 66,7 %. clearly shown, the most factors came from the students themselves, meaning that outside factors affected them less. in addition, the students also mentioned their efforts to solve their problems as shown by the result of the interview. those efforts are: improving confidence, memorizing a lot of vocabulary, practice speaking inside and outside the classroom, mastering topics well, being more focused, being prepared, listening to song lyrics of english, watching cinemas of english, being motivated, and practicing more in pairs. the result of the current study is in line with the study of tuyen and loan (2019) which stated that the willingness of the learners to communicate was caused by individual components like motivation and confidence. the finding of lahuerta (2014) and toubot et al. (2018) was also similar to the current study which pointed out that the willingness of the learners to use english was affected by motivation. these similar findings point to one important point, regardless of the places, internal components such as motivation and courage do play a significant role to have effects on the willingness of the learners to speak using english. from the interview result, we can see that the university of timor as the only public university at the border with the country of rdtl is also facing the same problem with other places in terms of students' willingness to communicate in english. thus, internal factors to contribute to the failure of the learners to execute the use of english should not be underestimated as proved by those researches. those factors should be taken into consideration by all language teachers for erlinda sonya pale& maria wilheminawisrance: analysis of demotivating factors affecting students’ willingness to speak english?| 143 the improvement of their ways of teaching. the learners need to be motivated continuously to boost their spirit and desire to communicate in english. closely linked with that, the result of vongsila and reinders' study (2016) proved that teachers admitted their action as one crucial aspect to support their learners' willingness to produce oral communication in english. the finding of these two types of research also proposed some methods of teaching to be applied in the classroom. conclusion refer to the result of the data analysis previously stated, the researchers concluded that some components affect the willingness of the learners to communicate using english during the teaching and learning process. those factors came from both the students themselves or known as internal factors, and from people and environment around them, known as external factors. preparation time, lack of vocabulary, habit, being nervous, motivation, confidence, anxiety, and listening ability were internal factors. external factors included pressure to perform well, listeners' support, interruption from the audience, correction from lecturers, typical knowledge, and time allowed to perform. from those factors, it can be noted that the most factors that occurred came from the students themselves (internal factors). moreover, the students also said that they went through some attempts to deal with their problems. the result of the finding also indicated that students need more confidence and motivation so that they can utilize english in the classroom. several external factors such as listeners' support, interruption from the audience, and correction from lecturers should also be considered to deal with the issue faced by the students. furthermore, this result could be an input for next researchers to conduct a study that can improve the students' motivation and confidence to interact with each other using english, especially in the english department. suggestions in line with the result of this study, the researchers suggest that a good learning atmosphere needs to be set for gaining the students’ willingness to participate in the english teaching and learning process. teachers or lecturers have to motivate the students more as external factors such as motivation from people around are considered as one of 144 |english franca, vol.5, no.1, 2021 the aspects that influence students’ eagerness to speak in english class. the main point which needed to be paid more attention to is that the students have to courage their self to be engaged more in english class. references ahmed mahdi, d. (2014). willingness to communicate in english: a case study of efl students at king khalid university. english language teaching, 7(7), 17–25. https://doi.org/10.5539/elt.v7n7p17 apriani, e., anshori, s., & edy, s. (2019). eksistensi english zone sebagai media penerapan kemampuan berbahasa inggris mahasiswa program studi tadris bahasa inggris iain curup. cendekia: jurnal kependidikan dan kemasyarakatan, 17(2), 317-332. aomr, j. a. w., seng, g. h., & kapol, n. (2020). relationship between willingness to communicate in english and classroom environment among libyan efl learners. universal journal of educational research, 8(2), 605–610. https://doi.org/10.13189/ujer.2020.080232 bernales, c. (2016). towards a comprehensive concept of willingness to communicate: learners’ predicted and self-reported participation in the foreign language classroom. the system, 56, 1–12. https://doi.org/10.1016/j.system.2015.11.002 bire, j. (2016). issues in teaching english as a foreign language in indonesia and the case of ntt. kupang, indonesia: undana press. bukhari, s.f., cheng x., and khan, sa. (2015). willingness to communicate in english as a second language: a case study of pakistani undergraduates.journal of education and practice,29 (6), 39-44, retrieved from https://files.eric.ed.gov/fulltext/ej1081256.pdf. creswell, j. w. (2009). research design: qualitative, quantitative, and mixed-method approaches. california, usa: sage publications. inc. crystal, d. (2003). english as a global language. new york, usa: cambridge university press. https://doi.org/10.5539/elt.v7n7p17 https://doi.org/10.13189/ujer.2020.080232 https://doi.org/10.1016/j.system.2015.11.002 https://files.eric.ed.gov/fulltext/ej1081256.pdf erlinda sonya pale& maria wilheminawisrance: analysis of demotivating factors affecting students’ willingness to speak english?| 145 gusmuliana, p., & apriani, e. (2021, march). improving students speaking motivation by using role play technique at institute islamic in indonesia. in international conference on educational sciences and teacher profession (icetep 2020) (pp. 356-361). atlantis press. juhana. (2012). psychological factors that hinder students from speaking in english class: a case study in a senior high school in south tangerang in banten, indonesia. journal of education and practice, 12 (3), 100-110, retrieved from https://www.iiste.org/journals/index.php/jep/article/viewfil e/2887/2913 kho-yar, a. s., rafik-galea, s., & hwee kho, e. a. (2018). willingness to communicate in english among esl undergraduates in malaysia. journal of cognitive sciences and human development, 4(1), 28–34. https://doi.org/10.33736/jcshd.1059.2018 kruk, m. (2018). factors influencing willingness to communicate in english in chapter 4 factors influencing willingness to communicate in english in second life ( mariusz kruk ) university of zielona góra institute of neophilology, (july). lahuerta, a. c. (2013). factors affecting willingness to communicate in a spanish university context. international journal of english studies, 14(2), 39–55. https://doi.org/10.6018/j.193611 maryansyah, y. (2019). a study on english students’ willlingness to communicate in english in social media. journal of english education, 8(1), 31. https://doi.org/10.24127/pj.v8i1.1930. mcnamara, c. (1999). general guidelines for conducting interviews, authenticity consulting, llc, retrieved from: http://www.managementhelp.org/evaluatn/interview.htm ningsih, s. k., narahara, s., & mulyono, h. (2018). an exploration of factors contributing to students’ unwillingness to communicate in a foreign language across indonesian secondary schools. international journal of instruction, 11(4), 811–824. https://doi.org/10.12973/iji.2018.11451a pakpahan, m., ikhsanudin, & sada clarry. (2017). factors affecting efl students ’ unwillingness. teacher training and education faculty, tanjungpura university, pontianak, 6(6), 1–11. https://www.iiste.org/journals/index.php/jep/article/viewfile/2887/2913 https://www.iiste.org/journals/index.php/jep/article/viewfile/2887/2913 https://doi.org/10.33736/jcshd.1059.2018 https://doi.org/10.6018/j.193611 https://doi.org/10.24127/pj.v8i1.1930 http://www.managementhelp.org/evaluatn/interview.htm https://doi.org/10.12973/iji.2018.11451a 146 |english franca, vol.5, no.1, 2021 riasati, m. j., & rahimi, f. (2018). situational and individual factors engendering willingness to speak english in foreign language classrooms. cogent education, 5(1). https://doi.org/10.1080/2331186x.2018.1513313 siagian, u. m., & adam, a. (2017). an analysis of students’ anxiety in speaking. anglo-saxon: jurnal ilmiah program studi pendidikan bahasa inggris, 8(1), 03. https://doi.org/10.33373/anglo.v8i1.978 timor university. (2016). kurikulum universitas timor. kefamenanu, east nusa tenggara., indonesia: lecturers of english department. toubot, a. m., hock seng, g., & binti atan abdullah, a. (2018). examining levels and factors of speaking anxiety among efl libyan english undergraduate students. international journal of applied linguistics and english literature, 7(5), 47. https://doi.org/10.7575/aiac.ijalel.v.7n.5p.47 tuyen, l. v., & loan, t. t. t. (2019). factors affecting efl students’ willingness to communicate in speaking classes at the vietnamese tertiary level. international journal of english literature and social sciences, 4(2), 252–262. https://doi.org/10.22161/ijels.4.2.10 vongsila, v., & reinders, h. (2016). making asian learners talk: encouraging willingness to communicate. relc journal, 47(3), 331–347. https://doi.org/10.1177/0033688216645641 wijaya, h.,& rizkina, p.a. (2015). factors affecting students’ willingness to communicate: a case study in higher education. 7th international conference on teaching english as a foreign language. retrieved from https://s3.amazonaws.com/academia.edu.documents/3769749 1/factors_affecting_indonesian_students_willingness_to_comm unicate_a_case_study_in_higher_education.pdf?awsaccesskeyi d=akiaiwowyygz2y53ul3a&expires=1527115658&signatur e=kthubkyvqnoyh0vy%252fup3depvz5k. yousef, r., jamil, h., & razak, n. (2013). willingness to communicate in english: a study of malaysian pre-service english teachers.canadian centre of science and education. 9(6), 205https://doi.org/10.1080/2331186x.2018.1513313 https://doi.org/10.33373/anglo.v8i1.978 https://doi.org/10.7575/aiac.ijalel.v.7n.5p.47 https://doi.org/10.22161/ijels.4.2.10 https://doi.org/10.1177/0033688216645641 https://s3.amazonaws.com/academia.edu.documents/37697491/factors_affecting_indonesian_students_willingness_to_communicate_a_case_study_in_higher_education.pdf?awsaccesskeyid=akiaiwowyygz2y53ul3a&expires=1527115658&signature=kthubkyvqnoyh0vy%252fup3depvz5k https://s3.amazonaws.com/academia.edu.documents/37697491/factors_affecting_indonesian_students_willingness_to_communicate_a_case_study_in_higher_education.pdf?awsaccesskeyid=akiaiwowyygz2y53ul3a&expires=1527115658&signature=kthubkyvqnoyh0vy%252fup3depvz5k https://s3.amazonaws.com/academia.edu.documents/37697491/factors_affecting_indonesian_students_willingness_to_communicate_a_case_study_in_higher_education.pdf?awsaccesskeyid=akiaiwowyygz2y53ul3a&expires=1527115658&signature=kthubkyvqnoyh0vy%252fup3depvz5k https://s3.amazonaws.com/academia.edu.documents/37697491/factors_affecting_indonesian_students_willingness_to_communicate_a_case_study_in_higher_education.pdf?awsaccesskeyid=akiaiwowyygz2y53ul3a&expires=1527115658&signature=kthubkyvqnoyh0vy%252fup3depvz5k https://s3.amazonaws.com/academia.edu.documents/37697491/factors_affecting_indonesian_students_willingness_to_communicate_a_case_study_in_higher_education.pdf?awsaccesskeyid=akiaiwowyygz2y53ul3a&expires=1527115658&signature=kthubkyvqnoyh0vy%252fup3depvz5k erlinda sonya pale& maria wilheminawisrance: analysis of demotivating factors affecting students’ willingness to speak english?| 147 216, retrieved from https://www.researchgate.net/publication/285947103_willing ness_to_communicate_in_english_a_study_of_malaysian_preservice_english_teachers/link/56f156ce08aed354e56fb2a1/do wnload. https://www.researchgate.net/publication/285947103_willingness_to_communicate_in_english_a_study_of_malaysian_pre-service_english_teachers/link/56f156ce08aed354e56fb2a1/download https://www.researchgate.net/publication/285947103_willingness_to_communicate_in_english_a_study_of_malaysian_pre-service_english_teachers/link/56f156ce08aed354e56fb2a1/download https://www.researchgate.net/publication/285947103_willingness_to_communicate_in_english_a_study_of_malaysian_pre-service_english_teachers/link/56f156ce08aed354e56fb2a1/download https://www.researchgate.net/publication/285947103_willingness_to_communicate_in_english_a_study_of_malaysian_pre-service_english_teachers/link/56f156ce08aed354e56fb2a1/download 148 |english franca, vol.5, no.1, 2021 english franca : academic journal of english language and education vol.4, no.2, 2020, iain curup p-issn2580-3670, e-issn2580-3689 doi: http://dx.doi.org/10.29240/ef.v4i2.1822, page 181-202 effective commands to overcome students with disruptive behavior in the classroom luh kade diana kusumadewi ganesha university of education, singaraja, indonesia kadedianaa@gmail.com luh diah surya adnyani ganesha university of education, singaraja, indonesia surya.adnyani@undiksha.ac.id ni putu astiti pratiwi ganesha university of education, singaraja, indonesia astitipratiwi@undiksha.ac.id abstract this study was conducted which aimed at investigating effective commands used by teachers in tk aura sukma insani to overcome disruptive behaviors by identifying: 1) the types of disruptive behavior done by students, 2) the types of command used by the teachers, and 3) the commands which are effective based on students’ responses. teachers and students from a2, a1, and toddler class were the subject of the study while disruptive behaviors done by the students and commands used by the teacher were the object of the study. all the data were gathered through observation, questionnaire, and interview. the result revealed that there were 145 disruptive behaviors found and seven type of commands used by the teachers including question command, regular command, indirect command, don’t command, stop command, negative command and other command. moreover, most of the commands given were effective based on the effects on students’ behavior. from the result, it could be concluded that regular command and other command were the most effective types of command used by teachers to overcome disruptive behaviors because the commands related were clear, understandable, and simple. therefore, the student were easy to understand what the teachers intended. keywords: disruptive behavior; effective command; kindergarten teacher mailto:kadedianaa@gmail.com mailto:surya.adnyani@undiksha.ac.id mailto:astitipratiwi@undiksha.ac.id 182 |english franca, vol. 4, no. 2, 2020 introduction based on categories of government regulation nomor 84 tahun 2014, a kindergarten is a form of early childhood formal education that organizes a program for children to take education from the age of 4-6 years old (kemendikbud, 2015). these ages can be said as a sensitive age because the physical and psychological maturation of children is ready to respond the stimulus from the environment (israwati, 2017; musyarofah, 2017). in which, the children tend to be more controlling their own world based on what they absorb from their surroundings. since that they are young learner, piaget (1929) in kesselring & müller (2011) stated that they are egocentrics in which they only think on oneself without minding their surroundings. when they find something which are more interesting, they will be busy with themselves which lead them to do disruptive behavior. disruptive behaviors are known as overlapping activities in the form of interrupting and arguing, disrespect for classroom rules and procedures, and disturbing classroom’s members done by students in the classroom (bowen, jenson, & clark, 2004). based on previous study conducted by ghazi, shahzada, tariq, & khan (2013; tiwari & panwar (2014; yusoff & mansor (2016), the common disruptive behaviors done by students in classroom were disturbing friends, taking others’ belonging, making noises, talking out of turn, out of seat, sleeping during the lesson, chitchatting to one another, and disobeying teacher’s instruction. classroom condition and environment influence students to do disruptive behavior (ghazi et al., 2013; karakaya & tufan, 2018; şanlı, 2019). the continuance of disruptive behaviors makes a negative impact on the development of children. classrooms with frequent disruptive behaviors have less academic engagement, and the students who are in disruptive behaviors tend to have lower grades (bowen et al., 2004; karakaya & tufan, 2018; lopes, silva, oliveira, sass, & martin, 2017; martella & merchand-martella, 2015; oliver, wehby, & reschly, 2011). letting the students to do such a disruptive behavior will give a bad impact for themselves. as a result, it will impact their learning outcomes at school. moreover, the one thing that becomes a concern, it will also distract children development since they are as a young learner. luh kade diana kusumadewi: effective commands to overcome students with disruptive behavior in the classroom 183 as a classroom manager, a teacher as an important role in overcoming those kinds of disruptive behavior problem that happens during the learning process. if the students with disruptive behavior do not have a proper reaction from the teacher, they may tend to do those kinds of behavior continuously. teacher behavior is affect students character especially in disruptive behavior (apriani, 2019; apriani, 2019). therefore, teacher’s command is needed here in order to decrease disruptive behavior in classroom. matheson & shriver (2005) revealed that effective command is a prominent aspect in managing classroom behavior because through effective command it will help teachers to direct and attract students' attention to stop activity that might be harmful for students and their surroundings. based on the preliminary observation conducted in tk aura sukma insani, teachers in this kindergarten school have provided several commands for their students. however, the teachers stated that there was no consideration in stating the command because they have no underlying theory about it in which made the commands given sometimes worked and sometimes just temporarily stopped students’ disruptive behaviors. thus, knowing types of command used is needed in order to make the teachers easier to classify which command could be effective to overcome certain disruptive behavior. therefore, it will give an effect on students’ disruptive behavior. in line with this, (bertsch, houlihan, lenz, & patte, 2009) proposed several types of command that can be used by teachers to overcome ongoing disruptive behaviors done by students in the classroom. these type of commands including interrogation command, question command, regular command, indirect command, stop command, don’t command, negative command, and other command. based on aforementioned statement, this study was conducted which aimed at investigating effective commands used by kindergarten teacher in teaching english for students with disruptive behavior by identifying 1) the types of disruptive behavior done by students in english class at tk aura sukma insani, 2) the types of command used by kindergarten teachers in english class at tk aura sukma insani, and 3) 184 |english franca, vol. 4, no. 2, 2020 the commands which are effective in overcoming students with disruptive behavior. theoretical framework in the real classroom situation, the teacher may find numerous behavior problems that are coming from the students. those problems that bother the teaching and learning process are known as classroom disruptive behavior. moreover, classroom with frequent disruptive behavior leads the teacher to make a continual comment to students with disruptive behavior (sun & shek, 2012) which indirectly impacts other students who behave normally. disruptive behaviors are known as overlapping activities in the form of interrupting and arguing, disrespect for classroom rules and procedures, and disturbing classroom’s members done by students in the classroom (bowen et al., 2004) for example: arguing to each other, interrupting classroom’s members, wandering around the room, and disturbing classmates’ work. in line with this, nicholas (1998) in bowen et al. (2004) also mentioned top ten lists of the most disruptive behaviors that teachers reported were including talking out, not following direction, not respecting others, not finishing work, fighting, acting out, arguing, out of seat, tattletale, and interrupting. regarding to types of disruptive behavior mentioned by (bowen et al. (2004) above, each type of disruptive behavior also has its subtypes. the first type of disruptive behavior is related to arguing/interrupting with two sub-types including arguing and interrupting. arguing refers to an activity that involves students in arguing to one another about the topic that is not relating to the lesson in which makes the classroom’s members feel bothered. moreover, interrupting also refers to an activity done by students when they interrupt the classroom’s members with inappropriate topic while explaining something. furthermore, the second type of disruptive behavior is disrespect for classroom rules and procedures. the sub-types of disrespect for classroom rules and procedures are derived based on classroom’s stated and unstated rules. if the students are done such an activity that out of luh kade diana kusumadewi: effective commands to overcome students with disruptive behavior in the classroom 185 classroom’s rules and procedure it indicates that the students doing disruptive behavior related to disrespect for classroom rules and procedures. these are the following of disruptive behavior which out of classroom’s rules and procedures including chitchatting, disobeying teacher’s instruction, ignoring teacher, lying on the floor, making noises, out of seat, playing, praying improperly, sitting improperly, taking out of turn, and wandering around the room in which there are eleven subtypes in total. the last type of disruptive behavior is disrtubing classroom members. the sub-types that belong to disturbing classroom’s members are classified based on activity done by the student in which this activity tends to be more disturbing he classroom’s member during the learning process. those activities that refer to disturbing classroom’s member are disturbing friend, disturbing teacher, screaming, seeking attention, and taking other’s belonging. the continuance of disruptive behaviors makes a negative impact on the development of children. classrooms with frequent disruptive behaviors have less academic engagement, and the students who are in disruptive behaviors tend to have lower grades bowen et al., 2004; karakaya & tufan, 2018; lopes et al., 2017; martella & merchand-martella, 2015). therefore, letting the students to do such a disruptive behavior will give a bad impact for themselves. as a result, it will impact their learning outcomes at school. therefore, teacher’s command is needed here. the most prominent aspect that should be owned by the teacher in managing effective classroom management is providing effective commands for their students (matheson & shriver, 2005). command is a crucial aspect used by the teachers to direct and attract students' attention to stop activity that might be harmful for themselves and surroundings (bertsch et al., 2009; martella & merchand-martella, 2015; şanlı, 2019). through appropriate command, it will help the teacher to increase disruptive behavior problem in classroom. in line with this, bertsch et al. (2009) proposed the types of commands based on its form: 1) interrogation command, 2) question command, 3) regular command 4) 186 |english franca, vol. 4, no. 2, 2020 indirect command, 5) stop command, 6) don’t command, 7) negative command, and 8) other command. the first is interrogation command. this kind of command refers to a type of statement in the form of a question which typically used to interrogate on why the students did the ongoing behavior, for example: ‘why did you do that?’ however, this type of command is used to be responded by the children verbally. the second is question command. question command is a command in the form of a question that expects the response in a motoric way which aims at directing students’ behavior, for example: ‘would you please sit down in the good position?’. the third is regular command. regular command refers to a command that is stated directly in the form of imperative statement to stop ongoing disruptive behavior done by the students, for example in the statement ‘come here’, ‘sit down please!’. the fourth is indirect command. indirect command is the opposite of the direct commands which refers to give suggestions or options about something in order to stop ongoing disruptive behavior done by students, for example: ‘i will not play the music if you still make noises.’ the next is stop command. stop command refers to a command to stop the ongoing behavior which is typically using the word ‘stop’ to start the command, for example: ‘stop crying’, ‘stop running’. the sixth is don’t command. don’t command is a command that has the same purpose with stop commands but the statement stated differently. this command is usually using the word ‘don’t’ to start the command, for example: ‘don't run', ‘don’t disturb your friend!’. the seventh is negative command. negative command is a command which consists of command to stop ongoing behavior but usually avoiding words ‘stop' and ‘don't', for example, ‘silent!’. the last is other command. other command is a command which out of the categories mentioned above and sometimes consisting of two or more types of command, for example: calling students’ name, ‘can you please stop? fold your hands!'. as what have been stated by bertsch et al (2009), there are several types of command that should be known in order to give appropriate command in handling students with such kinds of disruptive behavior problem. on one hand, knoster (2014) stated that luh kade diana kusumadewi: effective commands to overcome students with disruptive behavior in the classroom 187 effective command should be given in clear, understandable, and simple way. on the other hands, forehand and mcmahon (1981) in (matheson & shriver, 2005) stated that commands can be said as effective, if that is directly stated, specific, consisting of one step, developmentally appropriate, using positive phrase, and given once. moreover, forehand and mcmahon (1981) in matheson & shriver (2005)defined effective command based on its effect on students’ behavior. it can be said as effective if the students could change their behavior from disruptive to be a good student. research methodology this study referred to a descriptive study using a qualitative approach. this study was conducted in tk aura sukma insani which located at gang mawar no. 10, sambangan, sukasada sub-district, buleleng regency. the three teachers from different classes as well as 67 students from those classes including a2, a1, and toddler class were observed as the subject of this study. meanwhile, the objects of this study were disruptive behaviors done by students and commands used by the teachers for overcoming students with disruptive behavior during the class. observation, questionnaire, and interview were methods used in collecting the data related to this study. the instruments used including observation sheet, questionnaire, interview guide, video recorder, and voice recorder. the obtained data were analyzed qualitatively by investigating the general commands used by the teacher and the effective command used for students with disruptive behavior. to help the researcher analyzes the data, the researcher used the technique of data analysis based on the categories of (miles & huberman, 1994) in which the data analysis consists of three steps namely, data collection, data reduction, data display, and conclusion drawing. in order to increase the credibility and validity of the data, the researcher used methodological triangulation in this study. the researcher employed methodological triangulation in gaining information by conducting observation, distributing questionnaire, and conducting interview. 188 |english franca, vol. 4, no. 2, 2020 findings & discussion the findings of this present study will be divided into several main parts regarding to the research questions of this study. three teachers and some students in three different classes (a2, a1, and toddler class) were observed as the subject of the study. a2 class was observed on the first and fourth day of observation. a1 class was observation on the second and fifth day of observation. toddler class was observed on third day observation. the result of observation from each objective of the study are presented as follows. types of disruptive behavior done by students in tk aura sukma insani the types of disruptive behavior done by students in tk aura sukma insani were conducted through observation which was taken five times in three different classes. every student in three different classes indicated done such kinds of disruptive behavior during the english class. there are three types of disruptive behavior proposed by bowen et al., (2004); interrupting and arguing, disrespect for classroom rules and procedures, and disturbing classroom’s members, used in the present study as a guidelines to identify types of disruptive behavior done by students during english class in tk aura sukma insani. the result of observation were presented on the table 1 below. table 1. the occurrence of disruptive behavior done by students in tk aura sukma insani no type of disruptive behavior observation i ii iii iv v arguing and interrupting 1 arguing 2 interrupting 2 1 disrespect for classroom rules and procedures 1 chitchatting 1 3 1 3 4 2 disobeying teacher’s instruction 3 6 4 1 4 3 ignoring teacher 2 7 3 2 4 lying on the floor 2 3 luh kade diana kusumadewi: effective commands to overcome students with disruptive behavior in the classroom 189 5 making noises 1 2 6 4 6 out of seat 1 4 3 4 7 playing 1 1 7 2 4 8 praying improperly 1 3 1 2 9 sitting improperly 1 7 1 2 6 10 taking out of turn 1 11 wandering around the class 2 1 disturbing classroom’s members 1 disturbing friend 3 6 3 2 2 disturbing teacher 3 screaming 2 1 1 4 seeking attention 2 1 3 5 taking other’s belonging 1 total 145 all of the disruptive behaviors done by students in tk aura sukma insani during five times of observation were displayed on the table 1 above. the result showed that there were totally 145 disruptive behaviors done by the student which had accumulated with the three types of disruptive behavior proposed by bowen et al. (2004); arguing and interrupting, disrespect for classroom rules and procedures, and disturbing classroom’s members. from all common behaviors mentioned on the table above, it could be known that arguing and disturbing friend were not done by the students during the learning process. moreover, types of disruptive behavior done by students in a1 and toddler class were more varied than a2. for an example, interrupting and wandering around the class were two of common behaviors done by students in a1 and toddler class while students in a2 class were not done those such kinds of behavior. in line with this, students in a2 class also indicated that they have less disruptive behaviors done during the learning process which could be seen on the occurrence of disruptive behavior on first and fourth observation. overall, from the data displayed above, it could be concluded that the types of disruptive behavior related to disrespect for classroom rules and procedures including chitchatting, disobeying teacher’s instruction, ignoring teacher, lying on the floor, making noises, out of seat, playing, 190 |english franca, vol. 4, no. 2, 2020 praying improperly, sitting improperly, taking out of turn, and wandering around the class was the most frequent disruptive behavior done by students in in tk aura sukma insani which dominated on each observation. disruptive behaviors are known as overlapping activities in the form of interrupting and arguing, disrespect for classroom rules and procedures, and disturbing classroom’s members done by students in the classroom (bowen et al., 2004). since this study was conducted in kindergarten school, the students that were being observed were around four to five years old. generally, at this age the students tend to have their own worlds which make them busy with themselves. indirectly, it leads students to do such kind of disruptive behaviors during the learning process. from the data gathered in interview, the teachers stated their opinions about how disruptive behavior could happen during the class. one of teacher’s response can be seen on the following quotation. “the students tend to get bored quickly. moreover, this age is still around 4-5 years old, so their concentrations is quite weak. they are more comfortable doing something that they want to do especially do such kinds of thing together with the friends.” (teacher 3) regarding to teacher’s response on how the disruptive could happened during the class, it showed that the students mostly had lack of concentrations which made them easy to get bored. theoretically, herbert & wookey (2004) stated that children in the age around four to five years old only have 13 to 15 minutes for their attention spans. therefore, because of this short of attention span, it makes the students easy to lose their focus which tended to be distracted with their surroundings. conclusively, it can be said that the theory and findings are in line that students in age of four to five have short of attention spans which makes them easy to get bored and leads the students to do disruptive behavior when they have less interest with the lesson. ghazi et al., (2013); karakaya & tufan (2018); şanlı (2019) on their research stated that classroom condition and environment also luh kade diana kusumadewi: effective commands to overcome students with disruptive behavior in the classroom 191 influence students to do disruptive behavior. moreover, this age also can be said as a sensitive age because the physical and psychological maturation of children is ready to respond the stimulus from the environment (israwati, 2017; musyarofah, 2017). in line with the observation, disruptive behavior mostly appeared when the teacher only paid attention to certain students. for example, in a lesson, the teacher asked students one by one to coming in front of the class to explain something. hence, the rest of the students who waited the turn were lack of teacher’s attention. therefore, they had nothing to do while waiting their turn. simply, when they found that the ongoing lesson was not that interesting and lack of teacher’s attention, they would prefer to do something that they loves which leaded to do disruptive behavior. it can be said that poor classroom condition and environment leads students to do disruptive behavior. in line with this, from the observation result indicated disrespect for classroom rules and procedures was the most frequent disruptive behavior done by students in tk aura sukma insani during the observation. this result are supported by nicholas (1998) in bowen et al., (2004). based on survey that he was conducted, he stated top ten lists of common problem behaviors that most teachers report, three of them are making noises, disobeying teacher’s instruction, and out of seat in which those behaviors belong to disrespect for classroom rules and procedures. moreover, there were also some previous studies conducted by ghazi et al., (2013); tiwari & panwar (2014); yusoff & mansor (2016) discovering typical disruptive behaviors done by students during the learning process. those disruptive behavior found including sleeping during the lesson, chitchatting to one another during the lesson, taking out of turn, disobeying teacher’s instruction, ignoring teacher, out of seat, making disturbing noises, and wandering around the room in which all of those disruptive behaviors also belonged to disrespect for classroom rules and procedures. therefore, it can be concluded that disrespect for classroom rules and procedures is the most frequent disruptive behavior appeared in this present study which is also in line with the theory and previous studies used in this present study. 192 |english franca, vol. 4, no. 2, 2020 0 5 10 15 20 i ii iii iv v interrogation question regular indirect don’t stop negative other types of command used by teachers in tk aura sukma insani besides of identifying the type of disruptive behaviors done by students during the class, observation was also used by the researcher to identify types of command used by the teachers during teaching english in tk aura sukma insani. there are eight types of command proposed by bertsch et al. (2009): interrogation command, question command, regular command, indirect command, stop command, don’t command, negative command, and other command which used to help the researcher to identify types of command used by the teachers. the result of the observation were presented on the figure below. figure 1 the types of command used by teachers in tk aura sukma insani note: a2 class : observation i & iv a1 class : observation ii & v toodler : observation iii the figure 1 above displayed the types of command used by the teachers in tk aura sukma insani during five times of observation which showed certain commands that used frequently on each observation. there were 113 commands in total used by teachers during the observations which had accumulated with eight types of command luh kade diana kusumadewi: effective commands to overcome students with disruptive behavior in the classroom 193 proposed by bertsch et al., (2009). from each observation that types of command used by t2 in a1 class did not that vary than other teachers in which t2 only used four from eight types of command proposed by bertsch et al., (2009). meanwhile, the other teachers used around six to seven types of command. moreover, when it compared to the total occurrence of disruptive behavior, it found that there were 32 disruptive behavior done by students which were not given a command by the teachers. another thing, from each observation regular command and other command reached highest ranges which indicated those types of command were the most frequent commands used by the teachers in tk aura sukma insani. however, interrogation command was not found during the observation which indicated that interrogation command was not a choice of the teachers in tk aura sukma insani for overcoming students with disruptive behavior. in line with this, in interview, the teacher also agreed that other command and regular command were the most frequent commands used by them which could be seen on the following quotations. “the easiest and simple command is my choice. maybe, regular command and calling students’ name i used the most.” (teacher 2) “actually, calling students’ name directly is enough to distract their attention to make them behave well. does it belong to other command? yes, calling name is the most frequent command i used.” (teacher 3) based on their responses, they stated that other command and regular command were the simplest and easiest command to be used which made students easy to understand what the teachers intended. the teachers also stated that by only calling the students’ name which belonged to other command, is enough to attract students’ attention the teacher. that is not only teachers’ opinion, but it also can be proven from observation time, the researcher found that the students with disruptive behavior were paying attention or following teacher’s instruction when the teachers only called the students’ by their name. 194 |english franca, vol. 4, no. 2, 2020 besides, a regular command was also the most frequent command after other command used by the teacher in overcoming students with disruptive behavior. the regular command can be known as a command which stated directly in the form of imperative statement to stop ongoing disruptive behavior done by the students (bertsch et al., 2009). simply, this command is straight to the point about what students should do. for example, there is a student who sits down improperly and the teacher gives a command in the form of regular command; ‘sit down in the good position, please’.lentini, vaughn, & fox (2005) stated that it would be better if the teachers ask students about what to do rather than what not to do. for instance, it makes the student understand that he should stop his ongoing behavior and sit down in the good position as what instructed by the teacher. the effectiveness of command used by teachers in tk aura sukma insani previously, the researcher has explained the types of disruptive behavior done by students and also types of command used by teachers for overcoming students with those such kinds of disruptive behavior in tk aura sukma insani. this part will be focused on the effectiveness of the command based on students’ responses to the commands given by the teachers. through the students’ responses, the researcher could find out whether or not the commands given were effective.therefore, the result of the effectiveness of the commands based on students’ responses during the observation were distributed as follows. table 2. the effectiveness of commands based on students’ responses in tk aura sukma insani no types of command observation i ii iii iv v e i e i e i e i e i 1 interrogation 2 question 2 4 2 3 regular 1 9 8 1 5 14 luh kade diana kusumadewi: effective commands to overcome students with disruptive behavior in the classroom 195 4 indirect 2 2 1 5 don’t 2 7 2 5 6 stop 4 1 7 negative 1 1 8 other 3 9 1 13 1 11 total 11 0 25 1 33 1 11 0 31 0 note: a2 class : observation i & iv a2 class : observation ii & v toddler : observation iii table 2 showed the effectiveness commands from each observation conducted in tk aura sukma insani. from the table indicated that the commands given to the students were mostly effective. however, 2 out of 113 from the total command were ineffective which appeared in two different times of observation. those command belonged to regular command on second observation (a1 class) and other command on the third observation (toddler class). in this case, the other command was used by the teacher for overcoming student who was sitting improperly. although the teacher had thrown the command, the student still sat improperly. besides, regular command was used to stop students who were wandering around the class while waiting their friends finished the tasks given by the teacher. based on its effect on students’ behavior, it indicated that the commands given were ineffective. in line with this, when the researcher discovering the video of observation, it found that the problem was from the students’ factor. the students were pretending to not hear teachers’ commands. therefore, they tended to not following teachers’ commands to sit down in the good position. piaget (1929) in kesselring & müller (2011) stated that early childhood students are egocentrics in which they place themselves as a center and thinking only on oneself without minding their surroundings. in this case, it can be said that the students only focused 196 |english franca, vol. 4, no. 2, 2020 on their own selves to do something more interesting when the teachers gave them a command. regarding to the most frequent types of command used, the teachers also stated that regular command and other command were the most effective commands in overcoming students’ disruptive behavior. they explained that all of the commands that give a positive effect on students’ behavior could be said as effective command in which this statement is in line with theory stated by forehand and mcmahon (1981) in matheson & shriver (2005). he defined that a command could be said as an effective command based on its effect on students’ behavior. simply, it can be said as effective if the students could change their behavior from disruptive to be a good student. the same things also found in observation, all the commands used by the teachers gave effects on students’ behavior. the students paid attention and followed teachers’ instruction to stop ongoing behaviors. in addition, it can be said another types of command including question command, indirect command, don’t command, stop command, and negative were also effective to overcome students’ disruptive behavior. moreover, from all the types of commands proposed by bertsch et al. (2009), the teachers stated that regular command and other command were the most effective commands in overcoming students’ disruptive behavior. the teachers’ statement can be seen on the following quotations. “if you are asking the most effective, i think is regular command. you might have noticed during the observation, i prefer to use it because it was very clear and easy to be understood.” (teacher 1). “calling students’ name is very effective because could notice them directly. moreover, it is very simple yet clear. the students are also easy to understand.” (teacher 2). from to teachers’ responses about effective command, they stated that regular commands and other commands which referred to calling students’ name were the most effective command because those type of commands were very simple and easy to be understood by the luh kade diana kusumadewi: effective commands to overcome students with disruptive behavior in the classroom 197 students. those types of command were also straight to the point and noticed the students who were doing disruptive behavior directly which is in line with the theory stated by knoster (2014) that effective command should be given in clear, understandable, and simple way. therefore, the students could get the point and follow what the teachers instructed. conclusion command can be defined as an effective command based on its effect on students’ behavior of the students show positive response to their behaviors, it means that the commands given are effective. based on students responses who given commands by teachers it can be concluded that mostly all of the commands used were effective to overcome students disruptive behavior because after the commands given, the students followed teachers’ instruction to stop ongoing disruptive behaviors. however, there were two commands that were ineffective. it was because of students’ factor; they are egocentrics in which they place themselves as a center and thinking only on oneself without minding their surroundings. therefore, commands given did not give any effect on students’ disruptive behavior in which they were still doing their ongoing disruptive behavior although they had given commands. in giving a command, the teachers should concern on how the commands given to the students. since the students are still young learners, the commands given should be in clear, understandable, and simple ways. it was proven in this present study that only calling students by their name could notice them and stop their ongoing disruptive behavior. moreover, asking students what to do is better than what not to do. therefore, the way on how the teachers giving a command to students should be given more attention in order that easy to be understood by the students involved. furthermore, the researcher hopes that there will be other researchers to conduct this study and spare enough time in collecting the data. therefore, a lot of things will be discovered during conducting 198 |english franca, vol. 4, no. 2, 2020 the research. besides, the other researchers are also suggested to find out how a command given to students with disruptive behavior not guarantee them to not doing disruptive behavior in further. after all, those suggestions are expected to give contribution to the field especially in effective commands used to overcome students’ disruptive behavior during the learning process. references ali, a., & gracey, d. (2013). dealing with student disruptive behavior in the classroom – a case example of the coordination between faculty and assistant dean for academics. issue in informing science and information technology, 10, 1–15. retrieved from http://iisit.org/vol10/iisitv10p001-015ali0124.pdf. apriani, e. (2016). a new literacy: the role of technology to develop student’s character. ta’dib:journal of islamic education (jurnal pendidikan islam), 21(1), 59 72. https://doi.org/https://doi.org/10.19109/tjie.v21i1.742. apriani, e., supardan, d., sartika, e., suparjo, s., & hakim, i. n. (2019). utilizing ict to develop student’s language ethic at islamic university. potensia: jurnal kependidikan islam, 5(1), 1-14. bertsch, k. m., houlihan, d., lenz, m. a., & patte, c. a. (2009). teachers’ commands and their role in preschool classrooms. electronic journal of research in education psychology, 7(17), 133–162. bowen, j., jenson, w., & clark, e. (2004). school-based interventions for students with behavior problems. new york: springer science+business media. https://doi.org/10.1007/978-1-44199102-7 ghazi, s. r., shahzada, g., tariq, m., & khan, a. q. (2013). types and causes of students’ disruptive behavior in classroom at secondary level in khyber pakhtunkhwa, pakistan. american journal of education research, 1(9), 350–354. https://doi.org/10.12691/education-1-9-1 luh kade diana kusumadewi: effective commands to overcome students with disruptive behavior in the classroom 199 herbert, m., & wookey, j. (2004). managing children’s disruptive behavior: a guide for practitioners working with parents and foster parents. london: british library cataloguing in publication data. israwati. (2017). pengelolaan ruang kelas pendidikan anak usia dini pada kelompok b di taman kanak-kanak. jurnal serambi ilmu, 119–124. retrieved from http://ojs.serambimekkah.ac.id/index.php/serambiilmu/article/download/453/415 karakaya, e. g., & tufan, m. (2018). social skills, problem behaviors and classroom management in inclusive preschool settings. journal of education and training studies, 6(5), 123–134. https://doi.org/10.11114/jets.v6i5.3076 kemendikbud. (2015). peraturan menteri pendidikan dan kebudayaan republik indonesia nomor 84 tahun 2014 tentang pendirian satuan pendidikan anak usia dini. retrieved from http://simpuh.kemenag.go.id/regulasi/permendikbud_84_14.pdf kesselring, t., & müller, u. (2011). the concept of egocentrism in context of piaget’s theory. new ideas in psychology, 29(3), 327– 345. https://doi.org/10.1016/j.newideapsych.2010.03.008 knoster, t. (2014). the teacher’s pocket guide for effective classroom management (2nd ed.). retrieved from http://archive.brookespublishing.com/documents/knosterclassroom-management.pdf lentini, r., vaughn, b. j., & fox, l. (2005). teaching tools for young children with challenging behavior. retrieved from https://vkrp.virginia.edu/content/pdfs/3. communication is key.pdf lopes, j., silva, e., oliveira, c., sass, d., & martin, n. (2017). teacher’s classroom management behavior and students’ classroom misbehavior: a study with 5th through 9th grade students. electronic journal of research in education psychology, 15(3), 467– 490. retrieved from https://www.researchgate.net/profile/joao_lopes4/publication/3 23171089_teacher%27s_classroom_management_behavior_and_st 200 |english franca, vol. 4, no. 2, 2020 udents%27_classroom_misbehavior_a_study_with_5th_through_9t h_-_grade_students/links/5aba15d845851515f5a13514/teachersclassroom-management-behavior-and-students-classroommisbehavior-a-study-with-5th-through-9th-gradestudents.pdf?origin=publication_detail martella, r., & merchand-martella, n. (2015). improving classroom behavior through effective instruction: an illustrative program example using sra flex literacy. education and treatment of children, 38(2), 241–272. retrieved from http://info.mheducation.com/rs/128-sjw347/images/improving_classroom_behavior_through_effective_in struction_an_illustrative_program_example_using_sra_flex_liter acy.pdf matheson, a. s., & shriver, m. d. (2005). training teachers to give effective commands: effects on student compliance and academic behaviors. school psychology review, 32(2). retrieved from https://www.researchgate.net/profile/andrea_matheson/publicati on/282690438_training_teachers_to_give_effective_commands_ef fects_on_student_compliance_and_academic_behaviors/links/56d0 625b08aeb52500cd720f/training-teachers-to-give-effectivecommands-effects-on-student-compliance-and-academicbehaviors.pdf?origin=publication_detail miles, m. b., & huberman, a. m. (1994). qualitative data analysis (2nd ed.). california: sage publications. retrieved from https://vivauniversity.files.wordpress.com/2013/11/milesandhub erman1994.pdf musyarofah. (2017). pengembangan aspek sosial anak usia dini di taman kanak kanak aba iv mangli jember tahun 2016. interdisciplinary journal of communication, 2(1), 99–121. retrieved from https://doi.org/10.18326/inject.v2i1.99-122 oliver, r. m., wehby, j. h., & reschly, d. j. (2011). teacher classroom management practices: effects on disruptive or aggressive student behavior. usa: the campbell collaboration. https://doi.org/10.4073/csr.2011.4 şanlı, ö. (2019). an evaluation of the teachers’ classroom management luh kade diana kusumadewi: effective commands to overcome students with disruptive behavior in the classroom 201 problems. academic journals, 14(8), 282–292. https://doi.org/10.5897/err2019.3712 sun, r. c. f., & shek, d. t. l. (2012). student classroom misbehavior: an exploratory study based on teachers’ perceptions. the scientific world journal, 1–8. https://doi.org/10.1100/2012/208907 tiwari, g., & panwar, h. (2014). a study on the classroom behaviour problems at secondary level. american research thoughts, 1(1), 514–536. retrieved from https://www.researchgate.net/profile/gyanendra_tiwari/publicat ion/269710972_a_study_on_the_classroom_behaviour_problems_at _secondary_level/links/5495037e0cf2ec1337581e04/a-study-onthe-classroom-behaviour-problems-at-secondarylevel.pdf?origin=publication_detail yusoff, w., & mansor, n. (2016). the effectiveness of strategies used by teachers to manage disruptivw classroom behaviors: a case study at a religious school in rawang, selangor. journal of educational studies, 1(4), 133–150. 202 |english franca, vol. 4, no. 2, 2020 empty page englishfranca : academic journal of english language and education vol. 5, no.1,2021, iain curup p-issn2580-3670, e-issn2580-3689 doi: http://dx.doi.org/10.29240/ef.v5i1.2212, page 95-110 an analysis of the students’ difficulties in toefl prediction test of listening section tira nur fitria institut teknologi bisnis aas indonesia tiranurfitria@gmail.com abstract this study is to know the students’ difficulty in doing the toefl prediction test, especially the listening section in itb aas indonesia. this study uses descriptive qualitative research by using a questionnaire. the result shows that the students’ difficulty in doing toefl listening both external and internal factors. in external factors, include: 1) the speaker's accent (75.5 %), 2) the speakers’ speed (75.9 %), 3) the speakers’ intonation/emphasis (73 %), 4) the speakers’ pause in pronouncing a sentence (70.3 %), 5) the choice of words and foreign terms conveyed by the speaker (71 %), 6) the sentence structure conveyed by the speaker is too complex (54.8 %), 7) audio interruption causes the audio sounds less/unclear (54.8 %). in internal factors, include: 1) 64.3 % of students do not have previous experience doing toefl test, 2) 58.5 % of students have lack of practice in toefl listening, 3) 78.8 % of students have limited time in doing toefl listening test, 4) 62.2 % of students feel a lot of listening questions which consist of 50 questions, 5) 76.2 % of students do not have hearing impairment in listening, 6) 51 % of students have memory limitations when listening to toefl, 7) 48.1 % of students lack of motivation and enthusiasm, 8) 52.7 % of students lack of concentration or focus, 9) 53.5 % of students have limited mastery of foreign/unfamiliar vocabularies, 10) 47.3 % of students feel boredom when listening, 11) 56 % of students feel easily distracted by sounds or other things, 12) 51 % of students tend to translate any foreign vocabularies when listening, 13) 52.7 % of students have trouble catching or finding keywords, 14) 44.4 % of students are busy along with other activities when listening, such as playing writing instruments, taking notes or doing other things. keywords: listening, toefl, toefl prediction test mailto:tiranurfitria@gmail.com 96 |english franca, vol. 5, no. 1, 2021 introduction toefl stands for test of english as a foreign language. it is a standardized academic english test primarily taken by students applying to universities in the united states. the toefl is also accepted as proof of english skill by some universities outside the united states. more than seven thousand colleges and universities in one hundred and thirty countries, including the best universities in the world, such as the u.s., canada, uk, australia, and new zealand. this test is not only used to register at the university but is also required if you want to work in government agencies, take care of licensing, companies, and also for scholarship registration. setiawan (2013) states that in many nations, toefl was used as a criterion for university admission or for obtaining a scholarship. several indonesian universities need the toefl examination as part of their graduation criteria (soali & pujiani, 2020). toefl also becomes one of the standard requirements to enter indonesian universities (rahmah, 2019). toefl examines language skills that are tailored to the academic and professional fields. these fields are packaged and divided into sections. toefl test usually consists of three sections with 140 questions. toefl includes three aspects, namely (1) listening comprehension, (2) structure and written expression, (3) reading comprehension. the toefl test always starts with listening comprehension consisting of part a, b, and c, then followed by structure and written expression consisting of part a and b, and the last is reading comprehension. stirling (2017, p. 131) also states that this listening section measures the skill to understand authentic speech patterns used both in academic (formal) and non-academic (informal) situations. listening comprehension (50 questions, 30-40 minutes). according to fitria & prastiwi (2020). this section tests how much we can listen to conversations and monologues in english. these conversations consist of short conversations, long conversations, and speeches. structure and written expression (40 questions, 25 minutes). listening difficulties include understanding vocabulary, grammar, context, accent or pronunciation, and interesting skill conclusions (purwaningsih, 2016, p. 2). some other things that often become problems when facing the toefl listening test include not understanding the topic, foreign words, nervousness, being unfamiliar with diction and grammar, repetitions and pauses, wide imagination, tira nur fitria: an analysis of the students’ difficulties of toefl prediction test of listening section│97 and missing detailed information, lack of concentration, lack of understanding of english accents, interpret word for word, lack of knowledge of vocabulary and pronunciation, unable to distinguish certain words and sounds. analyzing students’ difficulties toward listening comprehension helped the students in listening test as well as toefl test (darti & asmawati, 2017). the listening comprehension section aims to test our abilities in understanding spoken language. however, to be able to understand spoken language in addition to having to get used to listening to english spoken, we must know english grammar (grammar) adequately. all sentences in this section use the same sentence grammatical (grammatically correct) and usually in the form of a complete sentence. all these sentences are pronounced in conversational english. according to ang-zie (2020, p. 10), to answer listening comprehension questions well, we are required to have the skill to understand the stress and tone, understand the difference in sound, understand idioms, understand conversational phrases, understanding groups or verb phrases, find implied information (not clearly stated), understand comparisons, and understand the meaning of the conversation or conversation. the listening section is divided into separately timed parts. they are short conversations, long conversations, and talks/monologues. in each part, we will listen to the audio-only one time (putlack et al., 2020). kasmini & kadarmo (2014, p. 12) states that all questions in the listening section will usually be played through a headset on the computer or tape using speakers (loudspeakers) that have been prepared for the toefl test. speakers in the tape using american english pronunciations and expressions whose speech and expression are somewhat different from british english (british english). we need to understand the difference especially the way it's pronounced. some previous studies were conducted related to toefl listening comprehension. in the first research entitled “investigating medical students’ difficulties in toefl listening test” written by (rahmi et al., 2020). this research examined the reactions of the students to listening problems in taking the toefl test listening portion and their attempts to resolve the difficulties. most respondents were found to have difficulties recognizing the pronunciation of the native speaker (64%). as the top rank of students' attempts to solve listening difficulties of the toefl exam when viewing english tv programs or movies (65.10 percent) and listening to english songs (60 percent). in the second research entitled “students difficulties in passing listening section in toefl prediction test” written by (chairuddin & ulfa, 2018). 98 |english franca, vol. 5, no. 1, 2021 this research is to recognize difficulties for learners in passing the toefl prediction test listening portion. it is found that there are many facets of student issues, and the most difficult items are: 1) capture the idea of the speaker, 2) recognize the idiomatic language, 3) define the coherent marker, 4) give the utterance a literal meaning, 5) retain the important details. the third research entitled “an analysis of the difficulties encountered by non-english department students in toefl test of listening section” written by (pratiwi, 2017). this research was largely aimed at exploring the difficulties of students listening to the toefl exam. the outcome of this study reveals that in the listening portion of the toefl exam, the recapitulation score of the students was weak, by percentage 60 percent of students include 9 students of fifteen participants are very low understanding, and 40 percent of students include 6 students are low understanding. this suggests that the students are not comfortable with the toefl exam. in the fourth research entitled “analyzing students’ toefl listening comprehension test performance” written by (yuliandani et al., 2014). the goal of this analysis is to figure out the most challenging part of the toefl listening interpretation and to find out the problematic aspects. double negative expressions (23 percent) are the most problematic aspect, while the most perfected aspect is passive (77 percent). the most troublesome aspect in discussions and talks is the subject matter and accurate knowledge is the mastered aspect. in the fifth research entitled “students’ difficulties and strategies in doing listening section on toefl-like test” written by (pujiana, 2015). this analysis is to discover the problems encountered by the students and the approach they used in the toefl test listening segment. the effect is that the listening section is not simple for them and that part c (lecture) is the most difficult part of the listening section. the result reveals that students interpret attention, keywords, time, and emphasis as issues. the students usually used some techniques to solve the challenge. from five previous studies, those have similarities and differences between these studies. those studies have a similar focus on toefl listening comprehension and its difficulties. but there are differences between those previous studies and this study is the objective. previous studies above focus on the question items related to listening comprehensions such as the pronunciation of the native speaker, the idea of the speaker, idiomatic language, coherent marker, literal meaning, important details, double negative expressions, passive form, attention, keywords, time, and emphasis as issues. it shows only in tira nur fitria: an analysis of the students’ difficulties of toefl prediction test of listening section│99 the external factor. while this research focuses on the difficulties in doing the toefl listening test based on internal and external factors related to it. based on the explanation above, the researcher is interested to research the toefl prediction test of reading comprehension. finally, the researcher takes the title “the students’ opinion toward toefl prediction test of reading comprehension skill”. the researcher formulates the objective of this study is to know the students’ difficulty in doing the toefl prediction test of listening comprehension skill in itb aas indonesia. theoretical framework in toefl, the listening comprehension section is to measure the skill to understand spoken english. it contains listening passages and questions about each passage (gear & gear, 2002, p. 73). listening questions are divided into 3 parts, namely part a, part b, and part c. part a consists of 30 short conversations between two people, each of which will end with one question that you must answer in the correct answer choices (a, b, c, d). this part of part a consists of 30 questions. part b consists of two longer conversations between two people and each conversation is followed by several questions. generally, the part in part b consists of seven to eight questions. in part, c consists of 3 long speeches (talks) and only involves one person (monologue). and each speech will be followed by a few questions. generally for part c, this consists of seven to eleven questions. in each of these sections, there will be directions or directions for working on the questions that will be read out by native speakers in audio. the words spoken by native speakers in this direction are almost the same in every toefl test. so, it's good if we already know and are familiar with the direction before taking the toefl test so that when the direction is being read, we can use this opportunity to read as many answer choices as possible and guess about what questions for the answer choices. in this section or session, our listening skills will be thoroughly tested. this section is used to test the test participant's ability to listen to a speech or spoken language in english. the participants are expected to be able to listen to every conversation well that comes from a tape recorder or other media. listening comprehension on the toefl test is always a frightening specter for test-takers, not infrequently many participants fail to pass the test in this session. the time to answer each question in the listening comprehension is very short. we only have no 100 |english franca, vol. 5, no. 1, 2021 more than 8 seconds per problem. for listening questions, it is very important to read all the answer choices. research methodology this study used descriptive qualitative research. qualitative research is defined as a study that focuses on understanding in the naturalistic setting or everyday life, or of a certain phenomenon or person (neergaard & ulhøi, 2007, p. 383). they were studies that include the context in which the study's phenomenon is embedded. taylor et al. (2015, p. 8) stated that qualitative researchers developed concepts, ideas, thoughts, and understanding from patterns in the data rather than collecting data to analyze models, hypotheses, or theories. the method of collecting data in this study used a questionnaire. data collection techniques were the most important step in research because the main purpose of the research was to get the data. mcnabb (2004, p. 109) stated that a questionnaire could be used to gather information about a large number of respondents (populations) or small groups (samples). in this research, the respondents were fifth-semester students of itb aas indonesia. the researcher uses a closed question. it required the respondent to choose from several predetermined responses (andrew et al., 2011, p. 82). in this research, the researcher used media for sharing questionnaires by using google forms. google forms provided a simple interface to construct interactive forms that contain a variety of question types (multiple-choice, short answer, long answer, dropdown, etc. (talbert, 2017). here, the questions were in the form of multiple-choice with four answer options a, b, c, or d. in this study, the researcher used the technique of data analysis based on miles and huberman (1994) which is involving three steps: data reduction, data display, and conclusion drawing/verification. the results of questionnaire data processing were often presented in descriptive form. findings and discussion findings the objective of this study is to know the students’ difficulty in doing the toefl prediction test of listening comprehension skills. two factors cause the students are difficulty in doing toefl listening in both external and internal factors. below the findings of the research as follow: tira nur fitria: an analysis of the students’ difficulties of toefl prediction test of listening section│101 table 1. external factor statement indicator yes sometimes no 1. the speaker's accent affects your toefl listening skill. 182 (75.5 %) 56 (23.2 %) 3 (1.2 %) 2. speakers’ speed affects your toefl listening skill. 183 (75.9 %) 52 (21.6 %) 6 (2.5 %) 3. speakers’ intonation/emphasis affects your toefl listening skill. 176 (73 %) 59 (24.5 %) 6 (2.5 %) 4. the speakers’ pause in pronouncing a sentence affects your toefl listening skill. 144 (59.8 %) 73 (70.3 %) 24 (10 %) 5. the choice of words (diction) and foreign terms conveyed by the speaker affects your toefl listening skill. 171 (71 %) 60 (24.9 %) 10 (4.1 %) 6. the sentence structure conveyed by the speaker is too complex so it affects your toefl listening skill. 132 (54.8 %) 95 (39.4 %) 14 (5.8 %) 7. audio interruption makes the audio sounds less/unclear when you are listening toefl. 132 (54.8 %) 72 (29.99 %) 37 (15.4 %) form the table above shows that several external factors caused difficulty in doing the toefl prediction test of listening comprehension. the first statement about “the speaker's accent affects your toefl listening skill". there are 182 students or 75.5 % who said 'yes, 56 students or 23.2 % said 'sometimes, and only 3 students or 1.2 % said 'no'. based on those answers, it shows that most students feel that the speaker's accent affects their toefl listening skill”. the second statement about “speakers’ speed affects your toefl listening skill". there are 183 students or 75.9 % who said 'yes, 52 students or 21.6 % said 'sometimes, and only 6 students or 2.5 % said 'no'. based on those answers, it shows that most students feel that the speakers’ speed affects their toefl listening skills. the third statement about “speakers’ intonation/emphasis affects your toefl listening skill”. there are 176 students or 73 % who said 'yes, 59 students or 24.5 % 102 |english franca, vol. 5, no. 1, 2021 said 'sometimes, and only 6 students or 2.5 % said 'no'. based on those answers, it shows that most students feel that the speakers’ intonation/emphasis affects their toefl listening skills. the fourth statement about “speakers’ pause in pronouncing a sentence affects your toefl listening skill". there are 144 students or 59.8 % who said 'yes' 73 students or 70.3 % said sometimes only 24 students or 10 % said 'no'. based on those answers, it shows that most students feel that the speakers’ pause in pronouncing a sentence affects their toefl listening skills. the fifth statement about "the choice of words (diction) and foreign terms conveyed by the speaker affects your toefl listening skill". there are 171 students or 71 % said yes, 60 students or 24.9 % said 'sometimes only 10 students or 4.1 % said 'no'. based on those answers, it shows that most students feel that the choice of words (diction) and foreign terms conveyed by the speaker affects their toefl listening skills. the sixth statement about “the sentence structure conveyed by the speaker is too complex then affects your toefl listening skill". there are 132 students or 54.8 % who said 'yes', 95 students, or 39.4 % said 'sometimes only 14 students or 5.8 % said 'no'. based on those answers, it shows that most students feel that the sentence structure conveyed by the speaker is too complex then affects their toefl listening skills. the seventh statement about "there is audio interruption so that the audio sounds less/unclear in listening toefl." there are 132 students or 54.8 % said 'yes', 72 students or 29.8 % said 'sometimes', and 37 students or 15.4 % said 'no'. based on those answers, it shows that most students feel that audio interruption makes the audio sounds less/unclear in listening toefl". table 2. internal factor (1) statement indicator yes no 1. having previous experience doing toefl test before 86 (35.7 %) 155 (64.3 %) 2. lack of practice in listening to toefl 100 (41. 5 %) 141 (58.5 %) 3. limited time in doing toefl listening test 190 (78.8 %) 51 (21.2 %) tira nur fitria: an analysis of the students’ difficulties of toefl prediction test of listening section│103 form the table above shows that some internal factors caused difficulty in doing the toefl prediction test of the listening section. the 1st statement about “have previous experience in doing toefl test before”. there are 86 students or 35.7 % who said ‘yes’ and 155 students or 64.3 % said ‘no’. based on those answers, it shows that most students do not have previous experience in listening to the toefl. the 2nd statement about “lack of practice in listening to toefl”. there are 100 students or 41.5 % who said ‘yes’ and 141 students or 58.5 % said ‘no’. based on those answers, it shows that most students do not lack practice in listening to toefl before. the 3rd statement about “limited time in doing toefl listening test”. there are 190 students or 78.8 % who said ‘yes’ and 51 students or 21.2 % said ‘no’. based on those answers, it shows that most students have limited time in doing the toefl listening test. table 3. internal factor (2) statement indicator many enough less 4. a lot of listening questions which consist of 50 questions 150 (62.2 %) 90 (37.3 %) 0 (0 %) the 4th statement about “a lot of listening questions which consist of 50 questions”. there are 150 students or 62.2 % who said ‘many’, 90 students or 37.3 % said ‘enough’, and 51 students or 21.2 % said ‘less’. based on those answers, it shows that most students feel that many listening questions because it consists of 50 questions. table 4. internal factor (3) statement indicator yes sometimes no 5. have hearing impairment in listening to toefl 45 (18.7 %) 31 (12.9 %) 162 (76.2 %) 6. have memory limitations when listening to the toefl 123 (51 %) 87 (36.1 %) 31 (12.9 %) 7. lack of motivation and enthusiasm when listening to 51 (21.2 %) 116 (48.1 %) 74 (30.7 %) 104 |english franca, vol. 5, no. 1, 2021 the toefl 8. lack of concentration/focus when listening to toefl 82 (34 %) 127 (52.7 %) 32 (13.3 %) 9. have limited mastery of foreign / unfamiliar vocabulary when listening 129 (53.5 %) 103 (42.7 %) 9 (3.7 %) 10. the appearance of boredom when listening to toefl 100 (41.5 %) 114 (47.3 5) 27 (11.2 %) 11. easily distracted by sounds or other things when listening to toefl 135 (56 %) 89 (36.9 %) 17 (7.1 %) 12. tend to interpret any foreign vocabulary when listening to toefl 123 (51 %) 105 (43.6 %) 13 (5.4 %) 13. have trouble catching or finding keywords when listening to toefl 108 (44.8 %) 127 (52.7 %) 6 (2.5 %) 14. busy alone with other activities when listening to toefl, for example playing writing instruments, taking notes, or doing other things. 38 (15.8 %) 107 (44.4 %) 96 (39.8 %) the 5th statement about “have hearing impairment in listening to toefl”. there are 45 students or 18.7 % who said ‘yes’, 31 students or 12.9 % said ‘sometimes’ and 162 students or 76.2 % said ‘no’. based on those answers, it shows that most students do not have hearing impairment in listening to toefl. the 6th statement about “have memory limitations when listening to toefl”. there are 123 students or 51 % who said ‘yes’, 87 students or 36.1 % said ‘sometimes’ and 31 students or 12.9 % said ‘no’. based on those answers, it shows that most students feel that they have memory limitations when listening to toefl. the 7th statement about “lack of motivation and enthusiasm when listening to toefl”. there are 51 students or 21.2 % who said ‘yes’, 116 students, or 48.1 % said ‘sometimes’ and 74 students, or 30.7 % said ‘no’. based on those answers, it shows that most students sometimes feel a lack of motivation and enthusiasm when listening to toefl. the 8th statement about “lack of concentration or focus when listening to toefl”. there are 82 students or 34 % who said ‘yes’, 127 tira nur fitria: an analysis of the students’ difficulties of toefl prediction test of listening section│105 students or 52.7 % said ‘sometimes’ and 32 students or 13.3 % said ‘no’. based on those answers, it shows that most students sometimes feel a lack of concentration or focus when listening to toefl. the 9th statement about “have a limited mastery of foreign or unfamiliar vocabulary when listening to toefl”. there are 129 students or 53.5 % who said ‘yes’, 103 students or 42.7 % said ‘sometimes’ and 9 students or 3.7 % said ‘no’. based on those answers, it shows that most students feel to have limited mastery of foreign or unfamiliar vocabulary when listening to toefl. the 10th statement about “the appearance of boredom when listening to toefl”. there are 100 students or 41.5 % who said ‘yes’, 114 students or 47.3 % said ‘sometimes’ and 27 students or 11.2 % said ‘no’. based on those answers, it shows that most students have boredom when listening to toefl. the 11th statement about “easily distracted by sounds or other things when listening to toefl”. there are 135 students or 56 % who said ‘yes’, 89 students or 36.9 % said ‘sometimes’ and 17 students or 7.1 % said ‘no’. based on those answers, it shows that most students feel that they are easily distracted by sounds or other things when listening to toefl”. the 12th statement about “tend to interpret any foreign vocabulary when listening to toefl”. there are 123 students or 51 % who said ‘yes’, 105 students or 43.6 % said ‘sometimes’ and 13 students or 5.4 % said ‘no’. based on those answers, it shows that most students tend to interpret any foreign vocabulary when listening to toefl. the 13th statement about “have trouble catching or finding keywords when listening to toefl”. there are 108 students or 44.8 % who said ‘yes’, 127 students, or 52.7 % said ‘sometimes’ and only 6 students, or 2.5 % said ‘no’. based on those answers, it shows that most students sometimes have trouble catching or finding keywords when listening to toefl. the 14th statement about “busy alone with other activities when listening to toefl, for example playing writing instruments, taking notes or doing other things”. there are 38 students or 15.8 % who said ‘yes’, 107 students or 44.4 % said ‘sometimes’ and 96 students or 39.8 % said ‘no’. based on those answers, it shows that most students sometimes busy along with other activities when listening to toefl, for example playing writing instruments, taking notes, or doing other things. discussion the first session of the toefl test is a listening comprehension test (listening comprehension). this listening session generally consists of 50 questions. the students/learners will hear the recording in english 106 |english franca, vol. 5, no. 1, 2021 and we have to respond or answer questions related to the recording. the students/learners have to listen to the recording as much as possible because the students/learners will only hear the recording once and the recorded material is not written in the test book. there are three sessions in this listening test: part a which consists of 30 short conversations, each conversation is followed by several questions, part b which consists of 2 long conversations followed by several questions, and part c which consists of 3 talks/lectures (like a lecturer explaining a certain topic). in the toefl test, the students/learners will meet several question sessions. one of them is a listening session. in this session, the students/learners will hear english native speakers talk, have dialogues, or even listen to short speeches or short speeches. after listening to the audio, we must answer the questions related to the audio earlier. in dealing with this listening question, several strategies are needed in doing the listening test. the listening comprehension section aims to test the skill to understand spoken language. however, to be able to understand the spoken language, besides having to get used to listening to spoken english, we must have a knowledge of the structure of adequate english (grammar). all sentences in this section use a grammatically correct sentence (correct according to grammar) and usually in the form of a complete sentence (purnaning et al., 2014, p. 10). all these sentences are pronounced in conversational english. listening is the most difficult part of the toefl test for most people. for many people listen is the most difficult language skill (sudarmono, 2018, p. 35). according to marwan (2020), students experience three categories of difficulties: those related to the subject, those related to the listener, and those related to the physical environment. for the structure section and reading we can anticipate by understanding grammar material and master a lot of basic vocabulary, then practice the toefl test. difficulty in doing toefl listening questions is a fairly complex activity, meaning that there are many aspects and many factors that influence it. these factors are interrelated, in other words, that reading difficulty is influenced by one another. students need to implement more strategies, and teachers or educators are recommended to inspire them and develop their awareness to use more strategies when taking a toefl (razmalia & gani, 2017). two factors cause the students are difficulty in doing toefl listening in both external and internal factors. in external factors, they are: 1) the speaker's accent affects your toefl listening skill. 2) tira nur fitria: an analysis of the students’ difficulties of toefl prediction test of listening section│107 speakers’ speed affects your toefl listening skill. 3) speakers’ intonation/emphasis affects your toefl listening skill. 4) the speakers’ pause in pronouncing a sentence affects your toefl listening skill. 5) the choice of words (diction) and foreign terms conveyed by the speaker affects your toefl listening skill. 6) the sentence structure conveyed by the speaker is too complex so it affects the toefl listening skill. 7) audio interruption makes the audio sounds less/unclear when listening toefl. in internal factors, they are: 1) do not have previous experience doing toefl test before. 2) have a lack of practice in listening to toefl. 3) have limited time in doing the toefl listening test. 4) a lot of listening questions which consist of 50 questions. 5) have hearing impairment in listening to toefl. 6) have memory limitations when listening to toefl. 7) lack of motivation and enthusiasm when listening to toefl. 8) lack of concentration or focus when listening to toefl. 9) have limited mastery of foreign or unfamiliar vocabulary when listening. 10) the appearance of boredom when listening to toefl. 11) easily distracted by sounds or other things when listening to toefl. 12) tend to translate any foreign vocabulary when listening to toefl. 13) have trouble catching or finding keywords when listening to toefl. 14) busy alone with other activities when listening to toefl, for example playing writing instruments, taking notes, or doing other things. there are a variety of instructor techniques for teaching toefl listening preparation (khobir & qonaatun, 2020). first, teacher strategies will help students become more confident speakers and listeners. second, instructor tactics will help students feel more at ease when taking the toefl test. third, the student's ability to understand native speakers can be improved by listening to them often. fourth, the student should take a more involved role in taking the toefl. finally, the student understands how to answer type questions on the toefl, especially in the listening section of the strategies. conclusion toefl listening section is arguably a little more difficult than the other section. it is not surprising that many people find it difficult to improve their english listening skills. unlike the other toefl sections, listening skills cannot be improved in just a short time. it takes stages and processes that are gradual until someone can sort out the words that are heard well. listening is the most difficult part of the toefl test in most people’s view. for the structure section and reading, the students/learners can anticipate by understanding grammar material 108 |english franca, vol. 5, no. 1, 2021 and master a lot of basic vocabulary, then practice a lot do the toefl standard questions. difficulty in doing toefl listening questions is a fairly complex activity, meaning that there are many aspects and many factors that influence it both external or internal. internal factors include the listener's physical condition and the listener's psychological condition. the physical condition of a listener is an important factor that determines the success and quality of listening. these factors are interrelated, in other words, that reading difficulty is influenced by one another. external factors include environmental conditions (physical environment and social environment). environmental factors have a big influence on the success of the listening process. environmental factors in the form of the physical environment and social environment. as good listeners, the students/learners should know and understand what factors influence the listening process and try to minimize them, so that listening can run smoothly and optimally. listening is an important activity in everyday life, not only in school but wherever we are. be a good listener so that we can increase our knowledge and knowledge, and strengthen the brotherly relationship between humans, because one of the objectives of listening is to communicate and to get information. references andrew, d. p. s., pedersen, p. m., & mcevoy, c. d. (2011). research methods and design in sport management. human kinetics. ang-zie, m. k. (2020). 14 exams in preparation & practice test toefl: toefl. genta group production. chairuddin, c., & ulfa, m. (2018). students difficulties in passing listening section in toefl prediction test. seuneubok lada: jurnal ilmu-ilmu sejarah, sosial, budaya dan kependidikan, 5(1), 16–27. https://ejurnalunsam.id/index.php/jsnbl/article/view/628 dakhi, s., & fitria, t. n. (2019). the principles and the teaching of english vocabulary: a review. journal of english teaching, 5(1). darti, & asmawati, a. (2017). analyzing students’ difficulties toward listening comprehension. eternal (english, teaching, learning and research journal), 3(2), 206–220. https://doi.org/10.24252/eternal.v32.2017.a9 fitria, t. n., & prastiwi, i. e. (2020). pelatihan tes toefl (test of english foreign language) untuk siswa smk/sma, mahasiswa, dosen tira nur fitria: an analysis of the students’ difficulties of toefl prediction test of listening section│109 dan umum. budimas : jurnal pengabdian masyarakat, 2(2), article 2. https://doi.org/10.29040/budimas.v2i2.1457 fitria, t. n. (2020). teaching english through online learning system during covid-19 pandemic. pedagogy: journal of english language teaching, 8(2), 138-148. fitria, t. n. (2021). implementation of institution's e-learning platform in teaching online at itb aas indonesia. edutec: journal of education and technology, 4(3), 493-503. fitria, tira nur. “an analysis of regular and irregular verbs in students’ essay writing.” llt journal: a journal on language and language teaching 24, no. 1 (april 9, 2021): 276–87. https://doi.org/10.24071/llt.v24i1.2595. gear, j., & gear, r. (2002). cambridge preparation for the toefl® test book with cd-rom. cambridge university press. kasmini, m., & kadarmo, s. (2014). 99% sukses menghadapi toefl: metode terbaik melejitkan skor toefl. cmedia. khobir, w. a., & qonaatun, a. (2020). english teacher’ strategy in teaching listening section of toefl preparations. journal of english language teaching and literature (jeltl), 3(2), 127–135. https://doi.org/10.47080/jeltl.v3i2.995 marwan. (2020). an analysis of the difficulties encountered by english department students in listening section of toefl test [peerreviewed]. iain salatiga. http://erepository.perpus.iainsalatiga.ac.id/9894/ mcnabb, d. e. (2004). research methods for political science. m.e. sharpe. neergaard, h., & ulhøi, j. p. (2007). handbook of qualitative research methods in entrepreneurship. edward elgar publishing. pratiwi, l. (2017). an analysis of the difficulties encountered by nonenglish department students in toefl test of listening section (a case study at arabic education department iain smh banten) [diploma, uin sultan maulana hasanudin banten]. http://repository.uinbanten.ac.id/649/ pujiana, m. (2015). students’ difficulties and strategies in doing listening section on toefl-like test: a case study at the eighth semester students of fkip mataram university [skripsi, universitas mataram]. http://eprints.unram.ac.id/2523/ purnaning, e. r., ayuningtyas, a. k., kridaningtyas, i., & hudha, n. (2014). upgrade toefl score: rahasia melejitkan skor toefl. cmedia. https://doi.org/10.24071/llt.v24i1.2595 110 |english franca, vol. 5, no. 1, 2021 purwaningsih, y. s. (2016). toefl asyik: (chapter 1: listening comprehension). indonesiatera. putlack, m. a., poirier, s., & tolochko, m. (2020). decoding the toefl® ibt actual test listening 2 (new toefl edition). darakwon. rahmah, 140203061. (2019). the students’ problems in listening comprehension of toefl test [skripsi, fakultas tarbiyah dan keguruan uin ar-raniry banda aceh]. http://library.arraniry.ac.id/ rahmi, f. a., kasim, u., & aziz, z. a. (2020). investigating medical students’ difficulties in toefl listening test. 16. razmalia, a., & gani, s. a. (2017). students’ strategies in taking toefl listening test. research in english and education journal, 2(4), 1– 9. http://jim.unsyiah.ac.id/read/article/view/7172 setiawan, a. (2013). a study on difficulties of listening comprehension of toefl at state islamic college of jurai siwo metro [undergraduate, iain metro]. https://repository.metrouniv.ac.id/id/eprint/3052/ soali, m., & pujiani, t. (2020). an error analysis of nonenglish students department in answering listening section in toefl. j-lee journal of law, english, and economics, 2(01), 21–39. https://doi.org/10.35960/j-lee.v2i01.593 stirling, b. (2017). toefl strategies: a complete guide to the ibt. nova press. sudarmono, e. (2018). toefl best preparation. bintang wahyu. talbert, r. (2017). flipped learning: a guide for higher education faculty. stylus publishing, llc. taylor, s. j., bogdan, r., & devault, m. (2015). introduction to qualitative research methods: a guidebook and resource. john wiley & sons. yuliandani, r. p., ikhsanudin, & sumarni. (2014). analyzing students’ toefl listening comprehension test performance. jurnal pendidikan dan pembelajaran khatulistiwa, 3(10), article 10. https://jurnal.untan.ac.id/index.php/jpdpb/article/view/7275 microsoft word 2e07-6710-edb4-9034 english franca vol 1 no 02 tahun 2017, stain curup page 195 p-issn 2580-3670, e-issn 2580-3689 early speech acts in child language aridem vintoni institut agama islam negeri (iain) kerinci (aridem.vintoni@gmail.com) abstract the development of language in children began early from infants start to babble, produce single-word utterances, until they produced more complex sentences. however, how is the process of the evolution at the early stage of child language development? how do children use their language at the early stage of the development? what are the forms of speech acts produced by children? in this short paper, the writer describes the forms of speech acts produced by children. key words: speech acts, child language development introduction each utterance is designed to serve a specific function. it may be meant to inform the listeners, warn them, and order them to do something, question them about the fact, or thank them for a gift or act of kindness. all of these speech acts are called as the communicative functions of language or the functions of speech acts. in the process of language development in children, the development of the language functions or speech acts (i.e. illocutionary speech acts) occur simultaneously with the development of linguistics aspects of language. therefore, in communicating, people do not just “say things”, but also perform certain “actions”. in the process of language development in children, the development of the language functions or speech acts (i.e. illocutionary speech acts) occur simultaneously with the development of linguistics aspects of language (phonemes or sounds, morpheme, words, and sentences) in each stages of language development. the development began early from infants start to babble, produce single-word utterances, until they produced more complex sentences. however, how is the process of the evolution at the early stage of child language development? how do children use english franca vol 1 no 02 tahun 2017, stain curup page 196 p-issn 2580-3670, e-issn 2580-3689 their language at the early stage of the development? in this short paper, the writer describes the some forms of speech acts produced by children. theoritical framework stages in child language development the early development of child language involves three stages: “babbling”, “single-word utterances”, and “two-words utterances”. infants start babbling from about the age of 6 months. around this they start producing particular strings of sounds co-occur with particular situations and objects. then, at around the age of 10 or 11 months, children start producing their single-words. piaget defines this stage as “sensori-motor” stage (clark & clark, 1977). at this stage, children begin to represent events and objects in their memory. finally, from the age of around 2 years, children begin to combine the single-words into two-words utterances. the combinations of the words may be in the form of “noun-and-noun”, such as “mama chair”. a. babbling before infants start speaking from about the age of 6 month they produce speech-like sounds that is known as “babbling” or “pre-language” state(crane, yeager, & whitman, 1981). babbling consists of strings of sounds comprised of strings of vowels and consonants; it is more clearly more language-like than other early vocalizations such “crying” and “cooing”. the sounds are usually produced with a great deal of repetition, such as “bababa”, “papapa”, “mamama”, “tatatata”, etc. there are two types of babbling: “reduplicated babble”, and “non-reduplicated or variegated babble”(harley, 1995). reduplicated babble is characterized by repetition of consonant-vowel syllables, and often producing the same pair for a long time. the examples of this type of babbling are as follows: “bababa”, “tatata”, “dadada”. non-reduplicated or variegated babbling is characterized by strings of non-repeated syllables, such as “bamido”. b. single-words utterances between twelve and eighteen months, children begin to produce a variety of recognizable single-unit utterances ((yasin, 1991; yule, 1985). the words that are produced by the children refer to the objects around them (yasin, 1991; aitchison, 1984). by the time, children have vocabularies of fifty words, and most english franca vol 1 no 02 tahun 2017, stain curup page 197 p-issn 2580-3670, e-issn 2580-3689 of the children use some words for food, body parts, clothing, animals, household items, vehicles, and people. at this stage, the words in these categories that most frequently occur are those as follows: “juice”, “milk”, and “cookie” for food; “ear”, “eye”, and “nose” for body parts; “shoe”, “hat”, and “shock” for clothing; “dog”, “cat”, and “duck” for animals; “clock”, and “light” for household items; “ball”, and “block” for toys; and “car”, “boat”, and “truck” for vehicles. the early words produced by children, at this stage, may refer to different roles. they do not just refer to objects, but also may names roles. greenfield and smith in harley (1995: 356) states that the early word “mama” might be used to refer to particular action carried out by the mother(harley, 1995). thus, children use words not just to name the objects, but also to pick out the roles that the objects play in certain event. c. two-words utterances the process of combination of “single-word” into “two-word” utterances begins within a few months of children early “one-word” combination. it begins when children are at the age of two years. at this stage, children begin to combine single-word into two-word utterances(yasin, 1991). the early two-words utterances produced by children are commonly said to be “telegraphic” in that they consist primarily of content words, with many function words absent. the words are arranged according to the case relation used in “verb-and-noun” combination and the pairs of cases used in “noun-and-noun” combination. bowerman in clark and clark (1977: 307) lists some examples of two-word utterances from a two-year girl called kendall(clark & clark, 1977). in the “verb-and-objective” case combination and “locative-and-objective” combination, kendall sometimes places the “objective” first, such as kimmi kick (“kick kimmi”), or towel bed (“the towel is on the bed”), and sometimes second as in look kendall (“look at kendall”). however, in her “agentive-and-objective” case combinations, kendall always places the “objective” case in the second position as in kendall book (“kendall is reading a book”). discussion forms of the speech acts in child language the early development of the communicative functions of child’s language occurs simultaneously with the development of english franca vol 1 no 02 tahun 2017, stain curup page 198 p-issn 2580-3670, e-issn 2580-3689 the linguistic aspects of child language. the early communicative functions of child language or speech acts (i.e. illocutionary acts) are determined by three kinds of intonation: “terminal”, “interrogative”, and “continuous” intonation (yasin, 1991). children’s speech acts are determined by the gesture accompanying their utterances. two groups of gestures are “pointing”, and “reaching”. these two groups of gestures are considered as the precursors to speech acts of “asserting” and “requesting”(clark & clark, 1977). a. assertions to communicate with their parents and other adults, at the single-word utterances, children begin to produce single words accompanying with certain gestures such as “bye-bye + (hand waves)” or “boo + (peeping from behind hand)”. these early gestures and word combinations tend to be part of a routine that adults insist on in a certain context. the first assertions in the child language development usually consist of a general “deictic” or “pointing” words (like “there” or “that”) combined with a gesture such as: “da + (point)” (in single-word utterances) and “see boy + (point)” (in two-word utterances). b. requests request is one of speech acts that most frequently occur in various social interactions. a request is made when an addressor asks the addressee to “do” something (vintoni, 2009). it is a directive speech act which counts as an attempt to get the addressee to do an act that the addressor wants the addressee to do, in which the addressor believes that the addressee is able to do, and which it is not obvious that the addressee will do in the normal course of events or of the addressee’s own accord. safianou (in fukushima: 1996) states that request can be categorized into two: requests for action and request for information (fukushima, 1996). he notes that request for action involves a higher degree of imposition than requests for information. he states that requests for an action refer to naming the object that the child wants to be given, and requests for information tend to be in form of questions. in making request (when they want the candy) children might say “give candy + (pointing)”. in addition, children might ask questions demanding a simple “yes” or “no” answer by using “rising” intonation such “sit water?”. another requests for information might be in forms of “where” questions such as “where doggie go?”, “where english franca vol 1 no 02 tahun 2017, stain curup page 199 p-issn 2580-3670, e-issn 2580-3689 mama?”, “where ball?”. besides, children also tend to make some negative requests such as “no more” (don’t do that anymore). there are some examples of both speech acts (“asserting” and “requesting”) produced by the children in both in the single-word and two-word utterances stages of child language development(clark & clark, 1977). they are represented as shown in the following tables: table 1. asserting and requesting with single-words child speech acts utterance context nicky assertion ba + (look) looking at the ball request mama + (whine) + (reach) reaches towards any object desired matthew assertion dada + (look) looking at father request ma + (whine) + (point) pointing at microphone table 2. assertions and requests at the two-word stage speech act utterances assertions presence of object see boy. see sock. that car. denial of presence allgone shoe. no wet. byebye hot. location of object bill here. there doggie. penny innere. possession of object my milk. kendall chair. mama dress. quality of object pretty boat. big bus. ongoing event mommy sleep. hit ball. block fall request for action more taxi. want gum. where ball? for information where doggies go? sit water? refusal no more. conclusion early from the age of around six months, children were able to communicate with their parents and other adults; they are able to “assert” or “request” their interlocutors, although in forms of incomplete syntactic structure of sentences. they perform english franca vol 1 no 02 tahun 2017, stain curup page 200 p-issn 2580-3670, e-issn 2580-3689 speech acts with the combination of their utterances and certain gestures and intonations. the communicative functions of language (i.e. speech acts) produced by children develop simultaneously together with the development child linguistic competence. they developed together with the development of linguistic aspects (phonemes or sounds, morpheme, words, and sentences) of language, through a process involving some stages. author’s biography aridem vintoni is a lecturer of english department of institut agama islam negeri (iain) kerinci. he has been teaching english at iain kerinci since 2005. he was born at tanjung pauh mudik, kerinci, jambi, on september 25, 1979. educated at universitas bung hatta and universitas negeri padang, he has degrees in english teaching and education. references aitchison, j. (1984). the artuculate mammal: an introduction to psycholinguistics. london: anchor brendon ltd., tiptree, essex. clark, h. h., & clark, e. v. (1977). psychology and language: an introduction to psycholinguistics. hartcourt brace jovanovic, inc. crane, l. b., yeager, e., & whitman, r. l. (1981). an introduction to linguistics. boston: little, brown and company. fukushima, s. (1996). request strategies in british and japanese. language sciences, 674-688. harley, t. a. (1995). the psychology of language: from data to theory. united kingdom: taylor & francis publishers. vintoni, a. (2009). strategies of requests and refusals used by customers and retailers at morning traditional marketplace in tanjung pauh mudik kerinci. university of padang: unpublished thesis. yasin, a. (1991). grammatika komunikatif: sebuah model. ikip malang: unpublished dissertation. yule, g. (1985). the study of language. cambridge: cambridge university press. english franca : academic journal of english language and education vol. 3, no. 2, 2019, iain curup p-issn 2580-3670, e-issn 2580-3689 a pragmatics analysis of deixis in surah al baqarah translated by abdullah yusuf ali irah khoiriyah azzahra institut agama islam negeri (iain) curup irahkhoiriyah@gmail.com abstract this is a descriptive qualitative research that explores about nonperson deixis words in surah al-baqarah translated by abdullah yusuf ali, which concern in context reference meaning of pragmatics analysis. the data of this research was taken from 222 verses that consist of non-person deixis. the technique off collecting data is document analysis that uses pragmatics analysis approach. the collected data were checked by an informant. the technique of analyzing data is by managing, reading the script, classifying the data, describing, and interpreting. then checklist for instrument was built of levinson’s theory. the result of this research presents that 1) there are four types of non-person deixis used in surah al-baqarah translated by abdullah yusuf ali namely place deixis, time deixis, social deixis, and discourse deixis. 2) there are 452 references of non-person deixis used in surah al-baqarah translated by abdullah yusuf ali (the detail in chapter iv of this research). 3) there are context reference meaning in every deictic word in surah al-baqarah translated by abdullah yusuf ali that analyzed. so that the readers should have deep understanding about the representation of pragmatics especially the non-person deixis to analyze the context reference meaning in al-qur’an english translation. keywords: pragmatics, deixis, al-qur’an english translation introduction according to levinson, pragmatics study is about the relation between language and context which the relations are relevant to the meaning and the structure of language (levinson, 1983). there are many words that have different meaning, concept and reference. some words have clear semantically meaning but no specific meaning pragmatically because the reference is not constant. for examples, some mailto:irahkhoiriyah@gmail.com 198 | english franca, vol. 3, no. 2, 2019 pronouns like that, this, those, these, or temporal terms such as now, yesterday or phrases cannot be defined the reference clearly. for understanding the meaning pragmatically, yule divided the coverage of pragmatics into five elements those are presupposition, implicature, entailment, speech act, and deixis (yule, 1996). therefore, deixis appears for this kind of problem. they are used to locate actions in a time frame relative to the present. deixis is a word which its referent always moves depending on the time and space of uttering the word. it is also stated that deixis is a part of pragmatics that has connection with certain word or sentence that changes because of the context. deixis refers to a word which the referent is unstable and variable, depending on who is the speaker, where and when it is uttered (khalili, 2017). the change of context in a sentence is often caused by the change of situation including personal, time and place (levinson, 1983). the term deixis applies to the use of expressions in which the meaning can be traced directly to features of the act of utterance; when and where it takes place, and who is involved as speaker and as addresser. levinson states that deixis is the single obvious way in which the relationship between language and context is reflected in the structure of themselves. deixis cannot be utterly recognized without he added contextual information (khalil, 2017). levinson divided deixis theory into five types: person deixis, time deixis, place deixis, discourse deixis, and social deixis (levinson, 1983). occasionally, when reading al-qur’an, the readers can find some confusing meaning of the words such as the meaning of word that that could be depended on the situation in the utterance that point to a specific thing. as the explanation before, the readers can understand about the meaning easier if the readers know about the context. it was be found the difficulty of interpreting what is uttering or to what the utterance is uttered, especially in the al-qur’an. in this research, researcher choose to analyze the deixis of surah al-baqarah because the content of surah al-baqarah covers the whole explanation in al-quran briefly and the prophet muhammad (s.a.w) highlighted many of its benefits in general and some of its specific benefits. yusuf qardhawi said that al-quran is a divine book originally as a guide to all muslim and revealed to the prophet muhammad. further, qardhawi explained that al-qur’an is the holy book that contains various teachings, including the irah khoiriyah azzahra: a pragmatics analysis of deixis in surah al baqarah translated by abdullah yusuf ali|199 iman as a guide to know and trust the essentials of allah (qardhawi, 2008). in addition, some meaning of al-qur’an is context dependent that the reference can be only known by seeing the context of utterances. in this research, the writer reveals the translation of al-quran which is translated by abdullah yusuf ali as the field of the research. there are some facts that show why yusuf ali’s work is not doubted by the people. firstly, abdullah yusuf ali is a famous al-qur’an translator who transfers the meaning of al-qur’an into english. secondly, al-qur’an is the holy book that each sentence is not needed the right grammatical sentence and no similarities with the other books. thirdly, abdullah yusuf ali is an intellectual moslem. king fahd abdul aziz stated that abdullah yusuf ali was consequently chosen for its distinguishing characteristics, such a highly elegant style, a choice of words close to the meaning of the original text, accompanied by scholarly notes and commentaries. he is also an arabic linguist that also master at english. it can be concluded that the product is accurate, acceptable and readable (ali, 2007). finally, the reasons about his translation that is not criticized by experts or people are important of the research. thus, the writer is interested to analyze abdullah yusuf ali’s work, especially which is about the nonperson deixis used in al-qur’an, in the english translation one. this research is very important to be done, because al-qur’an has a complex meaning that must be learned deeply if someone is interested in learning the context meaning. on the other hand, the writer realizes that to comprehend the meaning in english translation, especially for the people who are not in the field of learning about al-qur’an, it is needed a simple way of knowing the meaning of the surah in al-qur’an. this research provides the way for the reader to know simply the meaning of surah al-baqarah by using pragmatics deixis as the word in pointing via language. beside that, this is very applicable field, because deixis word can be used in teaching and learning of education. the teacher or lecturer can take examples of deixis from al-qur’an. theoritical framework the notion of pragmatics 200 | english franca, vol. 3, no. 2, 2019 pragmatics is the study of the relationship between language and the context, which is a basis in understanding the meaning of language. it is dealing with language use and the relationship between language form and language uses. kreidler states (kreidler, 1998) that pragmatics is another branch of linguistics that is concerned with meaning. the focus of pragmatics analysis is on the meaning of words or sentence. in addition, yule states (yule, 1996) that pragmatics is the study about the relationship between linguistics form and the use of linguistic term. further, the theory of deixis is a part of pragmatics and a part of what have been called linguistics performance. the notion of deixis hatch states that the word deixis is derived from the greek “deicticos” means to show” or to indicates. deictic (noun of deixis) is used to devote to those elements in language that referred directly to the situation. according to evelyn hatch, deictic terms are used to refer to ourselves to others and object in our environment (hatch, 1995). they are used to locate actions in a time frame relative to the present. deictic terms show social relationship, the social location and individuals in relation to others. karl bühler states that deictic words are words with a reference point that is speaker-or writer-dependent and is determined by the speaker’s or writer’s position in space and time (renkema, 2004). based on the definitions above, the writer concludes that deixis refers to word in which it is referred or its pointing is always moving or changing depends on the speaker, place, and time of utterance. moreover, the meaning is still relevant with the context. kinds of deixis levinson identified five major types of deictic markers (cruse, 2000): person deixis, place deixis, time deixis, discourse deixis, and social deixis. a. person deixis person deixis is a word that has functions as personal pronoun. person deixis related with personal pronoun, if its reference which is used appropriate with the context is being used. person deixis is commonly expressed by pronouns, possessive affixes of nouns, agreement affixes of verb. person deixis clearly operates on a basic three irah khoiriyah azzahra: a pragmatics analysis of deixis in surah al baqarah translated by abdullah yusuf ali|201 division, exemplified by the pronouns for first person, second person, and third person (yule, 1996): 1) first person deixis contains of singular pronouns (me, myself, my, mine) and plural pronouns (i, we, us, ourselves, our, ours, am). 2) second person deixis contains of you, yourself, yourselves, your and yours. 3) third person deixis contains of he. she, they and suffix –s. b. place deixis a. according to levinson, place deixis concerns the encoding of spatial locations relative to the location of the participants in the speech. the most importance of locational specification in general can be gauged from the fact that there seem to be two basic ways of referring to object by describing or naming on the one hand, and by locating them on the other. place deixis can be seen from the use of demonstrative pronouns and also can be seen from demonstrative adverbs of place. it can be proximal (close to the speaker) or distal (away from the speaker). meanwhile, givon states that verb ‘go’ and ‘come’ is also categorized as place deixis. verb ‘come’ as movement close to the location of speaker and verb ‘go’ as movement away to the location of speaker. based on the definitions above, place deixis can be reflected as the words refer to the location of speech events, and deal with the distance either proximal or distal of speaker’s location. c. time deixis b. according to levinson, time deixis refers to the time which relative to the time of speaking or an utterance that spoken (levinson, 1983). it is important to distinguish the moment of utterance (or inscription) or coding time (cd) from the moment of reception or receiving time (rt). to interpret this expression, the time of the utterance should be known. if it does not happen, the speaker or even hearer will not know if it is a short or a long utterance ahead. d. social deixis social deixis is use to code social distinctions that are relative to the participant role in social relationship between speaker and addressee or speaker and some reference (levinson, 1983). 202 | english franca, vol. 3, no. 2, 2019 while, fillmore in levinson states that deixis is concern with the aspect of sentence, reflect, establish or determined by certain realities of the social situation on which the speech act occur (levinson, 1983). further, hatch states that social deixis is code to know social relationship between speaker and addressee or audience (hatch, 1995). the categories are honorifics, title of address, vocative and pronoun. she also states that there are two tend of social deixis. 1) absolute deictic are forms uniformly attached to a social role (e.g. “your honor” or “mr. president”). absolute deictic may involve more than just little title. 2) relational deictic term after absolute term is to locate person in relation to the speaker rather than their roles in society as a whole. in english, relational deictic may be lexical term (e.g. my husband, cousin, and teacher), pronoun (you and her) or particles. e. discourse deixis a word can be said as discourse deixis if that word refers to certain part of that text. it is where reference is being made to the current discourse. the words of discourse deixis must contain an explicit performative sentences of gesture or symbolic which draws the attention of the addressee to the referent in the situation of utterance. the use of discourse deixis is also referring to certain text that contains the utterance as a signal and its relation to surrounding text. the implications of discourse in language were described by fairclough argues that language as a social practice has three implications, namely: (1) discourse cannot be separated from society, (2) discourse is a social process, and (3) discourse processes according to conditioned state in society (anshori et al, 2019). robert de beaugrande has formulated seven criteria for textuality, that is, criteria that a sequence of sentences must meet in order to qualify as a discourse (renkema, 2004). 1) cohesion is the connection that results when the interpretation of a textual element is dependent on another element in the text. 2) coherence is the connection that is brought about by something outside the text. this “something” is usually knowledge which a listener or reader is assumed to have. irah khoiriyah azzahra: a pragmatics analysis of deixis in surah al baqarah translated by abdullah yusuf ali|203 3) intentionality means that writers and speakers must have the conscious intention of achieving specific goals with their message, for instance, conveying information or arguing an opinion. 4) acceptability requires that a sequence of sentences be acceptable to the intended audience in order to qualify as a text. 5) informativeness is necessary in discourse. a discourse must contain new information. if a reader knows everything contained in a discourse, then it does not qualify. 6) situationality is essential to textuality. so, it is important to consider the situation in which the discourse has been produced and dealt with. 7) intertextuality means that a sequence of sentences is related by form or meaning to other sequence of sentences. in discourse studies most attention has been paid to the first criteria of cohesion and coherence, sometimes taken together as connectivity. cohesion is usually defined as connectivity that as literally detectable by synonyms and pronominal. coherence is the connectivity that can be inferred from the discourse by the reader or listener (renkema, 2004). reference the philosophical problem of ‘referring’ brings serious consequences not only for the theory in linguistics, but also for the using of the language because reference is not least a pragmatic problem. the language is used to refer to person and things, directly and indirectly. a correct form of reference is needed to establish who a purpose of reference in the topic is. according to bühler, ‘unambiguous reference’ is what the logics demand of language. in the same spirit, some of the latter in all sincerity proposed that the words should be abolished with ‘unclear reference’ as ‘i’ or ‘you’, because there is no way of checking whether they correspond to something ‘out there’ as a proper. therefore, all pointing expressions have to be related to the uttering person, particular place and at a particular time involves that is linguistic categories as person, place and time. this origin is base line of proper pragmatic meaning in referential context: who is ‘i’ that is speaking, where does ‘he’ or ‘she’ speak from, at what point of time? 204 | english franca, vol. 3, no. 2, 2019 quran english translation hanafi states that quran is a set of allah’s commandments which are conveyed by gabriel to muhammad as the guideline for people in the universe (hanafi, 2009). from those definitions, the researcher concludes that quran is allah’s vision which is received by muhammad and used for people’s ways of life to reach the happiness in the world and the great beyond. in this research, the researcher uses the quran english translation written by abdullah yusuf ali. based on kaplan and wierzbicka, they accentuate that the encountered phenomena as regards the use of language in both spoken and written discourses are always relatively interwoven (morganna, 2019). surah al-baqarah surah al-baqarah (البقرة "the cow") is the longest surah in alquran. surah al-baqarah includes a madani surah and in accordance with the order of its collection and arrangement in the manuscripts included as the second surah. the terms of the order revelation, surah al-baqarah is 87th surah that were taken down and the first surah of the madani. surah al-baqarah is the largest surah in al-qur'an (includes 286 verses) which covers approximately 2/5 overall juz or section in alquran and also the longest verse (verse din/tadayun/mudayanah)in which there are 286 verse also included in this surah. the number of words in this surah is 6156 and letters is 26256. this surah provides the seven crucial things for muslims and covers the whole content of al quran. that is about types of people, allah’s power, warning from allah to the children of israil, ka’bah and kiblat for muslim, law in islam, the prophets, and wealth and the law. because of the beneficial in this surah, the researcher wanted to analyze the contextual meaning of al-quran translation that is really important for muslim to know. in this research, the researcher uses surah al-baqarah translated by abdullah yusuf ali as surah that told more about faith, believers, the obligation of muslim, and pray of muslim. previous related study review of related research is a review of the previous research that was currently suitable with this research. there are some researchs irah khoiriyah azzahra: a pragmatics analysis of deixis in surah al baqarah translated by abdullah yusuf ali|205 have been done by other researchers before. in this part, the writer used three related researches which had been conducted. first, a research entitled “a pragmatics analysis of deixis used in english translation of bukhory hadith” by emi wijayanti (emi, 2011). she classified the types of personal deixis to describe the referent of personal deixis, and to classify the functions of personal deixis that is used in english translation of bukhari hadith. then, in describing the referent of personal deixis, she employed reported speech theory by hurford and brendan. the second research is entitled “discourse analysis of reference for allah and muhammad word used in al-quran and hadits english translation of shalat topics” by mashita arianie. she analyzed the reference for allah and muhammad word used in al-qur’an and hadits english translation and the type of references for allah and muhammad word that translator uses in al-qur’an and hadits english translation. then, the data were analyzed based on the type of reference based on michael mccharty’s theory (arianie, 2013). the third research is “discourse analysis of the nikmat word in the verse fabiayyi aalaa irabbikumaa tukadzibaan” of the chapter in surah ar-rahman” by nur hafiza. the problem of her research were what are the words used to represent nikmat word in “fabiayyi aalaa irabbikumaa tukadzibaan“, why does the nikmat word in“ fabiayyi aalaa irabbikumaa tukadzibaan “ is represented in different words and what function of “fabiayyi aalaa irabbikumaa tukadzibaan “ sentence used in surah ar-rahman. then, the data were analyzed based on the type of reference based on siti annijat maimunnah’s theory (hafiza, 2015). by looking into the previous researches, the writer took this research about non-person deixis that contains of place deixis, time deixis, social deixis, and discourse deixis. this research is different from the previous above because the first is this research focused on nonperson deixis from levinson’s theory while the previous research from yule’s theory about person deixis. the second, it can be seen that the object of this research was al-quran english translation from abdullah yusuf ali’s work. the last the writer conducted in this research to represent about non-person deixis that never be taken by other researcher. research methodology 206 | english franca, vol. 3, no. 2, 2019 research design the kind of this research is descriptive which is presented in qualitative way and the field of language research is in linguistic field. the writer uses qualitative design because the data collected in the research were description. the writer would analyze the non-person deixis and find the meaning of context related to the sentence. the term descriptive comes from “to describe”. it means describing something like condition, circumstance, situation and activity. arikunto states (arikunto, 2010) “descriptive research purposes to collect information about an indication is real condition tendency when the research done”. the writer tried to understand and explore about non person in deixis in surah al-baqarah translated by abdullah yusuf ali. this is a descriptive style because the analyzing of data is described verbally. this research is presented in qualitative way. bogdan and taylor defined qualitative research is one of research procedures and result descriptive data in the form of words or utterances (bogdan, 1992). this research is a deixis analysis. deixis is a part of pragmatics that has connection with certain word or sentence that changes because of the context. the change of context in sentence is often caused by the change of situation including personal, time and place (levinson, 1983). this research focused on nonperson deixis that is used in surah albaqarah translated by abdullah yusuf ali. hence, the writer analyzed the place deixis, temporal deixis, social deixis and discourse deixis in surah al-baqarah that appears. object of the research the object of this research is which the source of the data is english translation al-qur’an translated by abdullah yusuf ali in surah al-baqarah. surah al-baqarah is the largest surah in al-qur'an (includes 286 verses) which covers approximately 2/5 overall juz or section in alqur’an and also the longest verse (verse din / tadayun / mudayanah)in which there are 286 verse also included in this surah. the number of words in this surah is 6156 and letters is 26256. this surah provides the crucial thing for muslims and covers the whole content of al quran. irah khoiriyah azzahra: a pragmatics analysis of deixis in surah al baqarah translated by abdullah yusuf ali|207 because of the beneficial in this surah, the writer wanted to analyze the contextual meaning of al-qur’an translation that is really important for muslim to know. in this research, the writer uses surah albaqarah translated by abdullah yusuf ali as surah that told more about faith, believers, the obligation of muslim, and pray of muslim. the writer chose this surah because surah al-baqarah is a representative of other surah and the longest surah in al quran that contains 286 verses. albaqarah consists of many deixis that need to be analyzed. there are 452 non-person deixis words have been found in surah al-baqarah. analyzing this surah will found the meaning of non-person deixis used. informant of the research in this research, the writer needs informant in order to get the valid data to check the accuracy of the corpus to make deep comprehension about the pragmatics analysis of deixis in surah albaqarah translated by abdullah yusuf ali. to check the accuracy of data from researcher to informant, researcher will use interview. interview is an important way for a researcher to check the accuracy of data and to verify or refute the impression he or she gained through observation (jack et al 1932). in this research, the writer used semi-structured interview. semi-structured interview is free to talk about she or he deems important with little directional influence from the writer (dowson, 2002). in this research, to do this interview to the informant, he will be given several questions and cross-check the interpretation of deixis analysis in surah al-baqarah translated by abdullah yusuf ali and to reinforced the data that was collected by researcher. besides interview, the writer used field notes. technique for collecting data in this research, researcher is a key instrument. furthermore, the writer used other technique for collecting the data. there is document analysis. document analysis is documents that are interpreted by the writer to give voice and meaning around an assessment topic (jack et al, 1932). the document analysis of this research is al-qur’an. it means that non person of deixis in the quran are the document of this research. the writer collected the data by doing the grand observation on the scripts of the translation of quran surah al-baqarah by abdullah yusuf ali to find the corpus of data. grand observation here means the writer read every verse in surah al-baqarah in al-qur’an, and then read the 208 | english franca, vol. 3, no. 2, 2019 indonesian by using mushaf al-qur’an and terjemahannya by departemen agama ri and english translation by abdullah yusuf ali. in this research, to do this interview to the additional researchers, they would be given several questions and cross-check about the interpretation of deixis in surah al-baqarah translated by abdullah yusuf ali. instrument of the research to analyze the use of nonperson deixis and find the reference in surah al-baqarah translated by abdullah yusuf ali as creswell stated that the instrument of choice in naturalistic inquiry is the human (cresswell, 2007). to support the data, the writer used checklist to find the complete data of deixis use in surah al baqarah translated by abdullah yusuf ali. checklist is a list of subject, factors, strategies and names which are wanted to search. the purpose was to make systematic note. this instrument allowed the writer to get the valid data in other field because the factors that would be searched have been written in checklist. the writer just wrote check (√) in each subject she wanted to observe. the writer makes a checklist about deixis from stephen c. levinson’s theory. the checklist consist the utterance, form of deixis, technique of deixis analysis, the deictic reference, and the reason about deictic reference and sum of the deixis used. the function of raw table is ease to identify of utterance included in place, time, social or discourse deixis by looking the indicators. after the writer completed the raw table, it would get the deictic reference for assuming the contextual meaning of non-person deixis used. technique for analyzing data data analysis is the process of systematically searching and arranging the interview or other materials that accumulate to increase the understanding of them and enable to present what you have discovered to other (bogdan, 1982). the analysis of this study is using deixis analysis technique. after collecting the data, the writer continued to analyze those data. deixis analysis is used to identify the references of non-person deixis word in al-qur’an english translation by abdullah yusuf ali. irah khoiriyah azzahra: a pragmatics analysis of deixis in surah al baqarah translated by abdullah yusuf ali|209 after all process perfectly over, the data of this research was analyzed by using some steps as the following procedures according to gay (apriani, 2017); analyzing of the crosscheck result in arabic language of al-qur’an, next continued to crosscheck in english. if it has finished the data will be analyzed based on the type of deixis based on stephen levinson’s theory. in applying the data, the writer use descriptive qualitative analysis method as follows: 1. data managing the writer manages all data to check and make sure the data was complete from al-qur’an translation in surah al-baqarah. 2. reading the script the writer got all the deixis in surah al-baqarah in al-qur’an english translation. then it was continued by reading the script as stated by hadi that reading is one of skills in english to make readers get information from what they read, and information from a text, it needs a thinking process in order to be able to reach the comprehension (suhermanto, 2019). 3. describing after the writer read and classified the phenomenon of the data from english translation of al-qur’an english translation by yusuf ali, the writer described the data that has collected. 4. classifying the data after the data is gained from the informant about the references of non-person, the writer analyzed the transcription document, read and classify the phenomenon. it would be helping the writer in the research, for example: a. facilitate to identify the research problem: the writer is easier to find all the deixis and identify the reference. b. help the writer arrange the categorization and sub categorization: after the writer find out all the deixis of the reference in pragmatics analysis that consist of person deixis, place deixis, time deixis, social deixis, and discourse deixis. 210 | english franca, vol. 3, no. 2, 2019 5. interpreting the last step is interpreting the writer interpreted about the non-person deixis analysis of reference in surah al-baqarah of alqur’an english translation by yusuf ali. findings and discussions findings types of non-person deixis found in surah al-baqarah translated by abdullah yusuf ali after collecting the data, the writer found from the 286 verses in surah al-baqarah, there are 222 verses consists of deixis and there are 64 verses are none of deixis found. the deixis words consist of the types of non-person deixis in surah al-baqarah were classified based on the types of deixis from levinson. this study finds that place deixis, time deixis, social deixis and discourse deixis occur in surah al-baqarah. from the data, the writer found there are 452 non person deixis from 222 verses that found it consists of 121 data (26,77%) of place deixis, 91 data (20,13%) of time deixis, 129 data (28,54%) of social deixis and 111 data (24,56%) of discourse deixis. the detail explanation will be presented in the following. table 1. the frequency of non-person deixis in surah al-baqarah translated by abdullah yusuf ali no type of nonperson deixis frequency percentage 1. place deixis 121 26,77% 2. time deixis 91 20,13% 3. social deixis 129 28,54% 4. discourse deixis 111 24,56% total 452 100% irah khoiriyah azzahra: a pragmatics analysis of deixis in surah al baqarah translated by abdullah yusuf ali|211 a. place deixis the place deixis is the deixis that concerns the specification of location relative to anchorage points in the utterance. here the writer shows the finding of place deixis word in al-qur’an english translation of surah al-baqarah by abdullah yusuf ali to refer the object by describing or naming and locating via deictic word. there are 121 place deixis found from 451 non person deixis that is analyzed from 221 verses in surah al-baqarah that the words are presented in the table. the words below that are included in the table as the place deixis used in surah al-baqarah. table 2. the finding of place deixis in surah al-baqarah translated by abdullah yusuf ali theme of surah place deictic words distal term proximal term projected term or specific location types of people for alqur’an (verse 1-20) this, these allah’s power (verse 2139) there this, these, here come, bring warning from allah to the children of israel (verse 40-141) there, that, those this, these bring, take, up, go, above, come, behind ka’bah and kiblat for muslim (verse 142-214) that, there this bring, take, where, come law in islam (verse 215252) that this, these take, behind, come the prophets and allah’s power (verse 253tho se, there above, behind, 212 | english franca, vol. 3, no. 2, 2019 260) bring, take wealth and the law (verse 261-286) that take b. time deixis according to levinson, time deixis refers to the time which related to the time of speaking or an utterance spoken. the writer found there are 91 time deixis from 451 non person deixis in 221 verses from surah al-baqarah. the finding of time deixis word in al-qur’an english translation of surah al-baqarah by abdullah yusuf ali is presented in the table below. the time deixis consists of the words that are showed in the table below. table 3. the finding of time deixis in surah al-baqarah translated by abdullah yusuf ali theme of surah time deictic words types of people for al-qur’an (verse 1-20) before, the last day, every time allah’s power (verse 21-39) before, then, time to time, every time, after warning from allah to the children of israel (verse 40-141) a day, nights, then, after, last day, now, a thousand years, every time, the day of judgement, before, soon, the day ka’bah and kiblat for muslim (verse 142-214) then, after, the day, the last day, before, later, the night, dawn law in islam (verse 215-252) the last day, last day, after, before the prophets and allah’s power (verse 253-260) the day, before, after, then wealth and the law (verse 261286) last day, the day, then, before irah khoiriyah azzahra: a pragmatics analysis of deixis in surah al baqarah translated by abdullah yusuf ali|213 c. social deixis social deixis is used to code the social distinctions that are relative to the participant and concerns with the aspects of sentence, reflect, establish or determined by certain realities of the social situation on which the utterance occurs. the writer presents the data of social deixis that is used in al-qur’an english translation of surah al-baqarah by abdullah yusuf ali in the table. the writer found there are 129 social deixis from 452 non person deixis in 222 verses in surah al-baqarah that consists of the deictic words below. table 4 the finding of social deixis in surah al-baqarah translated by abdullah yusuf ali theme of surah social deictic words types of people for alqur’an (verse 1-20) lord allah’s power (verse 21-39) guardian-lord, lord, oft-returning, most merciful warning from allah to the children of israel (verse 40141) lord, your maker, oft-returning, most merciful, all pervading, all knowing, glory, my lord, the all hearing, the all knowing ka’bah and kiblat for muslim (verse 142-214) lord, recogniseth, knoweth, oftreturning, most merciful, most gracious, oft-forgiving law in islam (verse 215252) knoweth it well, knoweth, oftforgiving, most merciful, one who heareth, knoweth all things, most forbearing, heareth, exalted in power, wise, knows, sees well, well acquainted, full knowledge, careth, lord the prophets and allah’s power (verse 253-260) the living, the self-subsisting, eternal, most high, the supreme, heareth, knoweth, lord, mighty, wise wealth and the law (verse 261-286) careth, knoweth, lord, free all wants, most forbearing, seeth well, worthy of all praise, careth for all, knoweth 214 | english franca, vol. 3, no. 2, 2019 all things, well acquainted, knoweth it well, hath power over all things d. discourse deixis a word can be said as discourse deixis if that word refers to certain part of the text. the writer found there are 111 discourse deixis from 451 non person deixis in 221 verses of surah al-baqarah translated by abdullah yusuf ali. the finding data of discourse deixis word in al-qur’an english translation of surah al-baqarah by abdullah yusuf ali are presented in the table above. table 5. the finding of discourse deixis in surah al-baqarah translated by abdullah yusuf ali theme of surah discourse deictic words types of people for al-qur’an (verse 1-20) those, these, that allah’s power (verse 21-39) those warning from allah to the children of israel (verse 40-141) those, that, this ka’bah and kiblat for muslim (verse 142-214) those, that law in islam (verse 215-252) those, that the prophets and allah’s power (verse 253-260) those wealth and the law (verse 261286) those, that reference meanings of non-person deixis found in surah albaqarah translated by abdullah yusuf ali the writer found that some kinds of deictic words found in surah al-baqarah translated by abdullah yusuf ali is consists of the words that has some general meaning in every verse. some verses that talk about the topic will refer to the same reference meaning. but, if the topic is different, mostly the reference meaning is depended on the utterance in the verse. here are the general meaning of deictic words in surah albaqarah translated by abdullah yusuf ali. irah khoiriyah azzahra: a pragmatics analysis of deixis in surah al baqarah translated by abdullah yusuf ali|215 table 6. the general meaning of the reference of non-person deixis in surah al-baqarah translated by abdullah yusuf ali the deictic word type of non-person deixis general meaning place deixis time deixis social deixis discours e deixis that    the meaning of that in the surah mostly refers to the people  the meaning of that could be depended on the situation in the utterance that point to a specific thing this  this mostly means the singular thing that is pointed in the utterance that the thing is kind of proximal term or close from the speaker these  this mostly means the plural things that pointed in the utterance that the things are kind of proximal term or close from the speaker those  the meaning of that in the surah mostly refers to the people 216 | english franca, vol. 3, no. 2, 2019 here  the meaning of here mostly point to the specific close place depend on the utterance there  the meaning of here mostly point to the specific far place depend on the utterance come/g o/bring/ take/be hind/up /above  the meaning of these deictic words are depended on the utterance in the verse before  before mostly means all of the past that has been happened that allah knows even the people did not know after  after mostly the future that will happen that allah knows, and the people did not then  then mostly means the time what will happen next if the people do something the last day  the last day means the judgement day when the earth has been broken lord  lord means allah now  now mostly means the current time of the utterance that irah khoiriyah azzahra: a pragmatics analysis of deixis in surah al baqarah translated by abdullah yusuf ali|217 depends on the situation in the verse later  later mostly means the time that will come soon  soon means the time that will come discussions the data that have been analyzed by the writer are processed and presented on the table in the findings. in this part, the writer provides the description of reference meaning of non-person deixis in surah al-baqarah that talk about faith, believers, the obligation of muslim, and pray of muslim. the discussion contains of the translation of al-baqarah that is translated by abdullah yusuf ali below to answer the research question. types of non-person deixis in surah al-baqarah translated by abdullah yusuf ali a. place deixis place deixis or spatial deixis word indicates location in space relative to the speaker. from the seven themes in surah al-baqarah translated by abdullah yusuf ali, the writer found and classified the place deixis in the table in finding. it can be seen from the table above that there are three terms of place deixis occur in this surah those are distal term, proximal term, and projected term or specific location. b. time deixis time deixis indicates the timing of an event relative to the time of speaking (cruse, 2006: 179; 2006: 321). from seven theme of this surah, the writer found and classified the time deixis. from the table in finding, it can be seen that time deixis occurs in this quran translation. c. social deixis 218 | english franca, vol. 3, no. 2, 2019 social deixis is to indicate the position of the referent on the scales of social status and intimacy relative to the speaker (cruse, 2006: 166). based on the explanation, the writer concludes that social deixis is mostly used in surah al-baqarah translated by abdullah yusuf ali. the use of social deixis indicates social status and intimacy relative to the people in the relation to allah. d. discourse deixis discourse deixis refers to such matters as the use of “this” pointing of future discourse elements. the use of discourse deixis is also referring to certain text that contains the utterance as a signal and its relation to surrounding text. from the table in finding, it can be found that all the theme in surah al-baqarah translated by abdullah yusuf ali use discourse deixis. reference meanings of non-person deixis in surah al-baqarah translated by abdullah yusuf ali in this part, the writer shows the reference meaning of deixis types that are used in every theme in surah al-baqarah translated by abdullah yusuf ali. the core purpose of this part is to answer the second question which has been presented in chapter i. related to the problem statement of this research the writer consults the theory from levinson. according to levinson, there are five kinds of deixis and four of five deixis are non-person deixis those are place deixis, time deixis, social deixis, and discourse deixis. the writer also found this kind of nonperson deixis in surah al-baqarah translated by abdullah yusuf ali. conclusion there are four types of non-person deixis analyzed in surah albaqarah translated by abdullah yusuf ali those are place deixis, time deixis, social deixis, and discourse deixis. firstly the writer found the frequency of non-person deixis in this translation that there are 452 data of non-person deixis found in surah al-baqarah translated by adullah yusuf ali which contain deixis based on levinson’s category. from the data, the writer found 121 data (26,77%) of place deixis, 91 data (20,13%) of time deixis, 129 data (28,54%) of social deixis and 111 data (24,56%) of discourse deixis of discourse deixis. secondly, the writer found that some data has the same reference such as lord that irah khoiriyah azzahra: a pragmatics analysis of deixis in surah al baqarah translated by abdullah yusuf ali|219 always be referred to allah, and the others have different reference such as those mostly referred to the people but in the different setting and different meaning. the writer concluded that the deixis is useful to describe the function of place, time, demonstrative, lexical feature which is connecting the utterance with relation of space and time. by using this research, the next researcher can understand about the interpretation of deixis. for instance, the next researcher can focus examining one of deixis types by using different object. it is also challenging if the next researcher can connect the theory of deixis with the other studies. additionally, the writer suggests for being carefully on the references of the deixis used in the al-qur’an translation. by using this research, the next researcher can understand about the interpretation of deixis. besides the deixis, the next researchers can also conduct the same surah but different field such as speech act or another field. references ali, a.y. (2007). the meaning of the nobel quran (koran). anshori, s., & sumarlam, s. (2018, november). critical discourse analysis of online media news about the potential of conflict of presidential election 2019. in international seminar on recent language, literature, and local cultural studies (basa 2018). atlantis press. apriani, e. (2017). utilizing preservice english teachers strategies and classroom management at junior high school in rejang lebong regency. english franca: academic journal of english language and education, 1(2), 149-194. arianie, m. (2013). “discourse analysis of reference for allah and muhammad word used in al-quran and hadits english translation of shalat topics”. skripsi. fak. tarbiyah stain curup. curup. arikunto, s. (2010). prosedur penelitian suatu pendekatan praktek. jakarta: rhineka cipta. 220 | english franca, vol. 3, no. 2, 2019 bogdan, r.c. (1982). qualitative research for education ;an interaction to theory and method. toronto: toronto. cresswell. (2007). qualitative inquiry and research design choosing among five approach, 2nd edition. california: sage publication. cruse, a. (2000). meaning in language. new york: oxford university press. downing, a. (2002). english grammar. usa: routledge. dowson, c. (2002). practical research method. creswell: wiltshire. fromklin, v, rodman, et.al. (1990). an introduction to language. london: holt rinehart and winston. gay, l. rumbel. (2001). educational research: competencies for analysis and application (8th ed.). new york: prentice hall. hafiza, n. (2015) “discourse analysis of the nikmat word in the verse “fabiayyi aalaa irabbikumaa tukadzibaan” of the chapter in surah ar-rahman”. skripsi. fak. tarbiyah stain curup. curup. hanafi. (2009) intisari pengetahuan agama islam lengkap. jakarta: bintang indonesia. hatch, e. (1995). vocabulary, semantics and language educations. cambridge university press. hurford & brendan. (1994). semantics: a course book. new york: cambridge university press. khalili, e. (2017). deixis analysis in a tale of two cities written by charles dickens. international academic journal of social sciences, 4 (03), 58-65. kreidler. (1998). introducing to english semantic. london: routledge. levinson, s. (1983). pragmatics. new york: cambridge university press. lyon, j. (1981). language and linguistics. cambridge: university press. irah khoiriyah azzahra: a pragmatics analysis of deixis in surah al baqarah translated by abdullah yusuf ali|221 morgana, r. (2019). indonesian efl teacher’s ideologies of lingua culture. english franca: academic journal of english language and education, 3(01), 15-40. narbuko, c, et.al. (2007). metodologi penelitian. jakarta: pt bumi aksara. qardhawi, y. (2008). bagaimana berinteraksi dengan al-qur’an. jakarta timur: pustaka kautsar. r.f, jack & e.wallen, n. (1932). how to design and evaluate research in education. new york: mc graw-hill. renkema, j. (2004). introduction to discourse studies. usa: john benjamins publishing company. suhermanto, h. (2019). the effect of fix up strategy in enhancing students’ reading comprehension in iain curup. english franca: academic journal of english language and education, 3 (01), 1-14. wijayanti, e. (2011). “a pragmatics analysis of deixis used in english translation of bukhory hadith”. skripsi. fak. tarbiyah stain curup. curup. yule, g. (1996). pragmatics. new york: oxford university press. 222 | english franca, vol. 3, no. 2, 2019 empty page english franca : academic journal of english language and education vol. 3, no. 2, 2019, iain curup p-issn 2580-3670, e-issn 2580-3689 students’ engagement in utilizing technology for learning support rita inderawati1, sofendi2, mulyadi eko purnomo3, machdalena vianty4, didi suhendi5 universitas sriwijaya, indonesia 1ritarudisaid@yahoo.com, 2sofendi@yahoo.com, 3mulyadiekopurnomo@yahoo.com, 4machdalena074@yahoo.com, 5didisuhendioke@yahoo.com abstract the research is aiming at exploring the utilization of technology at both faculty of teacher training and education, sriwijaya university and faculty of arts and education within deakin universit.the data was collected through the interview with the lecturers and also the field observation. on this faculty, the bi learning program is organized in two modes: on campus and off campus. based on the observation and interview, it could be identified that 1) learning activity: mode off campus 2) classroom management is conducted individually or in group and a virtual meeting with the instructor and or via video conference 3) devices utilized by the students were hardware and software with certain specification, 4) application/software utilized was adopted package software, 5) learning material was developed by the instructors, 6) supported crew was the it staff, and 7) instructur in the learning activity was still required with different role as the learning material developer. keywords: engagement; technology; learning support introduction the learning of the 21st century requires students to have the skills, knowledge, and skills in technology, media and information, learning skills, innovation and life skills (sasmoko, 2017). to make it happen, teachers must first have all these competencies in order to assist students in developing all competencies in accordance with what is expected in the demands of the 21st century. in line with the indonesian curriculum 2013 which gives the emphasis on studentslearning centred, teachers can integrate technology in the classroom to 182 | english franca, vol. 3, no. 2, 2019 support students’ learning and to get the students actively involve in the teaching and learning process. the indonesian ministry of national education emphasizes the importance of integrating ict in the teaching and learning process (indonesian ministry of national education, 2007a; 2007b; 2009). this is because technology has evolved so rapidly and become part of people’s lives, as well as in the lives of students. in the education transformation and 21st century learning seminar organized by the ministry of education and culture in collaboration with intel corporation and analytical on capacity development partnership (acdp), in jakarta on 20-21 january 2016, the indonesian ministry of education stated that knowledge or information and technology becomes one of the ways to reach all parties in providing information, including in the world of education and student learning process. this shows the importanct role of technology as part of students’ learning process nowadays. the ministry of national education also states that teachers need to integrate information and communication technology (ict) in the process of learning and teaching technology mastery. according to ciptaningrum (2017), ict has the potential to contribute to improving the english language proficiency of indonesian students. for example, the use of technology through social media has become an innovative alternative in improving students' english writing skills (inderawati, 2017). the availability of smatphones, for example, has helped people, including students, to not only to get connected with others, but also to retrieve information and even to utilize it as a means of learning english. for example, agusta (2018) has developed reader response strategybased reading material which he integrated with the android program. by installing the program in their smartphones, students can learn english independently. scholars in the field of language teaching and education have also conducted many studies focusing on the use of technology to help students improve their learning. in other words, technology is part of teaching and learning process. it is worth noting that students do not have to wait for their teachers in order to utilize the technology for supporting their learning. this era is referred to the technological era in which technology has become part of people’s everyday lives and it has also become part of students’ lives. in relation to this, investigating students’ perception rita inderawati, et.al: students’ engagement in utilizing technology |183 about the use of technology in teaching and learning process is necessary to conduct so it can provide a better picture about what students really think about technology integration. it is also worth doing to investigate how technology is practically utilized by students in their learning. it is teacher who utilize the technology to the students as technology is a device merely. it is relevant to what higgins, xiao &katsipataki (2012) insist: overall, the over-arching implication is that the technology is solely a catalyst for change. the question is how can technology can bring about improvement and make teaching and learning practices more efficient or effective. focusing on the change (and the process of change), in terms of learning is essential in supporting effective use. 
 dealing with the insistence, saba (2009) also emphasizes the following. research supports that technology has the potential to improve quantitative assessment performance in core subjects, as well as overall gpa. however, there is also mounting evidence that technology not only has a quantitative advantage over traditional methods, but also leads to qualitative improvements; resulting in higher-quality student work. as previously described, students nowadays are the generation who live in the technological era. the fast development of technology has given much contribution to the teaching field. this current researchtakes a closer look at the utilization of technology at both faculty of teacher training and education, sriwijaya university and faculty of arts and education within deakin university (victoria, australia). literature review the use of technology in language learning in the 21st century, technology has spread worldwide and been used by world society. the use of technology is integrated into almost all aspects of human life, including education. in the educational field, technology has been a new notion of teaching and learning activity since it is the trend of the digital era of globalization. the use of technology in teaching-learning activities has been advantageous for teachers and students. inderawati (2011) puts forward that the students are being well-motivated to increase their 184 | english franca, vol. 3, no. 2, 2019 literacy due to the technology. then, stosic (2015) states that educational technology has three main roles: 1) technology as a tutor (computer gives instructions and guides the user), 2) technology as a teaching tool, and 3) technology as a learning tool. technology is used as a tool for teaching and learning where teachers and students can share each other. the role of technology in teaching and learning activities is absolutely as medium or facilitation. through the use of technology in the class, some researchers have found that students’ motivation increase and teachers get some ease in teaching. technology is central to the way we work, learn, play, communicate and socialize. it remains an important issue today with debates about the impact of technology on our society; the implications of easy and quick online access to information for knowledge and learning and the effect of technology on young people’s social, emotional and physical development frequently in the news. technology engagement at deakin university in line with most other universities, deakin has established an enterprise based technology environment for large scale enhancement, of the learning experience for students undertaking formal on campus professional studies and relevant professional workplace learning. the role of technology becomes very essential in every sector. thus, the demand of professional workers on ict has been made some higher education build closer integration between academic and workplace learning. one of higher education in australia which is well known for its ict discipline is deakin university. therefore, this essay will highlight the use of technology in that university. schools and universities start to utilize technology in teaching learning activities. one of the universities using technology in teachinglearning activities is deakin university, australia. deakin university, a public university in victoria, australia, began teaching in 1977. there are seven schools organized here including: school of architecture, school of education, school of humanities, school of management, school of nursing, school of sciences, and school of social sciences. the university offers on-campus study and off-campus study with various rita inderawati, et.al: students’ engagement in utilizing technology |185 offered courses either in diploma, undergraduate, master’s or doctoral degrees. two modes of studies provided here allow students to choose either on-campus study which requires them to attend the class during the teaching and learning activities. while off-campus study not generally requiring attendance at the university which is also known as online learning. through online study, students from all over the world can study in the university without necessity to leave their countries to study. this dual mode of learning has been one of the characteristics of deakin university for a long time. calvert (2001) put forward: from 1987 all students were automatically given free e-mail accounts. the real growth of online communication in programs of study began in 1990, however, after an easy-to-use text-based system (known as teas), with bulletin board and e-mail capabilities, was developed for a particular course and presented as a model for other programs. the use of technology in online (off-campus) study keeps growing as technology grows better. the technology used is now simpler that everyone can connect through internet really easily and makes the off-campus study better and more effective. deakin university has a long, distinguished history in distance education and postgraduate professional education majors offered at a distance. a sturdy commitment to experiential learning underpins these majors. the university’s recent teaching and learning development plans emphasize the need to use experiential learning approaches to expand the range of work experience, community work or service schemes, clinical placements, internships, international experiences, and practice throughout the undergraduate program. the importance of developing generic or transferable skills as part of the undergraduate experience has been highlighted nationally and internationally (see, eg, candy, crebert& o’leary, 1994; gibbs, rust, jenkins &jaques, 1994; learning for life final report, 1998). deakin university applied experiential learning which has consistently integrated between academic learning and workplace ambiance in order to support the era development of 21st century and fulfill the need of marketplace. deakin university, a public university located in victoria, australia, is one of the world’s universities which concerns to the use of technology in education. in this 21st century, moreover, technology becomes one of the best solutions to the implementation of education. as the evidence of their concern in 186 | english franca, vol. 3, no. 2, 2019 technology to be applied in educational sector, there are two innovations of the technological use provided by deakin university, namely deakinsync and cloud campus. first of all, deakin university develops program called as deakinsync. it functions as a digital space that could be simply connected to the students’ gadgets. university news and events, campus maps and transport information are available for the students to keep up with. in addition, deakinsync allows the students to access their units, learning resources, library, timetable, and portfolio and cooperate with others to constantly be connected and keep their studies on the track. all of those activities can be done digitally and online. the second innovation is cloud campus. it provides 15,000strong community of students and 200 courses. this is aimed to realize the goal that its students can study anywhere and anytime. thus, deakin's cloud campus is the place in which students have an online learning units and courses. students have access teachers and resources like those in on-campus learning while benefitting the flexibility of online learning which can be done anywhere at any time. whether it is part of face-to-face learning or an entire online learning at deakin’s cloud campus, all deakin students carry out some forms of online learning. watching lectures, submitting assessments and participating in discussions, using their meeting room in the cloud to work together in real time with students and staff, including sharing videos and delivering presentations, downloading and streaming lectures and presentations at any time of the day are the activities that the students can do in their cloud classroom. in brief, the role of technology in this era has been optimized by most of the universities; one of them is deakin university. as one of those which allows the students to choose between face-to-face or online learning, deakinsync and cloud campus are the two innovation of technology provided by deakin university. digital learning in language department of deakin university digital learning, a kind of learning which integrates both technology and practical instruction, is nowadays widely implemented in education, especially in teaching and learning activities. deakin university does the same thing. there are some courses that the students could choose which is designed specifically for digital learning – there is no face-to-face learning. two of them are master of professional practice (digital learning) and graduate certificate of rita inderawati, et.al: students’ engagement in utilizing technology |187 professional practice (digital learning). besides those two courses, other courses are also available for online learning. in other words, students can choose whether they will have a face-to-face or on-campus learning or online learning, which is including to digital learning. language department, which belongs to the faculty of arts and education, also offers online or digital learning for the students. in this department, one of the learning outcomes is that the students’ mastery towards technology usage are hoped to be transferred later on in their practice of teaching and learning. digital learning is "learning facilitated by technology that gives students some element of control over time, place, path and/or pace”. time: learning is no longer restricted to the school day or the school year because internet access devices have given students the ability to learn anytime. place: learning is no longer restricted within the walls of a classroom because the internet access devices have given students the ability to learn anywhere and everywhere. path: learning is no longer restricted to the pedagogy used by the teacher because interactive and adaptive software allows students to learn in their own style, making learning personal and engaging. pace: learning is no longer restricted to the pace of an entire classroom of students because interactive and adaptive software allows students to learn at their own pace, spending more or less time on lessons or subjects to achieve the same level of learning. as ifenthaler (2014) states, “young people are growing up in a digital environment, and we are learning more and more about how to provide quality, personalised learning through technology”. the use of technology in the educational establishments makes students learn quickly and easily (sarica&cavus, 2009). as an ict based university, deakin applies an online learning where students can access study and administrative tools through deakinsync, and study all or part of their course through deakin’s cloud campus. deakin plans to bring the opportunities of the digital age into the real world through learning, ideas, value and experience (live). in deakin university, especially language department, there are four majors of world’s most important languages – arabic, chinese, indonesian, and spanish. learning a language gives other insight into different cultures, develops adaptability and communication skills, and can make someone more employable. deakin’s courses really lead to excellent career outcomes. they follow direction on curriculums based on what’s affecting industry or marketplace now and later. deakin’s graduate certificate of 188 | english franca, vol. 3, no. 2, 2019 professional practice (digital learning) offers professional educators a validated, practice-based model of learning that matches developing capabilities in digital learning with opportunities for career development in the field. in conclusion, digital learning is part of teaching and learning process. it plays an important role in this era, because it helps teaching and learning process much easier and more attractive than before. due to digital era increases rapidly day by day, deakin university equilibrates it by implementing digital learning in its daily teaching and learning process because digital learning can optimize time, place, path and/or pace. methodology research site and participants for the purpose of the 1st year study, the investigation was conducted at both faculty of teacher training and education, sriwijaya university, indralayacampus (oganilir, south sumatera, indonesia) and faculty of arts and education, punthillcampus, deakin university (victoria, australia).it also got involved one lecturer from each institution, specifically from the field of language teaching. research method and procedure this proposed study (year 2018 and year 2019) apply mixedmethod research approach which is the combination of quantitative and qualitative research. as johnson, onwuegbuzie and turner (2007) explain, a mixed-method research is the type of research in which a researcher or a group of researchers incorporate elements of qualitative and quantitative research approaches (for example, the use of qualitative and quantitative perspectives, data collection, analysis, inference techniques) for broad and deep understanding and verification. the lecturers’ interviews and observation form the qualitative data, while quantitative data will be from the result of the students’ questionnaire. data collection the data for this first year (2018) investigation was collected through the interview with the lecturers and also the field observation in order to gain the information about how the ict and elt approach are realized in the curriculums of both institutions. therefore, the interview questions were centered on the utilization of technology in the teaching and learning proces. the data for year 2 (2019) will be rita inderawati, et.al: students’ engagement in utilizing technology |189 collected by using a survey questionnaire which focuses on the students’ perception on the utilization of ict integration in teaching and learning process. the questionnaire is a ready-made one developed by ghavifekr and rosdy (2015). the data in year 2 will also be collected through interviews with the students who will be randomly selected and the observations which will be taken place in the classroom during the teaching and learning process. data analysis the data gathered from the interview with the lecturerswereanalyzed qualitatively through coding and thematic techniques to get core themes which are described in the form of narrative. meanwhile, the data of year 2 investigation will be analysed statistically to see the frequency and percentage of the students’ responses. the data which will also be collected through interviews with the students and the observations in the classroom during the teaching and learning process will be analysed qualitatively. findings and discussion the findings reported are related to the focus of first year study: the results of discussion through interviewing one lecturer or teaching staff from each institution. the following are the themes that emerged from the analysis of the interviews. 1) well-structured and well-planned activity according to both teaching staff, before planning about integrating the use of technology in the teaching and learning process, a well-stuctured and well-planned activity is very important. for example, as stated by the lecturer of faculty of arts and education, deakin university,the use of technology should match with the level of the students’ level of performance so it will help them improve their language performance. likewise, the lecturer of faculty of teacher training and education, sriwijaya university also believes that a wellplanned activity is necessary that it can keep the lecturer on the right track during the teaching and learning activities 2) well-supported technology devices and it-help desk both parties believe that a well-structured and planned activity should be supported by the technology devices that students can use and can be easily accessed by the students. based on the explanation of the teaching staff of deakin university, it can be concluded that there is availability of well-supported technology devices as well as the it-help 190 | english franca, vol. 3, no. 2, 2019 desk. an example of on-line bahasa indonesia language teaching and learning material shown by the deakin university’s teaching staff demonstrated the existence of well-supported of technology devices and also the it-help desk. this also shows that there is a collaboration among the teaching staff, students and the it people. however, a bit different story was told by the teaching staff of sriwijaya university. it is true that the use of technology has been incorporated in the teaching of english. for example, some teaching staff of the english education study program makes use of the availability of social media such as facebook and whatsapp as the flatform in teaching english writing. however, one they are off-campus, there is no access to the discussion forum (facebook and whatsapp) if the teaching staff and the students do not use their own data connection to connect to the online learning. this also means that whenever the teaching staff and the students are having technical problem with the technology they are using, they have to manage it by themselves. in addition to the interview, an observation was also conducted during the visit to deakin university. the following notes are the descriptions of the result of the observation. it is written in bahasa indonesia since this collaboration research comprised of the teaching staff or lecturers of postgraduate study of “pendidikanbahasa” (english and bahasa indonesia fields of study). the faculty of arts and education, deakin university, has an indonesian language (bi) learning program as an established foreign language. on this faculty, the bi learning program is organized in two modes: on campus and off campus. on-campus learning mode is held in full face-to-face, communication between instructors and students takes place in a prominent way (face-to-face), in the form of lectures in class, exercises in class and outside the classroom, and projects carried out outside class. off campus learning mode is held by using ict in full without face-to-face activities. communication between instructors and students is done indirectly using ict, in the form of virtual classes, exercises and student assignments are given and done through application software owned by the university. the following are the results of observations and interviews conducted with instructors and users of bi off campus learning programs. 1. the place where learning activities take place rita inderawati, et.al: students’ engagement in utilizing technology |191 in accordance with its characteristics, off campus mode, learning activities are generally carried out outside the campus. the place of activity can be anywhere: in a student's residence, in a library, in public places, etc. all places can be places of learning as long as there is an internet connection. however, at the beginning of the program students come to campus to register and receive software packages that are directly installed on student laptops, as well as instructions for use, as well as parties that can be contacted in case of difficulties or technical problems during the learning process.some literature focuses on the use of simulations within the higher education environment to supplement workplace learning (eg. canyon &podger, 2002; cassidy, 2002; segrave, 2003a, 2003b). 2. class management the off campus mode learning process is mostly done individually, by working / studying independently. however, there are also group activities in the form of discussions or carrying out joint projects. in an agreed or scheduled time, students go online together and do group or project assignments that are programmed in the application software. in addition, there are also online meetings with instructors on a "classical" basis. on this occasion, the instructor assigns assignments to students or answers student questions that can be followed by all students. in classical activities, video conferencing can also be done or through live streaming. 3. equipment used by students the equipment used by students is in the form of hardware in the form of software. tools in the form of hardware belong to the students themselves individually. to participate in this program students are required to have a laptop with specified specifications so that the laptop can be used to install software and can be filled with content in the form of text, images, animations, photos and videos. other hardware tools, such as printers, data storage disks, and scanners can use private property of students, can also be rented or use rental services in rental places in various places, both in kalmpus and off campus. the software used for learning activities is a package prepared by the manager or organizer of this program. 4. application / software programs used the application program or software used in learning activities is a package that is owned by the manager of this program. this package was officially adopted from a software developer who already has a 192 | english franca, vol. 3, no. 2, 2019 name. in adopting this program the manager has fulfilled the requirements for using copyright with official permission and paid the required royalty. in this case the instructor just needs to use and fill it with the necessary content. included in the application program package is maintenance and service to overcome the difficulties experienced by instructors or students. 5. instructional materials used teaching materials that become the content of this program are basically independently developed by the instructor. teaching materials can be in the form of text, speech, pictures, animations, photos and videos. the materials are made by the instructor themselves, can also be taken from available sources. however, instructors try to find material from credible sources so that the truth of the content can be guaranteed. in fact, if you need to take a source that is protected by copyright, official permission and royalty payments must be made. this is usually for material in the form of text (information), photos, and videos. as for teaching materials in the form of individual or group exercises, projects are also made by the instructor himself. 6. supporting crew there are two categories of supporters supporting this program: it supporters and administrative supporters. it support is a very important supporter of this program. without strong it support, this program is difficult to run. there are a number of it staff who are always stand-by serving instructors and students when there are obstacles in daily learning activities. in fact, instructors are trained to use the application, fill in content, practice, and so on. the it technical matters are fully the responsibility of the it team / staff. it staff occupy a separate unit that is part of the university's service unit. this unit serves all it needs: various information systems, internet connections, administrative, financial, academic and recreational services. meanwhile, administrative staff are supporters who take care of administrative activities such as registration, recording, filing, and correspondence. 7. relation with instructors in learning activities when associated with instructors / teachers, the use of ict in learning can be grouped into several categories: primary, substitution, complementary, and supplementary. this is the continuum of the existence of ict whether it is something primary, substitute, complement, or just complementary. in this case it can be said that the rita inderawati, et.al: students’ engagement in utilizing technology |193 use of ict is the primary or primary thing. this can be understood because ict is used to support language learning programs in offcampus mode. all activities depend on ict. learning activities and all their supporters are carried out through ict facilities, including the delivery of teaching materials, the provision of training and feedback, formative tests, and summative tests. academic administration supporting activities also use ict: registration, recording, filing, and correspondence services. nevertheless, the presence of instructors is still needed with a somewhat different role. the instructor's role shifts to the development of instructional materials, including exercises, and examinations, student guidance in working on exercises and projects, and evaluating student work results in various stages. nevertheless, technology is just a device until instructor utilizes it to the students and they make use of it in order that improvement in learning can happen as higgins, xiao&katsipataki (2012) insist: overall, the over-arching implication is that the technology is solely a catalyst for change. the question is how can technology can bring about improvement and make teaching and learning practices more efficient or effective. focusing on the change (and the process of change), in terms of learning is essential in supporting effective use. 
 by taking closer a look to the findings from interview and observation, it is true what stosic (2015) states that technology in education has three main roles: 1) a tutor (computer gives instructions and guides the user), 2) a teaching tool, and 3) a learning tool. conclusion the faculty of arts and education, deakin university, has an indonesian language (bi) learning program as an established foreign language. on this faculty, the bi learning program is organized in two modes: on campus and off campus. on-campus learning mode is held in full face-to-face, communication between instructors and students takes place in a prominent way (face-to-face), in the form of lectures in class, exercises in class and outside the classroom, and projects carried out outside class. off campus learning mode is held by using ict in full without face-to-face activities. communication between instructors and students is done indirectly using ict, in the form of virtual classes, exercises and student assignments are given and done through application software owned by the university. based on the observation and interview, it could be identified that1) learning activity: mode off campus, everywhere in which there is 194 | english franca, vol. 3, no. 2, 2019 an internet access 2) classroom management is conducted individually or in group and a virtual meeting with the instructor and or via video conference 3) devices utilized by the students were hardware and software with certain specification, 4) application/software utilized was adopted package software, 5) learning material was developed by the instructors, 6) supported crew was the it staff, and 7)instructur in the learning activity was still required with different role as the learning material developer. references agusta, okky z. (2018). developing android reader response strategy based reading material in relation to character building. unpublished thesis submitted at postgraduate school sriwijaya university, south sumatera, indonesia. calvert, j. (2001). deakin university: going online at a dual mode university. international review of research in open and distance learning, 1(2). retrieved from http://www.irrodl.org/index.php/irrodl/article/download/20/5 2 ciptaningrum, d.s. (2017). the development of the survey of technology use, teaching, and teachnology-related learning experiences among pre-service english language teachers in indonesia.journal of foreign language teaching and learning, 2(2), 11-26. clement g, s. (2017). digital learning: education and skills in the digital age. santa monica, st. george's house, corsham institute & rand europe. deakin university.(1990). deakin university handbook. retrieved from https://deakingovernance.deakin.edu.au/cr/handbooks.nsf/0/2c1913095f46 49e1ca257d2b0081d4bd/$file/deakin-university-1990handbook.pdf . egan, k. (2003). what is curriculum? journal of the canadian association for curriculum studies, 1(1). retrieved from: https://jcacs.journals.yorku.ca/index.php/jcacs/article/viewfile /16845/15651 ghavifekr, s., athirah, w., &rosdy, w. (2015).teaching and learning with technology: effectiveness of ict integration in schools. international journal of research in education and science (ijres), 1(2), 175-191. rita inderawati, et.al: students’ engagement in utilizing technology |195 higgins, s., xiao, z., &katsipataki, m.(2012). theiimpact of digital technology on learning:
a summary for the education endowment foundation. a report of school of education, durham university inderawati, r. (2011). from classroom to peer comment in facebook: bridging to establish learners’ literacy. the international conference of ict for language learning, florence, italy.retrieved from http://www. pixelonline.net/ict4ll2011/common/download/ paper_pdf/ibl41-282-fp-rudy-ict4ll2011. pdf inderawati, r. (2017). the dynamics of efl teaching in indonesia: be innovative teachers through social media. english language teaching and research, 1(1), 29-37. johnson, r. b., onwuegbuzie, a.j., & turner, l.a. (2007).toward a definition of mixed methods research.journal of mixed methods research, 1, 112–133. kementrian pendidikan nasional. (2007). peraturan menteri pendidikan nasional republik indonesia nomor 16 tahun 2007 tentang standar kualifikasi akademik dan kompetensi guru. jakarta. kementrian pendidikan nasional. (2007). peraturan menteri pendidikan nasional republik indonesia nomor 41 tahun 2007 tentang standard proses untuk satuan pendidikan dasar dan menengah. jakarta. kementrian pendidikan nasional. (2009). peraturan menteri pendidikan nasional republik indonesia nomor 78 tahun 2009 tentang penyelenggaraan sekolah bertaraf internasional pada jenjang pendidikan dasar dan menengah. jakarta mishra, p., & koehler, m. j. (2006). technological pedagogical content knowledge: a framework for teacher knowledge. teachers college record, 108(6), 1017–1054. stosic, l. (2015). the importance of educational technology in teaching. international journal of cognitive research in science (3), 111114. 196 | english franca, vol. 3, no. 2, 2019 empty page english franca : academic journal of english language and education vol. 2, no. 2, 2018, iain curup p-issn 2580-3670, e-issn 2580-3689 the identification of multiple intelligence in relation to english achievement of the sixth graders of sd negeri 32 palembang kurnia saputri universitas muhammadiyah palembang kurniasaputri93@gmail.com abstract the identification of multiple intelligence in relation to english achievement of the sixth graders of sd n 32 palembang. based on the data analysis, there were five major findings: first, linguistic, logical, spatial, musical, and interpersonal intelligences were types of intelligence of the sixth graders. second, most of the students dominantly have interpersonal intelligence. third, based on the calculation of z scores (standard scores), logical-ma thematical intelligence was the type of intelligence that had better english achievement because this type had the positive scores higher than the negative scores. fourth, the variance of population was homogeneous. fifth, the mean value of population was homogeneous and correlated each other. key words: english achievement and multiple intelligences. introduction learning achievement may depend on several factors that can be classified into internal and external factors. according to sumadi suryabrata as cited in himayana (2006:1) learning achievement is influenced by external and internal factors that form association of several sub factors. the external factors consist of environmental factors such as natural and social environment, and instrumental factors such as curriculum, facilities and teachers. the internal factors consist of physiological factors such as body condition and mailto:kurniasaputri93@gmail.com 160 | english franca, vol. 2, no. 2, 2018 five senses, and psychological factors such as talent, interest, intelligence, motivation and cognitive style. according to sayderman and rothman as cited in robent e. slavin (1997-131), intelligence is a general aptitude for learning, often measured by the ability to deal with abstraction and to solve problems. the concept of intelligence has been discussed since before the time of the ancient greeks, but the scientific study of the topic just began with the work of alfred binet, who devised the first measure of intelligence in 1904. the french asked binet to find a way to identify children who needed special help in their schooling. his measure assessed a broad range of skills and performances but produced a single score, called intelligence quotient (iq). then, it becomes famous that people use intelligence quotient (10) to measure someone's intelligence. people judge that someone who has a high score on his iq test is a special and will be more successful than the one who gets lower. but then some researchers in the field of intelligence have long argued that people have a variety of different intelligences. a person may be good at learning language and terrible of learning music or vice vena. many people are terrific at calculate could not write a good essay or paint a good picture. some people can walk into a room full of strangers and immediately figure out the relationships and feelings among them; other might never learn the skill. a single number (a score on a 10 est.) cannot adequately represent the complex and diverse capabilities of a human being (synderman and rothman in robert e. slavin, 1997: 1311. intelligence is a mixture of several abilities. dr. howard gardner, professor of education st harvard university developed the theory of multiple intelligences in 1983. it suggests that the traditional notion of intelligence, based on 1q testing is very limited. instcad, gardner proposes eight different intelligences to account for a broader range of human potential. these intelligences are; linguistic intelligence ("word smart logical mathematical intelligence ("number / reasoning sman"). spatial intelligence kurnia saputri: the identification of multile intelligence in relation to english achievement|161 ("picture smart), bodily-kinesthetic intelligence ("body smart), musical intelligence music smart). interpersonal intelligence (peopliesmarnt intrapersonal intelligence (nature smart). the former studies done by surip (1994:42) and kirana (2005:21) dealt with english achievement and reading achievement and shearer (2006:26) dealt with math skill. surip (1994: 42) found that the levels of the students' intelligence influence the students' english achievement. the students with high level of intelligence tend to be better in english achievement than those with low level of intelligence. shearer (2006:26) found that high math skill is most directly related to the logical math and intrapersonal intelligences and to a lesser degree of the linguistic intelligence. those studies indicate that the intelligence is one of the internal factors which may influence the students' achievement. but, the studies about multiple intelligences themselves are still seldom done. moreover, the research about multiple intelligence conducted at elementary school is never done by the previous researchers. as we know, parents should know earlier their children' types of intelligence beginning from elementary school in order to make it easier for them to develop their children' future later. theoritical framework intelligence related to achievement learning is the combination of how we absorb, manage, and process the information. it is the perceptual and cognitive skills and strategies the learner uses in gathering, interpreting and storing information. according to deporter and heremacki (2003:110) cited in heri (2003) that there are two main categories concerned about the way people learn; (1) how people perceive information with perceptual modality learning style and (2) how people organize and process those information by using brain dominance. achievement refers to something achieved, something done successfully with effort and skill (hornby, 1974:48). in our daily life, 162 | english franca, vol. 2, no. 2, 2018 achievement can be result. gardner (1999) has identified eight different types of intelligences that each individual has the capacity to posses. the idea of multiple intelligences is important because it allows for educators to identify different strengths and weaknesses in students and also contradicts the idea that intelligence can be measured through iq only, and it also related to the two main categories, which must be concerned about the way people learn. the concept of intelligence according to oxford dictionary, intelligence is the ability of living creatures to process information. papalia and olds (1988:132) state that the countless concepts of what intelligence is range from a genetically endowed, inborn, general capacity to develop number of intellectual abilities to the ability to do a variety of specific things and to engage in rational, productive behavior and to "whatever intelligence tests santrock (1991 251) says that intelligence is one or more abilities a person has, the ability to reason, solve problem, think abstractly rather than concretely to the new situation and generalize the new solution of other problems. furthermore, wechster (1975) in feldman (1989.213) asserts intelligence as the apucity to understand world, think rationally, and use resources effectively when focus the challenges. in addition, piaget as cited in bootzin (1986:370) says that intelligence does not by any means appear at once derived from those which have preceded it. intelligence presents, on the contrary, a remarkable continuity with the acgaired or even inborn process in which it depends and at making the use of time. sternberg as cited in santrock, john w. & laster m. sdorow (2000:298) defines intelligence as the mental capacity to automatist information processing and to emit contextually appropriate behavior in response to novelty. he proposes a triarchic theory of intelligence with these aspects: componential intelligence, experiential intelligence, and contextual intelligence. while gardner as cited in gregory (2004:153) define intelligence as the ability or skill to solve problems or to fashion products that are valued within one or more cultural setting. he proposes a theory of multiple intelligences based loosely upon the kurnia saputri: the identification of multile intelligence in relation to english achievement|163 study of brain behavior relationships. he argues for the existence of several relatively independent intelligences, including linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic, personal, intrapersonal, and naturalist. in spite of this diversity of view points, two themes recur again and again in expert definitions of intelligence. broadly speaking, the experts tent to agree that intelligence is (1) the capacity to learn from experience, and (2) the capacity to adapt to one’s environment. the concept of multiple intelligences multiple intelligence theory was developed by howard gardner. he defined multiple intelligence as the ability to create an effective product or offer a service that is valued in a culture; a set of skills that make it possible for a person to solve problems in life; the potential for finding or creating solutions for problems, which involves gathering new knowledge. there are 8 types of multiple intelligence that would be explained below. the idea of multiple intelligence comes out of psychology. it is a theory that was developed to document the fact that human beings have very different kinds of intellectual strengths and that these strengths are very important in how kids learn and how people represent things in their minds and then how people use them in order to show that it is that they have understood. if we all had exactly the same kind of mind and there was only kind of intelligence, then we could teach everybody the same thing in the same way and asses them in the same way that would be fair. but once we realize that people have very kinds of minds, different kinds of strengths, some people are good in thinking spatially, some people are good in thinking language, other people are very logical, other people need to do hands on, they need to actually explore actively and to try things out. once we realize that, then education which treats everybody the same way is actually the most unfair education. harvard professor howard gardner as cited in tan oon seng, et al (2003:121) has defined eight different types of intelligences that 164 | english franca, vol. 2, no. 2, 2018 each individual has the capacity to posses. the idea of multiple intelligences is important because it allows for educators to identify differing strengths and weaknesses in students and also contradicts the idea that intelligence can be measured through iq only. the principles of multiple intelligences there are six principles of multiple intelligences 2.4 (http:/leader.louisville.eduedt/kemp/edtl501/spring03/learn/mi.p pt), they are: 1. it is important to teach subject matter through a variety of activities and projects; 2. assessments should be integrated into learning. and students need to play an active role in their assessment. when a student helps determine and clarify the goals of classroom activities, his or her academic success and confidence increases. 3. offer students a number of choices for 'showing what they know 4. intelligence is not singular: intelligences are multiple 5. multiple intelligences can be identified and described 6. the use of one of the intelligences can be used to enhance intelligence. types of intelligence according to gardner as cited in rose (1997:59), there are at least eight different types of intelligence. depending on the background and age, some intelligences are more developed than others. he suggests most of us are strong at least in three types. visual/spatial intelligence the ability to perceive the visual. these learners tend to think about pictures and need to create vivid mental images to retain information. they enjoy looking at maps, charts, pictures, videos, and movies. their skills include: puzzle building, reading, writing understanding charts and graphs, a good sense of direction, sketching painting, creating visual metaphors and analogies kurnia saputri: the identification of multile intelligence in relation to english achievement|165 (perhaps through the visual arts), manipulating images, constructing, fixing, designing practical object, interpreting visual images. possible career interests: navigators, sculptors, visual artists, inventors, architects, interior designers, mechanics, and engineers. verbal/linguistic intelligence the ability to use words and language. these learners have highly developed auditory skills and are generally elegant speakers. they think in words rather than pictures. their skills include: listening, speaking, writing, telling a story, explaining, teaching, using humor, understanding the syntax and meaning of words, remembering information, convincing someone of their point of view, analyzing language usage. possible career interests: poet, journalist, writer, teacher, lawyer, politician. logical/mathematical intelligence the ability to use reason, logic and numbers. these learners think conceptually in logical and numerical patterns making connections between pieces of information. always curious about the world around them, these learners ask lots of questions and like to do experiments. their skills include: problem solving, classifying and categorizing information, working with abstract concepts to figure out the relationship of each to the other, handling long chains of reason to make local progression, doing controlled experiments, questioning and wondering about natural events, performing complex mathematical calculations, working with geometric shapes. possible career paths: scientist, engineers, computer programmers, researchers, accountants, mathematician. bodily/kinesthetic intelligence the ability to control body movements and handle objects skillfully. these learners express themselves through movement. they have a good sense of balance and eye-hand co-ordination (e,g. ball play, balancing beams). through intercting with the space around them, they are able to remember and process information. 166 | english franca, vol. 2, no. 2, 2018 their skills include: dancing, physical co-ordination, sports, hands on experimentation, using body language, crafts, acting, miming, using their hands to create or build, and expressing emotions through the body. possible career paths: athletes, physical education teacher, dancers, actors, firefighters, and artisans. musical/rhythmic intelligence the ability to produce and appreciate music. these musically inclined learners think in sounds, rhythms and patterns. they immediately respond to music either appreciating or criticizing what they hear. many of these learners are extremely sensitive to environmental sounds (e.g. crickets, bells, dropping taps). their skills include: singing, whistling, playing musical instruments, recognizing tonal patterns, composing music, remembering, melodies, understanding the structure and rhythm of music. possible career paths: musician, disc jockey, singer and composer. interpersonal intelligence the ability to relate and understand others. these learners try to see things from other people’s point of view in order to understand how they think and feel. they often have an uncanny ability to sense feelings, intentions and motivations. they are great organizers, although they sometimes resort to manipulate. generally they try to maintain peace in group settings and encourage cooperation. they use both verbal (e.g. speaking) and non-verbal language (e.g. eye contact, body language) to open communication channels with others. their skills include: seeing things from other perspective (dual-perspective, listening, using empathy, understanding other people’s mood and feelings, counseling, cooperating with groups, noticing people’s moods, motivations and intentions, communicating both verbally and non-verbally, building trust, peaceful conflict resolution, establishing positive relations with other people. possible career paths: counselor, salesperson, politician, business person. naturalist intelligence kurnia saputri: the identification of multile intelligence in relation to english achievement|167 the ability to understand different species, recognized patterns in nature, classify natural objects. these learners try to discriminate among living things (plants, animals) as well as sensitivity to other features of the natural world. their skills include: recognizing their own strengths and weaknesses, reflecting and analyzing themselves, awareness of their inner feelings, desires and dreams, evaluating their thinking patterns, reasoning with themselves, understanding their role in relationship to others. possible career paths: researchers, theorists, philosophers. cognitive development theory unlike behaviorism, the cognitive theory focuses on what is going on inside the student's mind. learning is not just a change in behavior; it is a change in the way a student thinks, understands, or feels. there are two branches of cognitive theory. two of the major theories may broadly be classified as the information processing model and the social interaction model. the first says that the student's brain has internal structures which select and process incoming material, store and retrieve it, use it to produce behavior, and receive and process feedback on the results. this involves a number of cognitive processes, including executive functions of recognizing expectancies, planning and monitoring performance, encoding and chunking information, and producing internal and external responses. the second says the social interaction theories stress that learning and subsequent changes in behavior take place as a result of interaction between the student and the environment. behavior is modeled either by people or symbolically. thus, the social environment to which the student is exposed demonstrates or models behaviors, and the student cognitively processes the observed behaviors and consequences. the cognitive processes include attention, retention, motor responses, and motivation. techniques for learning include direct modeling and verbal instruction. behavior, personal factors, and environmental events all 168 | english franca, vol. 2, no. 2, 2018 work together to produce learning. cognitive development theories are clearly explained in piaget theory and vygotsky theory. piaget theory according piaget, first the child as active learner. piaget’s concern was with how young children function in the world that surrounds them, and how this influences their mental development. the child is seen as continually interacting with the world around her/him, solving problems that are presented by the environment. it is through taking action to solve problems that learning occurs. for example, a very young child might encounter the problem of how to get food from her bowl into her mouth. in solving the problem, with a spoon or with fingers, the child learns the music control and direction-finding needed to feed herself. the knowledge that results from such action is not imitated or in-bon, but is actively constructed by the child. piaget differentiates two says in which development can take place as a result of activity : assimilation and accommodation. assimilation happens when action takes place without any change to the child; accommodation involves the child adjusting to features of the environment in some way. returning to the example of feeding, let’s imagine what might happen when a child, who has learnt to use a spoon, is presented with a fork to eat with. she may first use the fork in just the same way as the spoon was used; this is assimilation of the new tool to existing skills and knowledge. when the child realizes that the prongs of the fork offer new eating opportunitiesspiking food rather than just ‘spooning’ it – accommodation occurs; the child’s actions and knowledge adapt to the new possibility and something new is created. the second, the child as sense maker. we can take from piaget the very important idea of the child as an active learner and thinker, constructing his or her own knowledge from working with objects or ideas. donaldson’s emphasizes that the child actively tries to make sense of the world ….asks questions,….wants to know….also from a kurnia saputri: the identification of multile intelligence in relation to english achievement|169 very early stage the child has purpose and intentions; he wants to do. (donaldson 1978:86). piaget divides the child’s path of development into four stages which began with birth and culminated in the teen years. these stages are: 1. sensorimotor stage (birth – 2 years old) -child interacts with environment through physical actions (sucking, pushing, grabbing, shaking, etc.) these interactions build the child’s cognitive structures about the world and how it functions or responds. object permanence is discovered (things still exist while out of view). 2. preoperational stage (ages 2-7) -child is not yet able to form abstract conceptions, must have hands-on experiences and visual representations in order to form basic conclusions. typically, experiences and visual representations in order to form basic conclusions. typically, experiences and visual representations in order to form basic conclusions. typically, experiences must occur repeatedly before the child grasps the cause and effect connection. 3. concrete operations (ages 7-11) -child is developing considerable knowledge base from physical experiences. child begins to draw on this knowledge base to make more sophisticated explanations and predictions. begins to do some abstract problem solving such as mental math, etc. still understands best when educational material refers to real life situations. 4. formal operations (beginning at ages 11-15) -child’s knowledge base and cognitive structures are much more similar to those of an adult. ability for abstract thought increases markedly. vygotsky theory 170 | english franca, vol. 2, no. 2, 2018 the child as social. vygotsky views of development differ from piaget’s in the importance he gives to language and to other people in the child world. although vygotsky theory is currently most noted for his central focus on the social, and modern developments are often labeled ‘sociocultural theory’, he did not neglect the individual or individual cognitive development. underlying vygotsky theory is the central observation that development and learning take place in a social context, i.e. in a world full of other people, who interact with the child from birth onwards. whereas for piaget the child is an active learner alone in a world of objects, for vygotsky the child is an active learner in a world full of other people. those people play important roles in helping children to learn, bringing objects and ideas to their attention, talking while playing and about playing, reading stories, asking questions, in a whole range of ways, adults mediate the world for children and make it accessible of human intelligence. with the help of adults, children can do and understand much more than they can on their own. the word is a recognizable linguistic unit for children in their first language and so they will notice words in the language. often too we teach children in their first language and so they will notice words in the new language. often too we teach children words in the new language by showing them objects that they can see and touch, and that have single word labels in the first language. from their earliest lessons, children are encouraged to think of the new language as a set of words, although of course this may not be the only way they think of it. vygotsky used the idea of the zpd (zone of proximal development) to give a new meaning to intelligence. rather than measuring intelligence by what a child can do alone, vygotsky suggested that intelligence was better measured by what a child can do with skilled help. children learning language bruner’s theory for bruner, language is the most important tool for cognitive growth, and he has investigated how adults use language to mediate the world for children and help them to solve problems (bruner 1983, kurnia saputri: the identification of multile intelligence in relation to english achievement|171 1990). talk that supports a child in carrying out an activity, as a kind of verbal version of the fine-tuned help given in the baby feeding example above has been labeled scaffolding (wood, bruner and ross 1976). in experiments with american mothers and children, parents who scaffolded tasks effectively for children did the following:  they made the children interested in the task  they simplified the task, often by breaking it down into smaller steps  they kept the child on track towards completing the task by reminding the child of what the goal was  they pointed out what was important to do or showed the child other ways of doing parts of the tasks  they controlled the child’s frustration during the task  they demonstrated an idealized version of the task moreover, good scaffolding was tuned to the needs of the chid and adjusted as the child became more competent. scaffolding has been transferred to the classroom and teacher-pupil talk. concepts of young learners scott and ytreberg (1990:1-4) divide young learners into two main groups the five to seven year olds and the eight to ten year olds. the characteristics are: five to seven year olds general characteristics:  they can talk about what they are doing.  they can tell you about what they have done or heard.  they can plan activities.  they can argue for something and tell you why they think what they think.  they can use logical reasoning.  they can use their vivid imagination. 172 | english franca, vol. 2, no. 2, 2018  they can use a wide range of intonation patterns in their mother tongue.  they can understand direct human interaction. language development:  they know that the world is governed by rules. they may not always understand the rules, but they know that they are there to be obeyed, and the rules help to nurture a feeling of security.  they understand situations more quickly than they understand the language used.  they used language skills long before they are aware of them.  their own understanding comes through hands and eyes and ears. the physical world is dominant at all times.  they are very logical-what you say first happens first. ‘before you turn off the light, put your book way’ can mean 1. turn of the light 2. put your book away.  they have a very short attention and concentration span.  young children sometimes halve in knowing what fact is and what fiction is. the dividing line between the real world and the imaginary world is not clear.  the adult world and the child’s world are not the same. children do not always understand what adults are talking about. adults do not always understand what children are talking about. the difference is that adults usually find out by asking question, but children do not always ask. they either pretend to understand, or they understand in their own terms and do what they think you want them to do.  young children cannot decide for themselves what to learn.  young children love to play, and learn best when they are enjoying themselves. but they also take themselves seriously and like to think that what they are doing is ‘real’ work.  young children are enthuastic and positive about learning. eight to ten year old. kurnia saputri: the identification of multile intelligence in relation to english achievement|173 general characteristic:  their basic concepts are formed. they have very decided views of the world.  they can tell the different between fact and opinion.  they ask questions all the time.  they rely on the spoken word as well as the physical word to convey and understand meaning.  they are able to make some decisions about their own learning.  they have definite views about what they like and do not like doing.  they have a developed sense of fairness about what happens in the classroom and begin to question the teacher’s decisions.  they are able to work with others and learn from others. language development:  they have a language with all the basic elements in place. they can understand abstracts and symbols (beginning with words). also, they can generalize and systemize. similarly, de nagy (2005) states that young learners refer to the children from the ages of four tp twelve. the classification and the characteristics of them are shown as follow: four to six year olds experience of formal tuition:  no school readiness skill.  no experience of formal tuition. knowledge of the world:  limited-depends on home background. ability to read and write:  not able to or beginning to learn. seven to none year olds experience of formal tuition: 174 | english franca, vol. 2, no. 2, 2018  have had 1-2 years of primary school.  learning to read and write, etc.  some school readiness. knowledge of the world:  some but still mainly concerned to own reality. ability to read and write:  confident but for some still very much in the learning process. ten to twelve year olds experience or formal tuition:  complete or completing primary school.  three to five years of formal education.  because of above, expectation with regard to teacher/learning, etc.  awareness of how to behave. knowledge of the world:  more extensive-influenced by educational process-outside factors, etc.  proficient. characteristics of young learners based on their types of intelligences 1. verbal/linguistic intelligence  asks lots of question  enjoys talking  has a good vocabulary  can pick up a new language easily  enjoys playing with words (e.g. word games, puns, rhymes)  enjoys reading  likes to write  understanding function of language kurnia saputri: the identification of multile intelligence in relation to english achievement|175  is good at memorizing names, places, dates and trivial 2. logical/mathematical intelligence  enjoys solving puzzles  playas with number (counting)  wants to know how thing work  likes to collect and classify things  does well at math, reasoning, logic, and problem solving 3. visual/spatial intelligence  likes to draw  likes to take things a part  likes to build thing  enjoy puzzles  likes to doodle  has a good sense of parts to the whole  remembers places by descriptions or images  can interpret maps  is a good imagining thing, sensing, changes, mazes/puzzles, reading maps and charts. 4. bodily/kinesthetic intelligence  has a good sense of balance  is good graceful in movement  “reads” body language  can communicate ideas through gesture  is good physical activities (e.g. sport, dance, acting) and crafts 5. musical/rhythmic intelligence  is sensitive to sound patterns  hums tunes  taps or sways in rhythm  has a good sense of pitch  moves rhythmically  remembers tunes and sound patterns  seeks and enjoys musical experiences 176 | english franca, vol. 2, no. 2, 2018  plays with sound  is good at remembering melodies 6. interpersonal intelligence  demonstrates empathy toward others  is admired by peers  relates well to peers and adults like  works cooperatively with others  is sensitive to the feelings of others  is good at understanding people 7. intrapersonal intelligence  can express strong like or dislike of particular activities  can communicate feelings  is confident of own abilities  likes being original  is good at pursuing own interests and goals 8. naturalistic intelligence  understand different species  recognize patterns in nature  classify natural objects  discriminate among living things (plants, animals) as well as sensitivity to others features of the natural world. http://www.cambridgeesol.org/exams/young-learners/yle.html. research methodology this study is conducted by applying descriptive method. descriptive research involves the collection of data in order to test hypotheses or to answer questions concerning the current status of the subjects of the study (wasson, 2002 as cited in nurdianita, 2007:31). best and khan (1935:105) state: a descriptive method study describes and interprets what it is. it is concerned with conditions or relationships that exist, opinion that are held, processes that are going on, effects that are evident, or trends that are developing. it is primarily concerned with the presents, although http://www.cambridgeesol.org/exams/young-learners/yle.html kurnia saputri: the identification of multile intelligence in relation to english achievement|177 it often considers past events and influences as they are related to current condition. while popham and sirotnik (1967:4) state that descriptive method is used to describe the data and summarize sets of numerical data such as test scores, ages and years of education. there are two kinds of variables in this study, the independent variable and the dependent variable. independent variables are those the researcher chooses to study in order to asses their possible affect(s) on one or more other variables. dependent variables are those which are affected by the independent variables (fraenkel and wallen, 1991: 25). the independent variable of this study is students" multiple intelligences, while the dependent variable is english achievement of the sixth graders of sd negeri 32 palembang. the title of this research is "the identification of multiple intelligences in relation to english achievement of the sixth graders of sd negeri 32 palembang to avoid misinterpretation, some terms will be explained. multiple intelligences refers to the types of intelligence. they are linguistic intelligence, logical-mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalist intelligence (rose, 1999:77). identification is derived from the word "identify" means to find out something. so, identification is the act of identifying something. english achievement refers to the result of an english lesson taken from the students' semester examination result (summative test). a population is a group of elements or cases whether individuals, objects or events that confirm to specific criteria and to which we intend to generalize the result of the research (mcmillan, 1992:78). the population of this study is the sixth-grade students of sd n 32 palembang in academic year 2007/2008 with a total number of 73 students. table 1 shows the population of the study. actually, taking the samples depends on how many subjects included in the population. since the total number of subjects in 178 | english franca, vol. 2, no. 2, 2018 population of this study were less than 100 students, the writer decide to take all subjects in population as samples. this was based on what arikunto (1996: 45) states that if the subjects are less than 100, it is better to take all subjects in population. the sampling method is commonly called "non probability samples" according to best (1993:18), non probability samples use whatever subjects are available rather than following a specific subject selection process. finally, it can be concluded that the sample was the same as the population. the sample was 73 sixth graders of sd negeri 32 palembang which consisted of two classes: iv a and iv b. the data of the study would be classified into two groups, (1) the data gained from the questionnaire and (2) documentation. questionnaire arikunto (1996:128) states that a questionnaire is the amount of written questions, which are used to obtain information from respondents' deals with the report about themselves, and things that they know. to know the students' type of intelligence, the writer used ready-made questionnaire taken from rose, collin, and malcom j. nicholl (1997). the questionnaire was distributed to the sixth grade students and is translated into indonesian. the questionnaire consists of 8 types of multiple intelligences. each type is presented by 10 questions. question number 1, 2, 11, 12, 21, 31, 41, 51, 61, and 71 are linguistic intelligence; 3, 13, 22, 23, 32, 33, 42, 52, 62, and 72 are logical-mathematical intelligence; 4, 14, 24, 34, 43, 44, 53, 54, 63, and 73 are spatial intelligence; 5, 15, 25, 35, 45, 55, 64, 65, 74, and 75 are bodily-kinesthetic intelligence; 6, 7, 16, 17, 26, 36, 46, 56, 66, and 76 are musical intelligence; 8, 18, 27, 28, 38, 37, 47, 57, 67, and 77 are interpersonal intelligences; 9, 19, 29, 39, 48, 49, 58, 59, 68, and 78 are intrapersonal intelligence; 10, 20, 30, 40, 50, 60, 69, 70, 79, and 80 are naturalist intelligence and the writer would explain to the students soon if they have problems with the questions. each item of question is provided with two options (yes or no). the students kurnia saputri: the identification of multile intelligence in relation to english achievement|179 simply chose the options by giving the check (√) on the answer sheet at the appropriate column. documentation the writer would use the current results of english achievement test of the sixth graders of sdn 32 palembang in the academic year of 2007/2008. the score would be collected by the writer. these grades were classified into these categories: table 1. the category of students’ grade no score interval category 1 86-100 very good 2 71-85 good 3 56-70 average 4 41-55 poor 5 1-40 very poor source of score interval: sdn 32 palembang 20017/2008 since this study is a quantitative study, statistics would be used. the statistical analysis applied to verify the problem of the study is the anova test and levena test (test of homogeneity of variances). the calculation was done by using spss version 12.00. this analysis would be used in order to find out: (1) which types of multiple intelligences appear of the sixth graders of sdn 32 180 | english franca, vol. 2, no. 2, 2018 palembang, (2) after that the writer put the types of multiple intelligences based on their own groups, for example type of intrapersonal intelligence would be put in intrapersonal intelligence group, (3) then, the writer would calculate the percentage of each multiple intelligence type with the average score of students’ english achievement of each multiple type. finally, the writer would find out which dominant types of multiple intelligences have better english achievement. findings and discussion from each type of multiple intelligence, it was found that the students were dominant in interpersonal intelligence because from 68 students as the sample, there were 18 students / 24.66 % ( the highest total of students ) belong to this type of intelligence. the distribution of students' english achievement score showed that none of the students in very good category , 10 students ( 13.69 % ) were in good category , 22 students ( 30.14 % ) were in average category , 25 students ( 34.25 % ) were in poor category , and 13 students ( 21.92 % ) were in very poor category . the writer also found that from 8 types of multiple intelligence which she distributed through ready-made questionnaire to the sixth graders of sd negeri 32 palembang, there were only 5 types of intelligent most appear of them (many students were in these 5 types), they were linguistic, logical-mathematical, spatial, musical and interpersonal intelligences. the writer has read one of papers presented at relo (regional english language officer) seminar, entitled "teaching using multiple intelligences psychological perspectives" by dr. khoiruddin bashori (the rector of university of muhammadiyah yogyakarta". he explained that our education doesn't develop intelligence very specifically yet but most of the parents usually use the students’ scores in the report book as the reflection of children's intelligence. the children who get high rankings, good in mathematics and memorizing hard are always categorized as smart kurnia saputri: the identification of multile intelligence in relation to english achievement|181 students. our education seems to focus on the existing potential use of linguistic and logical-mathematical intelligence. that is why most of our students only focus on that intelligence. one thing we must remember that students' type of intelligence was not the only factor influencing the students' english achievement, some other factors could be involved beside students' intelligence. according to sumadi suryabrata as cited in surip (1995:1).learning achievement is influenced by external and internal factors that form association of several sub factors. the external factors consist of environmental factors such as natural and social environment, and instrumental factors such as curriculum, facilities and teachers. the internal factors consist of physiological factors such as body condition and five senses, and psychological factors such as talent, interest, intelligence, motivation, and cognitive style. such result could happen because of the weaknesses on instruments, the writer, and the students themselves (the honesty on answering the questionnaire, wrong interpretations of the questions asked, etc). all of the factors should be taken into account. type of intelligence that has better english achievement from the result of the multiple intelligence questionnaires and the students english achievement , it was found that from 73 students , there were 11 ( 15.07 % ) students who are dominant in logical-mathematical intelligence. 2 of them were had very poor score, 3 of them got poor score, 3 of them got average score, 3 of them got good score while none of them got very good score. to decide which type of multiple intelligence had better english achievement, the writer used z score as a standard scores that useful of describing a raw score's position in a distribution expressing the score's distance above or below the mean score. after calculating the z score, we would get the positive scores and the negative scores. type of multiple intelligence which had better english achievement was depend on the total of positive scores must be higher than the negative scores in each types of intelligence. the formula of z score 182 | english franca, vol. 2, no. 2, 2018 itself is as follows: where: standard score (z score) x english score z mean score per each types of multiple intelligence o standard deviation per each types of multiple intelligence. after the calculation of the z scores in each type of intelligence, it was found that logical-mathematical intelligence was the type of intelligence that had positive scores higher than negative scores while others have the same scores between negative and positive scores or even the negative scores higher than positive scores (appendix e).it can be concluded that the students who had logical-mathematical intelligence had better english achievement. conclusion from all of the descriptions and explanations discussed in the previous chapter. this chapter draws five conclusions and four suggestions. conclusions based on the result of the study and the interpretation, five conclusions can be drawn. first, linguistic, logical, spatial, musical, and interpersonal intelligences were types of intelligence most appear to the sixth graders. second, most of the students dominantly have interpersonal intelligence. third, it can be concluded that the students who had logical-mathematical intelligence had better english achievement because based on the calculation of z scores, only logical-mathematical intelligence which has the positive scores higher than the negative scores. fourth, from the levene test of homogeneity of variances, it was found that the variance of groups population was the same or homogeneous. fifth from the anova (f test), it was found that the value of mean square from groups population was homogeneous and correlated to each other. references afni tri. (1998). some problems in tefl to the third year of siudents from sltplb m. ypac palembarg. unpublished bachelor's kurnia saputri: the identification of multile intelligence in relation to english achievement|183 thesis.indralaya: faculty of teacher training and education, sriwijaya university. arikunto, suharsimi. (1996). proseda research aprakiek approach. jakarta: rineka cipta. bootzin, r. r. (1986). psychology today: an introduction 6 ed new york. ny teacher training and education, sriwijaya university. rineka cipta mcgraw-hill inc. feldman, r.s. 1989. the importance of understanding psychology. new york, ny. mcgiraw-hill.inc. fraenkel, lack of r and norman e. wallen. (1991).edhucational reserch to gardner, howard 2003. multiple intelligence (majemsuk intelligence) batam. ghozali, imam. (2007). application of multivariate analysis with spss program. google.http: /www.okstate.edu/ag/agedem4h duvag / agedsmth / academic / aged5930a / 5980 / newpagci 6, html. "questionnaire". accessed on january 15, 2008. gregory, robert j. (2004). principles of psychological tests, and himayana, surtikayandi.2006. benweenmfultiple intelligence of the process correlation. new york: mcgrow hill, inc. popham, w james and sirotnik, kennet a. (1967). educational statistics: we and new york, ny: interpreters of happer collins publisher mcgraw-hill, inc. second edition. los angeles: harper and row publishers . rose, collin. (1999). kuasa lebih bubu pintr accelerated learning. bandung: kaifa. rose,collin, and malcom j. nicholl. (1997). accclerated learning for the 21th century. london: judy piatkus. santrock,. j. w. (1991). psychology of the science of mind and beharvior. 3t ed dallas, tx: wm. c. brown publishers. 184 | english franca, vol. 2, no. 2, 2018 santrock,.john w and lester m sdorow. (2000). selected material from psychology. dubuque. io: mcgraw hill companies. seng, tan oon. (2003). educational psychology: a practitioner researcher approach (an asian edition). shenton way: thomson. slavin, robert e. (1997). educational psychology: theory and practice. (fithedition ). needham heights , nj viacom company. surip, rosdiana. (1994). the relationship between the intelligence and english edition). needham heights, nj: a achievement of the third year students of sma n 7 palembang. unpublished undergraduate thesis. popham, w james and sirotnik, kennet a. (1967). educational statistics. new york, ny: interpreters of happer collins publisher mcgraw-hill, inc. second edition los angeles: harper and row publishers. rose,collin, and malcom j. nicholl. (1997). accclerated learning for the 21th century. london: judy piatkus. rose, collin. (1999). kuasa lebih bubu pintr accelerated learning. bandung: kaifa. santrock,. j. w. (1991). psychology of the science of mind and beharvior. 3t ed dallas, tx: wm. c. brown publishers. santrock,.john w and lester m sdorow. (2000). selected material from psychology. dubuque. io: mcgraw hill companies. seng, tan oon. (2003). educational psychology: a practitioner researcher approach (an asian edition). shenton way: thomson. slavin, robert e. (1997). educational psychology: theory and practice. (fithedition ). needham heights , nj viacom company. surip,rosdiana. (1994). the relationship between the intelligence and english edition). needham heights, nj: a achievement of the kurnia saputri: the identification of multile intelligence in relation to english achievement|185 third year students of sma n 7 palembang. unpublished undergraduate thesis. 186 | english franca, vol. 2, no. 2, 2018 microsoft word a374-4e54-c61a-c580 english franca vol 1 no 02 tahun 2017, stain curup page 115 p-issn 2580-3670, e-issn 2580-3689 authentic material and interactive activities in efl classroom masita arianie state collage for islamic studies (stain) curup arianiemasita@gmail.com abstract actively engaging efl learners in the classroom will help them think more deeply about the course content, bring additional energy to the classroom, and help identify the extent to which they may be struggling with the material. yet, some teachers of english are having problem to engage students’ attention. incorparating authentic material and interactive activities such as jigsaw reading and group discussion can be alternative ways to deliver the materials.the purpose of this paper is to highlight interactive activities which can motivate students and increase their interest in leaning english in efl classroom. keyword: authentic material, interactive activities and efl classroom introduction how many teachers recognize this situation? teacher a comes into teacher room and collapes into a chair with a groan. “how i should teach to engage their attention. they just sit there the whole time and seem like day dreaming. i can’t get any response out of them. it’s boring.”teacher b listens to and replies “i feel same. this class i have this semester is just hopeless. sometimes, they can’t follow what i’m talking about at all.” involving efl learners to participate actively in the classroom is one of the most teachers’ challenge. various learners background knowledge and need must be considered. it is in line with what dornyei (1998) who said that motivating students in the english as a foreign language (efl) classroom is often a complex and difficult task thatinvolves a multiplicity of psycho-sociological and linguistic factors. english franca vol 1 no 02 tahun 2017, stain curup page 116 p-issn 2580-3670, e-issn 2580-3689 therefore, teacher needs to provide an authentic material and interactive activity to engage learners’ attention and create communicative classroom atmosphere.moreover, teachers must deal with time and the material stated by the curriculum. this english teachers’ dilemma comes up to as a serious prolem especially in undergoing the teaching and learning process.active involvement in the learning process is vitally important in two areas: (a) for the mastery of skills, such as critical thinking and problem-solving and (b) for contributing to the student’s likelihood of persisting to program completion (braxton, jones, hirschy, & hartkey, 2008; prince, 2004). authentic material kilickaya (2004), defines authentic materials is"exposure to real language and use in its own community." nowadays, preparing students for real life situations is of utmost concern for english language teachers, especially in efl classes. exposing students to such language forms will enable them to cope with genuine interaction, whether it is inside or outside the classroom.when authentic materials are used with the purpose of students‘ learning, students will have a sense that the real language for communication is being learnt, as opposed to classroom language itself. in contrast to the design of the text books, authentic materials are intrinsically more active, interesting and stimulating (lee, 1995; little, devitt & singleton, 1988; peacock, 1997; shei, 2001).freeman (2000, 129) states that one of the characteristics of communicative language teaching is using authentic materials. communicative language teaching approach changes the view of syllabus designers toward english subjects, from just a language to be learned like other subjects in the school, to a very important tool of communication inside and outside the classroom. hence, the syllabus designers are advised to take into account the learners' needs and provide them with the chance, to be able to communicate the learned language in real situations. in short,it can be synthesized that the authetic material is material which consider students’ need adjusting real situation. to develop language learning and teaching practices in the real life situation and to fulfill social purpose of the community, an authentic textbook is a highly significant factor. rogers and medley used to refer to “language samples ... that reflect a naturalness of form and an appropriateness of cultural and situational context that would be found in the language as used by the native speakers” english franca vol 1 no 02 tahun 2017, stain curup page 117 p-issn 2580-3670, e-issn 2580-3689 (rogers, c.& medley, f., 1988). according to ur, students usually have troubleunderstanding texts outside of the classroom because classroom readingmaterials do not reflect the language of the real world. she states, “we want ourlearners to be able to cope with the same kinds of reading that are encounteredby native speakers of the target language” (ur, 1996).berardo provides three criteria for choosing authentic texts: suitability ofcontent, exploitability, and readability (berardo, 2006). suitability of contentindicates that the text should interest the students as well as be appropriate to their needs and abilities. bacon and finneman add that the texts should beculturally relevant to the experience of the students (bacon, s. & finneman, m.,1990). in this vein, lee states that “a careful and wise selection of materialsfocused on learners is a must if we want a positive response from them” (lee,1995). exploitability refers to how the text can be used to develop the students’competence and how the text can be exploited for teaching purposes. types of authentic materials: teaching materials are a very essential part of teaching and learning a foreign language. these days, the resources for teaching materials are available for everybody. the internet is regarded as a very important and rich source for authentic materials. genhard (1996) classified authentic materials into three categories as follows: 1. authentic listening materials, such as radio news, cartoons, songs, etc. 2. authentic visual materials, such as street signs, magazines and newspapers pictures, post cards, etc. 3. authentic printed materials, such as sports reports, newspapers, restaurant menus, train tickets, etc. the use of authentic materials in the efl classroom: using inappropriate teaching materials makes learners face difficulties in learning a foreign language. learners need to be motivated to succeed in learning any language. therefore, teaching materials must be motivating and raise learners' interest. if teaching materials are not interesting and motivating, learners will learn nothing. in order to help learners learn better, a lot of researchers suggest using authentic materials (am).richards (2001), mentions several reasons for using authentic materials in the classroom. these are: (1) they prepare learners for real life, (2) they meet learners' needs, (3) they affect learners‘ motivation positively, (4) they encourage teachers to adopt effective teaching methods and (5) they present authentic information english franca vol 1 no 02 tahun 2017, stain curup page 118 p-issn 2580-3670, e-issn 2580-3689 about culture. authentic materials therefore, help learners realize the relationship between the language presented in the classroom and the language used in real world situations. from his side, genhard (1996) believes that authentic materials "contextualize" the language learning. in addition, authentic materials help to bridge the gap between the language being taught in the classroom and the language used by real people in real situations in the real world. interactive activities another significant dimension to language learning is providing learners with opportunities to interact freely and learn from each others' mistakes (lightbown & spada, 1993, davis, 2003; ghaith, 2003). interactive activities for teaching english as a foreign language to university students improvescomprehension and communicative competence as found by morell (2004) who compares conventionalnon-interactive methods with minimal student interventions with interactive classes that use entertainment, students’oral presentation and student interventions. findings indicate that in interactive classes, teachers are aware of their students’ needs to understand and improve their communicative competence and of the importance of studentinvolvement. in non-interactive classes, teachers felt pressured by time and course syllabus and commented that moretime and preparation would be needed if they are to convert to interactive teaching methods. interactive classes are also favored by students’ language learning strategies in four colleges of business, basic education, technological and health sciences in kuwait (el-dib, 2004). data were analyzed by the strategy inventory of language learning (sill) and findings indicate that students prefer the active naturalistic use of the language, i.e. language as the main communicative means by students from different nationalities. for those who use lecture as the primary delivery method in the classroom, there are a few relatively easy methods to increase student involvement and interest in the classroom. 1. jigsaw reading this activity, in which students practice summarizing information and work on oral communication skill, is a great way to cover large amounts of reading material in a short period of time. students collaborate and interact with their peers as they chech their understanding of the reading with one another, and they also practice teaching information to heir fellow group members. jigsaw reading can be used with any topic and entails reading article or english franca vol 1 no 02 tahun 2017, stain curup page 119 p-issn 2580-3670, e-issn 2580-3689 textboox chapter with distinct sections that can be divided among students. because it is easyly adapted for different levels and ares of study. the grouping strategies for any jigsaw activity will vary depending on the size of the class and the diversity of reading levels. it is possible to select and assign contextually relevant text at a variety of reading levels. if the text(s) selected are too long to be read during class, they can be assigned as homework a the end of the previous lson, and the activity can simply commence at step 3, below. language objectives: developing reading skill, presenting oral summaries, and improving listening skills. materials: several reading passageon the same topic or theme, or one longer passage natural break that have been clearly marked and labeled. the text can also be cut into setios so that students anly read the part they have been assied. time: one class period if the reading is done in class, 20-30 minutes if the reading is assigned beforehand; the required time varieties depending on the length of the reading passage. procedures: step 1: divide students into groups according to the number of sections that need to be read. for example, if he text has been divided intosix sections, there will be six students in each group. step 2: hand out the artile and assign a different secion to each students in each group. provide the students enough time to read through their section twice. step 3: ask students to form expert groups. for example, all of the students in class who read section one should form a group to discuss this section. large class may require multiple expert groups for each section. students in each expert group summarize their section, answer questions that have been assigned or that they have formulated during their reading, highlight their point, check their understanding of the text, review new vocabulary, and practice the information they will present when they return to their original groups. step 4: students return to their original groups, where each member explains his or her section of the reading to the rest of the group. step 5: once it becomes clear that the students have mastered the content of the text, ask them to reflect on the activity that was used to deliver the content. describe how the jigsaw activity will support readers in their own classroom. in group or as a class, ask students english franca vol 1 no 02 tahun 2017, stain curup page 120 p-issn 2580-3670, e-issn 2580-3689 to review the steps of the activity and brainstorm ways in which they would apply it in their own classroom. 2. word bank according to hedgcock and ferris (2009, p. 81),the word is the most basic unit of written text means that vocabulary is integral to reading comprehension and is the foundation on which a great deal of classroom knowledge is built. language learners and native speaker alike must learn the specialized terminology of their field, such as photosynthesis, motosis, reproduction, and adaptation in the science class; integer, factorial, denominator, and polygon in the mathematics class; and metaphor, plot, onomatopoeia, and climax in the english literature class. the word bank activity serves a number of purposein the teacher training course. it is used to test the students’ knowledge about vocabulary(e.g., word part, polysemy, collocation) as well as their knowledge of key vocabulary used in their subject areas. the activity also provided students with practice materials that will motivate their future students to participate in class and to build their own language skills. language objectives: augmenting content-specific vocabulary and building knowledge about vocabulary that can be applied to future learning context. materials: dictionaries, photos from magazinez or the internet, index card, and textbooks from the students’ subject areas. time: 15-20 minutes in class, or several days ouyside of class, depending on the homework schedule. procedures: step 1: present the concept of polysemy and collocation. find out if the students are familiar with the term or if they can guess what the term mean by using their knowledge of word part. step 2: briefly explain the concept of polysemy and provide students with examples that are relevant to their subject areas. for example, the word party describes either a celebration or a political party. likewise, the word power has different meaning when it is used in mathematics, electrical engineering, and political science context. allow students several minutes to work in pairs and brainstorm more example from their subject areas. step 3: briefly explain the concept of collocation and provide students with example that are relevant to their subject areas. for example, the terms thesis english franca vol 1 no 02 tahun 2017, stain curup page 121 p-issn 2580-3670, e-issn 2580-3689 statement and sentence fragment in the english class, prime number and greatest common factors in the mathematics class, and global warming and cellural respiration in the science class contain words that customarily appear with each other to describe a given concept. allow students several minutes to work in pairs and brainstorm more examples from their subject areas. step 4: inform students that they will be adding to the brainstorming lists to create a word bank that can be used as a resource in their classrooms and as a model should thay choose to have their learners complete the same activity. the remaining steps can be introduced in class-with an accompaniying model created by a student or the teacher-but can also be completed as homework. step 5: students select five examples of polysemy that appear in their subject areas and are appropriate for their grade level. they create a flashcard for each term with a picture on one side and a brief definition of how the term is used in different contexts on the other side as demonstrated in figure 1. side 1 picture (cut out from a magazine, download from the internet, or drawn by the students) side 2 1. party: a social gathering for a celebration or special purpose. 2. party: a group of people with common political interests, such as the democratic party. figure 1. word bank entry for polysemy step 6: students select five examples of collocations from their subject areas appropriate for their grade level. they create a flashcard for each term, with a picture on one side and a brief explanation of how the term is used in their subject area on the other side, as demonstrated in figure 2. side 1 picture (cut out from a magazine, download from the internet, or drawn by the students) side 2 global warming: an increase in the aveage temperature worldwide (definition from dictionary.com) figure 2. word bank entry for collocation english franca vol 1 no 02 tahun 2017, stain curup page 122 p-issn 2580-3670, e-issn 2580-3689 step 7: studentsselect fifteen examples of content-specific terms that appear in their subject areas and are appropriate for their grade level. they create a flashcard for each term with a picture on one side and both a dictionary definition and students definition on the reverse side, as demonstrated in figure 3. side 1 picture (cut out from a magazine, download from the internet, or drawn by the students) side 2 1. tibia : the inner of the two bones of the leg that extend from the knee to the anle and articulate with the femur and the talus; shinbone (definition from dictionary.com). 2. tibia: the leg bone located beween the knee and the ankle figure 3. word bank entry for content-specific terms when students are encouragedto put some rael effor into this assignment, and the importantce of the lesson is reflected on and reinforced, they end up creating a beautiful, practical, and useful resource for their future students. 3. jigsaw vocabulary the jigsaw vocabulary activity, a variation on activity 1 above, can be used to divide up vocabulary work so that groups ave a chance to look at particular terms in depth and practice their presentation skills. as with the jigsaw reading activity, the vocabulary activity is versatile and just as appropriate to use with university students in a teacher training course as it is for eight-grade learners in a mathematics course. the key is getting the students in the teachers training course to realize that connection for themselves. setting aside time for them to discuss the activity and add it to their toolbox provides them with the opportunity to make that connection. language objectives: building vocabulary, practicing discussion skills, and developing informal presentation skills. materials: vocabulary list time: 15-20 minutes english franca vol 1 no 02 tahun 2017, stain curup page 123 p-issn 2580-3670, e-issn 2580-3689 procedures: step 1: divide students into groups and provide each group with a list of the pertinent vocabulary items. each group is assigned one vocabulary item from the list and is responsible for researching this one item and teaching it to the rest of the class. step 2: in their groups, students use the course textbook (or handout, articles, or notes) to create a student-friendly explanation of their assigned term. students must also come up with an example of how their term is used in the content classroom. for example, if the group has been asked to work with the concept of schemata, they may choose to describe how a series of photographs of pizza and apple slices, followed by a brief discussion of division, can be used to activate students’ pre-existing knowledge regarding the concept of fractions in a mathematics class. step 3: each group presents the explanation and practical example of their assigned term to the rest of the class. as each group presents, the rest of the class takes notes, filling in the definitions for each item on the original vocabulary list. step 4: at the end of the activity, students are given time to reflect on the steps that must be taken to implement this activityfor use in their lessons. this activity can also be embedded in alesson on theories about vocabulary learning, the process that are involved, the importance of vocabulary for language learning and content knowledge, and the role of vocabulary in developing academic litercy. it can be extended by asking students to include all the terms collected during the activity in a word bank or vocabulary log, yet another language teaching strategy that can be implemented in their own classroom. 4. graphic organizer according to colombo and furbush (2009), “diagrams, teacher drawings and illustrations, and graphic organizers can be powerful tools to make complex content more comprehensible to ells” (p.179). the following activity exposes teacher to a wide variety of graphic organizers appropriate to their subject areas while simultaneously requiring them to reflect on the content knowledge needed to teach a particular topic in their subject. example of graphic organizers and diagram for this activity include problem-solution outines, compare and contrast matrices, vnn diagrams, concept mas, spiders map, cycle diagrams, flow charts, t-chats, and anticipation-reacion guides. language objectives: using graphic organizers to make content morecomprehensible, practicing discussion skill, deslide english franca vol 1 no 02 tahun 2017, stain curup page 124 p-issn 2580-3670, e-issn 2580-3689 that can veloping informal presentation skills, and developing listening skills. materials: a copy of selected graphic organizers for each students or a transparancy or slide that can be projected fothe whole class; each graphic organizer should be accompanied by a brief description of its purpose and how it is incorporate into lessons. times: 35-45 minutes. procedures: step 1: disribute or display the handout on graphic organizersand briefly discuss theuse of graphic organiers in the content class. find out if any of the students have seen o used graphic organizers before and have them brainstorming abouthe ways graphic organizerscan make content more comprehensibleto english language learners. step 2: select one graphic organizer and modl how it is used in the content class. demonstrate fo example, how a flow chart can be used to present the steps used in solving a proof in geometry. step 3: divide students into gruop according to the subjet they are going to teach and assign one of the graphic organizers to each group. as a group, students select a topic in their subject area and create an example how theirdesignated graphic organizers can be used to preset the topic to theirstudents. step 4: when groups have completed their examples, each group choose a representative to present the group’s work to the rest of the class. step 5: provide students with time to reflect on how using the graphic organizers made the content clearer and how they can be utilized to simplify and clarify concepts for their learners. 5. lesson plan mix-up lesson planning is the integral part of course for free-service teachers. in this activity, students are introduced to the concept of backward design (i.e., starting with the end or “desired result” in mind) and the steps required to plan a content lesson incorporates both subject matter and language learning (wiggins & mctighe, 2005). students improve their langauge skills as they work on sequencing, and use persuasive language and reasoning to reach a group consensus regarding the order in which a sample lesson is planned and presented. the activity also allow students to practice using the language in small groups before being asked to present their result to the class as a whole, creating a sense of safety for those students who maystill be shy about using english in front of their peers. finally, the activity reaches those learners who required more hands-on practice to enhance their understanding of the content or tound the conche language through which it is presented.although this activity is constructed around the concept english franca vol 1 no 02 tahun 2017, stain curup page 125 p-issn 2580-3670, e-issn 2580-3689 of backwards design, it can easily be adapted to accomodate whatever approach to lesson planning is embraced by a particular teacher training program. language objectives: using persuasive language to reach a group consensus and developing informal presentation skills. materials: a handout with the steps in the lessons planning process, a sample lesson in which the order of the step has been mixed up and large copies of each step of the sample lesson thet can be posted on the board or wall and rearranged by the students. time: 30-40 minutes. procedures. step 1: distribute the handout on the planning process and introduce students to the concept of backwards design (i like to use the road trip metaphor; if you don’t know where you’re going, how can you plan your route? planning a lesson is just like planning a road trip. you have to know your aims-what do you want the students to have accomplished by the end of the lesson?-before you can plan the assessment tools and individual activities that will lead them there.) have the students refer to their handouts as you elicit each step from them. once they have reviewd each step and asked any questions regarding the process, students discuss how the order of the steps will change when the lesson is actually presented. they should realize that while planning starts with outcomes and assessment and ends with the introduction, the actual presentation of the lesson will be reversed. step 2: divide students into groups and distribute the mixed-up sample lesson. students should cut the lesson into strips and, reffering to their planning handout, rearrange the strips in the order in which each step should be planned. step 3: post the enlarge copies of each step of the sample lesson on the board and assign one step of the lesson planning process to each group. ask the representative from each group to come up o the board and place the group’s step of the smaple lesson in order according to the planning process. review and discuss the result as a class,answering any questions the students might have about how the actual lesson sample corresponds to the planning stage. step 4: repeat step 2 and 3, but ask students to arrange the lesson in the suquences in which it ought to be presented. one again, review the result and refer back to the distinction btween the order in which it is presented. step 5: in their groups, have students review the steps of the activity and brainstorm ideas for how it can be implemented in their own english franca vol 1 no 02 tahun 2017, stain curup page 126 p-issn 2580-3670, e-issn 2580-3689 classroom. for example, an english teacher can use th activity to arrange the plot of a story. 6. questioning techniques at the simplest level, this approach requires asking questions during the lecture that challenge students to apply the concepts and principles introduced. although most instructors would maintain that their students already ask questions during class, some college professors still devote only a small portion of class time to posing questions to students. most of these questions are directed at the lowest cognitive level, requiring only recapitulation, clarification, or factual responses. often only a small proportion of students regularly respond. there are a few things an instructor can do to increase the number of different students responding in a given class period. one method is simply to change the way in which questions are asked. periodically calling on students is a long-held method to determine which students are understanding the material and which are paying attention. the only downside to this approach is that some students are terrified to speak before a group, and when surprised with a quickly-delivered question the student may “freeze.” one approach that often helps students is to teach them to quickly sketch out a response to a question in their notes. when posing questions, pause for 15 to 30 seconds and then call on students. the length of the pause can be adjusted based on the cognitive complexity of the expected response. another method is to give some “thinking” questions or calculations at the end of class and tell students the next class will begin with students being called on to respond to those items. finally, it is sometimes helpful to focus attention on a small area of the class and wait for a response from a student volunteer. this increases “pressure” for someone in that area to respond. in addition to getting a variety of students regularly responding to questions posed in the classroom, it is important that the responses increase in cognitive levels as the course progresses. to insure that they ask questions from the higher cognitive levels, instructors who are adept at questioning usually prepare for class by writing their questions in the margins of their lecture notes or on their lesson plan. also keep in mind that, although there are many degrees of cognitive complexity, for planning purposes three levels are particularly important: remembering, applying, and evaluating (anderson & krathwohl, 2001). at the lowest level, english franca vol 1 no 02 tahun 2017, stain curup page 127 p-issn 2580-3670, e-issn 2580-3689 remembering questions help to ascertain whether the students have the facts 7. small groups research comparing the effectiveness of lectures and discussions indicates that, although both techniques are similarly effective for knowledge-level learning, the results consistently favor discussion methods over lecture on a number of measures: problem-solving, transfer of knowledge to new situations, and motivation for further learning (bligh, 2000). there are many small group techniques that may be used in almost any course with very little effort or risk. the primary focus is getting students to really think about the material so they are able to vocalize what it is they are thinking about. pair-share. one of the easiest ways to get students talking about an issue or topic in class is to use the “think/write–pair–share” method. (lyman, 1992). in this approach, an instructor simply poses an issue or problem to the class and then gives students 30 seconds to one minute to think about or write out their response. students then pair up and explain their responses to one another for 3 to 5 minutes. finally, as a class, the issue or result is discussed. because this technique takes only about 4 to 6 minutes of class time, it could be done one or two times in each class session. this format has worked successfully in many different kinds of courses including math, chemistry, history, philosophy, and art criticism. in a variation on the technique, the instructor asks students to vote on an issue (e.g., “would you have voted to award president obama the nobel peace prize?”), then asks individuals about what informed their decision. the class is asked to vote again, and students who changed their votes are asked why they did so (fink, 2003). buzz groups. mckeachie (2006) uses a buzz group technique to ensure student participation in large classes. in his lectures, when he comes to a concept that lends itself to discussion, he asks students to form groups of five to eight people to talk about the issue. he instructs them to make sure each member of the group contributes at least one idea to the discussion. after 10 minutes, he calls on some of the groups to report and asks other groups who came to the same conclusion to raise their hands. as they report, he records their main points on the blackboard and then incorporates the material into a future lecture. english franca vol 1 no 02 tahun 2017, stain curup page 128 p-issn 2580-3670, e-issn 2580-3689 three-step interview. for this small group process, students first work in pairs. the first person in the dyad interviews or questions the second person. the second person then interviews or questions the first person. for the next step, two dyads work together. one person from the first dyad explains their conclusion or summary to the second dyad, and one of the individuals from the second dyad explains their summary or results to the first day. 8. reading & writing exercises in-class reading and writing exercises also promote student engagement in the learning process, even in large classes. often, in-class exercises can be used to gauge student learning, to help students think more deeply about the course material, and prompt class discussion. close reading. a time-honored technique that improves reading comprehension and provides a measure of engagement in the subject matter is the close reading method (bass & linkon, 2009). in class, the instructor models how to read and interpret a passage while the students follow in their books. after this demonstration, individual students may be called upon to read aloud and interpret similar selections. in a literature course, after reading particularly ambiguous passages of a novel or poem, students might be asked to discuss them in groups of two or three to decide what the selection means, paraphrasing it in their own words. the instructor can ask a few of the groups to give their interpretations before providing his or her own analysis. this technique works well for other kinds of analysis and interpretation: for example, teaching students in an economics course how to read a supply and demand curve, or, in an anthropology course, how to read an artifact. finally, the technique can be used early in the semester in an introductory course to demonstrate how to read and highlight the textbook or the course readings. classroom assessment techniques. some instructors use short, in-class writing assignments as a means to keep students mentally engaged in the course material and also as feedback to assess the extent to which students understanding the material (angelo & cross, 1993). writing also helps them learn to express their thoughts more clearly and focuses their attention on important elements of the course. short writing assignments (a paragraph or two) can be given as preand post-lecture activities. requiring students to write their thoughts or questions about the day’s topic before the lecture begins will concentrate their attention on the english franca vol 1 no 02 tahun 2017, stain curup page 129 p-issn 2580-3670, e-issn 2580-3689 topic and prepare them for active listening. at the end of the presentation, writing out their impressions of the lecture, and any questions they have about the topic, will help them place the material in context. it also provides valuable feedback to the instructor as a collection of possible test questions. students can be asked to write short summaries of material at any point during a lecture. in summarizing, they select the most pertinent elements from the material and restate them in their own words. this process of synthesis and personalization leads to better, more permanent learning. one math instructor at unc, in classes in which she has introduced a new concept or procedure, always ends by asking students to write a brief summary of it (e.g., how to solve a rational expression). students also can describe the aspect of the material for the day they find most confusing. these “muddiest point” papers are an excellent method to determine what, if any, of the material is particularly confusing to the student. how these written exercises are used in the course will depend upon the type of class, the instructor’s objectives, the subject matter, and a variety of other factors. they could be collected and graded, kept in a journal (graded or ungraded), or simply used by the students themselves. 9. whole class the lecture check (mazur, 1997). this strategy works very well in large classes, but is equally effective in smaller class enrollments. the first step is to deliver a lecture for 15 to 20 minutes, and then project a question for the class to see. often this is a multiple choice item that is similar to the type of question that will be used on an exam. students are asked to raise their hands as the instructor asks how many think ‘a’ is the correct response; how many chose ‘b,’; and so on. if most of the students have the correct response, the instructor simply continues with the course material. if, however, more than approximately 20% chose the incorrect response, the instructor has students turn to their neighbor and convince them of the correct choice. finally, the instructor goes through the items again to see how many choose each alternative. if an unacceptable number still have incorrect responses, it may be wise to go back over the material. students also can be called on to defend the selection they have made. whole-class debates (frederick, 2002).taking advantage of the dividing aisle in large lecture halls, the instructor assigns sides of a debate to the two halves of the class (or, by prearrangement, english franca vol 1 no 02 tahun 2017, stain curup page 130 p-issn 2580-3670, e-issn 2580-3689 students sit on the side of the room representing the point of view they wish to support). the instructor asks each side for five statements supporting their side of the issue. this process may be repeated, with rebuttals, until the instructor feels that the class has fully explored the issue. to end the debate and achieve closure, the instructor asks for two or three volunteers to make summary arguments for each side. role-playing and debates (fredrick, 2002). a simple definition of role-playing is a loose simulation in which students assume the roles of individuals or groups in a real-life situation. contemporary issues in the social sciences are often appropriate for these kinds of simulations (for example, the placement of a toxic-waste dump, the forced integration of an ethnic neighborhood, or the opening of a nuclear power plant). in order to plan such an exercise, the instructor must clearly identify the situation, define the roles of the interest groups involved, and specify the task for each group. these proposals will inevitably conflict ideologically, tactically, economically, regionally, or in some other fundamental way. the class usually begins with a mini-lecture to establish the context and setting, after which students work on their proposals in their assigned groups. when they have finished, the instructor can hear the proposals and immediately incorporate them into a lecture on how closely they reflect positions people have taken in these conflicts (and the implications for society). although all of the exercises outlined above have been used successfully in auditorium-style classrooms, it is true that the physical arrangement of the room and the number of students in the class can make some of the exercises difficult to carry out. instructors report, however, that students will often find creative ways to overcome these environmental constraints in order to have the opportunity to exercise their minds more actively in the classroom. these exercises require careful planning by the instructor and adequate preparation by students. they should not be used as a substitute for lecturing, but rather as an integral part of the learning experience. in order to strengthen this current paper, there are some previous related studies which are related to this present paper. kumar and lightner (2007) underscored research about games as an interactive classroom technique. the result showed that games could increase students’ motivation in learning and teching process. then, in english franca vol 1 no 02 tahun 2017, stain curup page 131 p-issn 2580-3670, e-issn 2580-3689 2007, al-saleem focused on the interactive whiteboardin english as foreign language (efl) classroom. the result revealed that interactive whiteboard is a very innovative and powerful support for language acquisition.a study of chinese universitystudent opinions of their english language courses and how they perceive their language improvement (yang & lau, 2003) showed complaints about the redundancy though at times they did not mind the repetition. many argued that some of the skills may be taught on the job in a two week period rather than a whole semester. findings also suggest that students prefer more communicative approaches in teaching and learning english. the last, study by al-rashdi and al-azri who focused on the effect of using authentik material in teaching showed that the most important tools a teacher can and must use in class in order to make his/her teaching go smoothly and be effective in transmitting the necessary knowledge to all students. the above review of the related literature has shown that the impact of authenticmaterials and interactive activities onlanguage comprehension and performance at various levels has come to focususeful in the effective efl teaching-learning practices. indeed, the notion of anauthentic text related to saudi socio-culture in efl teaching has received muchattention in the saudi context, where textbooks are more often used written in different alien socio-cultural contexts. based on the description above interactive actuvities are supported by authentic material.. for example in rejang lebong regency, teacher of english can adapt the material by using material based students culture, rejang lebong tourism place. the most important think that what stated in currriculum (skill items, language aspect and elements) are fullfiled. due to, the textbook is not the absolutly orientation in provideng the teaching and learning material. conclusion incorporating authentic interactive activities play an important role in engaging learners motivation. by doing so, they can acquire content knowledge about language education. they, then, can internalize how to apply skills andstrategies in their own classroom. short biography the writer is an english lecturer in stain curup, graduated her s1 from state college for islamic studies curup in 2013 and her master degree of english language education from sriwijaya university in 2017. english franca vol 1 no 02 tahun 2017, stain curup page 132 p-issn 2580-3670, e-issn 2580-3689 references al-saleem, b. i. a. (2007). the interactive whiteboardin english as foreign language (efl) classroom. european scientific journal, 8(3), 126-134. anderson, l. w., bloom b. s. and krathwohl d. r. (2001). a taxonomy for learning, teaching, and assessing: a revision of bloom’s taxonomy of educational objectives. new york, ny: longman. bacon, s. m. & finnemann, m. d. (1990). a study of the attitudes, motives, and strategies of university foreign students. modern language journal 74, 459-473. berardo, s. (2006). the use of authentic materials in the teaching of reading. the reading matrix , 6 (2), 60-69. bligh, d. (2000). what’s the point in discussion? portland, oregon: intellect books. braxton, j. m., jones, w. a., hirschy, a. s., & hartley, h. v., iii. (2008). the role of active learning in college persistence. new directions for teaching and learning, 115, 71–83. colombo, m., and furbush, d.(2009). training english language learners: content and language in middle and secondary mainstream classroom. thousand oaks, ca: sage. davis, a. (2003). teachers’ and students’ beliefs regarding aspects of language learning. evaluation and research in education, 17(4), 207 – 216. doi:10.1080/09500790308668303, http://dx.doi.org/ 10.1080/09500790308668303 el-dib, m. (2004). language learning strategies in kuwait: links to gender, language level and culture in a hybrid context. foreign language annals, 37 (1), 85 – 95. doi:10.1111/j.1944-9720.2004.tb02176.x, http://dx.doi.org/ 10.1111/j.1944-9720.2004.tb02176.x fink, l. d. (2003). creating significant learning experiences: an integrated approach to designing college courses. san francisco, ca: jossey-bass. frederick, p. j. (2002). engaging students actively in large lecture settings. in c. a. stanley, & m. e. porter (eds.), engaging large classes: strategies and techniques for college faculty (pp. 58–66). bolton, ma: anker publishing company. english franca vol 1 no 02 tahun 2017, stain curup page 133 p-issn 2580-3670, e-issn 2580-3689 genhard, j., g. (1996). teaching english as a foreign language: a teacher self-development and methodology. ann arbor: the university of michigan press. ghaith, g. (2003). the relationship between forms of instruction, achievement and perceptions of classroom climate. educational research, 45 (1), 83 – 93. doi:10.1080/0013188032000086145, http://dx.doi.org/10.1080/0013188032000086145 hedgcock, j. s., & ferris, d. r. (2009). teaching readers of english: students, text,and context. new york, ny: routledge. kilickaya, f. (2004). authentic materials and culture content in efl classrooms. the internet elt journal, 10(7). kumar, r., & lightner, r. (2007). games as an interactive classroom technique: international journal of teaching and learning in higher education, 19(1), 53-63. lee, w. (1995). authenticity revisited: text authenticity and learner authenticity. elt journal , 49 (4), 323-328. lightbown, p.m. & spada, n. (1993). how languages are learned. oxford: oxford university press. lyman, f. t. (1992). think-pair-share, thinktrix, thinklinks, and weird facts: an interactive system for cooperative learning. in n. davidson & t. worsham (eds.), enhancing thinking through cooperative learning. new york, ny: teachers college press. mazur, e. (1997). peer instruction: a user’s manual. upper saddle river, nj: prentice hall publishing. mccune, v. (2004). development of first-year students’ conceptions of essay writing. higher education, 47, 257 – 282. doi:10.1023/b:high.0000016419.61481.f9, http://dx.doi.org/ 0.1023/b:high.0000016419.61481.f9 mckeachie, w. j., & svinicki, m. (2006). mckeachie’s teaching tips: strategies, research, and theory for college and university teachers (12th ed.). boston, ma: houghton mifflin. morell, t. (2004). interactive lecture discourse for university efl students. english for specific purposes, 23, 325 – 338. doi:10.1016/s0889-4906(03)00029-2, http://dx.doi.org/ 10.1016/s0889-4906(03)00029-2 english franca vol 1 no 02 tahun 2017, stain curup page 134 p-issn 2580-3670, e-issn 2580-3689 peacock, m. (1997). the effect of authentic materials on the motivation of efl learners, elt journal: english language teachers journal, 51(2), 144 – 156. richard, j.c. (2001). curriculum development in language teaching. cambridge: cambridge university press. rogers, c.& medley, f. (1988). language with a purpose: using authenticmaterials in the foreign language classroom. foreign language annals, 21 ,467-478. ur, p. (1996). a course in language teaching: practice and theory. cambridgeuniversity press. wiggins, g., and mctighe, j. (2005). understandingby design 2nd ed. alexandria, va: association for supervision and curriculum development. yang, a. & lau, l. (2003). student attitudes to the learning of english at secondary and tertiary levels. system, 31, 107 – 123. doi:10.1016/s0346-251x(02)00076-3, http://dx.doi.org/ 10.1016/s0346-251x(02)00076-3 english franca : academic journal of english language and education vol. 3, no. 1, 2019, iain curup p-issn 2580-3670, e-issn 2580-3689 indonesian efl teacher’s ideologies of lingua culture ruly morganna universitas sebelas maret rulymorganna@gmail.com abstract this study aimed at investigating the interpretation of linguaculture and its depiction in efl learning based on indonesian efl teachers’ ideologies. this study used an instrumental case study that purposefully engaged ten indonesian efl teachers as the participants. a semi-structured interview was assigned to garner the expected data. this study revealed that eight teachers, ones holding an essentialist ideology, interpreted lingua-culture as one language with one culture and depicted it into several characteristics including becoming nativelike english users as the goal, using natively authentic materials, framing communicative competence theory for use, and applying indirect cultural teaching. on the contrary, the rest two teachers, ones adhering to a non-essentialist ideology, interpreted lingua-culture as one language with multiple cultures and depicted it into some characteristics extending to becoming intercultural english users as the goal, using cross-cultural non-native english materials, framing intercultural communicative competence for use, and executing direct cultural teaching. as the implication, anchored in the nature of multiculturality of indonesian students, this study promotes efl teachers to hold the non-essentialist ideology for its sustainability. this study offers two conceptual frameworks vis-a-vis efl lingua-culture ideologies. of the two, there is only one scientifically considered ideal to fit the multiculturality of indonesian students. keywords -efl learning ideology, lingua-culture, multiculturality mailto:rulymorganna@gmail.com 16 | english franca, vol. 3, no. 1, 2019 introduction today, in the perspective of linguistics pertinent to english social functions which prevail, the status of english language per se has evolved into the world lingua franca (hereafter as elf) (fang, 2017; jenkins, 2006; kusumaningputri & widodo, 2018; liu & fang, 2017; seidlhofer, 2001). one primary account making a convincing case as regards the status shift of english language as mentioned in prior is that the users of english nowadays encompass all the world citizens, whereby they are split into three circles, on the basis of the countries they are originally derived from, as depicted by kachru (1990) in his world english’s model. the three circles are comprised of inner, outer, and expanding circle countries. the inner circle countries are those whose people socio-functionally use english as their first language for instance uk, usa, australia, and etc. the outer circle countries represent those whose people socio-functionally use english as their official second language, and amid them are singapore, india, malaysia, and so on. the expanding circle countries refer to those whose people sociofunctionally use english as their foreign language, and the countries in this category are such as china, indonesia, japan, and etc. accordingly, the standpoint claiming that english is the language of mere its native speakers will not do justice to the nature of english in situ any longer. english in its origin nowadays certainly becomes the world people’s language which is socio-functionally used differently. these world people are derived from a variety of cultures that underpin their worldviews respectively, so they are multicultural by nature (byram, 1997; byram, gribkova, & starkey, 2002). hence, to a broader view, when the world people use english as a medium of international communication, the nature of their multiculturality will lead to the presence of intercultural nuance in their communication. in other words, internationally, english will be used within an intercultural dimension (byram et al., 2002; fang, 2017; kramsch, 1998; kramsch, 1993). grounded in the context of indonesian citizens, the issue with respect to intercultural, or in the other term, cross-cultural communication is also substantive on account of the multicultural nature of indonesian citizens. as one of the large archipelagic countries in the world, indonesia is dwelled by about 250 citizens who originally come from a wide range of diverse cultures (sukyadi, 2015). the nature of multiculturality possessed by indonesian people as such even leads to a comparable intercultural use between english language as the international medium of communication and indonesian language as the rully morgana: indonesian efl teacher’s ideologies of lingua culture|17 national one when the two languages are used by indonesian people (hamied, 2012). interculturality becomes the key of their communicative framework for the use of both english and indonesian language, and hamied (2012) adds that this paradigm vis-a-vis intercultural communication should be the basis in running and developing an appropriate english education for indonesian students. anchored in the nuance of multiculturality and interculturality appertaining to the english use amid indonesian people, english which by law is legitimated as the first foreign language in indonesia has sociofunctionally been growing to be an additional language. one of the factors influencing such growth is technological advancement (lauder, 2008). the increasing use of english has become a part of the nature found in today’s indonesian generation, and this condition happens in a harmony and does not replace or have a negative impact on the increase of the national indonesian language. such increase of english use attests to the importance of interculturality playing a role as the communicative framework inasmuch as the vast and huge amount of english communication taking place through the use of technological-based media leads to a high frequency of encounter with multicultural people from different countries. there were three major issues having been portrayed thus far. they refer to english as the world lingua franca in situ, english per se as an additional language pertinent to its social function shift in indonesia, and de facto multiculturality as the fundamental nature of indonesian people. the three issues respectively meet one important point corresponding to interculturality as the english communicative framework. hence, if grounded in the essence of how english pedagogy should be systemized in indonesia, it seems really ideal to exert an intercultural communicative framework as the basis of english as a foreign language (hereafter as efl) learning. a lot of scientific works have been proposed by a range of related experts in dealing with the notion of interculturality in efl learning. some of them study the realm of intercultural communication (byram, 1986, 1997; byram et al., 2002; deardorff, 2006, 2009; fang, 2017; hua, 2013; leggett, 2014; lidya, 2016; liu & fang, 2017), and others study the area of intercultural language learning (crozet & liddicoat, 1999; fitzgerald, 1999; liddicoat, papademetre, scarino, & kohler, 2003; scarino & liddicoat, 2009). given the interculturality as the communicative framework in efl learning, there are two interrelated domains lying to be the initial 18 | english franca, vol. 3, no. 1, 2019 sources of the efl learning enactment. they are language and culture (hereafter as lingua-culture). language represents english per se, and culture belongs to the framework in respect of how english is used. it is necessary for english teachers to comprehend in appropriate details about the proper concept of lingua-culture in efl learning since exerting an inappropriate conceptualization or ideology associated with linguaculture in efl learning potentially ends up with conflicting and results in meaningless learning. in order to capably create meaningful efl learning, english teachers are required to discern some conflicting debates between the essentialist versus non-essentialist ideology, or in other terms, the modernist versus postmodernist perspective whose standpoints are derived from the different ways of viewing linguaculture in efl learning (see the literature review section for the appropriate details corresponding to lingua-culture in efl learning). once english teachers understand the two opposite ideologies of efl learning and avail themselves of selecting the appropriate choice convenient for the context of indonesia, they will pave the way for an ideal preparation of meaningful as well as successful efl learning that fits the needs and nature of indonesian students. based on the given brief account concerning with the ideologies leading to the different views of lingua-culture in efl learning, this study works on bringing the issue, lingua-culture, into the context of efl learning in indonesia by means of probing into the indonesian efl teachers’ related ideologies. to reach meticulous investigations, this study garners the intended information by assigning the following research questions: how do indonesian english teachers interpret lingua-culture in efl learning? how do they depict their lingua-culture related ideologies in the implementation of efl learning? in the last section, the author provides a critical implication with grounding the garnered information pertinent to lingua-culture ideologies held by the indonesian efl teachers to the three existing natures which are comprised of the status of english as the world lingua franca, the growing social function of english as an additional language in indonesia, and the nature of multiculturality had by indonesian students. the provided critical implication will promote and persuade the sustainability of the lingua-culture related ideology that conforms to the aforementioned three natures. rully morgana: indonesian efl teacher’s ideologies of lingua culture|19 theoritical framework this section casts light on a number of salient premises which account for a quantity of important features addressed in this study. those features fall into a couple of constituents which entail culture, language and how it relates to culture, learning and how it relates to culture, and lingua-culture paradigmatic views in efl learning. culture to be simply defined, culture is discerned like an ice berg wherein the smaller part can be seen, but the wider part is unseen. the portion of culture which is seen is generally aligned with some physical objects such as the remained legacies from the ancients. hence, the inherited products found amid people living a certain community are valuably seen as a part of culture (peck, 1998). in the meantime, the portion of culture which is unseen inclines to be more challenging to be understood in the light of its complexities. this unseen portion is depicted as the patterned behavior that is systematic as well as prevailing in a certain social community. the construction and development of such patterned behavior do justice to the conventions or the way people in a certain community live their lives and share otherness. in a deeper interpretation, that sort of pattered behavior begins to emerge and develop from the familial cirlcle, and it sets people to manage to deal with the social conventions which exist (larson & smalley, 1972; trivonovitch, 1980). if discerned meticulously vis-avishow it works, this patterned behavior encompasses a range of aspects extending to perceptions, thoughts, beliefs, institution, conventions, rituals, and the ways of living (chastain, 1988; kramsch, 1993; lado, 1957; liddicoat et al., 2003; peck, 1998; scarino & liddicoat, 2009; trivonovitch, 1980). language and how it relates to culture before getting into how language relates to culture, it is of paramount importance to firstly address the shift of perspectives in defining language. the old paradigmatic view simply defines language as the codes that are arbitrary but systematic in use as well as play a role as the tool of communication. on the one hand, such definition is correct, but on the other hand, if anchored in the exact sense of language use in a real communication, such definition does not sound sufficient to draw on what language basically is in the context of communication (liddicoat et al., 2003). in respect of the aforementioned language definition, a 20 | english franca, vol. 3, no. 1, 2019 criticism comes to the sense of arbitrariness. the generalization of arbitrariness cannot cover the whole users of a language since it is very frequently encountered that one language is used by people originally derived from various socio-cultural communities. they will use that language arbitrarily merely based on the conventions prevailing in their own social community, whereas such conventions probably and most often differ from those of other social communities that also use that language. to sum up, the nuance of arbitrariness in a language use is not incorrect by nature but cannot make a convincing case for being overgeneralized to represent how language is used amid all the users. the presence of diverse cultural values owned by the users of a particular language leads to a conception that the arbitrariness of a language per se is motivated in use (halliday, 1978). mulling over the growing definition of language per se, the most current definition of language explains that language is depicted as a social semiotic that people use to express, make, and interpret meanings (halliday, 1978; liddicoat et al., 2003; scarino & liddicoat, 2009). most of the academicians working with linguistics agree with conceptualizing language in such a way. grounded in this definition, it is also vividly seen a natural relationship between language and culture. it seems obviously unique that the processes which occur while the language users are expressing, making, and interpreting meanings through language in an ongoing interaction run within the framework of culture inasmuch as the language users’ cultural values and paradigms drive them when doing those processes (scarino & liddicoat, 2009). when an interaction takes place, the meanings respectively shared by both the speaker and interlocutor represent their thoughts, concepts, or perceptions which principally signify their cultural values (wardhaugh, 2006). therefore, culture always has an impact on the interactions between the language users (elmes, 2013), and technically language mediates the interactions that are naturally cultural in situ(assemi, saleh, asayeshh, & janfaza, 2012). furthermore, kaplan (1966); and wierzbicka (1986) accentuate that the encountered phenomena as regards the use of language in both spoken and written discourses are always relatively interwoven to the issues associated with culture and society. to sum up, the relationship between language and culture has been clearly identified wherein the use of a language is always framed by culture, and language itself plays a role as the mediator of culture since culture is expressed through language in an interaction. rully morgana: indonesian efl teacher’s ideologies of lingua culture|21 learning and how it relates to culture before getting into viewing how learning and culture are related, it is also considered necessary to initially address the growing perspectives accounting for the nature of learning. as generally existing in the literature discussing about the learning theories, the nature of learning has been initiated to be explored since 1940s in that the popular learning theory at that time is known by behaviorism. this theory portrays that learning occurs in the orientations towards stimulus, response, and reinforcement. notwithstanding, this theory does not seem sufficient to cover the complexities when a learning process takes place. the behaviorism theory is further criticized by the academicians adhering to the cognitivist theory in that the criticism emphasizes that merely controlling the observable behaviors will not give much help to understand what learning actually is. fundamentally, there are a number of mental activities that happen within someone’s mind insofar as learning goes on. the cognitivist theory postulates that the essence of learning per se fundamentally aligns with someone’s mental processes that deal with absorbing, recognizing, and constructing knowledge by utilizing his/her prior knowledge. thus, learning is the cognitive processes of knowledge construction. however, the cognitivist theory merely views the occurrence of learning on the one hand, or only in the realm of mental processes. such view still seems inadequate to capably generalize the exact occurrence of learning inasmuch as when a learning process takes place, there is a nuance of interaction established by an individual with others as well as the surrounding objects. accordingly, a socio-cultural view of learning emerges to help elaborate how a learning process obviously occurs. in accordance with liddicoat et al. (2003), learning is identified as the processes of constructing knowledge or insights and making meaning that someone executes wherein the processes fall into the following categories: the cognitive processes of knowledge construction so-called intra-individual processes and the socio-cultural processes of knowledge construction so-called inter-individual processes. the former draws on a condition in which learning is undertaken by mentally reorganizing, restructuring, and interpreting information. someone will understand a set of new information by doing the aforementioned three processes along with mapping the new information into his/her existing prior knowledge. he/she in this sense will further acquire his/her own novel conception. the latter highlights 22 | english franca, vol. 3, no. 1, 2019 that the processes of constructing knowledge while learning takes place, besides occurring within someone’s mental processes, are also conditioned on the basis of the social contexts which prevail. the social contexts in this sense cover the presence of other people contributing to give input through interactions such as teachers or other students and also the existence of the surrounding objects which at some point also serve as the input such as books, learning materials, and learning media. furthermore, to a broader view, social contexts also subsume the cultural, historical, and institutional setting. to sum up, intraindividually, learning copes with cognitive knowledge construction, and inter-individually, learning deals with social interactions with people and the surrounding objects. the abovementioned socio-cultural learning concept as explained by liddicoat et al. (2003) basically starts out from the original notion derived from vygotsky (1978). other relevant views in connection with socio-cultural learning theory can also be discerned from the notions proposed by ellis (2000) and turuk (2008). let us now scrutinize how learning relates to culture. within the learning processes as conceptualized in the socio-cultural theory, one of them is the sense of interactions established with the surrounding people and objects. the interactions themselves are fundamentally always cultural since the mediator the interactions is language. the objects mediated by a language within an ongoing interaction cover the speakers’ perceptions, thoughts, ideas, concepts, opinions, and etc. by nature, all of those objects are cultural inasmuch as they are all constructed and developed on the basis of the cultural values and paradigms. lingua-culture in efl learning the opposing lingua-culture based ideologies, essentialist and nonessentialist, have been discussed by kramsch (2013) in her review about the existing creeds vis-a-vis efl learning. in her review, she refers the essentialist ideology to a modernist perspective and the nonessentialist ideology to a postmodernist perspective. her review is initiated by the modernist perspective whereby culture is called a big c as the term referring to the products of literacy such as literature and arts commonly found in schools, and small c as the term referring to english native speakers’ ways of living. the small c culture aligns with the popularity of communicative competence theory (canale & swain, 1980; hymes, 1972) and the application of communicative language teaching method. here, once english is taught to students, the continuity rully morgana: indonesian efl teacher’s ideologies of lingua culture|23 of the learning process will be based on one language (english) and one culture (english native speakers’ culture). this view makes students acquire english native speakers’ culture by exposure and immersion, and it sets the goal of efl learning to the mastery of native-like english competences. subsequently, alongside the emergence of the 21st century, there arises a new way of seeing lingua-culture in efl learning. it is signified by the presence of the postmodernist perspective that defines culture as discourse and identity. as discourse, culture is defined as a social semiotic construction that is made during on-going communication. it portrays the process of striving for the third cultural position undertaken by two persons having different cultures who communicate with each other using english. in turn, as identity, culture is seen as the blueprint owned by the english users whereby the blueprint itself is brought from their familial and social communities. today, a lot of efl educators agree with viewing culture under the postmodernist perspective by virtue of the following considerations: first, teaching english native speakers’ culture by exposure and immersion is inaccessible (crozet & liddicoat, 1999; fitzgerald, 1999; kramsch, 1993). second, targeting english native-like competences is not achievable since there has never been found any scientific finding supporting the presence of native-like english competences from both the second and foreign language learners (byram et al., 2002). in turn, third, underlying efl learning merely on the basis of english native speakers’ culture does not help students increase their critical cultural awareness so that they do not possess a shield to cope with stereotype conflicts while communicating using english with people coming from different countries and having diverse cultures (barrett, byram, lázár, gaillard, & philippou, 2014; byram, 1986; kramsch, 1993; liddicoat et al., 2003; newton, yates, shearn, & nowitzki, 2010). instead of translating the notion of lingua-culture in efl learning into one language and one culture as depicted in the modernist perspective, the postmodernist perspective interprets lingua-culture into one language (english) and multiple or various cultures owned by the english users. anchored in the postmodernist perspective as such, a lot of theoretical shifts associated with efl learning take place. they are such as the shifts from native-like english linguistic competence to intelligible and comprehensible linguistic competence (jenkins, 2000, 2006, kirkpatrick, 2008, 2010, 2011; seidlhofer, 2005), from communicative competence theory (canale & swain, 1980; hymes, 1972) to intercultural communicative competence theory (byram, 1997; 24 | english franca, vol. 3, no. 1, 2019 byram et al., 2002; byram & parmenter, 2012), and from communicative language teaching method to intercultural language teaching method (liddicoat et al., 2003; scarino & liddicoat, 2009). research methodhology research design an instrumental case study with assigning interviews was utilized to garner the data in association with the interpretation and depiction of the lingua-culture in efl learning from the indonesian english teachers’ ideologies. the rationale behind the qualitative application of an instrumental case study was because this study purposefully probed into the expected data in order to gain the depth and particular qualities of the data rather than merely reporting a narrow generalization of the data. 10 english teachers having been taking their graduate study majoring in english education were purposively engaged as the participants. some prevailing criteria beyond their involvement in this study extended to that firstly they were adequately experienced and knowledgeable appertaining to the primary issues that this study addressed; secondly they were accessible for the processes of interview; and thirdly they were voluntarily willing to join this study. this study used an interview to solicit the details of the expected data. an interview protocol was utilized to save the list of the assigned important questions. in order to reveal the data pertinent to the indonesian english teachers’ interpretation of lingua-culture, the interview questions were oriented towards asking about the way lingua-culture in efl learning was interpreted and the reasons beyond teaching under the interpreted lingua-culture. furthermore, in order to obtain the data corresponding to the depiction of indonesian english teachers’ lingua-culture ideologies in the implementation of efl learning, the interview questions were oriented towards asking about the means of setting the efl learning goal, organizing the efl learning input, setting the communicative principle of efl learning, and teaching culture from the set communicative principle. the data garnered from interview were analyzed by exerting miles, huberman, & saldana's (2014) interactive model of data analysis. in regard to the employed model, this study carried out four steps of data analysis whose processes referred to data collection, data condensation, data display, and conclusion drawing. as previously rully morgana: indonesian efl teacher’s ideologies of lingua culture|25 illustrated, the data collection relied on interviews. in turn, the garnered data were coded on the basis of the major themes with respect to the formulated research questions, and some meaningful sub-themes were also taken to represent the details of the findings. the condensed data were subsequently displayed through some conceptual charts, some quoted interview transcripts, and the related discussions that follow. those processes were undertaken several times until the data credibility was appropriately reached. once the data had been considered credible, the conclusion was then properly drawn. findings and discussions this section presents the findings whose details are anchored in the following two issues: 1) the indonesian english teachers’ interpretation of lingua-culture in efl learning, and 2) the depiction of their lingua-culture related ideologies in the implementation of efl learning. the data in connection with each issue are displayed into conceptual charts, quoted interview transcripts, and some illustrative explanations corresponding to the displayed transcripts. the given transcripts have been properly and carefully selected to represent any similar information shared by other participants. this selection is considered necessary in order to conform to the limited space. indonesian english teachers’ interpretation of lingua-culture in efl learning the data appertaining to the indonesian english teachers’ interpretation of lingua-culture in efl learning emerged in two different views. they represented an essentialist ideology and a nonessentialist ideology. as revealed, of 10 teachers, 8 teachers held the essentialist ideology by orienting their lingua-culture interpretation to one language (english) that aligned with one culture (english native speakers’ culture), and 2 teachers came up with the non-essentialist ideology with the oriented lingua-culture interpretation regarding one language (english) conforming to multiple cultures. the following conceptual chart indicates the opposing interpretations of linguaculture. 26 | english franca, vol. 3, no. 1, 2019 fig.1. the conceptual chart of lingua-culture interpretation essentialist ideology teaching english with english native speakers’ culture on the basis of the above chart, the following transcript of an interview with teacher 4 is selected to represent the lingua-culture interpretation had by all teachers adhering to the essentialist ideology. interviewer : how do you interpret lingua-culture in efl learning? teacher 4 : in my perspective, the essence of lingua-culture in efl learning refers to teaching english language together with teaching english native speakers’ culture. for example, when i was teaching english communication in the marketplace, i would also include the nuance of teaching some common conventions of selling or buying things as english native speakers do. teacher 4 in the above transcript illustrated her lingua-culture interpretation by representing the teaching of english language as well as english native speakers’ culture at once. it was indicated by the shared example while she was teaching english communication in the marketplace. there was found one reason underlying the teachers’ essentialist ideology regarding lingua-culture in efl learning. it was to promote students to reach native-like competence. the following selected transcript of an interview with teacher 6 represents that reason. rully morgana: indonesian efl teacher’s ideologies of lingua culture|27 interviewer : why do you teach english native speakers’ culture only in efl learning? teacher 6 : i teach english native speakers’ culture only to students because i really expect that my students will master english with native-like competence. knowing english vocabularies, grammar and pronunciation only will not be enough for students to reach the level of native-like competence. corresponding to the above transcript, teacher 6 believed that the native-like english competence could not sufficiently be acquired by students if they were only faced with the learning of a mere linguistic competence. she believed that students also needed to have adequate efficacy regarding the use of linguistic-competence within the english native speakers’ cultural framework. thus, she came up with the importance of teaching english native speakers’ culture alongside their linguistic competence. non-essentialist ideology teaching english with multiple cultures anchored in the chart, the transcript of an interview with teacher 3 bellow is sorted to represent the lingua-culture interpretation had by all teachers holding the non-essentialist ideology. interviewer : how do you interpret lingua-culture in efl learning? teacher 3 : i think lingua-culture in efl learning is indicated by teaching various cultures including ones belonging to students and ones beyond the english language itself. we need such concept because our students as nonnative english speakers will use english under their cultural framework. even we, as their teachers, do the same way when using english. thus, incorporating students’ cultures and ones beyond english language itself is important in efl learning. teacher 3 stressed her non-essentialist ideology on the linguaculture interpretation that extended to the teaching of english language and multiple cultures. she defined the notion of multiple cultures with the presence of cultures underlying the english language itself and the cultures owned by her students. she believed in the nature that non28 | english franca, vol. 3, no. 1, 2019 native english users, like her students and also including herself as the teacher, used english on the basis of their own cultures. the nonessentialist ideology that teacher 3 took actually had several interrelated reasons. the following transcript indicates those reasons. interviewer : why do you teach such multiple cultures in efl learning? teacher 3 : i teach both the cultures belonging to the students’ environment and ones incorporated into the english language itself because i don’t expect that students will have to lose or replace their own cultural identity when they are using english. i realize that such replacement has an impact on their psycho-social development. i also comprehend that one of the processes of knowledge or language acquisition needs to be mediated by the learners’ own cultural framework so that they can be easier to acquire that knowledge or language. therefore, teaching both the first and the second culture is important in efl learning. as portrayed in the above transcript, there were two reasons manifested beyond teaching english with multiple cultures. they referred to preserving students’ own cultural identity from the foreign culture replacement and facilitating students to acquire english language more easily with using the students’ own culture as the mediator of second language acquisition. teacher 3 believed that the use of pure english native speakers’ cultures as the mediator of english language acquisition would impede the success of acquisition since students were not familiar with the given cultural nuance. the depiction of indonesian english teachers’ lingua-culture related ideologies in the implementation of efl learning from the two diverging lingua-culture ideologies held by the 10 teachers, the further data addressed about the depiction of those ideologies in the implementation of efl learning. the following conceptual chart briefly illustrates that depiction. rully morgana: indonesian efl teacher’s ideologies of lingua culture|29 fig.2. the conceptual chart of the lingua-culture depiction in efl learning essentialist ideology native-like english users as the goal anchored in the essentialist ideology, the 8 teachers agreed with targeting the mastery of native-like english competences, or becoming native-like english users, as the goal in efl learning. the following transcript of an interview with teacher 1 is selected to represent this view. interviewer : how do you set the goal of efl learning beyond your lingua-culture related ideology? teacher 1 : concerning with the goal of efl learning, i think, the most appropriate goal to be set is the mastery of english native speakers’ competence such as the english competence had by american or british people. teacher 1 considered that the most ideal goal of efl learning should be to facilitate students to master the native-like english competences, or in other words, to be native-like english users. she exemplified the intended competences to the use of english varieties owned by american or british people. using authentic materials produced by english native speakers the other important information shared by the teachers adhering to the essentialist ideology referred to the use of authentic materials in efl learning. however, the authentic materials in their standpoint were only delimited to those thoroughly made by english native speakers. such information is manifested in the following selected transcript of an interview with teacher 5. 30 | english franca, vol. 3, no. 1, 2019 interviewer : how do you organize the efl learning input beyond your lingua-culture related ideology? teacher 5 : the input that i organize to be served to students is authentic english materials. these materials are ones made by english native speakers. for example, english native speakers’ audio or video for the listening materials and texts written by english native speakers for the reading materials. as shown in the above transcript, the materials, including the audio or video as well as the written texts produced by english native speakers, were considered the most appropriate types of the materials required to be prepared and given in efl learning. this way aligned with the previously stated objective of efl learning stressed on the mastery of english native speakers’ competences. communicative competence as the communicative framework in order to lead students to capably use english like native speakers, the teachers with their essentialist ideology exerted communicative competence theory as the fundamental communicative framework to be nuanced in efl learning. the following selected transcript of an interview with teacher 2 addresses this notion. interviewer : how do you set the communicative principle in efl learning beyond your set of lingua-culture related ideology? teacher 2 : i adopt communicative competence theory as the primary principle of english communication that i assign to my students. for some details, this competence comprises 4 influential indicators. they are linguistic competence, sociolinguistic competence, discourse competence and strategic competence. with respect to the above transcript, there were four substantial components incorporated into the communicative competence theory. they entailed linguistic, sociolinguistic, discourse, and strategic competence. those components worked on the basis of one creed socalled english native speakers’ cultural based communication. rully morgana: indonesian efl teacher’s ideologies of lingua culture|31 indirect cultural teaching the teachers holding the essentialist ideology taught english native speakers’ culture indirectly from the exposure embedded in the learning materials and the systemized practice of english communication. such condition is indicated by the following transcript of an interview with teacher 10. interviewer : how do you teach culture from the assigned communicative principle on the basis of your linguaculture related ideology? teacher 10 : i taught culture by giving input in the form of natural english as used by english native speakers. for instance, i gave my students a video showing american people who were communicating their daily routines. the nuance of such communication automatically represented the use of communicative competence theory. through that example, it was also automatic that american culture was indirectly exposed to my students. the indirect english native speakers’ cultural teaching was applied through presenting a video containing american people who were talking about their daily activities. such video was considered authentic since the contents aligned with english use in the first language setting as conformed to the creed of the communicative competence theory, and the exemplified english communication from such video also characterized all related components of the communicative competence theory. non-essentialist ideology intercultural english users as the goal anchored in the non-essentialist ideology, the 2 teachers agreed with targeting the mastery of intercultural communicative competence or becoming intercultural english users as the goal in efl learning. the following transcript of an interview with teacher 9 addresses this notion. interviewer : how do you set the goal of efl learning beyond your lingua-culture related ideology? teacher 9 : in my perception, the most logical and convenient set of the goal in efl learning is to lead students to be 32 | english franca, vol. 3, no. 1, 2019 intercultural english users because students will use english to communicate not only with english native speakers but also with non-native english speakers. thus, they need to master english for cross-cultural communication. teacher 9 believed that the nature of using english is to communicate with both native and non-native english users. such condition automatically went to a cross-cultural communication. accordingly, she proposed that becoming intercultural english users was the most convenient goal of efl learning. using cross-cultural non-native english materials to promote the intended goal, the english learning process needed to avail itself of exerting cross-cultural non-native english materials. such condition is manifested in the following transcript of an interview with teacher 9. interviewer : how do you organize the efl learning input beyond your lingua-culture related ideology? teacher 9 : for the input, i prefer to set the english materials made by non-native english speakers who have good competences in using english within cross-cultural communicative settings. such materials are really suitable for motivating my students to enhance their enthusiasm while learning english. for example: i often provide them with the input such as a video showing a communication between an indonesian celebrity and his friend from america. teacher 9 relied on the english materials produced by non-native english users who were sufficiently competent in intercultural communication. she believed that such materials were more motivating for students since the materials portrayed the natural use of english as an international language whose users are multicultural. she exemplified one of such materials by giving students a video containing english communication undertaken by an indonesian who had mastered the intercultural english competence with his american friend. the encounter of two different cultures was shown in the video. rully morgana: indonesian efl teacher’s ideologies of lingua culture|33 intercultural communicative competence as the communicative framework the teachers adhering to the non-essentialist ideology agreed with making the intercultural communicative competence theory as the assigned communicative framework in efl learning. this condition is manifested in the following selected transcript of an interview with teacher 3. interviewer : how do you set the communicative principle in efl learning beyond your set of lingua-culture related ideology? teacher 3 : after dealing with some theoretical update in relation to the learning of english as a foreign language, now i rely on using intercultural communicative competence because this competence potentially leads my students to master english in cross-cultural communication. i believe this communicative dimension always takes place anytime english is used by non-native speakers like my students. thus, icc is the most appropriate framework of communication that my students need for their success of communicating english. teacher 3 supported her students to have adequate efficacy in cross-cultural english communication by exerting the intercultural communicative competence (icc) theory as the fundamental principle of english communication to be practiced. the reason underlying the use of icc theory was that it served what her students required in order to successfully be engaged in english communication. direct cultural teaching with respect to the enactment of cultural teaching beyond the nonessentialist ideology, the incorporated multiple cultures were taught directly in order for students to experience the sense of cross-cultural english communication. since to sustain cross-cultural or intercultural communication needed some knowledge pertinent to the comparison of various cultures including students’ own cultures, direct cultural teaching was deemed important to be carried out. such condition is shown in the following transcript of an interview with teacher 3. interviewer : how do you teach culture from the assigned communicative principle on the basis of your lingua34 | english franca, vol. 3, no. 1, 2019 culture related ideology? teacher 3 : since there are some cultures that i include in efl learning such as ones belonging to english native speakers and ones belonging to my students, they cannot be taught by immersion. i taught those cultures directly with leading my students to view the native speakers’ cultures and compare those cultures with their own cultures. then i assigned my students to practice english communication within the setting of different cultural encounter so that my students can learn how to maintain a successful communication when cultural differences are found during communicating english. i believe that such setting is what naturally happens in a real communication of english as an international language. in my perspective, english as an international language is not english with native speakers’ varieties. teacher 3 believed that teaching cultures by immersion would not be meaningful for students to comprehend and experience crosscultural english communication. thus, she came up with the notion of direct cultural teaching in order to facilitate students to actively and critically learn about the differences found between the english native speakers’ cultures and the students’ own cultures. such direct cultural teaching process was then followed by practicing intercultural english communication. one of the underlying reasons as regards such cultural teaching was that teacher 3 believed in the condition whereby the international english use always took place within cross-cultural or intercultural communication due to the multiculturality of the english users. discussion this study found two diverging lingua-culture ideologies in efl learning as shared by 10 indonesian efl teachers. 8 of them held an essentialist lingua-culture ideology, and the rest, 2 teachers, took a stance on a non-essentialist lingua-culture ideology. in line with the essentialist ideology, the teachers interpreted lingua-culture into one language (english) and one culture (english native speakers’ culture). such ideology was also called a modernist perspective as the term used by kramsch (2013) in her review. in turn, anchored in the nonrully morgana: indonesian efl teacher’s ideologies of lingua culture|35 essentialist ideology, the teachers interpreted lingua-culture as one language (english) and multiple cultures (ones belonging to english native speakers and ones owned by the students). such ideology was called a postmodernist perspective (kramsch, 2013). if compared to the existing literature with respect to the most current views of efl learning, a number of criticisms strike the essentialist ideology since this standpoint does not meet the nature of english as the world lingua franca (hereafter elf) (fang, 2017; jenkins, 2006; kusumaningputri & widodo, 2018; liu & fang, 2017; seidlhofer, 2001). the status quo of elf addresses that the users are world citizens who are multicultural by nature (byram, 1997; byram et al., 2002). the nature of multiculturality beyond the users of english per se demands an efl learning that deals with more than one culture, at least the students’ cultures and the culture beyond the english language itself to be involved (crozet & liddicoat, 1999; fitzgerald, 1999). the streams of theories related to efl learning nowadays support the stance of the non-essentialist ideology that regards the presence of the multiculturality as the english users’ nature and the interculturality as the nature of english communication. other data revealed in this study went to the depiction of linguaculture related ideologies in efl learning. the teachers with the essentialist ideology depicted several characteristics of efl learning. they entailed promoting students to be native-like english users as the goal, using native speakers’ authentic english materials, framing english communication on the basis of the communicative competence theory (canale & swain, 1980; hymes, 1972), and enacting indirect cultural teaching in efl learning. on the other hand, lingua-culture depiction shared by the teachers holding on the non-essentialist ideology extended to promoting students to be intercultural english users as the goal (byram, 1997; hua, 2013), using cross-cultural non-native english materials, framing english communication based on the intercultural communicative competence theory (barrett et al., 2014; byram, 1997; byram et al., 2002), and executing direct cultural teaching in efl learning. if grounded to the existing literature, in the same way as the previous arguments, a lot of criticisms come to the essentialist ideology. such goal set in the essentialist ideology with respect to targeting the mastery of native-like english competences is not considered logically achievable since up to nowadays there is no any scientific proof about non-native english users who manage to master native-like competences (byram et al., 2002). that is why lots of experts prefer to 36 | english franca, vol. 3, no. 1, 2019 set efl learning into the concept of intercultural communication (byram, 1997; byram et al., 2002; fang, 2017; hua, 2013), and to apply intercultural english learning approach (crozet & liddicoat, 1997; crozet & liddicoat, 1999; liddicoat et al., 2003; lidya, 2016; scarino & liddicoat, 2009). those experts agree with setting the goal of efl learning in support of the intercultural communicative competence mastery because de facto english is used by multicultural world people. in addition, such communicative competence theory (canale & swain, 1980; hymes, 1972) as the communicative framework adopted in the essentialist ideology is criticized owning to its portrayal of communication that merely makes a case for the use of english by its native speakers having the same culture (byram, 1997). such concept basically does not meet the nature of indonesian students who are nonnative and multicultural english users. it can be discerned that the criticisms given by the above experts towards the essentialist ideology end up with the promotion of sustaining the non-essentialist linguaculture ideology in efl learning. conclusion corresponding to the data revealed in this study, of 10 indonesian english teachers, 8 teachers hold the essentialist lingua-culture ideology, and 2 teachers adhere to the non-essentialist lingua-culture ideology in efl learning. those diverging standpoints extend to the differences in both the interpretation and depiction of lingua-culture in efl learning. the teachers with their essentialist ideology interpret lingua culture as one language (english) and one culture (english native speakers’ culture). on the other hand, the teachers with their non-essentialist ideology interpret lingua-culture into one language (english) and multiple cultures (those belonging to english native speakers and ones owned by the students). furthermore, the diverging standpoints result in a diverse depiction of lingua-culture in efl learning. the teachers with their essentialist ideology share some characteristics of efl learning they agree with. they refer to becoming native-like english users as the goal, using english native speakers’ authentic materials, framing the communicative competence theory for english communication, and enacting indirect cultural teaching in efl learning. on the contrary, the teachers with their non-essentialist ideology agree with a couple of efl learning characteristics. they extend to becoming intercultural english users as the goal, using cross-cultural non-native english materials, framing the intercultural communicative competence rully morgana: indonesian efl teacher’s ideologies of lingua culture|37 theory for english communication, and executing direct cultural teaching in efl learning. references assemi, a., saleh, s., asayeshh, m. e., & janfaza, e. (2012). culture within language. international conference on language, medias and culture, 33, 78–82. barrett, m., byram, m., lázár, i., gaillard, m. p., & philippou, s. (2014). developing intercultural competence through education. (j. huber & c. reynolds, eds.) (vol. 1). council of europe publishing. f67075 strasbourg cedex. byram, m. (1986). cultural studies in foreign-language teaching. language teaching, 19, 322–336. https://doi.org/10.1017/s0261444800011101 byram, m. (1997). teaching and assessing intercultural communicative competence. frankfurt lodge, uk: multilingual matters ltd. byram, m., gribkova, b., & starkey, h. (2002). developing the intercultural dimension in language teaching: a practical introduction for teachers. strasbourg: the council of europe. byram, m., & parmenter, l. (2012). the common european framework of reference: the globalisation of language education policy. bristol: multilingual matters. canale, m., & swain, m. (1980). theoretical bases of communicative approaches to second language teaching and testing. applied linguistics, 1. https://doi.org/10.1093/applin/1.1.1 chastain, k. (1988). developing second-language skills. usa: hbj publishers. crozet, c., & liddicoat, a. j. (1997). teaching culture as an integrated part of language: an introduction. australian review of applied linguistics, 14, 1–22. crozet, c., & liddicoat, a. j. (1999). the challenge of intercultural language teaching: engaging with culture in the classroom. in j. lo bianco, a. j. liddicoat, & c. crozet (eds.), striving for the third place: intercultural competence through language education (p. 113). melbourne: language australia. deardorff, d. k. (2006). the identification and assessment of intercultural competence as a student outcome of internationalization at institutions of higher education in the 38 | english franca, vol. 3, no. 1, 2019 united states. journal of studies in international education, 10, 241–266. deardorff, d. k. (2009). the sage handbook of intercultural competence. thousand oaks, california: sage publications, inc. ellis, r. (2000). task-based research and language pedagogy. language teaching research, 4(3), 193–220. https://doi.org/10.1191/136216800125069 elmes, d. (2013). the relationship between language and culture. 鹿屋体育大学学術研究紀要, 46, 11–17. https://doi.org/10.1111/j.1467-9280.2009.02412.x fang, f. g. (2017). world englishes or english as a lingua franca: where does english in china stand? english today, 33(1), 19–24. https://doi.org/10.1017/s0266078415000668 fitzgerald, h. (1999). what culture do we teach? in j. lo bianco, a. j. liddicoat, & c. crozet (eds.), striving for the third place: intercultural competence through language education. (p. 127). melbourne: language australia. halliday, m. a. k. (1978). language as social semiotic. the interpretation of language andmeaning. london: edward arnold. hamied, f. a. (2012). english in multicultural and multilingual indonesian education. multilingual education, 1(english as an international language in asia: implications for language education), 63–78. https://doi.org/10.1007/978-94-007-45780_5 hua, z. (2013). exploring intercultural communication. exploring intercultural communication: language in action. https://doi.org/10.4324/9780203798539 hymes, d. (1972). on communicative competence. (j. b. pride & j. holmes, eds.). harmondsworth: penguin. jenkins, j. (2000). the phonology of english as an international language. tesol quarterly. oxford: oxford university press. jenkins, j. (2006). current perspectives on teaching world englishes and english as a lingua franca. tesol quarterly, 40(1), 157. https://doi.org/10.2307/40264515 kachru, b. b. (1990). world englishes and applied linguistics. world englishes, 9(1), 3–20. kaplan, r. b. (1966). cultural thought patterns in inter-cultural education. language learning, 16(1 2), 1–20. https://doi.org/10.1111/j.1467-1770.1966.tb00804.x kirkpatrick, a. (2008). english as the official working language of the rully morgana: indonesian efl teacher’s ideologies of lingua culture|39 association of southeast asian nations (asean): features and strategies. english today, 24(2), 27–34. https://doi.org/10.1017/s0266078408000175 kirkpatrick, a. (2010). english as a lingua franca in asean: a multilingual model. hong kong: hong kong university press. kirkpatrick, a. (2011). english as an asian lingua franca and the multilingual model of elt. language teaching, 44(2), 212–224. https://doi.org/10.1017/s0261444810000145 kramsch, c. (1998). language and culture. oxford: oxford university press. kramsch, c. (2013). culture in foreign language teaching. iranian journal of language teaching research, 1(1), 57–78. kramsch, c. j. (1993). context and culture in language teaching. oxford: oxford university press. kusumaningputri, r., & widodo, h. p. (2018). promoting indonesian university students’ critical intercultural awareness in tertiary eal classrooms: the use of digital photograph-mediated intercultural tasks. system, 72, 49–61. https://doi.org/10.1016/j.system.2017.10.003 lado, r. (1957). how to compare two cultures. ann arbor university of michigan press. larson, d. n., & smalley, w. a. (1972). becoming bilingual: a guide to language learning. new canaan, c.n: practical anthropology. lauder, a. (2008). the status and function of english in indonesia: a review of key factors. makara, social humaniora, 12(1), 9–20. leggett, d. (2014). how to develop teachers ’ intercultural communicative competence in the 21 st century education. asile 2014 conference, 1–6. liddicoat, a. j., papademetre, l., scarino, a., & kohler, m. (2003). intercultural language learning. australia: commonwealth department of education, science and training. lidya, f. s. (2016). in pursuit of intercultural communicative competence: an investigation into english language policy and practices at a private university in indonesia. australia: victoria university of wellington. liu, j., & fang, f. (gabriel). (2017). perceptions, awareness and perceived effects of home culture on intercultural communication: perspectives of university students in china. system, 67, 25–37. https://doi.org/10.1016/j.system.2017.04.003 miles, m. b., huberman, a. m., & saldana, j. (2014). qualitative data 40 | english franca, vol. 3, no. 1, 2019 analysis: a methods sourcebook. thousand oaks, california 91320: sage publications, inc. newton, j., yates, e., shearn, s., & nowitzki, w. (2010). intercultural communicative language teaching: implications for effective teaching and learning. wellington, new zealand: school of linguistics and applied language studies and the jessie hetherington centre for educational research, victoria university of wellington. peck, d. (1998). teaching culture : beyond language. yale-new haven teachers institute. retrieved from http://teachersinstitute.yale.edu/curriculum/units/1984/3/84.03 .06.x.html scarino, a., & liddicoat, a. j. (2009). teaching and learning languages: a guide. australia: geon impact printing pty ltd. https://doi.org/10.4324/9780203082423 seidlhofer, b. (2001). closing a conceptual gap: the case for a description of english as a lingua franca. international journal of applied linguistics, 11(2), 133–158. https://doi.org/10.1111/1473-4192.00011 seidlhofer, b. (2005). voice (vienna-oxford international corpus of english). retrieved from http://www.univie.ac.at/voice/ sukyadi, d. (2015). the teaching of english at secondary schools in indonesia. secondary school english education in asia: from policy to practice, 123–147. trivonovitch, g. j. (1980). culture learning and culture teaching (in croft,). cambridge, mass: withrop publishers. inc. turuk, m. c. (2008). the relevance and implications of vygotsky’s sociocultural theory in the second language classroom. arecls, 5, 244–262. vygotsky, l. (1978). interaction between learning and development. readings on the development of children. new york. https://doi.org/10.1016/s0006-3495(96)79572-3 wardhaugh, r. (2006). an introduction to sociolinguistics. blackwell textbooks in linguistics (5th ed.). 350 main street, malden, ma 02148-5020, usa: blackwell publishing. https://doi.org/10.1353/lan.2003.0268 wierzbicka, a. (1986). does language reflect culture? evidence from australian english. language in society, 15(3), 349–373. https://doi.org/10.1017/s0047404500011805. english franca : academic journal of english language and education vol. 3, no. 1, 2019, iain curup p-issn 2580-3670, e-issn 2580-3689 students’ writing ability on english descriptive text at grade viii in smpn 33 padang ade dwi jayanti politeknik raflesia curup adedwijayanti@yahoo.com abstract there are 5 indicators in writing descriptive texts such as: identification, description, use of language, vocabulary and mechanics. based on the problems found at the beginning of the research, the purpose of this research was to find the students ability in writing descriptive text on english subject in smpn 33 padang. the type of research is descriptive research. participants of the research were viii’s grade students at smpn 33 padang. data obtained through writing descriptive text tests. the data is analyzed by combining heaton’s theory of assessment in writing and research rubrics about writing. the results of the research concluded that students’ ability in writing identification was good to average, students’ ability in writing descriptive was fair to poor, students’ ability in language use was very poor, students’ ability in using vocabulary was fair to poor, and students’ ability in using mechanics was fair to poor. then, the results of the research also showed that students had difficulty in identifying objects clearly, difficulties in developing related ideas, students’ lack of understanding of simple present tense structures, limited vocabulary, and errors in mechanics. keywords: writing ability, english descriptive text. introduction writing is one of english skills that must be learned by the students. to acquire it, the students should get sufficient writing practices. these practices are supposed to stimulate the students’ skill in writing and expressing thoughts in a good passage. without practicing, it is impossible to write well and effectively. writing can be mailto:adedwijayanti@yahoo.com 72 | english franca, vol. 3, no. 1, 2019 said as a language skill used to communicate indirectly, whether people can’t face to face each others. expressing thought in writing is not easy for most people, and it plays an important role in learning process because writers are able to explore their own knowledge and what they are thinking about to others. through writing activity, the students can develop their thinking knowledge, and their ability in english such as grammar and vocabulary. raimes (1983: 4) says; there are some functions of writing: to communicate with a reader, to express ideas without pressure a face to face communication, to explore a subject, to record experience and to become familiar with the conventions of written english discourse (a text). so, it’s very useful in our live because we can communicate, express ideas with a reader. if we have something, feelings, or ideas in our mind, we can use the writing to express all of them. byrne (1984: 1) adds that “writing involves the encoding of message of some kind; that is, we translate or thoughts into language.” the statement above is similar to raimes’ opinion that writing has function to send our minds into language to the readers. the close relationship between writing and thinking makes writing a valuable part of any language course. through writing we can express our ideas and thought in our attempt to make meanings. ur (1991:163) states that “the purpose of writing, in principle, is the expression of ideas, that conveying of a message to the reader; so the ideas themselves should arguably be seen as the most important aspect of the writing.” it means that not writing only, but we need to pay attention to several aspects of the writing, so the readers are able to getting point of ideas or messages. clearly, that writing itself means the complex skill because there are several aspects to be considered like the content, the form, grammar, style and coherence. if someone have the ability to express their ideas into a sentence grammatically and effectively. according to kevin (2009: 1), there are ten main criteria of a good writing: a clear point, length, back up of point, time, logical, good grammar, english, and spelling, readers become engaged, rules are broken, influence and from their heart, not just created to profit or for gains. based on the theory above, the criteria is also important things be thought by people in order to get a good writing. so, when the readers read it, they can get a good idea of how the writer feels about what they are writing about, even though no clear evidence is given in writing itself. besides that, there is still opinion about the criteria of good writing shared by fawcett, s. and sandberg, a. (1990: 8): “criteria for judging good writing are: organization, unity, coherence, conciseness, clarity, grammar, punctuation, spelling and usage.” if this is compared to kevin’s theory, the criteria of a good writing is not only clear point, ade dwi jayanti: students’ writing ability on english descriptive text at grade viii in smpn 33 padang|73 good grammar, length, spelling, logic, etc, but also organization, coherence, conciseness, clarity, punctuation and usage. dealing to explanation above, writing descriptive text has to be learned by the students. according to gerot and wignell (1994: 208), “descriptive text is a text type we use when we want to tell how something looks, smells, feels, acts, tastes, sound etc”. basically, it provides details about characteristics of people, places, and things. the details are used to help the reader in creating a mental picture. moreover, abisamra (2001: 1) has similar opinion about descriptive text. he adds that “descriptive is the text picturing the person, place and thing with clear detail to help the readers visualize an object which is described”. so, by writing a descriptive text, the writers will create their sense of impression and get a clear picture of the object which is describe. furthermore, description activity is used to describe an object and the readers become easily to be understood, so that they can imagine the object which is described clearly like the real one. gerot and wignell (1994: 208) add that there are two generic structures of descriptive text; namely, identification and description. in identification, the learners will identify phenomenon or subject that is going to be described. while, description, the learners will describe specifically parts, qualities, and characteristics of an object that is being described. furthermore, they also explain about the grammatical features (language features (simple present tense, action verb and adjective), vocabulary, and mechanics) of descriptive text. related to idea above, there are some indicators of english descriptive text, namely; generic structure (identification and description), and grammatical features (language features (simple present tense, action verb, adjective), vocabulary and mechanics). based on ktsp (kurikulum tingkat satuan pendidikan) 2006 of junior high school, kinds of texts are introduced to students from the first year until the third year at junior high school. one of them is descriptive text that had been learned by second year students of junior high school. but, the students usually faced difficulty in writing descriptive text because it must use present tense which is complicated for them and they have the little vocabulary in writing especially in writing a descriptive text. related to this case, the writer interviewed some english teachers in smpn 33 padang. they said that the students don’t understand in writing descriptive text because they have limited vocabularies and grammatical skills. it is supported by less knowledge about the elements of writing descriptive text. thus, they aren’t interested to write it. furthermore, they added, “the students often 74 | english franca, vol. 3, no. 1, 2019 ignored the punctuation and spelling, which made unmeaningful words. it was proved by the fact in their test result of writing descriptive text about their moms last semester that 2 students (8,70%) were good to average, 7 students (30,43%) were fair to poor and 14 students (60,87%) were very poor.” (based on heaton’s scale) the writer has three reasons why she is interested in doing this research about students’ writing ability on english descriptive text. the first reason is that writing is a difficult activity for the eighth grade of smpn 33 padang. the second reason is that descriptive text must be written in present tense. then, the last reason is that the eighth grade students usually have little vocabulary in writing text. based on the students’ difficulty in writing descriptive text, the writer wants to do the research entitled “students’ writing ability on english descriptive text at grade viii in smpn 33 padang.” theoritical framework writing as we know, there are four common english skills that must be mastered by the students, they are: listening, reading, speaking and writing. writing is also media of communication that can help us to have good socialization; we can express our idea, feeling, and our opinion through written language. through writing activity, we can develop our thinking knowledge, and our ability in english such as grammar and vocabulary. raimes (1983: 4) says; writing can impose grammatical structure, idioms, and vocabulary of the students. there are some functions of writing: to communicate with a reader, to express ideas without pressure a face to face communication, to explore a subject, to record experience and to become familiar with the conventions of written english discourse (a text). based on the raimes’ opinion, writing is very useful in our live because we can communicate, express ideas with a reader. if we have something, feelings, or ideas in our mind, we can use the writing to express all of them. in other opinion, byrne (1984: 1) says that “writing involves the encoding of message of some kind; that is, we translate or thoughts into language.” the statement above is similar to raimes’ opinion that writing has function to send our minds into language to the readers. oshima and hogue (1991: 3) define that “writing is so important in academic life that some universities have on-line writing centers. these ade dwi jayanti: students’ writing ability on english descriptive text at grade viii in smpn 33 padang|75 sites offer extra writing advice and information.” it means that the students have to study and practice it deeply in their daily activities because it is very useful for their advanced, especially in education. ur (1991:163) states that “the purpose of writing, in principle, is the expression of ideas, that conveying of a message to the reader; so the ideas themselves should arguably be seen as the most important aspect of the writing.” it means that not writing only, but we need to pay attention to several aspects of the writing, so the readers are able to getting point of ideas or messages. nowadays, it is not only using speak-up to share our ideas or our messages, but also writing as one of media. it is a complex activity which involves many aspects and considerations. according to nunan (2003: 88), writing is a complex process. it involves a physical and mental act. physical is related to send the word or ideas to specific medium such as letters, hand writing, or others. mental work is the process of the expressing the ideas, and thinking in delivering the message into written language. it means that the students can share all their minds, opinions or everything through writing. for example, when students have criticism to their school’s rules, they can apply it in writing. writing can be said as a language skill used to communicate indirectly, whether people can’t face to face each others. expressing thought in writing is not easy for most people, and it plays an important role in learning process because writers are able to explore their own knowledge and what they are thinking about to others. the close relationship between writing and thinking makes writing a valuable part of any language course. through writing we can express our ideas and thought in our attempt to make meanings. the writing itself means the complex skill because there are several aspects to be considered like the content, the form, grammar, style and coherence. it means the writer should use good grammar and adequate vocabulary in making good writing. if someone has the ability to express their ideas into a sentence grammatically and effectively, the writing can be enjoyable for them. of course, it is not enjoy for them only, but also for the readers because they can comprehend it easily. sometimes people put writing activity as their hobby. through writing they can create something in written form. for example, they can make letter, poetry, story, novel, and even they can give advices or critics to someone through writing. in short, we write to learn, usually for private purposes. and then we write to communicate, usually for public purposes. 76 | english franca, vol. 3, no. 1, 2019 related to definitions of writing above, most of people are interested to a good piece of writing. of course it makes them become easy to get ideas while reading it. here, kevin (2009: 1) has ten main criteria of a good writing. he says, there are many criteria of a good writing. a good writing has some criteria; a clear point, length, there is information to back up your point, time, logical, good grammar, english, and spelling, readers become engaged, rules are broken, influence and from their heart, not just created to profit or for gains. based on the criteria above, it is also important things be thought by people in order to get a good writing. so, when the readers read it, they can get main point of how the writer feels about what they are writing about, even though no clear evidence is given in writing itself. besides that, there is still opinion about the criteria of good writing shared by fawcett, s. and sandberg, a. (1990: 8): “criteria for judging good writing are: organization, unity, coherence, conciseness, clarity, grammar, punctuation, spelling and usage.” based on the theory above, if it’s compared to kevin’s theory, the criteria of a good writing is not only clear point, good grammar, length, spelling, logic, etc, but also organization, coherence, conciseness, clarity, punctuation and usage. related to the criteria above, there are some steps in writing activity must be followed by the writers. here, brereton (1982: 1) states “ six separate steps most good writers follow: discovering a topic, planning an approach, writing a rough draft, revising, writing a final draft, and proofreading.” the steps above are similar to oshima and hogue’s opinion (1991: 3) that “there are four main stages in the writing process: prewriting, planning (outlining), and writing and revising drafts, and writing the final copy to hand in.” they add a simple conclusion about some steps in the writing process, such: a. step 1 (prewriting): brainstorming. b. step 2 (planning): developing an outline. c. step 3 (writing): writing a rough draft. d. step 4 (revising): editing the rough draft for content and organization. e. step 5 (rewriting): writing a second draft, and proofreading it for grammar and mechanics. f. step 6: writing a final copy to hand in. so, before writing, it is important to make concept of the text. so, when a writer will be doing the writing process, she/ he will not be ade dwi jayanti: students’ writing ability on english descriptive text at grade viii in smpn 33 padang|77 overlap from the topic. thus, those steps of writing should be done by students in order to get a good writing. based on the experts’ ideas above, a simple conclusion can be drawn that we can write effectively if we are willing to learn or follow those criteria and practice them. besides that, it can make the readers understanding the point and can get the aims of the writing. a. descriptive text a text is the original words and form of a written or printed work.” in other words, it consists of spoken or written words that have the purpose of conveying message”. it means that by putting the words together to communicate a meaning or to send a message, so a piece of text is created. in addition, according to hyland (2005), texts are autonomous objects which can be analyzed and described independently of particular context, researchers or readers. texts have their structures. they are orderly arrangement of words, clauses, and sentences by following the principles which guide the correct arrangement of elements. researchers can encode full semantic representation of their intended meaning. it means that text consists of words, clauses and sentences which arranged to be one unity. thus, a simple conclusion can be drawn that texts are group of words, clauses, sentences or organize patterns of spoken or written language. the texts are not only having purpose, but also meaning. one factor that affects to differences in text is the purpose for which the text being used. when constructing a piece of text, the writer or the researcher makes choices about words used and how these words will be put together. the choices of words will depend on the purpose and context of the text. texts can be said as structures in different ways to achieve their purpose. for example, the purpose of descriptive text is to describe a something, place or people. descriptive text is a text that is always in around us when we want to describe something or someone. it is learnt by junior high school (smp) in the first and second years. in general, descriptive means describe about particular person, place or thing details. descriptive text should concentrate on action (verbs), rather than sensation (adverbs and adjectives). descriptive text has generic structures and language features. writer should assume the role of readers whose idea of the described events, in entirety, constructed by text content. abisamra (2001: 1) adds that “descriptive is the text picturing the person, place 78 | english franca, vol. 3, no. 1, 2019 and thing with clear detail to help the readers visualize an object which is described”. so, by writing a descriptive text, the writers will create their sense of impression and get a clear picture of the object which is described. furthermore, description activity is used to describe an object and the readers become easily to be understood, so that they can imagine the object which is described clearly like the real one. according to gerot and wignell (1994: 208), “descriptive text is a text type we use when we want to tell how something looks, smells, feels, acts, tastes, sound etc”. it means that when we want to describe how something looks, smells, feels, acts, tastes, sound to someone by a text, we can create descriptive text. basically, it provides detail information about characteristics of people, places, and things. the detail information is used to help the reader in creating a mental picture. in short, the descriptive text is emphasized about text to tell something details. they add that there are two generic structures of descriptive text; namely, identification and description. in identification, the learners will identify phenomenon or subject that is going to be described. while, description, the learners will describe specifically parts, qualities, and characteristics of an object that is being described. furthermore, they also explain about the grammatical features (language features (simple present tense, action verb and adjective), vocabulary, and mechanics) of descriptive text. related to ideas above, there are some indicators of english descriptive text. first, generic structure (identification is to identify phenomenon be described, and description is to describe parts, qualities, and characteristics of subject). and secondly, the grammatical features (focus on language features (simple present tense, action verb, adjective), vocabulary and mechanics). b. generic structures of english descriptive text in addition, hardy and klarwein (1999: 1) have opinion about generic structures of descriptive text: the generic structure of descriptive text contains definition and description. description consist of description of purpose, description of features and their use, description of physical features, description of people, description of properties and interesting facts, and description of evidence today. gerot and wignell (1994: 208) and yusak (2004: 49) add their opinion about generic structures of descriptive text. they say that there are two generic structures of descriptive text as follows: a. identification identification is necessary in order to avoid having general statement. it means that a writer needs to identify which particular ade dwi jayanti: students’ writing ability on english descriptive text at grade viii in smpn 33 padang|79 thing. in this case, it identifies a phenomenon or a subject that is going to be described. the subject can be a person, thing or place. masruri (2010: 1) adds that identification is a part of paragraph which introduces or identifies the character. if a student writes an identification part clearly, he/she will develop the ideas easily in description part. it means that, the sentence or paragraph can guide the student to organize and develop ideas to be good writing. b. description it describes specifically parts, qualities, and characteristics of a phenomenon or a subject details that is being described. masruri (2010: 1) adds that description is a part of paragraph which describes the character. so, the writer describes all information related to topic. then, the ideas should be good organized. in this case, each of idea has relationship and organized. so, the reader can comprehend well what the english descriptive text is about. it means that the reader will get a clear picture of the phenomenon or subject which is described in english descriptive text if the writer expresses the message clearly although the readers are not faced with the writer directly. c. the grammatical features of english descriptive text the grammatical features of descriptive text focus on language features (simple present tense, action verb and adjective), vocabulary and mechanics. a. language features (simple present tense, action verb, and adjective) according to peronity (2011: 1), “the language features of descriptive text are use of simple present tense because it tells the object description, use of the adjective to clarify the noun”, for example: a beautiful girl, a handsome man, the famous place in bengkulu, and use of action verb to show an activity (activity can be seen) for example: use, write, bring, etc. simple present tense is the most popular tense in using. this is due to the factual nature of a descriptive text. in this case, it is one of tenses which is students should master in writing english descriptive text. if the students master it, they are easier to express ideas into good writing. azar (2005) states; simple present tense has patterns, they are; 1)verbal sentence, and 2)nominal sentence. in verbal sentence, the formula as follows; (+) s + v1 (s/es) + o/c ( -) s + do/does + not + v1 + o/c 80 | english franca, vol. 3, no. 1, 2019 i.e. my mother cooks the cake in the kitchen. in nominal sentence, the formula as follows; (+) s + tobe (is, am, are) + adjective /adverb ( -) s + tobe (is, am, are) + not + adjective/adverb i.e. tom cruise is handsome man. furthermore, using adjective in writing english descriptive text is up the writer to create excitement, interest, and beauty with their words. it means that adjectives are words that modify a noun or pronoun. it is to give more information so that the writer’s meaning is clear to the reader. according to parrot (2004: 18), adjectives are class of words often called as describing words because they provide information about the qualities of something described in nouns, noun phrases or clauses. the examples are below: noun : an old house noun phrase : an interesting adventure for everyone clause : it will be unforgettable moment that we have in our lives the aspect of writing deals with acceptable words, phrases, clauses, or sentences in following grammar rules of the text. b. vocabulary vocabulary is important in writing english descriptive text. it can be said as necessity to be known by students in junior high school. a writer can make readers explore more deeply in what is telling about. in fact, it is always become a big problem in learning english. students are still difficult in writing text because they have less of vocabulary. so, they cannot convey their ideas related to topic clearly as they would have to. vocabulary is a core component in studying a language. it is supported by zhihong (2000) states that “words are the basic unit of language form. without a sufficient vocabulary, one cannot communicate effectively or express ideas. having a limited vocabulary is a barrier that prevents students from learning a foreign language. if learners do not know how to expand their vocabulary, they gradually lose interest in learning” ade dwi jayanti: students’ writing ability on english descriptive text at grade viii in smpn 33 padang|81 based on the theory above, it can be concluded that vocabulary has important role in communication. we cannot send our ideas to readers without enough vocabularies. besides that, using a word in writing text is not only implies a definition, but also implies how that word fits into the context. it means that the writer has to smart in choosing the appropriate word so it relates to the context. if the word is not appropriate into the context, so the readers have difficulties in comprehending the text. related to writing descriptive text, students have difficulties in choosing appropriate words to express their ideas. as a result, the students cannot finish their descriptive writing. so, this case means the students have to use appropriate vocabularies and accurate words fix to the context in their english descriptive text. students will advance their ability in writing english descriptive text by using appropriate words. c. mechanics heaton (1988: 148) states “the mechanic concerns about the writers’ ability to use correctly those conventions peculiar to the written language – such as punctuation and spelling.” mechanic of writing also refers to the use of capitalization. according to nordquist (2011: 1), mechanics consist of punctuation and spelling. the punctuation means a set of marks used to regulate texts and clarify their meanings, principally by separating or linking words, phrases, and clauses. furthermore, longman (1998: 389) adds that “punctuation is one art or practice of inserting of standardized marks or sign in written matter to clarify the meaning and separate structural unit. it has two functions; they are to clarify the meaning and to separate structural unit.” then, oshima and hogue (1991: 245) add “using correct punctuation is important because it conveys meaning just as words do.” while the spelling means the word looks like. if the writer wrote wrong spelling, so it will create un-meaningful words. it can be concluded that punctuation and spelling is important in writing to help readers to understand the writer’s ideas. in learning english, both of them are accurately presented and learned. by using punctuation, bring clarity in writing and making it comprehensible. while, spelling means the word looks like, if spelling incorrect so the meaning of word can be different. d. testing writing o’malley and pierce (1996: 139) states that in examining the nature of writing, we have looked at the writer and the type of writer’s knowledge which is bring to the writing task. we have to indicate the purpose and genre of writing to determine what and how students’ 82 | english franca, vol. 3, no. 1, 2019 writing. the task may consist of the questions or statement that the students will address in their writing and conditions under which they will write. they should be allocated to the time and resources. the students don’t be asked to write a task if it is not suitable with their readiness. according to o’malley and pierce (1996: 140), testing writing is to know the students’ ability in using language and the students’ ideas through written medium. the purpose of teaching and learning writing is to enable the students to use the language skills in social life. in teaching and learning writing, the students are hoped to able to express the idea into written language. heaton (1988: 7) says that by testing writing, it will provide the students with an opportunity to show their ability to perform certain tasks in the language. so, the students can learn from their weaknesses. in order to know the students’ achievement in writing, testing writing ability is the best choice. here, the students are asked to write. the students can write about the personal descriptive. the teacher can ask the students to write their experience and scores the task based on the criteria of scoring. heaton (1988: 146) has opinion related to scoring writing. he says that there are some components of scoring writing. they are content (subject), organization (ideas), language uses (simple present tense/ construction), vocabulary (choice of words), and mechanics (spelling and punctuations). first, content is about knowledge of subject. second, organization expresses facts, ideas, feelings and attitudes clearly in writing. third, language use is often concerned the formal patterns of language (described in prescriptive grammars and lexicons). it means that it is concerned with students’ knowledge of forms of language. fourth, vocabulary is concerned with word meanings, words formation and collocation. and finally, mechanics refers to punctuation and spelling. furthermore, the writer gave an example of english descriptive text which had been quoted from genres of text book created by hartono (2011: 25) in order to make this research clearly. after that, she explained five indicators (identification, description, language feature, vocabulary and mechanics) of english descriptive text. review of the related findings before conducting the research, the writer found some researchers who have done the research about students’ writing especially about writing descriptive text in right order. firstly, it was conducted by ade dwi jayanti: students’ writing ability on english descriptive text at grade viii in smpn 33 padang|83 trilisnawati (2012). she analyzed about error analysis on descriptive text, a case study at the eighth grade of smp islamiyah sawangan. the writer found some errors made by the students in writing. she analyzed the common errors in the article, personal pronouns, subject-verb agreement, capitalization, spelling, and non-count nouns. the writer analyzed 20 research samples and found most students made errors in their writing. the writer discovers that the error types in the use of article, personal pronouns, subject-verb agreement, capitalization, spelling, and non-count nouns, committed by eighth grade students of smp islamiyah sawangan. the students still confuse with the forms of writing, especially in using the personal pronouns. secondly, it was conducted by natria (2007). the design of her research was descriptive in nature. she analyzed about eighth year students’ errors of smp n 2 brebes in using simple present tense in descriptive texts. she used cluster proportional random sampling technique to collect the data. in her research, she found out the dominant errors on simple present tense in writing descriptive texts and the possible causes of those errors. she used a writing test as an instrument. in her result, there were 10 types of errors. they were omission of be, wrong form of be, double be, wrong use of singular and plural form, addition of be (before and after verb), omission of suffix s/-es, wrong use of verb, wrong form of modal auxiliary, omission of verb, and wrong form of negative sentence. thirdly, it was conducted by shokrpour and fallahzadeh (2007). the research was about efl writing problems in shiraz university of medical science, trying to point out the major difficulties with which iranian students face when writing their report. the specific objective of this research was to determine whether language skills or writing skill of medical students are the major problem areas to medical students. the data analysis indicates that iranian efl medical students have problem both in language and writing skills, but with higher percentages of problem in writing skill. the above researchers were related to this research. here, the writer studied students’ writing ability of english descriptive text of grade viii in smpn 33 padang, in descriptive qualitative research by using writing test. she chose one class of its level as a participant. the students were asked to write a descriptive text. here, she analyzed about students’ ability in writing english descriptive text. she analyzed about generic structure (identification and description), language feature (using simple present tense, adjective, action verb), vocabulary and mechanics in writing text. in collecting the data, she used the 84 | english franca, vol. 3, no. 1, 2019 heaton’s scoring rubric writing and gerot & wignells’ theory about indicator of english descriptive text. she combined both of them. besides that, she also categorized the students’ ability. then, she counted its frequency and percentage. research methodhology the research designed as a descriptive quantitative research. the purpose of the research is to gain information about phenomena in order to describe existed condition in the field. so, the students’ writing ability on english descriptive text is analyzed by using quantitative method. it was conducted in smpn 33 padang. the participant of this research was grade viii students of smpn 33 padang. there are about 23 students as the subject of the research, of which 13 students are female and 10 students are male. this research used writing test as the instrumentation or the way to collect the data of students’ writing ability of english descriptive text. heaton (1988: 7) states that testing writing provides the students with an opportunity to show their ability to perform certain tasks in the language. in order to know the students’ achievement in writing, testing writing ability is the best choice. in this research, the writer (as scorer i) was helped by the english teacher of second year of smpn 33 padang (as scorer ii) to give the score on students’ writing in english descriptive text. before giving the test, the writer tried out the test to participants. in this case the writer tried out the instruction of the test to make sure whether the students understand or not what they will do with the test and whether or not the participants can write a english descriptive text in the allocated time. the test was developed from some indicators of english descriptive text, such as identification, description, language features (simple present tense, action verbs, and adjective), vocabulary, and mechanics (punctuation and spellings). the writing test was done in three meetings. there are 60 minutes for each meeting. the writer gave three topics for each test, namely; my mom, my bag and my school. the data were analyzed quantitatively method. the writer found the students’ score by using combined scoring rubric writing by heaton (1988: 146) and indicators of english descriptive text. furthermore, the writer calculated the students’ score by combining scores from both scorers. ade dwi jayanti: students’ writing ability on english descriptive text at grade viii in smpn 33 padang|85 findings and discussions the figure 1 presented students’ writing ability of five indicators in english descriptive text. the following figure also presented the number of students for each category. table 1: the categorization of students’ ability in writing english descriptive text from the figure 1, it could be seen that 21 students’ ability was fair to poor. while, none of student’s ability was excellent to very good, 1 student’s ability was good to average, and 1 student’s ability was very poor. it means that 91% of students at grade viii.5 are enough difficult in writing english descriptive text. after that, the writer analyzed each indicators of writing english descriptive text such as identification, description, language features, vocabulary and mechanics. then, she analyzed the problem for each indicator faced by students in writing english descriptive text. 1. students’ ability in writing identification identification is one of the indicators of descriptive text. the students’ writing ability was described as follow: table 2. the categorization of students’ ability in writing identification interval scores categorization of students’ ability freq. of stud.(f) percent. (%) interval scores categorization of students’ ability freq. of stud.(f) percent. (%) 3.51 4 2.51 3.50 1.51 2.50 1 1.50 excl. to very good good to average fair to poor very poor 0 1 21 1 0% 4.35 % 91.3 % 4.35 % ∑n: 23 ∑: 100 % 86 | english franca, vol. 3, no. 1, 2019 3.51 4 2.51 3.50 1.51 2.50 1 1.50 excl. to very good good to average fair to poor very poor 0 14 9 0 0% 60.9 % 39.1% 0 % ∑n: 23 ∑: 100 % from the figure 2 above, it showed that 14 students were good to average, while 9 students were fair to poor. it can be said that most of students are able to write identification. according to gerot and wignell (1994: 208), “in identification, the learners identify phenomenon or subject that is going to be described.” related to this case, there is only simple problem faced by few students in this indicator. they identify the object (person, thing or place) unclearly. 2. students’ ability in writing description next, description is the second indicator of descriptive text. the students’ writing ability was described as follow: table 3. the categorization of students’ ability in writing description from the figure 3, it showed that 20 students were fair to poor, while 3 students were very poor. it can be said that many students have problems to describe an object of the text detail. they are unable to develop ideas or information related to object (person, thing or place) in order to make descriptive text clearly. according to abisamra (2001: 1), “descriptive text is the text picturing the person, place, and thing detail to help the readers visualize an object which is described.” so, it effects the readers be difficult to understand and comprehend deeply about the object. it is also supported by grellet’s theory (1990:3). he interval scores categorization of students’ ability freq. of stud.(f) percent. (%) 3.51 4 2.51 3.50 1.51 2.50 1 1.50 excl. to very good good to average fair to poor very poor 0 0 20 3 0% 0% 87% 13 % ∑n: 23 ∑: 100 % ade dwi jayanti: students’ writing ability on english descriptive text at grade viii in smpn 33 padang|87 states that “understanding a written text means extracting and requiring information from it as efficiently as possible.” related to this case, the students have to develop ideas and describe all information which related to an object (person, thing or place) in order to help the reader get a clear picture. 3. students’ ability in using language features moreover, language features is the third indicator of descriptive text. the language features concern to use of simple present tense, use of action verbs, and use of adjective. the students’ writing ability was described as follow: table 4. the categorization of students’ ability in using language features from the figure 4, it showed that only one student was good to average. while, 12 students were fair to poor and 10 students were very poor in using language features (simple present tense, action verb, and adjective). in general, it might be caused by a factor which the students do not know the basic structure of simple present tense itself. so, it makes error structure of sentences which is written by students. in specifically, most of them had omission of be, wrong use of singular and plural be, omission of suffix –s/-es and wrong use of verb. sometimes the students used plural verb for singular subject. oshima and hogue (1988: 13) state that “subjects and verbs of sentence must be agreed in number.” unfortunately, many students do not know how to differentiate between a singular subject and a plural subject in writing a sentence. related to this problem, the students often use ordinary verb “have” to third singular subject. interval scores categorization of students’ ability freq. of stud.(f) percent. (%) 3.51 4 2.51 3.50 1.51 2.50 1 1.50 excl. to very good good to average fair to poor very poor 0 1 12 10 0% 4.3% 52.2% 43.5% ∑n: 23 ∑: 100 % 88 | english franca, vol. 3, no. 1, 2019 besides that, many students also often make mistakes in using v1 and v1+s/es. they don’t use v1s+es for third singular person “she, he”. jack (2003: 31) adds that “in simple present tense, verb is changed to be verb +s/es for third singular person.” it means that if subject of sentence is third singular person/impersonal “she, he, it”, v1 is added +s/es. while, if subject is first singular person “i”, second singular person “you”, first plural person “we”, second plural person “you”, and third plural person “they”, it uses v1 only. furthermore, many students are confused to put adjective in writing. they often put adjective after noun/ object. according to jack (2003:198), “an adjective is usually followed by “to be”.” so, the students should put adjective after to be (before noun) to explain noun of sentence. those data indicated that using language features in writing english descriptive text is difficult for students. thus, they need to learn it deeply in learning of english writing. 4. students’ ability in using vocabulary furthermore, vocabulary is the fourth indicator of descriptive text. the students’ writing ability was described as follow: table 5. the categorization of students’ ability in using vocabulary interval scores categorization of students’ ability freq. of stud.(f) percent. (%) 3.51 4 2.51 3.50 1.51 2.50 1 1.50 excl. to very good good to average fair to poor very poor 0 1 20 2 0% 4 % 87% 9 % ∑n: 23 ∑: 100 % from the figure 5, it showed that only 1 student was good to average. while, 20 students were fair to poor and 2 students were very poor in using vocabulary. this data indicates that most of students have poor vocabulary in english. here, many students use general vocabularies in writing english descriptive text. according to brown (2004: 301), vocabulary is important to get comprehension of the text. related to this theory, many students do not have many vocabularies. even they use some indonesian in writing. therefore, the text which is written can be difficult to be comprehended. ade dwi jayanti: students’ writing ability on english descriptive text at grade viii in smpn 33 padang|89 sometimes the students use the vocabularies which not related to the topic. stahl (2005) states that vocabulary is the knowledge of words and word meanings and also puts vocabulary knowledge as the knowledge of a word not only implies a definition, but also implies how that word fits into the context. in reality, many students use vocabulary which were unsuitable contextually. as a result, it makes the reader do not get information of the text. so, it is important for students to enrich their vocabulary in english in order to develop their ideas to be good writing, even, make reader easily to understand and comprehend the text. 5. students’ ability in using mechanics last indicator of descriptive text is mechanics. mechanics concern to punctuation and spellings. the students’ writing ability was described as follow: table 6. the categorization of students’ ability in using mechanics interval scores categorization of students’ ability freq. of stud.(f) percent. (%) 3.51 4 2.51 3.50 1.51 2.50 1 1.50 excl. to very good good to average fair to poor very poor 0 1 19 3 0% 4 % 83% 13 % ∑n: 23 ∑: 100 % from the figure 6, it showed that only 1 student was good to average. while, 19 students were fair to poor and 3 students were very poor. it means that many students had some mistakes / errors in using mechanics to write english descriptive text. it might be caused by the students do not comprehend about punctuation and spelling. firstly, punctuation, many students don’t use period (.) at the end of sentence. it is seem as if the sentence connected to the next sentence. oshima and hogue (1988:10) state that “there are three punctuation marks that can be used at the end of a sentence: the period (statement), the question mark (question), and the exclamation mark (to show strong feeling).” 90 | english franca, vol. 3, no. 1, 2019 sometimes some students put commas (,) in uncorrected position, such; putting comma at the end of sentence. according to boardman and frydenberg (2001:39), “when a word, a phrase, or a dependent clause comes before an independent clause, we use a comma after it and before the independent clause.” so, it makes the text be ambiguously. if students write comma at the end of sentence, it usually means the sentence has been finished yet. besides that, some students also write a run-on sentence which is caused by have no punctuation. as a result, the readers are difficult to comprehend the text when check the students’ writing. thus, by using correct punctuation, the students can write sentence clear. then, the reader can comprehend the meaning of its sentence. it is supported by oshima and hogue (1988:10) who state that “punctuation is necessary to make sentence meaning clear.” secondly, spelling, many students did miss-spelling in writing words. the data indicated that the students cannot differentiate written of word to its pronunciation. zaim (2005: 124) states that, “each word has meaning.”if they do miss-spell in writing words, it will probably have no meaning. it reflects to their writing, of course. it means that they cannot inform the text about to reader. according to leo sutanto, e.l. (2007), if the writer writes a clear word, the readers can expect a clear picture of what the writer intends to tell them. related to this problem, the reader has difficulty to get information related to subject of english descriptive text written by students. even, the reader was confused to read the text. conclusions and suggestions conclusion based on the research findings, there are some conclusions which can be derived from the analysis: in general, the students’ writing ability of smpn 33 padang in writing english descriptive text is fair to poor. in specifically, it is found that the students’ ability in writing identification (14 students: good to average, and 9 students: fair to poor), in writing description (20 students: fair to poor, and 3 students: very poor), in using language features (1 student: good to average, 12 students: fair to poor, and 10 students: very poor), in using vocabulary (1 student: good to average, 20 students: fair to poor, and 2 students: very poor), and in using mechanics ( 1 student: good to average, 19 students: fair to poor, and 3 students: very poor) of english descriptive text. meanwhile, the ade dwi jayanti: students’ writing ability on english descriptive text at grade viii in smpn 33 padang|91 students have some problems in writing english descriptive text. they are: a. identification: few students don’t identify the object clearly in identification. b. description: some students do not describe parts, qualities and characteristics of object in description. it was caused the students cannot develop their ideas or information related to object in order to make descriptive text clearly. c. language features: in general, most of students do not know the basic structure of simple present tense itself. so, it affects error structure of sentences which is written by students. in specifically, most of them have omission of be, wrong use of singular and plural be, omission of suffix –s/-es and wrong use of verb. furthermore, the students often use ordinary verb “have” to third singular subject because they do not know how to differentiate between singular and plural subjects in writing a sentence. after that, many students also often make mistakes in using v1 and v1+s/es. finally, they often put adjective after noun/ object in writing sentence. d. vocabulary: many students have poor vocabulary in english. furthermore, many students use vocabulary which are unsuitable contextually. so, they need to enrich their vocabulary. e. mechanics: in punctuation, many students don’t use period (.) at the end of sentence. next, some students put commas (,) in uncorrected position, such; putting comma at the end of sentence. furthermore, some students also write a run-on sentence which is caused by have no punctuation. the students have to pay attention to punctuation because it is necessary to make meaning clearly. suggestion based on the conclusions of the research, the writer would like to propose some suggestions as follows: (1) the english teachers are suggested to explain the generic structure and grammatical features of descriptive text more deeply and clearly in order to get good results for the students. (2) the english teachers are suggested to give more practices to the students in writing especially when they are writing english descriptive text by using interesting strategy related to the students’ ability in developing their ideas. (3) the english teachers are suggested to stimulate the students to build ideas related to the topic. so, the students will be able to develop those ideas to be good writing. (4) the english teachers are suggested to be more active in teaching92 | english franca, vol. 3, no. 1, 2019 learning process. because of the english teacher has important role in learning successful. references abdullah, a. t. h. (2013). error analysis on the use of simple tense and simple past tense in writing essay among tesl college students. international journal of education research. vol. 1 no 12. http://www.ijern.com/journal.december-2013/29.pdf. retrieved, may 10th, 2019. abisamra, nada. 2001. teaching writing approach & activities. (retrieved on january 2013). http://www.jstor.org/stable/40014588. alawi, f.f. (2011). improving students’ ability in writing descriptive text using clustering technique. journal of english language teaching. vol 2. no.2, 2011 alawi, f.f. (2011). improving students’ ability in writing descriptive text using clustering technique. journal of english language teaching. vol 2. no.2, 2011 boardman. c. a. and frydenberg, j. (2001). writing to communicate: paragraphs and essays. second edition. new york: pearson education. brown, h. d. 2004. strategies for success: a practical guide to learning english. new york: person longman. ________ 2010, language assessment: principles and classroom practices. second edition. new york: person longman. byrne. 1984. teaching writing skill. london: four strong printing company. departemen pendidikan nasional. 2006. kurikulum 2004. standar kompetensi mata pelajaran bahasa inggris. smp & mts. litbang.kemdikbud.go.id/content/buku standar isi smp(1).pdf exdriko, y. tavriyanti, l. and refnita, lely. (2014) the teaching of writing a descriptive text using clustering technique for bung hatta university students. journal=jfkip vol 3. no. 5, 2014 retrieved from http://ejurnal.bunghatta.ac.id fawcett, s. and sandberg, a. 1990. business english: skills for success. http://www.wilmu.edu/learningresorces/documents/criteriaforj udgingwriting.pdf. http://www.ijern.com/journal.december-2013/29.pdf http://www.jstor.org/stable/40014588 http://ejurnal.bunghatta.ac.id/ http://www.wilmu.edu/learningresorces/documents/criteriaforjudgingwriting.pdf http://www.wilmu.edu/learningresorces/documents/criteriaforjudgingwriting.pdf ade dwi jayanti: students’ writing ability on english descriptive text at grade viii in smpn 33 padang|93 fitri, i., eripuddin. and rahayu,p. (2017). an analysis of the students’ skill in writing descriptive text at the eighth grade of smpn7 tambusai utara. e-journal mahasiswa prodi bahasa inggris. vol 3: no. 1, 2017. retrieved from http://e-journal.upp.ac.id gay, l. r. and airasian. 2000. educational research; competencies for analysis application. (6th edition). new jersey: prentice-hall inc. gerot, l. and wignell, p. 1994. making sense of functional grammar. sydney: antipodeon educational enterprises (aee) publishing. grellet, f. 1990. developing reading skill. new york: cambridge university press. heaton, j. b. 1988. writing english language tests. london: longman group. hongqin, z. (2014). academic writing instruction for efl undergraduation: an intelextuality approach. international journal of english and education. issn 2278-4012. vol 4. april 2014. husna, l. (2018). an analysis of students’ writing skill in descriptive text at grade xi ipa 1 of man 2 padang. jurnal ilmiah pendidikan scholastic, 1 (1), 16-28. retrieved from http://e-journal.sastraunes.com/index.php/jips/article/view/281 jack, s. h. 2003. the easiest way of comprehending english grammar. second edition. jakarta: batavia press. kevin. 2009. “criteria of a good writing”. (retrieved on january 2012) http://blogtipz.com/2009/01/07/characteristics-good-writing/. leo, s.,groth, c., yugianingrum., lilyana,s., kendra,i.l.,and lukman, e.a. 2007. english for academic purpose: essay writing. ed. 1. yogyakarta: andi. marom, s.n. (2016) improving the students’ skill inwriting descriptive text using the power of two strategy. internatioanl conference on education. vol. 1:no.1 2016. retrieved from http://jurnal.unmuhjembe.ac.id myles, j. (2002). second language writing and research: the writing process and error analysis in students texts.” teaching english as a second or foreign language. vol. 6, no. 2. ai. retrieved on may 10th.2019. http://e-journal.upp.ac.id/ http://e-journal.sastra-unes.com/index.php/jips/article/view/281 http://e-journal.sastra-unes.com/index.php/jips/article/view/281 http://blogtipz.com/2009/01/07/characteristics-good-writing/ http://jurnal.unmuhjembe.ac.id/ 94 | english franca, vol. 3, no. 1, 2019 oshima, a. and hogue,a. 1988. introduction to academic writing. new york: addisonwesley publishing company, inc. _______ 1991. writing academic english: a writing and sentence structure handbook. second edition. new york: addisonwesley publishing company, inc. raimes, a. 1983. technique in teaching writing. london: oxford university press. rass, h. (2001). difficulties in teaching and learning grammar in an efl context. international journal of instrcution. july 2001. vol 4. no. 2 p-issn: 1694-609x. sa’diyah, h. (2010). improving students’ ability in writing descriotive text through a picture series aided learning strategy. the english teacher vol. xl: 164-182. retrieved from: http://www.melta.org.my/et/2011_182_halimatus.pdf stahl, s. a. 2005. four problems with teaching word meaning and what to do to make vocabulary an integral part of instruction, bringing research to practice. new jersey: prentice hall regent. ur, penny. 1991. a course in language teaching. english teaching forum. vol.xxv no: 56. cambridge: cambridge university press. zaim, m. (eds). 2005. applied linguistics: selected reading for classroom discussion. volumes 1 and 2. padang: postgraduate program, state university of padang. http://www.melta.org.my/et/2011_182_halimatus.pdf english franca : academic journal of english language and education vol. 2, no. 1, 2018, stain curup p-issn 2580-3670, e-issn 2580-3689 peer assessment in facebook comment column about one topic in writing ii subject of the fourth semester students of sriwijaya university english study program rita inderawati, ahmad hafiz pratama, bambang a. loeneto sriwijaya university, indonesia ritarudisaid@yahoo.com abstract the objectives of this study were to find out (1) the completeness of the students’ comments on facebook, (2) the quality of the students’ comments, and (3) the percentage of how well the students identified the characters of a good paragraph. the population of this study was the fourth-semester palembang class students of english education study program 2013 of sriwijaya university. the sample of the study was 48 students that were selected by using total sampling technique. the data were collected from the students’ comments on facebook of writing ii class in the academic year 2015 and analyzed by using two rubrics containing scoring systems. the results showed that the completeness in giving comments on the facebook group could be categorized into a very good category with the final score was 10. while, the quality of the comment from the students was also good with the final score was 15.56. the percentage of how well the students identified the characters of a good paragraph was 83.33% in very good level, 10.41 % in good level and 6.25 % in average level. overall, the final score of the students’ comments from those three research questions were average with the score was 9.85. it can be concluded that the students’ comments on facebook comment column in writing ii class in the academic year 2015 was average. keywords: academic writing; facebook; peer comments introduction language plays an important role in human life since it is a tool which humans use to interact with other people. we as a human being, of course, use language to interact with other people to understand each other. the importance of language is essential to every aspect and interaction in our everyday lives. we use language to inform the people 50 | english franca, vol. 2, no. 1, 2018 around us of what we feel, what we desire, and question/understand the world around us. we communicate effectively with our words, gestures, and tone of voice in a multitude of situation. english is known as a global language. english as a bridge of communication in the world has a big influence on the social life. nowadays, without english, it is rather difficult for someone to step forward, looking for another chance to have a good life. moreover, english is being the most necessary requirement to get into the higher level of bright future, especially for career development. it means that by mastering english, users are able to get several benefits as a well-prepared people. the government of indonesia acknowledges english as a compulsory subject in the daily life of education for the students of many levels. based on indonesian government regulation, no. 28, 1990, english is one of the compulsory subjects which is taught from the first year of the junior high school to the university level. there are four kinds of english skill, one of that is writing. writing is one of the important skills which should be learned and mastered by students. writing is a socio-cognitive activity that involves skills in planning and drafting, as well as knowledge of language, contexts, and audiences (hyland, 2007). writing becomes very important because it is the highest skill in language learning that people should master. writing ability is the ability to express ideas, opinions and thoughts and a way of communicating information, ideas, and feeling to other people. in fact, writing is a way of communication used by the writer to express, to generate, develop and organize the ideas for the reader by using the graphic in a certain language. harmer (2004, p.3) states that writing is a comprehensive ability involving grammar, vocabulary, and other elements; it has anything to do with listening, speaking, and reading. there were three writing courses in faculty of teacher training and education that students learnt for the academic year 2013 of english education study program of sriwijaya university; writing i, writing ii, and writing iii. in writing i subject the students were introduced to the definition of writing, the concept of writing, and all of the beginning of writing process. writing ii subject has concerned with the process of making a paragraph in academic writing. and last, writing iii subject deals with making an essay of academic writing. the teaching of writing can be applied in many ways; one of them is by using facebook. facebook is a ubiquitous technology for social use by students rather than an academic networking platform for their courses (rambe, 2010). wichadee (2013, p. 3) also states that it would be beneficial to use facebook as a platform for students to give and get feedback since it rita inderawati et.al : peer assessment in facebook comment column |51 creates authentic language interaction, increases students’ motivation and enhances their english learning achievement. in writing ii class, facebook was used as a medium for teaching and learning activities. facebook was chosen because it has many features which help students in learning process. one of the features of facebook was a group. that group belonged to the 2013 palembang students. the name of that group is writing ii with ri palembang 2015. there were some materials that had been discussed in it, such as: making a paragraph about facebook, observing the facilities in sriwijaya university, commenting on a book that could be found in the library, giving reasons why english as a major was selected, making a paragraph about mother and her hobbies, creating a paragraph about writing ii class and its interesting activities, and telling about the lecturer, and last the students had final exam. in addition, they could give comment to each other in that group as a learning process of writing. they should read the topic first, think about it, and if there was something that they wanted to give comment, they could do it in comment column. cheung, et al (2011) had noted that while “commenting in their facebook, the students developed confidence in writing and reading english and communicating with other users of facebook.” additionally, it also gives them an opportunity to enhance their knowledge about the text review. through commenting, students can state their opinion, make an argument, thus it will lead them to write their own review text. oshima and hogue (1999, p. 3) and harmer (2007, p. 4) mention there are four main stages in the writing process: planning, drafting, editing, and writing a final revision. planning is the beginning stage where the writer must determine what he or she should write. spring (1999) states that planning is really a matter of making choices about what people will include in the essay, how they will say it, why they are saying it, how they want the reader to react, and what they want to happen after the reader has read their work. a draft refers to the first version of a piece of writing. the drafting stage is characterized by increasingly less tentative efforts toward implementing a specific plan for written communication. spring (1999) explains that draft reminds the writer that the first copy of any piece of writing is only a first attempt which needs considerable fine-tuning. the editing stage involves the identification and correction of factual errors, deletion or revision of tangential issues, and rectification of omissions in a written document. therefore, winter (1999, p. 5) states that in editing process the focus in the surface of the writing, the appropriate word choice and correct format, spelling, grammar usage, and punctuation. in revising, 52 | english franca, vol. 2, no. 1, 2018 strive for vivid and concrete details, use synonyms (use a thesaurus and a dictionary), combine related ideas, vary sentence length, and move ideas if it would improve the message (spring, 1999). when the writer edits his or her draft and makes changes, they produce their final version. this final version may look very different with both the original copy and the first draft because it has been changed in the editing process. furthermore, related to this, there are two kinds of assessment, self-assessment and peer assessment. andrade and du (2007, p. 160) put forward that self-assessment is a process of formative assessment during which students reflect on and evaluate the quality of their work and their learning, judge the degree to which they reflect explicitly stated goals or criteria, identify strengths and weaknesses in their work, and revise accordingly. while mcmillan and hearn (2008) mention that self-assessment could mean that students simply check off answers ona multiple-choice test and grade themselves, but it involves much more than that. self-assessment is more accurately defined as a process by which students: 1) monitor and evaluate the quality of their thinking and behavior when learning and 2) identify strategies that improve their understanding and skills. on the other hand, peer assessment requires students to provide either feedback or grades (or both) to their peers on a product or a performance, based on the criteria of excellence for that product or event which students may have been involved in determining (falchikov, 2007, p. 132). students can help each other to make sense of the gaps in their learning and understanding and to get a more sophisticated grasp of the learning process. students receiving feedback from their peers can get a wider range of ideas about their work to promote development and improvement. peer assessment can also encourage collaborative learning through interchange about what constitutes good work. this study is a concern with peer assessment because generally the writer will check and analyze the comment from others as an analyzing process. in the facebook group, the lecturer listed some requirements for peer assessment. there were 11 requirements for giving a good comment: (1) the reviewer should comment on the title, (2) the reviewer should comment on the topic sentence, (3) the reviewer should comment whether the topic sentence has a controlling idea or not, (4) the reviewer should comment on the concluding sentence, (5) the reviewer should comment whether the concluding sentence begins with an appropriate end of paragraph signal or not, (6) the reviewer rita inderawati et.al : peer assessment in facebook comment column |53 should comment whether the concluding sentence tells the reader the things mention in controlling idea or not, (7) the reviewer should comment if there are any unclear sentences or not, (8) the reviewer should suggest the writer a way to improve the unclear sentences, (9) the reviewer should comment whether the paragraph have good unity or not, (10) the reviewer should comment whether the paragraph has good coherence or not and (11) the reviewer should comment if there are some errors in grammar and mechanics. the reviewer refers to the students who joined the online class on facebook. similar to this, hattie and timperley (2007, p. 104) state that to be effective, feedback needs to be clear, purposeful, meaningful, and compatible with students‟ prior knowledge and to provide logical connections. they put forwards six characteristics of effective feedback, they are (1) task specific. feedback requires learning context and therefore needs to be task specific. there is no advantage to tangential conversations when providing feedback, (2) self-regulation. feedback should encourage the learner’s selfregulation by enhancing self-efficacy and self-esteem. this concept corresponds with teaching learners how to learn, (3) low task complexity. feedback should address tasks of low complexity. goals should be broken down into manageable tasks, as this increases the effectiveness of feedback, (4) timing. the timing of feedback is not as straightforward as some may think. quick turn around on the correctness of simple tasks benefits students. while students may prefer instantaneous feedback, the literature supports that task process feedback benefits from a delay where students have time to think about difficult tasks before receiving the feedback, (5) praise. the most prevalent and least effective, praise disrupts the positive effects of feedback. it should be used cautiously, as students tend to enjoy private praise though it fails the need for task specificity and (6) technology enhanced. used appropriately, technology has the ability to provide timely feedback, improve collaboration, increase social presence, increase dialogue, improve reflection, support learning principles, and increase student satisfaction. considering to use the technologies available at schools can optimize technology in providing students’ feedback. however, there were some related studies which are considered closely related to this study. the first study entitled “grammatical error analysis of students comment writing based on facebook game in english intensive class of stain jurai siwo metro” was conducted by dedy subandowo in 2013. the research showed that the grammatical errors made by the students in english intensive class were redundant 54 | english franca, vol. 2, no. 1, 2018 use of auxiliary, unfamiliar words, nominal or verbal sentence, and making the error of interrogative form pattern. the second study entitled “critical discourse analysis of collaborative engagement in facebook posting” was conducted by patient rambe in 2012. the findings suggest the prevalence of formal authoritative (or hierarchical) discourses, few informal liberating (horizontal) discourses, nascent peer-based collaboration and limited learner engagement with theory. and the last study entitled “the implementation of peer editing technique to improve students‟ writing achievement” was conducted by fajri, inderawati, and mirizon in 2015. the result of paired sample ttest in experimental group showed the t-obtained was higher than the critical value of t-table (9.087> 2.041). it could be stated that there was a significant difference in the recount writing achievement before and after the treatment in the experimental group. in addition, the independent sample t-test showed the t-obtained was also higher than ttable after students‟ mean score was calculated (8.474 > 2.003). it can be concluded that there was a significant difference in recount writing achievement between the students who were taught through peer editing technique (experimental group) and those who were not (control group). in brief, peer editing technique was effective in writing achievement. however, this current study elaborated the completeness and quality of the peer assessment to show their critical thinking in commenting on their peer’s writing. therefore, the writer was interested in conducting this research in order to find out how the effectiveness of writing ii subject to the fourth-semester students english education study program in faculty of teacher training and education of palembang class sriwijaya university with rita inderawati 2015. in line with the explanation above, this study focused on conducting the descriptive study to describe, to present and to conclude that the writer got through the analysis process. this study was aimed to answer this following research questions: (1) how was the completeness of the 2013 students of english education in giving comment in facebook of group writing ii with ri palembang 2015 be categorized? (2) how was the quality of the comments of the 2013 students of english education study program? (3) how well did the students identify the characteristics of a good paragraph? research method this study was conducted by employing the descriptive method. this method was meant to describe the collected data in form of the rita inderawati et.al : peer assessment in facebook comment column |55 completeness of the comments from the students, the quality of the comments from the students and the percentage of how well the students identified the characteristics of a good paragraph from the fourth-semester students palembang class of english education study program 2013. the population of this study was all the fourth-semester students palembang class of english education study program 2013 in faculty of teacher training and education. the number of population was 48 students. in this study, the writer took the sample from the total number of the population by employing total sampling technique.in collecting the data for this study, the writer collected the comments from the students in the facebook group of writing ii with ri palembang 2015. then, the writer analyzed those comments used two kinds of rubric. according to mertler (2001), rubrics are rating scales as opposed to a checklist that is used with performance assessments. both of the rubrics were developed by rita inderawati from sriwijaya university. the first rubric entitled rubric for commenting a single academic paragraph writing and the second rubric entitled rubric for academic paragraph writing. then for checking the reliability of the comments from the students the writer used inter-rater reliability to find out the reliability of the students‟ comments by involved two raters. phelan and wren (2005) state that inter-rater reliability is a measure of reliability used to assess the degree to which different judges or raters agree in their assessment decisions. the raters were chosen based on some criteria: they are those who already hold a master degree and have more than 5-years teaching experiences. the raters helped the writer to check the quality of the comments by using the rubric for academic paragraph writing. in this study, the data were analyzed by checking the student‟s responses toward the eleven questions of a complete comment and the scores were calculated using microsoft excel 2010. the writer used symbol “√” if the student completed the aspect and symbol “-“ was meant to be as did not complete. there were four scores based on the total responses that the students did, they were: score d (bad) consists of 0 – 2 responses, score c (average) consists of 3 – 5 responses, score b (good) consists of 6 – 8 responses and score a (very good) consists of 9 – 11 responses. for each response, it was given one point. it means that one response had one point. for example, if 9 responses were given the student got 9 or the score was 9. the biggest score in giving the responses was 11 while the lowest score was 0. the research question number two was analyzed by using rubric for academic paragraph writing and the scores were calculated by using microsoft excel 2010. 56 | english franca, vol. 2, no. 1, 2018 the comments would be analyzed by the raters. there are four scores in that rubric, they are: score 1 (bad), score 2 (average), score 3 (good) and score 4 (very good). there are also 6 aspects of an academic paragraph writing, they are (1) organization, (2) supporting sentences, (3) concluding sentence, (4) unity, (5) coherence and (6) use of language. so, the biggest possible score that the students got was 24 and the lowest score was 6. each score had its own score range. for score 4 (very good) it had the scoring range 19 – 24. for score 3 (good) it had the scoring range 13 – 18. for score 2 (average) it had the scoring range 7 – 12 and for score 1 (bad) it had the scoring range 1 – 6. the research question number three was analyzed by using the table to check how well the students identified a good paragraph. in the table, there were five aspects of a good paragraph, they are (1) topic sentence, (2) supporting sentence, (3) concluding sentence, (4) unity and coherence. the writer used symbol “√” for the students who gave the complete comment for every aspect, and symbol “x" for the students who didn't give the complete comment for every aspect. the biggest score that the students got was score 5 and the lowest score that the students got was score 1. the complete comment means that the students had already identified the characteristics of a good paragraph well and the incomplete comment means that the students did not already identify the characteristics of good paragraph well. then, the writer categorized it into five categories based on the total aspects that the students did, they were: score 5 (very good) that contained 5 aspects, score 4 (good) that contained 4 aspects, score 3 (average) that contained 3 aspects, score 2 (bad) that contained 2 aspects and score 1 (failed) that contained 1 aspects. findings and interpretation of the study the completeness of the comments from the students the result of the analysis process of the completeness of the comments from the students showed that: there were 4 students giving 9 responses, 38 students giving 10 responses and 6 students giving 11 responses. so, there were three scores: 9, 10 and 11. table 1 the students’ responses range of score category number of students number of responses score very good (9 – 11) 4 9 9 38 10 10 rita inderawati et.al : peer assessment in facebook comment column |57 6 11 11 good (6 8) 0 0 0 average (3 – 5) 0 0 0 bad (0 – 2) 0 0 0 table 2 the average score of students responses number of score students 9 4 10 38 11 6 sum 30 48 average 10 from the writer‟s results obtained by using microsoft excel 2010, the average score of students‟ responses was 10. score 10 was included into a very good category with the range of score 9 – 11. finally, the writer could conclude that the completeness of the comment of the 2013 students of english education study program was very good. example 1 paragraph from the lecturer the examples of the comments from the students who got score 9, 10 and 11. 58 | english franca, vol. 2, no. 1, 2018 student 1 student 2 student 3 rita inderawati et.al : peer assessment in facebook comment column |59 for score 9 it showed that: first, the student commented on the title of the paragraph “the title is correct because it has written with the form of a phrase, “two useful things of writing ii class”. second, the student commented on the topic sentence “the topic sentence was clear”. third, the student commented that the topic sentence has a controlling idea “the topic sentence already have a controlling idea, the controlling idea is “is used for two things”. fourth, the student commented on the concluding sentence “the paragraph has a concluding sentence, it is “briefly, writing ii class is very useful for either to teach students to write a good and correct academic paragraph or to make students become good reviewers”. fifth, the student did not comment that the concluding sentence begins with an appropriate end of paragraph signal. sixth, the student commented that the concluding sentence tells the reader the things mention in controlling idea “the concluding sentence has already told the readers about the things mention in controlling idea, it is “is very useful for either to teach students to write a good and correct academic paragraph or to make students become good reviewers”. seventh, the student commented if there are any unclear sentences “in the paragraph there are no unclear sentences”. eighth, the student did not suggest a way to improve the unclear sentences. ninth, the student commented that the paragraph has good unity “the paragraph has a good unity because it feels one main idea, useful for two things”. tenth, the student commented that the paragraph has good coherence “the paragraph has a good coherence because it uses the correct transition signals like firstly, therefore, and moreover”. eleventh, the student commented if there are any errors in grammar and mechanics “here is no errors in grammar and mechanics because the paragraph have been checked the spelling and grammar on the computer”. for score 10 it showed that: first, the student commented on the title of the paragraph “the title is correct because it is already in a form of the phrase”. second and third, the student commented on the topic sentence and also commented that the topic sentence has a controlling idea “the topic sentence is also correct because it is already clear and also written with controlling idea”. fourth and fifth, the student commented on the concluding sentence and also commented that the concluding sentence begins with an appropriate end of paragraph signal “there is a good enough concluding sentence which it begins with the appropriate end of signal “briefly…”. sixth, the student commented that the concluding sentence tells the reader the things mention in controlling idea “there is a concluding sentence tell the reader the things mention in controlling idea like “and… to…”. seventh, the student commented if 60 | english franca, vol. 2, no. 1, 2018 there are any unclear sentences “this is a clear sentence”. eighth, the student did not suggest a way to improve the unclear sentences. ninth, the student commented that the paragraph has good unity “this paragraph has good unity because it only tells about two main things”. tenth, the student commented that the paragraph has good coherence “is also has good coherence because it uses many and correct transitions signal “firstly…secondly…”. eleventh, the student commented if there are any errors in grammar and mechanics “there is no any errors in grammar and mechanics (spelling, punctuation, and capitalization)”. for score 11 it showed that: first, the student commented on the title of the paragraph “the title of this single paragraph is “two useful of writing ii”. the title is good enough because it uses a phrase form, not a sentence form”. second and third, the student commented on the topic sentence and also commented that the topic sentence has a controlling idea “the topic sentence of this paragraph is “writing ii class” which is correct because it agrees with the title. the controlling idea is “..is useful for two things”, it also correct but the controlling idea would be nicer if it is changed into “gives two useful things”. fourth, the student commented on the concluding sentence “there is already a concluding sentence in the last sentence of this paragraph. it is “briefly, writing ii class is very useful for either to teach students to write a good and correct academic paragraph or to make students become good reviewers”. fifth, the student commented that the concluding sentence begins with an appropriate end of paragraph signal “this concluding sentence begins with an appropriate end of paragraph signal, it is “briefly”. seventh and eighth, the student commented if there are any unclear sentences and gave the explanation about the unclear sentence “i think there is no unclear sentence in this paragraph because all of the sentences are already clear and it is easy to read and understand”. ninth, the student commented that the paragraph has good unity “this simple paragraph already has a good unity because it only tells about two useful things of writing ii class”. tenth, the student commented that the paragraph has good coherence “i think this paragraph has a good coherence because it uses some transition signals”. eleventh, the student commented if there are any errors in grammar and mechanics “i think there is no error in grammar and mechanics”. the quality of the comments from the students the results of analysis process from the raters used the rubric for academic paragraph writing showed that: rita inderawati et.al : peer assessment in facebook comment column |61 from rater 1, there were 2 students getting score 12, 1 student getting score 14, 3 students getting score 15, 2 students getting score 16, 6 students getting score 17, 10 students getting score 18 and 24 students getting score 19 from the total 48 students. from rater 2, there was 1 student getting score 11, 1 student getting score 12, 1 student getting score 14, 4 students getting score 15, 3 students getting score 16, 4 students getting score 17, 11 students getting score 18 and 23 students getting score 19 from the total 48 students. the average from both raters can be seen in this following table: table 3 table of average (rater 1) number of no score students 1 12 2 2 14 1 3 15 3 4 16 2 5 17 6 6 18 10 7 19 24 sum 111 48 average 15.86 table 4 total of average (rater 2) no score number of students 1 11 1 2 12 1 3 14 1 4 15 4 5 16 3 6 17 4 7 18 11 8 19 23 sum 122 48 average 15.25 62 | english franca, vol. 2, no. 1, 2018 table 5 average from both raters score rater 1 15.86 rater 2 15.25 average 15.56 from the writer‟s results obtained by using microsoft excel 2010, the result from rater 1 showed the average score was 15.86 and from rater 2 showed the average score was 15.25. the average score from both raters showed the score was 15.56. score 15.56 was included into a good category with the scoring scale 13 – 18. finally, the writer could conclude that the quality of the comment of the 2013 students of english education study program was good. the percentage of how well the students identify the characteristics of a good paragraph the results of analysis process showed that: 40 students got score 5 (very good), 5 students got score 4 (good), and 3 students got score 3 (average). there were no results found for score 2 (bad) and score 1 (failed). the result of this analysis process can be seen in this following table: table 6 total of students‟ aspects no score total of the aspects category total 1 score 5 5 aspects very good 40 students 2 score 4 4 aspects good 5 students 3 score 3 3 aspects average 3 students 4 score 2 2 aspects bad 0 students 5 score 1 1 aspect failed 0 students those five aspects of a good paragraph are (1) topic sentence, (2) supporting sentence, (3) concluding sentence, (4) unity and (5) coherence. rita inderawati et.al : peer assessment in facebook comment column |63 student 1 student 2 student 3 64 | english franca, vol. 2, no. 1, 2018 for score 3 it showed that: first, the student identified the topic sentence of the paragraph well “this good rubric also has a clear topic sentence which is interesting to read and to understand”. second, the student identified the supporting sentence of the paragraph well “first of all, the title of this rubric is correct because it matches the paragraph. second, this good rubric also has a clear topic sentence which is interesting to read and to understand. third, the controlling idea is noticed to the rubric, “useful for two things”. fourth, it consists of concluding the sentence, too for example in this rubric, “briefly”. fifth, the rubric has exactly a concluding sentence with an appropriate end. sixth, the concluding sentence here tells the readers about the controlling idea which is talked about two things and makes senses. seventh, for this point, there is no unclear sentence. eighth, ninth, and tenth, this great rubric has a good unity, good coherence with each sentence in the paragraph, and finally, i would like to sat there is no error in its grammar”. third, the student identified the concluding sentence of the paragraph well “it consists of concluding the sentence, too for the example in this rubric, “briefly”. the rubric has exactly a concluding sentence with an appropriate end. the concluding sentence here tells the readers about the controlling idea which is talked about two things and makes sense”. fourth and fifth, the student did not identify the unity and the coherence of the paragraph well. for score 4 it showed that: first, the student identified the topic sentence of the paragraph well “the title and the topic sentence are correct because it is already in a form of a phrase, clear and also written with a controlling idea”. second, the student identified the supporting sentence of the paragraph well “firstly, the title and the topic sentence are correct because it is already in a form of a phrase, clear and also written with a controlling idea. then, there is good enough concluding sentence which it begins with the appropriate end of paragraph signal “briefly”. next, there is no unclear sentence appears in this paragraph since all the sentences are written clearly. the paragraph has good unity because it only tells about two main things. besides, it also has good coherence and also the grammatical is good”. third, the student identified the concluding sentence of the paragraph well “then, there is good enough concluding sentence which it begins with the appropriate end of paragraph signal “briefly”. fourth, the student identified the unity of the paragraph well “the paragraph has good unity because it only tells about two main things”. fifth, the student did not identify the coherence of the paragraph well. rita inderawati et.al : peer assessment in facebook comment column |65 for score 5 it showed that: first, the student identified the topic sentence of the paragraph well “the topic sentence of the paragraph is also correct because it describes the topic of the paragraph perfectly, but i think it would be nicer if the words “which is” from the sentence “the subject which is taught by maam rita inderawati” are omitted”. second, the student identified the supporting sentence of the paragraph well “firstly, the title is written correctly because it tells the main contents of the paragraph well. the topic sentence of the paragraph is also correct because it describes the topic of the paragraph perfectly, but i think it would be nicer if the words “which is” from the sentence “the subject which is taught by maam rita inderawati” are omitted. the next is controlling idea, it is written very well and does not need any correction”. the next aspect is the concluding sentence, the concluding sentence is good because it begins with an appropriate end of paragraph signal. the concluding sentence has also mentioned the things that had been explained in advance. then, the paragraph has no unclear sentence. after that, the aspect of the unity of this paragraph is written very well because the paragraph focuses on one main idea and does not go out of the track. next, the paragraph has a good coherence because the paragraph consists of many transition signals. finally, the last aspect is the grammatical and mechanics, there are no mistakes found regarding the spelling, punctuation or capitalization. third, the student identified the concluding sentence of the paragraph well “the concluding sentence is good because it begins with an appropriate end of paragraph signal. the concluding sentence has also mentioned the things that had been explained in advance”. fourth and fifth, the student identified the unity and the coherence of the paragraph well “the aspect of the unity of this paragraph is written very well because the paragraph focuses on one main idea and does not go out of the track. the paragraph has a good coherence because the paragraph consists of many transition signals”. after the writer got the results for each score, then the writer drew the percentage from those results. the percentage of those results can be seen in this following table: 66 | english franca, vol. 2, no. 1, 2018 table 7 the percentage of each score score percentage score 5 (very good) 40 x 100 : 48 = 83.33 % score 4 (good) 5 x 100 : 48 = 10.41 % score 3 (average) 3 x 100 : 48 = 6.25 % total = 100 % briefly, the writer could conclude that from the students‟ comments on facebook there are three categories of how well did the students identify the characteristics of a good paragraph, they are: 83.33 % students identified the characteristics of a good paragraph in very good level, 10.41 % students identified the characteristics of a good paragraph in good level and 6.25 % students identified the characteristics of a good paragraph in average level from the total 100 % students. table 8 the final score of students‟ comments x q1 very good (9-11) 9 10 10 11 q2 rater 1 15.86 15.56 rater 2 15.25 q3 very good 5 4 good 4 average 3 9.85 overall, from the writer’s results obtained from those three research questions by using microsoft excel 2010, the final score of students‟ comments was 9.85. based on the scoring scale of an academic paragraph writing, score 9.85 was included into an average category with the scoring scale 7 – 12. it could be concluded that the students' comments in writing ii subject with ri 2015 were average. discussion there are some points to be discussed based on the findings above. based on the analysis process there were 4 students giving 9 rita inderawati et.al : peer assessment in facebook comment column |67 responses, 38 students giving 10 responses and 6 students giving 11 responses. so, there were three scores: 9, 10 and 11. then, from those three scores, the writer found the average score was 10 by calculated in microsoft excel 2010. score 10 was included into a very good category with the range of score 9 – 11. finally, the writer could conclude that the completeness of the comment of the 2013 students of english education study program was very good. next, the quality of the comments of the students using the rubric for academic paragraph writing was rated by two raters. rater 1 found out that there were 2 students getting score 12, 1 student getting score 14, 3 students getting score 15, 2 students getting score 16, 6 students getting score 17, 10 students getting score 18 and 24 students getting score 19 from the total 48 students. rater 2 found out that there were 1 student getting score 11, 1 student getting score 12, 1 student getting score 14, 4 students getting score 15, 3 students getting score 16, 4 students getting score 17, 11 students getting score 18 and 23 students getting score 19 from the total 48 students. from the writer’s results obtained by using microsoft excel 2010, the result from rater 1 showed the average score was 15.86 and from rater 2 showed the average score was 15.25. the average score from both raters showed the score was 15.56. score 15.56 was included into a good category with the scoring scale 13 – 18. finally, the writer could conclude that the quality of the comment of the 2013 students of english education study program was good. thirdly, the writer made the percentage of how well the students identified the characteristics of a good paragraph. there were 5 scores in the scoring system, they are: score 5 (very good), score 4 (good), score 3 (average), score 2 (bad) and score 1 (failed). the results of the analysis showed that there were 40 students getting score 5 (very good), 5 students getting score 4 (good) and 3 students getting score 3 (average). there was no result found for score 2 and score 1. then, the writer made the percentage of those results. according to findings above, the writer got the results 83.33 % students who got score 5 identified the paragraph in very good level, 10.41 % students who got score 4 identified the paragraph in a good level and 6.25 % students who got score 3 identified the paragraph in average level from the total 100% students. overall, from the writer‟s results obtained from those three research questions by using microsoft excel 2010, the final score of students‟ comments was 9.85. based on the scoring scale of an academic paragraph writing, score 9.85 was included into average 68 | english franca, vol. 2, no. 1, 2018 category with the scoring scale 7 – 12. it could be concluded that the students‟ comments in writing ii subject with rita inderawati 2015 was average. those all results had been gotten by the writer from collecting all the comments from the students in the facebook comment column. facebook provides some features in it and it has benefit to help the students in learning activities. it is relevant to the statement of wichadee (2013, p. 3), it would be beneficial to use facebook as a platform for students to give and get feedback since it creates authentic language interaction, increases students‟ motivation and enhances their english learning achievement. furthermore, rambe (2010) also states that facebook is a ubiquitous technology for social use by students rather than an academic networking platform for their courses. finally, from those experts say above, it would be beneficial if facebook can be made as a medium in teaching and learning activities. based on the analysis results of research question number one, many students did not fulfill the eleven responses of a good comment. they mostly missed the eighth response suggesting a way to improve any unclear sentence. only 6 students fulfilled it completely with all the eleven responses. for research question number two, the quality of the comments from the students was good with the final score was 15.56, means it was in a good category, with the scoring scale 13 – 18. then, for research question number three the writer did not find any scoring category for failed and bad. the students identified the characteristics of a good paragraph mostly in very good category with the total 40 students in it. furthermore, the students had commented in facebook comment column so that the writer can get the results above. commenting on facebook is good for their learning process. in line with this, cheung, et al (2011) had noted that while “commenting in their facebook, the students developed confidence in writing and reading english and communicating with other users of facebook". in addition, it also gives them an opportunity to enhance their knowledge about the text review. through commenting, students can state their opinion, make an argument, thus it will lead them to write their own review text. not only that, harris (1997) also states that writing comments on students’ papers is something of an art; it requires a little thought and practice for the comments to be effective-that is, both read and attended to. the comment column lets people comment on content on the site using their facebook account. people can choose to share their comment activity with their friends (and friends of their friends) on facebook as well. not only that, facebook also has a feature which has been well known as „group‟. this feature provides an unlimited number of users rita inderawati et.al : peer assessment in facebook comment column |69 to join with a common interest, ground, or certain purposes. it is possible to set whether the group will be in public or close or secret, as well. through the group, the users do not need to „befriend‟ other users. they can interact directly with the group. facebook group, according to hur (2011), has seven main functions: post, link, photo, video, doc (document), event, and group chat. the post can be used to announce, remind, or ask something. it can also be the place where materials are shared. the activities for the post might be a specific topic discussion, short story, or survey. conclusion and suggestion based on the findings analyzed in the previous chapter, there were three conclusions. first of all, the completeness of the 2013 students of english education in giving comment in facebook of group writing ii with rita inderawati palembang 2015 could be categorized into the very good category. secondly, the quality of the comment of the 2013 students of english education study program was good. thirdly, the percentage of how well the students identified the characteristics of a good paragraph was divided into three categories based on the result from analysis process, they were: 83.33 % students who got score 5 identified the characteristics of a good paragraph in very good level, 10.41 % students who got score 4 identified the characteristics of a good paragraph in good level and 6.25 % students who got score 3 identified the characteristics of a good paragraph in average level. it could be concluded that the students‟ comments in writing ii subject with rita inderawati 2015 were average. based on the conclusion above, the following are the suggestions. first of all, the result of this study is expected to help students in improving their writing skill. it can help students give comments based on the rubric. students will be able to give comments in facebook comment column based on the rubric, they will know the characteristics of a good comment, the quality of their comments will be good in that way, and they can identify the characteristics of a good paragraph well or even very good. not only that, by using facebook in the teaching and learning process, the writer also hope the students can learn more effectively in writing subject and finally their writing ability will increase through this way. secondly, the writer hopes to the lecturers by getting the results of this study will help the lecturers to be successful in language teaching and learning activities for writing subject in the future especially by 70 | english franca, vol. 2, no. 1, 2018 using facebook and comments as the medium. facebook is a good medium that can be used for teaching and learning activities. facebook provides many important features in it and those all can be used by the lecturers to increase the students’ attention and ability in learning activities especially for their writing ii subject in the next day. the last part is the suggestion for further researchers in the next day. the results of this study are also hoped to give more comprehensive information about writing ii subject to the other researchers in english education study program at faculty of teacher training and education, sriwijaya university. besides, the writer also hopes to the other further researchers this study can give them the illustration of how writing ii subject was going on in sriwijaya university, they can do the same thing in other universities or in sriwijaya university itself and they can correlate it with the students‟ writing achievement, or even in another subject not only writing on facebook. references andrade, h. & du, y. (2007). student responses to criteria-referenced self-assessment. assessment and evaluation in higher education, 32(2), 159-181. cheung, c. m. k., chiu, p. y,. & lee, m. k. o. (2011). online social networks: why do students use facebook? computers in human behavior. 27, 37-43. depdiknas. (1990). sistem pendidikan nasional peraturan pemerintah no. 28. jakarta, indonesia: depdiknas ri. retrieved from http://www.dpr.go.id/ fajri, m.h., inderawati, r., & mirizon, s. (2015). the implementation of peer editing technique to improve students‟ writing achievement. journal of english literacy education, 2(2), 48-57. falchikov, n. (2007). rethinking assessment in higher education. london: kogan page. harmer, j. (2004). how to teach writing. retrieved from http:/respository.upi.edu/operator/upload/t_bing_0604416_cha pter1.pdf harmer, j. (2007). the practice of english language teaching (4th ed.). essex: pearson education limited. http://www.dpr.go.id/ rita inderawati et.al : peer assessment in facebook comment column |71 harris. (1997). recommendations for writing comments on student papers. retrieved from http://www.virtualsalt.com/comments.htm hattie, j. & timperley, h. (2007). the power of feedback. review of educational research, 77(1), 81-112. doi: 10.3102/003465430298487. retrieved from http://rer.sagepub.-com/content/77/1/81.full.pdf+html hur, g. (2011). facebook: it’s not all evil. use the group feature! a paper presented at camtesol 2011 state conference. retrieved from http://homepage.smc.edu/liuroseanney/catesol%202011/facebook.pdf hyland, k. (2007). genre and second language writing. ann arbor, mi: the university of michigan press. inderawati, r. (2015). commenting on the peer comment for single academic paragraph writing. retrieved from https://www.facebook.com/groups-/539438949492702/?ref=bookmarks inderawati, r. (2016). a reflection on peer comment strategy in facebook for elt. retrieved from http://www.conference.pixel-online.net. mcmillan, j. h., & hearn, j. (2008). student self-assessment: the key to stronger students’ motivation and higher achievement. retrieved from http://files.eric.ed.gov/fulltext-/ej815370.pdf mertler, a. c. (2001). practical assessment, research and evaluation: designing scoring rubrics for your classroom. retrieved from http://pareonline.-net/getvn.asp?v=7&n=25 oshima, a., & hogue, a. (1999). writing academic english (3rd ed.). new york, ny: adison-wesley longman. phelan, c., & wren, j. (2005). exploring reliability in academic assessment. retrieved from https://www.uni.edu/chfasoa/reliabilityandvalidity.htm rambe, p. (2010). cited in rambe, p. (2012). critical discourse analysis of collaborative engagement in facebook postings. australasian journal of educational technology, 28, 295-314. rambe, p. (2012). critical discourse analysis of collaborative engagement in facebook postings. australasian journal of educational technology, 28, 295-314. http://homepage.smc.edu/ https://www.facebook.com/groups-/539438949492702/?ref=-bookmarks https://www.facebook.com/groups-/539438949492702/?ref=-bookmarks https://www.facebook.com/groups-/539438949492702/?ref=-bookmarks http://www.conference.pixel-online.net/ http://files.eric.ed.gov/fulltext-/ej815370.pdf http://files.eric.ed.gov/fulltext-/ej815370.pdf http://pareonline.-net/getvn.asp?v=7&n=25 https://www.uni.edu/chfasoa-/reliabilityandvalidity.htm https://www.uni.edu/chfasoa-/reliabilityandvalidity.htm 72 | english franca, vol. 2, no. 1, 2018 spring (1999). academic studies english; writing longer essays. retrieved from http://www.en.copian.ca/library/learning/academic/english/wr iting/essaying/module10.p df subandowo, d. (2013). grammatical error analysis of student’s comment writing based on facebook game in english intensive class of stain jurai siwo metro. (unpublished graduate thesis) stain jurai siwo metro, lampung. wichadee, s. (2013). peer feedback on facebook: the use of social networking websites to develop writing ability of undergraduate students. turkish online journal of distance education-tojde, 14(4), 1-13. winter, t. (1999). academic studies english; writing paragraphs and the writing process. the national adult literacy, 2, 1-28. http://www.en.copian.ca/library/learning/academic/english/writing/essaying/module10.pdf http://www.en.copian.ca/library/learning/academic/english/writing/essaying/module10.pdf http://www.en.copian.ca/library/learning/academic/english/writing/essaying/module10.pdf english franca : academic journal of english language and education vol. 3, no. 2, 2019, iain curup p-issn 2580-3670, e-issn 2580-3689 the analysis of classroom activities pursuant to effective technique teaching english in integrated vocational schools heli agustin, leff noviyenti, henny septia utami institut agama islam neger (iain) curup, indonesia heliagustin01081996@gmail.com abstract the objective of this research are to describe classroom activities pursuant to effective techniques teaching english in integrated vocational schools, and to investigate classroom activities pursuant to effective techniques teaching english in integrated vocational schools at islamic integrated rabbi radhiyyahand vocational high school islamic integrated khoiruummah in curup rejanglebong. the design of this research is descriptive qualitative. the subject of this research were two teachers who teach english in islamic integrated vocational schools. in collecting the date, the researcher used the following techniques: checklist observation and interview. there are some instruments which the researcher used forcollecting the data, consist of: notes and interview guidance. the notes was used to find the techniques the teachers used, the classroom activities the teacher used, and identify the classroom activities that pursuant to techniques suit the elements of effective teaching, and the interview guidelines was used to find the technique the teachers used based on the theory of elements of effective teaching. in analyzing the data,the steps were data managing, description, and interpreting. theresult from notes and interview showed that the techniques and classroom activities the teacher used and all techniques and classroom activities pursuant with element of effective teaching. the elements of effective teaching consisted of academic learning time, use of positive reinforcement, cues and feedback, cooperative learning activities, classroom atmosphere, high order questioning, direct instruction, and indirect teaching. keywords: technique teaching, classroom activities, elements of effective teaching introduction teaching is concern with the cognitive and psychomotor aspect of children to be more acquainted more competent of critical thinking, systematic, objective, and skilled of doing something. the purpose of teaching is more easily determined than educational purpose [1] and the 150 | english franca, vol. 3, no. 2, 2019 teaching has activities based on the techniques the teacher used. as the mention by usman (1993:p.5). “teaching is important for learning because when someone learning something they can get knowledge and some experience.” though, this basic definition of teaching also applies to the regular classroom setting intechnical and integrated vocational schools programme. but, in the teaching of practical skills, there are various teaching techniques available to be adopted, just as in all other fields and to all teachers: the most appropriate teaching teqhniqueto adopt in teaching technical and vocational skills should be that which can motivate the students and sustain theirinterest in the course of instruction. the effectiveness of teaching process have impact for the students understanding in leaning process. according to marland and states (1996: p.68)“students in australian school describe a good teacher in the following form: help you with your work, explain well so you can understand, is friendly and easy to get on with, make lesson enjoyable,cares about you, has a sense of humor, control the class well, and knows what he or she is talking about.”at the same time, there has been much debate among teachers educators concerning how teacher education can best foster effective teaching taking account of the governments views on teacher training, the teacher educators’ own professional views of how training is best conducted, and the findings of research studies looking at aspect of effective teaching and the impact of training. integrated vocational high school, which provides individuals with the knowledge, skills and competencies and improvingtheir abilities in a variety of ways, good religion, puts forward its function and qualitative power according to country’seconomic situation. therefore, the reason of vocational schools is labor market, and its main goal is to meetthe demands of business world and workforce for it. this aim is not against the political stance of vocationaleducation: on the contrary, a common purpose supported by public. in integrated vocational high school actually their really need english for understanding the `tools of their department, because the basic of vocatioanal high school is seldom uses classroom english. that is way, we compolsory know about english language.vocational school is one of the component of education most directly concerned with the acquisition of the knowledge and skills that required by workplace.refer to the education system structure of indonesia, theterm of vocational school has spitted into two meanings, in highereducation level and in secondary education level. the vocational education inhigher education levels are usually conducted at a universities or a polytechnics,whereas the vocational heli agustin, et.al: the analysis of classroom activities pursuant |151 education in secondary education levels are implementedat school that known as ‘sekolah menengah kejuruan (smk)’ (vocationalsecondary high school). in vocational high school islamic integrated rabbi radhiyyahand vocational high school islamic integrated khoiru ummah in curup rejang lebong, it is found different techniques were employed when the teachers taught the students in the class. based on my first observation, students from both schools were greatly interested when the teachers used teaching technique. it is also found in the class the teachers presented some english videos for brainstorming after that the teachers divided students in two several groups it is for make students more active in the class, on the teaching process teacher given some questions and the students directly answered the question. sometimes, on the teaching learning process the teachers used picture as a media in learning process, so the students and the teachers got feedback. then, based on the second observation from the teachers they used different techniques too in teaching learning process. in vocational high school islamic integrated khoiruummah the techniques the teachers used some techniques such as a group discussion, a short written exercise, explain picture. when the teachers used creative techniques the students reaction is really good, their apply the techniques that the teachers has given. from vocational high school islamic integrated rabbi radhiyyah the teachers also used different techniques in the class. the teacher used students debate technique and class games, presentation stage, practice stage, and production stage and extra. from that techniques the students directly gave more participant and make communication with their friends in learning process. therefore, the schools and the students got good achievement in english and another subject in both school based on the data when the researcher did pre-observation in both school. in vocational high school islamic integrated khoiruummah the score in their report is good almost completed, and then some of students follow some national competitions like a speech, write short stories in english, debate and swimming. that nationality champions related with eight techniques used by teachers. vocational high school islamic integrated rabbi radhiyyah their achievement is good, although so many activity they did. the good achievement such as the score of the students is higher average by used the creative techniques from the teachers and the students followed some competitions. it means the techniques used by teacher in the schools and class is very good achievement for the students in the class and in their life. 152 | english franca, vol. 3, no. 2, 2019 the researcher is really interested to delve what techniques and what classroom activities the teachers used for the students and the effectiveness of techniques in teaching english used by the teachers in vocational high school islamic integrated khoiruummah and vocational high school islamic integrated rabbi radhiyyah. based on the reason above the researcher interested to investigate about “an analysis of classroom activities pursuant to effective techniques teaching english in integrated vocational schools”. research questions based on the background above, the researcher questions were formulated as follows : 1. what are the techniques used by teachers in teaching english in integrated vocational schools? 2. what are the classroom activities used by teachers in the implementation of techniques teaching ? 1. how the classroom activities pursuant or not with techniques based on the effective teaching theory? objectives of the research the purposes of this research are : 3. identify teaching techniquesused by teachers in teaching practical instructions. 4. identify the classroom activities in implementation techniques teaching in classroom. 5. identify the classroom activities that pursuant or not with the technique teaching based on the theory of effective teaching in integrated vocational education. definition of the key terms the following discussion would provide the description on the key terms of the research. the explanation would cover three items; effective teaching, teaching techniques, and integrated vocational school. teaching technique. based on jerome’s statement “teaching is the supply the idea, the problems or the knowledge as sample, so that the students can understand”. brown(2001) the technique is specific activities manifested in the classroom that is consistent with a method and therefore is in harmony with an approach as well. heli agustin, et.al: the analysis of classroom activities pursuant |153 classroom activity is several activities that the students show their educations’ activity used team work or individual, if the classroom does not have real some activities, so the learning process can not effectively and the students could be a passive. the purpose of classroom activities is to give students exposure to context before they complete a related performance task such as reflects students knowledge of the construct, rather than context. vocational school is one of secondary school with a specialty to prepare graduates to be ready to work. integrated vocational school. suyanto(2013) where part of school include islamic religions in subject, lesson, or activities. integrated vocational school medify and deveoped their curriculum to reach the min goals of the establishment of school is among: make the students be islamic personality, have smart think and intelegent faith. based on the theory from anthony’s “technique is the level at which classroom procedures are described. it is implementation that which actually takes placein a classroom. it is the particulartrick, stratagem, or contrivance used to accomplish an immediate objective.”technique must be consistent with a method, and therefore in harmony with anapproach as well. technique teaching is step or activity that the teachers used in teaching english. another definition, technique is a way of achieving one purpose skillfully a knack (anthony, 2004). there are kind of techniques in teaching as follows (keachie, 2006): a class discussion a class discussion is one activity could be suitable for any class in size, even thought class discussion more effectively for small group. a discussions invited the students and learners to think critically on their subject and sometimes used logic to evaluate their position. a class discussion is really good for classroom activity to given the unit has been sufficiently covered already(keachie, 2006). a think-pair-share a think pair activity is the time for learners and students for ponder the previous lesson, than discuss with one students or more of their peers, the last for share it with the class as part of formal discussion. it is during this formaldiscussion that the instructor should clarifymisconceptions. however students need a background in the subject matter to converse in ameaningful way. therefore, a "think-pair-share" exercise is useful in situations wherelearners can identify and relate what they already know to others. so preparation is key. a learning cell 154 | english franca, vol. 3, no. 2, 2019 a learning cell is an effective way for a pair of students to study and learn together. a learning cell a process where there are two students should asking and answering questions on commonly read materials, to think and prepare for assignment, and then they write down the questions after they read. at the next class meeting, the teacher randomly puts students inpairs. the process begins by designating one student from each group to begin by asking one of their questions to the other. once the two students discuss the question, the otherstudent ask a question and they alternate accordingly. during this time, the teacher goesfrom group to group giving feedback and answering questions. this system is also called astudent dyad. a short written exercise the students make a review materials and provide feedback, it is used one minute paper, however one minute paper it is does not take one minute for make summarize, but they have ten minutes to work their exercise. teachers should employ a role-practicereflect approach during writing instructionand classroom activities, gradually transitioning responsibility until students are usingwriting strategies independently. a collaborative learning group this way good for learn in different material and different classes. this technique where teacher assign students in group three until six people and they are given an assignment or task to work together. this is good example of active learning because it causes the students to review the work that is being required at an earlier time to participant(mckinney, 2010) a student debate debate make students to learn because they allow students to chance to take a position and gather information to support their view and explain it to others. these debates not only give the student a chance to participant in a fun activity but also lets them gain some experience with giving a verbal presentation(babara, 2003) a reaction to a video the video help the students to understanding what they are learning at the time in presentation mode. it is also more active for the students because almost the students loved watch video or movies. a class game heli agustin, et.al: the analysis of classroom activities pursuant |155 when the students hears about the games, automatically they are very happy because it’s not only help the students to review the course material before a big exam, but the games can helps them to enjoy in learning process. from several techniques, the techniques have some roles for the teacher used in their class that make the situations in the class and students active, fun in the class, enjoyable and easier to understand the materials by use that techniques. the classroom activities involves interactions between the teacher and students. it means the classroom activity is some activities that the students show their educations’ performance in team work or individual, if the classroom does not have real some activities, so the learning process does not effectively and the students could be a passive. therefore, according to masita(2017)“teacher needs to provide an authentic material andinteractive activity to engage learners’ attention and createcommunicative classroomatmosphere.moreover, teachers must dealwith time and the material stated by the curriculum.there are some examples classroom activities that can be use by schools in the classroom activities: 6. small groups 7. whole class involvement 8. reading & writing exercises in summarizing, the teacher select the most pertinent element from the material and restate them in their own words. students also can describe the aspect of the material for the day they find most confusing. how these written exercises are used in the course will depend upon the type of class, the instructors objectives, the subject matter, and a variety of other factors. they could be collected and graded, kept in a journal(graded or ungraded), or simply used by the students themselves. from the theory above, the researcher conclude s many activities and the techniques the teachers used for make active and effective class. that techniques make enjoyable class, make the students feel happy they did not feel bored, and the important thing is the students easy to understood the materials by used some techniques. according to welberg(1990) in herna “most of comprehensive review of effectiveness of teaching has been made by welberg. he collected more than 3000 studies, and then carefully analyzed them to establish how important the element of effective teaching in students learning. from welberg’s result, he gather a list of weighted factors 156 | english franca, vol. 3, no. 2, 2019 selected from his overall list of elements that are very related to teacher behavior in the classroom.” the techniques to see the effective of effective teaching for teacher in learning process and teaching process in the classroom. the elements of effective teaching consist of academic learning time, use of positive reinforcement, cues and feedback, cooperative learning activities, classroom atmosphere, high order questioning, direct instruction, and indirect teaching. academic learning time academic learning time in the classroom has important variable how efficiently lesson are planned and how get started, how teachers handles discipline, digressions, off-task behavior, and the teacher handles transition will have an effect on students learning. usually, in classroom, indonesian’s country has different rule of academic learning time each meeting has 45 minutes and the teachers in two times meeting(90 minutes). use of positive reinforcement based on the theory of reinforcement b.f skinner in hernas’ thesis reinforcement is the specialist term in operant conditioning for the stamping of stimulus associations and response habits that follows the experience of reward. skinner’s theory, as well as other reinforcement technique was later applied to classroom settings with the idea that using reinforces could increase the frequency of productive behaviors and decrease the frequency of disruptive behaviors. there are two kinds of reinforcement; positive and negative reinforcement. positive reinforcement is presenting a reward after a desired behavior, whereas negative reinforcement is taking away and aversive stimulus after a desired behavior.basically, in classroom situation, positive reinforcement is when teachers praise and reward student for correct behavior. negative reinforcement is when punishment is coupled with positive experiences for correct behavior. studies have shown that specific praise is very effective, while general praise is hot. in other words, saying, “ johnny, excellent job adding those numbers,” “is much better than saying,” “great job, class.” cues and feedback the use cues and feedback is connected for process questioning. through cueing, the teacher provides some helps to students for answering question. while the feedback does not only correcting students, but also offering them an assessment of how well when they heli agustin, et.al: the analysis of classroom activities pursuant |157 have done.(harmer, j. 2001)then, feedback is conceptualized information provided by an agent, such as parents, teachers, book. regarding aspect of one’s performance or understanding.(hattie, 2003) co-operative learning the effective of cooperative learning is a most interesting new finding. the main point here is the importance in the classroom of employing small-group technique with cooperative objectives. such a procedure encourages student participation and also result in improved academic performance. the most direct way to create classroom interaction is to adopt the principles of collaborative learning. in collaborative learning, the teacher designs a learning problem or task, and the assigns small groups of student to address the problem collaboratively. student are typically instructed to reach a consensus on an issue, or to create a group product. the purpose of the collaborative learning is to enhance learning and achievement by encouraging peer-to-peer interaction and cooperation.(bishop, 2000) classroom atmosphere main element of effective teaching is the need to create a relatively relaxed learning environment within teaching-learning process. the arrangement of classroom facilitation also gives an effect to the students desire to study. a positive atmosphere can make a classroom a more pleasant place to be and, in turn, a more effective, motivating place to learn. it’s simple to do, and it can have positive result on the achievement of students.(emily, 2017) moreover, when teacher creates a positive classroom atmosphere, students learn better. every student must feel safe and important in the class in order for maximum learning to take place. a positive classroom environment does not just happen; the teacher creates it. higher order question a higher order question is basically a query that requires the student to analyze and produce a reasoned response, not the teacher’s word. on the other hand no one an already prescribed factual answer to the question. direct instruction essentially, direct instruction is good structured. the teacher explain the lesson and material step by steps, uses advance organizers, 158 | english franca, vol. 3, no. 2, 2019 checks for understanding, has students answer turn by turn in ordered style and get feedback on their answers. indirect teaching indirect teaching there are several aspect in effectiveness teaching that is have been strongly advocated. usually in indirect teaching including stress on independent students learning, inclusion of students ideas in discussion, and frequent students to interaction with another students. based on the theories above, researcher conclude that many elements of effective teaching that is very related to teacher behavior in the classroom. from the elements of effective teaching make sure the teacher can teach the students more effectively. vocational high school is one of the secondary educations with a specialty to prepare graduates to be ready to work. based on (evans in djojonegoro, 2016) statement: “defined that vocational school was part of educational system that prepared a person to be more capable of working at a job or a group of occupations than other fields of work.” fortunately, there are integrated vocational school. integrated vocational school is some schools includes islamic religion in their activity, in their lesson plan. their islamic religion activities is really effective for students it is because the students got the knowledge about islamic too not just about the general material. integrated vocational school medify and deveoped their curriculum to reach the min goals of the establishment of school is among : make the students be islamic personality, have smart think and intelegent faith(suyanto, 2013). there are five principles that characterize the curriculumof the integrated islamic school.  islamic based education nd learning in all subject in the school  competency based learning  mater of qur’an  know about arabic and english language in order be able to compete in global lifes  the actulization of student’s abilities and telents on the other hand, the purpose of integrated islamic school curriculum is not only providing knowledge and completing their vocation skill but also instiling religious values. that is why the institude said tobe heli agustin, et.al: the analysis of classroom activities pursuant |159 integrated in school system, which is believed to be the foundation for forming muslim leadership. research methodology this research used qualitative methods. a qualitative case study research design was considered appropriate ininvestigating this research inquiry. the aim was to examine the teaching process in-depth and thestudents’ learning activity at schools within an organizational context. the title ofthe research project indicated a qualitative research method due to its nature to explore anddiscover the factors affecting teaching effectiveness. the study investigated the view of chefinstructors teaching in culinary arts at vocational high school islamic integrated in rejanglebong. according to hancock “qualitative research is concerned with developing explanation of social phenomena. it described social phenomena as they occur naturally(bverly, 1998). this research usedthere were two instruments, the checklist observation and interview guidance. both of instruments see the techniques and classroom activities the teachers used in the class and to see the techniques pursuant with element of effective teaching. finally, the result of checklist observation are: table 1 the result of observation the techniques teaching used by teachers no teaching techniques used by teachers the techniques implemented smk it ku smk it rr 1 a class discussion the teacher a splitting into some groups really fair. the teacher invite the students to think critically. the teacher b splitting into some groups the teacher mix the students for make good group. the teacher ask the students to think critically. 2 think pair share the teacher a ask the students the teacher b ask 160 | english franca, vol. 3, no. 2, 2019 about the lesson last meeting. the teachers a invite the student who can answer the question about previous lesson the students. the teacher b ask the students one by one about previous lesson the teacher invite the student who can answer the question. 3 a learning cell the teacher a ask the students sharing each other about the material. the students must prepare for the assignment. the teacher b ask the students sharing 4 short written exercise the teacher a instruct the students to make a resume after learned material. the students received the instruct from the teacher. the teacher b instruct the students to make a resume after learned material. 5 collaborative learning group the teacher a instruct the students. the teacher b become the students in some groups. 6 students debate the teacher a give big chance for the students to convey they idea. 7 reaction to a video the teacher a show the video or the teacher b show the based on the heli agustin, et.al: the analysis of classroom activities pursuant |161 movie. material the students learn. 8 class game teacher a give the students games the teacher b give the students games based on the finding of the observations, it can be seen that the teacher almost implemented all the techniques. for the teacher a in integrated vocational school khoiruummah used 8 techniques 8 techniques and the teacher b from integrated vocational school rabbi raddiyah used 7 techniques indicators from 8 techniques table 2 the result of observation the classroom activities used by teachers no smk it khoiru ummah the classroom activities used by teacher suitable techniqes unsuitable techniques 1 the teacher a used classroom activity pairshare. the teacher divided the students in 4-5 groups the teacher implemented debate class in the activities small group 2 the teacher a deliver a material for 15 to 20. the teacher assigns students assume the roes of the teacher used the class debate whole classinvolvement 162 | english franca, vol. 3, no. 2, 2019 individuals or group in real situation. 3 the teachers instructs students to write short assignment. reading and writing exercises based on the finding of observations, it can be seen that the teacher almost implemented all classroom activities. from the table it can be seen the teacher a from khoiru ummah implemented 5 indicators in classroom activities. table 3 the result of observation the classroom activities used by teacher no smk it rabbi raddiyah the classroom activities used by teacher suitable techniqes unsuitable techniques 1 the teacher divided the students in 3-5 groups. the teachers used debate class for ask and answer each other. small group 2 the teacher b used class discussion for whole class involvement. the teacher used the class debate whole classinvolvement 3 the teacher assigns the students to write some topics. the teachers instructs students to write short assignment to reading and writing exercises heli agustin, et.al: the analysis of classroom activities pursuant |163 assess the extent to which students. based on the finding of observations, it can be seen that the teacher almost implemented all classroom activities in classroom and the classroom activities is different with techniques but the classroom activities that reflect with technique teaching. from the table it ca be seen the teacher b in rabby raddiyah implemented 4 indicators in classroom activities. to know the classroom activities pursuant to techniques suit with the effective teaching theory , the researcher used observation checklist field notes. the checklist observation consist from several indicators which based on the theoryand the field notes based on 8 meetings for the teacher.the result finding of observation checklist for the analysis of the techniques and classroom activities pursuant to techniques suit the effective (based on welberg’s theory) as follow: table 4 the result observation checklist for the analysis of the techniques and classroom activities pursuant to techniques suit the effective (based on welberg’s theory) no elements of effective teaching observation smk it ku smk it rr teacher a teacher b 1 academic learning time the teacher a almost manages the time for learning activities in the class teacher manage the classroom. the teacher manage the time really good with the the teacher b almost manages the time for learning activities in the class teacher manage the classroom. the teacher handle learning time focus on 164 | english franca, vol. 3, no. 2, 2019 8 technique teaching she used and classroom activities. the teacher handling the students’ task behavior time by time. the teacher handle learning time. technique reaction to a video. 2 the use of positive reinforcement the teacher a gave rewards when students have a good score and gave punishment when students got bad score. teacher b always gave score for students because students. 3 cues and feedback the teacher a given the students cues just in cd, tps, swe, clgs’ techniques. the teacher give the clue for answer right question. the teacher given the students cues just in cd, tps, swe, clgs’ techniques. the teacher give the clue for answer right question. 4 co-operative learning the teacher a designs a learning problem or task and further assigns the teacher b designs a learning problem or task and further heli agustin, et.al: the analysis of classroom activities pursuant |165 students to make some small groups in order to address the problem or task collaboratively in elements cd, lc, and clg. assigns students to make some small groups in order to address the problem or task collaboratively in elements cd, lc, and clg. 5 classroom atmosphere the teacher a manages the classroom almost all the techniques. the teacher b manages the classroom almost all the techniques. 6 higher order question the teacher a used higher order question in elements cd, tps, and sd. the teacher b used higher and order question in elements cd and tps. b direct instruction the teacher a used direct instruction in elements tps, lc, swe, clg, and rv. the teacher b used direct instruction in elements cd, tps, lc, swe, clg, and rv. 8 indirect teaching the teacher a make the students more enthusiastic if the teacher. the teacher manages the learning activities which trigger high the teacher b make the students more enthusiastic. the teacher manages the learning activities which trigger high 166 | english franca, vol. 3, no. 2, 2019 frequency of interactions among students in class discussion and collaborative learning group frequency of interactions among students in class discussion and collaborative learning group. based on the result of finding observation it can be conclude there was difference among the result of the teacher a and teacher b. from the data above, several techniques that implemented by teachers pursuant with effective teaching. the teacher a and teacher b in elements of effective teaching when they implemented the technique teaching english, that technique pursuant but sometime teacher a and teacher b when they implemented the technique in indicators of elements effective teaching does not pursuant. to know the classroom activities pursuant to techniques suit with the effective teaching theory. the researcher had done interview with two english teachers as the respondents. the researcher gave the questions based on the theory about the techniques the teachers used in the classroom activities. the data obtained from interview were concluded by the researcher as below: teacher a from the interview with teacher a, teacher a use various technique and classroom activities. the teacher apply class discussion technique and teacher a drive her students to think critically and lead her students to use their logic so that they evaluate their position in a class discussion: “yes, of course i use the class discussions’ technique. actually in the class there are learning groups, it is finished make when the class wants to start a lesson in the early semester but every meeting the group must change the students. in every group the students must combine it is mean there are smart student, there are diligent students and there are slowly student, so they can help each other, usually to lead the students i usually show some videos to the students and play a game, because the students really like watch heli agustin, et.al: the analysis of classroom activities pursuant |167 and play a game. so they can use their logic in the learning activities” based on the statement above, the teacher use some techniques as a indicators to make the students to think critically in the class discussion. various techniques can make the students active. when the researcher ask about the think air shares’ techniques, the teacher use that techniques before start new material. she ask the students about the material last meeting. the teacher give a reward for the students whose can remember the material last meeting by use technique think pair share. the teacher make sure the students remember about the material last meeting before start new material. when the students sharing about the lesson each other, they will getting new information from friends, the teacher used learning cells’ technique for make the students among two students sharing about the material the teacher gave. she used learning cells’ technique in grade one about text recount. when the researcher ask the teacher about the short written exercise, the teacher answered as follow: “yes, of course every students must resume about the material they had done learn, but not all the students can convey that resume, around two or three students get a chance to convey their task to the students and teacher. based on the teacher answer, the researcher conclude the teacher called on the students randomly every the teacher gives the task to make sure all the students brave and accustomed for convey their opinion. collaborative learning group is one of the techniques the teacher a used, when the researcher ask the teacher about collaborative learning group the teacher statement is: “yes, in collaborative learning group there are three until five students. every students have a job each other, before start discussion class the students choose who the leader from that group. the leader can manage the group to be a solid group, so they can do their jobs very well” from the statement from the teacher, the researcher conclude the teacher make the students work each other in the group. the next question from the researcher is about student debate. she is the answer the statement above indicates that the teacher give task for every 168 | english franca, vol. 3, no. 2, 2019 students but they learn together with the group, so their group get score until final examination. the researcher ask about reacting a video’s technique. based on the statement, the teacher gave a treatment for the students. that treatment for make a students do not feel bored with the subject. the last question of interview is the class games’ technique the teacher used in the classroom activities. she said game is really important in learning process.the answer of the teacher can, the teacher gave the games based on the mood the students, and the students can play that games very well. teacher b from the interview with teacher b, it is found that the teacher b also used various kind of techniques teaching english in activities class. from the result of interview with the teacher b, she said that: “ yes, of course. i used class discussion technique when discuss about text narrative, so i give task to the students to make a group then they are i instruct to search generic structure in the text, search the characteristics, all the items about the text. usually i force the students to write their opinion, so i know whose the students work or not usually the weakness in class discussion technique is just smart students have opinion in the group. the reason why i instruct the students to write their opinion they can get individuals’ score and groups’ score” from that statement, the teacher used the class discussion technique and the teacher invite all the students to give their aspiration in the group. so, the students can get the information from the friends. when the researcher ask about the think pair share technique, the answer of the teacherthe researcher concluded the teacher is really good to used this technique, the teacher used the technique very well by her own and the teacher become the students more active. researcher about learning cell technique, the teacher said yes but seldom i used that. the teacher used learning cell technique for certain material. the answer of the teacher can be seen as follow: “actually i seldom used learning cell technique but when i used learning cell technique, i instruct the students to write short conversation. if the time is long i can used learning cell technique and i can test the students’ speaking by tell about short conversation their had done write. heli agustin, et.al: the analysis of classroom activities pursuant |169 based on the statement above, the researcher concludes that the teacher used learning cell technique based on the material and the time, the teacher also can take students score by used learning cell technique. used short written exercise technique is one of strategy that become the students know how to write well and how to put grammatically. from that statement from the teacher, if the teacher want to take score the students she did not used short written exercise but she instruct the students to spoken in front of their friends. the next question is about collaborative learning group. the teacher answer she have not used collaborative learning group. based on the teachers’ statement, the researcher conclude the teacher did not used collaborative group in classroom activities. when the researcher asked about student debate, the teacher gave the statement, the researcher concludes that she have not used the student debate technique. the researcher asked the teacher about reacting to a video. from the statement above, the teacher have not used a reaction to a video in classroom activities, the teacher instruct the students to spoken.the last question of interview is a class game technique. the statement of the teacher can concludes, the teacher gave the students games for make students more active in the classroom activities, every the students gave aspirations in the class the teacher always gave feedback for the students le a score. discussions the techniques used by teachers in teaching english in integrated vocational schools. in this step, the researcher used checklist observation to get the result of the question about the technique used the teachers in teaching english in integrated vocational schools. the explanation is a follow: base on the finding of the teacher a and teacher b technique they used in classroom. teacher a used a class discussion in active class. the teacher splitting into some groups that really fair, the students combine and sharing together, teacher b is same with teacher a, teacher b used a class discussion and make group for become the students sharing the material each other. teacher a and teacher b in class discussion does not instruct the student to use logic to evaluate their position but both of the teachers focus on team work in the group. next technique about think pair share, teacher a and teacher b used think pair share group technique in classroom activities, teacher a and teacher b review the 170 | english franca, vol. 3, no. 2, 2019 materials last meeting before start new material but teacher a and teacher b invite all students to give their participations in think pair share technique. the next technique is a learning cell, teacher a used learning cell technique and teacher b used learning cell technique sometimes, by used this technique teacher a and teacher b ask the students to work together about the materials and the students prepare for the assignment. next short written exercise, teacher a always used this technique after learn but teacher b very seldom used this technique, teacher b instruct the students to spoken in front of friends and teacher a instruct the students to write the material based on the students’ opinion. the next about collaborative learning group technique, teacher a used this technique for become the students discuss each other in the class about the material, same with teacher a teacher b used this technique but very seldom. next, student debate technique, teacher a used this technique for make the students give their participations in the group and teacher b does not used this technique. then, reaction to a video, teacher a and teacher b used video in classroom activities and the student more active in the class when the teacher used this technique. last, class game technique, every meetings teacher a and teacher b used games in the classroom activities. the students very interest with the material when the teacher include the game in learning process. in technique teaching the teachers a and b not implemented all the indicators of teaching technique. teacher a just not implemented one indicator from teaching technique. the indicator from the technique is the teacher a does not ask the students to use logic to evaluate their position. there some reason why the teacher does not implemented this indicators because the teacher a became the students to evaluate their position in process of discussion. in discussion technique the teacher make sure all students gave the participant so the teacher can see the evaluate their position. teacher b does not implemented the indicators from the technique in two indicators. the indicators are the teacher does not ask the students to use logic to evaluate their position and the teacher b does not implemented student debate technique. the reason from the teacher b why dose not implemented the use logic to evaluate because the teacher b saw the evaluate from the students when the students discussion in their class. the second reason why the teacher does not implemented students debate in the learning process because the heli agustin, et.al: the analysis of classroom activities pursuant |171 teacher just teach the grade one and there is no the material that support to implemented student debate. according to hisyamzaini student debate and debate method is method that can help the students for convey their idea and opinions. there are some excess from debate method, the excess are to make the students brave to talk each other and to be responsible for the knowledge obtained in the debate process. from the finding and the theories above, it can be said almost all the techniques of the teaching implemented by both of teachers. how ever there is one technique that one of the teacher does not implemented in learning process, the technique is student debate. the classroom activities used by teachers in implementation techniques teaching. based on the finding of the teachers a and teacher b in this step, the researcher used checklist observation and notes to get the result of the question about the classroom activities used by teachers in implementation technique teaching in integrated vocational school. the explanation is a follow: based on the data of checklist observation and notes the researcher got in implementation classroom activities used small groups in classroom activities. there are three classroom activities in small group technique such as pair-share, buzz groups, and three steps interview. teacher a and teacher b used this classroom activities. teacher a used pair-share technique by instruct the students to think what the students want to write around 30 second, one minute to make a abstract what they want to write, next the teacher gave the time 3 until 5 minutes for the students to explain the result in front of their friend in theclass. teacher a implemented this classroom activity for become the students more active in the class and the students connect each other and for classroom activities buzz groups the teacher implemented and the teacher divided the students in 4-5 students in one group. teacher a does not implemented three steps interviews’ classroom activities in her classroom activities because teacher a used debate class for become the students ask and answer each other. teacher b same with teacher a, she implemented two classroom activities in technique small group. techer b implemented that classroom activities pair-share to became the students connect each other by discuss about the result of the students’ write before that the 172 | english franca, vol. 3, no. 2, 2019 teacher gave the students time to write and chose the material, and teacher b implemented buzz groups in classroom activities, teacher b divided the students in 3-5 students in one group and the teacher gave the participant in large classes. the teacher make sure the students talk about the issue, the teacher calls on some of the groups to report and ask other group to convey the conclusion by raise hands. same with teacher a teacher b does not used three steps interview because the teacher got the information from the report of discussion in the buzz groups . according to jhones, there is strong empirical evidence that active involvement in the learning process in vitally important in two areas: for the mastery of the skills, such as critical thinking and problem solving that got from discussion in the group discussion. based on statement above the researcher concluded that the teacher a and teacher b in classroom need pair share and become the students some groups for make the students more active and the classroom activities will be good in the classroom. from the data of checklist observation and notes the researcher got in implementation classroom activities whole class involvement. whole class involvement there are three classroom activities. first, the teacher check, whole class debate, and role play and debates. from that classroom activities teacher a implemented all off classroom activities and teacher b does not implemented all of classroom activities in her classroom activities. teacher a deliver material to the students around 15 until 20 minutes to clearly the material next continue the next project, and the teacher a used the class debate to become the students more active to convey their opinions, the teacher a assign the students to write short assignment to assess the extent to which students understanding the material. the students make short assignment to show they understand about the material. the teacher a instruct the students to gave the arguments each other in debate, for the ending the teacher instruct the students to summary arguments for each other. based on the statement from frederic, taking advantage from debate class. the advantages of the dividing aisle in large teacher halls, the instructor assigns sides of debate to the two halves of the class or by prearrangement, students sit on the side of the room representing the point of view of debate. the researcher can conclude that the teachers used whole class involvement and students debate in classroom activities based on the heli agustin, et.al: the analysis of classroom activities pursuant |173 materials, if the materials needs to use debate class the teachers used whole class involvement activities. the data of checklist observation and notes the researcher got in implementation classroom activities reading and writing exercise have two indicators classroom activities. first, close reading and second classroom assessment. from both of classroom activities teacher a and teacher b used reading and writing exercise. teacher a just implemented classroom assessment in her classroom activities, teacher a instruct the students to write short assignment to assess the extent to which students understanding the material. the students make short assignment to show they understand about the material. teacher b implementation both of classroom activities, teacher b implemented close reading, teacher assigns the students to write some topics after that the students read the result of the write the topics and teacher b implemented classroom assessment, teachers b instructs students to write short assignment to assess the extent to which students understanding the material. the students make short assignment to show they understand about the material. based on the data above the researcher concludes that the teacher a and teacher b gave the students activities in the class based on the skills of the students. the classroom activities pursuant to techniques suit the effective teaching theory. after managing the data, the researcher found that the teacher a used all techniques teaching and teacher b used five techniques teaching english. theresearcher got some information about it. the description about the data isdescribed as follow: class discussion the teacher apply class discussion technique and teacher a and teacher b drive her students to think critically and lead her students to use their logic so that they evaluate their position in a class discussion, teachers said actually in the class there are learning groups, it is finished make when the class wants to start a lesson in the early semester but every meeting the group must change the students. in every group the students must combine it is mean there are smart student, there are diligent students and there are slowly student, so they can help each other, usually to lead the students the teachers usually show some videos to the students and play a game, because the students really like 174 | english franca, vol. 3, no. 2, 2019 watch and play a game. so from the technique the teachers used can used can become the students used logic in the learning activities. based on that statement, teachers use some techniques as a indicators to make the students to think critically in the class discussion. various techniques can make the students active. teacher b and teacher a invite all students to give aspiration in the group become the students get information from their friends. think pair share when the researcher ask about the think air shares’ techniques, the teacher a and teacher b use that techniques before start new material. researcher the students about the material last meeting. in the classroom before the teacher start the classroom activities in learning process the students get ice breaking from the teachers. ice breaking like a review the material last meeting. for remember the students about the material last week the teacher gave the games and who remember the material by use game that student get reward like a score or point. from that techniques the teacher a give a reward for the students whose can remember the material last meeting apply technique think pair share. teacher make sure the students remember about the material last meeting before start new material. teacher b used this technique for make the students more active and the students implemented this technique very well, the students can remember all material start from small things until big things. learning cell when the students sharing about the lesson each other, they will getting new information from friends, the teacher a used learning cells’ technique for make the students among two students sharing about the material the teacher gave. she used learning cells’ technique in grade one about text recount. teacher a really clearly implemented this technique to the students. teacher a always instruct the students become more active in the class. that class no one student can silent, all the students talk about the topic with their partner. the teacher a used learning cells’ technique for increase the students’ reading ability. short written exercise when the researcher ask the teacher about the short written exercise, the teacher a used this technique, but teacher b does not used this technique. teacher a make sure every students make a resume about the material they had done learn. from that technique all the students make a resume but who heli agustin, et.al: the analysis of classroom activities pursuant |175 can answer the questions from the teachers they get a chance to convey their task. that classroom activity can make the students active and want to be winner to get a score from the teacher. based on the teacher a answer, the researcher conclude the teacher called on the students randomly every the teacher gives the task to make sure all the students brave and accustomed for convey their opinion. collaborative learning group collaborative learning group is one of the techniques the teacher a used, when the researcher ask the teacher about collaborative learning group. from the statement from the teacher, the researcher conclude the teacher make the students work each other in the group. the teacher become the students in several groups, each group there are for until five students. every groups have jobs. that technique really effective for students because the students can work together in the group and have a leader for manage every works. student debate the next question from the researcher is about student debate. teacher a used student debate technique and teacher a used student debates’ technique just for several material not all material, for example talk about narrative text between first group and second group different assumption about text narrative. every groups responsibility with their group until final examination so the score is same so the smarts’ students and generals’ students responsibility with their friends so they know about their job each other. from that activity the researcher indicates that the teacher give task for every students but they learn together with the group, so their group get score until final examination. reacting a video the researcher also ask about reacting a video’s technique. from that technique the teacher a and b become the students spirit again in learning process. from kinds of techniques the teachers always showed the videos that have connect with the material they learn. the teacher gave a treatment for the students. that treatment for make a students do not feel bored with the subject. class game the last question of interview is the class games’ technique the teacher a and teacher b used in the classroom activities. the teachers 176 | english franca, vol. 3, no. 2, 2019 said game is really important in learning process.the teachers gave the games based on the mood the students,and the students can play that games very well. the teacher b become the students got score if the students gave aspiration every activities in the class. although the game does have connecting with the material but there are dedications in that games.` based on the data above, the most teachers implemented all the technique of effective teaching english. from the interview, the researcher has gotten to the respondents, the researcher got the conclusion thatthe classroom activities pursuant to techniques suit the effective teaching theory, the teachers used various technique and classroom activities in the learning process in classroom such as small group, whole class involvement, and reading and writing exercise. the techniques such as a class discussion, second a think pair share, third technique a learning cell, fourth a short written exercise, fifth collaborative learning group, sixth a student debate, seventh a reaction to a video, and eighth is class game. that technique and classroom activities really help the teacher to become the students more active and that classroom activities become pursuant of elements of effective teaching. conclusion as mentioned before, based on the finding and discussion in chapter iv can be conclude: the first, the techniques the teachers used in teaching english at vocational high school islamic integrated khoiruummah and vocational high school islamic integrated rabbi radhiyyah. based on the result of this research the researcher concludes that the teachers have implemented all the techniques in teaching english such as a class discussion, think pair share, a learning cell short written exercise, collaborative learning group, student debate, and class game. the teachers implemented that technique in classroom activities. every meeting the teachers change the technique for make sure the process learning of the students very well by used that techniques. second, the classroom activities the teachers used in implementation the technique teaching already good activities in teaching english by used several activities such as small group, whole involvement, reading and writing exercise. the classroom activities reflect the technique teaching english in the classroom, every classroom activities the teachers gives the students technique and activities based on the material they learn.last the classroom activities pursuant to techniques suit the effective teaching theory. the teachers used the techniques and the classroom activities already pursuant with the elements of effective heli agustin, et.al: the analysis of classroom activities pursuant |177 teaching such as about academic learning time, the use of positive reinforcement, cues and feedback, co-operative learning, classroom atmosphere, high order question, direct instruction, and indirect teaching. from above teacher’s techniques, activities that the teachers implemented very well by follow the elements of effective teaching. suggestion after did the observation in the classroom and interview the teachers as the respondents, the researcher would like to give some suggestions which may useful for: the schools the school can use the techniques and classroom activities in english class, but also the school can be use in other subject that techniques and classroom activities, it is so easy to implement in learning process in the classroom. the teachers technique teaching and classroom activities is two of important keys that the teachers can use to make a good and active students in learning process the classroom. the teachers can used one or more the techniques teaching based on the theory and the teacher can pursuant the technique with elements of effective teaching based on the theory from welbergs’ to make sure the technique suit with the effective teaching. so, the teachers can used that techniques and classroom activities in the classroom. future researcher the future researchers have to make the other researcher which is better than this one. the researcher hopes that the other time the other researcher investigate about how effective the technique based on the theory from welbergs’ andthis research can be used as the related finding. 178 | english franca, vol. 3, no. 2, 2019 references alexander,.(2015).alexander technique. system,31,12-15. retract from http://www.alexandertechnique.com/, 19 may. apriani, e. (2017).“utilizing preservice english teachers strategies and classroommanagementat junior high school in rejang lebong regency.” english franca: academic journal of english language and education, 1 (02), stain curup. p.151 arianie, m. (2017). “authentic material and interactive activitiesin efl classroom.” english franca: academic journal of english language and education, 1 (02), stain curup. p.115 babara, gross d. (2003). “collaborative learning group and study team”: san fransisco:university of california,. p.1-2 bishop.(2019). classroom interaction and classroom activities.http://shodhganga.inflibnet.ac.in/bitstream/10603/11241/12 /12_chapter%204.pdf., 20 may. bishop, philip.e.(2000). classroom interaction(article). valencia community college. brown, h. douglas,.(2001). teaching by principles: an interactive approach to language pedagogy,second edition. new york: addition wesley longman, inc. chapel, hill, cfe.(2009). classroom activities for activities for active learning. carolina: university of north carolina. chris, k.(1997). effective teaching in school, theory and practice, nelson thornes,. p.12-13 consotorium, assessment.(2019). “classroom activity administration guidelines” retrieved from http:/sbac.portal.airast.org/wpcontent/uploads/2015/01/alassr oomactivityadministtrationguidelines practicetest1.pdf on monday, 19 may,p.1 diyah r, r.f. pancaran(2013). the effect of using think-pair-share technique on the eght grade students’ reading comprehension achievement at smpn 3 bangsal sari jember, vol.ii, no 2, p.42 donna lee, f. (2017) 101 scaffolding techniques for language teaching and learning. emily,l. (2017). “create a positive classroom”. retrieved from http//www.wiki.com/create-a-positive-classroom-atmosphere, nov 21. http://www.alexandertechnique.com/ http://shodhganga.inflibnet.ac.in/bitstream/10603/11241/12/12_chapter%204.pdf http://shodhganga.inflibnet.ac.in/bitstream/10603/11241/12/12_chapter%204.pdf http://shodhganga.inflibnet.ac.in/bitstream/10603/11241/12/12_chapter%204.pdf heli agustin, et.al: the analysis of classroom activities pursuant |179 gusmuliana, p. (2018). “the use of total physical response strategy at junior highschool of slbn south curup, rejang lebong.” english franca : academic journal of english language and education, 2,(2) iain curup. h. j., walberg. (1990). productive teaching and intruction: assessing the knowledge base. phi delta kappan. hancock, baverly. (1998).an introduction to qualitative research. britain: trent focus. harmer, j. (2003). the practice of english language teaching. england: longman, 2001 hattie and timperley, in http//rer.segepub.com. helen,d. (2014). discussion as a teaching technique. the learning and teaching office, p.1-4. herna, evita s. (2017) “the effectiveness of english teaching in english learning process”. skripsi. fak. tarbiyah stain curup, curup. kyriacou, chris.(2009). “effective teaching in school” nelson thornes. p.16-17. m. user usman. dan lilissetiawati. (1993). upaya optimalisasi kegiatan belajar mengajar. bandung: pt remaja rosadakarya. mckeachie, w.j., svinicki.( 2006). teaching tips: strategies, research, and theory for college and university teachers. belmont, ca. wadswort. mckinney, kathleen. (2010). active learning. normal, il. center for teaching, learning& technology. the application of effective teaching theory in higher education. eurasia journal. muhammad, n. rahmad, s. (2016). model of integrated vocational school(smk) product in grecik regency”. othman, momala. (2017).classroom debate as a systematic teaching/learning approach., world applied sciences journal. p.15 p, westwood. (1996). effective teaching.australian journal of teacher education. flinders university. power, c.n.(2013).“technical dan vocational education for the twentyfirst century. prospects journal”, vol. xxix1999, no. 1: 29-36 satria, exa. (2008). the effect of discussion and speech technique toward student speaking ability. sudjana, nana. (2004). dasar-dasar proses pengajaran, jakarta: rineka cipta. 180 | english franca, vol. 3, no. 2, 2019 stave, graham. (2017). teaching secondary students to write effectively, harvard university: university of california. p.19-23 suyanto. (2018). “sekolah islam terpadu: filsafat, ideologi, tren baru pendidikan islam di indonesia”, vol.ii2013, no. 2: 368 vivin, yupita s. (2016) ”the use of learning cell technique to improve students raeding comprehension” skripsi. fak. teacher training and education (salatiga : iain), p.10-11 english franca : academic journal of english language and education vol. 3, no. 2, 2019, iain curup p-issn 2580-3670, e-issn 2580-3689 contrastive analysis of discourse representation in indonesia newspaper (kompas) and english newspaper reports (jakarta post) syafryadin university of bengkulu syafryadin@unib.ac.id abstract discourse representation deals with language structures which has crucial role not only for the text, but also for social practices. newspaper is one of the real implementations of discourse representation because newspaper comprises several components in discourse representation. newspaper in every country is made based on its language and every newspaper has difference and similarity in terms of discourse representation. therefore, this study aimed to investigate the contrastive analysis of discourse representation in indonesia newspaper and english newspaper reports. the subjects of this study were kompas as representative of indonesia newspaper and jakarta post as representative of english newspaper. this present study applied descriptive qualitative design which focused on representing verbs and modes of discourse representation (direct and indirect discourse). the findings of this study were that both newspapers have differences and similarities even though the difference was not quite dominant. the similarity of these newspapers could be seen from the use of reporting verbs and indirect discourse which were more dominant than the other parts in discourse representation. the difference could be seen also from representing verbs and modes of discourse representation. although, reporting verbs are majority parts in indonesia newspaper and english newspaper, but several words in indonesia had the same translation into english. manner of speaking verbs, mental verbs were still rare found in indonesia newspaper. in indonesia newspaper had only direct and indirect discourse, while in english newspaper had direct, indirect, free direct discourse, and indirect discourse in headline. in short, these newspapers have contrastive analysis in terms of discourse representation. keywords: contrastive analysis, discourse representation. 110 | english franca, vol. 3, no. 2, 2019 introduction discourse representation is one of the parts in discourse which has important role in analyzing the text of news reports. discourse representation theory (drt) is a formal semantic model of the processing of text in context which has applications in discourse understanding. drt was originally formulated in (kamp, 1981) and further developed in (kamp &reyle, 1993), with a concise technical summary in (van eijck& kamp, 1997). drt grew out of montague's model-theoretic semantics (thomason, 1974) which represents the meanings of utterances as logical forms and supports the calculation of the truth conditions of an utterance. drt addresses a number of difficulties in text understanding (e.g. anaphora resolution) which act at the level of the discourse. many newspapers have discourse representation based on the language used in the newspapers. this researcher uses indonesian newspaper and english newspaper reports because the researcher wants to see the comparison of indonesia newspaper reports and english newspaper reports in terms of discourse representation. however, the researcher takes kompas newspaper as the representative of indonesian newspaper and the jakarta post newspaper as representative of english newspaper because those newspapers are always read by most of indonesian. furthermore, many indonesian have difficulties in order to identify the differences and similarities of the newspapers in terms of discourse representation. for example, in finding representing verbs and modes of discourse representation, such as direct and indirect discourse, most of students or indonesian are still hard to do it. several studies conducted research on contrastive analysis such as he and zhou (2015) about contrastive analysis of lexical choice and ideologies, fortunio-balles (2016) about a contrastive analysis of the discourse marker then in english and spanish lectures, mohseni& (2015) about analysis of contrastive discourse markers implementation in esp books, faridah and (2018) about contrastive analysis of expression on japanese and indonesian love lyrics, rafatbaksh and jafari (2015) about contrastive analysis of discourse representation in persian and english online newspapers, debbagh, (2012) which aimed at analysing discourse representations of women in arabic television news on the two main moroccan television channels, junaidi (2015) about representation power in class discourse and asrianti (2019) about power representation in discourse analysis at junior high school. syafryadin: contrastive analysis of discourse representation |111 in accordance with the previous studies, most of the researches about contrastive analysis, but not in discourse representation. only one research was in relation to contrastive analysis of discourse representation, but the subject was persian, english online newspaper and news broadcast. moreover, most of the researches just focused on lexical choice, ideologies, discourse markers, power representation, and expression. besides, most of the previous studies used qualitative. the dissimilarities of the current research with the previous researches were the focus, an object and the research methodology. the current research is about discourse representation in jakarta post and kompas newspaper in indonesia. however, the previous study used persian and online english newspaper (new york times). then, the previous study only focused on the representing verbs, but, the current research added the modes of the representation. the current research used qualitative design which implemented thematic analysis, while the previous studies just used the coding. based on the explanation above, the researcher conducted the research on discourse representation in order to see the differences and similarities of those newspapers. for more details, this research had three aims namely (1) to identify representing verbs indonesian newspaper report and english newspaper reports in terms of discourse representation (2) to identify modes of discourse representation in indonesian newspaper report and english newspaper reports in terms of discourse representation and (3) to identify similarities and differences between indonesian newspaper report and english newspaper reports in terms of discourse representation? theorethical framework the framework of critical discourse analysis has been used in analyses of the news discourse. fairclough (1992) describes the concept of discourse representation, wherein there is a form of intertextuality in which parts of other texts are taken into a text marked with devices such as quotation marks and reporting clauses. fairclough (1992) points out that discourse representation is associated with not only language texts but also social practices. that is, it is important to analyze intertextuality or discourse representation from both linguistic and social perspectives. representing verbs the choice of the representing verb is closely associated with the extent to which represented discourse is controlled by representing 112 | english franca, vol. 3, no. 2, 2019 discourse. various kinds of representing verbs are used in the news report. they can be divided into the following categories: 1. reporting verbs (“say”, “tell”): the reporter gives a neutral evaluation of represented discourse. the represented discourse is not controlled by the reporter. it is presented to the reader objectively. 2. mental (thought) verbs (“wonder”, “recall”): the internal states of the subject of represented discourse is presented to the reader. these verbs are not frequently used in the newspaper report to represent discourse. unlike prose fiction, the actual spoken discourse of a news source is transformed into the reporter's written discourse in the news report (short, semono& culpepper, 1996). 3. manner-of-speaking verbs (“shout”): physical characteristics are given to represented discourse and presented to the reader. 4. speech act (illocutionary) verbs (“warn”, “claim”): illocutionary force is given to represented discourse by the reporter. thus, the reader's interpretation of the represented discourse is controlled by the reporter. however, each of these speech act verbs has a different kind of illocutionary force. modes of discourse representation there are forms of direct and indirect discourse representation. classifying the modes of discourse representation is closely associated with the degree to which represented discourse is demarcated from representing discourse. direct discourse representation a. direct discourse direct discourse consists of a reported clause and a reporting clause. the speech act value of the reported clause is basically maintained in direct discourse. the reported clause is a verbatim report of the original utterance although there are some exceptions. also, there is a clear demarcation between the reported clause and the reporting clause. b. direct discourse (slip) there is a case in which indirect discourse slips into direct discourse. in this case, the represented discourse is partially a verbatim report of the original utterance. this case can also be included in the mode of direct discourse (fairclough, 1995). syafryadin: contrastive analysis of discourse representation |113 c. free direct discourse there is no reporting clause. however, the reported clause and quotation marks are retained. the reported clause is basically a verbatim report of the original utterance. no speech act value is added to the reported clause. thus, the reader has direct access to the represented discourse. indirect discourse representation a. indirect discourse this form of discourse consists of the reporting clause and the reported clause. no quotation marks are used. it is clear whose voice is represented. the represented discourse could be a verbatim report of the original utterance. however, the original utterance of the represented discourse is generally summarized or paraphrased. thus, the reader doesn't have direct access to the represented discourse.in addition, there are cases in which the phrase, “according to” and the colon, “ : ” are used to show whose voice is represented. in these cases, no representing verbs are used. these cases could be included in the category of indirect discourse. b. free indirect discourse (unsignaled form of discourse representation) in free indirect discourse, there are no quotation marks. there is a mixing of representing discourse and represented discourse. there is no clear demarcation between the representing discourse and the represented discourse. thus, discourse representation is double-voiced. this mode covers a broad range of discourse representation. toolan (1988) suggests that free indirect discourse has the following characteristics:  the third-person pronoun is used in presented discourse.  modality markers (must, had to, could, would, might) are frequently used for presented discourse to express stance about probability and obligation. interpretation is given to presented discourse.  this form has a summarizing effect, and the reader doesn't have direct access to the original utterances of represented discourse. in addition, there are similarities between free indirect discourse and free direct discourse as follows:  there is a case in which no setting is presented. thus, it is not clear whose voice is represented. 114 | english franca, vol. 3, no. 2, 2019  in presented discourse, there is syntactic inversion in question format. the subject and the verb are inverted. also, presented discourse is in a colloquial style.  this form functions as highlighting represented discourse and presenting it to the reader. narrative speech act (unsignaled form of discourse representation) short et al. (1996) have developed this category of discourse representation. the function of this form is similar to that of free indirect discourse. there is a mixing of representing discourse and represented discourse. there is no separate reported clause. this form shows that the speech act is performed by a character in a newspaper report. the speech act value of the original utterance is presented by the reporter. then, presented discourse is most controlled by the reporter. the reader doesn't have access to what the character actually said. also, this form has a clear summarizing effect. research methodology design of the study this study applied descriptive qualitative design which used the contrastive analysis that aimed to know what are the differences and similarities of discourse representation in indonesia newspaper and english newspaper reports. source of the data the sources of the data are indonesia newspaper and english newspaper reports. kompas is as the representative of indonesia newspaper and jakarta post is as the representative of english newspaper. procedure of data collection collected the newspaper from kompas (indonesia newspaper) and jakarta post (english newspaper). decided and read the parts of discourse representation as an object of the study.  underlinedthe discourse representation in both newspapers.  identified the representing verbs and modes of discourse representation. technique of data analysis the gathered data were qualitatively by following the steps: syafryadin: contrastive analysis of discourse representation |115  doing classification of the data based on representing verbs and discourse representation.  making description and generalization of every data in terms of representing verbs and discourse representation.  finding out similarities and difference among the newspapers in terms of discourse representation findings representing verbs in indonesian newspaper report (kompas) and english newspaper (jakarta post). (1) representing verbs in indonesian newspaper report (a) use of representing verbs in direct discourse tabel 1. representing verbs in direct discourse reporting verbs total speech act verbs total mental verb total papar 5 tambah 2 percaya 1 ujar 72 cerita 1 ucap 2 terang 1 kata 96 katanya 30 tulis 3 jawabnya 2 tuturnya 10 lanjutnya 3 total 173 4 1 based on the table 1, it can be seen that in direct discourse, it is dominated by reporting verbs. it showed that the writer or reporter of indonesia newspaper report wants to show the news is directly gotten from news source. furthermore, there are also mental verb and speech act verb. however, the mental verb is the most minorities in this newspaper. the total of reporting verbs is 173, speech verb is 4 and mental verb is 1. in reporting verbs, it is dominated by “kata”. (b) use of representing verbs in indirect discourse tabel 2. representing verbs indirect discourse 116 | english franca, vol. 3, no. 2, 2019 reporting verbs total speech act verbs total mental verb total mengatakan 78 berkomitmen 1 meyakini 5 menjelaskan 7 menuntut 1 mengapresi asi 1 menyampai kan 6 berpendapat 6 mengagumi 1 mengusulkan 1 membenarkan 1 menuturkan 9 mengampanye kan 1 mengajukan 2 menegaskan 4 mengungkap kan 12 menambahkan 7 menyatakan 6 menuding 2 mengemuka kan 1 berharap 1 mengumum kan 1 menetapkan 3 menkonfirmasi 1 mendesak 1 mengakui 5 menilai 3 meminta 2 total 127 39 7 based on the table 2, it can be seen that in indirect discourse, it is dominated by reporting verbs. it showed that the writer or reporter of indonesia newspaper report wants to show the news is directly gotten from news source. the total of reporting verbs is 127, speech verb is 39 and mental verb is 7. however, speech verb is more dominant than mental verb. in reporting verbs, it is dominated by reporting verb of “mengatakan”, while in speech verb, it is dominated by “berpendapat” and mental verb is “meyakini”. (2) representing verbs in english newspapernewspaper report (a) use of representing verbs in direct discourse tabel 3. representing verbs in direct discourse reporting verbs total speech act total mental verb total manner of total syafryadin: contrastive analysis of discourse representation |117 verbs speakin g said 183 joked 2 thanked 2 told 15 saying 1 continues 3 stated 2 says 15 total 219 2 0 2 based on the table 3, it can be seen that in direct discourse, it is dominated by reporting verbs. it showed that the writer or reporter of indonesia newspaper report wants to show the news is directly gotten from news source. furthermore, there are also manner of speaking verb and speech act verb. however, the mental verb does not exist in this newspaper. the total of reporting verbs is 219, speech verb is 2 and manner of speaking verb is 2. in reporting verbs, it is dominated by “said”. (b) use of representing verbs in indirect discourse tabel 4. representing verbs in indirect discourse reporting verbs total speech act verbs total mental verb total said 121 dismissed 1 expressed 3 told 10 voiced 1 knew 1 added 12 denied 2 believe 3 command 1 assured 2 shared 2 claimed 3 adding 10 stressed 3 revealed 1 stated 2 reported 3 issued 1 announced 4 admitted 1 pointed out 3 hinted 1 explained 3 showed 2 declared 1 insists 1 noted 5 suggested 2 says 10 maintained 2 expected 1 anticipated 1 118 | english franca, vol. 3, no. 2, 2019 concluded 1 argued 1 planned 1 agreed 1 warned 1 reminisced 1 insists 1 total 186 33 7 based on the table 4, it can be seen that in indirect discourse, it is dominated also by reporting verbs. it showed that the writer or reporter of indonesia newspaper report wants to show the news is indirectly gotten from news source. the total of reporting verbs is 186, speech verb is 32 and mental verb is 7. however, speech verb is more dominant than mental verb. in reporting verbs, it is dominated by reporting verb of “said”. related to the table, it can be seen that the newspaper consists of several kinds of reporting verb, speech act verbs and mental verbs, but the kinds of speech act verbs are more varieties than reporting verbs. even though, the total number of reporting verbs is more dominant than speech act verbs. forms of discourse representation in indonesian newspaper report (kompas) and english newspaper (jakarta post). (1) forms of discourse representation in indonesian newspaper (kompas) (a) “komandan korem sudah turun kelapangan. polisi militer menjaga kesatrian yonif sehingga tak ada yang meninggalkan tempat. sebaliknya, provos polri juga menjaga markas brimob.” kata fuad rasya. (direct discourse in the body) the sentence above is categorized as direct discourse because the sentence consists of three clauses and there are reporting clause and reported clause. the quotation marks are also retained in the sentence. the sentence uses neuter reporting verb “said” to indicate the speaker wants to say. (b) mereka meyakini berawal dari generasi muda, persatuan indonesia masih punya harapan. (indirect discourse) syafryadin: contrastive analysis of discourse representation |119 the sentence above is indirect discourse because there is no quotation mark. however, the sentence contains unclear voice because the reader is difficult to find out who are “they”. therefore, the objectivity is not quite represented in the sentence. furthermore, there is a mental verb namely “meyakini” that has function to convince the reader about what they want to believe. (2) forms of discourse representation in english newspaper (jakarta post) (a) “the soldier are firing at us. we are surrounded,” said soerya. (direct discourse in the body) the sentence above is called as direct discourse because there are reporting and reported clause. quotation marks are retained. the voice is very clear in the sentence. thus, the objectivity of the represented discourse is maintained. in this case, the reporter represents discourse from the direct news source. also, the neutral reporting verb “said” is used. as a result, more objectivity and independence are given to the represented discourse. (b) “it is not something we like to see ….. we call on occupiers to stick form to peaceful and non-violent principles and be responsible participant of umbrella movement,” said 21-year-old lester shum of the hongking federation of students. (direct discourse in the body) the sentence above is also categorized as direct discourse although there is a part that has been omitted in the sentence. it is because the sentence still has clear reporting and reported clause. then, the writer also still uses neuter reporting verb namely “said”. the information is directly gotten from direct news source. (c) “it will also enable further cooperation in a wide range of areas, such as infrastructure, food security and sustainable forestry management.” (free direct discourse in the body) this is a case in which the reporting clause doesn't exist, and where quotation marks are thus retained. it is not clear whose voice is represented although it can be inferred from the context of the text. this form of free direct discourse is used to highlight the mental and emotional aspects of a person in a news story and bring his or her past experience to the present in a style of monologue. 120 | english franca, vol. 3, no. 2, 2019 (d) a microbiologist claimed on wednesday during his testimony at the south jakrta district court that there was no indication of herpes in any of the medical examination results of a six-year-old-boy who was allegedly abused at the jakarta international school earlier this year. (indirect discourse in the body) the sentence above is indirect discourse because there is no quotation mark. reporting clause and reported clause still exist in the sentence. in this case, the voice is also clear. then, there is “claimed” as speech act verb which gives illocutionary force to represented discourse by the reporter. thus, the reader's interpretation of the represented discourse is controlled by the reporter. however, each of these speech act verbs has a different kind of illocutionary force. (e) indonesia: following the fourth round of evacuations of indonesian national from a chaotic yemen in a month, the foreign ministry insists that it has no plans to close the indonesian embassy in sana’a or relocate their yemeni operations to another country. (indirect discourse in the headline) the sentence above is also categorized as indirect discourse even though it is not canonical forms of indirect discourse. the sentence has also speech act verb “insists” which has illocutionary force that will be given to the represented discourse. total numbers of direct discourse and indirect discourse in kompas and jakarta post table 5. total numbers of direct discourse and indirect discourse in kompas and jakarta post kompas total jakarta post total direct discourse 263 direct discourse 235 indirect discourse 286 indirect discourse 277 free indirect discourse 53 indirect discourse in headline 11(64) total 594 576 syafryadin: contrastive analysis of discourse representation |121 contrastive analysis of forms and overall use of discourse representation in indonesian newspaper (kompas) and english newspaper (jakarta post) have similarities and differences. the first, the similarity of indonesian newspaper and english newspaper frequently used form of indirect discourse because the forms or structures of language between indonesia and english are similar namely subject, predicate, object, and complement. besides, this form of discourse consists of the reporting clause and the reported clause. no quotation marks are used. it is clear whose voice is represented. the represented discourse could be a verbatim report of the original utterance. however, the original utterance of the represented discourse is generally summarized or paraphrased. thus, the reader doesn't have direct access to the represented discourse. furthermore, the use of reporting verbs are also frequently used in indonesia newspaper and english newspaper rather than speech verbs because the reporter gives a neutral evaluation of represented discourse. the represented discourse is not controlled by the reporter. it is presented to the reader objectively. the second, the differences of indonesian newspaper and english newspaper can be seen from representing verbs and modes of discourse representation. in terms of representing verbs, even though those representing verbs are dominated by reporting verbs, but in indonesia, several reporting verbs have the same translation into english for example, ujar, ucap, kata can be “say or said”. besides, the speech act verbs in english newspaper is more dominant that in indonesia newspaper. the speech act verbs are used to give illocutionary force to the represented discourse. in term of modes of discourse representation, in indonesia newspaper was only found direct discourse and indirect discourse, while in english newspaper, modes of direct and indirect discourse are more varieties namely direct, indirect, free direct discourse, indirect discourse in headline and etc. discussion indonesian newspaper (kompas) and english newspaper (jakarta post) are almost similar in terms of discourse representation because indonesian language and english have the same structures. however, the differences can appear at looking the representing verbs and forms of discourse representation. all in all, indirect discourse has the largest portion in this issue that happens to those newspapers. the speech act verbs, mental verbs and manner of speaking exist in the 122 | english franca, vol. 3, no. 2, 2019 newspaper. even though the portion or the numbers of speech act verbs are less than indirect discourse, but the speech act verbs are more varieties than reporting verbs. according to fairclough (1992), illocutionary force is given to represented discourse by the reporter and discourse representation is not only related to the whole text, but also for social practices. in other words, how can the discourse representation be applied in daily life or daily activity either academic or non academic. then, the use of discourse representation in newspapers is one of the implementation of the theory of discourse representation itself. in addition, fairclough (1992) discourse representation consists of representing verbs and modes of discourse representation. representing verbs include reporting verbs, mental verb, manner of speaking verb and speech act verb. modes of discourse representation involve direct discourse representation (direct discourse, direct discourse (slip), and free direct discourse) and indirect discourse representation (indirect discourse and free indirect discourse). related to these parts from discourse representation, indonesian newspaper (kompas) only had direct and indirect discourse and some representing verbs, but english newspaper (jakarta post) has direct and indirect also with some additional parts like free direct discourse and indirect discourse in the headline. english newspaper also had several representing verbs like reporting verbs, mental verbs, manner of speaking verbs, and speech act verbs. in brief, in terms of discourse representation, english newspaper is more complete than indonesian newspaper. conclusion based on the findings of this study, it can be concluded that the indonesian newspaper and english newspaper are more dominated by indirect discourse. besides, those newspapers also comprised several representing verbs, such as reporting verbs, mental verbs, manner of speaking verb and speech act verb. however, those newspapers have also differences in terms of modes of discourse representation because in indonesian newspaper only had direct and indirect discourse, while in english newspaper could be more complete like free direct discourse and indirect discourse in the headline. therefore, english newspaper (jakarta post) provided various modes of discourse representation than indonesian newspaper (kompas). based on this study, it can be recommended for further research to develop the object of the newspapers. besides, it can be also focused on other points in discourse representation. syafryadin: contrastive analysis of discourse representation |123 references asrianti. (2019). representasikekuasaandalamwacana kelas di sekolahmenengahpertama. retorika. jurnal bahasa, sastra dan pengajarannya. vol. 12 (1). pp. 14-24. debbagh, mohammed. (2012). discourse analysis of the representations of women in moroccan broadcast news. the journal of north african studies. vol. 17 (4). pp. 653-670. fairclough, n. (1992). discourse and social change. cambridge: cambridge university press. fairclough, n. (1995). criticaldiscourse analysis. london: longman. faridah, s and kusumawati, m. (2018). contrastive analysis of expression on japanese and indonesian love lyrics. japanedu: jurnalpendidikan dan pengajaran bahasa jepang. vol. 3 (2), pp. 85-94. fortunio-balles, begona. (2016). academic discourse markers: a contrastive analysis of the discourse marker then in english and spanish lectures. research gate. pp. 57-78 https://www.researchgate.net/publication/305387252 he, xianzhong and zhou, xulu. (2015). “contrastive analysis of lexical choice and ideologies in news reporting the same accidents between chinese and american”. theory and practice in language studies, vol. 5 (11). pp. 2356-2365. junaidi. (2015). “repersentation power in class discourse: a study of communication ethnography”. jurnalilmu pendidikan. vol.12 (3). pp. 1-11. kamp, h. (1981). a theory of truth and semantic representation. in groenendijk, j., janssen, t., &stokhof, m. (eds.), formal methods in the study of language, no. 135, pp. 277{322. mathematical centre, amster-dam. kamp, h., &reyle, u. (1993). from discourse to logic: introduction to model theoretic semantics of natural language, formal logic and discourse representation theory. kluwer academic press, dordrecht, the netherlands. mohseni, a., &golestani, m. (2015). analysis of contrastive discourse markers implementation in esp books of coumputer science developed by non-native (iranian) and native (british) authors. journal of applied linguistics and language research. vol. 2 (6). pp. 128-144. https://www.researchgate.net/publication/305387252 124 | english franca, vol. 3, no. 2, 2019 rafatbaksh, e and jafari, s. (2015). “contrastive analysis of discourse representation in persian and english online newspapers: reports on iran’s nuclear program”. international journal of english and education. vol. 4 (3). pp. 8191. short, m., semino, e., and culpeper, j. (1996). using a corpus for stylistics research: speech and thought representation. in j. thomas and m. short (eds.), using corpora forlanguage research, (pp. 110-31). new york: longman. thomason, r. (1974). selected papers of richard montague. yale university press, new haven, ct. toolan, m. (1988). narrative: critical linguistic introduction. uk: routledge. van eijck, j., & kamp, h. (1997). representing discourse in context. in van bethem, j., &termeulen, a. (eds.), handbook of logic and language, pp. 179{237. elsevier science b.v., new york. english franca vol 1 no 01 tahun 2017, stain curup page 81 p-issn 2580-3670, e-issn 2580-3689 theoretical, pedagogical, practical views, and the shift of genre based instruction ruly morganna sebelas maret university, surakarta rulymorganna@gmail.com abstract this paper was written under the purpose of exploring in details about genre based instruction (gbi). the exploration was carried out through conducting library research which furnished theoretical concept and implication of gbi. gbi as how it was nowadays became very famous to be applied for teaching writing where the same case occurred in indonesia in that it was implemented into the english classroom for teaching english writing. gbi was uniquely powerful in its substance since it not only focused on the process of writing itself, but also stressed on the quality of writing work. this teaching method made students learn a language as how it was used in a particular social setting because the nature of genre was social-setting-based communication and that was the obvious phenomenon occurring when people used a language. in this paper, there were several elements which were discussed regarding gbi. they encompassed its theories including linguistic principles andlearning principles, both pedagogical and practical views in the classroom, a brief practical view about gbi in indonesia, and the terminological shift of gbi occurring in indonesia. keywords: genre based instruction, theories, pedagogy, practice, terminological shift introduction since the implementation of 2004 up to nowadays’ curriculum, the pedagogy of english as a second language in indonesia has been undertaken on the main basis of teaching reading and writing. it does not achieve up to 30 percent of teaching and learning materials within other skills such as listening and speaking rather than the two major previously mentioned mailto:rulymorganna@gmail.com english franca vol 1 no 01 tahun 2017, stain curup page 82 p-issn 2580-3670, e-issn 2580-3689 skills. what generates this curriculum design accounts for the primary source in the form of government regulation which postulates that the language education including english pedagogy must be running on the route of maintaining reading and writing culture (chapter iii, article 21, point 2). the paradigm overlaying this regulation leads into the material design of english language pedagogy in indonesia dominated by mostly reading and writing materials. those materials range into the extent of a variety of genres. it is obviously automatic that the students need to cope with various kind of english genres while learning english at schools, the teachers’ competences must subsequently also follow the needs of mastering both the concept, purpose, textual organization, and linguistic features for teaching english genres, and the teaching implementation itself must be in line with the basis of a particularly technical instruction upon english genres. talking more about the last issue other than students’ and teachers’ needs, the technical instruction for teaching english genre, there is a must for english teachers to view, learn, and practice more the application of one of popular instructional methods or techniques for teaching english genre, genre based instruction. as a major sight, genre based instruction is very famous and more powerful to be applied for teaching writing since its essence is on the extent of constructivism principle. in other words the term constructivism in this sense represents a process of production in that if related to language teaching, it is more prevailing to indicate the process of construction for producing language such as writing. in accordance with the above illustration, it is considered really necessary for english teachers or even lecturers to learn deeply about genre based instruction from theories to practice. therefore, in this scientific article, the writer is interested in conducting a deep review regarding genre based instruction from theoretical, pedagogical, and practical views, and the current shift of genre based instruction. english franca vol 1 no 01 tahun 2017, stain curup page 83 p-issn 2580-3670, e-issn 2580-3689 theoritical framework theoretical view of genre based instruction genre based instruction (gbi) is a method of teaching language that emerges as a result of undertaking genre analysis. genre analysis is indicated as the study which views the way a language is used within a particular setting (swales, 1990), and one that probes into how language is used meaningfully, or how its use is linked to meaning (bhatia, 1993). as a language teaching method, gbi is more prevailing to be implemented for teaching writing as what commonly occurs in english language teaching classroom. if it is viewed back to the paradigm of teaching writing itself, there are two prevalent approaches underlying its implementation. they range into the process approach and product approach. the former portrays the conduction where the teacher trains students to build, improve, and maintain their writing skills so that the learning process deals with a variety of classroom activities (brown, 1994). the latter leads into the teaching in that the teacher furnishes students with learning treatments under the primary purpose expecting that the students are capable of producing a qualified writing work, one which is readable and easily comprehended by the readers. implicitly, this approach accounts for the teaching focus on the basis of readers’ viewpoints. as postulated by fauziati (2014), the two general approaches as previously mentioned actually lie within the paradigm of genre based instruction. this synthesis is in line with the concept offered by hammond (1992) regarding gbi in which this method covers three cycles of teaching phases in tandem to the major substance of the two general approaches of teaching writing. for further details, hammond (1992) emphasizes the teaching cycles that involve: 1. modeling where the teacher introduces students about the social function of genre which is being learnt, the text features and linguistic features required to promote the genre to be communicative, and knowledge of the text itself. 2. joint negotiation in which the teacher guides students to utilize what they have known and comprehended from english franca vol 1 no 01 tahun 2017, stain curup page 84 p-issn 2580-3670, e-issn 2580-3689 the modeling phase to write the text simultaneously as a particular genre that is learnt in progress. here the learning activities engage in the interaction of teacher to students and that among students. 3. independent construction in that the students are instructed to individually write a text as the learnt genre with using all relevant knowledge they have got in modeling phase and all experiences they have undergone in the second phase, joint negotiation. if turning into the two general approaches of teaching writing, as in gbi, the process approach is naturally implemented in joint negotiation phase, and the other, the product approach lies within the last phase of gbi, independent construction since this activity does not end until the students are capable of writing merely, but continues to revising process and even publishing as to clearly manifest in how essential the quality of writing work that students have to produce. it can subsequently be synthesized that genre based instruction is a language teaching method which develops classroom learning activities that represent the use of language within a particular setting, social function, and the focus of meaning orientation. principles within genre based instruction the persistence of genre based instruction possesses valuable learning principles which fortify how effective and powerful it could be implemented to the classroom especially in teaching writing. the following explanation will provide two prevailing principles within gbi. linguistic principle as gbi is defined as a teaching method generated from doing genre analysis, the linguistics principles of gbi are from linguistics theoretical bases commonly known by rhetorical structure theory in north america (mann and thompson,1988), and systemic functional linguistics theory in australia (halliday and hasan: 1989). genre analysis, that emphasizes the field of how language is used in a particular setting and meaning orientation, is english franca vol 1 no 01 tahun 2017, stain curup page 85 p-issn 2580-3670, e-issn 2580-3689 obviously best to accurately identify the text organization and to analyze in detail the language features which are convenient with communicative purposes of the text (henry and roseberry, 1998). since the primary base of its principle is doing genre analysis, it is also important to view what is genre itself for further understanding about linguistics principle of gbi. swales (1990) mentions that the term “genre” is deciphered as a class of social event where this implicitly manifests in a specific convention used by writers to express their communicative purpose. another idea regarding the substance of “genre” is also postulated bybyram (2004) in that it is a staged, goal oriented, purposeful activity where speakers are engaged in their culture. the entire thoughts suggested by the above experts in portraying the term “genre” actually lead to a comprehensible key that genre is a specific social setting in which a communication is undertaken, it must be within a social setting and the communication must also convey its meanings under the purpose in the social convention. the term “genre” under its fundamental substance then develops to be made into various classifications of texts. these text classifications are commonly subscribed to be language learning materials. as mentioned by fauziati (2014) in her book method of teaching english as a foreign language: “text type refers to prototypes defined according to their primary social purposes, and six main text types are identified as follows: 1. narratives: tell a story, usually to entertain 2. recounts (personal, factual): tell what happened 3. information reports: provide factual information 4. instructions: tell the listener or reader what to do 5. explanations: explain how or why something happens 6. expository: present or argue viewpoints” if viewed more widely about the framework of genre, there are two major orientations in that they consist of the structure of text and the linguistic features. the text structure refers to the organization of ideas which become the purposeful bases of what and how the text is communicated. in addition, the linguistics features are smaller but more detail units related to what ideas lay english franca vol 1 no 01 tahun 2017, stain curup page 86 p-issn 2580-3670, e-issn 2580-3689 in every sentence, and how each of sentences is organized based on the rule of meaningful conveyance. learning principle the learning principle which exists behind the emergence of genre based instruction is the thought popularly disseminated by vygotsky (1978) concerning with his socio-psychological learning theories. this thought is famous because vygotsky develops the concept of zone of proximal development (zpd). this is a conceptual thought that he popularized to argue the convention of standardized test as one commonly used to measure students’ intelligence. as vygotsky’s concept, he mentions that in order to measure students’ intelligence, why not see their capability to solve problems other than measuring their score from completing standardized text. zpd is zone or condition between actual development and potential development. as defined by fauziati (2014), actual development is what the learner can do independently, whereas potential development refers to what the learner can do in the future. zpd is the most essential zone had by learners that can be utilized by the teacher to trigger their development in learning. subsequently, considering more about the term learning itself, vigotsky (1978), an american education psychologist, emphasizes that there are three phases where the act of learning should be gone through. they consist of object-regulated, others-regulated, and self-regulated. object-regulated is the condition where learners do acts of learning with viewing, exploring, understanding, even researching natural manifestations around their environment. these manifestations can be such as daily routine, objects or things around then, current phenomena occurring in their environment, learning materials provided in the class as things that they commonly deal with, and other related things near their existence. however, what is called by a learning process is not ended only until this phase, object-regulated phase, there should be continuously undertaken to the next phase called others-regulated phase. here, the learning process is guided by other experienced or knowledgeable people that learners find in their environment. english franca vol 1 no 01 tahun 2017, stain curup page 87 p-issn 2580-3670, e-issn 2580-3689 these people can be parents, teachers, brothers or sisters, friends, and other related people who can give contribution in the kind of guidance for helping learners know more about what they have observed in the previous phase, object-regulated one. objectregulation will not work or it will not make sense if without the help of knowledgeable others as ones to guide them. the last phase is self-regulation. it is the condition of learning where learners have understood what they observe in the object-regulated phase and what they could comprehend more after being guided by others on the second stage. here, the learners have been able to independently develop their knowledge since the experiences they have got before can naturally maintain their capability to independently progress. further relevant concept of learning principle is also introduced by bruner (1986) in that he talks about his theory of scaffolding. scaffolding is lexically meant as the additional construction made by workers when they are making a building. therefore, to sum up, the key is construction. scaffolding is a power that the teacher inserts in learners’ zpd (zone of proximal development). in the act of learning process, the role of teacher is very substantial. the teacher is one who can powerfully be the guide for students to let them do learning in object regulation phase, and give them aids in others-regulation stage so that learners can eventually develop naturally and independently. pedagogical view of genre based instruction further greeting to vygotsky’s notion about learning principle is then realized into the practice of teaching under the design of curriculum. as we can see, like the emergence of genre based instruction, it is actually the continuous product constructed on the bases of vygotsy’s notion. the concept and classroom conduction of gbi also has few variations, but those varieties do not yield into so much contrast due to that they basically derive from the same notion. the small variation can be viewed from the construct of derewinka (1990) and hammond (2001). derewinka (1990) suggests four phases of implementing gbi in the classroom when teaching writing in that they encompass: context exploration, text exploration, joint construction of a text, and individual application. whereas, hammond (2001) postulates english franca vol 1 no 01 tahun 2017, stain curup page 88 p-issn 2580-3670, e-issn 2580-3689 that there are three cycles of applying gbi which consist of modeling, joint negotiation, and independent construction. somehow, as the hammond’s notion, the phase of modeling actually ranges into both context and text exploration as mentioned by derewinka. in addition the same concept is found in both joint construction and joint negotiation, and the exact similar idea is also encountered in either individual construction or independent construction. in this paper, let us discuss in a more detail about the implementation of gbi form the notion had by derewinka (1990) as it is in line with vygotsky’s ideas. the account for taking derewinka’s idea is because it has been made multifaceted and easily deciphered. according to derewinka (1990), there are four phases of teaching writing with utilizing gbi. they encompass: context exploration this is the act of teaching where the teacher creates an interaction to students about the context of genre which is being learned. the teacher asks students some questions to trigger their reasoning ability to detect any essential elements of the context. the interaction made here really resembles one commonly stimulated in the pre-teaching of communicative language teaching (ctl). the interaction is progressed as naturally as possible to help students understand the function of the genre, when the genre which is being leant is used, other related factors or components of context as required in comprehending the genre. text exploration in this stage of applying bgi, the teacher let students learn all needed elements of text as relevant to the genre being leant. this activity implies the notion of vygotsky about zpd especially on the idea of object-regulation. here, the text which is explored becomes the natural manifestation that students use to learn. the teacher also helps students with giving some required guides so that they can easily catch the points being learnt. here, when the teacher incorporates into providing guidance implicitly portrays the act of others-regulation as postulated by vygotsky. english franca vol 1 no 01 tahun 2017, stain curup page 89 p-issn 2580-3670, e-issn 2580-3689 the elements which are explored in the text cover both text organization and linguistics features relevant to the context of the learnt genre. in this phase, the interaction which is maintained is different from clt at which clt promotes the stimulus of a natural language usage in a real communication, but gbi develops interaction where students can cooperatively solve problems as to be able to produce functional text under social purposes. for the element of linguistic features, the classroom conduction commonly varies to make it creative. the activities can be like doing grammatical exercise, filling the provided gaps of a complete text, and other essentially relevant activities. joint construction this activity is focused on cooperative learning which engages all students under the help of teacher to create the text as the learnt genre. this phase really goes according to the vygotsy’s notion about others’ regulation. the interaction plays a blended role overwhelming teacher to students, and students to students. here, the learning activities may vary in which sometimes the teacher can guide students from in front of the class, or in some instance, the teacher can manage students to work in group to write the text, and followed by the teacher to go approaching each group to give them help. individual application in this stage, the teacher instructs students to individually write texts as the learnt genre. this activity really fits the notion about self-regulation as theorized by vygotsky. in this activity, the learning activity can be made as creative as possible to enrich students’ interest and motivation to capably work in their independence. the teacher can ask them to interview some people near their residence and then write a recount text if the genre that is learnt is focused on recount text. sometimes the teacher can ask students to observe some public places and then individually write the description of those places if the material that is learned is descriptive text. english franca vol 1 no 01 tahun 2017, stain curup page 90 p-issn 2580-3670, e-issn 2580-3689 benefits of applying genre based instruction as the fundamental nature of linguistics theories, (systemic functional linguistics), and learning theories, (constructivism), underlie genre based instruction, this nature powerfully strengthens the essence of genre based instruction as an effective teaching method for teaching writing. the essence offers some benefits of applying this method as those can be such as in the following points: 1. genre as learning material leads into concrete learning goals in accordance with the state that genre refers to functional language use underlying the discourse of using language, this gives individuals opportunity to deal with particular communicative event. this also triggers the teachers to facilitate students with providing systemic and explicit explanation regarding the ways of writing for communication (paltridge, 2001; hyland, 2004). in other words, genres provide both the teacher and the students with "something to shoot for" (macken-horarik, 2002). genre itself as how it is defined leads students to write within the organized text structure. the nature of genre supports the clarity what is to be learned (hyland 2003). it also derives students to write from the implicit and exploratory to a conscious manipulation of language and choice. 2. the nature of genre as the material provides options to achieve social and cultural goals on the basis of systemic functional linguistics view, genre connects the language choice system to cultural purposes (bhatia, 1993). the genre with its nature furnishes students with the concept that language features should be chosen purposefully under the consideration of social goals. accordingly, it drives students to see how different texts are written distinctively based on their particular purposes. this nature leads students to know how such texts are organized as well as the patterns of lexis and grammar that are typically used to express meanings in the genre. the nature of genre guides students to have an understanding of how features of a situation english franca vol 1 no 01 tahun 2017, stain curup page 91 p-issn 2580-3670, e-issn 2580-3689 may impact on the choices that they make in the production of a particular genre (paltridge, 2001). 3. the basis of genre based instruction is authentic learning in the context of pedagogy, the sense of learning has got a shift. learning is not a mere reception of knowledge where the students just listen to the teacher’s explanation, receive the information, and try to memorize the information but perhaps they will forget that information soon. it is an old fashion and not an authentic principle of learning. today, the nature of learning principle has changed into the concept in that what is called learning is when the students capably construct the knowledge so that they obtain the sense of meaningfulness and authenticity in learning. with constructing knowledge, students experience detail steps of comprehending the material, experiencing the learning procedures to come up with their own comprehension upon the materials, and finally verifying their own conclusive concept regarding the learnt materials. related to genre based instruction, this pedagogical approach that derives from the notion of learning offered by vigotsky (1974), the constructivism concept, helps the teacher capably scaffold students with doing knowledge construction. with the help of teacher as a facilitator that leads students to experience learning by doing, the students will then be linked to the three phases, object regulation, other regulation, and self-regulation. the clear sense of knowledge construction is undergone by students in learning; for instance, let us say, in learning writing, the students are going to deal with building knowledge and modeling stages, where they are going to deal with the cultural, purposive, and functional sense of the genre which is being dealt with. they will also cope with text structure and linguistics features in accordance with the cultural, purposive, and functional sense of the text. subsequently they are going to be exposed to joint construction stage, where the teacher will lead them to work together with their friends to work in detail on the concept and the process of writing genres. at last, students are going to be exposed to independent construction stage which english franca vol 1 no 01 tahun 2017, stain curup page 92 p-issn 2580-3670, e-issn 2580-3689 triggers them to work independently in writing their text with utilizing their previous experiences from committing building knowledge, modeling, and joint construction. the procedures of genre based instruction is authentic compared to the students’ needs in learning in which these procedures are in line with the authentic nature of learning principle where learning is actually the process of knowledge construction. 4. genre based teaching promotes critical understanding students who are learning through genre based instruction will be exposed, controlled and guided to have critical understanding of what is being written (cope &kalantzis, 1993). it is by virtue of the nature of genre as the material serves a clear concept that texts on the basis of their particular purposes have their particular structures and language features (devitt, 1996). this nature sensitizes students to afford in comprehending the details about what to write and how to write under particular objectives (faigley& hansen, 1985). this affordance however is guided by the teacher through constructivism principle. another account lies within the pedagogical principle of genre based teaching, constructivism, which offers the learning procedures leading students to have critical details upon the process of knowledge construction. vigotsky’s (1974) notion of three learning steps, object, other, and selfregulation, which are unique and potential to guide students to have critical understanding of what is being learned, is transferred into the procedures of genre based instruction. this concept can be seen from the value of object regulation that is inserted in the phases of building knowledge and modeling. the value of other regulation is encountered in modeling and joint construction phases. at last the value of self-regulation can be viewed in the phase of independent construction in genre based instruction. practical view of genre based instruction in indonesia if viewed about the implementation of genre based instruction in indonesia, this method has been applied since the application of curriculum 2004, competence based curriculum. english franca vol 1 no 01 tahun 2017, stain curup page 93 p-issn 2580-3670, e-issn 2580-3689 started from this curriculum up to the most current one, there could be found the conduction of genre based instructionin teaching english in indonesian schools. teaching english in indonesia adapts the same idea of the above phases, but it is just slightly different in naming the phase. in indonesia, the map of genre based instruction adapts totally the idea of hammond (1992). however, the activity and the concept of every phase is the same as one suggested by derewinka (1990). in indonesia, it is known to be four phases of teaching english with utilizing genre based instruction in that they range into building knowledge, modeling, joint construction, and independent construction. especially for the term building knowledge and modeling, they are exactly the same as context exploration and text exploration as previously discussed above. for more details regarding the four phases of implementing genre based instruction as can been seen in indonesian schools especially for teaching english, those phases possess subcategories as the following bullets: building knowledge of field a. learning cultural context in the implementation, here, the teacher guides students to come up with their schemata about the cultural context of text which is being written. for instance in teaching anecdote text, the teacher can initiates with asking students some leading questions about their insights for the purpose of anecdote text, when probably this kind of text is written, and who are probably the readers of such this text product. b. sharing genre-related-experiences in this activity, the teacher can utilize some sharing session activities with demanding students to share their experience related to the genre which is being written. for instance, in teaching anecdote text, the teacher can instruct students to work in pair to share their funny and unusual experiences. then some students can be called to perform their experiences under the guidance of the teacher for building context or knowledge about anecdote. english franca vol 1 no 01 tahun 2017, stain curup page 94 p-issn 2580-3670, e-issn 2580-3689 modeling of text a. learning cultural context this phase has the same context to the previous substep in building knowledge, but the purpose is different because in this step the knowledge which has been built from students’ schemata is continuously guided to be constructed in details. here the teacher, after handing out students with text example, let us say, anecdote text, will invite students to pay attention to his explanation about exploring the cultural context of the anecdote. the teacher analogizes some more extensive purposes and use to emphasize the nature which implies the cultural sense of anecdote text. the teacher also provides and exemplifies sufficient varieties of anecdote text. b. learning about social function in this phase, the teacher also explains and exemplifies students when written genre meets the social function. for example, when teaching anecdote text, here the teacher differentiates to students the function of anecdote writing whether to tell a joke, to express something strange, or just to tell something funny for entertainment. c. understanding schematic structure this sub-step is exposed to students with introducing, elaborating, and exemplifying the structure of text. for instance, in teaching anecdote text, the teacher hands students out some text examples, and he then explains in details every criterion of ideas which should be organized into anecdote text. this idea organization is called text structure in that in anecdote text they range into abstract, orientation, crisis, reaction, and coda. d. comprehending linguistics features the practice of this sub-step can be undertaken by that the teacher gives students a text, for example, anecdote text. then the students are guided to identify and comprehend the vocabularies used in anecdote text, and why the writer of that text selectively uses those vocabularies in his diction. the teacher leads students to understand the discourse of word choice. this is an effective way to provide students with proper input of contextual vocabulary use so that later on english franca vol 1 no 01 tahun 2017, stain curup page 95 p-issn 2580-3670, e-issn 2580-3689 they are able to work on the same way of choosing and using contextual vocabularies while writing. continuously, the teacher guides students to comprehend the grammar within sentences written in a particular genre. for instance, in teaching anecdote text, the teacher introduces students to the pattern, sense, and function of past tense in expressing anecdote ideas. the teacher then continues this sub-step with providing enough exercises about past tense to students but the exercises are organized contextually on the bases of anecdote discourse. joint construction of text a. learning schematic structure in this sub-step the teacher guides students to practice together in group to have a discussion regarding the text structure, and to work together to write a text. for instance, in teaching anecdote text, the teacher asks students in group to think of one topic about an unusual event. afterwards, students are demanded to have a discussion with their peers to brainstorm some ideas which should be included in the abstract, orientation, crisis, reaction, and coda. continuous work is sustained by that students are demanded to construct the previously brainstormed ideas together in writing an anecdote text. students do this work relying on the knowledge they acquire from modeling phase. the teacher controls, guides, and helps students while they are working in group. b. learning linguistics features in this sub-step, the teacher guides students to work in group to have a discussion, learn together, and do exercises related to language features or grammar used in the text being learned. for instance, in teaching anecdote text, here students discuss together the features of past tense, related vocabularies for appropriate diction needed in expressing anecdote, the use of particular phrases like noun phrases, verb phrases, and etc. the learning process is undertaken through discussion and empowered by the teacher’s guidance on the basis of knowledge or information which has been got english franca vol 1 no 01 tahun 2017, stain curup page 96 p-issn 2580-3670, e-issn 2580-3689 in modeling phase. at last, the teacher gives students sufficient grammar exercises. c. learning knowledge of the field in this phase, once students have known text organization and the language features of text, the teacher gives students reasoning exercise to write a genre from the chosen topic provided by the teacher. this exercise is potential to trigger students to be sensitive toward particular knowledge of the learnt text. for instance, in teaching anecdote text, the teacher challenges students in their group to write an anecdote text functioned to tell a joke. in this sense the students in their group will learn some knowledge about when to express written jokes, what consideration must be done to achieve the readers’ interest about the offered joke in the text, how to use diction and discourse fitting the culture of written joke. the teacher will keep helping students anytime they are getting difficulties with their work. independent construction of text learning schematic structure after students have enough learning experience in joint construction, then the teacher lets students write their own text independently. for instance in teaching anecdote text, here the teacher demands students to explore all their knowledge obtained from modeling and all their experiences got from joint construction to write an anecdote text with considering and involving entirely its criteria ranging into text organization, language features, social function or discourse, and etc. the teacher can explore the tasks that will be carried out by students as creative as possible to trigger students’ motivation to write an anecdote text independently, one of examples of the creative task is such as that the teacher demands students to interview one of their familymembers about the unusual event that he or she has ever experienced. continuously, from interview data, students can write their anecdote text properly. english franca vol 1 no 01 tahun 2017, stain curup page 97 p-issn 2580-3670, e-issn 2580-3689 the shift of genre based instruction to the current indonesian curriculum the term genre based instruction is popular to be used as the teaching method applied in 2004 curriculum in indonesia. as the change of the curriculum, the term genre based instruction has been changed to several names up to nowadays curriculum. however, despite the terminological change, the nature of teaching principle is still the same in that the pedagogical principle applies the notion of constructivism by vigotsky (1978), and the language theory applies systemic functional linguistics by halliday (1989), and rhetorical structure by mann and thomson (1990). the primary learning materials for learning writing is still the exploration of genre. genre is still applied as the widest language function either for listening, speaking, reading, and writing skills. concerning with the terminological change, the term genre based instruction shifts to inquiry based learning as popularly utilized in the curriculum 2006 (ktsp), and currently it has terminologically changed into scientific approach as found in the curriculum of 2013. however the terminological change has been going, the essence, nature, and principle of teaching and learning is still fundamentally on the basis of genre based instruction (fauziati 2014). conclusion genre based instruction, as a popular teaching method utilized to teach writing, and as the method which teaches students writing based on comprehending and doing genre, is developed according to several foundations in the form of previous theories. as it is fundamentally defined in which gbi is a teaching method that emerges from the result of doing genre analysis, gbi linguistically is empowered by the theory about rhetorical structure and systemic functional linguistics. furthermore, as grounded into its application in pedagogical view, gbi derives from the basis of vygotsky’s notion and brunner’s thoughts concerning with the theory of scaffolding. from those foundations, there can eventually be devised the concept of genre based instruction as some experts construct like english franca vol 1 no 01 tahun 2017, stain curup page 98 p-issn 2580-3670, e-issn 2580-3689 ones named derewinka (1990), hammond (1992), and other experts who contribute their ideas with the same concept. as how it is applied in the classroom, gbi is constructed into four phases which encompass context exploration or commonly known in indonesia with the term building knowledge, text exploration or as generally stated in indonesia into modeling, joint construction, and the last independent construction where students write text independently.in indonesia, the terminology of genre based instruction has shifted along with the change of curriculum. it changes into inquiry based learning in 2006 curriculum (ktsp), and it becomes scientific approach in 2013 curriculum. fundamentally, despite the change of terminology, the nature and principle of teaching and learning is still on the basis of genre based instruction with exploring genre as the learning materials. genre is placed as the widest area of communication through either spoken or written communication. author’s biography ruly morganna is an alumnus of stain curup under english education major for his undergraduate degree. he has experienced five-year teaching in stain curup under the management of english education department and language laboratory. currently, he is taking his graduate degree in graduate school of english education department, sebelasmaret university, surakarta. he has published some scientific articles in applied linguistics field such as “the effectiveness of inductive teaching towards students’ grammatical ability, an international conference of 2nd ictte proceeding 2016”, and “conducting interlanguage analysis to prepare more qualified further english instructions, an international conference of 3rd ictte proceeding 2017”. furthermore, currently, he is working on the publication process of some articles entitled: “students’ motivation in online toefl learning, journal of social science and humanities, pertanika 2017”, “interlanguage analysis as a formative assessment, journal of language teaching and research 2017”, and “enriching meaning making through multimodal resources, journal of language teaching and research 2017”. english franca vol 1 no 01 tahun 2017, stain curup page 99 p-issn 2580-3670, e-issn 2580-3689 references bhatia, v. k. (1993). analyzing genre: language use in professional setting. london: longman brown, h. douglas. (1994), teaching by principles: an interactive approach to language pedagogy. new jersey: prentice hall bruner, j. (1983). child’s talk: learning to use language. oxford: oxford university press. byram, m. (2004), genre and genre based teaching. the routledge encyclopedia of language teaching and learning, (pp 234237). london. routledge. cope, b. &kalantzis, m. (eds). 1993. powers of literacy: a genre approach to teaching writing. london: falmer press. devitt, a.j. 1996. genre, genres and the teaching of genre.ccc 47(4):605-615. faigley, l. & hansen, k. 1985.learning to write in the social sciences.collegecomposition and communication 36(2):140149. fauziati, e. (2014). methods of teaching english as a foreign language. era pustakautama halliday, m.a.k., and r. hasan 1985.language context and text; aspects of language in a social – semiotic perspective. victoria: deaking university press. hammond et al. (1992).english for special purposes: a handbook for teachers of adult hendry, a., & roseberry, r. l. (1998).an evaluation of genre based approach to the teaching of eap/esp writing. tesol quarterly, 32/1: 147-156 hyland, k. 2003. second language writing. new york: cambridge university press. hyland, k. 2004. genre and second language writing: ann arbor: university of michigan press. macken-horarik m. 2002. 'something to shoot for': a systemic functional approach to teaching genre in secondary school science. in: johns, a.m. (ed.). 2002. genre inthe classroom. multiple perspectives.london: lawrence erlbaum, pp. 43-72. paltridge, b. 2001. genre and the language learning classroom. ann arbor: universityof michigan press. english franca vol 1 no 01 tahun 2017, stain curup page 100 p-issn 2580-3670, e-issn 2580-3689 swales, j. m. (1990). genre analysis: english in academic and research settings, cambridge, uk: cambridge university press. vygotsky.l. (1978). mind in society. cambridge ma: harvard university press. english franca vol 1 no 02 tahun 2017, stain curup page 101 p-issn 2580-3670, e-issn 2580-3689 behaviorism in foreign language teaching methodology asep budiman the faculty of teacher training and education, sebelas maret university, asepbudiman@student.uns.ac.id abstract this paper aims at exploring in details about one of the left language learning theoriesnamely behaviorism. behaviorism, as how it is today, is gradually left behind since there are many new theories of language learning. regarding this issue, it is very important to ensure that actually behaviorism is still useful in certain teaching and learning activities in the classroom. this review investigates behaviorism methodology having advantages in learning a language in the classroom. this review also observes the critics of behaviorism and its weaknesses in a learning environment. this inquiry concentrates on the view point of b.f. skinner, one of the most outspoken behaviorism psychologist and his experimentations about animals. the notion of antimentalism of behaviorism also is discussed in the process. keywords: behaviorism theory, foreign language, teaching methodology introduction learning is an individual activity that conducts studies, work processes internal factors. according to skinner (1976), learning is a process of adjustment to adaptation through has simulation and accommodation between the basic units of cognition stimulation with someone. in the view of psychology behavior is miscue to the interaction between stimulus and response. a personis considered to havelearnedsomethingif shecanshow changes inbehavior. according to this theory, the importance of learning is a form of stimulus input and output in the form of the response. mailto:asepbudiman@student.uns.ac.id english franca vol 1 no 02 tahun 2017, stain curup page 102 p-issn 2580-3670, e-issn 2580-3689 if the terms of a concept or theory, theory of foreign language learning has long been discussed to find the best way how foreign language can be taught effectively. in this case, theory becomes crucial since it helps the teacher to perceive the phenomenon in the world of learning. it contains of framework of concepts, and principles as well (lodico, spaulding, voegtle, 2006). speaking of theory in language learning, there are four major and familiar theories of language acquisition and language learning namely behaviorism, cognitivism, humanism, and constructivism (fauziati, 2016). based on its development, behaviorism is the first theory developed by some key figures such as pavlov, watson, thorndike, and skinner. put simply, behaviorists’ view on learning is that it focuses on how learners’ behavior is shaped through stimulus and response. they also view that behavior is observable. behaviorism theory is certainly different from other theories. this can be seen in everyday classroom learning. there are different assumptions or views that appear on behaviorism theory (leahey, 2000). behaviorism theory views that learning is changing the behavior of students, from being able to produce oral or written product, and the task of the teacher is to control the stimulus and the learning environment in order to change the desired destination approaching, gift giver sand teachers of students who have been able to show significant changes while punishment given to students who are notable to show the change of meaning. it is necessary to holddiscussionof thetheoryof behaviorism. this paper will briefly examine an overview of behaviorism theory, how behaviorism theory is applied to a particular method of foreign language teaching methodology, and to an approach of teaching writing named teaching writing as product. hopefullythe discussion will result in minimizingfalse assumptionsaboutthe theory ofbehaviorism understanding of why teachers choose a particular method or technique of teaching for particular learners with particular learning objectives. english franca vol 1 no 02 tahun 2017, stain curup page 103 p-issn 2580-3670, e-issn 2580-3689 theoritical framework understanding behaviorism theory behaviorism learning theory oriented "results that can be measured, observed, analyzed, and tested objectively". repetition and training used so that the desired behavior can become a habit. the expected result of the application of the theory of behaviorism is the formation of a desired behavior. desired behavior gets positive reinforcement and behavior that are less fit awarded negative. evaluation or assessment is based on observed behavior. in this theory, a lot of teachers do not lecture, but brief instructions are followed example, either by themselves or through stimulation (skinner, 1976). behaviorism learning theory is a theory of learning that emphasizes human behavior as a result of the interaction between stimulus and response. behaviorism theory is a theory proposed by gage and berliner. this theory later developed into the flow of learning psychology that influence the development of education and learning theory known as behaviorism flow. this emphasis on the formation of the flow behavior appears to be a result of learning. behaviorism theory with stimulus-response relationship model, seated person as an individual passive learning (alissa, 2003). specific behavioral responses analyzed by using training methods or habituation alone. the emergence of behaviors will be stronger when given reinforcement and will disappear when sentenced. a person is considered to have learned something if he can show changes in behavior. according to this theory the important learning is in the form of inputs and outputs in the form of stimulus response. stimulus is all that is given by the teacher to the learner, while the response in the form of student reactions or responses to the stimulus given by the teacher. processes that occur between stimulus and response cannot be observed and cannot be measured (sarah, 2006). it can be observed is stimulus and response. english franca vol 1 no 02 tahun 2017, stain curup page 104 p-issn 2580-3670, e-issn 2580-3689 therefore, it is something given by the teacher (stimulus) and something that is accepted by the students (response) should be observed and measured (fauziati, 2016). it focuses on the theory of measurement, since the measurement is an important thing to notice changes in behavior occurs or not. 1. pavlov's theory of classical conditioning ivan petrovich pavlov was born 14 september 1849 in ryazan; russia is the village where his father peter dmitrievich pavlov became a pastor. he was educated at church schools and went to theological seminary. pavlov graduated as a medical scholar with a base area of physiology. in 1884 he became director of the department of physiology at the institute of experimental medicine and initiate research on the physiology of digestion. ivan pavlov won the nobel prize in physiology or medicine field in 1904. greatly, it influenced his work on conditioning psychology behaviorism in america. his writing is a work of the digestive glands (1902) and conditioned reflexes (1927). classic conditioning (conditioning or classical terms) is a process that pavlov discovered through experiments on dogs, in which the original stimulus and paired with a neutral conditional stimulus repeatedly giving rise to the desired reaction. the experiments were performed pavlov and other experts seem to be very affected by the views of behaviorism, in which the symptoms of a person's psychological views of his behavior. to understand the theory of classical conditioning as a wholeneed to understand there are two types of stimulus and two response types. the two types of stimulus is the unconditioned stimulus (unconditioned stimulus ucs), which automatically generates a stimulus that preceded the response without any learning examples: food and unconditioned stimulus (conditioned stimulus cs), which previously neutral stimulus, eventually bringing a conditioned response after associated with the unconditioned stimulus (for example: food comes before the bell sounds). english franca vol 1 no 02 tahun 2017, stain curup page 105 p-issn 2580-3670, e-issn 2580-3689 based on the assumption that by using certain stimuli, human behavior can be changed according to what is desired. then pavlov conducted experiments using animal (dog) because he thinks animals have in common with humans. nevertheless, with all its advantages, is fundamentally different from human beings to animals. he was experimenting with how to conduct surgery on a dog's cheek. the saliva gland is visible from outside. when shown something of food, it will come out the dog saliva. now, before the food is shown, the red light is shown first, and food. saliva water itself will come out anyway. if such action is done repeatedly, then at one time by just showing a red light without food then saliva water will come out anyway. the food is reasonable stimulus, while the red light is artificial stimuli. it turns out that such an act is done repeatedly; it will give rise to artificial stimulation condition for the onset of salivation in the dogs. this event is called: conditional or conditioned reflex response. 2. watson’s conditioning theory watson is a purely behaviorist. watson study about learning aligned with other sciences such as physics or biology are strongly oriented towards empirical experience alone, that is as far as can be observed and measured. according to watson, learning is a process of interaction between stimulus and response (johnson, 2001). in this case, the stimulus and response is established from the behaviors that can be observed and can be measured. watson acknowledges the mental changes in a person throughout the learning process, and he considered such things as a factor that should not be taken into account. it is believed that by the process of conditioning we can build a set of stimulusresponse connections, and more complex behaviors are learned by building up a series of responses (watson, 1913). 3. thorndike's theory of connectivism thorndike’s view on learning is that it is the process of forming associations or bonds or he called it “the connection of a certain act with a certain situation and resultant pleasure.” thorndike also classifies laws of learning as follows: english franca vol 1 no 02 tahun 2017, stain curup page 106 p-issn 2580-3670, e-issn 2580-3689 a) law of readiness it points out that organism will learn only when he is physically and mentally ready for it. an organism that is getting ready to obtain a change in behavior, the implementation of these behaviors will lead to satisfaction of the individual so that the association tends to be reinforced. b) law of exercise it suggests that drill and practice increase efficiency and durability of learning. law principles of exercise is the connection between the condition (which is a stimulant) with the action will be stronger because of the exercises, but will be weakened if the connection between the two was not continued or discontinued so that the principle of this law shows that the main principle of learning is repetition. the more often repeated, the subject matter will be more controlled. c) law of effect the relationship tends to be reinforced if the stimulus response and tend to be weakened as a result pleasant if the result is not satisfactory. this law refers to the stronger or weaker connections as a result of actions. an act which tends to be maintained with due fun and other times will be repeated. conversely, an act that followed unpleasant consequences tends to be stopped and will not be repeated. 4. skinner's theory of operant conditioning concepts put forward by skinner about learning is able to outperform other concepts put forward by the previous figures. he was able to explain concepts in a simple to learn and can demonstrate his concept of a comprehensive study. according to skinner, the relationship between stimulus and response that occurs through the interaction of the environment, which then would lead to changes in behavior; it is not as simple as described by previous leaders. therefore, to understand a person's behavior is absolutely necessary to first understand the relationship between the stimulus to each other, and to understand the response may be raised and the consequences that may arise as a result of the response. english franca vol 1 no 02 tahun 2017, stain curup page 107 p-issn 2580-3670, e-issn 2580-3689 skinner also noted that, by using mental changes as a tool to explain the behavior will only add to the complexity of the problem. therefore, any tool that is used needs further explanation, and so on. of all the supporters of behaviorism theory, skinner’stheory is the most influence. learning programs such as the teaching machine, learning program, modules, and other learning programs are based on the concept of stimulus-response relationships and the importance reinforcing factors, an instructional program that implements learning theory proposed by skinner. according to skinner, to reinforce the behavior or the behavior confirmed we need reinforcement. there are also types of reinforcement, positive reinforcement and negative reinforcement. positive reinforcement is based on the principle that the frequency of a response increases because it was followed by a stimulus that contains award. thus, the behavior of which is expected to increase due to be followed by a pleasant stimulus. example, learners are always so studious to rank the bikes will be rewarded by their parents. behavior to be repeated or improved is to study hard to become rank one and positive reinforcement / unpleasant stimulus is giving the bike. negative reinforcement is based on the principle that the frequency of a response increases because followed by a stimulus that is not fun to be removed. thus, the behavior of which is expected to increase due to be followed by the removal of an unpleasant stimulus. example, learners and teachers often ask eliminating / no questions do not criticize the teacher is pleased hearts so that learners will often ask. thus, the behavior that you want to repeat or enhanced often asked and unpleasant stimulus you need to lose is criticism of teachers so that students are not shy and will often ask questions because the teacher does not criticize the unqualified / deviated (baum, 2005; chiesa, 1994; pierce & cheney, 2013; rachlin, 1991). behaviorism and foreign language teaching methodology behaviorism theory is crucial in foreign language learning. the influence of this theory can be seen in the implementation of teaching learning process using grammar translation method english franca vol 1 no 02 tahun 2017, stain curup page 108 p-issn 2580-3670, e-issn 2580-3689 (gtm), direct method (dm), situational language teaching (slt) and closely related to a particular language teaching method called audiolingual method (alm). this alm has two principles: (1) stimulus-response concept, and (2) an assumption that second language learning should reflect and imitate the perceived process of mother tongue learning. according to fauziati (2016) the application of behaviorism theory in audiolingual method is as follows: (1) the organism is the learner, (2) the behavior as verbal behavior, (3) the stimulus as what is presented of the foreign language, (4) the response as the learners’ reaction to the stimulus, and (5) the reinforcement as the extrinsic approval and praise of the teacher, fellow students, and self-satisfaction of target language use. based on the relation between behaviorism theory and alm, it is clear now that alm is marked by the following characteristics: (1) new language should always be dealt within the sequence of listening, speaking, reading, and writing with emphasis on teaching receptive skills before productive skills, as what is claimed by alexander (1986, as cited in johnson, 2001) stating that nothing will be spoken before it has been heard, and nothing will be written before it has been read, (2) habit formation through frequent repetition, (3) errors are avoided, (4) the use of dialogues as the chief means of presenting language, (5) using mimicry, memorization, and pattern drills techniques, (6) discouraging the use of mother tongue in the classroom, and (7) the use of language lab in conducting teaching and learning process. with regard to pattern drills technique in behaviorism theory, brooks as cited in fauziati (2014) mentioned various types of pattern drills as follows: 1. repetition: repeating utterances aloud as soon as they were sounded 2. inflection: replacing one word in an utterance 3. replacement: replacing one word in an utterance 4. restatement: delivering utterances to students, and asking students to address it to someone else 5. completion: repeating utterances in complete form 6. transposition: changing word order when a word is added 7. expansion: adding a word in a certain place of the utterance 8. contraction: changing the phrase or clause with a single word english franca vol 1 no 02 tahun 2017, stain curup page 109 p-issn 2580-3670, e-issn 2580-3689 9. transformation: transforming a sentence into negative of interrogative, or through changes in tense, mood, voice, or modality 10. integration: integrating two utterances 11. rejoinder: making appropriate response to the given utterance 12. restoration: asking students to restore a sequence of words taken from a sentence to its original form. in accordance with the foreign teaching methodology, behaviorism gives several implications in languagelearning process. those are as follows: 1. shaping teachers usually teach simple behavior in the school, they do not teach complex behavior in teaching learning process. the complex behavior can be taught through shaping or successive approximations. shaping refers to procedure in which successive approximation to some terminal behavior is reinforced. this process begins with the purposes of study, assignment analysis, students’ activities and response to the reinforcement. (blankship, 1981). blankship (1981) states five steps of students’ behavior in learning process: a. come on timein the class b. active in learningprocess c. show thegood resultof thetest d. doing their homework 2. modelling modelling is one of types of learning on behaviorism. the language teacher often uses this method in language learning process. a learner imitates the teacher’s behavior in learning process, ex: an english teacher reads english book regularly in the class in language learning process. teacher is model for students in learning process then; the students will imitate the behavior. the students will also read regularly in the class like their teacher. english franca vol 1 no 02 tahun 2017, stain curup page 110 p-issn 2580-3670, e-issn 2580-3689 3. rewarding and punishing in the learning process a teacher often gives a punishment to their students because of students guiltiest. this punishment should be applied in wise ways in the class. the students often get reward when they get good achievements in learning process. this method is based on skinner theory of reward and punishment. in teaching learning process students usually get a difficult with foreign language subject, so, they often get punishment from their teacher. reward and punishment are one of the implications of skinner behaviorism theories in teaching learning process especially in language learning. 4. programmed learning programmed learning is the application of the principles of operant conditioning. this learning process happens when the students get assignment from the teacher and they do it. in language learning process the teacher gives assignment to the students to read the story in their foreign language book they will do it. programmed learning has four purposes such as: a. summarizing the learning material b. forcing the students read the learning materials c. giving the result of learning directly to the teacher d. using effective time in learning 5. assigning there are several task components of learning in behaviorism, those are: a. purposes and study in behavioral b. divides task into sub task c. determine the relation between sub task d. determine material and procedures of sub task e. giving feedback in the end of sub task. these learning component means the students always do the task and divide it into sub task. in language learning process the students always practice the task from language teacher, then, the result will be analyzed by the teacher. english franca vol 1 no 02 tahun 2017, stain curup page 111 p-issn 2580-3670, e-issn 2580-3689 the last implication of behaviorism of language and learning in language learning is language acquisition theories. the behaviorist has found the language acquisition theories and these theories has been applied until today. behaviorist says that human born without any perception of language or it is called tabula rasa and human learns language from their environments. the language is form of culture and human uses the language as means of communicating. it means that human communicates with their own language. the behaviorism theory of learning gives good implication in teaching learning especially in language learning process. according to thorndike there are two implications of behaviorism in language learning. those are theoretical and practical. in theoretical implication, the implication of behaviorism is based on the theory of learning in behaviorism. thorndike stated that the four laws of learning gives good contribution inlanguagelearning. in practical implication, thorndike stressed the importance of habits and procedures in learning especially in language learning process (barash, 2005). according to skinner, the theoretical implications of operant theory creating an effective behavioral language, vocabulary and grammar such a language must allow behavioral phenomena to be coherently described. among the useful aspect of the contemporary language of operant theory are the distinction between omission and elicitation of responses, the extension of this vocabulary discrimination the usage of response. a behavioral language may be particularly effective in extensions to verbal behavior. speaking and writing are kinds of behavior, but vocabulary creates difficulties for a behavioral account. for example, human speak using words. this vocabulary not only fails to distinguish spoken to written verbal behavior but also treats words as things rather than as kinds of responses. verbal behavior has often been treated as if skinner derived all language from the stimulus-response associations of other varieties of behaviorism. (gazda& raymond, 1980). behaviorism theory and teaching writing as product as clearly stated before that the classroom practices in behaviorism theory is characterized by mimicry and the avoidance of error, it has a close connection to an approach of english franca vol 1 no 02 tahun 2017, stain curup page 112 p-issn 2580-3670, e-issn 2580-3689 teaching writing called product approach (staats&staats, 1963; staddon, 2014). mimicry itself is an activity of imitating behavior or speech. in teaching writing as product, the main procedures involve imitating and transforming models provided by the teacher, and emphasizing the error free final product. in the product approach, the classroom activities concern with the final product of writing and what the product should look like the model given (fauziati, 2014). therefore, we can say that behaviorism theory underlies the product approach in teaching writing. conclusion in behavioral theory, human behavior is the result of learning, so it can be changed by manipulating and creating learning conditions. behaviorism theory strongly emphasizes the behavior or behavior that can be observed. theories in the very nature of molecular clumps, because looking at the lives of individuals composed of elements like molecules. characteristic of this theory is prioritizing the elements and a small part, is mechanistic, emphasizing the role of the environment, concerned with the formation of a reaction or response, emphasizing the importance of exercise, concerned with the mechanism of learning outcomes, concerned with the role of ability and learning results obtained is the emergence of the desired behavior. on learning theory is often called psychological sr means that human behavior is controlled by rewards or reward and reinforcement or reinforcement from the environment. thus, the learning behavior is closely interwoven between behavioral reactions to stimulus. teachers who hold this view say that student behavior is a reaction to the environment and the behavior is the result of learning. short biography asep budiman is a graduate student in english education department at sebelasmaret university of surakarta, central java, indonesia. he received his bachelor degree from the same department in muhammadiyah university of purwokerto, indonesia. he has experience in teaching english in some schools, english courses and english debate forums. his research interest includes motivation in efl, language testing, and tefl. english franca vol 1 no 02 tahun 2017, stain curup page 113 p-issn 2580-3670, e-issn 2580-3689 references alissa, d., e. (2003). behaviorism: more than a failure to follow in darwin’s footsteps. illinois: jossey-bass.american history vol (87) (2), pp. 686. barash, d., p. (2005). b.f. skinner, revisited. the chronicle of higher education. washington: vintage books. baum, w.m. (2005) understanding behaviorism: behavior, culture and evolution. new york: blackwell. chiesa, m. (1994). a history of behavioral psychology. new york: new york university press. fauziati, e. (2014). methods of teaching english as a foreign language (tefl): traditional method, designer method, communicative approach, scientific approach. surakarta: era pustaka utama. fauziati, e. (2016). applied linguistics: principles of foreign language teaching, learning, and researching. surakarta: era pustaka utama. gazda,m. g., &raymond, j. ( 1980). theoriesoflearninga comparative approaches. illinois: peacock publisherinc. johnson, k. (2001). an introduction to foreign language learning and teaching. harlow: pearson education limited. leahey, t., h. (2000). a history of behavioral psychology. new york: freeman. lodico, m. g., spaulding, d. t., voegtle. k. h. (2006). methods in educational research: from theory to practice. san francisco: jossey-bass. pierce, w., & cheney, c., d. (2013). behavior analysis and learning, (5th edition). new york: psychology press. rachlin, h. (1991). introduction to modern behaviorism, (3rd edition) new york: freeman. sarah e. i. (2006). bending behavior. american scientist. research triangle park. vol (94) (3), pp. 267. skinner, b. f. (1976). about behaviorism. new york: vintage books. staats, w., &staats, k. (1963). complex human behavior: a systematic extension of learning principles. new york: holt, rinehart & winston. english franca vol 1 no 02 tahun 2017, stain curup page 114 p-issn 2580-3670, e-issn 2580-3689 staddon, j. (2014) the new behaviorism, (2nd edition). philadelphia: psychology press. watson, j.b. (1913). “psychology as the behaviorist views it”. psychological review, 20: 158-177. english franca : academic journal of english language and education vol. 5, no 1, 2021, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: http://dx.doi.org/10.29240/ef.v5i1.2059, page 149-166 ict and learning attitude towards students’ academic paragraph writing in college level rita hayati universitas sriwijaya ritahayati@fkip.unsri.ac.id hesti w. anggraini universitas sriwijaya hwanggraini@fkip.unsri.ac.id hariswan p. jaya universitas sriwijaya hariswan@fkip.unsri.ac.id abstract the use of technology has been growing rapidly in the recent years. technology applies to support the success of language learning, for example, providing web-based learning, mobile-based learning, educational videos, stimulation, online learning platforms, and many more. learning attitude also determines to achieve the language learning goals. then, the complexity of english writing causes the students’ denial to take english writing class. this study aimed at finding out whether there was significant correlation among ict writing. seventy-one students of english education study program got involved in this correlational study. the data were gained from primary and secondary sources; those are a 15-item ict use questionnaire, a 20-item learning attitude questionnaire and documentation of students’ writing. the findings reported that there was significant correlation among the three variables statistically since the significant value was 0.006 (< 0.05). the value of adjusted r2 was 0.114 which means ict use and learning attitude contributed 11.4 % to the students’ english academic paragraph writing. key words: ict, learning attitude, academic paragraph writing mailto:hwanggraini@fkip.unsri.ac.id 150 | english franca, vol.5, no.1, 2021 introduction the use of ict in the 21st century has increased rapidly in order to help students learn more effectively and help teachers to finish the tasks more efficiently (selwyn, 2003). more importantly, ict is a powerful tool in presenting or representing information in various ways. ict includes computers, the internet, and any electronic device which functions as telecommunication and information equipment. in these years, an internet plays its best to increase efficiency and effectiveness in all levels of education and enhance the transformation of education for the better (tinio, 2002; unesco, 2002). in addition, dudeney (2000) stated that the potential benefits of using ict as a means of developing english language skills has received much attention. ict also has the potential to be a means of communication that requires collaboration. ict facilitates various forms of online conferences and virtual discussion that most helps teachers do online evaluation. technology is being used in the 21st century, where teaching and learning takes place, and when education has to be developed with some various teaching strategies. it is a key component of a sophisticated classroom; however, there will be no meaning in the teaching and learning process if teachers and students do not apply it. teacher must know to operate ict in teaching and learning process. there are many way to improver their ability in using ict such as following ict training (apriani, etl.al, 2021). this means that technology is not feasible if left untouched and used by teachers and students. it is a cyclical process in which they are constantly being dynamic to shift and change from time to time (inderawati, 2017). in educational settings, there are two different ways for learners to have access to technology: learn from technology and learn with technology (reeves, 1998, cited in inderawati, 2017). therefore, both teachers and students can utilize the internet like using social media to be applied in teaching and learning process. in addition, başal & aytan (2014, cited in indrawati, 2017) argue that rapid advances in ict in recent years have resulted in extensive searches for possible uses of ict in education settings. ict is not also improve students’achievement (apriani and hidayah, 2019; apriani, 2017) but also students’ character (apriani, 2016; apriani, et.al.; apriani, et.al, 2019). many educators around the world, including english teachers, are now taking innovative steps to integrate technology into their teaching environment. in rita hayati, et.al: ict and learning attitude towards students’ academic paragraph writing in college level| 151 language teaching, language teachers have various options for integrating technology into their classroom. in line with this, some previous researchers have investigated the important roles of technology in learning english (inderawati, 2011; fajri, inderawati, mirizon, 2015; inderawati, petrus, & jaya, 2019). in particular, technology-based teaching and learning offers various interesting ways including educational videos, stimulation, data storage, use of databases, mind mapping, guided discovery, brainstorming, music, and the world wide web (www) which will make the learning process even more satisfying and meaningful (finger & trinidad, 2002). similarly, inderawati, sofendi, purnomo, vianty, & suhendi (2019) had utilized technology for learning supports to the preservice efl teachers’ engagement by showing many things to involve: class management, equipment, application, instructional material, supporting crew, place and instructors’ relation in learning activities. furthermore, according to toomey (2001, p. 3), “this technology can include hardware (e.g computers and other devices); applications and software connectivity (e.g. access to the internet, local network infrastructure, and video conferencing)." thus, the students are not limited to a specific curriculum and assistance will be limited as ict will be aimed to support teachers to creatively plan approaches and lessons that had a big impact which will encourage students to be actively involved in learning. learning attitude is believed to influence behavior such as reading books, writing, and speaking foreign languages. according to kara (2009), learning attitude other than opinions and beliefs has a clear influence on student’s behavior and its impact on their performance. it is said that the students who have positive beliefs about language learning has tendency to promote more positive attitudes towards language learning. in study, if students have a positive attitude towards any subject, they can benefit greatly in many ways in certain fields. other than that, gajalakshmi (2013, p. 1) states that attitudes are determined by individual beliefs about the results or attributes of performing the behavior (behavioral beliefs), weighted by evaluation against the result or attribute. someone who has a firm belief will have a positive attitude. as a result, it gives good impacts on student’s performance. kara (2009) stated that learning attitude had a clear influence on student’s behavior and its consequences on their performance. 152 | english franca, vol.5, no.1, 2021 dehbozorgi (2012, p. 44) in his research on efl students majoring in english translation department in iran found that result mostly participants received high scores for their attitudes. about 90% of them have an attitude positive towards learning english. in learning english, writing is a basic language skill and very important. writing is one of the productive skills that must be mastered by students. writing is the most difficult skill to be mastered by foreign language learners. muslim (2014) says that writing is more complicated and challenging than other language skills. the main reason for this difficulty is the fact that writing is a very complex process that involves creation and organizing ideas and translating them into cohesive text. thus, writing skills are one of the media for communicating with others through writing that students can convey some information, express their ideas, thoughts, feelings and opinions. following these findings, the researchers found a gap to do this research. more in-depth research should be conducted to get a better understanding of the use of ict in line with the students’ learning attitudes in writing class. because the study is needed not only to hear what the students feel, but also to reflect the writing classroom activities. to determine the existence of ict in language learning, the link between the two variables is importantly viewed since it directly creates mutual relationship to the quality of students’ writing. in this case, there are several reasons. first, writing strengthens the grammar structure, idioms, and vocabulary items that have been studied by students. second, when students write, they have the opportunity to develop their knowledge, and they will learn many things, such as rules of the writing itself and the arrangement of words and sentences. third, when students write, they need to use a new language, the utmost effort to express ideas, and constant use of their eyes, hands and brain. one can express ideas and their thoughts in speaking and writing but they need to be mastered to convey the idea. however, the ability of indonesian students to write is still low. according to abas and aziz (2016), most students in indonesia find it difficult to express their ideas in english. in addition, aryanika (2016) stated that several students find it difficult to write, because they do not just have low vocabulary mastery but also low motivation in writing and rarely build their confidence in writing it. it can be assumed that indonesian students' difficulties in writing are related to difficulties in rita hayati, et.al: ict and learning attitude towards students’ academic paragraph writing in college level| 153 expressing ideas, low vocabulary mastery, and low motivation in writing. this matter affects students' writing skills while in college. there are several factors that influence student’s writing difficulties in indonesia. this includes differences in culture, structure, and grammatical terms between indonesian and english. ariyanti (2016) stated that it is quite difficult to master writing, especially for efl students in indonesia. it is caused by the differences between indonesian and english, such as structural and grammatical terms and styles. in addition, other factors that affect students' difficulty in writing are dealing with grammar and vocabulary. efl students must use correct english grammar and vocabulary, apply the writing skills they have learned, and incorporate this knowledge with their previous experience on a given topic while writing. writing achievement is the student's ability to express their knowledge, ideas, thoughts, skills, and feelings in writing ones measured by a writing test. from writing achievement, students will see the improvements in their writing or not. in addition, nunan (1999, p. 271) states that writing is probably the hardest thing to do in language. also, writing is one of the main skills in language learning and is used as a means of transferring the author's knowledge to the people. writing is a skill that requires learning and practice. writing refers not only to written texts but also to the process of thinking, composing, and encoding the language into the text. one of the student's goals is to produce good writing called their writing achievement. moreover, proven with research conducted by aunurrahman, hamid, and emilia (2016) claim that the practice of academic writing is not easy for students. this suggests that to master writing is often a challenge in mastering the english language. the writing achievement referred to in this study is the result of students‘ paragraph writings which are assumed to be good based on the results of interviews with several lecturers teaching these subjects. according to one of the teaching lecturers, he always does reflection at the end of the semester to get feedback from students. results of an interview stated by setyowati & sukmawan (2016) also reveal that although students have moderate attitudes towards writing, they perceive writing as difficult, and stressful. while those with high attitudes, mostly views writing as interesting and challenging. these findings also revealed some efforts students made to improve their 154 | english franca, vol.5, no.1, 2021 writing skills, including writing practice, reading a lot for knowledge and ideas, and use diary writing. this study aims to see the relationship among ict use, learning attitude and students’ academic paragraph writing. the results of this research are expected to be useful for: (1) students, the existence of learning attitude and ict can improve learning achievement; (2) the teacher, contributes to efforts in improving learning outcomes especially in english; and (3) educational institutions as an alternative effort to increase learning quality and teacher competence. theoretical framework the use of information communication and technology several studies reveal that there are factors that influence implementation of ict in the classroom, especially in terms of assessing student’s assignments authentically. according to venkatesh and davis (2000), when teachers are presented with technology in teaching activities, there will be variables that represent the problems faced by the teachers. variables are limited to ict facilities, limited to accessibility, and network connections, lack of effective training and limited time. many studies reveal certain reasons about inadequate access to technology. sicilia (2005) states that a teacher often criticized the difficulty of accessing ict tools. one of the reasons mentioned as "computers must be bespoke and teachers will forget to do so, or they cannot order it for several consecutive periods when they want to work on some project with students"(p. 50). to explain, ict tools will be difficult to access and there will be sufficient time to implement ict-based materials because teachers have to take turns using computers or other ict tools. however, becta (2004) states that a number of plausible factors cause problems to access the technology, such as lack of organizational management, lack of individual access to ict for teachers, and the poor condition of devices and the internet and operating systems. technology assistance and resources in schools need to be managed properly for preventing unexpected obstacles to be experienced. pelgrum (2001) found that one of the dominant barriers to using icts is inadequate technical assistance. likewise, sicilia (2005) too noticed that poor technical support contributed to bottlenecks primary rita hayati, et.al: ict and learning attitude towards students’ academic paragraph writing in college level| 155 for teachers. according to him, "technical obstacles hamper the smooth delivery lessons or the natural flow of classroom activities ”(sicilia, 2005, p. 43). technical bottlenecks can be downgraded to slow website loading, no internet connection, computer obsolete and damaged, malfunctioning printers, and other technological aids. learning attitude the word attitude, which comes from the latin word "aptus" which means conformity or adaptation, means behavior, circumstances and behavior lines. if someone has a good attitude, it will affect his character, his emotions and also his behavior. attitude, of course, will affect students' learning attitude and their achievement. if students learn something, it is better if they have a good and positive attitude. students are expected to have a positive attitude towards learning. when students build a positive attitude toward subject, they enjoy the material and are motivated to do and learn because they do it with pleasure, enjoy, and are interested in the subject. gajalakshmi, (2013, p.1-2) states accordingly, the concept of attitude is divided into three components, namely, behavior, aspects of attitude related to the way a person behaves and reacts in a certain situation. in fact, successful language learning requires learners to identify themselves with native speakers and acquire or adopt various aspects of characterizing behavior in a target language community member. aspects of cognitive involve language learners' beliefs about their received knowledge and understanding them in the language learning process. cognitive attitudes can be classified into four steps linked to the previous and the new knowledge, creating new knowledge, checking for new knowledge, and applying new knowledge in most situations. the second is aspect of emotional. feng and chen (2009) stated that the learning process is an emotional process. it is influenced by various emotional factors. teachers and students are involved in various emotional activities and various emotions are produced. attitudes can help students to express whether they like or dislike the objects or situations around them. it is agreed that the inner feelings and emotions of learners influence their perspectives and attitudes against the target language (choy and troudi, 2006). learning attitude has a big impact on the student’s learning process. according to dehbozorgi (2012, p.42), attitudes can play a very important role in language learning because they can influence the success or failure of students in their learning. moreover, gajalakhsmi 156 | english franca, vol.5, no.1, 2021 (2013) stated that, both a negative and positive attitude has a strong impact on successful language learning. moreover, ajzen (2005) believes that attitudes, such as personality traits, are hypothetical constructs that are inaccessible for direct access and must be inferred from measurable responses. from the statement below, experts try to explain that learning attitude has a strong impact of language learning process. students need to have a good and positive attitude in learning to achieve their success in learning. ideally, students must have a positive attitude towards writing because it can help them to achieve writing achievement better. based on previous research, there is a positive relationship between attitudes and writing skills (hashemian & heidari, 2013). research result also shows that students who have integrative motivation achieve better success in second language academic writing than those who have an instrumental motivation. in addition, graham et al (2007) did study on students to find out their attitudes towards writing and writing achievement. they know that students who have a more positive writing attitude will have better writing achievement than other students. academic paragraph writing writing is the expression of ideas, thoughts, and stories on a sheet of paper. when we write, we put down our thoughts, ideas and feelings; sometimes we put down emotions on it. for some people, writing may be difficult even in their first language. it may be more difficult for them to write in their foreign language or second language. for students, writing may not be their first choice when they take english subjects. several factors influence their writing achievements from internal and external factors. for example, from the internal factor, they have no desire to write happily and for the external factor, it comes from their teacher. that is, if the teacher can handle the class, students can definitely have a high interest and a good attitude in writing. oshima & hogue (2007, p. 15) argue that some people believe that writing cannot be taught because writing includes complex aspects to it. however, these skills can be taught if the teacher knows how to handle it. writing achievement is the student's ability to express their knowledge, ideas, thoughts, skills, and feelings in writing ones measured by a writing test. from writing achievement, students will see an increase in their writing or not. in addition, nunan (1999, p. 271) states that writing is probably the most difficult thing to do in language. oshima and hogue (2007, p.15) argues that writing was an action that requires rita hayati, et.al: ict and learning attitude towards students’ academic paragraph writing in college level| 157 several processes such as thinking, writing, reading, correcting and revising. that is not a simple step because people must be aware that what they are writing is what they want to say or express. previous related studies several previous studies support this research. first, bidin (2009) in his study analyzed the correlation between attitudes and learning outcomes in malaysia. the findings of this study stated that there is a significant relationship between attitudes towards learning english and learning outcomes. phenomenon found that many students in this school have no interest in learning english. hamzah, embi & ismail (2020) conducted a study about the investigation of the impact of technology change in malaysian smart schools on students of islamic education. the study reported that he attitudes of students are very positive towards the current change in smart schools. most of the students use computers weekly or monthly (61%), 12% of them can be categorized as heavy users as they use computer every day. furthermore, mustafa and rashid (2015) found that students' interest in learning english at a certain level affects their learning outcomes. the more positive the student's interest is, the greater the student's motivation to learn english. it was found that strong academic performance confirms a positive mindset, increases persistence, and strengthens strong academic behavior, high student motivation, both extrinsic and extrinsic. at last, it causes high student’s persistence in learning english as a foreign language. research methodology the research used correlational study as seen in the picture as follows: figure 1. research design x1 x2 y 158 | english franca, vol.5, no.1, 2021 notes : x1 = ict use x2 = learning attitude y = academic paragraph writing this research was conducted in english education study program, fkip universitas sriwijaya academic year 2019/2020. the sample of this study was 71 third semester students. the researchers used purposive sampling technique on the basis of the research objectives. for data collection, the researchers distributed two different questionnaires. a 15item ict use questionnaire was used to know the students’ use of ict in academic paragraph writing. the questionnaire consists of eight positive statements and seven negative statements. then, a 20-item learning attitude questionnaire was aimed to know the students’ learning attitude in writing. this questionnaire covers a 4-likert scale statement (strongly disagree, disagree, agree, and strongly agree). it was adapted by podsen (1997). documentation of students’ writing was used as a secondary data source in order to know the students’ writing achievement. to answer the research questions, the researchers conducted correlational study. to find out the significance of the relationship between the two variables, it is calculated by using a statistical test at the significant level of 95 and the largest error rate (α) of 0.05 or 5%. with the following criteria: (1) there is a significant relationship between the independent variable and the dependent variable if ρ-value ≤ α (0.05); and (2) there is no significant relationship between the independent variable and the dependent variable if ρ-value> α (0.05). last, to find out the contribution, multiple regression analysis was applied. findings & discussions findings the result of students’ writing achievement in this study, the researchers used documentation of the writing score to know students’ writing achievement. the documentation was taken from the administration of the english education study program rita hayati, et.al: ict and learning attitude towards students’ academic paragraph writing in college level| 159 fkip unsri. the highest possible score achieved by the students would be 100 and the lowest would be 0. after the researchers took the data and arranged the value, the highest score was “94” and the lowest was “75”. the mean of the data was 85.39 and the standard deviation was 2.925. then, the researchers analyzed the result of paragraph writing score based on the score categories. the categories are a (excellent), b (good), c (enough), d (poor), e (failed). see the following table. 10 | english franca, vol. 4, no. 2, 2020 table 1. category of writing achievement score category number of students percentage (%) 86-100 a (excellent) 45 63.4 71-85 b (good) 26 36.6 56-70 c (enough) 0 0 46-55 d (poor) 0 0 0-45 e (failed) 0 0 total 71 100 based on the table, 45 students (63.4%) were in the excellent category, 26 students (36.6%) they were in the good category, and there were not enough students in the bad and failed category. most of students were in excellent category. in brief, it is understood that students have various results of paragraph writing achievements which indicates that they have different paragraph writing categories. the result of ict use questionnaire the questionnaire of four–point likert scale ranging from “4” to “1” was applied to know students’ frequency of ict usage by using questionnaire. there were 15 items that had been answered by the students in this research. after the researchers gave the questionnaire to the students, the highest score was 60, the low score was 34. the mean of 160 | english franca, vol.5, no.1, 2021 this data was 51.87 and standard deviation was 8.032. the following table showed the students’ frequency of ict usage. table 2. the score range of ict questionnaire score category number of students percentage (%) 46-60 high 50 70.4 31-45 medium 21 29.6 15-30 low 0 0 total 71 100 based on that table, there were 50 students (70.4%) in high category, there were 21 students (29.6%) in medium category and there were not any student in low category. much of the students were in the highest group. the result of learning attitude questionnaire the questionnaire of four–point likert scale ranging from “4” to “1” was applied to know students’ frequency of learning attitude usage by using questionnaire. there were 20 items that had been answered by the students in this research. after the researchers gave the questionnaire to the students, the highest score was 80, the lowest score was 53. the mean of this data was 71.32 and standard deviation was 6.761. the following table showed the students’ frequency of learning attitude. table 3. the score range of learning attitude questionnaire score category number of students percentage (%) 61-80 high 68 95.8 41-60 medium 3 4.2 rita hayati, et.al: ict and learning attitude towards students’ academic paragraph writing in college level| 161 20-40 low 0 0 total 71 100 based on that table, there were 68 students (95.8%) in high category, there were 3 students (4.2%) in medium category and there were not any student in low category. much of the students were in the highest group. result of the multi regression analysis the most recent result that will be addressed in this research is the association and involvement of ict and learning attitudes towards writing. based on the result, the modified r square was found to be 0.114, which indicates that students' use of ict and learning behaviours contributed 11.4% to their writing achievement. in addition, the significance value of the three variables was 0.006 rather than 0.05. it can be inferred that there is a major link between the use of ict, understanding and writing abilities of the third semester english education program students at universitas sriwijaya. discussions there are several points that can be identified on the basis of the results of the study. second, depending on the mathematical study, the relevant value was 0.006 lower than 0.05, which indicates that there is a significant association between the use of ict, learning mindset and writing success of third semester students of the english education program at sriwijaya university. the findings of the regression study indicate that there is an important contribution between the use of ict, learning mindset, and writing achievement. the result revealed that the modified r square was 0.114, which indicates that students were using ict and learning attitude contributed 11.4 % to their writing achievement. there was a correlation because, in line with that the students feel confident in their ability to express ideas in writing. based on students’ writing achievement, most of the students were in excellent category. there were 45 students (63.4%) who got a. there were 26 students 162 | english franca, vol.5, no.1, 2021 (36.6%) who got b. students already know how to write a good paragraph with that skill. based on students’ responses of their ict questionnaire, there were 50 students (70.4%) in high category. it was proved if students felt helpful by using ict as they could write creatively and better in english as shown by inderawati, sofendi, purnomo, vianty, & suhendi (2019) that ict really supports students to learn due to its facility. not only that, by using ict students could be focused, and also saved their time because it could make students easier to find information faster from everywhere and anytime (inderawati, 2011). according to uhomoibhi (2006), elearning helps students to get knowledge quicker at any time. the result of this association study was consistent with alotumi (2014) who found that facebook engagement helped students compose effectively. his research looked at yemeni efl students' expectations, behaviors and difficulties of incorporating facebook engagement to enhance their writing. last, based on students’ responses about learning attitude, there were 68 students (95.8%) in high category toward learning attitude. moreover, depending on the student's response to the questionnaire on the table, most students did not agree to stop writing in english, but often they became nervous when their writing could be tested. it was because they found writing in english to be an enjoyable task and exempt from being judged, which meant that they wrote what they wanted to write and free of being commented by other readers. they also it acknowledged that writing in english was a lot of fun. students loved writing in english and preferred to write their thoughts in a paper. not just that, students have decided that it would be an enjoyable experience to discuss their writing in english with others on facebook directly through the use of ict as previously emphasized by inderawati, petrus, & jaya (2019). conclusion on the basis of the findings of the above analysis, it can be inferred that the use of ict, learning attitudes and academic paragraph writing by students are closely connected together. the use of ict and learning attitude are viewed as the two factors affecting the students’ success in academic paragraph writing. it implies that other factors give rita hayati, et.al: ict and learning attitude towards students’ academic paragraph writing in college level| 163 contributions to the students’ success. other factors that might affect students’ success in writing are feeling anxious, fear of evaluation, and freedom of writing. here, it is said that most of the students felt an enjoyment of writing, no fear of being scored or commented. the existence of writing as a fun activity does not lower students’ motivation to express their ideas in written communication. moreover, sharing or doing forum group discussion what they are writing on social media create new paradigm that writing is not that boring and complicated. here, the application of ict, to some extent, raise students’ awareness of writing. at the end, it can be reported that ict use and learning attitude contributed positively to the quality of students’ writing. references apriani, e. (2016). a new literacy: the role of technology to develop student’s character. ta’dib: journal of islamic education (jurnal pendidikan islam), 21(1), 59-72. apriani, e. (2017). the misuse of ict by students: the effects of phornography and the teacher solutions. tadrib, 1(2), 185-203. retrieved from http://jurnal.radenfatah.ac.id/index.php/tadrib/article/view/1 046. apriani, e., & hidayah, j. (2019). the ict used by the english lecturers for non-english study program students at iain curup. vision: journal for language and foreign language learning, 8(1), 26-37. apriani, e., supardan, d., sartika, e., suparjo, s., & hakim, i. n. (2019). utilizing ict to develop student’s language ethic at islamic university. potensia: jurnal kependidikan islam, 5(1), 114. apriani, e. (2017). utilizing preservice english teachers strategies and classroom management at junior high school in rejang lebong regency. english franca: academic journal of english language and education, 1(2), 149-194. abas, i.h. and aziz, n.h.a. (2016). indonesian efl students’ perspective on writing process: a pilot study. advances in language and literary studies, 7 (3). http://jurnal.radenfatah.ac.id/index.php/tadrib/article/view/1046 http://jurnal.radenfatah.ac.id/index.php/tadrib/article/view/1046 164 | english franca, vol.5, no.1, 2021 ajzen, i. (2005). attitude, personality and behavior (2nd ed.). new york, ny: open university press. apriani, e. (2016). a new literacy: the role of technology to develop student’s character. ta'dib: jurnal pendidikan islam, 21(1), 59-72. apriani, e., inderawati, r., arianti, a., wati, s., & hakim, i. n. (2021). implementing e-learning training toward english virtual lecturers: the process, perspectives, challenges and solutions. international journal of emerging technologies in learning, 16(4). aryanika, s. (2016). the correlation between the students’ writing motivation and the writing ability. english education: jurnal tadris bahasa inggris, 9(1), 2016, 215-232. ariyanti. (2016). the teaching of efl writing in indonesia. dinamika ilmu, 16 (2), 2016. aunurrahman., hamied, f.a., & emilia, e. (2016). exploring an academic writing class in an indonesian university context. language circle: journal of language and literature, 11, 1-11. bidin, s. (2009). motivation and attitude in learning english among students in the northern region of malaysia. journal of english language teaching brown, h. d. (2001). teaching by principles. new york, ny: addison wesley longman, inc. choy, s. c., & troudi, s. (2006). an investigation into the changes in perceptions of and attitudes towards learning english in a malaysian college. international journal of teaching and learning in higher education, 18(2), 120–130. creswell, j. w. (2005) . educational research: planning, conducting, and evaluating quantitative and qualitative research (2th ed.). boston, ma: pearson education, inc. creswell, j. (2009). research design: qualitative, quantitative and mixed approaches (3rd ed). thousand oaks, ca: sage publications, inc. creswell, j. (2012). educational research planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). upper saddle river, nj: pearson education, inc. rita hayati, et.al: ict and learning attitude towards students’ academic paragraph writing in college level| 165 daniels, p.t. & bright, w. (1996). the study of writing systems. london, uk: oxford university press, inc. dehbozorgi, e. (2012). effect of attitude towards language earning and risk-taking on efl students’ proficiency. international journal of english linguistics, 2, 41–48. doi:10.5539/ijel.v2n2p41. dudeney, g. (2000). the internet and the language classroom. cambridge: cambridge university press. fajri, h, m., inderawati, r. & mirizon, s. (2015). the implementation of peer editing technique to improve writing achievement. the journal of english literacy education: the teaching and learning of english as a foreign language. 2 (2), 48-57. feng. r., & chen, h. (2009). an analysis on the importance of motivation and strategy in postgraduates english acquisition. english language teaching, 2, 93–97. finger, g., & trinidad, s. (2002). icts for learning: an overview of systemic initiatives in the australian states and territories: australian educational computing, 17(2), 3-14. graham, s., berninger, v., & fan, w. (2007). the structural relationship between writing attitude and writing achievement in first and third grade students. contemporary educational psychology, 32, 516-536. hashemian, m., & heidari, a. (2013). the relationship between l2 learners’ motivation/attitude and success in l2 writing. procedia social and behavioral sciences, 70, 476–489. inderawati, r. (2011). from classroom to peer comment in facebook: bridging learners’ literacy. paper presented in the 4th international conference ict for language learning. pixel, italy. inderawati, r. (2017). the dynamics of efl teaching in indonesia: be innovative teachers through social media. english language teaching and research, 1(1), 29-37. inderawati, r., petrus, i. & jaya, h.p. (2019). exploring and identifying technology-based dynamic learning through social media in academic writing. english community journal, 3 (1): 317–324 inderawati, r., sofendi, purnomo, m. e., vianty, m., &suhendi, d. (2019). students’ engagement in utilizing technology for learning support. 166 | english franca, vol.5, no.1, 2021 english franca: academic journal of english language and education. 3 (2), 181-195 kara, a. (2009). the effect of a “learning theories’ unit of students attitude toward learning. the australian journal of teacher education. 34(3). luo, h. & lei, j. (2012). educational stages and interactive learning: from kindergarten to workplace training. 73-91. china: peking university press. retrieved from 10.4018/978-1-4666-01376.ch005.. muslim, i. m., (2012). helping efl students improve their writing. international journal of humanities and social science, 4(2), 105112. nunan, d. (1999). second language teaching and learning. boston: heinle & heinle publishers. patton, m. (2006). qualitative research and evaluation methods. thousands oaks, ca: sage publication, inc. pelgrum, w. j. (2001). obstacles to the integration of ict in education: results from a worldwide educational assessment: computers & education, 37, 163-178. sanjaya, h. k., apriani, e., & edy, s. (2020). using web blog for efl students in writing class. using web blog for efl students in writing class, 4(04), 516-535. selwyn, n. (2003). ict in non-formal youth and adult education: defining territory. philadelphia: oecd/ncal international roundtable retrieved from http://www.literacy.org/ictconf/oecd_selwy n_final.pdf. scrivener, j. (2011). learning teaching: the essential guide to english language teaching (3rd ed). basingstoke, hph: macmillan. sicilia, c. (2005). the challenges and benefits to teachers' practices in constructivist learning environments supported by technology. unpublished master’s thesis, mcgill university, montreal. setyowati, l. & sukmawan, s. (2016). efl_ indonesian students’ attitude toward writing in english. arab world english journal (awej). 7 (4). 365-378. rita hayati, et.al: ict and learning attitude towards students’ academic paragraph writing in college level| 167 sliwka, a. (2003). networking for educational innovation: a comparative_analysis. networks of innovation: towards new models for managing __ schools and systems, 49-63. sujannah, w.d. & cahyono, b.y. (2017). the effect of selfselected topic and checklist-based peer feedback on indonesian efl students’ writing ability. international journal of english language teaching, 4 (2); 2017. tinio, v. (2002). ict in education. new york, ny: united nation development program. toomey, r. (2001). schooling issues digest no 2: information and communication technology for teaching and learning. retrieved from http://www.dest.gov.au/schools/publications/2001/digest/tech english franca : academic journal of english language and education vol. 4, no. 1, 2020, iain curup p-issn 2580-3670, e-issn 2580-3689 relationship between motivation and discipline of students to student learning outcomes class xi vocational high school puji astuti sekolah tinggi ilmu kesehatan bina husada palembang astuti_fuji22@yahoo.com abstract learning outcomes are used as benchmarks used to measure students' success in bsorbing lessons and as an evaluation material for teachers in delivering learning material. student learning outcomes can be influenced by various factors such as learning discipline factors and student motivation factors. the purpose of the study was to see how the students' motivation and discipline relate to the results of learning english class students xi of smk bina bangsa kayuagung oki. the design of this study was quantitative descriptive with cross sectional. data collection uses secondary data. data analysis techniques were processed by chi-square test with a significant level of 95 and the largest error rate (α) of 0.05 or 5%. the results of the analysis of learning motivation towards students' learning outcomes in english were obtained ρ-value 1,000 (> α 0.05) and learning discipline towards students' english learning outcomes obtained ρ-value 0.142 (> α 0.05) it means that there is no meaningful relationship between motivation and learning discipline with the results of learning english in class xi smk bina bangsa kayuagung oki. students should improve and have curiosity and care about the acquisition of learning values. for schools to always provide opportunities and motivations for teachers to do more self-development which later can contribute positively to improving student learning outcomes. key words: motivation, discipline, learning outcomes. 2 | english franca, vol. 4, no. 1, 2020 introduction efforts to realize the purpose of implementing education are to create quality human resources and character as well as having noble character can be achieved if students have good learning achievements. learning achievement is used as a benchmark used to measure student success in absorbing lessons and as an evaluation material for teachers in delivering learning material so that there is an increase in learning achievement from year to year. student achievement can be influenced by various factors, but factors that greatly affect student learning achievement usually arise from within students. some of these factors include learning discipline factors and student motivation factors. according to moenir (2010) that discipline is a form of obedience to rules, whether in writing or not in accordance with what has been determined. hasibuan (2003) states discipline is a sense of selfawareness and the will of the individual to apply applicable norms and regulations. with habituation, discipline can be formed in an individual. a disciplined student will be able to divide his time in carrying out all daily routines, obey all regulations in the environment where he is and be able to adjust to the surrounding environment. in terms of learning, students who are disciplined will be easier in absorbing subject matter than students who lack discipline. this is because students who are disciplined in learning will always spend most of their time each day learning or useful activities. where individual enthusiasm for learning can grow both from psychological factors and non-intellectual nature. as stated (winkel, 2003) cited (puspitasari, 2012) explained understanding of learning motivation is a variety of self-made efforts that lead to activities for learning, as well as ensuring the continuity of these learning activities that give direction to their activities so that the desired goals are achieved. hamzah (2011), states that motivation in learning is an encouragement from within and outside the learners themselves when learning to get a change in habits. every student during the learning process wants good learning outcomes. where learning outcomes are changes in behavior obtained after following the teaching and learning process. to achieve good learning outcomes, each student must struggle and compete to achieve it. the problem that arises is whether students can learn by utilizing all the capabilities they have and the situations and puji astuti: relationship betwen motivation and discipline of students to student learning outcomes class xi vocational high school|3 conditions that exist in their environment to achieve maximum learning outcomes. while english is a compulsory subject that must be learned by students. as the situation and conditions at smk bina bangsa kayuagung ogan komering ilir (oki) that the motivation and discipline of student learning, especially in english learning still needs to be improved considering that english learning sometimes makes students lazy to follow it well. it certainly will require encouragement from both outside and inside of students. lack of will and feeling afraid when asked to speak english while studying, so they must be told or appointed first before they want to talk. the learning process becomes stiff and tense (interview, 2019). as an effort made by the school and english teachers, especially in increasing student motivation and learning discipline that is expected to have an impact on learning outcomes, namely by arranging english subjects at the beginning or at the first hour of learning. besides that when students are given assignments given enough time so that students can complete it well and on time (interview, 2019). preliminary data of observations made by the author related to this matter that the ability of students to obtain learning outcomes, especially english is still below the minimum mastery criteria (kkm) which is set at smk bina bangsa kayuagung in odd semester 2019/2020 is 7.0 and the condition of students when implementing teaching and learning processes that are less conducive, students do not focus on learning while learning. the non-conducive conditions include low student motivation, undisciplined learning, when students just enter the class and follow it, and consider learning english as a difficult subject, must memorize, and boring. pedagogical competence must be possessed by a teacher because teachers must have the ability to understand their students, be able to do learning designs and their implementation, conduct evaluations, and develop their students to bring out their potentials. so, actions that can be implemented by the teacher are doing several ways to foster motivation and discipline in learning activities at school, such as giving numbers / values, gifts, giving tests, knowing the results, praise, punishment, the desire to learn and interests. in reality everyone's motives in learning can be different from each other. there are students who study hard because they want to increase their knowledge, there are also students who study for fear of being scolded by their parents. 4 | english franca, vol. 4, no. 1, 2020 motivation and learning discipline applied in oki vocational school bina bangsa is to improve student learning outcomes or achievements, but not all students are motivated to succeed in learning and achieve maximum achievement. so there are students who have grades above the kkm and students who score below the specified kkm. so that by doing this research, the authors hope to provide an overview of teachers and students how important it is to have motivation and discipline of learning. to achieve good quality learning, teaching and learning process must be carried out systematically and not carelessly. this is what underlies the author feels interested and needs to conduct research activities on the relationship of motivation and student learning discipline with the results of english learning in class xi students of smk bina bangsa kayuagung oki. this study aims to see the relationship of student motivation and discipline with learning outcomes in english of oki vocational school students of smk bina bangsa. the results of this research are expected to be useful and useful: (1) students, the existence of learning motivation can improve learning achievement and increase knowledge about several factors that can affect their learning achievement; (2) the teacher, contributes to efforts in improving learning outcomes especially in english and other subjects in general, as well as providing knowledge about the relationship between discipline and learning motivation towards student achievement; and (3) educational institutions as an alternative as an effort to advance the quality of learning and teacher competence. theoritical framework definition of motivation according to mc. donald (in sardiman, 2011), it states that "motivation is a change of self in someone who is marked by the emergence of" feeling "and preceded by a response to the existence of goals". according to hamzah (2011), stated that "motive is the driving force in a person to carry out certain activities, in order to achieve certain goals. thus motivation is the impetus that is in a person to try to conduct better behavior in meeting needs ". purwanto (2002), said that there are two principles for knowing one's motivation: puji astuti: relationship betwen motivation and discipline of students to student learning outcomes class xi vocational high school|5 a. motivation is seen as a process. knowledge about this process that will help us explain the behavior we observe to describe other behaviors in a person. b. from this process we can determine a person's character by looking at clues from his behavior. are these clues convincing enough, so they can explain other behavior. that in motivation there are basic components, such as moving, directing and sustaining people's behavior. to move means to give strength to an individual; lead someone to act in certain ways. for example the power in memory, effective responses, and the tendency to get pleasure. motivation also directs or channels behavior. as such it provides a goal orientation. individual behavior is directed towards something. to maintain and sustain behavior, the surrounding environment must strengthen the intensity and direction of individual impulses and forces. from the definitions of motivation above, it can be concluded that the notion of motivation is a driving force that can provide strength and direct the activities of a person in making an effort to achieve the desired goals. motivating students means moving students to do something. definition of discipline the term discipline originated from latin, namely disibel which has followers, in accordance with the development of the time the designation became, which means obedience or which involves the order. in line with this rahman (2011) revealed that "discipline comes from english dicipline which contains several meanings. among them are self-control, forming a moral character, correcting with sanctions, as well as a collection of several rules for regulating behavior. in the learning process it is necessary to have a disciplined attitude, slameto (2013) revealed that "learning is a process of change obtained from the efforts made by a person to obtain a new change in behavior as a whole, as a result of his own experience in interaction with his environment". then according to moenir (2010) "discipline is a form of obedience to rules, both written and unwritten that have been set. there are two types of discipline that are very dominant according to what the individual wants. first discipline in terms of time and work discipline or deeds ". thus the two types of discipline put forward by moenir are unity that can not be separated and influence each other, for example if a 6 | english franca, vol. 4, no. 1, 2020 child is present on time at school does not arrive late at the start of class time, but he does not immediately do things according to the conditions as students in the classroom such as not directly opening the subject book but chatting with his friend of course this will harm the child himself, so that with discipline students are encouraged to learn holistically wherever students learn. discipline is very important in teaching and learning activities in schools. this attitude can create a learning atmosphere that is comfortable and conducive to learning. discipline is one of the factors that can affect learning achievement. hasibuan (2003) mention that discipline is awareness and willingness of a person to comply with applicable norms and regulations. without discipline, it is difficult for someone to achieve the desired goal. because discipline is the first step to achieving an educational goal. anneahira (2012) also revealed that: "in the world of education, discipline is a fixed price to be paid by students. the influence of discipline on learning achievement is very large so it really needs conditioning to grow and develop a disciplined attitude to the patterns of student life". if a student has a disciplined attitude in his learning activities, the obedience and perseverance of his learning will continue to increase so as to make learning achievement increase as well, this was also expressed by tu'u (2004) who stated that: "learning discipline will have a positive impact on student life, encourage them to learn concrete practices in life at school and be able to adapt ". but discipline at school is not an attempt to make children withstand behavior that is not accepted at school, but rather an attempt to introduce ways or provide experiences, which ultimately leads children to own ownership of a discipline from within. this is in line with mas’udi (2000) who argues that "discipline is the awareness to carry out work in an orderly and orderly manner in accordance with applicable regulations with full responsibility without coercion from anyone." this is in line with masudi (2000) who argues that "discipline is the awareness to carry out work in an orderly and orderly manner in accordance with applicable regulations with full responsibility without coercion from anyone." from on the various opinions of the experts above, that the discipline of learning is a complicated thing to learn because it is a complex thing and has a lot to do with knowledge, attitudes and behavior. learning discipline is a student's obedience in learning shown by actions that adhere to the rules that apply in his place both at school puji astuti: relationship betwen motivation and discipline of students to student learning outcomes class xi vocational high school|7 and at home so he is able to prove that he can adapt to his environment for the formation of good character and always moves in the direction more advanced so that satisfying learning achievement can be achieved. for this reason the disciplinary problem discussed in this study is the discipline carried out by students in their learning activities both at home and at school. speaking strategies and good language learner strategies it is important for students to recognize their own weaknesses and strength in learning, particularly learning a language. an ability to select and use suitable strategies in learning to speak english will help them build their ability to speak english easier and faster. the successful of learning to speak english, especially for the learners who learn english s foreign language, is influenced by several factors. two of them are knowledge about strategies in learning to speak and the students’ ability to select the appropriate strategies for themselves. the successful in mastering these two aspects will bring the students to be good language learners. rubin and thomson (nunan, 1996) characterize the good language learner strategies as follow: 1. good learners find their own way. 2. good learners organize information about the language. 3. good learners are creative and experiment with the language. 4. good learners make their own opportunities and find strategies for setting practice in using the language inside and outside the classroom. 5. good learners learn to live with uncertainty and develop strategies for making sense of the target language without wanting to understand every word. 6. good learners use mnemonics (rhymes, word association, etc) to recall what has been learned. 7. good learners make error work. 8. good learner use linguistic knowledge, including knowledge oft heir first language in mastering a second/foreign language. 9. good learners let the context (extra linguistic knowledge and knowledge of the world) help them in comprehension. 10. good learners learn to make intelligent guesses. 11. good learners learn chunks of language as a whole and formalized routines to help them perform beyond their competence. 8 | english franca, vol. 4, no. 1, 2020 12. good learners learn production techniques (e.g. techniques for keeping a conversation going). 13. good learners learn different styles of speech and writing and learn to vary their language according to the formality of the situation. richards and renandya explain some considerations in the form of test of a technique’s potential for creating or sustaining intrinsic motivation of which represents a facet of principle of intrinsic motivation (richards, jack, 2002). for instance, the technique should appeal to the genuine interests of the students, the technique should be presented in a positive, enthusiastic manner and the students are clearly aware of the purpose of the technique. furthermore, they add that the teachers should consider whether the technique encourage students to discover for themselves certain principles or rules rather than simply being ‘told’ and whether it also encourage students in some ways to develop or use effective strategies learning and communication. there are some techniques that can be applied by teachers in teaching their students to speak english, such as role play (with one student-taking the role of a foreigner), naïve-speaker visitor answer questions n specific topics, pen friends (by mail or e-mail), group presentation, interclass debate, speech competitions, concerts (plays and singing) definition of learning outcomes general, the understanding of learning outcomes is a change in behavior and overall ability possessed by students after learning, which manifests in the form of cognitive, affective, and psychomotor abilities (not just one aspect of the potential) caused by experience. understanding learning outcomes is an outcome of the interaction of learning and teaching activities. the teaching activities ended with the process of evaluating learning outcomes. from learning activities that learning outcomes are the end or the top of the learning process mentioned (dimyati and mudjiono, 2013). meanwhile, according to susanto (2013) understanding of learning outcomes is a change that occurs in students, both concerning cognitive, affective, and psychomotor aspects. learning outcomes are learning achievements are the maximum results obtained after participating in a learning activity in which the activities are carried out in order to get good recognition of their learning efforts within a certain period of time. puji astuti: relationship betwen motivation and discipline of students to student learning outcomes class xi vocational high school|9 to assess student achievement a number of tests are needed. as revealed mulyasa (2008) which states that: "the assessment of learning achievement at the classroom level is an assessment made by the teacher or educator directly. assessment of learning achievement is basically an activity to measure changes in student behavior ". the success of a person and vice versa in learning can be caused by many factors that can affect the achievement of learning achievement, namely factors that originate from within and from outside himself. there are factors that determine the achievement of learning achievement as suggested by dalyono (2005) which states: (1) internal factors (originating from within) such as discipline, physical and spiritual health, interests and talents, will, and ways of learning; (2) external factors (originating from outside the self) include family, school, surrounding environment and society. from on the experts' description above, it is stated that there are various factors that influence learning achievement, both from outside and within students, of course there is a need for harmony in the learning process between students as learners and teachers as facilitators. thus the researcher concludes that learning outcomes are learning achievements achieved by students in the process of teaching and learning activities by bringing a change and the formation of a person's behavior. learning outcomes as a measurement of the assessment of learning activities or he process of learning activities that are described in the form of symbols, letters or sentences that define the results achieved by students in a certain period. research methodology the research design is a quantitative descriptive approach, using cross sectional, as can be seen in the picture as follows: figure 1. research design x1 x2 y y 10 | english franca, vol. 4, no. 1, 2020 information : x1 = learning motivation x2 = learning discipline y = learning outcomes this research was conducted in oki vocational school bina bangsa vocational school and was conducted on december 20 2018 until january 10, 2019. the number of the population is all students of class xi vocational school bina bangsa kayuagung as many as 31 students. in the sample selection the researchers used a saturated sampling technique totaling 31 students of smk bina bangsa kayuagung. sugiyono (2017) says that: "saturated sampling saturated sampling is a way of selecting samples with members of the population used for the sample as a whole. the questionnaire used in data collection uses several choices of answers from positive and negative statements : strongly agree (ss), agree (s), disagree (ts), and (strongly disagree (sts). table 1 questionnaire scores answer category ss s ts sts positive negative 4 1 3 2 2 3 1 4 the researcher uses secondary data taken through documentation techniques in the form of a list of students' grades in english. data processing techniques using quantitative analysis with univariate and bivariate statistical analysis. to find out the significance of the relationship between the two variables, it is calculated by using a statistical test at the significant level of 95 and the largest error rate (α) of 0.05 or 5%. with the following criteria: (1) there is a significant relationship between the independent variable and the dependent variable if ρ-value ≤ α (0.05); and (2) there is no significant relationship between the independent variable and the dependent variable if ρvalue> α (0.05). puji astuti: relationship betwen motivation and discipline of students to student learning outcomes class xi vocational high school|11 findings & discussions based on the results of the discussion frequency distribution variables motivation and student learning discipline with student learning outcomes in english is as follows: first, frequency distribution of student motivation of 31 respondents ie there are 3 respondents (9.7%) who have high learning motivation and as many as 28 respondents (90.3%) who have low learning motivation. low or high motivation to learn students can be known from many factors, this is according to the results of research conducted (dwi tri santosa and tawardjono us, 2016) that the causes of low motivation to learn students in class xi department of motorcycle engineering smk muhammadiyah 1 bambanglipuro is from extrinsic factors of 51,88% included dynamic elements in learning and learning; teacher's efforts in teaching students and the students' environmental conditions. while the intrinsic factor of 48.12% includes the condition of students; student abilities and student ideals. second, the frequency distribution of students' learning discipline from 31 respondents who have high learning discipline as many as 2 respondents (6.5%) and who have low learning discipline as many as 29 respondents (93.5%). as the results of research conducted by (nur halifah djahara, abd munir, and dhevy puswiartika, 2017) that student learning discipline basically can influence the learning outcomes of class xi students of smkn 5 palu where the results of the research show 4% of students have very disciplined learning high, 52% of students have high learning discipline, so 44% from students have low learning discipline. third, the frequency distribution of learning outcomes of 31 respondents who have good learning outcomes as many as 12 respondents (38.7%) and who have less learning outcomes as many as 19 respondents (61.3%). analysis of the relationship between motivation variables and learning discipline with student learning outcomes in english is as follows: first, the relationship of learning motivation with students' english learning outcomes at smk bina bangsa kayuagung oki out of 12 respondents who have good learning outcomes with high motivation as much as 1 respondent (33.3%), and students who get good learning outcomes with low motivation as many as 11 respondents ( 39.3%). while from 19 respondents who have poor learning outcomes with low 12 | english franca, vol. 4, no. 1, 2020 motivation as many as 2 respondents (66.7%), and students who get poor learning outcomes with low motivation as many as 17 respondents (60.7%). from the statistical test using chi-square obtained ρ-value = 1,000, these results indicate that there is no relationship between motivation with english learning outcomes in class xi smk bina bangsa kayuagung oki. second, the relationship of learning discipline with the results of students' english learning at smk bina bangsa kayuagung oki from 12 respondents who have good learning outcomes with high discipline as many as 2 respondents (100%), and students who get good learning outcomes with low discipline as many as 10 respondents (34.5%). while 19 respondents who had poor learning outcomes with high discipline were not found (0%), and students who obtained poor learning outcomes with low discipline were 19 respondents (65.5%). from the statistical test using chi-square obtained ρ-value = 0.142, these results indicate that have not relationship variable discipline toward english learning outcomes of students of smk bina bangsa kayuagung oki. the results of the calculation of student motivation variables obtained ρ-value 1,000 (<α 0.05), meaning the null hypothesis (h0), which means there is no positive relationship between learning motivation with student learning outcomes oki vocational high school vocational school. likewise, the results of the calculation of student learning discipline variables obtained value ρ-value 0.142 (<α 0.05) means the null hypothesis (h0), which means there is no positive relationship between learning discipline with student learning outcomes in class xi of smk bina bangsa kayuagung. conclusion & suggestion conclusion based on the results of data processing and discussion of researchers, it can be concluded that there is no positive relationship between learning motivation and student learning outcomes in english in class xi of smk bina bangsa kayuagung oki obtained ρ-value 1,000 (<α 0.05). not found positive relationship on the discipline variable with student learning outcomes in class xi students of smk bina bangsa kayuagung oki obtained ρ-value 0.142 (<α 0.05). puji astuti: relationship betwen motivation and discipline of students to student learning outcomes class xi vocational high school|13 suggestion based on the research findings and discussion obtained and conclusions as outlined above, some suggestions that researchers can convey as followings: 1. for students to be able to increase their curiosity and care about the acquisition of their grades, then if that happens it will be most likely to improve student learning outcomes themselves. 2. for the school to always provide opportunities and motivation for teachers to do more self-development so that they will be able to make a positive contribution to improving student learning outcomes. 3. for further researchers, it is possible to carry out further research in an effort to improve the learning outcomes of students of smk bina bangsa kayuagung, especially in english and other subjects in general. references anneahira. (2012). pengertian pendidikan. tersedia: http://anneahira.com/artikel-pendidikan/. diakses tanggal 22 september 2018. dalyono. (2005). psikologi pendidikan. jakarta: rineka cipta. dimyati dan mudjiono. (2013). belajar dan pembelajaran. jakarta: pt rineka cipta. dwi tri santosa dan tawardjono us. (2016). rendahnya motivasi belajar dan solusi penanganan pada siswa kelas xi jurusan teknik sepeda motor. jurnal pendidikan teknik otomotif edisi xiii, nomor 2, tahun 2016. e. mulyasa. (2008). menjadi guru profesional menciptakan pembelajaran kreatif dan menyenangkan. bandung : pt. remaja rosdakarya. hamzah. b. uno. (2011). teori motivasi dan pengukurannya: analisis di bidang pendidikan. jakarta: bumi aksara. hamzah. b. uno. (2011). teori motivasi dan pengukurannya: analisis di bidang pendidikan. jakarta: bumi aksara. 14 | english franca, vol. 4, no. 1, 2020 hasibuan, malayu s. p. (2003). manajemen dasar, pengertian dan masalah. jakarta: pt. toko gunung agung. mas’udi, asy. (2000). pendidikan pancasila dan kewarganegaraan. yogyakarta: pt. tiga serangkai. http://www.sarjanaku. com/ 2010/ 12/kedisiplinanbelajar-siswa.html). diakses tanggal 22 septemebr 2018. moenir, a.s. (2010). manajemen pelayanan umum di indonesia. jakarta : bumi aksara. moenir, a.s. 2010. manajemen pelayanan umum di indonesia. jakarta : bumi aksara. nunan, d. and clarice lamb. (1996). the self-directed teacher: managing the learning process. new york: cambridge university press. nur halifah djahara, abdul munir, dan dhevy puswiartika. (2017). hubungan antara motivasi belajar dengan disiplin belajar siswa kelas xi smkn 5 palu. jurnal konseling & psikoedukasi volume 2, nomor 1, juni 2017. e-issn: 2502 – 4000. purwanto m. n. (2002). prinsip-prinsip dan teknik evaluasi pengajaran. bandung: pt remaja rosdakarya. puspitasari, d dan isriani h. (2012). strategi pembelajaran tepadu. yogyakarta: familia. rahman, masykur arif. (2011). pentingnya disiplin belajar. jakarta : rineka cipta. richards, jack. c and willy renandya. (2002). methodology in language teaching. an anthology of current practice. cambridge: cambridge university press sardiman. a. m. (2011). interaksi dan motivasi belajar mengajar. bandung: rajawali pers. sardiman. a. m. (2011). interaksi dan motivasi belajar mengajar. bandung: rajawali pers. slameto. (2013). belajar dan faktor-faktor yang mempengaruhinya. jakarta: pt rineka cipta. sugiyono. (2017). metode penelitian kuantitatif, kualitatif, dan r&d. bandung: alfabeta. puji astuti: relationship betwen motivation and discipline of students to student learning outcomes class xi vocational high school|15 susanto, ahmad. (2013). teori belajar dan pembelajaran di sekolah dasar. jakarta: kencana prenadamedia group. tu’u, tulus. (2004). peran disiplin pada perilaku dan prestasi siswa. jakarta: grasindo. 16 | english franca, vol. 4, no. 1, 2020 english franca: academic journal of english language and education vol.6, no. 2, 2022, iain curup p-issn2580-3670, e-issn2580-3689 doi: 10.29240/ef.v6i2.4167 students responses toward fix-up options strategy implementation in comprehending text personal recount raudhatul jannah universitas syiah kuala rodahjannah@gmail.com sofyan a. gani universitas syiah kuala sofyangani@unsyiah.ac.id abstract this study aimed to figure out students' responses toward using the fixup options strategy in comprehending text personal recount. the qualitative method was used to collect the data. the sample was the second grade of pos keadilan peduli ummat (pkpu) junior high school students, which consisted of 22 students. the open-ended questionnaire was distributed as the instrument for collecting the data. it consists of three questions that relate to students’ opinions on this strategy. the data was analyzed by using an interactive model. the result of this study indicated that there were positive responses from the students toward fix-up options strategy implementation in comprehending personal text recount. most students consider this strategy beneficial in supporting their comprehension of reading a text. the students' opinions were categorized into agreeing and disagreeing group participants. the fix-up options strategy was useful in fixing the problem encountered during the reading process. therefore, the teacher could use this strategy to support students' reading comprehension in other genres of text. keywords: fix-up strategy, students response, personal text recount introduction reading is an activity that involves learning and comprehending the information contained in a text. it addresses the ability to mailto:rodahjannah@gmail.com mailto:sofyangani@unsyiah.ac.id 358|english franca, vol. 6, no. 2, 2022 comprehend written language to build meaning. according to riswanto, risnawati, and detti (2014), comprehension is the foundation and focal point of the reading process. its goal is to gather information about the text's substance. reading comprehension is linked to the reader's past knowledge to understand the message delivered (duffy, 2009). in english language teaching, reading is the skill that is taught by the teacher to improve students’ ability in comprehension. this skill was included in the syllabus based on the material taught in english subject. in the reading activity, the students faced some problems in processing words, sentences, and passages to obtain information. in case, the students read the text but did not understand the message delivered. the reading aspects problem covered the main idea identification, vocabulary interpretation, text summarization, and inferences drawing. the other factor was low students’ interest in reading unfamiliar topics. as the result, the students were not enthusiastic and they felt difficult to reach comprehension. to increase students' understanding, a language instructor should be innovative in picking an effective learning technique. rereading, linking to past information, picturing, and forecasting are some tactics that may be utilized to improve students' understanding. these reading methods have been combined into a single reading approach called the fix-up choices strategy. the fix-up alternatives technique successfully promotes students to achieve reading comprehension success (moreillon, 2007). the teacher facilitated the students and independently applied some fix-up options provided. tovani (2000) mentioned fix-up options strategy is the tool that the reader uses to fix the confusing part of reading. the options apply to solve non-make-sense meanings while the reading process. it can establish the students' center activity and create an independent environment in fixing the comprehension problem. some studies have investigated the implementation of the fix-up options as a supporting strategy in solving reading comprehension problems. to find out the effect of university students' reading achievement, suhermanto (2019) carried out an experimental study using the fix-up options technique. the researcher demonstrated the method and invited the students to use certain alternatives on their own to correct understanding loss. as a consequence, students' reading achievement rose and had a good influence on text comprehension. muhsin, annisa, and hidayati (2021) also applied the fix-up choices technique with indonesian english foreign language (efl) students. to administer treatments, the researchers separated the students into two raudhatul jannah & sofyan a. gani: students’ responses toward fix-up options strategy implementation in comprehending text personal recount 359 groups. the class that applied the fix-up options strategy while reading activity reached more comprehension rather than the class that used conventional treatment. furthermore, jamila., said, a. m., and rasyid (2020) investigated the usefulness of the fix-up choices technique in acquiring information on the reading text. the information received after using the fix-up choices technique as a tool to interpret the text was imaginatively expressed by the students. the study's material was the analytical exposition text. those previous studies showed the effectiveness of using the fixup options strategy on students’ reading comprehension. it was focused on the student's achievement but did not specifically investigate the reading comprehension aspects improvement and students' opinions toward the strategy. some aspects need to be understood such as the main idea, summary, inferences, and vocabulary. therefore, this research focused on the students' pos keadilan peduli ummat (pkpu) junior high school responses toward the fix-up options strategy implementation in comprehending text personal recount that cover those aspects previously mentioned. theoretical framework reading comprehension in gathering the information delivered by the writing passage, the students need to do a reading activity. it is a process to gain a message from the text. the reading activity involved the eyes observing the written word and the brain constructing the meaning. hamra & syatriana (2015) stated that "reading is a skill to recognize words, to understand word meaning, to comprehend the reading material, to organize and memorize, to associate information and to read aloud". all elements are the process to obtain the information from the text. the readers assimilate meaning from word to sentence to interpret the information conveyed on the whole. furthermore, the readers used two common strategies to manage their reading purpose. the skimming strategy is used to get quick information based on the time limitation. there are some steps to doing this technique; reading the title, reading the first and the last sentence of every paragraph, and reading the keyword in between. furthermore, (abdelrahman & bsharah, 2014) mentions in the formal style of the text, the reader has to use all steps of the technique, while informal style, the reader only needs to read the second step. meanwhile, another strategy 360|english franca, vol. 6, no. 2, 2022 aimed to find the specific information in every passage in a text was the scanning strategy. in this technique, the reader requires to find the definition of the key term concept, name or date, place, and the list of certain information (yusuf et al., 2017). the purpose of the reading activity is comprehension. the readers use their brains to process the words and sentences that they read. comprehension is the process of acquiring information for developing knowledge. the readers can use their prior knowledge to ease their understanding of the text (mclaughlin, 2012). it covers the activity to interpret the meaning correctly (grabe, w., & stoller, 2002). the ability to comprehend a reading text involves the communication process of the writer and the readers in sharing the information. according to ngabut (2015), state there are three model categories of reading. 1. bottom-up the bottom-up model is the process of mastering the reading component step-by-step. according to liu (2010), bottom-up emphasizes the printed or written text to get the result of the meaning. the reader tries to translate, decode and encode the text while reading. in this activity, the students learn to read the text from the bottom to the up concept to comprehend the meaning. 2. top-down the reader is at the core of this paradigm. the meaning of the text is constructed by the reader's cognitive and language abilities. a top-down paradigm emphasizes what the reader contributes to the text's process (liu, 2010). the reader's knowledge and expectations must interact to construct the meaning. it suggests that the reader is acquainted with the substance of the text. as a consequence, information in grammatical sentence sense and text meaning may be retrieved. 3. interactive this model focuses on the active constructive nature of the reading. the reader is active in forming what the text presented and how its coherence with the information that has been known before. this model combines two techniques, bottom-up and top-down. in this theory, reading can be defined as the interpretation of the text, while comprehension is the interaction between the reader's skill and the perception illustrated by the graphic or symbol in the text. raudhatul jannah & sofyan a. gani: students’ responses toward fix-up options strategy implementation in comprehending text personal recount 361 moreover, in the reading activity, there are some aspects that the readers should comprehend. having a good understanding of reading activities facilitated obtaining more information. a. main idea the core concept is the central point of the text's message. the primary idea is a broad concept that conveys the author's major point about the work (duffy, 2009). to understand the content of the text, the reader recognizes the topic. b. inference inference refers to the process of deriving meaning from a text. it comprises the capacity to blend explicit textual information with past knowledge to generate new implicit meanings (kispal, 2008). as a result, forming inferences is related to how readers utilize their experience to interpret the text's content. c. vocabulary vocabulary is a component of language that demonstrates the foundation for speaking, listening, writing, and reading. in reading comprehension, language serves as a predictor in linking the text's message. nunan (2003) hypothesized that developing vocabulary mastery through reading engagement is one method of doing so. d. summary the feature of summarizing refers to the action of constructing a new coherent text by extracting the main concept and important information while still adhering to the original text (dole, j.a., & pearson, 2015). it means that the readers deduce the comprehension statement and reiterate it orally or in writing. recount text there are some language genres such as describing, explaining, and narrating. in english language teaching, those kinds of the genre have been taught to students in specific text types. one of the text types that has been taught to students in indonesia was recount text. this paragraph describes a historical circumstance or phenomenon. according to knapp and watkins (2005), a recount text is a basic text that includes multiple events reported and discussed in chronological order. this text exemplified the scenario at the time. there are two types of recount text: personal recount, which is based on personal experience, and historical recount, which is based on an objective 362|english franca, vol. 6, no. 2, 2022 viewpoint, such as a police report or a science experiment report (knapp &watkins, 2005). text personal recall was taught to junior high school students in second grade, according to the 2013 curriculum. therefore, this research was conducted to find out the students’ response in comprehending text personal recount based on fix-up strategy implementation. the recount text was chosen because it related to personal experience. as the text's objective, the reading text performs the social function of delivering information. mingsakoon and srinon (2018) use text personal recount to delight the reader by reviewing an experience or past event and covering the writer's feelings and opinions. its goal is to provide knowledge about something relevant to history or personal experiences. in brief, the recount text's goal is to repeat previous events that encompass the scenario and historical period while enlightening and entertaining the readers. in presenting the text, it has a generic structure that explained the information chronologically. the schematic structure of the recount text is divided into three parts. first opening paragraph or known as orientation. it covers the participant, time focusing, and story setting such as when, and where the story happened (mingsakoon & srinon, 2018). second, the events that present after the orientation part and explain the sequence activity that occurred. the information displays in chronological order from the first events to the end (knapp & watkins, 2005). the final stage is re-orientation, which includes the writer's opinion or attitude toward the events. this is a piece of the recount text that is optional. furthermore, a written text has some linguistic elements that depict the succession of events. according to knapp and watkins (2005), action verbs (e.g., went, determined, showed) and temporal connectives predominate in recount text (e.g., first, then, after). furthermore, the linguistic aspect of recount text includes adverbs, nouns, and pronouns (affendi, 2017). this paragraph also employs the simple past tense and the past continuous tense. the fix-up options strategy when reading material, readers should choose the proper method to help them understand the content. the repair technique gives various possibilities to aid comprehension activity. this method is used to remove meaning blocks in the comprehension process (duffy, 2009). the fix-up choices technique is a tool that assists readers when they become disoriented when reading a text that identifies in the selfraudhatul jannah & sofyan a. gani: students’ responses toward fix-up options strategy implementation in comprehending text personal recount 363 monitoring process (moreillon, 2007). furthermore, the fix-up options technique encourages readers who become stopped or confused while reading to continue reading by using the alternatives to solve their problem (tovani, 2000). when readers get puzzled, they are not permitted to stop reading. the fix-up options technique is broken into three steps. first, the fundamental level encompasses the activities of rereading, reading ahead, pausing to consider, attempting to envision, asking new questions, making a forecast, illustrating text elements, and seeking assistance. figure out unfamiliar words, recognizing structure, making conclusions, and linking to previous knowledge are intermediate-level alternatives. the teacher's function in these stages is that of a facilitator. furthermore, at the advanced level, the reader may read illustrative notes, write complex portions, absorb the message with effort, and define the text's goal. the reader is more focused on the text purpose illustrated by the writer at this level. moreillon (2007) stated that the minimal alternatives for implementing reading comprehension were stages one through eight. the researcher analyzed students' replies to the intermediated level in this study, such that the alternatives employed by the teacher ranged from one to twelve. options thirteen through sixteen were not used since the participants were junior high school students. furthermore, in applying the fix-up options strategy the readers have followed the steps. tovani (2000)mentioned three steps of applying a fix-up options strategy: 1. distribute the material to the students and instruct them to highlight the challenging portions. motivate them when they become puzzled; even a competent reader can become confused when reading a book. then, ask students to devise a strategy for clarifying meaning and removing misunderstanding. 2. distribute a list of repair choices to the students. request that they select at least one suitable solution to the problem. assist students in resolving any misunderstanding they may have when reading the class assignment. 3. inform students that not all alternative strategies can be used in all situations. if one method does not work to lower the difficulty, try another one. it signifies that a skilled reader employs the fix-up choices technique with flexibility. the teacher’s role is as the facilitator to help students determine the appropriate options to fix the comprehension loss. the main point of 364|english franca, vol. 6, no. 2, 2022 identifying the confusing part is that the students should be focused on self-monitoring. thus, the teacher can guide the students in choosing the options. research methodology this is a qualitative research project. the researcher detailed the students' reactions to the adoption of the fix-up technique. the research participants were second-grade students from pkpu junior high school. it was made up of 22 students that were chosen on purpose. students who learned the text personal recall utilizing the fix-up choices technique were chosen as participants. according to cresswell (2012), "the data gathering technique in qualitative data might take the shape of open-ended replies to questions on a questionnaire." in this study, open-ended questions were used as instruments to determine students' attitudes toward the implementation of fix-up alternatives. the questionnaire was adapted from erickson and gustafsson (2005) and customized by the researcher to meet the objectives of this study. it consists of three questions on students' perspectives on using the fix-up choices technique to improve their reading comprehension skills. the questions did not have specific answer possibilities and allowed for the recording of any participant's comments (birmingham & wilkinson, 2003). this questionnaire was shared after the teacher explained and implemented the fix-up options strategy. the score for the improvement comprehension aspect was gathered from the teacher to support the students' responses. furthermore, the collected data were analyzed using an interactive model (miles et al. (2014). it consisted of three steps. first, data condensation that covers the activity transcribed the students' responses and did free coding. second, the data display grouped the data to determine the theme. a narrative description illustrated the last data verification or conclusion. slavin (2007) mentioned that "the written results of the research often contain quotations from the data to illustrate and substantiate the presentation". the researcher gained information from the students about their opinions on fix-up options strategy implementation in comprehending text personal recount. then, the data is described in narrating explanation by the researcher. results &discussion raudhatul jannah & sofyan a. gani: students’ responses toward fix-up options strategy implementation in comprehending text personal recount 365 result the open-ended questionnaire was given to the participants to find out the responses to fix-up options strategy implementation in comprehending text personal recount. according to the data result, there were various opinions of the students related to this strategy. there are 18 of 22 participants consider this strategy useful for them. four others claimed those steps were useless to support their comprehension ability. thus, the description results of students' response analysis are illustrated as follows: agree on group participants to get significant information from reading material, children must focus. nonetheless, the students had several difficulties in comprehending the material, such as recognizing the main concept, summarising, drawing conclusions, and interpreting language. as a result, the teacher instructed and aided the students by providing the fix-up choices technique to aid their comprehension. the students who thought adopting the fix-up alternatives technique was beneficial for grasping the activity on text personal recount, specifically, the agree group's participant. this group was classified based on the students' statements describing the fix-up choices technique as enjoyable and useful. the first participant said, "this method is interesting because if we still do not understand the text, we can imagine the events related to our experience". based on the students' statements, they can choose the options based on their needs. the terms imagine were visualizing options to illustrate the message explained. for instance, the sentence mentioned going to the beach. the students attempted to recall the action that was frequently associated with the text's story. furthermore, the second participant remarked that this technique was intriguing since interpreting vocabulary may be accomplished by matching a word in a phrase with another term. one of the options provided in this strategy was to figure out unknown words. the students underlined the unknown word and tried to reread it to construct the meaning. in case when students still face none make sense meaning they can choose other options such as reading aloud and stopping to think. it is useful for figuring out the meaning of the words in the text. another participant mentioned that when she tried to apply the reread option after figuring out the confusing part, identifying the meaning was fun and interesting. it eased her to get the meaning related to the message conveyed in the passage. the fix-up strategy provided 366|english franca, vol. 6, no. 2, 2022 some strategies to support comprehension. therefore, the students are aware of selecting the options strategy based on the problem encountered. in addition, the student's response to the fix-up strategy implementation showed the usefulness of comprehending the text's recount. it illustrated the application of this strategy was to support them to catch the information in the text. the third participant mentioned that the fix-up options were a great strategy that helped him know the event in the personal recount text. then, the rereading and predicting options can ease students to find the unknown words meaning interpretation. the students can try the options one by one to reduce their confusion. moreover, the fourth participant believed that the options provided in the fix-up strategy could encourage meaning interpretation. the fix-up options strategy facilitated the students to select the appropriate options flexibly. using suitable options in understanding messages in a text can establish the students to be creative in constructing the meaning. hence, the particular problems detected while monitoring comprehension can identify the supporting options to be applied. the success of a strategy that was applied in overcoming problems in understanding the text can usually be seen from how the reader can explain the information obtained from reading. the comprehension ability success depends on students' reliable statements on the text that was read. according to the students' replies, there were two major characteristics of their comprehension improvement following the use of the fix-up approach in reading text personal recall. interpreting words and forming conclusions was a growing component of understanding. according to the fifth participant, the meaning of an unfamiliar term may be deduced by reviewing the phrase and selecting the proper word to fit it. the students attempted to link the unknown word to the constructed word that they had discovered. in the reading process, the students used past information and constructed their reasoning to build the meaning of each phrase. eventually, word interpretation can deliver comprehension ability and produce inference-making. the students enabled to conclude the reading text based on their understanding. the inference-making was correlated to the vocabulary interpretation. according to the computed score that was given by the teacher toward the comprehension aspect indicated, most of the students' scores achieved the minimum standard score that the school decided. the dominant aspect of improvement was related to the finding of raudhatul jannah & sofyan a. gani: students’ responses toward fix-up options strategy implementation in comprehending text personal recount 367 students' opinions. thus, this phenomenon proved the students' response to fix-up options strategy implementation. the other two aspects of comprehension that some students consider increased after applying the options strategy were identifying the main idea and summarizing. the sixth participant mentioned the main idea was the first thing we need to know because it covers all messages a text conveys. the students can identify the main idea by applying the four steps of the fix-up strategy such as rereading, reading aloud, stopping to think, and illustrating the text feature. moreover, the seventh participant expressed her happiness in doing a summary activity. knowing the whole text content and shortening it using my language was easy. this activity can be done after understanding the reading passage. therefore, implementing the steps of the fix-up options strategy establishes the students comprehending of the text's recount. disagree group participants the fix-up options strategy provided several options that can be appropriate to be used to support the comprehension aspect. however, not all reader can fix their problem easily. according to second-grade students, the use of the fix-up options strategy supports their reading text but sometimes cannot be a problem-solving of comprehension. four students from twenty-two participants explained this strategy as unsatisfying. one of the students said that although he followed the steps of the fix-up options strategy provided, he still faced difficulty answering the questions related to comprehension. this phenomenon occurred to the students that thought the text was complicated and lengthy when they got the reading sheet. thus, the attention and motivation to know the information become low. moreover, another participant mentioned, "we can comprehend the reading text depending on the topic, familiar or not". if the topics were related to our real-life activity, it would be easy to understand the message. for example, the text personal recount tells about someone's experience of hiking the mountain. yet the students lived near the sea. when the reading activity, the students found unfamiliar words which make them confused to understand the story conveyed in the text. therefore, the students deemed the fix-up strategy as an unsatisfying tool because it did not positively impact their comprehension of the text's recount. the students were difficult differentiating how to explain the summary and inferences aspects. discussion 368|english franca, vol. 6, no. 2, 2022 the fix-up choices technique was well received by the kids. the majority of students thought that applying the fix-up choices technique in comprehending text personal recollections was beneficial. this method is used to help students with their comprehension problems. students were instructed to self-monitor to detect comprehension failures. using the fix-up method taught the students to pay attention to the reading to understand the message. according to muhassin et al. (2021), the usage of the fix-up alternatives technique might enable students to grasp certain words and phrases. the students concentrated on creating meaning. the prior study was consistent with the student's reactions to this application tool. in sum, the fix-up options strategy provided some options to encourage the students to fix their confusion. the students' opinions toward this strategy were in line with duffy's (2009)theory. the fix-up trained the reader to look back at the passage when they got stuck and fixed those difficulties using appropriate options. the students were asked to keep reading to gain information and select the options based on the problem that arise (tovani, 2000). therefore, it is mentioned as a supporting tool for comprehension success. furthermore, moreillon, (2007)stated that to help and support the comprehension ability to be successful, the reader can apply some options of fix-up strategy. according to students’ opinion, this strategy was helpful to remove the misunderstanding meaning of a text. this finding was in line with and supports the research conducted by suhermanto (2019)that there was a significant effect on reading comprehension after the fix-up strategy implementation. the dominant aspects of improvement were inferences and vocabulary. the students can answer the questions related to the comprehension aspect correctly. this phenomenon was according to the chosen options in fixing the confusing part. the students selected options to figure out unknown words, reread, visualize, and stop to think to interpret vocabulary. moreover, in making inferences, the prediction, background knowledge involvement, and someone's help options were used. some of the students considered following the steps of those options beneficial. in addition, two other reading comprehension aspects were identifying the main idea and summarizing. some students consider the comprehension ability to increase in those two aspects. (suhermanto, 2019)found that students become independent and creative in understanding the text. applying some options provided by the fix-up strategy can allow the students to express their understanding of the raudhatul jannah & sofyan a. gani: students’ responses toward fix-up options strategy implementation in comprehending text personal recount 369 main idea identification. moreover, the summarizing activity can be done after constructing the meaning of the text. the students can shorten the information in the passage freely by using their creativity to create a new text with similar content. conclusion regarding the finding of this study regarding the students' response, it can conclude that the second-grade students of pkpu have a positive opinion toward the fix-up options strategy implementation. most students considered this strategy is fun and helpful in supporting their comprehension ability. this strategy was beneficial to reduce confusion part by choosing the appropriate options. according to the student's responses, the most important understanding component was forming inferences and interpreting vocabulary increase after applying the fix-up approach alternatives. in conclusion, the fix-up choices technique was enough to improve students' reading comprehension, even though it did not cover the entire reading element. references abdelrahman, m. s. h. b., & bsharah, m. s. (2014). the effect of speed reading strategies on developing reading comprehension among the 2nd secondary students in english language. english language teaching, 7(6), 168–174. affendi, m.(2017). buku penunjang bahasa inggris untuk kelas viii smp/mts. fgp press. birmingham, p., & wilkinson, d. (2003). using research instruments: a guide for researchers. routledge. cresswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research. lincoln: pearson. dole, j.a., & pearson, p.(2015). moving from the old to the new: research on reading comprehension instruction. american educational research, 239–264. duffy, g. g. (2009). explaining reading: a resource for teaching concepts, skills, and strategies. guilford press. erickson, g., & gustafsson, j.-e. (2005). some european students’ and teachers’ views on language testing and assessment. retrieved from ealta webpage: www. ealta. eu. org> resources. 370|english franca, vol. 6, no. 2, 2022 grabe, w., & stoller, f. l. (2002). teaching and researching reading. logman. hamra, a., & syatriana, e. (2015). developing a model of teaching reading comprehension for efl students. teflin journal, 21(1), 27–40. jamila., said, a. m., & rasyid, m. r. (2020). the effectiveness of fix-up strategy toward the students’ reading comprehension. english language teaching for efl learners, 2(1), 137–148. kispal, a. (2008). effective teaching ofinference skills for reading. new york:department of children, school families press. knapp, p., & watkins, m. (2005). genre, text, grammar: technologies for teaching and assessing writing. sidney: unsw press. liu, f. (2010). a short analysis of the nature of reading. english language teaching, 3(3), 152–157. mclaughlin, m. (2012). reading comprehension: what every teacher needs to know. the reading teacher, 65(7), 432–440. miles, m. b., huberman, a. m., & saldaña, j. (2018). qualitative data analysis: a methods sourcebook. sage publications. mingsakoon, p., & srinon, u. (2018). development of secondary school students’ generic structure execution in personal experience recount writing texts through sfl genre-based approach. advances in language and literary studies, 9(6), 112–119. moreillon, j. (2007). collaborative stategies for teaching reading comprehension. american library association. muhassin, m., annisa, j.,& hidayati, d. a. (2021). the impact of fix up strategy on indonesian efl learners’ reading comprehension. international journal of instruction, 14(2), 253–270. ngabut, m. n. (2015). reading theories and reading comprehension. journal on english as a foreign language, 5(1), 25–36. nunan, d. (2003). practical english language teaching.new york: mcgrawhill. riswanto., risnawati., & detti, l. (2014). the effect of using kwl (know, want, learned) strategy on efl students’ reading comprehension achievement. international journal of humanities and social science, 4(7), 225–233. raudhatul jannah & sofyan a. gani: students’ responses toward fix-up options strategy implementation in comprehending text personal recount 371 slavin, r. e. (2007). educational research in an age of accountability. usa: pearson. suhermanto, h. (2019). the effect of fix up options strategy in enhancing students’reading comprehension in iain curup. english franca: academic journal of english language and education, 3(1), 1–14. tovani, c. (2000). i read it, but i don’t get it: comprehension strategies for adolescent readers. stenhouse publishers. yusuf, q., yusuf, y. q., yusuf, b., & nadya, a. (2017). skimming and scanning techniques to assist efl students in understanding english reading texts. |irje| indonesian research journal in education, 43–57. 372|english franca, vol. 6, no. 2, 2022 empty page microsoft word ac8e-ce80-35c3-cf90 english franca vol 1 no 02 tahun 2017, stain curup page 149 p-issn 2580-3670, e-issn 2580-3689 utilizing preservice english teachers strategies and classroom managementat junior high school in rejang lebong regency by: eka apriani english lecturer of stain curup ekaapriani_90@ymail.com abstract the objective of this research is aimed to know what are the most strategies and classroom management which are used by preservice english teacher at stain curup in the academic year 2016/2017. the total of english teacher was 7 teachers which as cooperating teacher of 17 preservice english teacher. the types of english teaching strategies used by preservive english teacher were: (1) task-based language learning (100%) and (2) cooperative learning (100%); (3) grapic organizers (29%); (4) technology (5.8%); (5) roleplay (5.8%); (6) storytelling (11.7%); (7) vocabulary building (11.7%); (8) summarizing and notetaking (5.8%); and (9) analysis of student work (5.8%). the most strategies used by preservice english teacher (>50%) were task-based language learning and cooperative learning (100%). the types of classroom management used by preservive english teacher were: (1) maintaning discipline (58.5%), (2) giving feedback (100%), and classroom interaction (17.6%). the most classroom management used by preservice english teacher (>50%) were giving feedback and maintaning discipline. keywords: classroom management, preservice english teacher, teaching strategies introduction education is one of the efforts to improve and create a quality of human, to develop the country and uphold the country from others countries. the parameter of quality of the nations can be seen from the education side. it is appropriate with the indonesian education purpose as set law no. 20 (2003:p.6) chapter ii section 3: 1. "national education serves to develop the ability and formed character and dignified civilization in order to educate the nation and aims for growth potential learners in order to become a man of faith and devoted god almighty noble, healthy, knowledgeable, 0skilled, creative, english franca vol 1 no 02 tahun 2017, stain curup page 150 p-issn 2580-3670, e-issn 2580-3689 independent, and become citizens of a democratic and to be responsible". an education side is most important to the development of the country. by education, the quality of human rate in one country can be increasingly. in reaching the sucessful of education, there are some elements which is influence that. one of them is a teacher. teacher has an important role in education system itself. because, they are who involved directly to the educational activities. such teaching and explaining the lesson. in the other hand, people nowdays are increasingly aware to the importance of education, but the more important is how the education is implemented. so, if in teaching and delivering the lesson is done properly and correctly, then the ideal of education will be achieved well. but in fact, if there is a mistaken in learning and teaching process, there will be an disadvantage thing. in this situation, teacher has important role in explaining the lesson and teaching the material to the learners. especially, teaching and learning process in the classroom. in teaching and learning process, teachers work as the controller and decicion maker. the succesful of teaching and learning process is lies on them. from how the teacher teach their student and how the teacher manage their students in the class. it can be concluded that, the crucial elements of teaching and learning process are teaching strategy and management classroom of the teacher. the success of student in learning process is determined by the teaching strategy which conducted by the teacher. rukmana and suryana (2009:p.103) states that the teachers are required to understand thebasic components in implementing the learning process in the classroom. because teaching is not just transfering the knowledge, but also as a role mode for the student. student will imitate the teachers’s behavior. in the other hand, educational success can be seen from the how teacher manage the class, how the tacher able to make the condition of classroom effectively and condusively and how the teacher can reach objectives of learning and teaching process. thus, teacher has a big responsibility, because they force to have some skills. not only academic skills but also a skills to motivate the student to make them want to study and reach their dream. because the furure of a country is on the education side and the teacher english franca vol 1 no 02 tahun 2017, stain curup page 151 p-issn 2580-3670, e-issn 2580-3689 is the agent of education itself. in addition, teacher has a dominat role in teaching and learning process. whereas, the teaching and learning process is a main of education as a whole. therefore, the teacher's role is not only in the process of learning, but also to regard the competence of teachers. where they had eight other functions are related to the learning process itself, such as, diagnosis of the behavior of students, planing the lesson plan, (rpp), implementing the learning process, school administration, communicators, and able to develop their skills, able to develop the potential skill of their student and developer of school curriculum. however being a teacher is not an easy work. there some many things that must learn. beside of that teacher strategy in teaching and management of classroom is an important issue for a teacher. they have to pay more attention to the way they teach their student and also the way they control their classroom.especially, for pre-service teacher who as the beginner teacher. they have to have both a good skill in teaching strategy and management classroom. beside of that, they have to have good skill in mastering the material. according to australian institute for teaching and school leadership (2017), pre-service teachers are students of higher education institution and they are in primary teacher education programs. in addition, according to the panitia pelaksana ppl angkatan xvii ppl in their book, they stated that ppl students or pre-service teacher training program is a term for university students who follow the teacher training –praktek pengalaman lapangan. or in english, field practice program (ppl)-, as one of intra curriculum activities. this program includes orientation, observation, teaching practice based on the field and another non-teaching activities (buku pedoman ppl stain curup, 2017). from the two definitions of pre-service teacher it can be concluded that they are a student of university who has a task to teach in school. they need to have this skills due to an effort to approach their student. beside of that, they also need this to make their student want to follow their class. it cause sometimes a student didn’t want to follow the pre-service teacher class. based on the pre-observation and interview to all preservice english teacher at stain curup in the academic year 2016/2017. the researcher found that some many pre-service teachers have difficulities to decide what the effective strategy to teach their student and some english franca vol 1 no 02 tahun 2017, stain curup page 152 p-issn 2580-3670, e-issn 2580-3689 others have difficulities in managing the classroom. furthermore, based on the pre-observation, many schools in rejang lebong also gives negative comments to the preservice teachers of stain curup.they said that preservice teacher of stain is not ready become a teacher. it can be seen in their teaching strategies and classroom management. they can not teach and manage classroom well. when, they taught their students they just set infront of the class wihtout controled the classroom so the students made noisy in the class. in the other hand, when they taught their students they only gave the task to the students. thus, students felt bored when they taught and they felt have no motivated to follow up the lesson. so, the students have no improved in english the lesson. thus, from the phenomenon above, the researcher interest in conducting the research entitle “utilizing preservice english teachers’ strategies and classroom management at junior high school in the rejang lebong regency. the objectives of the research were: (1) to know what are the most strategies and classroom management which are used by preservice english teacher at stain curup in the academic year 2016/2017 and (2) to know the implementation of strategies and classroom management which are used by preservice english teacher at stain curup in the academic year 2016/2017. theoritical framework teaching strategies strategies are specific methods of approaching a problem or task modes of operation for achieving a particular and planned design for controlling and manipulating certain information or teaching strategy is the way an instructor chooses to convey information and facilitate learning (brown, 2001:p.3). according to mikuleckya (2003) teaching strategy is the method used to deliver information in the classroom, online, or in some other medium. strategies are specific methods of approaching a problem or task modes of operationfor achieving a particular and planned design for controlling and manipulating certain information. or teaching strategy is the way an instructor chooses to convey information and facilitate learning. according to mikuleckya teaching strategy is the method used to deliver information in the classroom, online, or in some other medium. english franca vol 1 no 02 tahun 2017, stain curup page 153 p-issn 2580-3670, e-issn 2580-3689 according to william (2006), in teaching process the teacher have to know the principle of teaching. 1. effective teaching involves acquiring relevant knowledge about studentsand using that knowledge to inform our course design and classroomteaching. when we teach, we do not just teach the content, we teach students the content. a varietyof student characteristics can affect learning. for example, students’ cultural andgenerational backgrounds influence how they see the world; disciplinary backgrounds lead students to approach problems in different ways; and students’ prior knowledge(both accurate and inaccurate aspects) shapes new learning. information about thesecharacteristics should be used to inform course design,to help explain student difficulties and to guideinstructional adaptations. 2. effective teaching involves aligning the three major components of instruction: learning objectives, assessments, and instructional activities. taking the time to do this upfront saves time in theend and leads to a better course. teaching is more effective and student learning is enhanced when (a) we, as instructors, articulate a clear set of learning objectives (i.e., the knowledge andskills that we expect students to demonstrate by the end of a course); (b) the instructional activities (e.g., case studies, labs, discussions, readings) support these learning objectivesby providing goal-oriented practice; and (c) the assessments (e.g., tests, papers, problem sets, performances) provide opportunities for students to demonstrate and practice the knowledge and skills articulated in the objectives, and for instructors to offer targetedfeedback that can guide further learning. 3. effective teaching involves articulating explicit expectations regarding learning objectives and policies. there is amazing variation in what is expected of students across american classrooms and even within a given discipline. for example, what constitutes evidence may differ greatly across courses; what is permissible collaboration in one course could be considered cheating in another. as a result, students’ expectations may not match ours. thus, being clear about our expectations and communicating them explicitly helpsstudents learn more and perform better. similarly, being explicit about course policies(e.g., on class participation, laptop use, and late assignment) in the syllabus and in classallows us to resolve differences early and tends to reduce conflicts and tensions that mayarise. english franca vol 1 no 02 tahun 2017, stain curup page 154 p-issn 2580-3670, e-issn 2580-3689 4. effective teaching involves prioritizing the knowledge and skills we chooseto focus on. coverage is the enemy: don’t try to do too much in a single course. too many topicswork against student learning, so it is necessary for us to make decisions about what wewill and will not include in a course. this involves (a) recognizing the parameters of thecourse (e.g., class size, students’ backgrounds and experiences, course position in thecurriculum sequence, number of course units), (b) setting our priorities for studentlearning, and (c) determining a set of objectives that can be reasonably accomplished. 5. effective teaching involves recognizing and overcoming our expert blindspots. we are not our students! as experts, we tend to access and apply knowledgeautomatically and unconsciously (e.g., make connections, draw on relevant bodies ofknowledge, and choose appropriate strategies) and so we often skip or combine criticalsteps when we teach. students, on the other hand, don’t yet have sufficient backgroundand experience to make these leaps. they need instructors to break tasks into component steps, explain connections explicitly, and model processes in detail. 6. effective teaching involves adopting appropriate teaching roles to supportour learning goals. even though students are ultimately responsible for their own learning, the roles weassume as instructors are critical in guiding students’ thinking and behavior. we can takeon a variety of roles in our teaching (e.g., synthesizer, moderator, challenger, andcommentator). these roles should be chosen in service of the learning objectives and insupport of the instructional activities. 7. effective teaching involves progressively refining our courses based onreflection and feedback. teaching requires adapting. we need to continually reflect on our teaching and be readyto make changes when appropriate (e.g., something is not working, we want to trysomething new, the student population has changed, or there are emerging issues in ourfields). knowing what and how to change requires us to examine relevant information onour own teaching effectiveness. kinds of english teaching strategies according to richards, there are several teaching strategies for teacher. it can be defined as follow: english franca vol 1 no 02 tahun 2017, stain curup page 155 p-issn 2580-3670, e-issn 2580-3689 a. content-based instruction the focus of a cbi lesson is on the topic or subject matter. during the lesson students are focused on learning about something. this could be anything that interests them from a serious science subject to their favourite pop star or even a topical news story or film. they learn about this subject using the language they are trying to learn, rather than their native language, as a tool for developing knowledge and so they develop their linguistic ability in the target language. this is thought to be a more natural way of developing language ability and one that corresponds more to the way we originally learn our first language. b. task-based language learning task -based learning offers an alternative for language teachers. in a task-based lesson the teacher doesn't pre-determine what language will be studied, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it. the lesson follows certain stages. 1. pre-task the teacher introduces the topic and gives the students clear instructions on what they will have to do at the task stage and might help the students to recall some language that may be useful for the task. the pre-task stage can also often include playing a recording of people doing the task. this gives the students a clear model of what will be expected of them. the students can take notes and spend time preparing for the task. 2. task the students complete a task in pairs or groups using the language resources that they have as the teacher monitors and offers encouragement. 3. planning students prepare a short oral or written report to tell the class what happened during their task. they then practise what they are going to say in their groups. meanwhile the teacher is available for the students to ask for advice to clear up any language questions they may have. 4. report students then report back to the class orally or read the written report. the teacher chooses the order of when students will present their reports and may give the students some quick feedback on the content. at this stage the teacher may also play a english franca vol 1 no 02 tahun 2017, stain curup page 156 p-issn 2580-3670, e-issn 2580-3689 recording of others doing the same task for the students to compare. 5. analysis the teacher then highlights relevant parts from the text of the recording for the students to analyse. they may ask students to notice interesting features within this text. the teacher can also highlight the language that the students used during the report phase for analysis. 6. practice finally, the teacher selects language areas to practise based upon the needs of the students and what emerged from the task and report phases. the students then do practice activities to increase their confidence and make a note of useful language. c. cooperative learning: the jigsaw cooperative learning gives students the opportunity to work with others and see different points of view. research shows that students learn more effectively when working together rather than apart, and it is also known to improve self-confidence in students. the jigsaw technique is especially effective because each student is responsible for one another’s learning, and students find out really quick that each group member has something equally important to contribute to the group in order to make the task a successful one. students are exposed to and use many skills throughout this strategy: communication, problem-solving skills, cognition, and critical thinking -all of which are essential for a successful academic career. d. inquiry-based instruction inquiry-based learning implies involving students in the learning process so they will have a deeper understanding of what they are learning. we are born with the instinct to inquire -as babies we use our senses to make connections to our surroundings. inquiry-based learning strategies are used to engage students to learn by asking questions, investigating, exploring, and reporting what they see. this process leads students to a deeper understanding of the content that they are learning, which helps them be able to apply these concepts they are learning in new situations. in order for our students to be able to be successful in the 21st century, they need to be able to answer complex questions and develop solutions for these problems. the inquiry-based learning strategy is a great tool to do just that. e. differentiated instruction: learning stations differentiated instruction strategies allow teachers to engage each student by accommodating to their specific learning style. according to english franca vol 1 no 02 tahun 2017, stain curup page 157 p-issn 2580-3670, e-issn 2580-3689 howard gardner’s multiple intelligence theory, every person has a different mind, and therefore each person learns and understands information differently. differentiating instruction offers a way to meet all students’ needs. one helpful strategy to differentiate instruction is learning stations. learning stations can easily be designed to enable students with diverse learning needs. teachers can set up each station where students will be able to complete the same task, but at the level and style that is specifically designed for them. f. graphic organizers graphic organizers are a simple and effective tool to help students brainstorm and organize their thoughts and ideas in a visual presentation. simply put, they help students organize information so it is easier for them to comprehend. graphic organizers can be used for any lesson; to structure writing, brainstorming, planning, problem solving, or decision-making. the most popular organizers are the venn diagram, concept map, kwl chart, and t chart. g. utilizing technology in the classroom integrating technology into the classroom is a great way to empower students to stay connected in this technological era. technology-rich lessons have been found to keep students motivated and engaged longer. some examples of utilizing technology in the classroom is to create web-based lessons or a webquest, multimedia presentations such as a video, animation, or some type of graphic, utilizing a tablet or an ipad, taking your class on a virtual field trip, participating in an online research project, or even creating a class website. any of these technology integration strategies will have a positive impact on student learning.an experienced teacher knows that not every teaching strategy that you use will be an effective one. there will be some hits and misses, and depending upon your teaching style, and the way your students learn, you will figure out which strategies work and which do not. it may take some trial and error, but it doesn’t hurt to try them all. h. analysis of student work analysis of student work may be (1)a feature of a lesson conducted by a teacheror (2) individual feedback provided to students from a teacher;(3) a discussion among a small group of studentswho areproviding feedback to one another;(4)a discussion among teachers of the aspectsof student work; and/or (5) a mode of formally assessing a skill, such as writing. for any of the foregoing purposes, someprotocoldescribingthe attributes and levels of quality for theparticular learning taskis requiredas the basis of an analysis. when english franca vol 1 no 02 tahun 2017, stain curup page 158 p-issn 2580-3670, e-issn 2580-3689 used in formal assessment situations, anonymous student exemplars that illustrate various responses and levels of quality plus an analysis ofinter-rater reliability promote consistency and validity. i. accountable talk talking with others about ideas is fundamental to classroom learning. classroom talk that promotes and sustains learning should be accountable toother learners,use accurate and appropriate knowledge, and adhere to rigor inthinking. accountable talk responds to and further develops what others have said through relevantobservations, ideas, opinions, or more information. accountable talk draws onevidence appropriate to the content area(e.g., a proof in math, data from investigations in science, textual details in literature, primary sources in social studies)and follows the rules ofreasoning. j. modeling modeling is an instructional strategy wherein the teacher or another student demonstrates a new concept or skilland students learn by observing and emulating. modeling is an effective instructional strategy when it allows students to observe thought processes and imitate particular behaviors or steps in a process. types and purposes of modeling can include approaches such as task and performance modeling (demonstrating a task), metacognitive modeling (thinking aloud), and disposition modeling (conveying one’s own enthusiasm, interest, or commitment). modeling can be used across disciplines and in all grades and ability levels. k. mastery learning as developed by benjamin bloom, mastery learning applies the principles of individualized instruction and tutoring to whole class learning. in this model, rather than waiting to the end of aunit to check on progress, teachers design ongoing checks to use during the process to provideindividual feedback, diagnose learning needs/difficulties, prescribe specific remediation or enrichment strategies, and reassess with a parallel assessment. mastery learning is basic tomanytextbook programs and has engendered formative assessments as a routine of classrooms.mastery learning honors the idea that students learn at different levels or paces. a significant body of research shows that compared to traditional classrooms, students in well implemented mastery classrooms reach higher levels of achievement. l. learning centre learning centers are areas created within the classroom where students learn through a designated activity and/or play. play is an english franca vol 1 no 02 tahun 2017, stain curup page 159 p-issn 2580-3670, e-issn 2580-3689 active form of learning that involves the whole child.even cognitive development is also enhanced by childinitiated exploration and discovery. inlearning centers, students learn to make decisions, cooperate and share with others, and problemsolve. the role of the teacher is to (1) observe, listen, and ask questions;demonstrate, participate, or help as needed; and (3) discuss and make connections. in the other side, mccullough (2003:p.34) detailed about teaching strategies for english language as follow: a. peer teaching/collaboration collaborative learning is based on the theory that knowledge is a social construct. collaborativeactivities are most often based on four principles: (1) the learner or student is the primary focus of instruction; (2) interaction and "doing" are of primaryimportance; (3) working in groups is animportant mode of learning; (4) structured approaches to developing solutions to realworld problems should be incorporated into learning. collaborative learning can occur peertopeer or in larger groups. peer teaching/learning is a type of collaborative learning that involves studentsworking in pairs or small groups to discuss concepts, or find solutions to problems. it enables learners to take responsibility for reviewing, organizing, and consolidating existing knowledge and material; understanding its basic structure; filling in the gaps; finding additional meanings; and reformulating knowledge into new conceptual frameworks.learning from peers increases learning both for the students being helped as well as forthose giving the help. b. realia realia refers to real life objects used in classroom instruction in order to improve students' understanding of other cultures and real life situations. teachers of english language learners and foreign languages employ realia to strengthen associations between words and the objects themselves. realia are also used to connect learners with the point of a lesson by providing tactile and multidimensional connections between learned material and the object of the lesson. primary objectives of this strategy include increasing comprehensible input, using language in context, and promoting verbal interaction and active involvement. c. reciprocal teaching this is an instructional strategy in which students become the teachers in small group reading (or other content) sessions. teachers model, then help students learn to guide group discussions using strategies such as summarizing, question generating, clarifying, and predicting. once students have learned the strategies, they take turns english franca vol 1 no 02 tahun 2017, stain curup page 160 p-issn 2580-3670, e-issn 2580-3689 assuming the role of teacher in a dialogue about what has been read. in another version, students take the roles of predictor, summarizer,questioner, and clarifier. d. reinforcing effort and providing recognition students may attribute success at a task to ability, effort, other people, or luck, but three of these four attributions may be selfdefeating. teachers can influence student beliefs about the relationship between their efforts and accomplishment by helping them track and evaluate their efforts and accomplishments. providing recognition in the form of praise and reward is fundamental to behavioral learning theory and may be undervalued in relation to intrinsic rewards, but research indicates praise is effective when it is expressly connected to a performance standard and that it is more motivating than tangible rewards. e. role play research about the impact on learning provided by simulations and games is encouraging: (1) games, simulations, and roleplaying help students invent, experiment, and practiceinterpersonal skills in a relatively lowrisk environment. (2) the more studentsuse different waysof representing knowledge, the better they think about and recall learning. (3) simulationsprovide opportunities to visualize, model, and roleplay within a dynamic situation, thereby promoting curiosity, exploration, problem solving, and understanding.simulations in science and math provide learners the opportunity to engage in experimentalsituations that would otherwise be too hazardous or cost prohibitive to conduct in the classroom(i.e., simulation of an atom smasher uses gum balls to help students envision what happens in a linear accelerator; a roller coaster design simulator allows students to experiment with slope, angle, and speed). students already know that technology can help them conduct operations and manipulate variables to explore reactions. in the technology field, “serious games” is a term for games that are applied to the goals of education, bringing gaming technology to fields such as education, policy development, and leadership. f. socratic seminar based on plato’s dialogues, the socratic method challenges students to think analytically and critically with the questioning and careful guidance of a teacher. the socratic seminar is fundamental to the great books and paideia programs. students sit in a circle to discuss ideasoften moral dilemmasposed by a reading or work of art. ideally, teacher questions are open-ended and students are encouraged to use the text as evidence in their responses. students donot raise hands to english franca vol 1 no 02 tahun 2017, stain curup page 161 p-issn 2580-3670, e-issn 2580-3689 speak but signal through eye contact. a variation known as socratic circles places one circle of discussants within another. the inner circle carries out a discussion while theouter circle listens in order to critique, then the circles shift roles. g. summarizing and note taking effective summarizing leads to an increase in student learning. students who can effectively summarize learn to synthesize information, a higherorder thinking skill, which includes analyzing information, identifying key concepts, and defining extraneous information. helping students recognize how information is structured will help them summarize what they read or hear (e.g., summarizing a reading assignment is more effective when done within summary frames that include questions to direct student attention to specific content). note taking is a related strategy that supports student learning. without explicit instruction in note taking, students may write down words or phrases word for word, without analysis. successful notetakers summarize to arrive ata nugget of meaning, which they are much more likely to retain and benefit from using notes as a document of their learning. teachers can prompt students to review and refine their notes, particularly when it is time to prepare for an exam, write a research paper, or other summative assessment of learning. these are collegeready skills that increase opportunity for all students to succeed in higher education. h. targeted feedback research and effective practice points to thefollowing keys to using targeted feedback to improve student achievement and avoid negative effects: (1) link feedback to objectives; (2) use a formative evaluation approach over a summative approach; (3) make guidance specific (e.g., proofing remarks or codes may not communicate well); (4) provide feedback in a timely manner (not long after assignment is forgotten); and (5) identify how students should use feedback to make improvements. i. storytelling students can briefly summarize a tale or story they heard from somebody beforehand, or they may create their own stories to tell their classmates. story telling fosters creative thinking. it also helps students express ideas in the format of beginning, development, and ending, including the characters and setting a story has to have. students also can tell riddles or jokes. for instance, at the very beginning of each class session, the teacher may call a few students to tell short riddles or jokes english franca vol 1 no 02 tahun 2017, stain curup page 162 p-issn 2580-3670, e-issn 2580-3689 as an opening. in this way, not only will the teacher address students’ speaking ability, but also get the attention of the class. j. interviews students can conduct interviews on selected topics with various people. it is a good idea that the teacher provides a rubric to students so that they know what type of questions they can ask or what path to follow, but students should prepare their own interview questions. conducting interviews with people gives students a chance to practice their speaking ability not only in class but also outside and helps them becoming socialized. after interviews, each student can present his or her study to the class. moreover, students can interview each other and "introduce" his or her partner to the class. k. word wall a word wall is an organized collection of words prominently displayed in a classroom and frequently used as an interactive literacy tool for teaching vocabulary and spelling to children. there are many different types of word walls, such as high frequency words, word families, and storyor unitrelated names.due to the flexible nature of word walls and their potential to"grow" alongside the students, they are used in classrooms ranging from pre-schoolthrough high schoolword walls are considered to be interactive and collaborative tools, since they are studentcreated and studentcentered artifacts. many variations of the word wall are currently inuse,including those featuring illustrations of the words and colorcoded lists.they teach children to recognize and spell high frequency words, see patterns and relationships, apply phonics rules,and provide reference support during reading and writing activities. students gain independenceby using a word wall in daily activities. l. debate debate is a structured form of argumentations that requires participants to engage in research, develop listening and oratory skills, and think critically. debating can be employed as an instructional strategy wherever the learning material and circumstances are open to opposing points of view. debates may be viewed or read to contribute additional perspectives on a classroom topic. to support the explanation above, david nunan (2014: p37-38) explains detail about teaching strategies in teaching english as follow: english franca vol 1 no 02 tahun 2017, stain curup page 163 p-issn 2580-3670, e-issn 2580-3689 a. vocabulary building this is an important component of any english class. this strategy focuses a portion of each classroom session on building a better vocabulary. teachers can ask students to point out unfamiliar words and go over the meanings in class or use interactive vocabulary-building exercises that relate to the class’s reading material. b. writer’s workshop have students participate in a writer’s workshop several times each year. the writing workshop model created by lucy calkins, founder of the teachers college reading and writing project, allows students to learn about and participate in all aspects of the writing process: drafting, revision, editing and publishing. c. peer response and editing this can be a very valuable teaching strategy for both the teacher and the student, and there are many peer response strategies to try in class. students get a chance to think critically about others’ writing and see the results their classmates got from a writing assignment. in addition, teachers can observe how different students learn and what strategies might work better in the future. d. cooperative learning this learning strategy is useful for english teachers who incorporate literature into their classroom. cooperative learning requires students to discuss a piece of literature in small groups. by allowing the students to engage in meaningful discussion, they begin to learn to analyze literature and participate in an educational process that they will find more interesting than a general lecture on a chapter in a book. e. student-chosen texts. allowing students to choose their own reading materials is a strategy that literacy specialists recommend as a way to develop lifelong readers. students are given a choice of literature from an ageand reading level-appropriate book collection. after a period of independent reading, students break into groups and discuss what they’ve read, book english franca vol 1 no 02 tahun 2017, stain curup page 164 p-issn 2580-3670, e-issn 2580-3689 club-style, followed by journaling. when this strategy is successful, students are able to delve deeply into the meaning of the literature, develop critiquing skills, and have a valuable discussion with their classmates about the book that they chose. teachers who use this strategy finds that it can lead to a classroom that is engaged with literature. classroom management classroom management is all the actions teachers take to create an environment that supports academic and social-emotional learning. it includes all of the teacher’s practices related to establishing the physical and social environment of the classroom, regulating routines and daily activities, and preventing and correcting behavior. according to wolfgang (2006:p.98) classroom management is a term used by teacher to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. he also states that there are some factors that effected classroom management such as maintaining discipline, giving feedback seating arrangement, and relation among teacher students (ts) and students-students (ss).that factors can be defined as follows: a. maintaining discipline in the book “a course in language teaching” penny ur (2007:p.47) discussed some important aspects of classroom management. she also focuses on dealing problem and keeping discipline in the class based on that he suggested some steps,1 they are: 1) careful planning: the teachers have to set the lesson carefully. they have to keep in mind and the lesson should fulfill the goal and it also sets with student level. 2) clear instruction: the teachers have to give the clear instruction and allowed the students get the point based on the steps. 3) keep in touch: the teacher need to monitor activity of the students each and every one. they need to be constantly aware what is going on and keeping eyes and ears open. so the students will be aware of the teacher monitoring them. b. giving feedback the comments that the teachers make toward the students are known as feedback. the feedback has to contain as two distinguishable english franca vol 1 no 02 tahun 2017, stain curup page 165 p-issn 2580-3670, e-issn 2580-3689 components, one is assessment, and other is correction. by giving feedback teachers can help students understand where their mistake and give them ideas of how correct their mistakes. there are two kind of feedback, they are: 1) written feedback: when the teachers give the students a written note on their performance and the note consist of comments and suggestion on how well and bad has done is known as written feedback. written feedback use both the writing and speaking activities. 2) oral feedback: when the teachers give the students feedback verbally point out the mistakes and also providing suggestions in words is known as oral feedback. oral feedback is used basically in oral activities. c. seating arrangement seating arrangements are a main part in a teachers plan for classroom management. not only do the teachers need to consider the physical arrangement of the room but also the nature of the students involved. the consideration in arranging the physical environment of the room is so that teaching and learning can occur as efficiently as possible. the teachers need to be able to walk around the room without the students having to move their desks. the teachers need to take into account that students seated in the center of front of classroom. there are many seating arrangement that the teachers can use, six common arrangements are cluster, rows, table rows, semi-circle, pairs and centers or activity zones. the best arrangement depends on the situation of the class and teacher. d. classroom interaction the observed classroom interactions were divided into teacher’s talk, which was all speech acts by the teacher that were addressed to students, and students’ talk, which was all students utterances directed to the teacher. the initial categories developed for coding teacher data were: (1) academic instruction—the teacher’s academic presentation, answering students’ academic questions, and supportive and corrective feedback; (2) motivation—various illocutionary acts aimed at activating students; (3) evaluation—positive and negative feedback and (4) classroom management—discipline instruction and procedure marker. students’ talk was categorized according to source: (1) teacher-initiated-student utterances directly induced by, and addressed to, the teacher (including all kinds of students response” academic, procedural english franca vol 1 no 02 tahun 2017, stain curup page 166 p-issn 2580-3670, e-issn 2580-3689 and discipline); and (2) students-initiated—spontaneous student utterances addressed to the teacher (academic and procedural questions, initiative calls and mainly, calling out of run). pre-service teacher ppl students or pre-service teacher training program is a term for university students who follow the teacher training –praktek pengalaman lapangan. or in english, field practice program (ppl)-, as one of intra curriculum activities. this program includes orientation, observation, teaching practice based on the field and another non-teaching activities. pre service teacher is how teachers can be prepared to take up these new roles and perform teaching effectively to meet the challenges and expectations from education reform is crucial to the reform and practices of teacher education and professional development. pre-service teacher is a call to the profession of the student in a collage when teaching practice. it task is to teach the students to perform the target task. in other word, preservice teaching is a period of guided,supervised teaching. the college student is gradually introduced into the teaching role for a particular class by a mentor or cooperating teacher. the cooperating teacher works with and encourages the preserviceteacher to assume greater responsibility in classroom management and instructionas the experience progresses. the preservice teacher begins as an observer and finishes the preservice teaching experience as a competent professional. in addition, according to australian institute for teaching and school leadership (aitsl), pre-service teachers are students of higher education institution and they are in primary teacher education programs. then, tarbiyah department is the department which produces english educator candidates. the students learn courses related to education to prepare the teaching strategies and materials to be future educator in school. in conclusion, pre-service teachers are college students of education department who study about education and will be future educator. they study the subjects related to education as the requirement to be professional teachers, like teaching and learning, pedagogical, material training, professional and social training. pre service teacher perceptions of knowledge as a teacher quality and how this might change with educational course work and professional experience is important aspect of this research, because this research focus on how pre service teacher get a good experience in english franca vol 1 no 02 tahun 2017, stain curup page 167 p-issn 2580-3670, e-issn 2580-3689 teaching classroom and learn about how to get a good confidence before they graduate at university and will be a real teacher in the future. they must prepare before they like a real teacher and be a professional teacher. teacher is required to deliver content knowledge, develop skills and foster attitudes that will enable learners to reach their potential. pre service teacher is the training that occurs before teachers enter the profession and or take up employment in a range of different education or institution. to being all the task of the teacher it is pre service teacher must have good ability firstly, one of the ability is a good confidence in teaching process, remember that teacher is a dominant element in the classroom activity. according to porter & brophy (1988:p.75), pre service teacher need a sound foundation in subject content knowledge and learning theory, while research also highlights the need for pre service teacher to be able to ‘adapt their instruction to students’ pre existing knowledge and beliefs about subject matter. to adapt their instruction to students is not easy task for pre service teacher, they must learn about theory in learning and teaching classroom to have a good preparation before they are teaching. previous related study previous related study is a review of the the previous researchers that were currently available or suitable with this research. the point of previous related study is to elaborate a deep understanding of the theories previously. in this part, the researchers use three previous related studies which had been conducted by seven different researchers. first, kristina monika klopfer studied about “pre-service teacher education and classroommanagement: an evaluation of edu 5572”. the research aimed to broaden the literature onclassroom management training in pre-service education by evaluating the effectiveness of a behavioural management course, edu5572, taught to teaching students. it was of particular interest to evaluate teaching students’ on several variables related to classroom mangement such as teaching style, teaching self-efficacy, teaching attitudes and behaviours, before and after the completion of the course. in addition, this research sought to determine whether teaching students who completed the english franca vol 1 no 02 tahun 2017, stain curup page 168 p-issn 2580-3670, e-issn 2580-3689 course were better prepared to handle child emotional and behavioural difficulties compared to students who did not take this course. second, arif rudiyanto studied about” descriptive analysisof classroommanagement strategies of the second grade students of smpn 03tengaran”. this research focused on the characteristic of classclassroom management strategy approach in second grade where competence standardize and competence based are being applied at smpn 03 tengaran in academic year of 2013/2014.the researcher investigated the teachers ‟preparation on their english teaching,especially strategy classroom management, their problem and ways toover come the problems. third, sarif ramadhoni studied about “the effectiveness of the application of the brainstorming method in the improvement o the economics learning interest and achievement of grade x students of smk ypkk sleman used by pre-service teacher”. that was a quasi experimental research employing the non equivalent control group design. the research subject were grade x students of smk ypkk 3 sleman. the data were collected through questionnaire, a test, and documentation. the result of the study were the brainstorming method was effective to improve the economics learning interest, and achievement. fourth, nia anggela studied about “the implementation of brainstorming activity of pre service teachers”. this research purposed ininvestigating how is the implementation of brainstorming activity of pre service teachers and what are the pre service teacher’s difficulties of brainstorming activty. this research only focuses on the implementation of brainstorming activity in teaching english lesson of pre service teacher at senior high school number 1 and number 2 at rejang lebong. the subject of the research involved student pre service teachers of english study program of stain curup at eight semester who used brainstorming in their teaching english. there are two pre service teachers that used brainstorming technique when they teach. furthermore, this research used descriptive qualitative with observations, interview and documentation as the data collecting technique. the finding showed that the pre service teachers that have done the teaching practice implemented brainstorming in teaching english. their brainstorming activities generally were characterized by explaining the objective of brainstorming in the beginning of the brainstorming activity. then the pre service teachers used various english franca vol 1 no 02 tahun 2017, stain curup page 169 p-issn 2580-3670, e-issn 2580-3689 activities to brainstorm students’ idea in introducing new topic.. commonly, the pre service teachers recorded student’s ideas on white board’ during the activity, the pre service teachers also did not judge student’s ideas in order to gain as many as students’s ideas. to do the activity, pre service teachers established a short time limit. at the end, the pre service teachers announce the topic of the lesson. fifth, nawshin shakila did her research entitled “teaching methods and classroom management” she did her research as qualitative research and the result explained teachers are using different methods and techniques in different classes. using different methods and techniques breaks the monotonous tone of the class and gives the new look in the education. the classroom management will not be a challenging task for any teacher if they have proper knowledge of different theories of teaching methods and techniques. the teachers do concentrate on the proper implication of those techniques according to the classroom environment and situation. the students enjoy the class caused by the teacher can manages classroom properly and generate all methods and techniques. sixth, fitriani conducted a research entitled “students’ strategies in answering question in reading comprehension in semester examination (a case ctudy third level of smu 3 curup in academic year 2007-2008).” the result of the study shows that strategies dominantly used by the students of smu 3 curup are scanning the text for specific information, followingthe instruction. then, the strategy undominat usedare: the strategy in graphemic rules and patterns to aid bottom-up decoding, semantic mapping or clustering. they have influence when the students answering question of reading comprehension in semester examination. that strategies can help themeasy in doing the reading examination. the last, mohamad aliakbari about “assertive classroom management strategies and students’ performance” in 2004, based on the results of the study, the given sample of the iranian high school teachers honored teachingand teacher–student relationship strategies more than organization and punishment–rewardstrategies. therefore, it is concluded that there is a weak positive relationship between applying assertivemanagement strategies and the students’ achievement at the level of 0.05 (r = .185*, p < 0.05).while the results of the current study shed more light on the importance of teachers’ managing skillsand the relationship between teachers’ effectiveness and students’ achievement, english franca vol 1 no 02 tahun 2017, stain curup page 170 p-issn 2580-3670, e-issn 2580-3689 findings call forteachers’ stress and emphasis on other effective factors in classroom as well and develop creativeapproach to adjust such strategies with classroom conditions. the findings have implications foriranian educational administrators, especially given the in-service training programs for efl teachersto efficiently practice classroom management strategies.in spite of the attempts in conducting the current research, some limitations need to be acknowledged. by looking into the previous studies as explained above, it can be seen that the related finding about teaching strategies and classroom management also. beside of that, this research is different from the previous studies above. first, it can be seen from the aimed of research, in this study the researcher focused on the stategies and the classroom management. while another related finding above only focused on the classroom management for example the research which was conducted by kristina monika klopfer, nawshin shakila, mohamad aliakbari and arif rudianto. second, this research focus on pre-service teacher teaching stratefies and classroom management by cooperating with teacher who as advisor of preservice english teacher while the previous research is focus on teacher teaching strategis or teacher classroom management. third, this reasearch is conducted in junior high school level while the previous research conducted their research on senior high school like a research which was conducted by fitriani. she conducted her study at senior high school number 3 curup. the last is the area where the researcher conducted the research. in this present research, the reseacher did her research on rejang lebong regency while another previous studies did their research on another regency. for example a research conducted by arif rudianto, he conducted his study on tengaran. [ research methodology research design there are many types of research design which can be used appropriately. in this research, the researcher usedmix method explanatory. mixed method focused on combining between quantitative method and qualitative method. it causes this study need two types of data to answer the research question these are quantitative data and qualitative data. according to creswell (2008:552) stated that “ a mixed english franca vol 1 no 02 tahun 2017, stain curup page 171 p-issn 2580-3670, e-issn 2580-3689 methods research design is a procedure for collecting, analyzing , and ‘mixing’ both quantitative and qualitative research and methods in a single study to understand research problem”. the researcher describes the data in written from describes quantitative data are usually collected through a questionnaire, quantitative research is research oriented to the phenomenon or phenomena in nature. this research used mix method explanatory because the result of questionairre measured in form of percentage and the result of interview described in form of explanation. subject of the research the researcher used purposive sampling technique for choosing the subject of this research. the subject of the research wasall the english teacher as the advisor of preservice english teacher or cooperating teacher at junior high school in rejang lebong regency.the total english teacher was 7 teachers. the english teacher came from smpn 1 rejang lebong, smpn 2 rejang lebong, smpn 3 rejang lebong, smpn 4 rejang lebong, smpn 5 rejang lebong, smpn 10 rejang lebong, dan smpn 40 rejang lebong.there were 17 preservice english teacher in that school. the researcher gave them questionnaires and interviews. instruments of the research the are some instruments that researcher used for collecting the data, they were: teaching strategies and classroom management questionnaire and interview guidelines. there were two questionnaires of this research: 1) teaching strategies questionnaire and 2) classroom management questionnaire. this questionnaire used to know pre-serviceenglish teacher strategies in teaching and managing the classroom. there were 28 strategies and 4 aspect of classroom amnagement analyzed in this research. in this research, the research, the researcher made a interview gudelines to make the interview be run well and focus to the point. the researcher gave some questions to all the participants to get the information about their activities in using the teaching strategies and in managing the classroom. techniques for analyzing the research sujana (2004: p.43) states that there are five processes to analyze the data from english teaching strategies and classroom english franca vol 1 no 02 tahun 2017, stain curup page 172 p-issn 2580-3670, e-issn 2580-3689 management questionnaire (quantitative data) in this research. this process following: 1. verification of data is to check of trust and complete the questionnaire that answered by respondent. 2. classification and tabulation of data that had verification in a table. 3. count the percentage with use formula: p = f x 100% n note: p = percentage f = total frequency each item n = number of preservice english teachers 4. analysis the data from the questionnaire and the data arranged based on research questions. 5. the arranged data described one by one. 6. drawing general conclusions. whereas, according to gay (2000:p.204), there are some steps to analyze the result of qualitative data. they were data managing, reading, describing, classifying, and interpreting. the researcher used this step to annalyze the data from english teaching strategies and classroom management interview. 1. data managing is in order to make sure that you have dated, organized and sequenced all field notes, transcript observer, comments, memos, and reflection. the researcher used this step to organize the data from english teaching strategies and classroom management interview. 2. reading/memoing involves reading the field notes, transcript, emmos, and observer comment to get sense of the data. the researcher read all the data and get general description about english teaching strategies and classroom management. 3. describing is based on the observation and field notes which to provide the true picture of the setting and events taht took place in it. the researcher describes all the data from english teaching strategies and classroom management interview. the result of english franca vol 1 no 02 tahun 2017, stain curup page 173 p-issn 2580-3670, e-issn 2580-3689 describing step used by the researcher to do the next step in analyzing the data. 4. classifying is ordering field notes or transcription into categories that represent different aspect of the data. the researcher classifies each data about english teaching strategies and classroom management used by preservice english teacher. the result classifies into categories based on the research questions or indicator. 5. interpreting is reflective, integrative, and explanatory is based heavily on the connections, common aspects, and linkages among the data especially the identified categories and pattern. the researcher explains and interprets the result of english teaching strategies and classroom management interview deeply. findings and discussions findings there were four result findings of this research. first, the result from teaching strategy questionnaire. second, the result from classroom management questionnaire. third, the result of teaching strategy inteview. and fourth, the result of classroom management interview. the reseacher analyzed the result of questionnaires first, and then the researcher analyzed the result of interview. english teaching strategies questionnaire the researcher distributed the english teaching strategies questionnaire to 7 english teacher at junior high school in rejang lebong regency. the types of english teaching strategies used by preservice english teacher can be seen in the following table: table 3. the result of english teaching strategies questionnaire school/ et preservice english teacher english teaching strategies smpn 1 rl 3 students 1. task-based language learning 2. cooperative learning 3. grapic organizers 4. technology english franca vol 1 no 02 tahun 2017, stain curup page 174 p-issn 2580-3670, e-issn 2580-3689 5. roleplay 6. storytelling 7. vocabulary building smpn 2 rl 2 students 1. task-based language learning 2. cooperative learning smpn 3 rl 2 students 1. task-based language leraning 2. cooperative learning 3. grapic organizers smpn 4 rl 3 students 1. task-based language learning 2. cooperative learning 3. analysis of student work smpn 5 rl 2 students 1. task-based language learning 2. cooperative learning smpn 10 rl 3 students 1. task-based language learning 2. cooperative language 3. summarizing and notetaking smpn 40 rl 2 students 1. task-based language learning 2. cooperative learning 3. storytelling 4. vocabulary building total 17 students 9 types of teaching strategies based on the table above, it can be seen that there were nine strategies was used by the preservice english teacher while they teach the students in that school. they were: (1) task-based language learning; (2) cooperative learning; (3) grapic organizers; (4) technology; (5) roleplay; (6) storytelling; (7) vocabulary building; (8) summarizing and notetaking; and (9) analysis of student work. table 4. the percentage of english teaching strategies no strategies preservice english teacher percentage 1 task-based language learning 17 students 100% english franca vol 1 no 02 tahun 2017, stain curup page 175 p-issn 2580-3670, e-issn 2580-3689 2 cooperative learning 17 students 100% 3 grapic organizers 5 students 29% 4 technology 1 students 5.8% 5 roleplay 1 students 5.8% 6 storytelling 2 students 11.7% 7 vocabulary building 2 students 11.7% 8 summarizing and notetaking 1 students 5.8% 9 analysis of student work 1 students 5.8% based on the table above, it can be seen that the percentage of types of english teaching strategies was used by the preservice english teacher while they teach the students in that school. the strategies were: (1) task-based language learning (100%) and (2) cooperative learning (100%); (3) grapic organizers (29%); (4) technology (5.8%); (5) roleplay (5.8%); (6) storytelling (11.7%); (7) vocabulary building (11.7%); (8) summarizing and notetaking (5.8%); and (9) analysis of student work (5.8%). the most strategies used by preservice english teacher (>50%) were task-based language learning and cooperative learning. classroom management questionnaire the researcher distributed the classroom management questionnaire to 7 english teacher at junior high school in rejang lebong regency. the types of classroom management used by preservice english teacher can be seen in the following table: table 5. the result of english teaching strategies questionnaire school/ et preservice english teacher english teaching strategies smpn 1 rejang lebong 3 1. maintaining discipline 2. giving feedback 3. classroom interaction smpn 2 rejang lebong 2 1. giving feedback smpn 3 rejang lebong 2 1. maintaining discipline 2. giving feedback smpn 4 rejang lebong 3 1. giving feedback smpn 5 rejang 2 1. giving feedback english franca vol 1 no 02 tahun 2017, stain curup page 176 p-issn 2580-3670, e-issn 2580-3689 lebong smpn 10 rl 3 1. maintaining discipline 2. giving feedback smpn 40 rl 2 1. maintaining discipline 2. giving feedback total 17 students 3 aspects of classroom management based on the table above, it can be seen that there werethreeclassroom management was used by the preservice english teacher while they teach the students in that school. they were: (1) maintaining discipline; (2) giving feedback; (3) classroom interaction. the preservice english teacher did not used setting arrangement in classroom management. table 6. the percentage of classroom management no strategies preservice english teacher percentage 1 maintaining discipline 10 students 58.5% 2 giving feedback 17 students 100% 3 classroom interaction 3 students 17.6% based on the table above, it can be seen that the percentage of cassroom managementwas used by the preservice english teacher while they teach the students in that school. the strategies were: (1) maintaning discipline (58.5%), (2) giving feedback (100%), and classroom interaction (17.6%). the most classroom management used by preservice english teacher (>50%) were giving feedback, maintaning discipline and getting feedback. the implementation of teaching strategies the researcher gave english teacher some questions to know about the implementation of english teaching strategies used by preservice english teacher. the implementation nine types of english teaching strategies can be seen in the following table: table 7. the implementation of task-based language learning schools the implementation of tbll smpn 1 rl pet applying this strategy by using another strategies first. after that, they used this strategies. english franca vol 1 no 02 tahun 2017, stain curup page 177 p-issn 2580-3670, e-issn 2580-3689 pet make their student did the exercise in the worksheet as the evaluation to kcnow if the students understand the material or not. smpn 2 rl pre-service english teacher gave the explanation about the material first in the beginning of the class. pet asked the students to do the exercise on their worksheet which is related to the material before. in the last they asked the students to submit their task and correcting it together. smpn 3 rl pet used this strategiy by combining this strategy another strategies. for example: they make student in group first after that in the last time they asked students to do the worksheet smpn 4 rl pre-service teachet gave the explanation in the beginning of the class pet gave a questions for students to answer its. this activity is done until the time is up. smpn 5 rl pet applied this strategy by giving an instruction to the students to do the exercise on their homework. and then they only sit down infront of the class. so if the students have done the exercise the pre-service teacher asked the students to submit but if the task haven’t done yet so they made it be a homework. smpn 10 rl pre-service english teacher used this strategy by giving task to student. pet gave the questions to the students and after that they the explanation and the students did the task on their notebook. smpn 40 rl the teacher asked students to answer the task individually. the teacher ask the students to discuss. the teacher describe about the task. based on the result of the table, it can be seen that in implementing the task-based language learning the pre-service english teacher, applying this strategy by combining this strategy to another strategy. beside of that in the beginning the class they explain the material after that they asked their students to do the task on the english franca vol 1 no 02 tahun 2017, stain curup page 178 p-issn 2580-3670, e-issn 2580-3689 students worksheet which is related to the material that they explained before. after that in the last using another strategies first. in addition they also give the questions to the students to anwers and asked the students to have discussion aboout theat questions. and at the last , the teacher asked students to submit the taks if they have finished the task yet and if they haven’t done yet they made it become homework. table 8. the implementation of cooperative learning strategy schools the implementation of teaching strategies smpn 1 rl the pet devided students in some groups. make student to discuss the topic. the teacher asked students to present the topic. the teacher asked students to taking a note of the discussion. smpn 2 rl the pet devided students into some groups. the pet asked student to present the topic. smpn 3 rl pet teacher devided students in some groups. pet give one topic to students to discuss. pet asked student to summarize the material and present the material infront of class. smpn 4 rl the pet made student worked in group the students present the material infront of the class. the teacher took the conclusion based on students explanation before. smpn 5 rl the pet devided students into some groups. the pet asked students the material infront of the class. smpn 10 rl the pet asked student into some groups. the pet gave 1 topic to the students the students made students to present the material. smpn 40 rl the teacher asked the student to discuss the topic in group. the teacher ask the student to answer the english franca vol 1 no 02 tahun 2017, stain curup page 179 p-issn 2580-3670, e-issn 2580-3689 wuestion based on the topic in the group. the teacher asked students to collect or submit the result of their discussion infront of class. according to the table above, it can be concluded that pre-service english teacher implemented this strategy by dividing the students into some groups and asked the students to discuss with their friend. but, before that they gave to their students 1 topic to discuss and take tha summarize of that topic. and then, the students have to present their presentation while their classmates is asked to give the question to the presenter. and at the last of the class the pre-service english teacher took the conclusion based on students explanation before. table 9. the implementation of grapic organizer strategy schools the implementation of teaching strategies smpn 1 rl pet used this strategy in some materials to make students more understand about the material. pet gave the explanation by using that grapic. smpn 2 rl smpn 3 rl pet used grapic to help them easy to teach and the students to comprehend the material. pet gave the explanation first after that they gave time for students to understand the material. smpn 4 rl smpn 5 rl smpn 10 rl smpn 40 rl based on the table above, it can be seen that the pre-service english teacher applied this strategy in the classroom by using grapic to help them in explaining the material to their students. beside of that using this startegy is helped the students to understanding the material. table 10. the implementation of technology strategy schools the implementation of teaching strategies smpn 1 rl pet sometimes used technology tools such english franca vol 1 no 02 tahun 2017, stain curup page 180 p-issn 2580-3670, e-issn 2580-3689 as infocus. pet played the video or movei which is related to the material. smpn 2 rl smpn 3 rl smpn 4 rl smpn 5 rl smpn 10 rl smpn 40 rl based on the table above it can be seen that is the pre-service english teacher sometimes used infocus to help them teach the lesson to students. for example to play the movie or video which is related to the material. table 11. the implementation of roleplay strategy schools the implementation of teaching strategies smpn 1 rl pet gave task to the students to make drama. the function of this strategy was to make the students more interesting to follow up the lesson. smpn 2 rl smpn 3 rl smpn 4 rl smpn 5 rl smpn 10 rl smpn 40 rl based on the table above, it can be seen that in applying this strategy pet gave task to the students to make drama. the function of this strategy was to make the students more interesting to follow up the lesson. table 12. the implementation of storytelling strategy schools the implementation of teaching strategies smpn 1 rl pet gave some topics pet asked students to do storytelling in front of the class based on that topic. smpn 2 rl english franca vol 1 no 02 tahun 2017, stain curup page 181 p-issn 2580-3670, e-issn 2580-3689 smpn 3 rl smpn 4 rl smpn 5 rl smpn 10 rl smpn 40 rl pet gave the topic to the students. pet ask students to do storytelling. pet listen to the students storytelling. based on the finding above, it can be seen that the pet applied this strategy by give one topic to students and asked them to do strorytelling infront of the class or gave the audio to the students about stroytelling. table 13. the implementation of analysis of student work strategy schools the implementation of teaching strategies smpn 1 rl smpn 2 rl smpn 3 rl smpn 4 rl the pet asked students to perform infront of the class. the pet asked their classmates to give comment for their friend performance. smpn 5 rl smpn 10 rl smpn 40 rl based on the table above, it can be seen that the pet asked students to perform infront of the class and then asked their classmates to give comment for their friend performance. table 14. the implementation of sumarizing and note taking strategy schools the implementation of teaching strategies smpn 1 rl smpn 2 rl smpn 3 rl smpn 4 rl smpn 5 rl smpn 10 rl the pet explained the material first. english franca vol 1 no 02 tahun 2017, stain curup page 182 p-issn 2580-3670, e-issn 2580-3689 the pet asked students to take a note while they explain the material. the pet asked students to re-read the summarizing the pet gave the students questions based on the summarizing that they did before. smpn 40 rl based on the finding above, it can be concluded that the pet in implementing this strategy they explained the material first. and then they asked their students to take a note while they explain the material. after that asked the students to re-read the summarizing. at the last the pet gave the students questions based on the summarizing that they did before. table 15. the implementation of vocabulary building strategy schools the implementation of teaching strategies smpn 1 rl the pet asked the students the write down the new vocabbulary that they get the pet asked the students to memorize that vocabullary. the pet asked the students about the vacabullary. smpn 2 rl smpn 3 rl smpn 4 rl smpn 5 rl smpn 10 rl smpn 40 rl the teacher ask students to write down the information about vocabullaty the teacher ask student to find out the meaning of the vocabullary in the dictionary. the teacher asked the students to write down the meaning. based on the table above, it can be concluded that in implementing the vocabullary building strategy the pre-service englich teacher asked the students to write down and find out the meaning of vocabullaty that they get. after that the students is asked by the pet to english franca vol 1 no 02 tahun 2017, stain curup page 183 p-issn 2580-3670, e-issn 2580-3689 memorize that vocabulary. furthermore, to make the students easy to memorize the vocabullary the pet asked students to find out the information which is related to that vocabullary classroom management interview in the classroom management interview, the researcher interviews english teacher about: (1) the implementation of classroom management, (2) the reason of preservice english teacher used that classroom management, (3) students’ responses toward classroom management, (4) the reason of pre-service english teacher did not use that classroom management; (5) english teacher responses about classroom managementused by pet. 1. the implementation of classroom management the researcher gave english teacher questions to know about the implementation of classroom management used by pet. the implementation of classroom management can be seen in the following table: table 20. the implementation of maintaining discipline schools the implementation of maintaining discipline smpn 1 rl pet did the activities in class based on some steps in lesson plan. so the goal of the material can convey well because all activities have done with exact time. pet made the condition of the class being good, such asthe students pay attention the materials well. smpn 2 rl smpn 3 rl pet used maintaining discipline in learning process, every activities accordance with lesson plan. from the pre activity, main activity and post activity. pet did the warming up, brainstorming, after that discuss the material, give evaluation and for the post activity, they usually give homework. pet did brainstorming or discuss materials, he gave the instruction clearly so the students do the activity easily. pet always controled the students’ english franca vol 1 no 02 tahun 2017, stain curup page 184 p-issn 2580-3670, e-issn 2580-3689 activites, so there is no students who didn’t pay attention. smpn 4 rl smpn 5 rl smpn 10 rl pet did the activities in classroom accrodance with lesson plan. pet gave some instructions in learning process clearly, for instance the instructions arranged well, so the students easy to understand and also the condition of class will be running well. smpn 40 rl pet gave brief explanation about their classroom rules. what the students have to do and what the things that they don’t have to do. pet walked arround the class to see what the student do. based on the finding above, it can be conclude that maintaining discipline aspect is used by pet in managing the classroom. in learning process, every activities accordance with lesson plan. from the pre activity, main activity and post activity for instance do the warming up, brainstorming, after that discuss the material, give evaluation and for the post activity, they usually give homework. pre-service english teacher do some activities in the class by giving the instruction clearly so the students do it easily. in learning procees, pet also keep in touch with students, to make sure that students be aware that their teacher monitored them. so, the aspect really help teacher in managing the classroom, but it can be better if pet use all aspects to make sure the learning process will be running well. table 21. the implementation of giving feedback schools the implementation of giving feedback smpn 1 rl pet gave comment to the students about their mistake in doing performance. smpn 2 rl pet used this aspect, for example the always gave feedback of students’ performance or task. they often give comment and suggestion to decrease the mistakes. smpn 3 rl pet used “giving feedback” in manging the english franca vol 1 no 02 tahun 2017, stain curup page 185 p-issn 2580-3670, e-issn 2580-3689 classroom, for example pet usually gave note in students’ writting and speaking activities. pet gave note “please learn more!”, if the student did it well after the students did the performance. the teacher directly response by saying “good job!’ smpn 4 rl preservice english teacher used “giving feedback” in learning process. they often give comment to the students’ performance for example in speaking test “describe people” after students did it, the pet directly give comment and tell the mistake of that student such as grammar and pronounciation. smpn 5 rl pet gave feedback to students’ result. for example if the teacher ask about some materials, and the students answer correctly. the teacher directly said “yeah, it’s the correct answer, good job!”. smpn 10 rl pet usually gave feedback to the students’ performance, for instance give comment or suggestion by writtem and oral feedback. pet directly gave comment the students’ performance such as say “your performance is good, but you have to always practice, so your utterance will be more fluently”. smpn 40 rl pet only give feedback when the students have a performance in front of classroom or the teacher only give oral feedback to students. from the table above, it can be conclude that preservice english teacher manage the classroom by using “giving feedback” aspect. they often give comment to the students’ performance by saying directly for instance “your performance is good, but you have to always practice, so your utterance will be more fluently” or by giving a note. pet also tell the mistake of the students’ performance such as grammar and pronounciation. so, it can make the student realize that they have good ability and become more enthusiastic in improving their ability. and if they have mistake or error, they will effort to correct it and not to do the english franca vol 1 no 02 tahun 2017, stain curup page 186 p-issn 2580-3670, e-issn 2580-3689 same mistake. the aspect is appropiate in managing the classroom, but it will be better if pet also use all of aspects. table 22. the implementation of classroom interaction schools the implementation of classroom interaction smpn 1 rl pet give good interaction and stimulation to the students, so they felt comfortable and active in learning process pet always give question to make sure the students understand about the materials smpn 2 rl smpn 3 rl smpn 4 rl smpn 5 rl smpn 10 rl smpn 40 rl based on the table above, it can be conclude that preservice english teacher use classroom interaction to manage the classroom. in learning process pet do interaction to the students by giving stimulation, so it can make the students become active because they will be brave to ask teacher about the material directly and answer the teacher’s question. by using “classrrom interaction students also feel comfortable in the class, so the aspect is suitable to used. but to make sure that the process of learning will be running well, pet should use all aspects in managing the classroom. discussions english teaching strategies based on the finding above, it can be seen that there were nine strategies was used by the preservice english teacher while they teach the students in that school. they were: (1) task-based language learning; (2) cooperative learning; (3) grapic organizers; (4) technology; (5) roleplay; (6) storytelling; (7) vocabulary building; (8) summarizing and notetaking; and (9) analysis of student work.the percentage of types of english teaching strategies was used by the preservice english teacher while they teach the students in that school. the strategies were: (1) task-based language learning (100%) and (2) english franca vol 1 no 02 tahun 2017, stain curup page 187 p-issn 2580-3670, e-issn 2580-3689 cooperative learning (100%); (3) grapic organizers (29%); (4) technology (5.8%); (5) roleplay (5.8%); (6) storytelling (11.7%); (7) vocabulary building (11.7%); (8) summarizing and notetaking (5.8%); and (9) analysis of student work (5.8%). the most strategies used by preservice english teacher (>50%) were task-based language learning and cooperative learning (100%). this finding is similar with richards jack & rodgers theodore (2007) and dadid nunan (2003) opinion. they states that task -based learning and cooperative learning offers an alternative for language teachers. these strategies can help the teacher in teaching and learning process. this strategies could helped the teacher to make the students more easily in comprehend the material. classroom management based on the finding above, there were three classroom management was used by the preservice english teacher while they teach the students in that school. they were: (1) maintaining discipline; (2) giving feedback; (3) classroom interaction. the preservice english teacher did not used setting arrangement in classroom management. the percentage of cassroom management was used by the preservice english teacher while they teach the students in that school. the strategies were: (1) maintaning discipline (58.5%), (2) giving feedback (100%), and classroom interaction (17.6%). the most classroom management used by preservice english teacher (>50%) were giving feedback and maintaning discipline.in the same opinion, wolfgang (2006) states that there are four aspects to manage classroom. they were feedback and maintaning discipline. the teachers have to give the clear instruction and allowed the students get the point by giving feedback teachers can help students understand where their mistake and give them ideas of how correct their mistakes. the implementation of english teaching strategies there were nine strategies used by the preservice english teacher in teaching and learning process. the implementation of these strategies can be seen in the following sentences. first, the implementation of task-based language learning strategy that applied by preservice english teacher were: 1) pre-service english teacher gave the explanation about the material first in the english franca vol 1 no 02 tahun 2017, stain curup page 188 p-issn 2580-3670, e-issn 2580-3689 beginning of the class; 2) pet asked the students to do the exercise on their worksheet which is related to the material before; 3) in the last they asked the students to submit their task and correcting it together. second, the implementation of cooperative learning strategy that applied by preservice english teacher were: 1) the pet devided students in some groups; 2) make student to discuss the topic; 3) the teacher asked students to present the topic; 4) the teacher asked students to taking a note of the discussion; and 5) the teacher took the conclusion based on students explanation before. third, the implementation of grapic organizers strategy that applied by preservice english teacher were: 1) pet used grapic to help them easy to teach and the students to comprehend the material; and 2) pet gave the explanation first after that they gave time for students to understand the material. fourth, the implementation of technology strategy that applied by preservice english teacher were 1) pet sometimes used technology tools such as infocus; and 2) pet played the video or movei which is related to the material. fifth, the implementation of roleplay strategy that applied by preservice english teacher were pet gave task to the students to make drama. the function of this strategy was to make the students more interesting to follow up the lesson. sixth, the implementation of storytelling strategy that applied by preservice english teacher were 1) pet gives the topic to the students; 2) pet asks students to do storytelling; and 3) pet listens to the students storytelling. seventh, the implementation of analysis of student work strategy that applied by preservice english teacher weren 1) the pet asked students to perform infront of the class; 2) the pet asked their classmates to give comment for their friend performance. eighth, the implementation of summarizing and notetaking strategy that applied by preservice eenglish teacher were: 1) the pet explained the material first; 2) the pet asked students to take a note while they explain the material; 3) the pet asked students to re-read the summarizing; and 4) the pet gave the students questions based on the summarizing that they did before. ninth, the implementation of vocabulary building strategy that applied by preservice english teacher were 1) the pet asked the students the write down the new vocabbulary that they get; 2) the pet asked the students about the vacabullary. the teacher ask students to write down the information about vocabulary; 3) the teacher ask student to find out the meaning of the vocabullary in the dictionary; 4) english franca vol 1 no 02 tahun 2017, stain curup page 189 p-issn 2580-3670, e-issn 2580-3689 the teacher asked the students to write down the meaning; 5)the pet asked the students to memorize that vocabullary. the implementation of nine english teaching strategies above was similiarty with the david nunan (2003) and jack richard (2007) opinion. they said that there are many strategies can be used in teaching and learning process. some of them were (1) task-based language learning; (2) cooperative learning; (3) grapic organizers; (4) technology; (5) roleplay; (6) storytelling; (7) vocabulary building; (8) summarizing and notetaking; and (9) analysis of student work. the implementation of classroom management there were three classroom management used by the preservice english teacher. first, the implementation of maintaning discipline applied by preservice english teacher were: 1) pet made the condition of the class being good, such as the students pay attention the materials well; 2) pet did the warming up, brainstorming, after that discuss the material, give evaluation and for the post activity, they usually give homework; 3) pet gave some instructions in learning process clearly, for instance the instructions arranged well, sothe students easy to understand and also the condition of class will be running well; and 4) pet always controled the students’ activites, so there is no students who didn’t pay attention. the teacher use that aspect because it will make the process running well. from the pre,main and post acvities arrange well. and also for giving the instruction well, the student will follow the process easily. the teacher control the class such as keep in touch wth students in order to students always pay attention what the teacher said.the pet use that aspect because by giving the feedback. it can make the student feel that the teacher care about them. and also from the feedback such as writtwn and oral feedback. the students will correct the mistake and will not the mistake anymore. second, the implementation of getting feedback applied by preservice english teacher were (1) pet used this aspect, for example the always gave feedback of students’ performance or task. they often give comment and suggestion to decrease the mistakes;(2) pet gave comment to the students about their mistake in doing performance; (3) pet gave feedback to students’ result. for example if the teacher ask about some materials, and the students answer correctly. giving feedback is used because students need something that they remind to be guide wush as whch is the correct one. so the students will not do the same mistake. pet use “giving feedback” because from english franca vol 1 no 02 tahun 2017, stain curup page 190 p-issn 2580-3670, e-issn 2580-3689 that students be aware of their mistake and correct it, so they don’t do the same mistake.the teacher use that aspect because it will make the process running well. from the pre,main and post acvities arrange well. and also for giving the instruction well, the student will follow the process easily. the teacher control the class such as keep in touch wth students in order to students always pay attention what the teacher said.the pet use that aspect because by giving the feedback. it can make the student feel that the teacher care about them. and also from the feedback such as written and oral feedback. the students will correct the mistake and will not the mistake anymore. third, the implementation of classroom interaction applied by preservice english teacher were(1) pet give good interaction and stimulation to the students, so they felt comfortable and active in learning process; (2) pet always give question to make sure the students understand about the materials. pet use this aspect because by making or following the lesson plan, the activities will be done with exact time. and also giving the instruction, we have to convey it clearly because is related to students’ result . and keep in touch is really needed. so students will be aware that the teacher control them. it make the student pay attention the material well.pet use this aspect because it can help the students to correct the mistake from note that teacher gave to them. and also from giving feedback, the students motivate to be better. conclusions and suggestions conclusions based on the findings above, the conclusion of the research can be seen in the following sentences: 1. the types of english teaching strategies used by preservive english teacher were: (1) task-based language learning (100%) and (2) cooperative learning (100%); (3) grapic organizers (29%); (4) technology (5.8%); (5) roleplay (5.8%); (6) storytelling (11.7%); (7) vocabulary building (11.7%); (8) summarizing and notetaking (5.8%); and (9) analysis of student work (5.8%). the most strategies used by preservice english teacher (>50%) were task-based language learning and cooperative learning (100%). english franca vol 1 no 02 tahun 2017, stain curup page 191 p-issn 2580-3670, e-issn 2580-3689 2. the types of classroom management used by preservive english teacher were: (1) maintaning discipline (58.5%), (2) giving feedback (100%), and classroom interaction (17.6%). the most classroom management used by preservice english teacher (>50%) were giving feedback and maintaning discipline. 3. the implementation of nine english teaching strategies used by preservice english teacher was similiarty with the english teaching strategies theory by david nunan (2003) and jack richard (2007) opinion. 4. the implementation of three classroom management (maintaning dsicipline, getting feedback, and classroom interaction) was appropriate with the theory by wolfgang (2006), marzano et al (2003), adn brophy (2006). suggestions based on the result of this research, some suggestions can be presented for the english teacher, for students, for other researcher, and for stain curup. 1. for the english teacher the english teacher can teach using various strategies to make the students more interest and motivate in teaching and learning process. there are many kinds of english teaching strategies. the english teacher should use various strategy to make the student more enjoy and active in the classroom. 2. for students this research can be used by the student to improve their ability about english teaching strategies. they can request that various strategies to their teacher to apply in teaching and learning process. 3. for the other researcher for other researcher, they can do the research about other aspect which influenced the success of teaching and learning process, such as motivation, style, anxiety, awareness, and etc. 4. for stain curup the result of this research give the information about the quality of preservice english teacher of stain curup at junior high school. the result of this research can be used as the references to make our preservice quility better. the preservice english teacher should be learn more about english teaching strategies in microteaching subject. english franca vol 1 no 02 tahun 2017, stain curup page 192 p-issn 2580-3670, e-issn 2580-3689 short biography the writer is an english lecturer in stain curup, graduated her s1 from bengkulu university in 2011 and her master degree of english language education from sriwijaya university in 2013. references aliakbari, mohamad. 2004. assertive classroom management strategies and students’ performance. iranian: university of iranian. angela, nia. 2017. the implementation of brainstorming activity of pre service teachers (a descriptive qualitative study of pre service teachers). curup: unpublished thesis in stain curup australian institute for teaching and school leadership (aitsl). initial teacher education, retrieved from website http://www.aitsl.edu.au/initial-teacher-education on 12 april 2017. brophy, j. 2006. history of research on classroom management. in c. m. evertson & c. s. weinstein (eds.). handbook of classroom management: research, practice, and contemporary issues. mahwah, nj: lawrence erlbaum associates. brown, h.d. 2001. teaching by principles: an interactive approach to language pedagogy, 2nd ed. new york: longman. creswell, john w & clarck. 2008. educational research. new jersey: pearson prentice hall-inc. creswell, john w. 2007. qualitative inquiry and research design choosing among five approach, 2nd edition.sage publication: california. evertson, c. m. & weinstein, c. s. (eds.). 2006. handbook of classroom management. research, practice, and contemporary issues. nj: larence erlbaum associates inc. fitriani. 2009. students’ strategies in answering question in reading comprehension in semester examination. curup: unpublished thesis in stain curup. english franca vol 1 no 02 tahun 2017, stain curup page 193 p-issn 2580-3670, e-issn 2580-3689 gay, l.m., & airisian, peter. 2000. educational research: competencies for analysis and application. new jersey: merril publishing company. gay, l.r. 2000. education research: competences for analysi and application. florida: international university. jack, richards & theodore, rodgers.2007. approaches and methods in language teaching. marzano, r. j., marzano, j. s., & pickering, d. j. 2003. classroom management that works.research-based strategies for every teacher. alexandria, va: association for supervision and curriculum development (ascd). mccullough , c. m . 2003. english teaching strategies. new york: new york university. mikulecky.2003. language teaching strategy. california : oxford university. monika klopfer , kristina. 2014. pre-service teacher education and classroom management: an evaluationofedu5572. toronto: universityof toronto. nunan, david. 2014. language learning styles and strategies. concordia university-portland. panitia pelaksana ppl angkatan xvii. 2017. buku pedoman penyelenggaraan praktek pengalaman lapangan (ppl) xvii program reguler jurusan tarbiyah. curup: stain curup. ping ling ,cher, cock, kenneth, lock , graeme & brook, christopher (eds). innovative practices in pre-service teacher education, (putera sampoerna foundation teacher institute indonesia. rudiyanto, arif. 2014. descriptive analysisof classroommanagement strategiesof the secondgrade studentsof smpn03tengaran. salatiga: englishdepartment of educationfacultyof stateinstituteof islamicstudies(stain) salatiga. rukmana ,ade & suryana, asep. tim dosen administrasi pendidikan universitas pendidikan indonesia. 2009. manajemen pendidikan. bandung: alfabeta english franca vol 1 no 02 tahun 2017, stain curup page 194 p-issn 2580-3670, e-issn 2580-3689 sainato,d. classroom transitions:“organizing environments to promote independent performance.” educationand treatment of children,13. shakila ,nawshin. 2009. teaching methods and classroom management. riau: riau university. sujana. 2004. pengantar statistic pendidikan.jakarta:raja grafindo persada. ur, penny. 2007. a course in language teaching. new york: bantam books. uu republik indonesia no. 20 tahun 2003. 2009. sistem pendidikan nasional. bandung: citra umbara. whilliam. 2006. the principles if english teaching. san francisco: san francisco university. wolfgang. 2006. classroom management by teacher. california: the university of california. english franca : academic journal of english language and education vol. 2, no. 2, 2018, iain curup p-issn 2580-3670, e-issn 2580-3689 the use of total physical response strategy at junior high school of slbn south curup, rejang lebong paidi gusmuliana iain curup paidigusmuliana@gmail.com abstract this research aims at investigating implementation of total physical response (tpr) strategy at junior high school of slbn curup selatan, for the problems came from phenomena occurred on the students with special needs who had different disability such as tunanetra/ blind students and tunarungu/ deaf and mute students in learning english. the objectives of this research were to find out how implementation and difficulties faced the students of using tpr strategy .then the researcher used qualitative research with a case study of descriptive qualitative. the subjects were two of english teachers who managed or taught them by using tpr strategy. the techniques of collecting data in this research were observation and interview. in this case, the researcher used observation checklist and interview guidance. there were some steps to analyze the data: data reduction, data display and drawing conclusion/ verification. the result of the implementation of total physical response at smplbn curup selatan that teachers could implemented total physical response strategy effectively in which the students were able to receive information easily and were more enjoyable in learning english. then the factors that could influence the difficulties for them to understanding material were from their low capacity to process information, and they need special treatment and sufficient time in learning english. key words: total physical response strategy introduction english is one of the widely used as international languages. in countries where english is neither the first nor the second language, it is mailto:paidigusmuliana@gmail.com 116 | english franca, vol. 2, no. 2, 2018 also learned as the foreign language for practical necessary uses of communication. it can serve as the language of instruction in higher education. as english is the language used as a medium of communication and as an international language first used to interact with others around the world (http://www.sekolahbahasainggris.com). it is a medium of communication which can help people to interact, converse, and share to other people. english is as an international language that’s why it is possible to everyone to communicate with other people around the world if someone has an ability to use english. the ability in using english is very important to everyone. this is one of the ways to improve human resources. school in major indonesian dictionary is a building, teaching and learning institutions as well as a place to receive and give lessons (kamisa, 1997, p. 482).schools are educational institutions that formally conducting lessons in a systematic, planned, deliberate, and purposeful, conducted by professional educators, with a program that is poured into a particular curriculum followed by the student at any particular level (suwarno, 2013, p. 42). based on definition of school above, it is very important for students who want to learn at the school to add the knowledge for themselves, but there are several kinds of schools in this world. outstanding education explains that education is directed at the development of attitudes and the ability of the child's personality, talents, mental abilities, and physical to reach their optimum potential(uu sistem pendidikan nasional(20),2013). outstanding education aims to equip students with special needs to be able to play an active role in society. each child is classified and incorporated into the class of their needs and necessities are provided at the school that suits their needs. the school then they are tough by faculty members who specialize in their respective needs, by means of tools required in accordance with the needs of their group (lidya, 2011).a student with special needs is “student who has a disability of an intellectual, physical, sensory, emotional or behavior nature, has a learning disability or has special paidi gusmuliana: the use of total physical response strategy |117 gifts or talents, as defined in special education services: a manual of policies, procedures, and guidelines (colombia, 2009,p.34). teachers in the classroom have to treat them more patiently and with one by one until the child understand what has been delivered.however, students feel that english is difficult to learn because english as a foreign language. recently, english is one of the important subject at school. it is shown from the teaching schedule of english subject that is taught from elementary until university level in indonesia. for especially, the student in smplbn curup selatan have different ability to catch the material. then in teaching learning process the teacher in visual impairment student or tunanetra, the student who has visualimpairment the teacher use listening to give instruction and will make some strategies, but they have high ability. in other word, although they can not see something in front of them, they have a good memorize to remind the lesson which the teacher teaches them. communication deafness or tunarungu, cause of this lessens will cancel process to get knowledge. lowness of intelligence level deafness student was not come from their low intellectual but the inteligence does not have chance to grow up. mentally retarded student or tunagrahita is student who has low intelligence in process learning subject. in smplbn curup selatan all students in this disability feel difficult to catch something because they cannot do something. consideration from others, the most students who has low value is mentally retarded student. additionally, the teacher has been using one of strategies in this school to make learning english easily. it is called total physical response (tpr) where it is a language teaching strategy on built around the coordination of speech actions and movement and learning language in motor activity(richard,p.3).from explanation, the total physical response can be used for teacher to teach or reduce stress of students in learning english. morever, according to asher, students will learn more when they are relax (asher,p.3). indeed, students learn more when they are relax and free from stressful situation. in the country, when the students are 118 | english franca, vol. 2, no. 2, 2018 in stress condition, they are not able to devote full energy to learn. based on pre observation one of schools that has difficulty in giving material or instructional material english lesson is slbn curup. english lesson has been taught once a week. there are three kinds of students who have disabilities. the first of the obstacles is visual impairment student (tunanetra) who could not see something or could not see what the teacher acted. the student just could hear what the teacher said. they could not do anything and did something like body language which use by a teacher besides a hearing. the second obstacle is mentally retarded student (tunagrahita). students who had this disability had limitation in intellectual functioning. the teacher had been teaching by totality but the student difficult to understand and catch the material because they have low iq. the third is communication deafness where a student could not hear the teacher sound or saying. student just can write, read and see something that the teachers act a movement. the student often got miss understanding about the material because they cannot complete the entire thing that the teachers want. it is not based on the teacher material and necessary. they just can catch and understand by using their own ability. furthermore, the teacher did approach to the student one by one to make them understand about the material. based the result of interview, she said that there were a lot teaching media used for teaching such video, pictures, real object. however, because the fact that the students from different disabilities were joined into one classroom. it made the teacher herself got difficulties to use those media. fortunately, she used tpr strategy regularly that she got a significance or effective teaching in the classroom. yet, she still got problematic how to manage students when she implemented tpr strategy, for the students should get special treatment owing to their limitations. moreover, it was due to some factors such the students had low capacity to receive information and had body disability to do something. based on the phenomena and explanation above, the researcher needed to know the implementation and they have obstacles of using tpr strategy in teaching english at slbn curup selatan paidi gusmuliana: the use of total physical response strategy |119 theoritical framework the physical response is a strategy of teaching language using physical movement to react to verbal input in order to reduce students’ inhibitions and lower their affective filter. it allows students to react to language without thinking too much, facilities long term retention, and reduces student’s anxiety and stress (simon, 1977,p. 1). the total physical response (tpr) involves the students listening and responding to commands given by the teacher such as ‘sit down’ and ‘walk,’’ with complexity of the commands growing over times as the class acquires more language. student speech is delayed, and once student indicate a willingness to talk them initially give commands to other students.the total physical response (tpr) involves the students listening and responding to commands given by the teacher such as ‘sit down’ and ‘walk,’’ with complexity of the commands growing over times as the class acquires more language. student speech is delayed, and once student indicate a willingness to talk them initially give commands to other students (setiyadi, 2006). from explanation above, itcan beconcluded that the primay school can improve their students’ ability in english by using total physical response that helps them to the better understand. the objective of total physical response a strategy in teaching or learning process should be develop in order to will get better purpose for a betterr study.tpr had been developed to improve the better result in teaching learning process of a new language. in learning to communicate a foreign language the tpr belieevest in the importance of having the student enjoy their experience. according to larsen-freeman tpr was developing in order to reduce the stress people when studying foreign languages and thereby encourage students to persist in their study beyond a beginning level of proficiency (larsen-freeman,p.113). ricard and rodger say the general objectives of total physical response are to teach oral proficiency at a beginning level. comprehension is a mean to an end, and the ultimate aim is to teach basic speaking skills. tpr aims to produce learners who are capable of an uninhibited communication that is intelligible to a native speaker (jack, 1986). meanwhile, in process 120 | english franca, vol. 2, no. 2, 2018 learning new language by using tpr was developing some a result too be better. a student reduce their stress in the class when the situation was bad. in using some tools here, they can enjoy in their experience. the teacher, learner’s role in tpr and instructional materials the teacher role the teacher plays an active and direct role in total physical response. the instructor is the director of a stage play in which the student are the actor in the class. although, they are different students but the teacher should use the same strategy to teaching. it is the teacher who decides what to teach, who a presents and models the new material, and who select supporting materials for classroom use. learners role every learner in total physical response has the primary roles of listeners and performer. they listen attentively and respond physically to command given by the teacher. listeners have little influence over the content of learning, since content is determined by the teacher, who must follow the imperative – based format for lessons. according to larsen and freeman, students are imitators of the teacher’s nonverbal model. there will be a role reversal with individual students directing the teacher and other students (diane larsen, p.113).in tpr, learners monitor and evaluate their own progress. they are encouraged to speak when they feel ready to accept the lesson by using their selves. the role of instruction materials there is generally no basic text in total physical response course. material and regalia play in increasing role. however, in later learning stages, for absolute beginners, lessons may not require the use of materials, since the teacher’s voice, action and gestures may be a sufficient basic for classroom object, such as books, pens, cups, furniture. as the course develops, the teacher will need to make or collect to supporting materials to support teaching point. these may include picture, reality, sliders and word chart (richard,p.115). paidi gusmuliana: the use of total physical response strategy |121 the characteristic of total physical response before the researcher are going to implementation the tpr strategy for teaching a foreign language, the teacher should understand what are the characteristic of this strategy. concerning tpr, ommagio mentions the characteristics of tpr; they are as follow (ommagio, 1986): a. the teacher directs and the students acts in response b. understanding of the spoken language must be developed in advance of speaking. c. understanding and retention is best achieved through movement of the students’ bodies in response to commands d. listening and physical response skills are emphasized over oral production e. students should never be forced off speak before they are ready. as the target language is internalized, speaking will be emerged naturally f. grammar and vocabulary are emphasized over other long areas. spoken language is emphasized over written language g. whenever possible, humpier is injected into the lessons to make the learners more comfortable in learning languageuage. the characteristic of total physical response is very suitable for some student who has disabilities. they are students who always difficult to learn but in this character student will act in response. the teacher gives them stimulation directly in learning. for instance, ‘’touch your hand’’ they will be act in speaking but just for student who know what the teacher say. there have been done of previous researchers who conducted the implementation of total physical response strategy in learning english. sugito, in his researcher entitled “teaching listening to the fourth grade of elementary school students by using the total physical response strategy. this research is aimed to know: the extent of 122 | english franca, vol. 2, no. 2, 2018 students’ understanding toward teaching and learning listening comprehension material by using the total physical total response strategy and the student’ attitude towards teaching and learning process. in teaching and learning process, teacher should give comprehension in put in order to make their student grasps the material given. more important than that, teacher should avoid a barrier that may prevent their, from learning and it can be high anxiety or low motivation. and enjoyable strategy is needed act accordingly (sugito, 2004). eka febrianti conducted a research entitle ’’ teacher technique in teaching english for retarded student (study case at slb junior high school gi mataram (musirawas). the study that use is descriptive qualitative .’’ the object of this study was english teacher for physical handicapped student, mental retarded and blind student. first, for physical disabled students, teacher used speech technique, answer question, and memorize vocabulary. second, in teaching english for student with mental retardation, teacher use speech technique and answering question. the last, to teach blind students teacher uses speech technique, answer and question and assignment (febriyanti, 2013).based on explanation some researches above, this research, the writer focused on implementation of tpr strategy and some difficulties in teaching student by using tpr strategy with student in special need by differences. research methodology the present research is descriptive research. it is involve in qualitative research. in other words, this research is descriptive research which present by qualitative way. qualitative research is research studies that investigate the quality of relationship, activities, situations or material (jack, 2009,p.422).it means that the data which collected in this research is about situation and condition of the research field as the important aspect of the research. the descriptive event use one variable and it does not compare with one or more variable, and it focused on the factual data.descriptive research means a paidi gusmuliana: the use of total physical response strategy |123 reasearch focused in describing any situation or condition in population, systemaically, factually, and accurately(zuriah, 2007).so, the reason on researcher chose qualitative in implementation of tpr strategy to know the activities, situation and material that they use in process. and the researcher will only present all the fact objectively based on the data that is obtained from: observation and interview. this research was carried out at slbn curup selatan. there are two english teachers who teach in this school with different grade. so, the researcher chose both of the as the subject involved to complete the data of the implementation of using tpr strategy. according to creswell, "the varied nature of qualitative form of data they are place into: observation, interviews and questionnaires, documentations, audio-visual material (creswell, 2002)." in this research, the researcher used observation, interview and documentation, as the instruments of this research to collecting the data. in the process of collecting data, the researcher will identifies and analyzed the data. the techniques of collecting the data are as follows: 1. observation: the technique of collecting data that the researcher used observation. observation data are attractive as they afford the researcher the opportunity to gather ‘live’ data from ‘ live’ situation. like patton states in research method in education the researcher is given the opportunity to look at what is taking place rather than at second hand(lois, 2005).in this research, researcher uses non participant observation. nonparticipation means to observer is not directly involved in the situation being observed(gay, 2000)..it means the researcher does not participate in the learning process which is investigated. 2. interview: interview is used for collecting formation which is not obtained from the observation. in this research, the researcher used interview to collect the data for second research question to know the method used by the teachers by selected important way for a researcher to check the accuracy to verify or refute the impressions he or she gained through observation (cohen,p.445). interties which used in this research were semi 124 | english franca, vol. 2, no. 2, 2018 structure interview. in this type of in interview, the researcher attempts to achieve a holistic understanding of the interviews’ point of view or situation (dawson, 2002). in other hand semistructure interview the participant is free to talk about what they deems important. for this research, when the researcher want to get the data did interview by using guidelines of interview and also using tape recorder for taken the result from the interview. after all the data is collecting, the researcher write in written text script findings and discussion the researcher presented the finding from observation checklist, and interviewed. this research had been done on may until july 2017. the aims of this research were investigate how the implementation of total physical response strategy is, and difficulties are faced by the students of implementing the total physical response at junior high school slbn curup selatan. the observations were done in two classes of seven grade student (visual impairment, and communication deafness student) for 4 meetings in each class. in collecting the data researcher used some instruments such as checklist observation and interview guidance. the implementation of total physical response at slbn curup selatan to know the data or the result, the researcher used checklist of observation. it was aimed at knowing how the implementation of total physical response in this school based on the theory like the procedures of teaching using tpr strategy, principles, objective of total physical response strategy. students with visual impairment / tunanetra in the first meeting on2nd may 2017, the researcher observed process of theimplementation total physical response strategy. for visual impairment students could not see something or teacher’s movement when they are learning. they just listen what the teacher paidi gusmuliana: the use of total physical response strategy |125 says or commands. the topic is introducing yourselves. in the beginning lesson, the teacher does not delay until the students understand to speak generally about spoken language. in addition, the teacher needs something to make stimulus in the beginning lesson. first, the teacher gave a model by introducing herself such as name, address, age, and hobby in front of the classroom then, students listened what the teacher said and also teacher translated one by one the word that had been taught because the students could not translated the word by their selves in using dictionary. after that, the teacher asked to the students to memorize the material about. from the observation, one student participated well to remember vocabulary. example: ona : my name is ona. i live in dasta. i’m 15 years old. i like dangdut music. friend : what you like in classroom, ona? ona : i like a pen from example above, ona tried to share or present the material about introduction. one of the students asked to ona and he answered the question surrounding them which is very beneficial to supporting the material in the class. furthermore, teacher who teaches the visual impairment tried to do in some ways to make student understanding of spoken language in order they have bravery to indicate their selves ready to talk in front of the teacher and their friends. unfortunately, when they did the teacher command to speak, the spoken language was not same to the word and the sentence based on the written as they used brailed. in process of learning, the teacher got better result in teaching new vocabulary. although the students could not see, they could catch of new language that just listen. moreover, there was one student who got late to catch instruction from the teacher, for he get retarded mental where he had to listen carefully to process the information. data from field note that he could associate the 126 | english franca, vol. 2, no. 2, 2018 information from the teacher around three minutes. finally, the result of interview could be seen as follow: researcher: why does this student get late to catch information from you? teacher: actually, this student got low to get and process the information, for he is categorized as low of intelligent. it means that the obstacle which is faced that the students has limitation in intellectual functioning, expressed in conceptual, social, and other skill. in the second meeting on 9th may 2017, the topic is things in the classroom. based on the observation checklist, the teacher still used steps of tpr strategy instruction in teaching english. there were some activities in the class when process learning was begun. before the teacher started the process, the teacher reviewed the material before because the aim was to make them remember of some vocabulary. in beginning, prepared some things like pen, pencil, book, bag etc. then she mentioned one by one in english. furthermore, she gave to the students to touch that thing. then, while the teacher spelled the thing one by one, the students then write them into english by brailer letter. in this meeting, the problem was faced by the students such writing which the teacher had to spell the word. next, in the third meeting on 16th may 2017. the topic is about parts of body. in this meeting, the teacher wrote the topic on the whiteboard. she mentioned some parts of body in english, and the students listened to the teacher. after that, the teacher gave model of them with expressions such as this is my head and the students followed the teacher. she also ordered students to touch parts of body by giving instruction. from this meeting, it could be seen that students felt enjoy in process of learning. unfortunately, based on the result of exercise found that some students got low score. it was because the teacher set the time that they had to finish and submit the result. as a result, some of them could not concentrate well. it means that some of the need more time to finish the items as they have limited capacity. paidi gusmuliana: the use of total physical response strategy |127 at the fourth meeting on 30st may 2017, the material is about animal. the teacher investigates the implementation of this total physical response by observation and field note. the teacher used video to make the students more interesting to learn. in this time, the students just heard the song, but it was different from the last time. although the students listened sound about the english one, but the meaning was just from the animal sound. so, they guest what is the name of animal is it. after that the teacher asked to the student to answer the sound. if they have been ready to answered and understand about the meaning so it is successful to reach the better result from the fourth meeting. because listening is included during most of the stages of the tpr strategy: in the presentation of vocabulary, in students’ aural recognition of said vocabulary and finally in the practice stage where the teacher gives commands or information students need to respond to in different ways. in this time the teacher used extra energy to talk and they should make the student know how to say without writing. the student is a type of persons who likes to listen, it makes her becomes a listener type. she loves to hear than observe, because she interest in language is hearing many sound. the teacher did not want to force the student to accept much material that would make them stress to process learning. they just reviewed the material from the first meeting until the end of the meeting in the class. deaf and mute students in the first meeting on 5th may 2017, the topic was about days. before the learning process was started, the teacher invited student to follow the instruction to artedgive pray to the god in order to they gave the blessing from allah. after that, the teacher wrote the material in the whiteboard about the vocabulary of days. in write the material, teacher did not write about the english one but also she wrote the indonesia and alphabet of the vocabulary. to make the student more understand and easier to read of it. in the second meeting on 12th may 2017, based on observation the teacher still invited the student to pray to the god. they were talk about introduce yourselves. the teacher wrote the material and read all the written by using body language. the students responded the material by using body language and response by 128 | english franca, vol. 2, no. 2, 2018 physical. finally, in learning process the student who could not remember or understand the material in the class. but the teachers still do the best for students in order they could enjoyed in the class. on the other hand, the main problem for the teacher in handling the students was to control the students who are need special treatment and attention. based on activities in the class during four meetings, it could be concluded that two of english teacher used total physical response strategy, but both of them used different ways. for example, the teacher of blind students mostly used instruction model and audio to make them involved in learning process. in addition, she gave real object that students can touch those things. the second one is teacher of deaf and mute students. she used command and instruction by physical movement. then she must write spelling how to pronounce words into indonesia language. the students’ difficulties of implementation total physical response strategy at slbn curup selatan based on the interviewed from the finding at 16th– 17thjune 2017 the students got difficulties to understand materials by implementation tpr strategy in slbn. the researcher got the data from teachers interview about the difficulties based on part of tpr strategy that consist of the principles, the objectives, the teachers, learners roles and instructional materials and characteristic of total physical response strategy. from blind students, they could not see what the object is, and they got difficult to understand the abstract word such days in a week. furthermore, it can be seen from the answered of the questions list in interview. the activity of the difficulties result also show that the teacher felt difficult in implementing the process of total physical response. it was caused students who have different disabilities. the student had different level of difficulties in learning process. it was from the background the students who have different disabilities. so the implementation of total physical response should have variety based on students with disabilities. it could be seen from the result of interview as in the following: paidi gusmuliana: the use of total physical response strategy |129 researcher : what are the main problem being faced by the blind students in learning english? teacher: the problem comes from their intellectual which some of them only get barrier from seeing something, yet some of them are late to process information from the teacher. next is that they usually need much time in understanding materials and doing exercise. so, time is also considered for treat them. from the information above, it means that although the students are included in blind students, they have different intellectual in understanding materials. therefore, some of them could understand material quickly other than some of them is late to process the information from the teacher. the result of interview for the mute and deaf students can be seen as follow: researcher : what are some problems that students faced in learning english? teacher : to be honest, i got some challenging to transfer knowledge for mute and deaf students as i must use sign language, spell the words into indonesia language. it was because the students cannot hear and speak the words correctly. moreover, i should treat students as one by one. it means that the factor that makes students get difficulty learning english which from their intellectual that influence the process of catching information. based on the interview in implementing the principles of total physical response. the researcher indicated that who teaches blind students did not have difficulties of this part, but the teacher who teaches mute and deaf students got some difficulties when the teacher did delay just before spoken from students to their understanding of spoken language generally steady extensively. when the teacher wanted to give the student materials in the beginning level, they were very difficult to implement. then, the teacher have limited about knowledge that give big effect to the students spoken. therefore, the teacher had difficulties in trying to do so in some ways to the 130 | english franca, vol. 2, no. 2, 2018 understanding of the spoken language utterances made by the instructor in the form of imperative. because of the teacher have did some ways in learning but they have difficulties to make the student understand. the short age of the media that one of the difficulties in teaching. second, based on the interview from objective of total physical response the researcher get the result that and indicated the teacher who teaches blind students felt difficult in implementing using action based drills in the imperative form. it is because the student had not time to do movement in another place. in imperative form to the student action it was difficult to do. the teachers jobs here just say and did dialogue in teaching not others job. the teacher who teaches deaf and mute students had difficulties in teaching oral proficiency at a beginning level. because in the beginning of the teacher taught language. the teacher should write the alphabet in learning process so if there was not supporting of equipment to teach the student. it was one of the shortages that the teacher found. the teacher also had difficulties to make the student understand. it needs some ways to make the student easier in catching materials. so, from the statement above, that the teacher could not teach the new material in this student. because every meeting they would forget about the material that had been shared. next, the teacher felt difficulties in teaching oral proficiency at a beginning level and using comprehension as a means to speaking. because it was very difficult to make the student understand about the material that had been taught. it was very impossible for this student easy in learning. according to ricard an d rodger say the general objectives of total physical response are to teach oral proficiency at a beginning level. comprehension is a mean to an end, and the ultimate aim is to teach basic speaking skills. finally, the teacher get differen sifficulties in implementing part by part of this strategiy for the student who have differen dissabilities. third, from the interview the researcher got some result from the teachers, learners roles, and instructional material that followed some difficulties from the teacher implementing are. the reseacrher indicate that who teaches blind students got the difficulties from implementing paidi gusmuliana: the use of total physical response strategy |131 in select supporting the material. it is because the teacher could not use supporting material in learning for student visual impairment. because of them could not see something that the teacher used. in process learning the student could not response and active in the class because the students are listeners not performers. the teacher asked to response what the teacher command for the student who as a listeners by individual. because in learning the teacher difficult when should teaching the student by nonverbal model. likes the teacher used some stuff in the class as the normally student. from interview who teaches deaf and mute students got difficulties in the teacher who decides what to teach and present the new materials. because the teacher difficulties when they must present the new material every meeting. whereas, the teacher who decides what to teach and present the new materials. it was difficult to implement in learning english because the teacher should use body language every single time in teaching. the teacher difficult to asked the student response in collectively because the student just could response what the teacher nonverbal movement in teaching. for example, the teacher asked to the student to come to the stage to write what they were talking about. learners role, every learner in total physical response has the primary roles of listeners and performers. they listen attentively and respond physically to command given by the teacher. listeners have little influence over the content of learning, since content is determined by the teacher, who must follow the imperative – based format for lessons. and the role of instructtion materials that there is generally no basic text in total physical response course. material and reality play in increasing role. however, in later learning stages, for absolute beginners, lessons may not require the use of materials, since the teacher’s voice, action and gestures may be a sufficient basic for classroom object, such as books, pens, cups, furniture. as the course develops, the teacher will need to make or collect to supporting materials to support teaching point. these may include picture, reality, sliders and word chart. 132 | english franca, vol. 2, no. 2, 2018 fourth, from the interview the researcher got some result from the characteristic of total physical response that indicated from the teacher who teaches blind students got difficulties in teacher directs and the students acts in response. so the teacher difficult to asked from the student to act something. because the teacher could not force the student to give response from their instructions, she felt difficult when teaching should by using body’s movement. student who could not see something surrounding the class or their environment were could not response in physical but they just give response in speaking. then, the teacher didn’t implement the grammar in visual impairment because they just learned about low material to add the knowledge from the teacher. difficulties from the teacher followed from the student situation. the condition that was not support in learning so it can makes the teacher difficult to enter their full body in implementing this strategy. the researcher found the result from the interview that who teaches deaf and mute students got some difficulties in implementing that were: understanding of the spoken language must be developed in advance of speaking. so the teacher needs extra knowledge to teach the student with special needs. when the teacher want to ask the student to response were very difficult because they had not have ability to listen and speak what the teacher command. certainly, the teacher used to teach grammar in the past time. but the student could not accept all of the material. according to omaigo the characteristic are follows the teacher directs and the students acts in response, understanding of the spoken language must be developed in advance of speaking, understanding and retention is best achieved through movement of the students’ bodies in response to commands, listening and physical response skills are emphasized over oral production, students should never be forced off speak before they are ready. as the target language is internalized, speaking will be emerged naturally, grammar and vocabulary are emphasized over other long areas. spoken language is emphasized over written language, whenever possible; humor is injected in to the lessons to make the learners more comfortable in learning languagee. paidi gusmuliana: the use of total physical response strategy |133 in order to, every single teacher had differences in implementing some part from this characteristic that have been implemented to student with special needs. based on the all explanations above, although the researcher got different result from checklist observation and interview, the researcher concluded that the teacher have been implementing the total physical response in student who have special needs. but the implementation was not clear because just some part of the theories that have been implemented. the researcher looked at the implementation of implementing that the teacher have tried to implement this strategy but here the student have different disabilities. so, it can be said that the teacher could not applied all of the theories in every students. then, the teacher has some difficulties in implementing the strategy in every single student with dissabilities. there were some of the obstacle that the teacher difficult to implement it. conclusion based on the implementation result in previous chapter, the researcher concluded that the process of implementation tpr strategy the teacher teach the student who have differences limitation. althought not all of the students can accept all the material by using tpr strategy, but they felt more enjoy when the teacher taught the. in process learning the teacher never forced the students to speak or to response what the teacher command given. visual impairment have limitation in seeing something but they have good quality or they are clever than others student. the last student who can not hear and speak in the class, so they use body language and write to make undesrtand the material about. the factors that influence students got difficulties in understanding material are from their intellectual that they have low capacity in catching materials. therefore, the teacher felt hard to control them all. the factor is the students’ special treatment like intensive learning which they need much time to understand materials. references 134 | english franca, vol. 2, no. 2, 2018 hornby., as. (1947). oxford lerner’s dictionary of current english. oxford: oxford university. smart, aqila. (2010). anak cacat bukan kiamat (metode pembelajaran & terapi untuk anak berkebutuhan khusus). yogyakarta : kata hati. columbia, british. (1999). english as a second language learner: a guide for esl specialists. british columbia. robledo, caranza tamara. (2017). teaching english to students with special needs. universidad de salamanca, issn 244-1333 verbela ano iii, numero 2, bb-115. dawson, chaterine. (2002). practical research method. united kongdom: deer park production. cohen. lois at al. research method in education, new york: taylor &francis e-library. depdikbud. (2006). identifikasi dan evaluasi anak luar biasa. jakarta: cv harapan baru. efendi, mohammad. (2006). pengantar psikopedagogik anak berkelainan. jakarta: pt bumi aksara. diane larsen-freeman. (techniques and principles in language teaching. oxford: oxford university prees. directorat pendidikan luar biasa (article). (2008). mengenai pendidikan iklusif. google mikrosof explorer on 1 december 2008. tarigan, henry guntur. (2009). metodologi pelajaran bahasa i. bandung: pt angkasa bintang. richards, jack and rodgers. (1986). approach an method in language teaching, cambridge: cambridge press. frankell, jack r, and wallen, norman e.. (1993). how to design and evaluate research in education, mc. grow hill, international edition. paidi gusmuliana: the use of total physical response strategy |135 creswell, john w. (2012). educational research (planning, conducting and evaluating quantitative and qualitative research), lincoln: university of nebraska. gay, lorraine rumble. (2000). educatinal research competensies for analysis and application. new jersey. luois cohen, lawrence manion and keith morrison. (2003). research method in education fifth edition. new york: routledge falmer. bashir, muhammad. (2008). reliability and validity of qualitative and operational research paradigm. pakistan. natasha mack et al. (2015). research method: a data collectors field guide. us: agency for international development (usaid). zuriah, nurul. (2007). metodologi penelitian sosial dan pendidikan: teori aplikasi. jakarta : bumi aksara. simon. (1977). total physical response (a short introduction), japanese. suwarno, wiji. (2013). dasardasar ilmu pendidikan. jogjakarta: ar-ruzz media. lidya, way. (2016). pendidikan luar biasa. 30 0ktober 2011. accessed 24 oktober 2016. alimin, zainal. (2018). pendidikan kebutuhan khusus. http://zalimin.blogspot.com. gunarsa, singgih. (2006). dasar dan teori perkembangan anak. jakarta: bpk gunung mulia. sutjihati, somantri. (2003). psikologi anak luar biasa. bandung: pt refika aditama. http://z-alimin.blogspot.com/ http://z-alimin.blogspot.com/ 136 | english franca, vol. 2, no. 2, 2018 sugito. (2005). teaching listening to the fourth graders of elementary school student by using the total physical response method (a case of fourth graders of sdn jinggotan kembang jepara in academic year of 2004-2005). semarang: unpublished semarang states university. octaviany, yenni. (2007). the aplication of total physical response method in teaching english vocabulary to the fourth graders of sdn negero 04 krajangkulon kaliwungu kendal in academic year 2006/2007. semarang: unpublised semarang atet university. englishfranca : academic journal of english language and education vol. 5, no.1,2021, iain curup p-issn2580-3670, e-issn2580-3689 doi: http://dx.doi.org/10.29240/ef.v5i1.2065, page 79-94 the interplay of information literacy, learning facility, learning achievement, and motivation toward online learning experience during covid-19 crisis: pls-sem approach lastika ary prihandoko universitas musamus prihandoko@unmus.ac.id abstract the covid-19 crisis has forced the learning system in indonesia from face-to-face learning to online learning. this rapid transformation presents various challenges, especially for universities in remote areas such as papua. this study aims to explore the factors that can influence the students' learning experience. the research approach used is quantitative with an analysis model of pls-sem. the data were obtained using a simple random sampling technique from four universities in merauke, with 207 respondents. four hypotheses were accepted, and one hypothesis was rejected in this research. online information literacy experience and online learning facility perspective were affecting online learning experience significantly. meanwhile, the online learning facility perspective significantly affecting online information literacy experience and online learning achievement motivation. however, online learning achievement motivation has a positive correlation but does not contribute significantly to an online learning experience. this research implies that higher education institutions can focus on factors that significantly contribute to the student's learning experience to provide a positive experience and increase online learning effectiveness, especially during the covid-19 crisis. keywords: learning experience, online learning, pls-sem, covid-19 mailto:prihandoko@unmus.ac.id 80 |english franca, vol. 5, no. 1, 2021 introduction the covid-19 pandemic vividly has a tremendous impact on almost all global sectors, primarily economic, social, and education. in october 2020, indonesia covid-19 cases had been massively increased, positioning the highest southeast asia cases. hence, since its initial spread in february, the indonesian government has taken some policies to cut the spread of this virus by enacting social restrictions, physical restrictions, self-isolation, and large-scale social restrictions as the response to this pandemic. furthermore, some cities took local lockdown policy affecting the closure of many public places such as stores, mosques, offices, public facilities, even schools, and universities. besides causing the global health crisis, initiating a global economic decline (alon et al., 2020), and affecting the united nations sustainable development goal targets to end poverty by 2030 (sumner et al., 2020), the covid-19 pandemic has also resulted in a significant change in the education sector. for more than six months, schools and universities in almost all regions in indonesia are closed. unfortunately, this policy brings massive change in the educational system by shifting face-to-face learning to online learning. in response to the covid-19 pandemic, as the easternmost province in indonesia, papua had also taken a local lockdown causing the prohibition of sea and air transportation, restrictions on economic activities, closing public places, and no exception, the closures of universities. this policy then causes the shifting of the traditional faceto-face learning method to online learning along with all the challenges. since papua is known as one of indonesia's remote areas, some problems arise due to online learning implementation. both students and lecturers face those problems. for the lecturer, limited infrastructure to technical support and the ability to use online learning tools become the main problem (bao, 2020). the students have some issues related to a technical problems, lack of motivation, lack of learning support in their home environment, and lack of discipline to participate in online learning (demuyakor, 2020). the conditions mentioned above reflect that one of the main problems the students face and the lecturer in this new digital learning era is digital inequalities. the preliminary study in a university in merauke papua shows that many students lack digital literacy skills. lastika ary prihandoko: the interplay of information literacy, learning facility, learning achievement, and motivation toward online learning experience during covid-19 crisis: pls-sem approach│81 furthermore, inadequate support of internet connection in their homes also becomes a crucial problem that affects their online learning experience. many previous studies have also discussed digital inequalities showing that the rural area's students who have poor ict access have different educational experiences than those in the urban area significantly (lembani et al., 2020; oyedemi & mogano, 2018). therefore, both students and lecturers need to face this digital era by effectively enacting online learning. theoretical framework most authors define online learning as the access to the learning experience by using technology integration (moore et al., 2011). it is known as the improved version of distance learning (benson, 2002). the shifting of traditional teaching to this online learning undoubtedly brings significant changes to the students' learning experience. learning experience refers to the student's interaction in the teachinglearning environment (ning & downing, 2011). however, entwistle and tait (1990) defined learning experience as the student's perception of the teaching and learning the environment that influenced their study behavior, rather than the virtual environment in an objective sense. the use of online learning during this pandemic era aligns with 21st-century learning that demands the students to be more independent learners. simultaneously, the teachers' role is more as a learning facilitator than a knowledge transmitter (muhtia et al., 2018). this online learning also allows students to access the learning materials freely, have discussions, collect assignments, and get direct assessments. electronic material transmission is advantageous in remote education since it saves time and money. online communication allows students to access the content taxi from wherever they are and at a lower cost (apriani & hidayah, 2019). however, online learning may reduce the interpersonal interactions between the educators and the students, which is argued by some previous studies to impact negatively (xiao, 2017). furthermore, the absence of personal interaction also affects learners' achievement and attitudes in learning activities (schmid et al., 2009). besides, the online learning model also has an impact on limited emotional contact and collaboration during the learning process (markova et al., 2017). 82 |english franca, vol. 5, no. 1, 2021 therefore, besides considering the positive effect of online learning, the institution, in this case, the university's stakeholder, must be prepared to solve some problems that can arise from applying the online learning model, especially during the pandemic era. further, these problems can be identified by investigating the interplay between factors that affect students' online learning experience. many previous studies have scrutinized the factors influencing students' online learning experience. bolliger and wasilik (2009) show that student-related, instructor-related, and institution-related factors influence the online learning environment. peltier et al. (2007) investigated the causal model of six influential factors of perceived quality of the online learning experience subsuming course content, student-student interaction, instructor-student interaction, course structure, mentoring. the application of the flipped classroom learning model also stimulates active learning to provide a better learning experience for students (rathner & schier, 2020). the application of elearning during the covid-19 crisis gives extra challenges for new students at medical universities (chola et al., 2020). moreover, muir et al. (2019) examine online learning engagement as the influential factor of students' online learning experience. these previous studies have given valuable insight concerning influential factors of online learning experience viewed from students, instructors, and institutions. however, to the best of our knowledge, no or less study focused on investigating the interplay between factors that affect students' online learning experience, especially in this pandemic era where everyone has to get ready to face the massive educational system change. this current study investigated the interplay between the potential factors that affect students' online learning experience. there are three factors examined: online information literacy experience, online learning facility perspective, online learning achievement, and motivation. there are five proposed hypotheses from this study as follows: 1. h1: online information literacy experience > online learning experience 2. h2: online learning achievement motivation > online learning experience 3. h3: online learning facility perspective > online information literacy experience lastika ary prihandoko: the interplay of information literacy, learning facility, learning achievement, and motivation toward online learning experience during covid-19 crisis: pls-sem approach│83 4. h4: online learning facility perspective > online learning achievement motivation 5. h5: online learning facility perspective > online learning experience online information literacy, which has been popular for the last two decades, allows the students to learn independently at their own pace to access the online materials anytime and anywhere (stiwinter, 2013). online learning communication is classified into two types: synchronous and asynchronous. first, synchronous communication requires all learners to be online at the same time. second, asynchronous communication can occur in any sort of interaction at any time and from any location (apriani & hidayah, 2019). furthermore, it is considered helpful as face-to-face instruction in learning outcomes and user preferences (webb et al., 2017). those main advantages of online information literacy are then expected to correlate to the online learning experience significantly. online learning facilities such as learning media, learning tools, and internet access are also hypothesized to connect with students' online learning experience. furthermore, it is expected to contribute to learning achievement and motivation (pambudi et al., 2018) positively. the last factor, online learning achievement, and motivation are predicted to contribute to students ' online learning experience significantly. these hypotheses were examined in this current study by using a quantitative approach with pls-sem analysis to reveal the influential factors of students' online learning experience. this study is critical because it provides valuable insight into the lecturers and institutions regarding the interplay between factors that affect students' online learning experience. these influential factors will help maximize online learning during the pandemic to achieve the learning objectives effectively. research methodology this research is a quantitative study that has an outcome to explore the factors that affect students' online learning experience, especially during the covid-19 pandemic. respondents involved in the research came from four universities located in merauke, papua. the respondents' demographic information is displayed in table 1. 84 |english franca, vol. 5, no. 1, 2021 table 1. respondents demographic information n % gender male 102 49.27 female 105 50.73 ethnicity non-papua 169 81.64 papua 38 18.36 simple random sampling is applied to obtain data using googleform. the instrument was adapted from previous research on learning experiences (anwar & wardhono, 2019). the questionnaire consisted of 18 questions with a 5 point likert scale (strongly disagree (1)strongly agree (5)). the questionnaire was written in indonesian to make it easier for respondents to fill out the questionnaire. before being distributed to respondents, pilot testing was carried out on the questionnaire, and a validity test was operated. the validity test was carried out by two experts from education management and one expert from the indonesian language. using spss 23, the reliability test showed that the cronbach alpha number was 0.832 and the r-value obtained was 0.71-0.81 (r table: 0.138). the instrument has an adequate level of reliability with valid question items. furthermore, the online questionnaire link was distributed via students' whatsapp groups and social media. the response was collected within two weeks in september 2020. respondents who participated in filling out the online questionnaire totaled 207 people. the data obtained from google form was then analyzed using the smartpls 3.2 application to perform partial least squares structural equation modeling (pls-sem) analysis (sarstedt et al., 2017). the initial step of the initial analysis carried out was the measurement model specification. then proceed with the second step in the form of an outer model evaluation. then, the last step taken is the inner model evaluation. these three steps are taken to ensure that the data is following the prerequisite tests so that a valid conclusion can be drawn. lastika ary prihandoko: the interplay of information literacy, learning facility, learning achievement, and motivation toward online learning experience during covid-19 crisis: pls-sem approach│85 findings & discussion findings the first phase of the pls-sem approach is the specification model, which is shown in figure 1. figure 1. confirmatory factor analysis algorithm the exogenous model consists of the online learning facility perspective (olfp). the exogenous models that also operate as an endogenous model are the online information literacy experience (oile) and the online learning achievement motivation (olam). the construct of the online learning experience (ole) becomes an endogenous model. the specification model has been described with four inner models and 16 outer models. the model is categorized as a reflective model. the second phase is the outer model evaluation. this analysis step is used to assess the model to evaluate the relationship between variables and their indicators. the first step in the outer model evaluation is to assess the composite reliability, which assesses the 86 |english franca, vol. 5, no. 1, 2021 internal consistency reliability and indicator reliability. when assessing internal consistency reliability, the recommended value ranges from .70 to .90 (hair et al., 2019). the composite reliability value from the analysis results in table 2 is at a value of 0.767 to 0.849, which is categorized as reliability satisfactory. furthermore, the analysis is carried out to determine the indicator of reliability. hair jr et al. (2014) suggest that the indicator's value should be > .708. two indicators were dropped in figure 1 olam-5 and oile-2 because they have a value <7.08. table 2. composite reliability and ave composite reliability average variance extracted (ave) online information literacy experience 0.769 0.838 online learning achievement motivation 0.835 0.783 online learning experience 0.767 0.831 online learning facility perspective 0.849 0.756 the next step for conducting an outer model evaluation is to assess convergent validity and discriminant validity. the value of the average variance extracted (ave) should be higher than .050. based on table 2, the ave values obtained ranged from 0.756 to 0.838. thus, convergent validity is established. on the other hand, to assess discriminant validity, the parameter used is to assess the heterotraitmonotrait ratio (htmt) number to ensure each construct is different from other constructs. the recommended number is <.85. based on the value obtained in the data analysis in table 3, there is no value higher than .85, which means discriminant validity is established. table 3. heterotrait-monotrait ratio (htmt) oile olam ole olfp oile lastika ary prihandoko: the interplay of information literacy, learning facility, learning achievement, and motivation toward online learning experience during covid-19 crisis: pls-sem approach│87 olam 0.711 ole 0.695 0.679 olfp 0.714 0.668 0.444 the third phase is the inner model evaluation. this phase is used to assess the structural model that reflects the relationship between variables and test the hypothesis in the inner model. researchers carry out a collinearity test to obtain a variance inflation factor (vif) value. this process was carried out to ensure that no predictive problems arise due to high collinearity. the recommended vif is <3. in table 4, the vif values obtained are in the range of 1,000 to 1,542. there is no collinearity issue, so the inner model evaluation analysis phase can be continued. table 4. collinearity statistic (vif) oile olam ole olfp oile 1.146 olam 1.502 ole olfp 1 1 1.542 the first step in inner model evaluation is assessing coefficient determination. this step is used to assess the model's predictive accuracy. the value of r2 varied from 0 to 1 that categorized into three categories .75, .50, .25 (great, moderate, substantial) (hair jr et al., 2014). the predictive accuracy value in table 5 indicates that online information literacy experience and online learning experience has moderate predictive accuracy. meanwhile, the predictive accuracy value of online learning achievement motivation has great predictive accuracy. table 5. r-square (r2) value r square online information literacy experience 0.519 online learning achievement 0.866 88 |english franca, vol. 5, no. 1, 2021 motivation online learning experience 0.722 in addition, an assessment of cross-validated redundancy is carried out. the outcome of this assessment is to assess the inner model predictive relevance by calculating the q2 value. q2 value should be more than zero, which is categorized into small (0.), medium (0.25), and substantial (0.50) (hair jr et al., 2014). based on table 6, the values are implied that the predictive relevance model (q2) has a substantial value (> 0.50). table 6. predictive relevance (q2) sso sse q² (=1sse/sso) online information literacy experience 712 264.552 0.511 online learning achievement motivation 720 269.525 0.563 online learning experience 702 266.320 0.532 online learning facility perspective 710 267.567 the third step in the inner model evaluation is the path coefficients assessment. this stage is undergone to examine the formulated hypothesis. standardized path coefficient value ranges from -1 (strong negative relationship) to +1 (strong positive relationship) (hair jr et al., 2014). researchers determine standard error before deciding its significance (helm et al., 2010). based on table 7, the obtained standard error value is > .1, which means the model has 5% standard errors. the significance value of standard error 5% is used t-statistics of 1.96 (wong, 2013). t-statistic value > 1.96 indicates that the model has a strong positive relationship. table 7. structural model assessment original sample sample mean standard deviation t statistics (|o/stdev|) p values lastika ary prihandoko: the interplay of information literacy, learning facility, learning achievement, and motivation toward online learning experience during covid-19 crisis: pls-sem approach│89 (o) (m) (stdev) oile -> ole 0.427 0.241 0.361 1.181 0.238 olam -> ole -0.006 0.061 0.385 0.016 0.988 olfp -> oile 0.345 0.351 0.095 3.649 0 olfp -> olam 0.931 0.909 0.033 28.084 0 olfp -> ole 0.26 0.077 0.371 0.702 0.483 table 7 indicates (h2) is not supported due to the t-value is below 1.96. the (h1), (h3), (h4), (h5) have a t-value of more than 1.96, which means the four hypotheses were supported. in summary, the online learning facility perspective was significantly correlated with online information literacy experience, online learning achievement motivation, and online learning experience. meanwhile, online information literacy experience was significantly correlated with the online learning experience. the relevance of significant relationship f2 is evaluated after the researcher verifying the significance of the relationship. the value of .02, .15, and .35 indicate small, medium, and significant effects. table 8 indicates that the online learning facility perspective has a significant effect on online learning achievement motivation. meanwhile, the online learning facility perspective has a negligible effect on online information literacy experience and online learning experience. meanwhile, online information literacy experience has a medium effect on the online learning experience. due to the h2 is rejected, online learning achievement motivation does not affect the online learning experience. table 8. the effect size oile olam ole oile 0.234 olam 0 ole olfp 0.135 6.469 0.013 90 |english franca, vol. 5, no. 1, 2021 discussion this study is used to determine the factors that are related to the online learning experience. several factors are significantly related to the online learning experience. the first related factor is the online information literacy experience. the t-value results show that oile contributes significantly to ole. student activities in using information literacy skills, which consist of finding, evaluating, processing, and distributing information online, also play a role in shaping the online learning experience. online information literacy experience is the basis for equipping students to be confident and know several important abilities (freeman & lynd-balta, 2010). furthermore, olam does not have a significant contribution to ole. students' perceptions regarding learning achievement and motivation did not correlate with students' experiences in learning online. competition to get good grades between students, challenges, and student motivation in online classes does not contribute significantly to the online learning experience. students' characteristics, especially those in rural areas, are thought to cause olam not contributing significantly to ole. in previous research findings, learning achievement and motivation are considered dependent factors that can influence several factors. however, there is a positive indication of online learning's effectiveness on learning achievement and motivation for vocational students (hoerunnisa et al., 2019). also, gamification has been shown to positively correlate with learning achievement and motivation (boudadi & gutiérrez-colón, 2020). the subsequent finding of this study is that olfp is significantly correlated with oile and olam. information literacy skills, which consist of searching, evaluating, processing, and disseminating information online, are also significantly affected by the online learning facility. learning facilities in learning media also contribute to students' level of information and media literacy (elmunsvah et al., 2018). furthermore, the online learning facility perspective also contributes positively to online learning achievement and motivation. students think that assistance in learning facilities and the internet can contribute positively to motivation and learning achievement. learning facilities such as learning media have been proven to positively impact learning achievement and motivation, especially those using technology or online form (pambudi et al., 2018). lastika ary prihandoko: the interplay of information literacy, learning facility, learning achievement, and motivation toward online learning experience during covid-19 crisis: pls-sem approach│91 the final finding of this study is that olfp significantly contributes to ole. the t-value result shows that olfp is significantly correlated with ole. students believe that online learning facilities' availability in laptop/smartphone devices and internet services also contributes to the online learning experience. previous research findings have suggested that infrastructure is essential in implementing online classes (nwankwo, 2018). another factor in the form of ability by educators, students, and parents also contributes to providing online learning facilities (lestari & gunawan, 2020). the research conducted has new implications for the factors that influence the students' online learning experience. by paying attention to several factors that positively contribute significantly to ole, higher education institutions or teaching staff can make policies to focus on factors that can increase student satisfaction in online learning. this study's findings are expected to provide new insights and be the basis for determining online learning policies, especially during the pandemic or post-covid-19 pandemic. conclusion this study aims to determine the factors that contribute to the students' learning experience. there are four hypotheses accepted from this research, namely h1 (online information literacy experience> online learning experience), h3 (online learning facility perspective> online information literacy experience), h4 (online learning facility perspective> online learning achievement motivation), and h5 (online learning facility perspective> online learning experience). h2 (online learning achievement motivation> online learning experience) has a positive correlation but does not contribute significantly. this research implies that universities can focus on factors that contribute significantly to the online learning experience. with the focus on improving these factors, it is hoped that students' online learning experience will be more satisfying, especially during the covid-19 crisis. references alon, t. m., doepke, m., olmstead-rumsey, j., & tertilt, m. (2020). the impact of covid-19 on gender equality (0898-2937). 92 |english franca, vol. 5, no. 1, 2021 anwar, k., & wardhono, a. (2019). students' perception of learning experience and achievement motivation: prototyping english for academic purposes (eap). international journal of instruction, 12(3), 271-288. apriani, e., & hidayah, j. (2019). the ict used by the english lecturers for non english study program students at stain curup. the ict used by the english lecturers for non english study program students at stain curup, 8(01), 26-37. bao, w. (2020). covid‐19 and online teaching in higher education: a case study of peking university. human behavior and emerging technologies, 2(2), 113-115. benson, a. d. (2002). using online learning to meet workforce demand: a case study of stakeholder influence. quarterly review of distance education, 3(4), 443-452. bolliger, d. u., & wasilik, o. (2009). factors influencing faculty satisfaction with online teaching and learning in higher education. distance education, 30(1), 103-116. boudadi, n. a., & gutiérrez-colón, m. (2020). effect of gamification on students’ motivation and learning achievement in second language acquisition within higher education: a literature review 2011-2019. the eurocall review, 28(1), 57-69. chola, r., kasimba, p., george, r., & rajan, r. (2020). covid-19 and elearning: perception of freshmen level physics students at lusaka apex medical university. age, 15(19), 63. demuyakor, j. (2020). coronavirus (covid-19) and online learning in higher institutions of education: a survey of the perceptions of ghanaian international students in china. online journal of communication and media technologies, 10(3), e202018. elmunsvah, h., hidayat, w. n., & patmantara, s. (2018, 2018). digital literacy skills of informatics engineering education students as the basis for online learning implementation. entwistle, n., & tait, h. (1990). approaches to learning, evaluations of teaching, and preferences for contrasting academic environments. higher education, 19(2), 169-194. freeman, e., & lynd-balta, e. (2010). developing information literacy skills early in an undergraduate curriculum. college teaching, 58(3), 109-115. lastika ary prihandoko: the interplay of information literacy, learning facility, learning achievement, and motivation toward online learning experience during covid-19 crisis: pls-sem approach│93 hair, j. f., risher, j. j., sarstedt, m., & ringle, c. m. (2019). when to use and how to report the results of pls-sem. european business review. hair jr, j. f., sarstedt, m., hopkins, l., & kuppelwieser, v. g. (2014). partial least squares structural equation modeling (pls-sem). european business review. helm, s., eggert, a., & garnefeld, i. (2010). modeling the impact of corporate reputation on customer satisfaction and loyalty using partial least squares. in handbook of partial least squares (pp. 515-534). springer. hoerunnisa, a., suryani, n., & efendi, a. (2019). the effectiveness of the use of e-learning in multimedia classes to improve vocational students' learning achievement and motivation. kwangsan, 7(2), 295731. lembani, r., gunter, a., breines, m., & dalu, m. t. b. (2020). the same course, different access: the digital divide between urban and rural distance education students in south africa. journal of geography in higher education, 44(1), 70-84. lestari, p. a. s., & gunawan, g. (2020). the impact of covid-19 pandemic on learning implementation of primary and secondary school levels. indonesian journal of elementary and childhood education, 1(2), 58-63. markova, t., glazkova, i., & zaborova, e. (2017). quality issues of online distance learning. procedia-social and behavioral sciences, 237, 685-691. moore, j. l., dickson-deane, c., & galyen, k. (2011). e-learning, online learning, and distance learning environments: are they the same? the internet and higher education, 14(2), 129-135. muhtia, a., suparno, s., & sumardi, s. (2018, 2018). blended learning using schoology as an online learning platform: potentials and challenges. muir, t., milthorpe, n., stone, c., dyment, j., freeman, e., & hopwood, b. (2019). chronicling engagement: students’ experience of online learning over time. distance education, 40(2), 262-277. ning, h. k., & downing, k. (2011). the interrelationship between the student learning experience and study behavior. higher education research & development, 30(6), 765-778. nwankwo, w. (2018). promoting equitable access to university education through online learning systems. 94 |english franca, vol. 5, no. 1, 2021 oyedemi, t., & mogano, s. (2018). the digitally disadvantaged: access to digital communication technologies among first-year students at a rural south african university. africa education review, 15(1), 175-191. pambudi, s., sukardiyono, t., & surjono, h. d. (2018, 2018). ‘the development of mobile gamification learning application for web programming learning. peltier, j. w., schibrowsky, j. a., & drago, w. (2007). the interdependence of the factors influencing the perceived quality of the online learning experience: a causal model. journal of marketing education, 29(2), 140-153. rathner, j. a., & schier, m. a. (2020). the impact of flipped classroom andragogy on student assessment performance and perception of learning experience in two advanced physiology subjects. advances in physiology education, 44(1), 80-92. sarstedt, m., ringle, c. m., & hair, j. f. (2017). partial least squares structural equation modeling. handbook of market research, 26, 1-40. schmid, r. f., bernard, r. m., borokhovski, e., tamim, r., abrami, p. c., wade, c. a., surkes, m. a., & lowerison, g. (2009). technology’s effect on achievement in higher education: a stage i metaanalysis of classroom applications. journal of computing in higher education, 21(2), 95-109. stiwinter, k. (2013). using an interactive online tutorial to expand library instruction. internet reference services quarterly, 18(1), 15-41. sumner, a., hoy, c., & ortiz-juarez, e. (2020). estimates of the impact of covid-19 on global poverty. united nations university world institute for development economics research. webb, j., logan, j., & flaccavento, m. (2017). delivering synchronous online library instruction at a large-scale academic institution: practical tips and lessons learned. in distributed learning (pp. 157-175). elsevier. xiao, j. (2017). learner-content interaction in distance education: the weakest link in interaction research. distance education, 38(1), 123-135. english franca: academic journal of english language and education vol. 5, no. 2, 2021, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v5i2.2613 strategies in online speaking classroom in the time of covid-19: a descriptive study at tertiary level zelvia liska afriani iain bengkulu zelviaafriani20@gmail.com valisneria utami iain bengkulu valisneriautami@gmail.com abstract recently, the covid-19 pandemic has transformed teaching and learning into a virtual model, which demands teachers to find their best strategy. this study aims to analyze the strategies applied by teachers at the tertiary level in the time of covid-19. the researchers employed a descriptive research design conducted in one of the islamic universities at bengkulu. the subjects were two english as a foreign language (efl) teaching staff who taught speaking skills at the beginner level. the data was obtained through a semi-structured interview. the observation was also done during one semester, where the researchers took part in the online classrooms. after the data was collected, the researchers analyzed the data by following some steps: (1) data reduction, (2) data display, and (2) conclusion drawing/verification. the findings revealed that the english teachers used several teaching-speaking skills integrated with social media and mobile phone applications to be accessed easily. the strategies are lecturing, role-play, online group discussion, simulation, and drilling. they are blended with whatsapp group, google classroom, zoom, and instagram. even though the learning process can be managed in this pandemic, face-to-face learning is still favorable. keywords: strategies, speaking classroom, covid-19 mailto:zelviaafriani20@gmail.com mailto:valisneriautami@gmail.com 260 | english franca, vol. 5, no. 2, 2021 introduction the world is currently facing a pandemic caused by sars-cov-2 (coronavirus) and its infection called corona virus disease 2019 (covid-19). this viral infection was initially discovered in wuhan, china, in december 2019 and has spread rapidly to various parts of the world. based on the data reported by the covid-19 task force, dated january 31, 2021, it has been confirmed that the virus has infected 1.078.314 people in indonesia with a death rate of 29.998 people, and 873.221 people have successfully recovered (moerti, 2021). this pandemic is not only affecting the health sector but all aspects of life, including education from elementary to higher education level. consequently, the students are "forced" to study from home because face-to-face learning is assumed can prevent the transmission of covid-19. due to the condition above, the government of the republic of indonesia immediately issued government regulation (pp) no.2 of 2020 concerning large-scale social restrictions in the context of accelerating the management of covid-19 and presidential decree of the republic of indonesia no. 11 of 2020 concerning the determination of the 2020 corona virus disease public health emergency (covid-19). this regulation requires immediate adaptation, which makes students and teachers have to carry out the learning process online. according to king, richmond, young, and schrader (2001), "distance learning is improved capabilities in knowledge and/or behaviors as a result of mediated experiences that are constrained by time and/or distance such that the learner does not share the same situation with what is being learned." during the covid-19 epidemic, the online learning system, or e-learning, has favorably contributed to the continuation of the teaching and learning process (taufik, et. al, 2020). technical media, particularly technology, become the main inclusion in distance learning to bridge teachers and students in different places and times (saykılı, 2018; espino-d & fernandez-caminero, 2020; mishra et al., 2020). thus, teachers must have adeptness to integrate technology as an instrument to ease the learning activities in class. a teacher plays a learning agent and must have several competencies to create a good classroom atmosphere, either face-toface or online learning. government regulation no. 19 of 2005 mentions that the teacher must possess four competencies: pedagogical competence, professional competence, personality competence, and social competence. one of the important aspects is pedagogical competence. syahrial et al. (2019) explain that teachers' pedagogic competence focuses on the ability of how teachers design learning zelvia liska afriani, valisneria utami: strategies in online speaking classroom in the time of covid-19: a descriptive study at tertiary level 261 materials, create learning media and discover teaching techniques including models, methods, and strategies. in this competence, one thing to emphasize is that the teacher can develop the students' maximum potential. it can be started from a teaching strategy. according to foshay (1975), a strategy is a general pattern of a series of activities that must be carried out to achieve specific goals. it is said to be a general pattern because a strategy, in essence, has not led to practical matters, is still in the form of a plan or a comprehensive picture. meanwhile, to achieve the goals, strategies are drawn up for specific goals. as proposed by wehrli and nyquist (2003) several teaching strategies can be implemented in the classroom, such as brainstorming, problem-solving, simulation, demonstration, games, large-group discussion, lecturing, role-play, direct-contact, and one-toone strategy. each of these strategies may assist students and teachers in achieving the learning goals, with the provision of it being applied properly and accurately. furthermore, the teacher's appropriate strategy will promote students' self-regulatory learning (kistner et al., 2015), especially in current conditions, where the students are asked to be autonomous learners at home. hence, she/he needs to plan, choose and determine the right teaching and learning strategy in this pandemic. the determination of the strategy used will determine how learning activities are carried out. it will also reveal which direction the learning process will lead. in this study, the researchers focused on investigating the teachers' teaching strategies, commonly known as lecturers at the tertiary level. effective strategies used by teachers in teaching speaking skills are essential for students to overcome their learning difficulties. those strategies can help them improve their fluency and accuracy. each teacher may use different strategies to improve the ability of students to speak. after practicing the strategies, the teacher can see how students understand the language and can benefit from understanding what makes them successful and unsuccessful, and set up a milieu in the classroom to implement successful strategies (brown, 2000). after all, the strategy applied must be relevant to their needs and interests, let alone in this pandemic, which asks the students and teachers do a virtual learning process. in the search for the best teaching-speaking strategy model used by english teachers in the time of covid-19 at the tertiary level, the researchers decided to analyze the 262 | english franca, vol. 5, no. 2, 2021 teaching-speaking strategies based on wehrli and nyquist's guidelines. this paper was intended to describe what strategies were used and analyze their implementation during one semester. theoretical framework strategies in teaching speaking speaking is one of the productive skills that must be mastered by efl students. this skill is very vital since the aim of learning a language is to be able to use it as a tool to communicate properly and accurately. speaking, being the initial expression of language has been positioned as a critically essential skill that should be taught with suitable methods. the objective of training speaking should be to improve communication efficiency (gusmuliana, et.al, 2020). the communication that occurs throughout the discussion must be communicative for the speaker and hearer to grasp what is being said. in daily conversation, which includes conversations that occur in the workplace, such as those between a client and a clerk, a buyer and a seller, a student and a teacher, and other types of discussion fields (syafryadin, et. al, 2020). in reality, the students still find a way to become proficient in speaking english because most of them argue that it is a difficult skill. the role of english teachers is critically needed in this situation, especially to discover appropriate strategies in the classroom. the implementation of suitable strategies in the class will hopefully assist the students to be able to speak english fluently. a teaching strategy can be described as a plan for delivering a lesson that includes teaching objectives and procedures for implementing the strategy. wehrli and nyquist (2003) list several speaking strategies that can be applied by the teachers. those are explained below: a. brainstorming the brainstorming method is a strategy of teaching used in group discussions to generate new ideas, thoughts, or ideas by bringing up a problem to students by the teacher, then students answer or express opinions or comments so that the problem develops into a new problem. it is normally done to direct learners to the materials that will be taught so that they have a basic understanding of what they will be learning. according (naser & almutairi, 2015), brainstorming improves teamwork and efficiency among students and develops creative problemsolving skills. it also enables students to produce as many ideas as possible in a short period. zelvia liska afriani, valisneria utami: strategies in online speaking classroom in the time of covid-19: a descriptive study at tertiary level 263 b. problem-solving strategy problem-solving strategies are strategies that teach students how to get solutions to problems that arise. hence this strategy was initiated with an uneasiness of the problem (problem) that must be solved. problem strategy solving (problem-solving strategies) is not just a teaching strategy but also is a method of thinking because in problem-solving, other methods can be used, starting with looking for data to concluding. problem-solving learning can help students develop critical thinking skills while also improving their speaking fluency. a problem-solving strategy allows students to work together as a group to solve a problem that the teacher has posed. it also boosts students' motivation. learners are encouraged to practice speaking by using english to solve real-life problems, which will lead to them not only thinking critically, but also learning as a team with others (belecina., & ocampo, 2018) c. simulation simulation is a strategy given to students so that students can use a certain set of facts, concepts, and strategies. it provides opportunities for students to interact so that they can reduce fear. this strategy tends to be more dynamic in responding to physical and social symptoms because through this method it is as if students are doing things that are real. by simulating a case or problem, a person will more animate his existence. so it is appropriate to use it in teaching speaking skills as it can improve students’ oral fluency. in a simulation, learners take on the role of themselves in a specific situation, such as attending a business meeting or reserving a table in a cafeteria, among other things. vlachopoulos & makri (2017) identified several benefits of incorporating simulation into the classroom: it is enjoyable and motivating, it encourages reluctant learners to speak, and it provides a wider range of language as it is used in the real world. d. demonstration the demonstration is a very effective strategy to improve speaking skills because it helps students to find answers on their own based on facts or correct data. it presents lessons by demonstrating a particular process, situation, or object, either actual or just imitation. as a presentation method, a demonstration cannot be separated from verbal explanations by the teacher. even though in the demonstration process the role 264 | english franca, vol. 5, no. 2, 2021 of students is only paying attention, demonstrations can present more concrete learning materials. in the learning strategy, demonstrations can be used to support the success of expository and inquiry learning strategies. e. games games are a great way to keep students engaged in language learning, particularly when it comes to improving their speaking skills. this strategy is primarily inclusive in that it includes all students and can accommodate a variety of learning styles and personalities. hadi (2015) states that when a lesson involves a game, it allows the teacher to effectively assist learners in learning new forms and lexis. it should also provide praise and motivation to help students stay motivated in their studies. aside from all of this, keep in mind that games should be as short as possible because students typically only have a small amount of time to pay attention. f. discussion discussion is one of the teaching strategies that can be used in learner-centered learning situations. learners may express their thoughts and feelings while also listening to the perspectives of others by engaging in a broad group discussion. in this pandemic, the discussion runs online through wag or zoom meetings. gao (2014) states the emphasis of online conversation tends to stay on surface levels, such as exchanging or comparing content, rather than delving deeper into issues like negotiating definitions, synthesizing, or applying newly acquired knowledge. g. lecturing lecturing is a traditional teaching strategy that is often dismissed as antiquated. however, some teachers continue to use this method of instruction. a lecture is mainly a didactic presentation of knowledge to a wide number of people, often through the use of audiovisual aids. h. role-play role-playing is a strategy that encourages students to explore practical scenarios by engaging with others in a safe environment to gain experience and try out various techniques. participants may play a role that is similar to their own (or one that they may play in the future), or they may play the opposite side of the conversation or interaction, depending on the nature of the activity. in the classroom, it provides variety, a change of pace, and opportunities for a lot of language production while zelvia liska afriani, valisneria utami: strategies in online speaking classroom in the time of covid-19: a descriptive study at tertiary level 265 still being a lot of fun. it can be a normal part of the class rather than a one-time occurrence. it can be very good if the instructor believes the activity will work and provides the required support. i. direct contact classroom teachers who use a direct-contact teaching strategy invite a guest speaker to speak while they are teaching. direct interaction with native speakers of the target language provides learners with an experience as well as a trigger for developing a positive attitude toward the target language and its speakers. teachers can invite native english speakers to facilitate speaking by allowing students to practice their english with them. j. one-to-one strategy teaching one-to-one, according to harmer (2007, p.122), entails “an individual learner working alone with a teacher over a period of hours or weeks.” it's commonly referred to as "individual classes." since a teacher focuses solely on one learner in a oneto-one class, the learner has a better chance of doing all of the speakings than in a large class where the teacher would divide his attention among several learners. research methodology this study employed a descriptive research design. according to nassaji (2015), "the goal of descriptive research is to describe a phenomenon and its characteristics." this method is considered appropriate in this study because it aims to describe the phenomena in class regarding the strategies used by english teachers, commonly called lecturers, in teaching speaking skills during the covid pandemic. the observation was done for one semester from september 2020 to january 2021 by looking at the classroom interaction in four classes. two english teachers at one of the islamic universities in bengkulu were interviewed to get the information needed with a semi-structured interview. the theory used in this study is from wehrli and nyquist (2003). they taught speaking skills at the beginner level (semester one and semester three). after the researchers took the data from the observation and interview, they were then analyzed using miles and huberman's theory. it consists of three activities: data reduction, data display, conclusion drawing/verification. 266 | english franca, vol. 5, no. 2, 2021 results & discussion the observation was done in september 2020 where the researchers attended the virtual classroom for speaking class. it was found that the teachers used some technology applications for the learning process, such as whatsapp group (wag), google classroom, and zoom. in the first meeting, they started the course via zoom. since this is the first meeting for them, the students and the teachers introduced themselves. then, it was continued by reading the course syllabus for one semester. during several meetings, the teachers felt that the zoom application is not satisfying enough in helping the learning process due to the connection that most students have. most of them do not have the right signals because they live in rural areas. then, this demands the teachers to find other ways to support the learning process. hence, the teachers added some applications such as wag and google classroom. they decided to make a zoom meeting once in three weeks to evaluate the topics shared and learned in the online group. google classroom is used as a medium for teachers to ask students to collect their tasks. the tasks were given based on the instructions delivered via wag. in google classroom, students can submit their videos or recording regarding the topic in the course syllabus. they can also see the grades for each assignment they have fulfilled. so, it is considered highly transparent. the researchers also found that the teachers' strategies can be seen from the way they asked the students to speak up in the online classroom. based on the guidelines proposed by wehrli and nyquist, some strategies implemented were lecturing, role-play, online group discussion, simulation, and drilling. each strategy is explained below: a. lecturing lecturing is a conventional strategy mostly used by teachers in the classroom, known as the teacher-centered method. based on the virtual class observation, it was revealed that those two teachers use this strategy in teaching english speaking to their students. this strategy refers to learning situations in which the teacher determines the subject matter that students study and how they study it, i.e., when, where, how, and at what speed they learn it. generally, when classes are classified as teacher-centered, the teacher dominates the classroom, and the students spend most of their time listening, taking notes, and responding to questions the teacher explains or asks. kaur (2011) emphasizes that lecturing aims to support the course's objectives by explaining the materials taught in detail, can be zelvia liska afriani, valisneria utami: strategies in online speaking classroom in the time of covid-19: a descriptive study at tertiary level 267 by giving examples of situations, not presenting useless information to students who are just sitting there passively listening to the teachers. both speaking teachers used this way at the beginning of the class to present new subject matters and respond to the expressions of students who still do not understand the material yet. they also combined it with a question and answer session, tasks or exercises, and discussion. the researchers did not find the unusable explanation in the class because they focused more on practicing the students' performance in their english ability. however, some students sometimes get bored and still did not get the point of the explanation. the researchers assumed that the distance learning process could cause it. possibly, the students cannot fully concentrate in the classroom because they sometimes do another task while they attended the zoom meeting, for example: using a handphone, babysitting their sisters, or other side house jobs. b. role-play based on the interview with both teachers, they chose to roleplay in the virtual speaking class because it helps the students overcome their confidence in speaking. it also allows them to practice their language ability with some specific topics given. here are some situations in the speaking classroom: excerpt 1 t1: you can see a picture that i have screen-shared. it is a map. now, please make a role-play where a is someone who gets lost and b is someone who gives the information. (teacher 1, meeting 5, topic: asking for directions) excerpt 2 t2: your today’s assignment is to make a video with peers about how to make a telephone call. you may use video-call and record it. don’t forget to submit it in our google classroom! (teacher 2, meeting 2, topic: how to make telephone call) the statements above were extracted based on the transcription from t1 (teacher 1) and t2 (teacher 2). the topic was about asking for directions and telephone calls. in t1's class, the teacher showed a city map by sharing the screen via zoom. the students then have to give their voice based on the teachers' instructions by doing a role-play with their classmates. meanwhile, in l2's class, she asked the students to create a 268 | english franca, vol. 5, no. 2, 2021 video about making a telephone call with their friends as a task. then, they have to upload it to google classroom. based on the interview with t1 and t2, they said that using this strategy can improve speaking skills because students can speak even when they are in an online class. the role-play method was chosen because the learning process involved many students directly so that they enjoyed learning and practiced more in their ideas. besides, the teachers can also assess whether students understand the material being taught or not. this can be seen from the fluency of students in practicing the commands they are told to do. both teachers argue that fluency is the main thing that beginner-level students must-have rather than accuracy. c. online group discussion online group discussion becomes an option for the teachers in the virtual class. due to the limited time that the teachers have, they required the students to discuss the materials in wag and monitor the activities. the researchers know this strategy from the conversation between teacher 2 and the students below: excerpt 3 t2: next week, you have to present the current condition in indonesian during covid-19. you may talk about health, economy, education, climate change, or the environment. please discuss it in our wa group if you have any obstacles in deciding the topic you want to explain. in the interview, teacher 2 said that online group provides students' interaction between student and student or teachers and students. even though they did not meet their friends and teachers directly, they could still work together to elaborate their ideas virtually by using a voice note or typing it in wag. the teachers can also assess students' participation in the group whether they involve actively or not. in this online group, not only students' speaking skills can be measured but also their writing skills, mainly in grammar and punctuation. in addition, another advantage of this strategy is that the teachers can fix students' mistakes or errors when they speak through voice notes. zelvia liska afriani, valisneria utami: strategies in online speaking classroom in the time of covid-19: a descriptive study at tertiary level 269 on the other hand, teacher 1 did not use this strategy in class because she usually used wag just as a tool to give information to students about the class schedule, attendance list, or class assignments. d. simulation in evaluating the students’ performance toward their speaking skills, the teachers ask them to make a video regarding the topics given. they did it for the mid-term test and final exam. the procedures were that teachers gave some themes based on the syllabus (the materials learned in class). next, they have to make a simulation before making a video to be more fluent because it would be graded. for example, they are going to a restaurant and want to order food and drinks. then, they must play themselves in that situation. after they created the video, the projects must be uploaded to social media, in this case, instagram. instagram was chosen because all of the students in class use this application in sharing their activities. hence, the students were asked to upload it there. the aim is to positively affect other people who watch it where they can learn some new english vocabulary, phrases, or pronunciation by looking at the videos shared by the students as explained by teacher 2 below: excerpt 4 t2: my reason why choosing social media platform is that the majority of my students have the account so why not utilize it as media for learning? they can share their videos, their friends can give comments, or maybe learn something new from the video. after all, perhaps, talking through video and social media might put them in a less pressured environment compare to talking directly to their lecturer. e. drilling the next strategy implemented by the teachers is drilling. this method can help students improve their speaking skills due to continuous practice. examples of implementing this strategy in the classroom can be seen in the observation results below: excerpt 5 l1: look at the screen! there is a family. they want to buy tickets for a holiday. please pay attention to what the ticket seller said. 270 | english franca, vol. 5, no. 2, 2021 ts: how many tickets do you want to buy? – the teacher stopped the video. l1: now, repeat what she said. let’s say you are a ticket seller. ss: how many tickets do you want to buy? l1: all right, now take a look at the numbers of that family. we’ll continue the video. ts: three adults and 2 children to monas, please. l1: what if 5 people, 3 adults, and 2 children. they want to go to anyer beach. ss: three adults and two children to anyer beach, please. (most of the students say loudly together) (the teacher continued the video) l1: well, now, i'll give you a situation. there are 7 members of a family consisting of 6 adults and one child. they want to go to dufan for a holiday. does anyone want to try? (three students raised their hands and the teacher pointed two of them be a buyer and a seller) l1: oke, t5 is the ticket seller and t11 is the buyer. s5: hi, how many tickets do you want to buy? s11: six adults and one child to dufan, please. s5: all right, here they are. the total is eighty-five thousand rupiahs. s11: ok. (pretending to give money) s5: thank you. enjoy your day! (meeting 8, how to buy tickets) excerpt 6 (teacher 2 shared screen some pictures about some places in bengkulu) l2: you can see four pictures on your screen. they are zakat beach, marlborough fort, dendam tak sudah lake, and bung karno’s house. now, take a look at the first picture. it is marlborough fort. have you ever been there? ss: yes, i have (most of the students answered this loudly) ss: no, i am not. (the rest who have not been to the fort) l2: i am not? repetition drill single-slot substitution drill multiple-slot substitution drill multiple-slot substitution drill question and answer drill zelvia liska afriani, valisneria utami: strategies in online speaking classroom in the time of covid-19: a descriptive study at tertiary level 271 ss: i have not. no, i have not. l2: do you have any opinion about this picture? s13: it is very unique and beautiful, mam. l2: does it look like an ancient building? s4: yes mam, it looks very ancient. maybe because it is made by the british east india company. l2: was it built by the british? s4: oh ya mam, it was built by the british. (meeting 2, describing places) discussion according to ballman and larsen-freeman (1988), there are seven types of drilling used in language learning. they are backward build-up or expansion drill, repetition drill, chain drill, single-slot substitution drill, multiple-slot substitution drill, transformation drill, and question and answer drill. from the two observations above, done in both classes, it was found that the teachers used four of seven types of drilling, such as repetition drill, single-slot substitution drill, multipleslot substitution drill, and question and answer drill. in the classroom, the researchers observe that t1 frequently used repetition and substitution drilling in her class. it can be due to the level of students she taught, that is, semester one. while t2 is most likely to use substitution and question and answer drilling for semester three students. in the observation result, (1) in repetition, the students repeated the utterance aloud as soon as the teacher finishes saying it. the utterance or words being practiced should be short so that the ear quickly catches them. (2) the teachers then applied substitution drills in teaching speaking to the students, either single-slot or multiple-slot substitution. in single-slot substitution, the teacher read a sentence, and the students repeated it and then called out a word that the students might fit into the sentence. (3) while in multiple-slot substitution, she called out two or more words. (4) besides, she also used question-andanswer drills in the learning process. the teachers provide supervision of student responses. they should respond quickly to the teacher's questions. it is also possible for the teacher to provide practice for the students by asking them a question. this gives students opportunities to practice the same question style. question and answer drill question and answer drill 272 | english franca, vol. 5, no. 2, 2021 of the seven types of drills mentioned above, not all can be immediately applied in the english-speaking virtual classroom. the choice of the type of drill must be adjusted to the difficulty level of the teaching materials that will be given to students in stages. from the data above, it can be seen that the teachers use various strategies to make the teaching and learning process run well in the classroom. they try to bring so many ways that they usually do in the face-to-face classroom to the virtual classroom. nonetheless, it was a little bit hard for them to make sure whether the students understand or pay more attention in the class, especially for beginner students who suddenly have to experience online learning due to the pandemic. the teachers must design a thorough readiness to make students understand the materials being taught. teachers' preparation in teaching a productive skill needs much effort. they have to take notes of the students' ability to speak one by one so that the teachers can adequately assess their progress. the teacher also mentioned some weaknesses faced by teachers and students in this online class, for example, signal constraints when speaking through the zoom application and the inactivity of students in discussion groups if there was no lure with grades. the problem with this bad signal is that many students live in remote areas, so it is rather difficult for them to follow the lecture process. this is also one reason the teachers created google classroom to handle this situation where the students can read the materials and submit their work in that app. to put it briefly, the researchers found that both teachers implemented various strategies to manage their students to overcome their speaking skills difficulties, especially in the current situation, which drives the students and teachers to do the teaching and learning virtually. with different ways of teaching, both teachers seem to have the same pattern strategies. based on wehrli and nyquist (2003), the researchers found that the teachers had carried out four of the ten teaching strategies (lecturing, role-play, discussion, and simulation) and one additional strategy (drilling) outside the guidelines used. those strategies are quite well enough to affect the students' outcomes. thenceforth, the teachers appreciated students' presence in taking part in lessons even in pandemic conditions like now. both parties, indeed, must have more effort so that the learning objectives are achieved properly. zelvia liska afriani, valisneria utami: strategies in online speaking classroom in the time of covid-19: a descriptive study at tertiary level 273 conclusion the two teachers in this study implemented four of ten strategies suggested by wehrli and nyquist (2003) and one additional strategy in teaching speaking skills in the time of covid-19. they employed lecturing, role-play, online group discussion, simulation, and drilling. those strategies are integrated with mobile applications and social media such as zoom, whatsapp group, google classroom, and instagram. each of the applications helps the teachers deliver the materials conveyed to the students in the virtual class. although the condition requires the teachers and the students to meet in an online classroom, the learning process can run fair enough even though some obstacles are encountered. another thing that must be changed from the student's point of view is student-self regulatory learning, which must be enhanced to be more active in the learning process. thus, it is suggested for the next researcher to investigate students’ opinions dealing with self-regulatory learning in the time of covid-19 in speaking class. references ballman, t. l., & larsen-freeman, d. (1988). techniques and principles in language teaching. the modern language journal, 72(2), 216. https://doi.org/10.2307/328245 belecina, rene r; ocampo, j. j. (2018). effecting change on students?? critical thinking in problem solving. educare, 10(2), 109–118. brown, douglas, h. (2000). principles of language learning and teaching. pearson longman. espino-d, l., & fernandez-caminero, g. (2020). analyzing the impact of covid-19 on education professionals. toward a paradigm shift : ict and neuroeducation as a binomial of action. 1–10. foshay, a. . (1975). teaching tactics, teaching strategy. educational leadership, 3, 373–375. gao, f. (2014). exploring the use of discussion strategies and labels in asynchronous online discussion. journal of asynchronous learning network, 18(3), 1–19. https://doi.org/10.24059/olj.v18i3.460 gusmuliana, p., apriani, e., & syafryadin, s. (2021). improving students 274 | english franca, vol. 5, no. 2, 2021 speaking motivation by using role play technique at institute islamic in indonesia. hadi, m. s. (2015). games as the strategy in teaching speaking for young learners. june 2015. kaur, g. (2011). study and analysis of lecture model of teaching. 1(1), 9– 13. king, f. b. (2001). defining distance learning and distance education. january. kistner, s., rakoczy, k., otto, b., & klieme, e. (2015). teaching learning strategies : the role of instructional context and teacher beliefs. journal for educational research online, 7(1), 176–197. http://www.j-e-ro.com/index.php/jero/article/download/542/228 mishra, l., gupta, t., & shree, a. (2020). international journal of educational research open online teaching-learning in higher education during lockdown period of covid-19 pandemic. international journal of educational research open, 1(august), 100012. https://doi.org/10.1016/j.ijedro.2020.100012 moerti, w. (2021). data terkini covid-19 di indonesia januari 2021. merdeka.com. https://www.merdeka.com/peristiwa/data-terkinicovid-19-di-indonesia-januari-2021.html naser, a., & almutairi, m. (2015). the effect of using brainstorming strategy in developing creative problem-solving skills among male students in kuwait : a field study on saud al-kharji school in kuwait city. 6(3), 136–146. nassaji, h. (2015). qualitative and descriptive research: data type versus data analysis. language teaching research, 19(2), 129–132. https://doi.org/10.1177/1362168815572747 saykılı, a. (2018). distance education : definitions, generations, key concepts, and future directions. international journal of contemporary educational research, 5(1), 1–17. syafryadin, s., chandra, w. d. e., apriani, e., & noermanzah, n. (2020). maxim variation, conventional, and particularized implicature on students' conversation. international journal of scientific and technology of research, 9(02), 3270-3274. syahrial, asrial, kurniawan, d. a., & subandiyo, m. (2019). pedagogic zelvia liska afriani, valisneria utami: strategies in online speaking classroom in the time of covid-19: a descriptive study at tertiary level 275 competence and indonesian language competence pre-service teacher of the elementary program. international journal of scientific and technology research, 8(10), 851–856. taufik, m., rijal, a. s., dahniar, d., & apriani, e. (2021). the effectiveness of learning english using lms google classroom during the covid19 pandemic. al-ishlah: jurnal pendidikan, 13(2), 960-970. vlachopoulos, d., & makri, a. (2017). the effect of games and simulations on higher education: a systematic literature review. in international journal of educational technology in higher education (vol. 14, issue 1). international journal of educational technology in higher education. https://doi.org/10.1186/s41239-017-0062-1 wehrli, g., & nyquist, j. (2003). creating an educational curriculum for learners at any level. aabb conference. retrieved from http://www.tulane.edu/som/ome/upload/comparisonofteaching methodologies.pdf 276 | english franca, vol. 5, no. 2, 2021 english franca : academic journal of english language and education vol. 4, no. 2, 2020, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: http://dx.doi.org/10.29240/ef.v4i2.1154, page 141-160 error analysis found in students’ writing composition in simple past tense of recount text tira nur fitria itb aas indonesia tiranurfitria@gmail.com abstract this study was to find the types of error analysis and the most dominant form of error analysis found in the simple past tense writing composition of students, especially in recount text. this study used a mixed-method both qualitative and quantitative approach. from the study, it was shown that the error of the students in writing simple past tense composition consists of certain elements of writing, such as grammar, punctuation, and spelling. there were 57 data in grammar, or 53.37 %, consisting of errors in class terms like in determiner/article (25 data or 43.86 %), in verb (14 data or 24.56 %), in a preposition (11 data or 19.30 %) and the last in a noun (7 data or 12.28 %). while the most dominant error was in determiner/article. second, in the aspect of spelling, there were 26 data or 21.70 %). third, in the aspect of punctuation, there were (23 data or 24.53 %). it is shown that the most dominant error found in the students’ writing composition in the grammar aspect is 57 data or 53.37 percent based on the frequency of each aspect of error. keywords: error, error analysis, writing, simple past tense, recount text introduction in education, english has been taught from the kindergarten level up to the university level, but in fact, there are still many people who cannot comprehend english well. people must master four basic skills in english while studying english, namely listening, speaking, reading, and writing skills. these four skills are very important to master for those of you who study or want to master english. the writing skill becomes the most complicated skill that should be mastered by the people, especially for the students because they mailto:tiranurfitria@gmail.com 142 | english franca, vol. 4, no. 2, 2020 should be able to combine and express their feelings or opinion in a well-written form. in learning the english language, writing is one of the language skills that should be learned. hasani (2005) notes that writing is a person's behavior in the rational and structured process of pouring concepts, emotions, and feelings into written form so that the reader can understand the letter. therefore, indirectly, the primary role of writing is as a medium of communication. writing means a process of communication that conveys ideas and opinions in a written form which suggests that the writers and the readers should have a similar understanding of what is written. the writing method is an interrelated series of recursive stages, according to harmer (2007) which include drafting, structuring, concentrating, generating ideas, and evaluating. brown (2007) notes that writing is often the product of thought, drafting, and revising processes requiring specialized skills, an ability that is acquired naturally by not every speaker. in short, writing is a product bypassing the process of thinking the ideas (planning), drafting, revising, evaluation (editing) until the final draft. therefore, writing often is a complex process in learning english (heydari & bagheri, 2012). there are guidelines for writing english, which can make it a challenging language to learn. in particular, some of the fields where language learners struggle with grammar, punctuation, and spelling. a significant part of writing is grammar. besides, punctuation and spelling are also important in writing because english writing has language components. these can not be isolated from each other since another aspect is connected to them. students may improve their thought skills and their english skills, such as grammar and vocabulary, through writing activities (jayanti, 2019). in helping students to write sentences and then texts that make sense and flow well, spelling, vocabulary, grammar, and punctuation are key elements. for some students, writing in english is not easy. when they use the language of writing, they will have problems. when they write, they do not know the correct one, then they make errors (karim et al., 2018). there will be errors because of this, which can be seen in their prose. tira nur fitria: error analysis found in students’ writing composition in simple past tense of recount text | 143 students have several difficulties writing english, so the writing of goods produces an error. an error here includes three categories, they are morphological errors, semantic errors, and syntactic errors (liu, 2008). while students use the target language than making errors during second language learning can be seen as a means of developing the skills of students so they can learn more by making errors. errors may be triggered by a lack of language abilities, such as the lack of understanding of the proper target language rules by the learner (fitria, 2020). while, james (2013) states that error analysis is the way to determine the nature of the event, causes, and impacts of inadequate language. according to richards & schmidt (2002), in linguistics, an error is the use of a phrase, a speech act, or grammatical elements in such a way that incomplete learning appears imperfect and significant. although error analysis is a tool used to record errors that occur in the language of the learner, it determines if those errors are systemic and describe what causes them (if possible). the errors can occur by using tense in writing paragraphs or composition because tenses are necessary for english texts. students are often confused about how to use tense when writing a sentence. an unavoidable aspect of language learning is errors typically committed by the second foreign language learner. the learners can improve their skills by making errors and hearing the right forms from the instructor. errors are the marks of learners who have not learned the rules of english (fitria, 2019). for both learners and instructors, errors and their review are also beneficial. the teacher's challenge is to find ways to trigger the passive awareness that the students have in terms of writing skills in a meaningful way, as well as helping students become more competent when trying to eradicate some of their common errors. (fitria, 2018), because an error is one of the teacher’s concerns (ferris, 2011, p. 129). the errors of english learners should also be carefully examined as these errors represent the learning process of a language. (wu & garza, 2014). 144 | english franca, vol. 4, no. 2, 2020 the simple past tense is used for events or circumstances that started and ended in the past, according to cowan (2008), the students usually write recount text in the simple past tense, and have to know simple past tense well. because, awareness of simple past tense, which in writing the experience, is required in writing recount text. the text of the recount is a piece of text that records past occurrences, usually in the order in which they took place (anderson & anderson, 1997). previous research related to the analysis of errors is available. fitria (2015) has written research about error analysis in writing simple future tense. this study found the type of error shown in the writing composition of students in the elements of grammar, punctuation, and spelling. this study used the qualitative study to obtain analytical evidence from the written knowledge of the students. the data will be correctly obtained by the use of this tool. the outcome of the study indicates that the error of the students in writing simple future tense composition consists of three aspects of writing such as grammar, punctuation, and spelling. based on the above description, the researcher is interested in performing the same study on error analysis, but distinct research data entitled “an error analysis found in students’ writing composition of simple past tense in recount text’’. in terms of grammar, punctuation, and spelling, this study points out the types of error analysis found in the students’ writing composition and points out the most dominant form of error analysis found in simple past tense in students ' writing composition. research methodology this research uses a mixed-method in both qualitative and quantitative research. qualitative research is one of social research that adopts both versatile and data-driven research style, uses relatively unstructured data, emphasizes the subjectivity’s role in the research, and uses verbal analysis as a statistical type (hammersley, 2013, p. 12). in qualitative, the writer used descriptive design because the data obtained related to the information that focuses on current status and phenomena. in conducting this study, the writer considers that the tira nur fitria: error analysis found in students’ writing composition in simple past tense of recount text | 145 descriptive method is suitable. while this study focused more on the qualitative descriptive approach, it also uses a quantitative approach. it was important to use numerical data to obtain accurate and countable data. therefore, in this analysis, the quantitative approach was conducted to see the percentage and frequencies to support the research data. as stated by treiman (2014, p. 1) that the most basic quantitative analyses are inf the form of cross-tabulations or percentage tables. the study object is the writing composition of 19 students taken from 15 diploma (d3) students of stie aas surakarta. as a result of the student's composition in writing simple past tense, especially in recount text, the students ' writing composition here. the researcher uses document in gathering the details. all of the documents are linked to the reporting process. it can be in the form of a newspaper, a textbook, a letter, a piece of paper, an email, a test result, etc. a document can be said as any symbolic representation that is recorded and retrieved for description and analysis (hesse-biber & leavy, 2010, p. 127). the researcher analyzes the writing of the students in the recount text as the data in this report. besides, the researcher studied the paper to uncover the error made by the students in writing a simple past tense of recount text. ellis (1997) claimed that error detection, error classification, error definition, error interpretation, and then tabulation were the steps to evaluate the errors. finally, the data was tabulated to recognize the frequency of errors made by the students. in the identification of errors. the writer described the errors of the students in writing the recount text in this stage, including the use of a proper noun, descriptive phrases, simple past tense, and time connective. in error definition, the errors were categorized into some categories in this stage. besides, the definition of the error was to describe the variations in word disorder between the utterances of students and the reconstruction of target language utterances. in explanation of errors. the writer clarified the cause of an error made by the students in this phase. by anticipating it, the writer tried to find out the cause of the error. in the tabulation of errors, the writer drew the error into a table to tabulate based on the classification of errors. the 146 | english franca, vol. 4, no. 2, 2020 number of errors created by the students and then found out the most dominant errors in student writing. findings and discussion findings the findings of this analysis are intended to solve the research objectives as formulated in the study context. this study found the sort of error analysis found in students’ writing and the most dominant kind of error analysis found in students’ writing. below, the explanation of the student writing errors as follow: grammar harmer (2007) describes grammar as an explanation of how words in that language can alter their forms and can be combined into phrases. brown (2007) describes that grammar is the set of rules that control a sentence's traditional arrangement and connection of words. without grammar, we cannot make a good language and the language we produce will not be understood by others. therefore, grammar is an important part of the language that can make the language clearly or unclearly understood. grammar errors usually happen because the writer does not understand how to use punctuation marks. below the errors which are found in students’ writing composition, as follow: determiner/article example 1 wrong : this is my activity when holiday yesterday. correct : this is my activity when a holiday/the holiday yesterday. the example shows an error in the determiner/article. it appears in that sentence that an article is missing before the phrase "holiday." it is needed to be changed when an article "a" or "the" is inserted. therefore, it should be written “a holiday” or “the holiday”. example 2 wrong : we also took the time buy souvenir. tira nur fitria: error analysis found in students’ writing composition in simple past tense of recount text | 147 correct : we also took the time buy a souvenir/the souvenir. the example shows an error in the determiner/article. it appears in that sentence that an article is missing. it is needed to be changed when an article "a" or "the" is inserted. therefore, it should be written "a souvenir" or "the souvenir". example 3 wrong : it was a best holiday. correct : it was the best holiday. the example shows an error in the determiner/article. in that sentence, the expression "a best" does not seem to include the correct use of the article. it is needed to be added the article "the." therefore, it should be written "the best." example 4 wrong : therefore, we wanted to go to city. correct : therefore, we wanted to go to a city/the city. the example shows an error in the determiner / article. it appears in that sentence that an article is missing before the phrase "holiday." it is needed to be changed when an article "a" or "the" is inserted. therefore, it should be written "a city" or "the city". example 5 wrong : last holiday in new year, my family and i went to… correct : last holiday in a new year/the new year, my family and i went to… the example shows an error in the determiner/article. in that sentence, the expression "a best" does not seem to include the correct use of the article. the article "a" or "the" is needed. therefore, it should be written "a new year" or "a new year." 148 | english franca, vol. 4, no. 2, 2020 verb example 1 wrong : … what should i do to filled my holiday correct : … what should i do to fill my holiday the example shows an error in the verb. the base form is required by the to-infinitive that follows the verb "filled." the shift of the term "packed" to the base form or verb 1 "fill". example 2 wrong : …until i didn’t realized, time for pray dzuhur was arrived. correct : …until i didn’t realize, time for pray dzuhur was arrived. the example shows an error in the verb. in the above sentence, the verb "realized" seems to be wrongly used with the supporting verb "did" in the past. it is modified to the base type. therefore, it should be written, "realize". example 3 wrong : …time for pray dzuhur was arrived… correct : …time for pray dzuhur arrived/has arrived… the example shows an error in the verb. it uses the transitive verb "arrived" in a passive voice construction in the sentence above. the phrase in the active sentence is needed in the text. therefore, it should be written " arrived "or" arrived. example 4 wrong : …so many people came to parangtritis to spent their time. correct : …so many people came to parangtritis to spend their time. the example shows an error in the verb. in the above sentence, it appears that as part of the to-infinitive following the word "came" the verb "spent" should be in the base form. it is needed to change its term into "spend" verb 1. tira nur fitria: error analysis found in students’ writing composition in simple past tense of recount text | 149 example 5 wrong : … we went to the tourist spot which become a favourite place correct : … we went to the tourist spot which becomes a favourite place the example shows an error in the verb. the plural verb "become" does not appear to agree with the singular topic "the tourist spot" in the sentence above. it is needed to be changed when modifying the form of the verb for the subject-verb agreement. therefore, it should be written, "becomes". example 6 wrong : …we played in the beach; we decided to went home soon. correct : …we played in the beach; we decided to go home soon. the example shows an error in the verb. in the above sentence, it appears that as part of the to-infinitive following "decided" the verb "went" should be written in the base form. it is needed to be changed when modifying the form of the verb. then, it should be written, "go". preposition example 1 wrong : …for young people specially for their problem about love. correct : …for young people specially for their problem with love. the example shows an error in the preposition. "in this sense, it appears that the preposition" about "might be incorrect. in modifying an acceptable preposition “with". example 2 wrong : at 2 pm i went to home but before i went to home, correct : at 2 pm i went to home but before i went to home, the example shows an error in the preposition. "it seems needless to write the preposition" to "after the verb" went "in that sentence. it is considered to delete the acceptable preposition" to. 150 | english franca, vol. 4, no. 2, 2020 example 3 wrong : we went on the 2nd trip in cave gong. correct : we went to the 2nd trip in cave gong. the example shows an error in the preposition. it appears in that sentence that the preposition 'in' in this sense may be incorrect. in modifying an acceptable preposition "to". example 4 wrong : around at 14.00, we arrived in our second destination. correct : around at 14.00, we arrived at our second destination. the example shows an error in the preposition. it appears in that sentence that the preposition 'in' in this sense may be incorrect. it is needed to be changed in modifying the necessary preposition "at." example 5 wrong : at 14th january 2018 we did that plan. correct : on 14th january 2018 we did that plan. the example shows an error in the preposition. it appears from that sentence that the preposition 'at' in this sense may be incorrect. a suitable preposition "on" is considered when adjusting. noun example 1 wrong : …, we saw many beautiful view such as rice fields, mountains. correct : …, we saw many beautiful views such as rice fields, mountains. the example shows an error in the noun. the quantifier "many" follows the singular countable noun "view", which includes a plural noun. using a plural noun or a separate quantifier is considered. "this should therefore be converted into the required" views "plural noun. example 2 wrong : it turns out the voice is my brother voice. tira nur fitria: error analysis found in students’ writing composition in simple past tense of recount text | 151 correct : it turns out the voice is my brother’s voice. in the above case, it shows an error in the noun. it appears in the sentence above that the noun "brother" should be in the possessive sense. it is considered when changing the form of a noun. therefore, it should be written "brothers". example 3 wrong : after three hour rode my car,… correct : after three hours rode my car,… the example shows an error in the noun. a number other than one follows the singular noun 'hour'. it must change the shift of the noun to the plural noun "hours". example 4 wrong : …but we have little problems ,… correct : …but we have little problem ,… the example shows an error in the noun. the definitive article 'a' with the plural noun 'problems' may not be needed in the above sentence. the shift of the noun to the singular is considered. therefore, it should be written 'problem.' example 5 wrong : …there are still many guest who arrive. correct : …there are still many guests who arrive. the example shows an error in the noun. the singular countable noun "guest" follows the quantifier "many" in the above sentence, which includes a plural noun. this is considered by using a plural noun. therefore, it should be written "guests". spelling 152 | english franca, vol. 4, no. 2, 2020 the spelling of such arrangements of letters is related to spelling. one of the basic components of effective writing is spelling, the art of correctly assembling words from their letters. spelling errors typically happen when the writer does not understand how to correctly spell the words. some errors found in the composition of the students ' writing are as follows: example 1 wrong : …, so we went to a chinese restaurant. correct : …, so we went to a chinese restaurant. the example shows an error in the spelling. the word "chinese" is not in the dictionary or miswritten in that sense. it is needed to be changed when modifying an acceptable term. therefore, it should be written "chinese". example 2 wrong : because so colourfully decorated by fireworks. correct : because so colorfully decorated by fireworks. the example shows an error in the spelling. the spelling of "colourfully" in that sense is a non-american version. for continuity, it is substituted by the american spelling of english. it should, therefore, be "colorful." example 3 wrong : i wanted to have a lot of time hangout with my family at home. correct : i wanted to have a lot of time hang out with my family at home. the example shows an error in the spelling. it is possible to use the term 'hangout' incorrectly. determining the best use for this context is considered. a space between the words 'hang' and 'out' should be applied to the term 'hangout'. example 4 wrong : …for young people specially for their problem about love. tira nur fitria: error analysis found in students’ writing composition in simple past tense of recount text | 153 correct : …for young people especially for their problem with love. the example shows an error in the spelling. the word "specially" may be used incorrectly in that sense. suitable use for this context is assumed to be decided. "it should be written "especially”. example 5 wrong : …because can not see the sun rise. correct : …because cannot see the sunrise. the example shows an error in the spelling. the word "can not" seems to be miswritten in the sentence above. it is taken into account by removing a space while replacing it or translating it into suitable writing. it ought, therefore, to be "can not." whereas it seems that the term "sun rise" is miswritten. it is taken into account by removing a space while replacing it or translating it into suitable writing. it should be written "sunrise." example 6 wrong : …we went to the tourist spot which become a favourite place… correct : …we went to the tourist spot which become a favorite place… the example shows an error in the spelling. in that context, a nonamerican variant is the spelling of "favourite." for continuity, it is substituted by the american spelling of english. therefore, it should be written "favorite." punctuation punctuation is a symbol used in sentences to build meaning, clarity, and tension. to organize and organize our writing, we use punctuation marks. punctuation illustrates how to interpret the word and make the context clear, so writing becomes difficult to read without punctuation. punctuation is very important as it enables a piece of text to make sense to the readers. typically, punctuation errors arise because the writer 154 | english franca, vol. 4, no. 2, 2020 does not understand how to use punctuation marks. among the errors found in the writing composition of students are as follows: example 1 wrong : finally we decided to go home at 06.00 pm on that day. correct : finally, we decided to go home at 06.00 pm on that day. the example shows a punctuation error. in that sentence, a comma after the initial word "finally" seems to be absent. it is called a comma to be applied. "it should be written “finally, ....”. example 2 wrong : after that we went to gembiraloka zoo. correct : after that, we went to gembiraloka zoo. the example shows a punctuation error. in that sentence, a comma after the initial word "that" seems to be absent. it is called a comma to be applied. it is expected to be written, “after that, ....”. example 3 wrong : on the beach we can not just swim the beach or play water and sand. correct : on the beach, we can not just swim the beach or play water and sand. the example shows a punctuation error. in that sentence, a comma after the introductory phrase "on the beach" appears to be absent. it is called a comma to be applied. "therefore, it should be written "on the beach,... example 4 wrong : in his house we chatted jokingly. correct : in his house, we chatted jokingly. tira nur fitria: error analysis found in students’ writing composition in simple past tense of recount text | 155 the example shows a punctuation error. in that sentence, a comma after the introductory phrase "in his house" appears to be absent. it is called a comma to be applied. it should be written, "in his house, ..." example 5 wrong : on the night day the weather was very bad. correct : on the night day, the weather was very bad. the example shows a punctuation error. in that sentence, after the introductory phrase "on the night day" a comma appears to be missing. it is needed a comma after “on the night day, …”. example 6 wrong : we would go to bandungan together, because we need holiday. correct : we would go to bandungan together because we need holiday. the example shows a punctuation error. in this case, it appears that after the dependent clause marker "because". there is an unnecessary comma after the term "because". discussion the systematic study of language errors is error analysis (ea). this study of the errors found can be learned from and weeded out systematically. error analysis is also a valuable method for understanding the learner's progress in a foreign language. error analysis gives a fascinating insight into the comprehension of the language learning process. it helps teachers by providing feedback on the errors made by the learners/students to understand the new ways of teaching. it is certain and acknowledged that in the course of learning, learners make errors. these errors provide language teachers and linguists with new ideas and methods to address problems related to language learning. 156 | english franca, vol. 4, no. 2, 2020 in the aspect of grammar, punctuation, and spelling, this research points out the type of error analysis found in the students' writing composition and points out the most dominant type of error analysis found in simple past tense writing composition of students. errors in the grammar, punctuation, and spelling aspects are found below the table of the outcome of the writing composition of the students. table 1. frequency of error in students’ writing composition aspect grammar spelling punctuation determiner/ article verb preposition noun 25 43.86 % 14 24.56 % 11 19.30 % 7 12.28 % 26 23 total 57 21.70% 24.53 % % 53.37 % the table indicates from the table above that three aspects of language, such as grammar, punctuation, and spelling, consist of the students' errors in language simple past tense composition. first, there are 57 data or 53.37 percent in the aspect of grammar, consisting of errors in some points of the class word such as determiner/article (25 data or 43.86 percent), verb (14 data or 24.56 percent), preposition (11 data or 19.30 percent) and last noun (7 data or 12.28 percent) in certain points of the class word. while the determiner/article was found to be the most dominant error. second, there are 26 data, or 21.70%, in the spelling aspect). third, there is (23 details or 24.53 percent) in the aspect of punctuation. it shows that the most prevalent error found in the writing composition of the students is in the grammar aspect as 57 data or 53.37 percent based on the frequency of each aspect of error writing. there are three aspects of writing below the student's study and explanation of the error in writing composition of simple past tense, as follows: in the grammar aspect, first. the grammar aspect is the first rank of the type of error analysis found in the writing composition of simple past tense by students. there are some errors in the class words (part tira nur fitria: error analysis found in students’ writing composition in simple past tense of recount text | 157 of speech) in this study, such as determiner/article, verb, preposition, and noun. in verb, in writing, the learners have several errors. there are some errors in the determiner/article, such as 1) missing article before some sentences. 2) a certain word in the world follows the writing of incorrect article usage. "both errors are taken into account when adding an article" a "or" the. there are some errors in the verb, such as 1) toinfinitive writing. some words don't obey the law that the base form includes a certain verb. 2) writing verbs that help. some words are written wrongly. in changing those words into the basic form of verb 1, all errors are taken into account. 3) transitive verb writing. in a passive construction, there is a word that is written. therefore, the sentence in the active sentence is assumed to be written, and 4) writing an incorrect subject-verb agreement. a term is incorrectly written there. with the singular subject, the plural verb does not seem to agree. it is also taken into consideration when altering the verb. there are some errors in a preposition, as it appears in some examples that the preposition may be incorrect in such contexts. therefore, the modification of an appropriate preposition is considered. there are some errors in nouns, such as 1) writing improper singular and plural nouns. the singular countable noun follows the "many" quantifier, which requires a plural noun, and the plural noun does not need the definitive article "a". 2) writing the noun's possessive form. a phrase in the example appears that the noun should be in the possessive form. it is taken into account when changing the form of a noun. in the spelling factor, second. the spelling aspect is the second rank of the type of error analysis found in the writing composition of simple past tense by students. there are some errors in this study, such as 1) writing incorrect sentences. some words in the illustration shown are not found in the dictionary or are miswritten. therefore, in this sense, a suitable term or use is assumed to be modified. 2) non-american variants of writing. a non-american variant is the spelling of certain words. for continuity, it is considered to be substituted by the american spelling of english. third, in the context of punctuation. the punctuation factor is the third rank of the type of error analysis found in the writing composition 158 | english franca, vol. 4, no. 2, 2020 of simple past tense by students. missing a comma following the introductory sentences. the phrases in the examples indicate that after the introductory phrase "finally", "after that" etc., a comma is absent. hence, adding a comma after it is considered. 2) missing a comma after the marker with the dependent clause. the phrases in the examples indicate that there is an excessive comma after the 'since' dependent clause marker. after the term "because" it is considered when removing the comma. however, many of the errors found in student assignments are generally straightforward. students may be blamed or even lose marks because certain rules of english have been ignored by them. good writing requires good grammar, spelling (orthography), and punctuation. technically, spelling and punctuation may not be included in grammar, but we need all these elements in our prose. as these are distinct but related components that work together to create a technically sound piece of writing, we speak about grammar, spelling, and punctuation. the elements of good writing are simple: grammar, punctuation, and spelling. we will make our writing easy to understand and more enjoyable for our readers by mastering the rules and conventions. conclusion from the review of this study, it reveals that the errors of the students in simple past tense writing composition consist of grammar, punctuation, and spelling. first, there are 57 data or 53.37 percent in the aspect of grammar, consisting of errors in some points of the class word such as determiner/article (25 data or 43.86 percent), verb (14 data or 24.56 percent), preposition (11 data or 19.30 percent) and last noun (7 data or 12.28 percent) in certain points of the class word. while the determiner/article was found to be the most dominant error. second, there are 26 data, or 21.70%, in the spelling aspect). third, there is (23 data or 24.53 percent) in the aspect of punctuation. it shows that the most prevalent error found in the writing composition of the students is in the grammar aspect as 57 data or 53.37 percent based on the frequency of each aspect of error writing. the important elements for good writing: grammar, pronunciation, and punctuation. we will make tira nur fitria: error analysis found in students’ writing composition in simple past tense of recount text | 159 our writing easier to understand and more fun for our readers by mastering the rules and conventions. references anderson, m., & anderson, k. (1997). text types in english. macmillan education australia. brown, h. d. (2007). principles of language learning and teaching. pearson longman. cowan, r. (2008). the teacher’s grammar of english with answers: a course book and reference guide. cambridge university press. ellis, r. (1997). second language acquisition. oup oxford. ferris, d. (2011). treatment of error in second language student writing, second edition. university of michigan press. fitria, t. n. (2018). error analysis found in students’ writing composition of simple future tense. 12. fitria, t. n. (2019). errors in students’ writing composition in simple present tense “my daily activity.” edulangue, 2(1), 47–62. https://doi.org/10.20414/edulangue.v2i1.318 fitria, t. n. (2020). error analysis of english abstract in international journal of economics, business and accounting research (ijebar). al-lisan, 5(2), 164–181. https://doi.org/10.30603/al.v6i2.1335 hammersley, m. (2013). what is qualitative research? a&c black. harmer, j. (2007). the practice of english language teaching. pearson education. hasani, a. (2005). ihwal menulis. untirta press. hesse-biber, s. n., & leavy, p. (2010). handbook of emergent methods. guilford press. heydari, p., & bagheri, m. s. (2012). error analysis: sources of l2 learners’ errors. theory and practice in language studies, 2(8), 1583–1589. https://doi.org/10.4304/tpls.2.8.1583-1589 james, c. (2013). errors in language learning and use: exploring error analysis. routledge. 160 | english franca, vol. 4, no. 2, 2020 jayanti, a. d. (2019). student’s writing ability on english descriptive text at grade viii in smpn 33 padang. english franca : academic journal of english language and education, 3(01), 71. https://doi.org/10.29240/ef.v3i01.843 karim, a., mohamed, a. r., ismail, s. a. m. m., shahed, f. h., rahman, m. m., & haque, md. h. (2018). error analysis in efl writing classroom. international journal of english linguistics, 8(4), 122. https://doi.org/10.5539/ijel.v8n4p122 liu, y. (2008). the effects of error feedback in second language writing. journal of second language acquisition and teaching, 15, 15. richards, j. c., & schmidt, r. w. (2002). longman dictionary of language teaching and applied linguistics. longman. treiman, d. j. (2014). quantitative data analysis: doing social research to test ideas. john wiley & sons. wu, h., & garza, e. v. (2014). types and attributes of english writing errors in the efl context—a study of error analysis. journal of language teaching and research, 5(6), 1256–1262. https://doi.org/10.4304/jltr.5.6.1256-1262 english franca : academic journal of english language and education vol. 4, no. 1, 2020, iain curup p-issn 2580-3670, e-issn 2580-3689 the vocabulary profile of un (ujian nasional) reading texts of senior high school andila atmadja universitas katolik atma jaya jakarta andila.atmadja@gmail.com abstract this study was aimed at investigating the vocabulary profile of english un 2015 reading texts for senior high school. content analysis was used as a research method. the data were vocabularies which encountered within 14 reading texts. the instruments were lewis (1997) divisions of lexical items adapted in lakshmi (2012) and 10003000 new general service list by browne and coxhead (2013) within vocab profiler software inventing by cobb (2009). the result showed that (1) there were four lexical items encountered in the un 2015 reading text. they were: polywords, collocation, a fixed expression, and semi-fixed expression. (2) the most dominant of lexical items were encountered in the reading text is collocation with 145 words (60%), polywords with 51 words (21%), semi fixed expression with 38 words (16%) and the lowest was fixed expression with 7 words (3%). (3) there were 1067 words (88%) in the un reading text were the extent of coverage level 1000-3000 ngsl and nawl level by browne and coxhead. the conclusion was the teacher should teach the students about collocation and other word partnership to assist students to comprehend the english text better keywords: vocabulary, lexical items, vocabulary level introduction in the process of teaching language, especially english, one of the basic aspects essential to the students’ knowledge is lexis. richard and rodgers (2001) suggest that the component of language learning and communication is lexis, that is word and word combination not notion, grammar, function or some other elements of planning and teaching. a mailto:andila.atmadja@gmail.com andila atmadja: the vocabulary profile of un (ujian nasional) reading texts of senior high school|36 lexeme is the central unit of the lexicon of a language. a lexeme is a unit that may consist of one or more (orthographic) word form; simple containing single words and complex being multi-word expressions. a lexeme correlates with words because the words are derived from lexeme. for example, the word walk, walks and walking and walked are forms of the lexeme ‘walk’. vocabulary denotes to the words and phrases that individuals know and use. it contains an understanding of how words synergy within specific contexts. vocabulary is concerned with meaning. while someone gets older their vocabulary develops and it also serves as a beneficial and essential device for communication and attaining knowledge. acquiring a wide-ranging vocabulary is one of the prime tasks in learning a second language. “vocabulary is a clear indicator of how well foreign language (fl) learners can communicate” (lewis, 1997). speaking of learning a language, there are four skills that the learner needed to be mastered, that is: listening, reading, speaking and writing. having vocabulary knowledge is essential since one cannot comprehend a sentence if the most of the words are unknown. besides, students’ word knowledge is connected greatly for being successful in academic since students who have a wide-ranging vocabulary can comprehend new ideas and concepts more swiftly than students with inadequate vocabulary knowledge. lacking vocabulary knowledge impact the four skills of the language. therefore, vocabulary is important to be mastered in learning a second language. ujian nasional (un) was first held in indonesia in 1985 for four cores of subjects such as mathematics, science, indonesian language, and english. the aims of its management are first to map the quality of education service across regions and secondly to set a criterion for graduation. “increasing the quality of education is very important because it’s related to human resource quality” quoted zakaria (2009) a member of badan standar nasional pendidikan (bsnp). un becomes one of the scariest moments for students in indonesia. in english subject to be more specific, despite changes in curriculum approach, reading has been the dominant skill tested and reading text is one of the problems for students in accomplishing their english test. students’ lack of vocabulary makes them difficult to comprehend the overall meaning of english reading text. as stated by meara (1980) deficiency of adequate vocabulary knowledge is a noticeable and solemn problem for many students who learn english as a second language. learners themselves willingly confess that they face 37 | english franca, vol. 4, no. 1, 2020 many difficulties with vocabulary, and most learners find that attaining vocabulary as their utmost single basis of difficulties. moreover, laufer (1989) points out that a successful comprehension involves more than being able to understand vocabulary in a text, and a lack of familiarity with more than 5% of the running words in a text can make reading a formidable task. considering these conditions, the writer is interested in conducting research related to the vocabulary profile of the un (ujian nasional). to conduct this study, the writer focuses on investigating the vocabulary profile of reading texts of the un 2015 english exam for senior high schools. there was 14 reading text in english exam. in this study, the writer will focus on the types of lexical items met in un 2015 reading-text, each frequency of the lexical items, and the vocabulary the extent of un reading texts for senior high schools that covered 3000 new general service list and new academic words list by browne and coxhead. this study was intended to investigate the vocabulary of un 2015 english reading texts for senior high schools, which part that mostly dominant and which part that should be pay more attention. the purpose of this study can be achieved by finding out the types of lexical items encountered in un 2015 reading texts, finding out the frequency of each lexical items, and finding out the extent of vocabularies of un 2015 reading texts for senior high schools that cover the 1000 3000 level new general service list and new academic words list by browne and coxhead (2013). based on the background above, the question of this study is formulated into three research questions as follows: what are the types of lexical items encountered in the un 2015 reading text? what is the frequency of each lexical item? to what extent do the vocabularies of un reading texts for senior high schools cover the 1000 – 3000 level new general service list and new academic-word list by browne and coxhead? theoritical framework vocabulary and lexis vocabulary denotes to a set of words for a certain language that specific utterers of language might use (hatch, 1995). lewis (1993) states that “lexis refers to strings of words that go together”. lexis contains words and words combinations that persons hoard in their mental lexicons (olga, 2001). the differences between vocabulary and lexis are that the term vocabulary denotes to words alone, while lexis relates to not just words andila atmadja: the vocabulary profile of un (ujian nasional) reading texts of senior high school|38 but elements both above and below the word level, smaller elements such as particles (‘down’ in the phrasal verb step down) including bound morphemes (‘im’ as in impossible) in addition to larger elements such as fixed expressions (call it a day, by the way). vocabulary is invented of the word units themselves. it contains the word units only, while lexis denotes to the structure of word units in a language. it is a central point that lexis comprises a system primarily as lexis interfaces with other features of language. lexical items lexical item is a single word or chunk of a word or a chain of words that build the fundamental elements of a language lexicon (vocabulary). lewis (1997) proposes lexical items to be divided into four types as follow: words and polywords, collocation, fixed expression, and semifixed expression 1. words and polywors words constitute the largest of all four categories. they refer to words that can stand alone and what we traditionally call vocabulary. e.g. open, sit. while polywords denotes to a small set of lexical items that place between words and main multi-word clusters. lewis (1997) reflects adverbial phrases of different categories such as polywords. e.g sentence adverbs: in contrast, expressions of time: yesterday, next week, today, prepositions of place: around the corner. 1. collocations collocations are lumps of lexical items that indeed co-occur by common expectancy. kjellmer (1987) defines collocation as a system of words that befalls more than once in the same form in the corpus, that is grammatically well organized. similarly, clear (1993) suggests that collocation is a recurrent co-occurrence of words. lewis (2000) suggests different kinds of collocations as follows: · adjective + noun = mysterious circumstance · noun + noun = variety show · verb+ adjective+ noun = have a better plan · verb + adverb = sing beautifully · adverb + verb = well paid · adverb+ adjective = obviously sick · verb+ preposition + noun = reconcile with the past. 2. fixed expression fixed expressions or institutionalized expressions are chunking a speaker provision as components and uses in speech. e.g · social greetings: good afternoon; how’s life? · politeness phrases: sure, i’m good. · phrase book language: can you pass me the sauce please? idioms: break a leg. 39 | english franca, vol. 4, no. 1, 2020 3. semi-fixed expression according to lewis (1997), “semi-fixed expressions are often verbless expressions in the spoken language for managing the everyday situation”. he categorized semi-fixed expression into several categories: almost-fixed expressions, which allow minimal variations: isn’t/ that’s not my type · spoken sentences with a simple space: can you give …….., please? · expressions with a space that must be filled with a particular kind of slot-filler: hi. glad to see you. i haven’t seen you + time expressions with for or since. sentence heads, which can be finished in many ways: what was fascinating /shocking/irritating was…….. more prolonged frames such a formal letter or the introductory paragraph of an academic paper. for example, i’m writing to apply … today trends cannot be separated by …(lewis,1997). vocabulary level on the 60th anniversary of michael west’s publication of the general service lists (gsl) in 2013, philips and browne publicized the formation of a new general service list (ngsl), one that is created by a prudently selected 273 million-word subsection of the 2 billion-word cambridge english corpus (cec). also, browne and coxhead (2013) worked to create a new academic word list (nawl) to complement students and teachers working with the ngsl who wanted to learn or teach academic english. the combination of ngsl/nawl bestows approximately 5% more text coverage than the collective gsl/awl. nunan (2003) proposes that there are three types of vocabulary; academic2 high frequency and low frequency. academic vocabulary refers to words that are more often found in academic texts than in any other form of text. the high-frequency words are the 2000 most commonly used words within a language. low-frequency vocabulary words are the other words that are not in the 2000 high frequency. nation (2012) advocates that it is beneficial to see vocabulary distinguished into three main levels. high-frequency vocabulary of about 2000 words, a mid-frequency vocabulary of an supplementary 7000 words creating a sum of 9000 and the lasting low-frequency vocabulary of at least another 10000 words or possibly higher. adult native speakers appear to have a vocabulary size of about 20000 words, nonetheless mastering this would be a very long-standing goal for most foreign language learners. more practical goals are to object primarily at a high-frequency vocabulary of 2000 words, and to give notice greatly to andila atmadja: the vocabulary profile of un (ujian nasional) reading texts of senior high school|40 the most advantageous portion of the mid-frequency vocabulary for certain determinations. hsu (2009) states “to pass the senior high school examination a student has to have a vocabulary size of at least 2000 words”. besides, hatch (1995) states that high school students learning english in spain are familiarized to 800-1,000 english words in their first grade of efl class, 1,700-2,000 more in second grade, and 2,500-3,000 in the third grade. hence, it can be inferred that to pass the examination, students of senior high schools have to master at least 1000 3000 words. english reading text in the un reading is a procedure conducted by readers to obtain information from the author of the text. through reading, the students can broaden and hone their point of view based on their knowledge. nonetheless, it is quite hard to persuade students that the texts in english can be comprehended although there are some vocabularies and structures that the students have never met previously. in short, it can be concluded that reading in a foreign language involves of understanding the meaning in that language over its written illustration (lado, 1961). from the description mentioned previously, we can obtain valuable information which is used in daily basis. for instance, reading a billboard, tabloid, story, and many more. reading is one of the best ways of expanding vocabulary. cunningham (2001) noted that (1) vocabulary should be trained both directly and indirectly; (2) recurrence and numerous exposures to vocabulary items are significant; (3) learning in amusing contexts is treasured for vocabulary learning; (4) how vocabulary is measured and calculated can have differential effects on instructions; and (5) depending on only vocabulary – learning strategy will not result in best learning. un turn out to be the government device to evaluate how indonesia’s education system works. the results of un can be used to display whether the government has controlled indonesia’s education properly or not. stated in government regulation number 19 the year 2005 on national education standard that the function of the un is as follows: 1. mapping school quality; 2. selection criteria to enter higher education; 3 student graduation criteria; 4 developing and giving aid to schools to improve the quality of education. moreover, the minimum passing grade standard for all subjects in the un 2015 for senior high school is 5.5 from the scale 1-10. simply spoken, it can be said that if students’ 41 | english franca, vol. 4, no. 1, 2020 achievement is good or at least reach the standard, the government is successful. in this case, understanding the vocabulary in english reading text in the un is important. the relationship between un reading comprehension text, lexical items and vocabulary cannot be separated. the roles of vocabulary and lexical items are important in reading comprehension because to understand the whole text, the learners need to have a wide extent of vocabulary and besides that, the text can be understood not only on the single-word basis but also in multi-word expressions such as phrases, clauses, and sentences as its building blocks. research methodology this study utilized qualitative research by using content analysis as a research method. this study was conducted from february to june 2016 in jakarta. the data of this study were the vocabularies which encountered within 14 reading texts. the subject of this study was english un reading text 2015 for senior high school. the vocabularies were investigated to analyze the vocabulary profile of english un reading text 2015 by finding out the types of lexical items, the frequency of each lexical items and to what extent do the vocabularies can cover 1000 3000 level new general service list and new academic word-level within each text in reading the text. there were 5 types of english un exam test packages. each package of which carried equal exam weightings, as stated by bnsp in its released for the prediction of english un text. the writer used only one package of un 2015 english exam tests for the science program, taken from sman 22 jakarta as the data source. the instrument of this study was lewis’ (1997) concept of lexical items adapted by laksmi’s (2012) study to investigate the vocabulary profile of english un reading text 2015 and 1000 3000 level new general service list and new academic words lists by browne and coxhead (2013) within vocab profiler software inventing by cobb (2009). in this study, the data were collected in some steps, such follows: 1. taking one package sample out of five packages of un english test 2015 for senior high school. 2. reducing the part of data that do not belong to the study. the data were reduced by excluding the listening section, question and several words such as follows: such as proper noun, andila atmadja: the vocabulary profile of un (ujian nasional) reading texts of senior high school|42 interjections, unclassified words, alphabetical symbols, units, and abbreviations from this study. those words were excluded to prevent inflated vocabulary size and shrink text coverage. the data were analyzed in some steps, such follows: 1. classifying he reading texts using lewis’ (1997) theory of lexical items/ chunks divisions adapted by lakshmi (2012) which fall into four parts polywords, collocation, fixed expression, and semi-fixed expression as presented in the table below. 2. the writer divided the lexical items into four parts polywords, collocation, fixed expression, and semi-fixed expression of reading texts and labeled and separated each division of lexical items in an individual table to make it specific and easy for analysis before inputting it in the table of lexical items. 3. polywords type is the first type of lexical items. it consists of the expression of time, sentence adverb, phrasal verbs and preposition of place. 4. collocation is the second type of lexical items. collocation is a sequence of words that occurs more than once in an identical form. in his research lewis (2000) divides different kinds of collocation into twelve parts. it consists of adjective + noun, verb + noun, noun + noun, noun + verb, noun + preposition, verb + adjective, adverb + adjective, adjective + preposition, adverb + verb, verb + preposition and verb + adverb. 5. fixed expression is chunk a speaker stores as units and uses in speech. fixed expression is divided into one-worded, twoworded, three-worded, four-worded, and five-worded. 6. semi fixed expression is often verbless expressions in the spoken language for managing everyday situations. it consists of sentence head, discourse markers, and sequencers. 7. calculating the types of lexical items which mostly occurred in the text. to see its frequency. 8. calculating the total number of words appearing using browne and coxhead 1000-3000 new general service lists within vocab profiler software (www.lextutor.ca) inventing by cobb (2009) to find out the vocabulary extent of english un 2015 reading texts. 9. summarizing the result of the study into tables and charts in finding and conclusion. 43 | english franca, vol. 4, no. 1, 2020 this study used lewis's (1997) theory of types of lexical items/ chunk divisions that had been adapted in lakshmi (2012) and browne and coxhead (2013) 1000-3000 new general service lists within vocab profiler software (www.lextutor.ca) invented by cobb (2009) as the analysis criteria. findings in this study, the writer analyzed the vocabulary profile of un 2015 reading text for senior high school. this chapter was organized based on the research questions as previously mentioned in chapter i types of the lexical items encountered in english un 2015 reading texts from the 14 un 2015 reading texts, the writer classified the vocabulary based on michael lewis (1997) concept of lexical items. the concept categorized lexical items into four division: polywords, collocation, fixed expression (institutionalized expression) and semi fixed expression. after analyzing each subdivision of lexical items -polywords, collocation, fixed expression and semi-fixed expression, the writer summarized the types of lexical items encountered in the un reading texts as in the table 1. table 1. types of the lexical items encountered in english un 2015 reading texts t p c fe sfe t p c fe sfe 1 3 8 2 2 8 4 16 2 1 2 2 3 1 9 3 12 5 3 4 16 1 10 7 26 3 4 5 13 5 11 1 9 1 5 10 13 5 12 2 8 5 6 7 5 1 5 13 3 1 7 2 11 1 3 14 1 4 1 tot 34 69 5 21 tot 18 78 2 17 note: t : text p : polywords c : collocations fe : fixed expression sfe : semi fixed expression tot : total grand tot : grand total andila atmadja: the vocabulary profile of un (ujian nasional) reading texts of senior high school|44 grand tot p= 51 c= 147 fe= 7 sfe= 38 viewing the results of the table above, there were four lexical items were encountered in un 2015 reading text. they were polywords, collocation, fixed expression and semi fixed expression (see appendix 2). however, in text 13, there are no polywords. in text 3 to 5 and 10 to 14 there are no fixed expressions, as well as no semi-fixed expressions in the text 2. this result showed that fixed expression was the least type encountered in the reading text. to see the specific analysis of this study, the writer showed each subdivisions chart of the lexical items as follows: according to lewis (1997) polywords referred to a small group of lexical items which falls between words and major multi-word categories. the writer found fifty-five polywords from the un reading texts selected for this study. the polywords were subdivided into four categories namely expression of time, sentence adverbs, phrasal verbs, and preposition of place. chart 1 : polywords analysis after analyzing the text, the writer found 17 phrasal verbs (34%), 14 expressions of time (28%), 13 preposition of place (26%), and 6 sentence adverbs (12%). [category name] 28% [category name] 12% [category name] 34% [category name] 26% 0 5 10 15 20 expression of time sentence adverb phrasal verb preposition of place types of polywords 45 | english franca, vol. 4, no. 1, 2020 lewis defined collocation as the readily observable phenomenon whether certain words co-occur in natural text with greater than random frequency. in this study, there were one hundred and forty-five collocation identified from un 2015 reading text chosen for the study. chart 2 : collocation analysis the writer found 69 adjective+noun (48%), 16 verb+noun (11%), 28 noun+noun (19%), 8 noun+verb (5%), 1 noun+preposition (1%), 4 verb+adjective (3%), 4 adverb+adjective(3%), 2 adjective+adverb(1%), 1 adjective+preposition (1%), 6 adverb+verb (4%), 4 verb+preposition (3%), 2 verb+adverb(1%). according to lewis (1997) fixed expression or institutionalized expressions are chunks a speaker stores as units and uses in speech. the writer identified seven fixed expression from the un reading texts selected for this study. the fixed expressions were classified into five categories: one-worded, two-worded, three-worded, four-worded and five-worded. adj + n, 69 v + n, 16 n + n, 28 n + v, 8 n + p, 1 v + adj, 4 adv + adj, 4 adj + adv, 2 adj + p, 1 [category name] [value] v + p, 4 v + adv, 2 a d j + n v + n n + n n + v n + p v + a d j a d v + a d j a d j + a d v a d j + p a d v + v v + p v + a d v types of collocation andila atmadja: the vocabulary profile of un (ujian nasional) reading texts of senior high school|46 chart 3: fixed expression the writer identified 6 two worded (86%) and 1 three worded (14%). according to lewis (1997) semi-fixed expression are often verb less expressions in the spoken language for managing everyday situations’. the writer identified thirty eight semi fixed expression from the un reading texts selected for this study. the present study only found two broad categories namely sentence head and other semi-fixed expression which include discourse markers and sequencers. sentence head was referred to those clauses or phrases that allowed a substitution in their place and which provided a chance to the speaker to complete them in many ways. discourse markers were words which connect what was being expressed and what follows next in the spoken and written language. sequencers too are a type of discourse markers that highlight the order of the happenings. two worded, 6 three worded , 1 0 1 2 3 4 5 6 7 one worded two worded three worded four worded five worded types of fixed expression 47 | english franca, vol. 4, no. 1, 2020 chart 4: semi fixed expression the writer identified 18 sentence heads (47%), 13 discourse markers (35%), and 7 sequencers (18%). the frequency of each lexical items in english un 2015 reading texts chart 5: the frequency of each lexical items based on the chart above the most dominant of lexical items in the un reading text was collocation with 145 words ( 60%), followed by polywords with 51 words (21%), semi fixed expression with 38 words (16%) and the lowest was fixed expression with 7 words (3%). from the chart of lexical items frequency above, it can be seen that collocation is the most important part in reading, because every paragraph in the texts consists of some collocations, especially the adj+n part. therefore, it is obvious that it is important to understand this word partnership to comprehend the reading text in un. 19 14 7 0 5 10 15 20 sentence head discourse markers sequencers types of semi-fixed polywords, 51 collocation, 145 fixed expression, 7 semi fixed expression, 37 0 20 40 60 80 100 120 140 160 polywords collocation fixed expression semi fixed expression andila atmadja: the vocabulary profile of un (ujian nasional) reading texts of senior high school|48 the extent of vocabularies in english un 2015 text that covered 1000-3000 new general service list and new academic words list. based on theory of hsu (2009) in order to pass the senior high school examination the students had to master vocabulary size of at least 2000 3000 words. in this part, the writer showed the results of total number of words appeared in 3000 vocabulary list in un 2015 reading texts for senior high school using charles and browne (2013) 3000 level vocabulary lists as its parameter. the chart were presented below: chart 6: the extent of vocabularies in english un 2015 reading texts covered ngsl and nawl based on the table and chart above, the results showed that the most dominant words appearing in the texts fall into the 1000 ngsl comprising 826 words (68%), followed by 2000 ngsl with 152 words (13%), then >3000 ngsl with 145 words, 3000 ngsl with 64 words (5%) and the last nawl with 25 words (2%). from the chart above it can be seen that the english un 2015 reading texts for senior high schools contained of 1067 words or 88% in the vocabulary extent of 1000 ngsl to 3000 ngsl and nawl level. however, it would be better if the teacher and students also study the vocabulary beyond 3000 level because the percentage of vocabulary >3000 level occupied the thirdrank dominant words in the un texts. 1000 ngsl, 826 2000 ngsl, 152 3000 ngsl, 64 >3000 ngsl, 140 nawl, 25 0 100 200 300 400 500 600 700 800 900 sales 49 | english franca, vol. 4, no. 1, 2020 discussions based on the analysis above, the writer discussed three points. first, the writer talked about the types of lexical items encountered in the reading text. second, the frequency of each lexical items in the reading text and the last, the extent of vocabularies in english un 2015 text that covered ngsl and nawl. in the category of the lexical item, there were four types of lexical items were encountered in un 2015 reading text. they were polywords, collocation, fixed expression, and semi-fixed expression. the results showed that most of the words encountered in the texts were collocation and polywords. however, in several texts, there were no fixed expressions and only some semi-fixed expressions identified. since the most text contained of collocation and polywords, it can be concluded that students should be a concern and study more about collocation. this result also supported by rao (2018) who asserted that collocations were very significant part of knowledge of second language acquisition and they were essential to non-native speaker of english. as non-native speaker of english indonesian’s students should recognize collocation and its word partnership because it was significant to understand the un reading text not only content of the vocabulary words which can stand alone but also the group of words which make a building blocks of sentences and text such as collocation and polywords. rao (2018) also added in his study that both teacher and student should pay more attention to collocations and be aware of its acquisition of a word. this argument is making sense, since some english words and sentences cannot be translated one by one but at least in a phrase to make it meaningful. therefore, learning and reading more about how the lexical items and its types in the reading text are important for both teacher and students to comprehend the reading texts in the un better. next was the frequency of lexical items, in this section, the writer found that in lexical items chart, collocation was the dominant parts of lexical items that were encountered. in this part, the results showed that the dominant parts in collocation subdivision were adj + noun, and the subdivision of polywords that were dominant in this text were phrasal verbs. collocation and polywords build phrases and clauses. phrases and clauses themselves are the second and third grammatical hierarchies afterwords. before a reading text becomes a whole text, the text consists of words, phrases, clauses, and sentences. thus, the students should learn more about collocation and polywords because they build phrases andila atmadja: the vocabulary profile of un (ujian nasional) reading texts of senior high school|50 and clauses that carry meaning to understand the content contexts within the texts. the last was 1000-3000 vocabulary lists. the finding showed that most of the vocabulary words in english un 2015 reading text were covered in the vocabulary extent of the 1000-3000 vocabulary list by browne and coxhead (2013). the results showed that the un 2015 english reading texts for senior high schools were 88% in the vocabulary extent of 1000 ngsl to 3000 ngsl level. as hsu (2009) stated that to pass the senior high school examination students had to master the vocabulary size of at least 2000 words. besides, hatch (1995) noted that high school students studying english are introduced to 8001,000 english words in a first-year efl class, 1,700-2,000 more in second-year classes, and another 2,500-3,000 in the third year. thus, it can be concluded that to pass the examination students in senior high school have to master at least 1000 3000 words and that theory align the results of this present study which was the un 2015 reading texts in senior high school were extent 88% vocabulary from 1000 ngsl to 3000 ngsl and nawl level. however, it would be better if the teacher and students study the vocabulary beyond 3000 level because the percentage of vocabulary >3000 levels occupy the third rank dominant words in the un text. in the end, the teacher should help the students to find out what kind of vocabulary that they should know to accord their level because senior high school is crucial. senior high school is the gate to the university level, and the candidate students of the university are demanded to know at least 1000-3000 level of vocabulary to pass senior high school successfully before they enter higher education in the university. thus, it's important for teacher to help the students to find out what kind of vocabulary that they should know to accord their standard level. conclusion in conclusion, firstly, the study revealed that there were four lexical items encountered in un 2015 reading texts. among those four, the reading texts were dominated by collocation and polywords, rather than fixed expressions and semi-fixed expressions. therefore, students should be aware and pay more attention on learning collocation and polywords to comprehend the reading texts in the un better. secondly, the frequency of lexical items in this study was dominated by collocations. hence, collocation is the most important element in reading text. as every paragraph in the texts mostly contain collocations, this 51 | english franca, vol. 4, no. 1, 2020 could be the evidence that shows this word partnership is important to be mastered in comprehending the un reading texts. thirdly, there were 1067 words (88%) in the un reading text were covered of coverage level of 1000 to 3000 new general service lists and new academic words lists level by browne and coxhead. as hsu (2009) and hatch (1995) theories state that to pass the exam successfully students in senior high schools have to master at least 1000-3000 words, that theory accords with the results of this present study in which the un 2015 reading texts in senior high schools covered 88% vocabulary from 1000 ngsl to 3000 ngsl and nawl level. suggestions there are several aspects that the writer wants to suggest. to understand a text as a whole, it would be easier if the students learn how to comprehend the group of words in grasping the content meaning within the texts by guessing from the context, rather than by translating the words one by one. unfortunately, learning collocations seems not take into account by some teachers especially non-native teacher in non-english speaking country such as indonesia. as they just focus on surface meaning vocabulary itself without break down how complex the vocabulary it could be if they do not translate it in a correct way. accordingly, the teacher should teach the students collocation and other word partnerships or word combinations, to assist students in comprehending the english sentences better and more meaningful in the future. the students’ lack of vocabulary and vocabulary mastery can be fixed and enriched by asking them to read more, not only textbooks but also authentic materials such as english magazines, newspaper, and novels; and try to use the new vocabularies in their daily conversations so that the vocabularies stay on their long-term memory. references bowey, j. a. (2005). predicting individual differences in learning to read. the science of reading: a handbook, 155-172. browne, c., culligan, b., & phillips, j. (2013). the new general service list: a core vocabulary for efl students and teachers. jalt’s the language teacher, 34(7), 13-15. andila atmadja: the vocabulary profile of un (ujian nasional) reading texts of senior high school|52 cobb, t. (2007). computing the vocabulary demands of l2 reading. language learning & technology, 11(3), 38-63. coxhead, a. (2000). a new academic word list. tesol quarterly, 34(2), 213-238. cunningham, j. w. (2001). the national reading panel report. reading research quarterly, 36(3), 326-335. fromkin, v., & rodman, r. hyams,(2007). an introduction to language, 8th ed. boston: thomson wadsworth. hatch, e., & brown, c. (1995). vocabulary, semantics, and language education. cambridge university press, 40 west 20th street, new york, ny 10011-4211 (hardback: isbn-0-521-47409-4; paperback: isbn-0-521-47942-8).. hsu, w. (2009). college english textbooks for general purposes: a corpus-based analysis of lexical coverage. electronic journal of foreign language teaching, 6(1), 42-62. lado, r. (1961). language testing: the construction and use of foreign language tests. a teacher's book. lakshmi, m. (2012). teaching lexis through comics: an exploratory study. journal of engineering, 2(9), 50-54. laufer, b. (1989). what percentage of text-lexis is essential for comprehension. special language: from humans thinking to thinking machines, 316323. lewis, m. (1997). pedagogical implications of the lexical approach. second language vocabulary acquisition: a rationale for pedagogy, 255-270. lewis, m. (1993). the lexical approach (vol. 1, p. 993). hove: language teaching publications. lewis, m. (2000) teaching collocation: further developments in the lexical approach. london: language teaching publications. mccarthy, m. j. (1984). a new look at vocabulary in efl. applied linguistics, 5(1), 12-22. meara, p. (1980). vocabulary acquisition: a neglected aspect of language learning. language teaching, 13(3-4), 221-246. 53 | english franca, vol. 4, no. 1, 2020 nation, i. s. p. (2012, august). measuring vocabulary size in an uncommonly taught language. in international conference on language proficiency testing in the less commonly taught languages (pp. 17-18). nunan, d. (2003). practical english language teaching. new york: mcgraw hill/contemporary. putri, dara puspa s. (2014). the vocabulary profile of un (ujian nasional) of junior high school. (thesis).jakarta. universitas negeri jakarta. rao, v. c. s. (2018). the importance of collocations in teaching of vocabulary. journal for research scholars and professionals of english language teaching, 7(2), 1-9. wu, h. y., & hu, p. (2007). major factors influencing reading comprehension: a factor analysis approach. sino-us english teaching, 4(9), 14-18. site and website permendikbud no 19 (2005)[online] retrieved from https://kemenag.go.id/file/dokumen/pp1905.pdf (march 7, 2016). cobb, t. (2008). web vocabprofiler (version 2.6)[computer software]. accessed 06/17/2016 from http://www. lextutor. ca/vp. https://kemenag.go.id/file/dokumen/pp1905.pdf english franca : academic journal of english language and education vol. 4, no. 1, 2020, iain curup p-issn 2580-3670, e-issn 2580-3689 englishfranca : academic journal of english language and education vol. 5, no.1,2021, iain curup p-issn2580-3670, e-issn2580-3689 doi: : http://dx.doi.org/10.29240/ef.v5i1.1193, page 01-16 discourse markers in tertiary level students’ essay writing: ability and problems winny agustia riznanda universitas islam negeri raden fatah palembang winnyagustiariznanda_uin@radenfatah.ac.id abstract writing is a fundamental, yet complicated part of language learning. in writing, discourse markers is an indispensable component of writing quality. the aim of the present study was to find out how discourse markers (dm) were applied to build coherence in efl students’ essay writing and the problems encountered. descriptive design was applied; analyzed 52 target dm and how they were used in 30 academic essay writing. the participants of the study were 30 students majoring in english education of uin raden fatah palembang academic year 2019/2020. the results revealed that the participants employ 32 dm in 221 occurrences, in which 102 occurrences were inappropriately used. the problematic matters cover non-equivalent exchange (52 occurrences), and overuse (48 occurrences). despite their awareness of the importance of dm to assure the coherence of their essays, they need to develop their ability to use dm correctly and efficiently to make their writing connected more logically. keywords: discourse markers, coherence, essays. introduction writing is an essential language skill to be mastered. writing, according to defazio, jones, tennat, and hook (2010), is essential since it involves students’ thinking, and presents students’ creativity and understanding. furthermore, they claimed that writing is a skill needed to determine students’ accomplishment during their study since the students must be able to complete tasks of writing, such as academic mailto:winnyagustiariznanda_uin@radenfatah.ac.id 2 |english franca, vol. 5, no. 1, 2021 essays and papers. essays are used to examine your grasp of certain topics as well as your ability to explain and debate these concepts in order to answer a specified topic. an essay is often written in prose, in a discursive style, in which the concept, arguments, and evidence are presented to answer a question or solve a problem (oktavianti et al, 2020). writing ability is generally the least devoted to learners. the fact that productive development of the writing skill is impacted by successful acquisition of other skills also proves that writing is the most difficult talent in english (sanjaya et al, 2020). furthermore, when the students started working, writing job application letters, e-mails, proposals, reports, and memos are required as part of professional communication. despite its importance, writing is a complex language skill. oshima and hogue (2006) argued that writing requires mastery of various components, namely content, organization, use of language, vocabulary, and mechanics. furthermore, richards and renandya (2002) added that most esl/efl students found difficulties in planning and structuring their ideas and convert them into text. in addition, indonesian students’ writing attitude is required to be considered. research conducted by setyowati and sukmawan (2016) revealed that fifty-eight percent (out of fifty-seven) efl students showed a moderate attitude towards writing, but stated that writing was difficult and stressful. a preliminary study was carried out through interviews and observations of students of the english education of uin raden fatah palembang of 2019/2020. it was found that most students were unable to produce essays that meet the requirements due to their poor academic writing skills, particularly in the development of ideas. in addition, language features such as connectors were not used accurately which caused the sentences in the essays to be less related to one another. this was due to the lack of students’ knowledge regarding essay writing coherence. one of the fundamental problems that students face in writing is the relationship between sentences, also known as cohesion. students, according to oshima and hogue (2006), must consider an important feature in writing texts, namely coherence, so that each sentence in the essay is related to one another. furthermore, kellog (2008) explains that coherence writing is intricate. this is because literacy is an accomplishment in a culture that has never been studied in depth. winny agustia riznanda: discourse markers in tertiary level students’ essay writing: ability and problems│3 brown (2007) added that to produce coherent writing, students must consider a variety of factors, including how to create concepts, structure them sequentially, and use discourse markers. researchers agree on the importance of dm to improve coherence in writing. the presence of dm, such as: however, accordingly, and for example can contribute to text coherence (tyler & bro 1992, muller 2004). furthermore, swan (2005) defined dm as a word and expression that connects what we are conveying, what we have delivered, and what will be conveyed. moreover, fraser (1999) describes that dm interprets semantic relations between discourse units without altering the semantic relationships between them. in other words, dm is words or phrases, conjunctions, adverbs, or prepositional phrases that indicate the relationship between the segments they introduce and the segments that came before them. in terms of writing, correct dm usage assists the writer in producing productive documents. the presence of dm in written language is similar to the presence of gestures in spoken language; it demonstrates the writer's understanding in organizing texts by marking the development of their arguments and directing the reader towards interpretations that the author prefers (biber, johansson, leech, conrad & finegan, 1999; celce-murcia & larsen freeman, 1999). dm and writing have become interesting research subjects. studies conducted by liu and braine (2005), jalilifar (2008), and rahimi (2011) investigated how esl/efl students apply dm in their writing. studies conducted by field and yip (1992), johnson (1992), and hinkel (2001) proposed the native use of dm differs from the non-native use of dm. in addition, connor (1984, 2000), castro (2004), and jalilifar (2008) claimed that correct use of dm improves the quality of written works. however, some studies have shown that applying dm for second language and foreign-language learners is complicated. studies conducted by cho (1998), bolton, nelson, and hung (2002), narita, sato, and sugiura (2004) reported difficulties encountered by l2 students, such as abuse, overuse, and underutilization of dm. furthermore, studies conducted by kao and chen (2011) proposed six problems encountered by taiwanese students, namely: non-equivalent exchange, overuse, surface logic, wrong relations, semantic inclusions, and disturbances. in indonesia, a study conducted by patriana, rachmajanti, and mukminatien (2016) which analyzed the use of 21 students' 4 |english franca, vol. 5, no. 1, 2021 argumentative markers of argumentative essays by indonesian students found that in 234 occurrences, 118 occurrences used dm improperly. therefore, the problems in this study are: (1) what discourse markers (dm) are used by english education students to build coherence in their essay writing? (2) what problems do students of english education have in applying discourse markers (dm) in their essay writing? theoretical framework linguists define dm distinctively depending on their research and subject areas. halliday and hasan (1976) use the term sentence connectors, blakemore (1987) uses the term discourse connectives or fraser (1999) uses the term pragmatic markers. swan (2005) defines dm as words and expressions that are used to depict the organization of our conversation. their function is to connect what we are saying, what we have said, and what we will say in the future. writing with dm is preferable in some ways. dm provides arrangements due to the numerous words and phrases of dm available (wei sun, 2013). furthermore, because of the segmentation provided by dm, readers, and listeners can stop and interpret linguistic signals. although dm is optional, has no grammatical effects, and carries little semantic weight, removing them can create uncomfortable, less natural, ill-mannered, unfavorable interaction (brinton, 1996). moreover, fraser (1999) claimed that the absence of dm may cause a breakdown in interaction. research methodology this study uses a descriptive research design which was conducted at the english education of uin raden fatah palembang. the data source of this research is 30 essays written by students. the essay was analyzed in terms of 52 types of discourse markers (dm) coined by fraser (1999). tabel 1. taxonomy of dm adapted from fraser (1999) elaborative markers additive markers moreover, furthermore, in addition, besides, additionally, likewise, winny agustia riznanda: discourse markers in tertiary level students’ essay writing: ability and problems│5 similarly appositive markers in other words, otherwise, that is illustration markers for instance, for example summative markers in conclusion, in short, in brief, in summary, to sum up adversative markers concessive markers however, but though, still, yet corroborative markers indeed, in fact, of course corrective markers on the contrary, instead, rather contrastive markers in contrast, on the other hand, by contrast, conversely, alternatively causal-inferential markers so, thus, therefore, then, (in) this way, hence, in this case, in this respect, consequently, as a consequence, as a result, for this reason, accordingly the researcher grouped each of the clauses found in the essays to provide a thorough analysis of the dm enclosed in each clause. then, the researcher highlights all of the dm enclosed in each clause. following that, the dm that have been highlighted are identified and grouped using fraser's (1999) dm classification, which includes additive (appositive, illustration, summative), adversative (concessive, corroborative, corrective, contrastive), and causal-inferential markers. next, dm contained in all essays was calculated and quantitatively described. finally, three verifiers check the researcher's work to ensure that all of the descriptions are approved, preventing errors in data analysis. findings and discussion findings dm used in english education students’ essays this study revealed that out of the 30 academic essays composed by the participants, 32 different dm were applied in 221 occurrences, 6 |english franca, vol. 5, no. 1, 2021 196 of which were used at the beginning of a sentence and were always followed by commas. as a result, it can be assumed that the participants prefer to break complex sentences into simple sentences and only use dm at the beginning of the second section to signal a topic change. this dm use backs up mccarthy's (1993) assumption that dm shapes and expands discourse substance more effectively than conjunction. based on the taxonomy provided by fraser (1999), it revealed that there were 221 occurrences of dm in 30 academic essays written by the participants. the number of occurrences of each taxonomy type was shown in the following table. table 2. categorization of dm on participants’ essays no. types of dm occurrences 1. adversative markers 82 2. causal inferential markers 71 3. elaborative markers 68 problems encountered by english education students in applying dm this research revealed that there are some problems with the use of dm found in participants’ essays (in 221 occurrences). these problems are categorized into the non-equivalent exchange (38 occurrences) and overuse (32 occurrences). to determine the source of the problem, a further exam on the participants' english writing skills was administered, revealing that the higher achievers use a broader variety of dm than the lower achievers. to avoid repeating the same dm, they use dm interchangeably. it can also be assumed that higher achievers use dm to improve the sophistication of their writing. participants who are lower achievers, on the other hand, are more likely to use small groups of dm, which may cause by a lack of knowledge on other dm. in terms of the relationship between sentences, they prefer dm they are accustomed to when they are having difficulty in organizing arguments in their writing, which implies that they are having difficulty in organizing their arguments into coherent texts. winny agustia riznanda: discourse markers in tertiary level students’ essay writing: ability and problems│7 non-equivalent exchange problem the problem of non-equivalent exchange is seen in the essay number 20 essay below: "the greenhouse effect is caused by greenhouse gases produced by nature or human activity. yet, many people did not realize this. "(essay number 20) the example above presents the causes of greenhouse gases. in combining the first and second sentences, students use dm ‘yet’. however, 'yet' is used for less formal equivalent and to illustrate unexpected information in the order of positive to negative. therefore, the more correct dm for this example is 'however' to present problems. overuse problem the overuse problem occurs when the relationship between sentences is so clear that it does not require dm, as demonstrated by the following essay by student number 12: "can cyberbullies be forgiven? shouldn't they be academically punished? are there bullies, indeed, specifically the high education ones are unaware of the effects of bullying? ”(essay number 12) students use the phrase "indeed" in essay number 12 to emphasize the question of whether students at the higher education level are aware of the consequences of engaging in cyberspace. because students used ‘specifically,' the use of dm ‘indeed’ is unnecessary, and the sentence is coherent without dm. discussion this study revealed that adversative and causal inferential markers are frequently used. this is due to the nature of the argumentative essays written by the participants. adversative markers (such as however, in contrast, and on the other hand) are the most common because, when writing their argumentative essays, participants must indicate differences of opinion on some issues and anticipate ideas that are contradictory from the readers’ perspective and seek to rebut them, as shown in essay number 21: 8 |english franca, vol. 5, no. 1, 2021 "many humans are building things to reach the expectations of society to create a modernized civilization. however, humans build all these things despite the consequences and the effects to the environment such as pollution, deforestation, and the increase in the amount of trash. "(essay number 21) the causal inferential markers (such as thus, therefore, and hence) is assumed to be the need of students to build evidence for argumentative claims, as in the following essay number 3: "the causes of global climate are multifactorial, thus a systematic approach from government organizations and individuals is needed to tackle the issue." (essay number 3) in addition, the presence of additive markers (such as furthermore, and in addition) show that they describe their ideas by providing additional information. illustration markers (such for instance and for example) are used to show examples, as in the following essay citation number 5 and 10: "according to europe.eu, co2 is the most commonly produced by human activities and it is responsible for 64% of man-made global warming. this state proves that global warming is caused mostly by humans. furthermore, the world's leading climate scientists believe that human activities are almost certainly the main cause of the warming observed since the middle of the 20th century. "(essay number 5) "the earth is getting hotter because of humans activities. for example, humans open green areas such as forests, plantations, and replaced them with multistoried buildings, factories, housings, and others. "(essay number 10) furthermore, this study revealed that the participants encountered non-equivalent exchange and overuse problem in their essays. the non-equivalent exchange problem can be presumably rooted in how dm is presented at schools (zamel, 1983; field & yip, 1992). the textbook's list of markers provides students with a variety of dm that winny agustia riznanda: discourse markers in tertiary level students’ essay writing: ability and problems│9 are categorized based on the pragmatic functions they carry (for example, 'contrastive,' 'adversative,') without the semantic and grammar constraints of each marker. as a result, students assumed that dm can be used interchangeably as long as they are in the same pragmatic category. the absence of explicit instructions on how each dm can carry out different semantic roles in writing appears to confirm student assumptions. the overuse problem could be caused by one of the following factors. first, this could be due to the writer's perception of his readers. the essay writer may underestimate the readers' knowledge; alternatively, the essay writer assumes that the reader will understand the writer's writing. the author strongly believes that sentences should be linked to linking words in both of these assumptions. the second reason is assumed due to instruction-related issues, in which instructors and textbooks overemphasize the use of dm. the last issue can be caused by essay writers believing that there is a positive relationship between the quality of writing and the number of dm used. this study indicated that efl learners encountered difficulties in using dm appropriately in essay writing. in fact, as a requirement for effective writing, the use of dm assists writers in producing coherent texts and effectively communicating with readers. however, due to a lack of dm knowledge, the absence of dm does not always render the text ineffective because the relationship between ideas is implicit or implied in this case. the use of dm makes it clear. even if the meaning is correctly interpreted, incorrect use of dm can sometimes interfere with the reader's interpretation of the meaning or message. as a result, this phenomenon essentially demonstrates the stage at which students are still improving their ability to write effective essays using dm. conclusion based on the findings, it is possible to conclude that, while the participants demonstrated an awareness on the use of dm to construct a coherent composition, their ability to use dm appropriately and effectively requires more improvement. to enhance the effectiveness on the use of dm, the following ideas are required to be considered. teachers or lecturers of english are required to provide clear explanation on the importance of dm since the proper use of dm increases the quality of writing, especially when it comes to academic 10 |english franca, vol. 5, no. 1, 2021 writing. to prevent the issue, the semantic and syntactic constraints of dm and conjunctions must be recognized. furthermore, students need to be emphasized that dm makes their ideas more understandable. as a result, it is critical for students not to depend too heavily on dm in their writing, but rather on how concepts are neatly and logically interrelated, and to focus on arranging their arguments smoothly and coherently. references aijmer, k. (2002). english discourse particles: evidence from a corpus. amsterdam/philadelphia: john benjamins. http://dx.doi.org/10.1075/scl.10 aijmer, k. (2013). understanding pragmatic markers: a variational pragmatic approach. edinburgh: edinburgh unversity press. aijmer, k., & simon-vandenbergen, a. m. (2006). pragmatic markers in contrast. oxford: elsevier. altenberg, b. (2006). the function of adverbial connectors in the second initial position in english and swedish. in k. aijmer, & a. m. simon-vandenbergen (eds.), pragmatic markers in contrast (pp. 1137). oxford: elsevier. andersen, e., brizuela, m., dupuy, b., & gonnerman, l. (1999). crosslinguistic evidence for the acquisition of discourse markers as register variables. journal of pragmatics, 10, 339–351. http://dx.doi.org/10.1016/ s0378-2166(98)00108-8 andersen, g. (2001). pragmatic markers and sociolinguistic variation: a relevance-theoretic approach to the language of adolescents. amsterdam/philadelphia: john benjamins. http://dx.doi.org/10.1016/s03782166(98)00108-8 biber, d., johansson, s., leech, g., conrad, s., & finegan, e. (1999). longman grammar of spoken and written english. london: longman. blakemore, d. (1987). semantic constraints on relevance. oxford: blackwell. blackmore, d. (1992). understanding utterances. oxford: blackwell. http://dx.doi.org/10.1075/scl.10 winny agustia riznanda: discourse markers in tertiary level students’ essay writing: ability and problems│11 blakemore, d. (2002). relevance and meaning: the semantics and pragmatics of discourse markers. new york: cambridge university press. http://dx.doi.org/10.1017/cbo9780511486456 bolton, k., nelson g., & hung, j. (2002). a corpus-based study of connectors in student writing. research from the international corpus of english in hong kong (ice-hk). international journal of corpus linguistics, 7(2), 165-182. retrieved from http://englishteachersplace.com/wpcontent/uploads/2011/09/acorpus-based-study-of-connectors-in-studentwriting.pdf. brinton, l. j. (1996). pragmatic markers in english. grammaticalization and discourse functions. berlin: mouton de gruyter.http://dx.doi.org/10.1515/9783110907582 brown, h. d. (2007). teaching by principles. an interactive approach to language pedagogy. (3rd ed). new york, ny: addison wesley longman. castro, c. (2004). cohesion and the social construction of meaning in the essays of filipino college students writing in l2 english.asia pacific education review, 5(2), 215-225 celce-murcia, m. & larsen-freeman, d. (1999). the grammar book (2nd ed.). michigan: heinle & heinle. cho, y. (1998). use of connectives in writings by korean learners of english. (report no. ed441348). retrieved from http://eric.ed.gov/ericwebportal/recorddetail?accno=ed441348. connor, u. (1984). a study of cohesion and coherence in english as a second language students’ writing. papers in linguistics: international journal of human communication, 17, 301316. crossley, a., & mcnamara, s. (2011). shared features of l2 writing: intergroup homogeneity and text classification. journal of second language writing, 20, 271-285. http://dx.doi.org/10.1016/ j.jslw.2011.05.007 http://englishteachersplace.com/wpcontent/uploads/2011/09/a-corpus-based-study-of-connectors-in-studentwriting.pdf http://englishteachersplace.com/wpcontent/uploads/2011/09/a-corpus-based-study-of-connectors-in-studentwriting.pdf http://dx.doi.org/10.1515/9783110907582 http://eric.ed.gov/ericwebportal/recorddetail?accno=ed441348 12 |english franca, vol. 5, no. 1, 2021 defazio, j., jones, j., tennant, f., & hook, s.a. (2010). academic literacy: the importance and impact of writing across the curriculum – a case study. journal of the scholarship of teaching and learning, 10(2), pp. 34 47. retrieved from https://files.eric.ed.gov/fulltext/ej890711.pdf field, y., & yip, l. m. o. (1992). a comparison of internal conjunctive cohesion in the english essay writing of cantonese speakers and native speakers of english. relc journal, 25(1), 15-28 fischer, k. (2006). towards an understanding of the spectrum of approaches to discourse particles: introduction to the volume. in k. fischer (ed.), approaches to discourse particles. oxford: elsevier fraser, b. (1999). what are discourse markers? journal of pragmatics, 31(7), 931-952 granger, s., & tyson, s. (1996). connector usage in english essay writing of native and non-native efl speakers of english. world englishes, 15(1), 19-29. http://dx.doi.org/10.1111/j.1467-971x.1996.tb00089.x hinkel, e. (2001). second language writers’ text: linguistic and rhetorical features. mahwah, nj: lawrence erlbaum. halliday, m.a.k.,& hasan, r.(1976). cohesion in english. london, uk: longman. hyland, k. (1998). exploring corporate rhetoric: metadiscourse in the ceo’s letter. journal of business communication, 2, 224-245. http://dx.doi.org/ 10.1177/002194369803500203 hyland, k. (2005). metadiscourse: exploring interaction in writing. london: continuum. jalififar, a. 2008. discourse markers in composition writing: the case of iranian learners of english as foreign language teaching. english language teaching, 1(2), 114-122. johnson, p. (1992). cohesion and coherence in compositions in malay and english language. relc journal, 23(2), 1–17. kao, t.y.& chen, l.m. (2011, november). diagnozing discoursal organization in learner via conjunctive adverbial. paper presented at the 23rd conferenceon computational linguistics and speech processing, pittsburgh. https://files.eric.ed.gov/fulltext/ej890711.pdf winny agustia riznanda: discourse markers in tertiary level students’ essay writing: ability and problems│13 kellog, ronald t. (2008). training writing skills: a cognitive developmental perspective journal of writing research. usa: department of psychology, saint louis university. liu, m., & braine, g. (2005). cohesive features in argumentative writing produced by chinese undergraduates. system, 33, 623-635. mccarthy, m. (1993). discourse analysis for language teachers. cambridge: cambridge university press. martinez, c. l. (2004). discourse markers in the expository writing of spanish university students. iberica, 8, 63-80 modhish, a. (2012). use of discourse markers in the composition writings of arab efl learners. english language teaching, 5(5), 56-61. müller, s. (2004). well, you know that type of person: functions of ‘well’ in the speech of american and german students. journal of pragmatics, 36(6), 1157-1182. narita, m., sato, c. & sugiura, m. (2004). connector usage in the english essay writing of japanese efl learners. proceedings of the fourth internationalconference on language resources and evaluation, 1171-1174. retrieved from http://gandalf.aksis.uib.no/non/lrec2004/papers.htm oktavianti, d., gusmuliana, p., & apriani, e. (2021). the students’ strategies in developing their ideas in writing essay. jadila: journal of development and innovation in language and literature education, 1(4), 389-406. oshima, a., & hogue, a. (2006). writing academic english (4thed.). white plains, ny: pearson education. patriana, a.w., rachmajanti, s., & mukminatien, n. students’ ability in using discourse markerso to build coherence in compositions. teflin journal, 27(2), 2016. retrieved fromhttp://teflin.org/journal/index.php/journal/article/view/332/270 quirk, r., greenbaum, s., leech, g., &svartvik, j. (1985). comprehensive grammar of the english language. london: longman rahimi, m. (2011). discourse markers in argumentative and expository writing of iranian efl learners. world journal of english language, 1(2), 68-78. http://gandalf.aksis.uib.no/non/lrec2004/papers.htm http://teflin.org/journal/index.php/journal/article/view/332/270 14 |english franca, vol. 5, no. 1, 2021 raimes, a. (1983). techniques in teaching writing. hong kong: oxford university press richards, j. c., & renandya, w. a. (2002). methodology in language teaching: an anthology of current practice. cambridge, uk: cambridge university press. redeker, g. (1991). review article: linguistic markers of discourse structure. linguistics, 29, 1139-1172. http://dx.doi.org/10.1515/ling.1991.29.6.1139 sanjaya, h. k., apriani, e., & edy, s. (2020). using web blogs in teaching writing for efl students. journal of english education and teaching (jeet), 4(4), 516-535. schiffrin, d. (2001). discourse markers: language, meaning, and context. in d. schiffrin, d. tannen, and h. hamilton, handbook of discourse analysis (pp. 56-75). malden: blackwell publishers. schiffrin, d. (1987). discourse markers. cambridge: cambridge university press. schourup, l. (1999). discourse markers. lingua, 107, 227-265. http://dx.doi.org/10.1016/s0024-3841 (96)90026-1 schourup, l. (2011). the discourse marker now: a relevance-theoretic approach. journal of pragmatics, 43(8), 2120-2129. http://dx.doi.org/10.1016/j.pragma.2011.01.005 setyowati, l., & sukmawan, s. (2013). efl indonesian students’ attitude toward writing in english. arab world english journal, 7(4), pp. 365378. retrieved from https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2898636 seow, a. (2002). the writing process and process writing. in j. c. richards & w. a. renandya (eds.), methodology in language teaching: an anthology of current practice (pp. 315-320). cambridge: cambridge university press swan, m. (2005). practical english usage. oxford: oxford university press. tadayyon, m. (2017). exploring discourse markers used in academic papers: a comparative corpus-based inquiry of iranian and english native writers. iranian efl journal. http://dx.doi.org/10.1515/ling.1991.29.6.1139 https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2898636 winny agustia riznanda: discourse markers in tertiary level students’ essay writing: ability and problems│15 tapper, m.(2005).connectives in advanced swedish efl learners' written englishpreliminary results. the department of english: working papers in english linguistics, 5, 116144 tyler, a., & bro, j. (1992). discourse structure in nonnative english discourse. studies in second language acquisition, 14(1), 71-86. white, e. m. (1998). developing successful college writing programs. portland, me: calendar islands publishers wei sun. (2013). the importance of discourse markers in english learning and teaching. theory and practice in language studies, 3 (11), 2136-2140 williams, j. d. (2014). preparing to teach writing: research, theory, and practice (4th ed.). ny: routledge zamel, v. (1983). teaching those missing links in writing. elt journal, 37(1), 22-29. zhang, m. (2000). cohesive features in the expository writing of undergraduates in two chinese universities. relc journal, 31(1), 61-95 16 |english franca, vol. 5, no. 1, 2021 english franca : academic journal of english language and education vol. 4, no. 1, 2020, iain curup p-issn 2580-3670, e-issn 2580-3689 morphological analysis of derivational affixes in brothers grimm’s the story of rapunzel efrika siboro sanata dharma university, yogyakarta efrikasiboro6@gmail.com barli bram sanata dharma university, yogyakarta barli@usd.ac.id abstract this paper aimed to explore derivational affixes, more specifically the types of derivational affixes and the functions of the derivational affixes in the story of rapunzel, which was written by the brothers grimm. the exploration of the affixes is urgent to conduct because it would assist learners of english in general in enriching their vocabulary items. this study was quantitative descriptive. the researchers collected complex words from the story and analyzed their derivational affixes. results showed that, first, there existed 33 occurrences of words containing derivational affixes. four of the 33 words contained three types of prefixes, namely en-, unand re-, occurring twice, and 29 of the 33 contained suffixes, such as -ful, -ness, -able, -ly, -ing, -ed, -en, -ent, -less, -y, ous, and -dom. second, there were four functions of derivational affixes in the story of rapunzel, namely noun formation, with 10 occurrences (30.4%); adjective formation, with eight occurrences (24.2%); verb formation, with seven occurrences (21.2%); and adverb formation, with eight occurrences (24.2%). keywords: affix, derivational morphology, prefix introduction in mastering english, vocabulary plays a crucial role and morphological analyses can be helpful to enrich one’s vocabulary items. 72 | english franca, vol. 4, no. 1, 2020 napa (1991, p. 6) states one of the components of a language is vocabulary and without words the language will not exist. therefore, vocabulary becomes an important aspect for mastering a language. morphology is the study of word formation, the words’ structure and the process how the words are formed (meinawati & alawiyah, 2018; jantika, suganda, wahya, and sobarna, 2014; oz, 2014; lieber, 2009; mccarthy, 2002; aronoff & fudeman, 2011; kusmawardhani, 2018; rugaiyah, 2018). in morphology, morphemes are vital factors. linguistically, a morpheme refers to the smallest shape of word which deals mostly with the grammatical structure comprising of the word (katamba & stonham, 2006; nunes, bryant, pretzlik, & hurry, 2006; bram, 2012; barrot & de leon, 2014; akbulut, 2017; halawa, raflis & reni, 2018). from the definition, it can be concluded that a morpheme is the smallest unit of meaning. there are two kinds of morphemes (lieber, 2009; luthfiyati, kholiq, & zahroh, 2017; booij, 2005). the first is free morphemes which can stand alone as words, such as wipe, head, and bracelet. the second is bound morphemes which cannot stand alone, for instance, -un, -ize, and ation. bound morphemes consist of prefixes and suffixes. if an affix is enclosed before a base, it is called a prefix and if an affix is enclosed after a base, it is called a suffix (nandito, 2016; bauer, 2003; kolanchery, 2015). an affix itself is a bound morpheme when it is enclosed to some other morphemes (katamba, 1993). in general, affixation, which normally includes prefixation and suffixation, is a productive word formation process in english. some minor word formation processes, such as backformation and initialism, are categorized as unproductive. regarding the enrichment of vocabulary items, there are many strategies that can be implemented, such as reading a novel or short story, listening to music, and watching a movie. in this study, the researchers consider that reading is one of the best ways to enhance vocabulary items. in this paper, the researchers analyzed the short story of rapunzel, which was written by the brothers grimm. the researchers used this story to explore and enrich knowledge about derivational affixes. based on the background above, the following two research questions were formulated. first, how many derivational affixes are used in the story of rapunzel? second, what are the functions of the derivational affixes in the story of rapunzel? efrika siboro and barli bram: morphological analysis of derivational affixes in brothers grimm’s the story of rapunzel |73 theoritical framework there are two kinds of affixes, namely derivational affixes and inflectional affixes (ford, davis & wilson, 2010; robinson, 2016). anindita (2017), bauer as cited in zainuddin (2016) and tariq, abid, sultan, asif, rafique, and aleem (2020) argue that derivational and inflectional affixes are different. derivational affixes can cause a change in the word class or category but inflectional affixes do not change the class of the words. the change in class of derivational affixes will affect the meaning of the words but in inflectional affixes there is no change in the word class. derivational affixes occur when a root is added by a morpheme that changes the category of the class but sometimes the morpheme does not change the class of the base word, while inflectional affixes only adapt the shape and the meaning of the base word (payne, 2011 & sutarman, 2017). yule (2010) states there are nine processes of word formation, namely coinage, borrowing, compounding, blending, clipping, backformation, conversion, acronyms, and derivation. note that in this paper, the researchers would investigate the last word formation process, derivation, which involves prefixes and suffixes. previously, nurjanah, ramdhaniah, and efransyah (2018) conducted a study to investigate the types of derivational and inflectional affixes in the text the ugly duckling and to describe the affixations that were attached in the derivational and inflectional processes of the text the ugly duckling. the results showed that there were 29 words of inflectional processes. the researchers found there were two processes of affixations in the text the ugly duckling. in the first process, there were nine words containing suffixes, four derivational processes, and five inflectional processes. in the second process, there was one inflectional process. the second research which was conducted by sanita (2014) showed that there were eight prefixes and 18 suffixes in the declaration independence. the prefixes that often appeared were un-, dis-, and in while suffixes that often occurred were -ion, -tion, ation, -ence, -ance, ment and -er/-or. research methodology the researchers used quantitative descriptive to identify, describe, analyze and classify the types of derivational affixes in the story of rapunzel, a well-known german fairy tale which was written by the brothers grimm. to analyze the derivational affixes found in story of rapunzel, the researchers used two resources, namely a primary 74 | english franca, vol. 4, no. 1, 2020 resource and secondary resource. the researchers took the data from the text of the short story of rapunzel, as the primary source. as for the secondary resource, the researchers used some references to support the analysis. the researchers also referred to some books on morphology in general and on derivational affixes in particular. the data collection technique was observation and documentation. the researchers took four steps to analyze the collected data. the findings were then described and classified based on their categories. the collected data and analysis results were verified by the researchers by rechecking the data and results to ensure accuracy and validity. results and discussion the following table presents the study results and discussion of the derivational affixes discovered in the story of rapunzel written by the brothers grimm. tabel 1. dervational affixes in the story of rapunzel no. word part of speech root part of speech derivation al affixes note 1 beautiful (p. 1l5) adj beauty noun -ful noun maker 2 enchantress (p. 1l8) noun enchant verb -ress noun maker 3 enchant (p. 1l8) verb chant noun enverb maker 4 miserable (p. 1l11) adj miser noun -able noun maker 5 hastily (p. 1l18) adv hasty adj -ly adverb maker 6 handful (p. 1l18) noun hand noun -ful noun maker 7 greedily (p. 1l19) adv greedy adj -ly adverb maker 8 terribly (p. 1l26) adv terrible adj -ly adverb maker 9 standing (p. 1l25) noun stand verb -ing noun maker 10 softened (p. 2l5) adj soften verb -ed adjective maker 11 soften (p. 2l5) verb soft adj -en verb maker 12 magnificent (p. 2l20) adj magnify verb -ent adjective maker 13 unfastened (p. 2l21) verb fasten verb unverb maker efrika siboro and barli bram: morphological analysis of derivational affixes in brothers grimm’s the story of rapunzel |75 no. word part of speech root part of speech derivation al affixes note 14 fasten (p. 2l21) verb fast adj -en verb maker 15 charming (p. 2l26) adj charm noun ing adjective maker 16 resound (p. 2l27) verb sound verb reverb maker 17 singing (p. 2l29) noun sing verb -ing noun maker 18 deeply (p. 2l29) adv deep adj -ly adverb maker 19 immediately (p. 3l12) adv immediate adj -ly adverb maker 20 frightened (p. 3l13) adj frighten verb -ed adjective maker 21 frighten (p. 3l13) verb fright noun -en verb maker 22 willingly (p. 3l21) adv willing adj -ly adverb maker 23 remarked (p. 3l26) verb mark verb reverb maker 24 lovely (p. 4l6) adj love verb -ly adjective maker 25 pitiless (p. 4l7) adj pity noun -less adjective maker 26 finding noun find verb -ing noun maker 27 misery (p. 4l8) noun miser noun -y noun maker 28 venomous (p. 4l16) adj venom noun -ous adjective maker 29 mockingly (p. 4l17) adv mocking adj -ly adverb maker 30 wretchedness (p. 4l29) noun wretched adj -ness noun maker 31 kingdom (p. 4l33) noun king noun -dom noun maker 32 joyfully (p. 4l33) adv joyful adj -ly adverb maker 33 contented (p. 4l35) adj content noun -ed adjective maker table 1 above shows a summary of the 33 occurrences derivational affixes in the story of rapunzel. in this context, the researchers explored a word formation process called derivation. the other eight processes, as proposed by yule (2010), namely coinage, borrowing, compounding, blending, clipping, backformation, conversion and acronyms were excluded. in the following, the derivational affixes and their functions are discussed. 76 | english franca, vol. 4, no. 1, 2020 1. derivational affixes found in the story of rapunzel a. prefix a prefix is an affix which is placed before the base of a word, for example, un-, disand enin the words unhappy, disappear, and enclose. in the short story of rapunzel, there existed two derivational prefixes (and a derivational suffix), namely unand re(and –en). the explanations are as follows: 1) prefix un unfasten (verb) un(prefix) fasten (verb) fast (adj) -en (suffix) unfasten (in unfastened) is formed through a derivational process, which consists of fast as a free morpheme and –en and unas bound morphemes. note that the suffix –ed in this case is an inflectional affix since it marks the past tense form of the verb, namely unfastened. 2) prefix re resound (verb) re(prefix) sound (verb) resound is formed through a derivational process which consists of sound as a free morpheme and reas a bound morpheme. b. suffix morphologically, a suffix is an affix which is enclosed after the base of a word, as in happiness, weakness, government, and helpful. in the short story of rapunzel, the researchers identified several suffixes, efrika siboro and barli bram: morphological analysis of derivational affixes in brothers grimm’s the story of rapunzel |77 such as -ful, -ress, -able, -ly, -ing, -ed, -ent, -less, -y, -ous, -ness, -dom and -en. 1) suffix -ful beautiful (adj) beauty (noun) -ful (suffix) the word beautiful consists of two morphemes, namely beauty as free morpheme and -ful as bound morpheme. the suffix -ful changes the category of the base word from a noun into adjective. 2) suffix -ress enchantress (noun) enchant (verb) -ress (suffix) en(prefix) chant (noun) the word enchantress consists of three morphemes, namely chant as free morpheme and enand -ress as bound morphemes. an enchantress is a woman who has a magical power. 3) suffix -able miserable (adj) misery (noun) -able (suffix) the word miserable consists of two morphemes, namely misery as free morpheme and -able as bound morpheme. 78 | english franca, vol. 4, no. 1, 2020 4) suffix -ly immediately (adv) immediate (adj) -ly (suffix) the word immediately consists of two morphemesm namely immediate as free morpheme and -ly as bound morpheme. 5) suffix -ing charming (adj) charm (noun) -ing (suffix) the word charming consists of two morphemes, that is charm as free morpheme and -ing as bound morpheme. 6) suffixes –ed and -en frightened (adj) frighten (verb) -ed (suffix) fright (noun) –en (suffix) the word frightened consists of three morphemes, namely fright as free morpheme and –en and -ed as bound morphemes. 7) suffix -ent magnificent (adj) magnify (verb) -ent (suffix) efrika siboro and barli bram: morphological analysis of derivational affixes in brothers grimm’s the story of rapunzel |79 the word magnificent consists of two morphemes, that is magnify as free morpheme and -ent as bound morpheme. note that spelling adjustments occur in this word. 8) suffix -less pitiless (adj) pity (noun) -less (suffix) the word pitiless consists of two morphemes, namely pity as free morpheme and -less as bound morpheme. the suffix -less not only changes the category of the base word but also the meaning. 9) suffix -y misery (noun) miser (noun) -y (suffix) the word misery consists of two morphemes. they are miser as free morpheme and -y as bound morpheme. 10) suffix -ous venomous (adj) venom (noun) -ous (suffix) the word venomous consists of two morphemes. they are venom as free morpheme and -ous as bound morpheme. the suffix -ous not only changes the category of the base word but also the meaning. the suffix -ous changes the category of the base word from noun into adjective. the combination of venom and -ous has changed the meaning of the base word. 80 | english franca, vol. 4, no. 1, 2020 venom is a poison that is produced by an animal and venomous means full of poison. 11) suffix -ness wretchedness (noun) wretched (adj) -ness (suffix) wretch (verb) -ed (suffix) the word wretchedness consists of three morphemes, namely wretch as free morpheme and –ed and -ness as bound morphemes. 12) suffix -dom kingdom (noun) king (noun) -dom (suffix) the word kimgdom consists of two morphemes, namely king as free morpheme and -dom as bound morpheme. kingdom is combined with a derivational suffix because the suffix -dom changes the meaning of the base word but it does not affect the category of the word. the word king means a male who holds a position in a country while kingdom is an area that is controlled by the king. efrika siboro and barli bram: morphological analysis of derivational affixes in brothers grimm’s the story of rapunzel |81 13) suffixes -ful and -ly joyfully (adv) joyful (adj) -ly (suffix) joy (noun) -ful (suffix) the word joyfully consists of three morphemes, that is joy as free morpheme, and ful, and -ness as bound morphemes. the suffixes –fu and -ly change the category of the base word from a noun into an adjective and then an adverb. 2. function of derivational affixes in found in the short story of rapunzel after analyzing the derivational affixes, the researchers identified four functions of derivational affixes in the story of rapunzel, as presented in table 2. table 2. function and frequency of derivational affixes a. no. b. function of affix c. frequency d. percentage 1. e. noun formation 8 f. 24.2 2. g. adjective formation h. 10 i. 30.4 3. j. verb formation 7 k. 21.2 4. l. adverb maker 8 m. 24.2 total 33 n. 100 based on the table above, the most productive category is the adjective formation, occurring 10 times or 30.4 per cent, and the least frequent category is the verb formation, occurring seven times, representing 21.2 per cent of the entire data. the adjective formation appeared the most frequent because the story of rapunzel carries many descriptions of nouns, and accordingly, adjectives are used to modify the 82 | english franca, vol. 4, no. 1, 2020 nouns. the verb formation is the least frequent because the verbs in the story of rapunzel are mostly in the form of past tense, and therefore, these past tense verbs are not classified as derivation, but inflection, which is beyond the focus of this paper. conclusion based on the study results, in the short story of rapunzel, there existed 33 occurrences of words which contain prefixes and suffixes. four occurrences of words with prefixes en-, unand rewere enchanted, unfastened, resound and remarked. words containing suffixes occurred 29 times, such as -ful, -ress, -able, -ly, -ing, -ed, -en, -ent, -less, -y, -ous, -est, -ness, and –dom. in this study, the researchers found that most derivational affixes change the category of word or part of speech and the meaning. there existed four functions of derivational affixes in the short story of rapunzel, namely noun formation, adjective formation, verb formation and adverb maker. with seven occurrences, the verb formation was the least productive and with 10 occurrences, the adjective formation appeared to be the most productive. each with eight occurrences, the noun formation and the adverb formation were classified as semi productive. references akbulut, f. d. a. (2017). effects of morphological awareness on second language vocabulary knowledge. journal of language and linguistic studies, 13(1), 10–26. anndita, w.k. (2017). the acquisition of indonesian affixation on inflection and derivation of two to five years old children. the first english language and literature international conference (ellic), 1, 335-341. aronoff, m., & fudeman, k. (2011). what is morphology? (2nd ed). chichester: wiley-blackwell barrot, j., & de leon, k. (2014). accuracy order of the grammatical morphemes in the oral production of preschool pupils. indonesian journal of applied linguistics, 3(2), 63–76. bauer, l. (2003). introducing linguistic morphology. edinburgh: efrika siboro and barli bram: morphological analysis of derivational affixes in brothers grimm’s the story of rapunzel |83 edinburgh university press. booij, g. (2005). the grammar of words. oxford: oxford university press. bram, b. (2012). three models of english morphology. llt journal: a journal on language and language teaching, 15(1), 179-185. retrieved from https://ejournal.usd.ac.id/index.php/llt/article/view/316 ford, m. a., davis, m. h., & marslen-wilson, w. d. (2010). derivational morphology and base morpheme frequency. journal of memory and language, 63(1), 117-130. halawa, a., raflis, & reni, f. (2018). an analysis of derivational and inflectional morphemes. jurnal ilmiah langue and parole, 1(1), 132–144. jantika, a. w., suganda, d., wahya, w., & sobarna, c. (2014). typical morphology system of language advertising of cellular services. international journal of linguistics, 6(3), 181-197. katamba, f. (1993). modern linguistic: morphology. new york: st. martin’s press. katamba, f., & stonham, j. (2006). morphology (2nd ed). new york: palgrave macmillan. kolanchery, g. (2015). analytical components of morphology. global english-oriented research journal, 1(1), 161–166. kusmawardhani, p. (2018). the error analysis of derivational morphology in efl’s english narrative composition. international journal of language education, 2(1), 22-30. lieber, r. (2009). introducing morphology. new york: cambridge university press. luthfiyati, d., kholiq, a., & zahroh, i. n. matus. (2017). the analysis of word formation processes in the jakarta post website. journal of linguistics, english education and art, 1(1), 30–36. mccarthy, c. a. (2002). an introduction to english morphology: words and their structure. bodmin: edinburgh university press. meinawati, s & alawiyah, s. (2018). affixation in the script song lyric “hall of fame”. research and innovation in language learning, 1(2), 89-100. 84 | english franca, vol. 4, no. 1, 2020 nandito, i. k. (2016). derivational and inflectional morphemes. international research journal of engineering, it & scientific research, 2(1), 22-29. napa, p. a. (1991). vocabulary developing of contemporary english. london: longman group, ltd. nunes, t., bryant, p., pretzlik, u., & hurry, j. (2006). improving literacy by teaching morphmes. new york: routledge. nurjanah, s. y., ramdhaniah, a., & efransyah, m. (2018). affixation of derivational and inflectional process in narrative text entitled the ugly duckling. professional journal of english education, 01(03), 318. öz, h. (2014). morphology and implications for english language teaching. in a. saricoban (ed.), linguistics for english language teaching studies (pp. 83‐120). ankara: ani publishing. payne, t. e. (2011). understanding english grammar. new york: cambridge university press. rugaiyah, r. (2018). derivational and inflectional morphemes: a morphological analisis. journal of english for academic, 5(2), 73– 86. sanita, j. (2014). the analysis of historical origin and productiveness of derivational affixes in the declaration of independence of america (1776). journal of language and literature, 14(2), 155. sutarman, s. (2017). derivational and inflectional affixation in menumeni dialect of sasak language. journal on language and literature, 4(1), 121-136. tariq, t. r., abid. m., sultan, b., asif, m., rafique, n., & aleem, s. (2020). an analysis of derivational and inflectional morphemes. international journal of linguistics, 12(1), 83-91. yule, g. (2010). the study of language. new york: cambridge university press. zainuddin, z. (2016). a study on derivational affixes of indonesian nounformation in newspaper editorials: a semantic perspective. international journal of english linguistics, 6(3), 148–155. english franca : academic journal of english language and education vol. 2, no. 1, 2018, stain curup p-issn 2580-3670, e-issn 2580-3689 teachers’ guideline in designing english materials based on curriculum 2013 sarwo edy, m.pd. state college for islamic studies (stain) curup edywong59@yahoo.com uci sherly rimadanti state college for islamic studies (stain) curup pesekkece.pk@gmail.com abstract the objectives of this research were indentifying the guidelines used by the teachers and describing how the teachers implemented the guidelines in designing english materials based on curriculum 2013. the researcher chose descriptive study as the kind of research and presented the results in qualitative way. there were five teachers from various senior high schools who had participated as the subjects of the research. the researcher used document analysis and interview to collect the data. document analysis was used to analyze what the guidelines used by the teachers in designing english materials were. then, interview was used to collect the detailed qualitative data expressed in the respondents’ own words in order to describe the implementation of guidelines by the teachers in designing english materials. the results of this research, based on howard and major’s theory, showed that the teachers used thirteen guidelines in designing english materials. next, the teachers implemented the guidelines by using syllabus as guidance, and the materials were designed based on students’ experiences, realities and ages. based on the results of this research, the researcher suggested the teachers to pay more attention to the guidelines provided, because it is important to make the materials designed by the teacher suitable with the standards in syllabus and students’ needs. keyword: guidelines, designing materials, 2013 curriculum introduction the teacher designed the materials based on the topics in syllabus, and the materials provided in some versions like power point mailto:edywong59@yahoo.com mailto:pesekkece.pk@gmail.com 74 | english franca, vol. 2, no. 1, 2018 slide, video and audio. for example, the teacher designs the materials about narrative text, so the teacher shows the video that talks about legend, fairy tales or fable to make students guess what the topic is and the teacher also puts the explanation of narrative text in power point slide. so, the teacher, as someone who designs the materials and controls the class, needs to consider some aspects and strategies to explain those materials in learning process. according to howard and major (2015), the form of teaching material is an important part of english teaching programs. from textbooks, videotapes and pictures to the internet, teachers rely heavily on a diverse range of materials to support their teaching and their students’ learning. however, despite the current rich array of english language teaching materials commercially available, many teachers continue to produce their own materials for classroom use. based on a pilot study done by the researcher, there were some schools which applied curriculum 2013 and their english teachers also design their own materials. those are sman 1, 2, 4 rejang lebong and sma xaverius. english teachers in those schools think that will not be interesting in this modern era if they just follow and use materials in a book or worksheet, so they combine the teaching materials from books and worksheets with the materials from internet, such as videos and additional exercises to make the students interested and easy to understand the materials and do the exercise but in applying the design of materials, some teachers actually ignore the important part in designing material guidelines. it becomes important part since 2013 has its own character. this kind of curriculum gives fully authorization to create the material. moreover, as teachers, we need a guideline to help us in designing the material. based on the phenomenon above, the researcher decided to conduct this thesis entitled by “teachers’ guidelines in designing english materials in curriculum 2013”. literature review curriculum 2013 curriculum 2013 completes the previous curriculum (ktsp), whereas there are some aspects changed in this curriculum such as assessment, lesson plan, all of the criteria involved in 2013 curriculum must be influenced students’ characters. there are some characteristics of curriculum 2013, those are developing the balance between the spiritual and social attitude, the curriousity, creativity, and teamwork with the intelectual and psicomotoric skill. school is a part of society uci sherly rimadanti & sarwo edy: teachers’ guidelines in designing english materials in curriculum 2013|75 that gives student experiences, where the students apply what they learn in school and utilizing the citizen as a resource of study. developing attitude, knowledge and skill and also applying it in various situations in school and citizen. giving much times to develope varied attitude, knowledge and skill. the role of teachers in curriculum 2013 according to michael in his book, process and experience in the language classroom, that was re-written in denny setyaningrum’s research, he gave his arguments concerning some of the teacher’s roles in classroom namely : 1. the teacher as a coordinator and facilitator. 2. the teacher as a manager and organizer 3. the teacher as an instructor 4. the teacher as an investigator and researcher guidelines in designing english materials guidelines is a piece of advice on how to act in a given situation (bahadur, 2014). guidelines is a guide to make something based on the steps and theory. the guide aims to make something becomes more complete and correct in accordance with the steps and existing theories so as to reach a valid level of truth. the guidelines that follow may act as a useful framework for teachers as they navigate the range of factors and variables to develop materials for their own teaching situations. howard and major (2015: p.104-107) states, there are ten guidelines which teachers can use for designing effective english materials as follows: 1. english language teaching materials should be contextualized. 2. materials should stimulate interaction and be generative in terms of language. 3. english language teaching materials should encourage learners to develop learning skills and strategies. 4. english language teaching materials should allow for a focus on form as well as function. 5. english language teaching materials should offer opportunities for integrated language use. 6. english language teaching materials should be authentic. 7. english language teaching materials should link to each other to develop a progression of skills, understanding and language items. 8. english language teaching materials should be attractive. 76 | english franca, vol. 2, no. 1, 2018 9. english language teaching materials should have appropriate instructions. 10. english language teaching materials should be flexible. research methodology in this research, the researcher used descriptive qualitative. according to hancock (1998:p2), qualitative research is concerned with developing explanation of social phenomena. it describes social phenomena as they occur naturally. it means the researcher presented this research based on the real data which were found in field, without any additions or assumptions. the real data in this case means the data obtained from the results of checklist and interview which described clearly without any additional words or opinions of the researcher. this research was undertaken at sma n 1, 2, 4 rejang lebong and xaverius curup. the participant of this research were consisted of five english teachers from those schools. in addition, this research were used document analysis and interview as the technique of collecting the data. while, researcher used checklist and interview guidance as instrument of the research to know what the guidelines are used and how does the teacher implement the guidelines and in this research, researcher used semi structure interview. findings and discussions findings the guidelines used by english teachers in designing english materials table 1. the used and unused guidelines by teacher a, b, c, d, e no the used guidelines the unused guidelines 1. the materials contextualized to the curriculum. the materials authenticity in terms of the texts presented to learners. 2. the materials contextualized to the experience, realities and first language of the learners. the materials be good to look at. 3. the materials contextualized to topics and themes that provide meaningful, purposeful uses for the materials need to be used more than once or if there are to be used by many different uci sherly rimadanti & sarwo edy: teachers’ guidelines in designing english materials in curriculum 2013|77 target language. students. 4. the materials stimulate interaction and be generative in terms of language. 5. the materials encourage learners to develop learning skills and strategies. 6. the materials are developed which allow absolutely no scope for a focus on language form. 7. the materials should offer opportunities for integrated language use. 8. the materials authenticity in terms of the task which students are required to perform with them. 9. the materials link to each other to develop a progression of skills, understanding and language items. 10. the materials should also be attractive in terms of their ‘usability’. 11. the materials have ability to be reproduced. 12. the materials have appropriate instructions. 13. the materials be flexible. in conclusion, the tables above provided the answers for the first question of this research as already stated on the third chapter, “what are the teachers’ guidelines in designing english materials in curriculum 2013?” there were five teachers chosen as the subjects by researcher. there were thirteen guidelines used by the teachers and the other three were left unused. the 78 | english franca, vol. 2, no. 1, 2018 complete data could be seen in appendix 3 to 7 in form of the results gotten by checklist. the guidelines used by the teacher means there were compatibilities between the materials and the checklist consisted of the characteristics of guidelines. in contrast, the unused guidelines obtained when the materials designed by the teachers were unsuitable with the criteria of guidelines nor there was an aspect of the guidelines which were not used by the teacher. the implementation of guidelines by the teachers in designing english materials table 2. the implementation of guidelines by teacher a, b, c, d, e no guidelines implementation 1. the materials contextualized to the curriculum.  the teachers looked at the syllabus in curriculum 2013. 2. the materials contextualized to the experience, realities and first language of the learners.  the teachers designed the materials which were suitable with the students’ needs, environments, experiences, ages, realities and situations. 3. the materials contextualized to topics and themes that provide meaningful, purposeful uses for target language.  the teachers analyzed the ability of students.  the teachers designed the materials which were connected to the real word.  the teachers provided a funny learning process, not monotonous. 4. the materials stimulate interaction and be generative in terms of language.  the teachers designed materials which were suitable to the level of learners and their characters.  the teachers displayed picture or video.  the teachers gave students the opportunity to ask and answer. uci sherly rimadanti & sarwo edy: teachers’ guidelines in designing english materials in curriculum 2013|79 5. the materials encourage learners to develop learning skills and strategies.  the teachers developed the materials referred to the students as the center.  the teachers used some varied strategies such as group discussions, jigsaw, role plays, etc. 6. the materials are developed which allow absolutely no scope for a focus on language form.  the teachers focused on curriculum and syllabus as the guides in designing materials.  the teachers used power point in explaining the materials. 7. the materials should offer opportunities for integrated language use.  the teachers explained the materials in english and bahasa indonesia.  the teachers asked the students to use english more often than bahasa indonesia.  the teachers assigned group tasks to the learners.  the teachers asked the students to do role play. 8. the materials authenticity in terms of the task which students are required to perform with them.  the teachers gave task as a material developer.  the teachers used the materials and exercises from internet.  the materials designed were enabling learners to think critically. 9. the materials link to each other to develop a progression of skills, understanding and language items.  the teachers made a lesson plan.  the teachers gave students the tasks that have been learned.  the teachers designed the materials that could make 80 | english franca, vol. 2, no. 1, 2018 learners develop more than one of their abilities simultaneously. 10. the materials should also be attractive in terms of their ‘usability’.  the teachers designed the materials according to the concept.  the teachers selected learning and teaching materials.  the teachers designed the materials which provided keywords that were easy to remember and understand by the learners. 11. the materials have ability to be reproduced.  the teachers designed the materials by following the curriculum, and students’ skills and needs.  the teachers changed the appearance and added the content of the materials in power point slides. 12. the materials have appropriate instructions.  the teachers used the instructions in accordance with the operational verbs that were already exist in the syllabus.  the teachers gave instructions by using the clear and easy to understand imperative sentences. 13. the materials be flexible.  the teachers designed the materials constantly rotating condition of place and time.  the teachers designed the materials which were able to attract students to learn.  the teachers designed the uci sherly rimadanti & sarwo edy: teachers’ guidelines in designing english materials in curriculum 2013|81 materials that could make learners develop the skills they have. the teachers implemented the guidelines by using curriculum and syllabus as the guides. then, designed the materials which were suitable with students’ needs, environments, real world, situations, conditions, and ages. the teachers also used different methods and techniques in teaching their students, depended on students’ abilities in understanding the materials, such as question and answer, jigsaw, role play, group discussion, etc. nowadays, by the existence of modern technology, the teachers also used projector and laptop in explaining the materials and also showed the picture or video which were related to the materials. the teachers explained the materials by combining two languages, english and bahasa indonesia, the aim was to make the students easy to understand. but, the teachers also asked them to use english more often than bahasa indonesia, because it could make the students use english fluently. the materials designed were also based on time, phenomenon and students’ conditions. the teachers should encourage the students to develop their skills by using some learning materials. therefore, the teachers should pay more attention in selecting learning and teaching materials. the materials should be better and flexible so that the teacher needed to analyze the students, conditions, abilities, and the phenomenon happened in the first place before designing the materials. conclusion based on finding and discussion in the previous part, the researcher finally concluded that based on howard and major who provided the theory about guidelines in designing english materials and after the researcher concluded, there were guidelines which were used and unused by the teachers. there were thirteen guidelines used by the teachers, such as: materials contextualised to the curriculum, experience, realities and first language of learners, materials also contextualised to the topics and themes that provide meaningful, purposes uses for target language. the materials stimulate interaction and generative in terms of language, materials encourage learners to develop learning skills and strategies, allow for a focus on forms as well as function, offer opportunities for integrated language use, authentic in terms of the task to learners, usability and have ability to be reproduced. materials appropriate with the instructions that are 82 | english franca, vol. 2, no. 1, 2018 provided for other teachers who may use the materials and be flexible. whereas, there were three guidelines which were unused by the teachers, such as: materials authenticity in terms of the texts presented to learners, materials be good to look at and materials need to be used more than once or if there are to be used by many different students. the teachers implemented the guidelines by using a syllabus as a guide. so, all the materials designed must be related to the syllabus and lesson plan. and then, the teachers designed and developed the materials based on students’ experiences, realities, environments, and needs. the materials which were designed should encourage the students to develop their skills too. the materials also provided good appearance and function for the others. references bahadur, parinta. difference between guideline, procedure, standard and policy. published on june 2014 hancock, beverley. 1998. an introduction to qualitative research. nottingham: trent focus. hancock, beverley. 1998. trent focus for research and development in primary health care: an introduction to qualitative research. nottingham: trent focus. howard, jocelyn and jae major. 2015. guidelines for designing effective english language teaching materials. peraturan menteri pendidikan dan kebudayaan republik indonesia. uno, hamzah. 2007. profesi kependidikan. jakarta: pt bumi aksara. uno, hamzah. 2009. model pembelajaran cetakan kelima. jakarta: pt bumi aksara. english franca : academic journal of english language and education vol. 4, no. 2, 2020, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: http://dx.doi.org/10.29240/ef.v4i2.1818, page 85-114 localized english for ngapak javanese speakers as language instruction agus husein as sabiq iain purwokerto, central java, indonesia husein@iain.purwokerto.ac.id abstract this study aimed to investigate the use of local dialect as language instruction in the english classroom and its demotivating factors for ngapak javanese speakers. there were four english teachers and 132 students from four schools in the ngapak javanese community participating in this research by semi-structured interviews and questionnaires. the findings showed that local variety influenced students’ phonological features, stressing, and intonation. the teachers were indicated having positive attitudes toward the use of local dialect of english. however, they provoked the students to use bahasa indonesia as their second language in switching and mixing the code in the teaching and learning process. lack of vocabulary mastery was also one of the obstacles faced by the teachers. teachers' perception of the most appropriate implementation of language instruction, teaching strategies, learning resources, and media may lead them to deliver the instruction properly and effectively in improving students’ proficiency. ngapaknese english could be suggested as a pedagogical implication in the sense of western central java because it is more popular, feasible and practical for students. it also has realistic values in classes, including inspiring students to practice speaking, feasible and cost-efficient. keywords: ngapaknese english, language instruction, world englishes introduction english is considered to be among the most major languages in most countries. there are several causes why english is so crucial to master. one of the causes for this is that english is spoken as the first mailto:husein@iain.purwokerto.ac.id 86 | english franca, vol. 4, no. 2, 2020 language in many countries. and then, it's because of the advanced technology that english is used in our lives. even in non englishspeaking countries, people use it for education, tourism, and business. for these purposes, english is used in most countries. in indonesia, english is taught in most schools, so that anyone can learn english as well as native speakers. in indonesia, especially in java, three great ethnics have greater influential power than others. they are javanese, sundanese, and betawi. but javanese has the greatest power to influence national socioculture thus, non-javanese indonesians sometimes argue that javanese imperialism substituted the dutch version (anderson & keeler, 1988). errington (1995, stated in conners and klok, 2016) suggested that local vernacular varieties of indonesian and regional languages have typical connections with close interpersonal interaction in the indonesian sense. some regional languages, such as javanese, have both structured and localized dialects, and these dialects often have typical connections of close social ties but less intense public relations. javanese as an austronesian language family, west polynesian malay is one of the regional languages in indonesia with a large number of speakers. the javanese language ranks 11th among 6.703 languages in the world for the number of speakers, which is 80-100 million speakers (hidayat, 2006). in each region, the javanese language evolves in accordance with the geographical conditions and conditions of the javanese speakers themselves, such as the mobility of the population and the communicative relations of the javanese speakers in the speech area with other speakers in the same speech area. this phenomenon causes javanese to develop into several dialects. soedjito points out that the javanese language has a variety of geographical dialects, such as the banyumas dialect (ngapak), surabaya, solo, osing, and samin (soedjito, 1986). back then, even though english is taught in almost all over the schools in indonesia, there are some problems for indonesian people in learning english. one of the problems is because of the poor teaching quality, either with pedagogical knowledge, content knowledge, or both (rosser, 2018; zulfikar, 2018). indonesia has so many different races, agus husein as sabiq: localized english for ngapak javanese speakers as language instruction| 87 ethnicities, cultures, languages, and even accents. they are spread out in every district and region. moreover, there are some indonesians who only speak with their local languages, such as ngapak javanese speakers. there are some of the ngapak javanese speakers who can speak bahasa indonesia as the national language but not fluently and it is merely used in a formal situation. these must be problems for ngapak speakers to learn other languages because they are accustomed to using their first language for daily communication. language ability can affect by language environment (apriani, 2019). almost everyone needs english. english conversation is one of the activities that students do in their lives (wardhana, et.al, 2020). nowadays in indonesia, most people want to learn english and want to speak english fluently.. in some regencies of central java like banyumas, kebumen, cilacap, banjarnegara, purbalingga, and tegal, the majority of the people speak with a bold accent and clear vocal, which is often called "basa ngapak” or ngapak javanese in which the accent is used in english speech. it is one of the javanese dialects that has uniqueness in the pronunciation of vocals 'a' being very steady, firm, straight, and not halfcentered. ngapak dialect speakers amounted to 12 million to 15 million inhabitants. it is just an option whether they should speak other languages with their accent, or speak like english native speakers. regional language diversity and its dialects will possibly influence english preference as it emphsizes effective communication among the speakers (y. kachru, 2008; tegegne, 2015). for ngapak javanese speakers, for example, they will speak javanese english but using the features of the western central java dialect. most of esl or efl learners encounter many problems when it comes to learning the target language experienced in both the written and spoken modes. one of the problems is that the learners get to process hard in perceiving different speech sounds from the exposures in a foreign language. flege (1988) employed the phrase “speech learning” to refer to these processes. phonological and phonetic influences are reported as sound system problems between l1 and l2 underlining similarities and differences. thus, the difficulties in perceiving perceptual contrasts between the l1 and l2 are 88 | english franca, vol. 4, no. 2, 2020 characterized as a failure to attend to the phonetic cues for proficient speakers of the l2 (contreras, 2018). in kenya, most of the students have been facing many problems in perceiving the l2 languages due to the mother tongue dialect. the kenyan learners have the problems in revolving around the place and development of local indigenous languages (kioko & muthwii, 2003). similarly, njeru (2013) noted that kiembu speakers in kenya have also many phonological errors in writing the words due to the existing difference between english orthography and pronunciation. she said that kiembu's graphic medium corresponds to kiembu's pronunciation, which is different from the english pronunciation. in addition, the majority of teachers in kenya are local speakers of languages. it causes them to experience several problems when teaching the language. thus, teachers’ pedagogical competencies have serious effects on students learning the english language. non-native teachers of english are shown having problems by making incorrect pronunciation, using first language accent, and lack of requisite skills in english language teaching and learning. most teachers who teach english for primary school students do not master english skills well and consequently contribute to the perpetuation of english language errors among the learners (melchers & shaw, 2011). several studies have been conducted in exploring the effects of ngapak javanese in english language acquisition. purnama (2018) concluded in his research that students’ first language affected their english language performance both in oral and written forms. also, students’ environmental background influenced their performances in oral and written english. gender differences, age, and language choice became other factors in acquiring the english language and performances. furthermore, dewi et.al (2017) investigated the effect of brebes javanese dialect (jbd) on students' pronunciation. they concluded that brebes javanese dialect brings a harmful transition toward students’ pronunciation on the vowel sound [ɪ], and diphthong [aɪ], [eɪ], [ɪə], and[ɔɪ]. however, it offers a great transition to the consonant sounds final [d], final [b],and final [g]. but, there is no switch to the initial english cluster/spr/, /str, and//st/. agus husein as sabiq: localized english for ngapak javanese speakers as language instruction| 89 another research was done by aditriyani (2014) who tried to explore teachers’ attitudes towards local varieties of english used by the students in central java. she suggested that javanese english was approved by most of primary schools teachers, although teaching sustainability at higher educational levels remained uncertain. she said that the english varieties used in indonesia can be indonesian english, regional english, or localized english. the former is characterized by the impact of bahasa indonesia while the second is characterized by the impact of regional languages, and the last is distinguished by the impact of regional dialects. an investigation into the degree to which junior high school teachers are determined to accept javanese english as the language instruction in their english classrooms would be valuable. the fundamental focus of this research is to investigate the teachers’ attitudes toward the use of local dialect in english classrooms. from this focus, there are also two additional research questions, both are: a. what are the demotivating factors in teaching english for the students with bold local variety? b. how suitable is the use of local dialect in english as language instruction in english language teaching for ngapak javanese learners? theoretical framework world englishes since english has become knowns as international or global language, the demand of english makes many researchers interesting to investigate its developments and changes among international communities. as a result, english is used in different styles of englishes from different communities around the world to communicate (lee, 2012). kachru (1992) proposed three concentric cyrcles of englishusing world, namely inner cyrcle, outer cyrcle, and expanding cyrcle. the inner circle belongs to native-english-speaking nations, such as the united kingdom and new zealand, which use english as their main language and are either normative or endocentric. the outer circle 90 | english franca, vol. 4, no. 2, 2020 contains those countries where english has been distributed as a second language by colonization, such as india, malaysia, and zimbabwe. the expanding circle includes countries where english is considered a foreign language, such as china, indonesia, and thailand. hence, the term world englishes is defined as an immersion of varieties of english, especially in non-western settings, such as the countries in outer cyrcle and expanding cyrcle. kirkpatrick (2011) stated that such varieties of english can be easily recognized by its distinctive pronunciation features and vocabulary preferences. speakers of world englishes use english in their own ways to express their cultural identities and pragmatic norms (amalia et al., 2017; farrell & martin, 2009; kirkpatrick, 2011; mareva et al., 2016). malaysian and singaporean people let the other speakers to know their identities when they use english with their own accents or dialects (crismore et al., 1996). world englishes are identically characterized by code-switching and code-mixing (amalia et al., 2017; lee, 2012; li, 2009a; mareva et al., 2016). this is natural since world englishes speakers around the world are multilinguals who have learned english as an additional or foreign language. they would naturally switch or mix the codes when talking to other people who have the same linguistic backgrounds. this is an effective way to show a common identity (kirkpatrick, 2011; kirkpatrick & liddicoat, 2017). dialect and standard english it is important to understand what english teachers will do with non-standard dialects used in their classrooms. the english teachers have a lot of expectations from the students. most significantly, they have standards of the right writing and speaking of their students. this means that it is challenging for students who have a non-standard english accent. according to holmes (2013), dialect is a collection of speech features that are grouped together and become important for the diversity of each other. richards (2011) described dialect as a variety of languages used in one region of the country or in people associated with a particular social group that differs from other forms of the same language in some words, grammar and/or pronunciation. often a dialect agus husein as sabiq: localized english for ngapak javanese speakers as language instruction| 91 is synonymous with a particular accent. the status of a dialect is also granted and becomes the standard variety of an area. on the other hand, standard english is a type of high variety that is commonly used in newspapers and is spoken by educated people. the distinction between standard and non-standard english is similar to the distinction between formal and vernacular languages (aitchison & wardaugh, 1987). it is important to note that, particularly in the educational context, vernacular dialects are incorrect. they are not linguistic disability. having a vernacular dialect does not imply that learning a language is bad or imperfect. in schools, students should be encouraged to develop a standard variety of speaking and writing skills but their vernacular dialects reflect the social identification and linguistic knowledge of individuals (shuchi, 2013). in reality, teaching standard english may have negative implications for language learners (tollefson, 2012). standard english is a native-speaking paradigm that may be unfeasible for many secondlanguage learners (cook, 1999). by idealizing standard english and, subsequently, by devaluing non-standard varieties, some governments and language teachers can actually devalue their own local varieties of english (farrell & martin, 2009). the place of local dialect in efl classroom children typically use their home language to help them communicate what they mean. besides, the presence of the language of the school allows them to understand the world. the vocabularies of the school are more sophisticated and standardized than the vocabulary spoken at home. however, with a school learning environment, it is important to use language informally. the language could be standard english, national language, local dialect or an minority ethnic language (shuchi, 2013). aimey et al. (2005) found out that many people believe that teaching standard english is the teacher’s duty. they also agree that the use of dialect in the classroom is not acceptable. but in reality, the neglect of dialect in education may have an effect on the lack of cognitive development of some students. there are some causes in using dialect or creole in the classroom. there is a connection between standard and non-standard dialects 92 | english franca, vol. 4, no. 2, 2020 because both have rule governed. besides, if we ignore or refuse homespeaking pupils, this can impair their self-esteem and academic achievement. each person has his or her own identity and has the right to preserve and grow his or her mother tongue (aimey et al., 2005). the targeting of native-speaking english skills is not feasible as no research studies have been found to confirm the existence of native-speaking english skills among both second and foreign language learners (morganna, 2019). english local varieties in indonesia indonesians use english language according to their linguistic backgrounds (aziz, 2003; hamied, 2012; yuliati, 2014). several studies have concluded that the discourse features used in articles written by these academics in english and published locally are affected by their linguistic backgrounds (adityarini, 2014; aziz, 2003; safnil, 2013). moreover, hamied (2012) claimed that the linguistic characteristics of english local varieties are distinguished by the impact of hundreds of regional languages throughout indonesia. several other studies have concluded that regional languages have an effect on spoken english used by indonesians (adityarini, 2014; dewi et al., 2017; purnama, 2018). as there a variety of dialects in regional language, the regional language dialect can also affect the english used. a javanese speaker who speaks a western javanese dialect (basa ngapak), for instance, can speak javanese english, but with western javanese features. in indonesia, the english variants may either be indonesian, regional or a local dialectic variety of english (amalia et al., 2017). indonesian english is defined by bahasa indonesia's influence, while regional local english varieties have a territorial dialect effect and local dialects characterize their impact on territorial dialects. there is no hypothesis framework at present that fits indonesia's various dialects. research methodology type of the research this research was categorized as exploratory research that aims to investigate in depth the causes or things that affect the occurrence of agus husein as sabiq: localized english for ngapak javanese speakers as language instruction| 93 something and provide a new explanation, discover new ideas, and gain new insight of the target matter or phenomenon (reiter, 2017; stebbins, 2012; swedberg, 2018). this research aimed to explore the form of the problems encountered by the teachers in dealing with dialectical problems in the english classroom and to gain new insight into the use of a local variety of english. the design of research has employed qualitative and quantitative methods that include different research perspectives. for this research, a survey, an observation and a discussion with the teachers were followed by the common collection of data. books, journals and papers from the library have been selected for the study. journals and scholarly papers from educational and academic sources have been compiled. data sources the data of this research was conducted in 4 junior high schools in purwokerto and kebumen regency. the primary data source of this research is english teachers. they were given questionnaires that they have to give their opinions, perceptions, and suggestions. the subjects of this research are suitable selection because the teachers should face the students’ dialectical problems while they teach english. the secondary data source was gathered from classroom observation to conduct the teachers’ treatments dealing with students’ dialectical problems that occurred in english language teaching. techniques and instruments of data collection in gathering the data in this research, it used some techniques and instruments. they were: observation the instruments of direct observation were the form of observation sheet and field notes which are used to record what happened in the classroom. these instruments were also used to observe the teachers’ treatments, language instruction, media, and resources dealing with students’ dialectical problems that occurred in english language teaching. semi-structured interview 94 | english franca, vol. 4, no. 2, 2020 a semi-structured interview is conveyed by delivering a list of questions in the interview guideline, but there is flexibility when and how the questions are asked and how the respondents to answer (edwards & holland, 2013). in this study, the interview was delivered to both the teachers and students. it was used to figure out what the students feel in the english teaching learning process especially in speaking and pronouncing english words. besides, it was used to find out the problems that the students face in undergoing the teaching and learning process. also, interviews were used to find out the information on the teachers’ attitudes toward students’ dialect, their perceptions about the use of local dialect in english, and their treatments dealing with students’ dialectical problems. questionnaire like the interview, the questionnaire was used to gather the data of the teachers’ opinions and suggestions deal with dialectical problems in english. the questionnaire items consisted of 2 questions for personal information of the respondents, 15 multiple-choice questions and 1 open-ended question on attitudes towards the local dialect., attitudes towards students’ dialectical problems, and the improvement of elt for ngapak javanese speakers. data analysis techniques in this research used four stages. those are assembling the data, coding the data, comparing the data, and building interpretation (patton, 1990). the researcher used triangulation technique to compare the results of observation, interviews, and questionnaires to make the data gathered valid and prevent misinterpretation. findings anddiscussion findings participants description in this research, there were four teachers participated in conducting the research data. they were from smp pgri kuwarasan (teacher 1), smp ma'arif kuwarasan (teacher 2), smpn 1 buayan (teacher 3), and smp pgri buayan (teacher 4). all of the teachers have agus husein as sabiq: localized english for ngapak javanese speakers as language instruction| 95 been teaching for more than 8 years. they all graduated from the english department from various universities in central java. all of them also have english class in grade eight with 2 meetings per week. besides the teachers, there were also eight students from 4 schools that have been interviewed. in doing observation, the researcher observed four classes from four schools which consisted of 124 students. all of the students were from 8th grade. teaching experiences the results of the interview and questionnaire indicated that the teachers from four schools had been teaching for more than 5 years. the youngest teacher was the teacher from smp ma'arif kuwarasan who had been teaching for 8 years, and the teacher from smp pgri buayan had the longest experience of becoming an english teacher because she started in 1999. it has been 19 years. also, they all graduated from the english department from various universities in java. no teacher graduated from a magister degree. however, they all have ever followed some of the teacher training held by the ministry of education or the ministry of religion. teachers’ perceptions toward tefl in indonesia the teachers had various perceptions about the use of english in indonesian daily activities. generally, they said that english is used in narrow scope such as in the academic field. they thought that the difficulties of learning english were influenced by no use in daily communication. in the indonesian context, they all said that english could be better used in education, media promotion, and business. the following chart described the teachers' perceptions of the use of english in the indonesian context. figure 1. teachers' perception of the use of english in the indonesian context 0 50 100 150 education media bussiness tourism it daily activities 96 | english franca, vol. 4, no. 2, 2020 they realized that english was used by the students only when they were in school especially in english class, so they did not expect too high to students' mastery of english in which they lived in a rural area. it was proved from the result of the questionnaire that half of them thought that english is not really very important in indonesia. in the context of english as a global language, half of them thought that english in indonesia is an as third or additional language, one of them said that english is a second language, and the other one said english as a foreign language. they all felt that teaching english for indonesian students is different from teaching english in neighbor countries like malaysia, singapura, etc. that used english as a second language. however, they believed that the english used in indonesia should be strengthened and not relegated to the context. as mrs. nunik said: researcher : what do you think about the use of english is the same with which is used in our neighbor countries such as malaysia, singapore, australia, etc.? teacher 2 : i think it's quite different. english in those countries used in daily activities, but in indonesia, english is only used in the learning field. regional form in elt process in conducting this research, the use of regional form (in the dialect and the grammar) in english language teaching was the focus of the research. thus, the teachers were asked about it. the teachers answered that the use of the first language made mixed code in communication. the clear influence was in pronouncing the words. they quietly agreed that they can't avoid the use of the first language in their english language teaching. they also believed that forms (in the dialect and the grammatical features) of english used by indonesian people are generally influenced by their regional languages (local dialect). in the form of regional dialect, in this case, it was ngapak dialect; the teachers said that the ngapak dialect was a kind of javanese dialect that had its characteristics. they were born and grew up in ngapak dialect's families and community and so did the students. they realized that the ngapak dialect was a local bold accent of the javanese language. agus husein as sabiq: localized english for ngapak javanese speakers as language instruction| 97 ngapak javanese speakers would read english words in the way it was written. so, based on the teachers' opinions, the accent or dialect will affect the students' pronunciation. but honestly, the teacher considered that problem. they thought that there is no matter the dialect used by the students while using english as long as it is understandable. they concerned about meaning delivered by the students not the ways they used the language. however, they agreed to encourage their students to use english in the way they like to do considering the language they use in their daily lives. in the english teaching and learning process, the teachers were asked about their students’ preferences in using the language. they dealt that most of the students still used their first language i.e. ngapak javanese although the teachers always ask them to use bahasa indonesia if they do not know how to say in english. whenever the students used their mother tongues, the teachers would lead them to use bahasa indonesia rather than ngapak javanese. the teachers seemed no matter about mixing code with the students’ mother tongues or bahasa indonesia. however, the teachers said that the intensity of the use of the ngapak javanese dialect might influence the students' english mastery, especially in pronunciation. based on their opinions, ngapak javanese has a thick and clear stressing and intonation, especially in the last syllable. so, generally, the students were influenced by the thick pronunciation, stressing, and intonation. the researcher then tried to get deeper information about using english through the ngapak javanese dialect. the researcher found that the teachers did not matter with speaking english using the ngapak javanese dialect for the beginners as long as the students were easy to understand the target language. researcher : what do you think of speaking english using the basa ngapak dialect? teacher 1 : i think it is good and no matter to be applied. the idea of english speaking based on the environmental context around the students' backgrounds like using the ngapak javanese dialect (ngapaknese english) was also asked for the teachers. they felt it 98 | english franca, vol. 4, no. 2, 2020 could be applied because it was sound good and unique. as a matter of fact, they were no problem to teach english using ngapak javanese dialect for global communication. the use of ngapak javanese in speaking english would become a problem when the listener failed to understand and confused in listening to the ngapak javanese dialect. besides, the students' intensities in using the ngapak javanese dialect would give them a big problem when they meet the native speakers. another problem faced by the teachers in teaching english for ngapak javanese students was vocabulary mastery. the different ways of reading the english written text made the students difficult in memorizing and acquiring new words in english. researcher : do you feel difficulty to speak english? why? student 3 : it is difficult for me because i haven't no much vocabularies and its pronunciation is also quite difficult. as long as the interview, the teachers were asked about the solution done to solve the problems they faced. almost all of the teachers answered that the drilling technique became the most appropriate way to deal with the students' lack of pronunciation and vocabulary. besides, the teachers also used the audiovisual media such as video to reinforce the instruction in the classroom activities. researcher : is there any specific learning media you used to improve learning activities? teacher 3 : i use a video of a native speaker. as a result of the questionnaire, the teachers were asked to choose the most appropriate teaching activities that were best applied to teach english for ngapak javanese speakers. they believe that teaching english for ngapak javanese speakers could be implemented in the following teaching activities such as translation, repetition, playing games, building sentences, retelling. on the other hand, activities such as memorization, role plays, reports, interviews, and singing, were indicated to be valuable use in the english classroom. in taking the advantages of learning resources, the teachers strongly agreed with the use of games, traditional games, traditional clothes, traditional songs, traditional music, quizzes, dolls, gifts, movies, agus husein as sabiq: localized english for ngapak javanese speakers as language instruction| 99 short stories, and cds. those resources were indicated as easy to use and find. the available learning resources became a challenge for the teachers in the rural area to deliver the learning materials in their classrooms. they would prefer to choose the easy use of resources. relating to professional competence development, the teachers pointed out that the engagement of the government in developing teachers' competences was very important. by providing workshops, seminars, and training sessions, the teachers could improve their teaching styles and be expected to solve the problems they face in the teaching and learning process effectively. besides the availability of teachers' professional development, the teachers believed that the government should only permit english-based teachers to teach english, especially in high school levels. the last question was about teachers’ opinions in using local language to teach english forms or rules. they strongly disagreed if the use of local dialect applied in teaching english. they encouraged the students to use bahasa indonesia to become the first language in the classroom rather than the local language. but, they tolerated the use of local dialect in speaking english. they thought that language is for communication, as long as the speaker and the listener understand each other speech, it was no problem with the dialect used. discussion teachers’ attitudes toward the use of local dialect the use of local varieties of english was considered as evidence of different phonological features between l1 and english. it was influenced by regional languages used by the speakers. the english teachers were indicated having positive attitudes on the use of local dialect in english speech. the teachers had a good understanding of the position of english in the indonesian context. english is not used in daily communication in the community. it is used in limited areas of the teachers' and students' lives. understanding the position of english in the community would become the basic consideration of designing learning activities including providing learning resources, teaching media, and applying the most appropriate teaching strategies. 100 | english franca, vol. 4, no. 2, 2020 the teachers' treatments toward the students learning process should also consider the students' environmental backgrounds. the language they use daily would affect the proficiency of the target language. so, in the english classroom, the use of the first language or even the local language may occur in the process. the teachers should be wise in dealing with this matter in order to provide comprehensible input for their students. from the data presented, the students sometimes used their local language when they did not know how to say in english. the teachers' responses in figuring this out were indicated in the right ways by encouraging the students to use bahasa indonesia rather than the local language, in this case, it was basa ngapak. although the teachers provoked the students to prefer bahasa indonesia which was indicated as their second language, the teachers did not concern with the dialect used in speaking english. for the teachers, it was acceptable as long as it was still understandable. besides, the teachers concerned with the meaning, not the form (dialect and rule). as bernhardt & krashen (1989) said that to provide language acquisition, the speakers are not concerned with the rules or forms of their utterances but with their messages they express and understand. in real communication, the extensive use of grammatical rules and standards to be native-like speakers can minimize comprehensible input that the students will have anxiety conditions (krashen, 2013). as members of multilingual communities, the participants were truly aware of the context where they live. as a matter of fact, there are more than 700 regional languages in indonesia (andy kirkpatrick & liddicoat, 2017). in daily communication, most indonesians speak with their local language as their first language both in family and community. they will only use bahasa indonesia as the national language in a formal situation (dardjowidjojo, 2000). eventually, their english would be influenced by their first and second languages (aziz, 2003; dewi et al., 2017). in essence, bahasa indonesia is the indonesian people's lingua franca. while the participants expressed their favorable attitude to their local english varieties, they found that localized english uses by students agus husein as sabiq: localized english for ngapak javanese speakers as language instruction| 101 can not be understandable to interact with other people who speak a different english variety (adityarini, 2014). therefore, when the students switch the code in the teaching and learning process, the teachers provoked them to use a second language i.e bahasa indonesia, not their first language. the issue of intelligibility was also found by li (2009) that most of the participants in his research did not prefer a localized english accent because of intelligibility. he reported that chinese university students caught in a dilemma between keeping their identity by using their local english and concerning their intelligibility (li, 2009b). similarly, belibi (2013) also found the dilemmatic problems in his research to cameroon english teachers. to apply a local variety of english, there should be a comprehensive basis on the perception, acceptance, and pedagogical implication (r. belibi, 2013). on the other hand, localized english was reported internationally intelligible according to the teachers from two outer circle groups, nigeria and malaysia (crismore et al., 1996; olatunji, 2012). demotivating factors on teaching english for ngapak javanese speakers teaching english toward students with a bold local accent was quite challenging if it could not be said as hard. every language has its characteristics in pronouncing, stressing, sound system, and intonation. the results of several studies showed that indonesian students faced some problems in pronouncing english words because of different phonological, phonemic, and phonetic features (andi-pallawa & fiptar abdi alam, 2013; komariah, 2018; kosasih, 2017; pranowo, 2006; tiono & yosta, 2008). besides pronunciation, the students' motivation toward english and english language teaching were indicated as one of the influencing factors toward students’ achievements in english (as sabiq, 2018; fadillah, 2014; ozen, 2017; subandowo, 2017; yulika et al., 2019). as a matter of fact, the teachers had hardly tried to teach english as it is. they had minimalized the students' errors in pronouncing the english words to not become fossilized by giving feedbacks on error correction (marefat & nushi, 2012; pranita, 2014; thornbury, 2013). 102 | english franca, vol. 4, no. 2, 2020 the teachers also let the students speak as much as they can without avoiding the dialect the students used in speaking. lack of vocabulary mastery was also one of the obstacles faced by the teachers. it was understandable that the students felt difficult to pronounce, so their attitudes toward vocabulary mastery were reduced. teachers' perception of the most appropriate application of learning strategies, resources, and media may lead them to deliver the instruction properly and effectively in improving students' vocabulary. engaging local culture in the teaching and learning process as a benchmark would make appropriate learning strategies. through intercultural communication, the teachers can provide the materials in which those are acceptable and not acceptable based on their local culture (sabiq et al., 2019; subandowo, 2017). the teachers were also challenged to choose effective learning resources. some research has shown that many local english textbooks have already included elements of local cultures known by the students in primary schools. (prastiwi, 2013; sudartini, 2012; syahri & susanti, 2016). localized english as language instruction the participants were indicated having positive attitudes toward the adoption of local dialect in english because of several factors. first, they realized that learning english as a global language is very important, but on the other hand, their own identities were also important to maintain. this was seen from their perception of elt based on the local context. moreover, the students will have the best learning outcomes in learning engagement and easy to understand the linguistic form different cultural practice through the insertion of local culture expression (adityarini, 2014; cohn & ravindranath, 2014; friedlander, 2011). second, the participants taught that the use of localized english makes them easy to provide comprehensible input, interesting learning, and suitable for the students' linguistic backgrounds. the use of l1 or local variety in english classrooms becomes debatable nowadays. however, the notion of the use of a particular variety of english, e.g. javanese english or ngapaknese english, was considered to make the students aware of the differences and similarities between their agus husein as sabiq: localized english for ngapak javanese speakers as language instruction| 103 language and english. also, it can be accommodated as the tool for the teachers to clarify the difficult word, motivate them to speak more, teach grammar, and explain new vocabulary (adityarini, 2014; inal & turhanlı, 2005). third, the severity of javanese english usage is most likely to reinforce the local identity of the javanese people that the more generic indonesian english could not achieve (andriyanti, 2019; friedlander, 2011; suharsih, 2017; sukarno, 2010). this possibility is assumed that bahasa indonesia is “not an identity marker in the same way that a first language might be assumed to be” (lamb & coleman, 2008; suharsih, 2017). furthermore, moedjito also found that indonesian english was the least preference by english teachers to become an appropriate model in teaching english for lower secondary schools in west nusa tenggara province because of bahasa indonesia, which is characterized indonesian english, was their l2 (moedjito, 2008). ngapak javanese has unique features that differentiate it with the central javanese dialect, for example, the vowel /a/ which is pronounced very steady, firmly, straightly, and bold and the presence of sound /ʔ/ or /k/ at the end of the vowels (dewi et al., 2017; purnama, 2018). the reason why people prefer to use their language rather than english in the efl classroom is that it reflects their beliefs, assumption, needs, and desire (pablo et al., 2011). the teachers considered that basa ngapak's phonemic features could be seen as features that help students understand english better. for ngapak javanese speakers, their javanese language seems to more closely link to their region than the java region, since the javanese language refers their identity (dewi et al., 2017). there is a disagreement between researchers about the recognition of a local diversity of english. although this research found the appropriateness with the previous studies, there are some studies concluded contrasty. chan and evans found that the attitude of secondary school students in hong-kong toward hong-kong english (hke) was reported negative as a variety of english and therefore an acceptable model in the local elt classrooms for pronunciation (chan & evans, 2011). similarly, mareva et.al investigated esl teachers in emerging local varieties of english in zimbabwe. the participants said 104 | english franca, vol. 4, no. 2, 2020 that although there was no wrong in using local varieties in english classrooms, the teachers preferred using standard english as the norms of teaching english (mareva et al., 2016). conclusion teachers' perception of the most appropriate implementation of language instruction, teaching strategies, learning resources, and media may lead them to deliver the instruction properly and effectively in improving students’ english proficiency. the idea of javanese english could be developed as world englishes in which there are about 80 million javanese speakers or 40% of indonesia’s population. in the narrower scope of javanese english, ngapaknese english would also acceptable to become a pedagogical implication in the western central java context because it is more popular, feasible and practical for students. it also has realistic values in classes, including inspiring students to practice speaking, feasible and cost-efficient. ngapaknese english could be considered as a pedagogical implication in the western central java context (ngapak javanese community) for some reason. first, ngapaknese english represents the speakers’ identity. second, there are educated javanese speakers who are internationally intelligible who have already been modeled. third, ngapaknese english for ngapak javanese students is more popular, accessible, and practical. finally, the advancement of ngapaknese english in western central java as the elt language instruction, because of local sources and resources, is feasible and cost-efficient. it is different from the adoption of exonormative models in which the students should buy imported books from native speakers. references adityarini, h. (2014). an examination of the suitability of a pluricentric model of english language teaching for primary education in indonesia hepy adityarini (issue august). http://hdl.handle.net/20.500.11937/1337 agus husein as sabiq: localized english for ngapak javanese speakers as language instruction| 105 aimey, o., francis, g., & soyer, s. (2005). kaleidoscope teacher’s guide tour. in ginn and company. harcourt education limited. https://books.google.com.bd/books?id=ekrj3ripbjoc&pg=pa6&d q=dialect+and+cognitive+development&hl=en&sa=x&ei=jh7vuyvs acflrqe114c4dq&redir_esc=y#v=onepage&q=dialect and cognitive development&f=false aitchison, j., & wardaugh, r. (1987). an introduction to sociolinguistics. the british journal of sociology, 38(3), 436. https://doi.org/10.2307/590702 amalia, s. d., laila, m., & adityarini, h. (2017). the place of javanese english among globally known varieties of world englishes. 123– 128. http://journal.ummgl.ac.id/index.php/urecol/article/view/1181 anderson, b. r., & keeler, w. (1988). javanese shadow plays, javanese selves. world literature today. https://doi.org/10.2307/40143761 andi-pallawa, b., & fiptar abdi alam, a. (2013). a comparative analysis between english and indonesian phonological systems. international journal of english language education, 1(3). https://doi.org/10.5296/ijele.v1i3.3892 andriyanti, e. (2019). language shift among javanese youth and their perception of local and national identities. gema online® journal of language studies. https://doi.org/10.17576/gema-2019-190307 apriani, e., anshori, s., & edy, s. (2019). eksistensi english zone sebagai media penerapan kemampuan berbahasa inggris mahasiswa program studi tadris bahasa inggris iain curup. cendekia: jurnal kependidikan dan kemasyarakatan, 17(2), 317-332. as sabiq, a. h. (2018). improving students’ motivation and reading skills in elt through audio visual media. diksi, 25(1), 57–68. https://doi.org/10.21831/diksi.v25i1.16007 aziz, e. (2003). indonesian english: what’s det tuh? teflin journal, 14(1), 140–149. 106 | english franca, vol. 4, no. 2, 2020 https://doi.org/http://dx.doi.org/10.15639/teflinjournal.v14i1/14 0-148 bernhardt, e. b., & krashen, s. d. (1989). second language acquisition and second language learning. the modern language journal. https://doi.org/10.2307/326882 chan, j. y. h., & evans, s. (2011). choosing an appropriate pronunciation model for the elt classroom: a hong kong perspective. journal of asia tefl. cohn, a. c., & ravindranath, m. (2014). local languges in indonesia: language maintenance or language shift? linguistik indonesia, 32(2), 131–148. http://www.mlindonesia.org/images/files/agustus 2014.pdf#page=33 conners, t. j., & klok, j. vander. (2016). language documentation of colloquial javanese varieties *. 2016 annual conference of the canadian linguistic association. contreras, f. a. m. b. (2018). perceptual representations in interlanguage phonology : subcategorial learning in late-learners with a smaller vowel inventory [university of manchester]. http://www.fernandabarrientos.cl/thesis.pdf cook, v. (1999). going beyond the native speaker in language teaching. tesol quarterly, 33(2), 185. https://doi.org/10.2307/3587717 crismore, a., ngeow, k. y. hwa, & soo, k. s. (1996). attitudes toward english in malaysia. world englishes. https://doi.org/10.1111/j.1467-971x.1996.tb00118.x dardjowidjojo, s. (2000). english teaching in indonesia. ea journal. dewi, r., mujiyanto, j., & sukrisno, a. (2017). the influence of brebes javanese dialect toward students ‟ pronunciation of english speech sounds ( a case study in sman 1 brebes ). 1st english language and literature international conference (ellic), 189–199. edwards, r., & holland, j. (2013). what is qualitative interviewing? in agus husein as sabiq: localized english for ngapak javanese speakers as language instruction| 107 what is qualitative interviewing? bloomsbury academic. https://doi.org/10.5040/9781472545244 fadillah, r. (2014). learning motivation and english achievement of students at politeknik negeri semarang central java. jurnal penelitian humaniora, 15(2), 89–98. farrell, t. s. c., & martin, s. (2009). to teach standard english or world englishes? a balanced approach to instruction. english teaching forum, 2, 2–7. flege, j. e. (1988). factors affecting degree of perceived foreign accent in english sentences. journal of the acoustical society of america. https://doi.org/10.1121/1.396876 friedlander, p. (2011). learning languages as expressions of cultures. electronic journal of foreign language teaching, 8, 300–311. hamied, f. a. (2012). english in multicultural and multilingual indonesian education. in a. kirkpatrick & r. sussex (eds.), english as an international language in asia: implications for language education (pp. 63–78). https://doi.org/10.1007/978-94-007-45780_5 hidayat, a. f. (2006). ensiklopedia bahasa-bahasa, peristilahan dalam bahasa. pustaka grafika. holmes, j. (2013). an introduction to sociolinguistics. in an introduction to sociolinguistics. routledge. https://doi.org/10.4324/9781315833057 inal, s., & turhanlı, i. (2005). teachers’ opinions on the use of l1 in efl classes. journal of language and linguistic studies, 1(1), 861–875. https://doi.org/10.17263/jlls.631526 kachru, b. (1992). world englishes: approaches, issues and resources. language teaching, 25(1), 1–14. https://doi.org/10.1017/s0261444800006583 kachru, y. (2008). cultures, contexts, and world englishes. in cultures, contexts, and world englishes. routledge. 108 | english franca, vol. 4, no. 2, 2020 https://doi.org/10.4324/9780203891346 kioko, a. n., & muthwii, m. (2003). english variety for the public domain in kenya: speakers’ attitudes and views. language, culture and curriculum. https://doi.org/10.1080/07908310308666662 kirkpatrick, andy. (2011). english as an asian lingua franca and the multilingual model of elt. language teaching, 44(2), 212–224. https://doi.org/10.1017/s0261444810000145 kirkpatrick, andy, & liddicoat, a. j. (2017). language education policy and practice in east and southeast asia. language teaching, 50(2), 155–188. https://doi.org/10.1017/s0261444817000027 komariah, a. (2018). problems in pronouncing the english sounds faced by the students of smpn. journal of english language and pedagogy, 1(2), 1–10. kosasih, m. m. (2017). native language interference in learning english pronunciation: a case study at a private university in west java, indonesia. international journal of education and research, 5(2), 135–150. https://www.ijern.com/journal/2017/february2017/11.pdf krashen, s. (2013). second language acquisition: theory, applications, and some conjectures. in mexico city: cambridge university. lamb, m., & coleman, h. (2008). literacy in english and the transformation of self and society in post-soeharto indonesia. international journal of bilingual education and bilingualism. https://doi.org/10.2167/beb493.0 lee, k. y. (2012). teaching intercultural english learning/teaching in world englishes: some classroom activities in south korea. english teaching, 11(4), 190–205. http://education.waikato.ac.nz/research/files/etpc/files/2012v11 n4nar2.pdf li, d. c. s. (2009a). researching non-native speakers’ views toward intelligibility and identity: bridging the gap between moral high grounds and down-to-earth concerns. in english as an international agus husein as sabiq: localized english for ngapak javanese speakers as language instruction| 109 language: perspectives and pedagogical issues. https://doi.org/10.21832/9781847691231-008 li, d. c. s. (2009b). researching non-native speakers’ views toward intelligibility and identity: bridging the gap between moral high grounds and down-to-earth concerns. english as an international language: perspectives and pedagogical issues, january, 81–118. https://doi.org/10.21832/9781847691231-008 marefat, f., & nushi, m. (2012). combating fossilization through feedback: does it work? fahimeh marefat. 15(1), 43–71. mareva, r., kaburise, p. k., & klu, e. k. (2016). teaching ‘standard english’ or local, code-switched new englishes in schools in ‘outer circle’ countries? insights from selected secondary school teachers of english in zimbabwe. ira international journal of education and multidisciplinary studies (issn 2455–2526), 4(1), 113–124. https://doi.org/10.21013/jems.v4.n1.p13 melchers, g., & shaw, p. (2011). world englishes. an introduction. in english language series. moedjito, m. (2008). priorities in english pronunciation teaching in efl classrooms. kata petra, 10(02), 129–142. morganna, r. (2019). indonesian efl teacher’s ideologies of lingua culture. english franca : academic journal of english language and education, 3(01), 15. https://doi.org/10.29240/ef.v3i01.630 njeru, m. g. (2013). dialect and the learning of english as a second language in kenya. english linguistics research, 2(1), 128–133. https://doi.org/10.5430/elr.v2n1p128 olatunji, s. (2012). english language teachers’ attitudes to the promotion of the standard nigerian english: a survey from a nigerian city. african research review. https://doi.org/10.4314/afrrev.v6i3.20 ozen, s. o. (2017). the effect of motivation on student achievement. the factors effecting student achievement: meta-analysis of empirical studies, 4(1), 35–56. https://doi.org/10.1007/978-3-319-56083110 | english franca, vol. 4, no. 2, 2020 0_3 pablo, i. m., lengeling, m. m., zenil, b. r., crawford, t., & goodwin, d. (2011). students and teachers’ reasons for using the first language within the foreign language classroom (french and english) in central mexico. profile issues in teachers’ professional development journal, 13(02). http://www.scielo.org.co/pdf/prf/v13n2/v13n2a09.pdf patton, m. (1990). qualitative evaluation and research methods. in qualitative evaluation and research methods. https://doi.org/10.1002/nur.4770140111 pranita, d. (2014). teacher’s corrective feedback on students’ spoken errors in an efl classroom. the 61th teflin international conference, 61, 1127–1130. pranowo, j. (2006). word-attack skills for indonesian learners. teflin, 17(2), 107–114. http://journal.teflin.org/index.php/journal/article/download/63/ 59 prastiwi, y. (2013). transmitting local cultural knowledge through english as foreign language (efl) learning as a means of fostering “unity in diversity.” academic journal of interdisciplinary studies. https://doi.org/10.5901/ajis.2013.v2n3p507 purnama, y. (2018). the influence of the first language to english performance of efl learners the influence of the first language to english performance of efl learners of iain purwokerto. elite journal : journal of english linguistics, literature, and education, 1(1), 2850–9938. www.journal.elitenglish.org r. belibi, p. (2013). teaching a standard variety of english or a local standard: the case of cameroon. international journal of english language education, 1(3), 172–185. https://doi.org/10.5296/ijele.v1i3.3956 reiter, b. (2017). theory and methodology of exploratory social science research. international journal of science and research agus husein as sabiq: localized english for ngapak javanese speakers as language instruction| 111 methodology. richards, j. c. (2011). longman dictionary of language teaching and applied linguistics. in longman dictionary of language teaching and applied linguistics (4th editio). routledge. https://doi.org/10.4324/9781315833835 rosser, a. (2018). beyond access: making indonesia’s education work. in lowy institute for international policy. https://thinkasia.org/handle/11540/8034 sabiq, a., purnama, y., & mulyadi, d. (2019). pedagogical-culture implementation in english classroom of islamic boarding school. proceedings of the 2nd workshop on language, literature and society for education. https://doi.org/10.4108/eai.21-122018.2282773 safnil. (2013). a genre-based analysis on the introductions of research articles written by indonesian academics. teflin journal, 24(2), 180–200. https://doi.org/http://dx.doi.org/10.15639/teflinjournal.v24i2/18 0-200 shuchi, s. (2013). the effect of bangla dialect on english language teaching : teachers ’ perspectives and attitudes the effect of bangla dialect on english language teaching : teachers ’ perspectives and attitudes submitted by : soedjito. (1986). pemakaian bahasa jawa di pesisir utara jawa timur bagian sempit (pp. xviii, 110 p.). pusat pembinaan dan pengembangan bahasa, departemen pendidikan dan kebudayaan. file://catalog.hathitrust.org/record/000833579 stebbins, r. (2012). exploratory research in the social sciences. in exploratory research in the social sciences. https://doi.org/10.4135/9781412984249 subandowo, d. (2017). the language interference in english speaking ability for efl learners. the fifth international seminar on english language and teaching (iselt-5), 205–210. 112 | english franca, vol. 4, no. 2, 2020 sudartini, s. (2012). inserting local culture in english language teaching to promote. pendidikan karakter, 01(1), 45–54. https://doi.org/10.21831/jpk.v0i1.1451 suharsih, s. (2017). the use of banten-dialect javanese language as the identity marker of banten society viewed from gender perspective. ijeltal (indonesian journal of english language teaching and applied linguistics). https://doi.org/10.21093/ijeltal.v1i2.17 sukarno, s. (2010). the reflection of the javanese cultural concepts in the politeness of javanese. k@ta. https://doi.org/10.9744/kata.12.1.59-71 swedberg, r. (2018). on the uses of exploratory research and exploratory studies in social science. in producing knowledge (pp. 1–37). syahri, i., & susanti, r. (2016). an analysis of local and target culture integration in the english textbooks for senior high school in palembang. journal of education and human development, 5(2), 97– 102. https://doi.org/10.15640/jehd.v5n2a11 tegegne, w. (2015). the use of dialects in education and its impacts on students’ learning and achievements. education journal, 4(5), 263. https://doi.org/10.11648/j.edu.20150405.22 thornbury, s. (2013). essential teacher knowledge. elt journal, 67(1), 131–133. https://doi.org/10.1093/elt/ccs075 tiono, n. i., & yosta, a. m. (2008). a study of english phonological errors produced by english department students. k@ta, 10(1), 79–112. https://doi.org/10.9744/kata.10.1.79-112 tollefson, j. w. (2012). reconsidering “target language.” language research bulletin, 17, 143–152. wardhana, d. e. c., & apriani, e. maxim variation, conventional, and particularized implicature on students’ conversation. yuliati, y. (2014). final consonant clusters simplification by indonesian learners of english and its intelligibility in international context. agus husein as sabiq: localized english for ngapak javanese speakers as language instruction| 113 international journal of social science and humanity, 4(6), 513–517. https://doi.org/10.7763/ijssh.2014.v4.409 yulika, r., rahman, u., & sewang, a. m. (2019). the effect of emotional intelligence and learning motivation on student achievement. 39(1), 1–8. https://doi.org/10.2991/icamr-18.2019.94 zulfikar, t. (2018). the making of indonesian education: an overview on empowering indonesian teachers. journal of indonesian social sciences and humanities, 2, 13–39. https://doi.org/10.14203/jissh.v2i0.19 114 | english franca, vol. 4, no. 2, 2020 empty page english franca : academic journal of english language and education vol. 2, no. 2, 2018, iain curup p-issn 2580-3670, e-issn 2580-3689 conversational gambits used by the english education program students of graduate program of state university of padang in classroom discussion desti ariani polytechnic of raflesia-rejang lebong arin_desti@yahoo.co.id abstract communicating and interacting in english in classroom discussion remains not easy for some students. in the process of discussion, students often have problems in constructing the language, in producing the language coherently and fluently, and in organizing interaction among participants. this research is a descriptive research which aims at describing conversational gambits used by the english education program students of graduate program of padang state university in organizing their utterances and interaction in classroom discussion. purposeful sampling was used to choose 5 classroom discussions and 13 students who actively gave verbal contribution through the using of conversational gambits. the instruments used in this research were observation, field note, and also interview. the finding showed that the type of conversational gambits frequently used by the students in classroom discussion was linking gambits. the gambits used were frequently functioned as communication control. the research also revealed that the students tended to utter certain conversational gambits; “okay” and “i think” more frequently than others which was caused mainly by their habit in using those gambits in their daily communication. keywords: conversation, gambits, classroom discussion introduction mailto:arin_desti@yahoo.co.id 138 | english franca, vol. 2, no. 2, 2018 the ability to communicate english in oral form is the primary goal that the students are eager to achieve in english foreign language class. such ability requires the students to be able to structure the language correctly based on the grammar and to use the language appropriately based on the situation where the communication takes place. thus, to obtain the ability, students are supposed to be actively involved in the activities demanding them to communicate in english. one of those activities which is often conducted to facilitate and to support the students to speak english in foreign language class is classroom discussion. classroom discussion offers the students a great opportunity to communicate english interactively through the use of verbal language by sharing ideas on certain given topic. however, communicating and producing ideas in english which is not the students’ mother tongue is sometimes problematic and leads the students to be passive. as gall and gillet (2001:98) states that students do not dare to participate actively in discussion since they feel unable to use the language and afraid to make wrong contribution. in addition, enciso (2012:10) proposes that the students’ inability to participate in discussion is resulted from their poor skills in using spoken discourse to take and grasp the turn, to negotiate, to reach agreements, and to share opinion. a preliminary observation on a classroom discussion conducted by a class consisted of 26 students of the first semester of english education program of graduate program of state university of padang portrayed some problems that the students were dealing with. first, they had problem in constructing the language since they were lack of vocabulary. it can be seen in the situation when the students attempted to get involved in discussion, they often took a long pause while thinking the appropriate words to be uttered. besides, they also used their mother tongue when they were unable to find the appropriate english words. second, the students were unable to produce the language coherently and fluently which can be seen from the situation in which the students used too many hesitation (such as: errr, mmm, aaa) but desti ariani: conversational gambits used by the english education program students of graduate program of state university of padang in classroom discussion|139 utilized limited number of linking words or connector. as the result, their speaking sounds far from native like. the last problem concerned with the problem in organizing students’ utterance (such as, how to explain and give information, how to nominate or change a topic, etc) and interaction (such as, how to signal turns, how to interrupt in a polite way or how to assure that others pay attention and listened while they were speaking) in the discussion. one of the conditions showing the problem above was when more than one student spoke at the same time simultaneously. this condition implied that those students were failed to signal their turn in getting involved in the discussion. another condition was when a presenter kept speaking and giving explanation while the others were busy on their own activity which implied that the speaker was unable to control the communication and ignored to assure the audience paid attention and listened to his explanation. these conditions are actually resulted from the inability in using conversational signal, namely gambits. gambits as the conversational signal used to organize utterance and interaction are often employed in classroom discussion. they refer to the words, phrases, or sentences that are utilized by a speaker to help him convey what he wants to say, such as to introduce a topic of conversation, to link his idea to the previous one, or to respond a certain utterance given by another (keller and warner, 2002:4). in discussion, there are some gambits which are frequently used by the students, such as in my point of view….” to express opinion, “sorry for interrupting…” to interrupt someone’s speaking, or “i would like to say something on that” to signal that the students wish to take speaking turn. however, the gambits are not limited to such expressions above. gambits may also appear in a simple word such as “first”, “second” to indicate the students’ intention to list something, or “okay”, “right” to show interest. the use of conversational gambits in classroom discussion seems to bring benefits for both speakers and listeners. for the speakers, gambits may function in several ways. first, the gambits are served as 140 | english franca, vol. 2, no. 2, 2018 connectors or markers which help them to organize their utterances in a coherent discourse. second, those gambits can be a strategy for maintaining the smooth flow of the communication by signaling their turn. finally, they also can be pause filler which provides time for the speakers to repair and reconstruct their language while speaking (keller, as cited in taylor, 2002:172). meanwhile, for the listeners, the existence of the gambits in the speakers’ utterance is beneficial in helping them to figure out what actually the speaker is about to say, so they do not get lost and not misunderstand. based on the preliminary observation, the students also used conversational gambits to organize their utterances and interaction during discussion. however, they tended to use limited variation of conversational gambits. in this case, the students tended to use the same gambit to express certain purpose from many other alternatives. for instance in giving opinion, the students frequently used gambit “i think” rather than “in my opinion”, “from my point of view,” or “in my understanding”. further, the students were lack of understanding on the factors necessary for choosing and using conversational gambits which are appropriate to the native norm. for example, the students chose using “i will try to present……” instead of “i would like to present…..” which is more appropriate and commonly used to introduce a topic in a formal situation. finally, the students did not have a clear understanding on the function of the gambits. it can be seen from inappropriate use of gambits in their speaking, such as too many gambits were employed as fillers in one occasion. due to the important role of conversational gambits in classroom discussion and the problems faced by the students above, the writer intends to do further research on this gambits phenomenon. the research then focuses on investigating the types of gambits frequently used, the functions of those gambits, and the students’ reasons in using certain gambits more frequently than others in classroom discussion. hopefully, the result of the research gives a contribution in english language learning from a clear picture on the use of gambits acquired. both lecturers and students may get better understanding on what gambits are and how important they are in verbal communication. desti ariani: conversational gambits used by the english education program students of graduate program of state university of padang in classroom discussion|141 lecturers may evaluate the techniques or material used to teach speaking, specifically gambits, which in fact are rarely taught in the classroom. in addition, students will be able to use more variations of gambits which are appropriate to the target language norms that further are beneficial for enhancing their communicative skills. theoritical framework defining conversational gambits according to house (as cited in muler, 2005: 23), gambit refers to the linguistic features frequently used in oral interaction that function as markers helping a speaker to organize his utterance into a good discourse meanwhile, richard and schmidt (2010: 239) define gambit, which is known as conversational routine as well, as a word or phrase used to signal the participants’ turn and their contribution in a conversation whether to add new information, to develop the idea given by the previous participant, to express opinion, etc. not so different, keller (as cited in nikhmer, 2013: 23) states that “gambits are certain conversational signal used to introduce level shifts within the conversation or to prepare listeners for the next turn in the logical argument”. the three statements above have underlined the meaning of gambits seen from discourse perspective in which the gambits are recognized as the device that may guide the speaker and listener for having comprehension on the communication through discourse processing by semantically framing certain information or by facilitating the speakers and listeners’ turn taking. in different perspective, yorio (1980: 437) proposes that gambits are the formulaic expressions which are used not only as the strategy to organize written or oral text but also as the strategy for conversational interaction. yorio’s idea emerges the importance of gambits in relation to the interactional function of a conversation which focuses on establishing and maintaining social relationship. types of conversational gambits 142 | english franca, vol. 2, no. 2, 2018 edmonson and house (as cited in jantscher, 2007: 206) differentiates the types of gambits into three; up-takers, clarifiers, and appealers. up-takers refer to the speaker’s acknowledgement of the preceding utterances made by the interlocutor which aim at prefacing a speaker’s move (yeah, yes, i see, right, okay, hmm, ah, uh) and expressing speaker’s attitude or emotion toward what he has just heard, such as expressing interest, surprise, or disbelief (really, great, terrific, good, oh dear, not again). clarifiers refer to the utterances that are uttered now which aim at establishing, increasing, and restoring the relationship between the participants of the conversation in which a speaker intends to say something which is not welcoming to the listeners (you see, you know) and also emphasizing a point that the speaker makes (i’ll tell you what, this is what i’m getting at). and the last, appealers refer to the utterances of the speaker which aim at inviting the listeners to take turn in giving agreement or acknowledgment (question tags, okay, right). another idea on the types of gambits is suggested by keller and warner (2002: 4). they prefer the common terms which are easier to be understood together with detail subtypes of the gambit as follow: opening gambits opening gambits occur when a speaker intends to start a conversation or to introduce new idea during the conversation. for example: someone may say “excuse me, please” to attract someone’s attention in order to open a conversation. he then may say “in my view” to introduce something more serious. linking gambits linking gambits are those used to link the speaker’s idea to the previous ideas delivered by himself or another. by using linking gambits, the speaker can move from one idea to the next in a good logical order. therefore, it will be easier for the listeners to understand what the speaker says. at the same time, those gambits will help the listeners to be more prepared to reply the speaker’s utterances. for example: gambit “in addition……” indicates that the speaker tries to add information on his previous utterance, or the gambit “what i’m trying to say is.…..” may be used to correct his words. responding gambits desti ariani: conversational gambits used by the english education program students of graduate program of state university of padang in classroom discussion|143 a communication can be said successful when a listener knows how to respond what the speaker says appropriately. thus, responding gambits aim at helping the speaker to respond the other’s utterance, usually for stating agreement/disagreement, showing surprise, disbelief, polite interest, or checking someone understanding. someone may say “you must be joking!” with a higher tone to show that he is strongly disagreed with what another has just said. the two ideas on the types of gambit proposed by edmonson and house and also keller and warner above actually have something in common. they are used to regulate the discourse of speech among the participants of a conversation by signaling the turn and regulate the interaction by giving certain respond. although edmonson and house and keller and warner use the different terms for the types of gambit, some of those terms actually refer to the same thing. the up-takers and clarifiers proposed by edmonson and house somehow have the same meaning to the responding and linking gambits proposed by keller and warner. functions of conversational gambits keller (as cited in taylor, 2002: 172 and in nikhmer, 2013: 228) proposes that gambits may serve one or more of the four functions; as semantic introducers, signaling the participants’ social context, signaling a person’s state of consciousness, and as communication control. the first function of gambits is as semantic introducer. gambits in this case provide the general frame of the topic that the speaker wishes to convey in his utterance whether to frame his intention in giving opinion, suggesting, interrupting, adding thing, and so on. the second function of gambits is as the signal of the participant’s social context. thus, gambits expressions can be used to signal the participant’s turn in the interaction whether taking turn, holding turn, relinquishing turn or abandoning turn. by signaling their turn, a speaker can keep the flow of the interaction and avoid the problems such as overlapping or long pause. the third function of gambits is as the signal 144 | english franca, vol. 2, no. 2, 2018 of a person’s state of consciousness. gambits are used to indicate someone’s readiness to receive or to provide new information and to suggest that some knowledge or concern is being shared. and the last function is as communication control. in this case, gambits are used as pause fillers to gain the time while speaking, and to assure that the communication channel is opened. in addition, dornyei and scott (1997: 190) introduce gambits in their theory on communication strategies. they identify gambits as one of the strategies called as the stalling and time-gaining strategies which aim at helping the speakers to overcome the problems and maintaining the communication process. dornyei and scott’s idea stating that gambits serve the function to fill the pause and to assure that the communication channel is opened is in line with the communication control function proposed by keller. as fillers, gambits may help a speaker dealing with his insufficient vocabulary and grammar by providing him the opportunity to repair and reconstruct his language while speaking. and at the same time, long pause or even silence can be avoided. some gambits commonly used for this purposes are “okay, well, you know, you see, etc”. meanwhile, the gambits “are you with me? is that clear? etc” function at assuring that the listeners pay attention and understand on what the speaker says therefore the channel of the conversation remains open. meanwhile, wray (2000) seems to compile the function of gambits proposed by keller and dornyei and scott in the term of formulaic sequences. according to wray, gambits or formulaic sequences have two main functions; saving effort in processing utterances and achieving socio-interactional functions. the first function is that gambits may help the speaker to achieve speedily access in processing utterances in three ways; as fillers (if you like, if the truth be told) by giving the time for the speaker to think, as turn signals (let me just say, i wanna tell you…), and as discourse markers (firstly, secondly) by framing the construction of speaker’s discourse. the second function relates to the aspect on how someone should treat and should be treated in a social communication either in requesting (could you repeat that please), thanking (thank you very much), and so on. in line with wray, slade and thornbury (2006) desti ariani: conversational gambits used by the english education program students of graduate program of state university of padang in classroom discussion|145 develop the functions of gambits in terms of conversational routines. those functions are as fillers (i mean, sort of), discourse markers (on the other hand, by the way, in other words), and social formula (greeting, thanking, offering, etc). factors that influence the choice of gambits people involve in a large number of communication that requires them to use different variation of language. in language learning, the ability to use the appropriate variation of language is one of the measurements of fluency. in this case, someone is considered to be fluent in speaking a certain language when he is able to match the language used to the settings where the communication takes place, to the persons whom he talks to, and to the context in which the language is being used. gambits, just like other language features, also have a large variation. therefore, to choose the appropriate gambits to be used in a communication, someone should consider two important factors; situation and participants/audiences (keller, in coulmas, 1981: 105). the first factor proposed by keller in choosing the appropriate gambits is the situation. gambits should be used based on the context and the situation of the communication. supporting keller’s idea, muller (2005: 105) gives the example on the difference use of two gambits commonly uttered for doing interruption; “excuse me for interrupting” which is more appropriate to be used in formal situation and “wait a minute” which is more suitable in informal and familiar context. another support comes from edmonson and house (as cited in duffon, 1995: 28) who underline the effect of using inappropriate gambits toward the speaker. further they explain that when a speaker uses gambits inappropriately to the situation, the speaker may be regarded as uncooperative and impolite. the second factor mentioned by keller is participants/ audience. the social role occupied by the participants within the group and the size of the audience are two aspects necessary to be considered at this 146 | english franca, vol. 2, no. 2, 2018 point. what is said by keller as social role has been further explained by brown (2003: 5). according to brown, social role implies someone’s position in a group, for instance as teacher or student in the classroom, as manager or employee in an office, or as parent or children in a family. those roles may affect the language choice to be used in the communication. besides social role, the size of the audience also influences the choice of gambits. keller states “several gambits are marked for use with a single listener, while with a larger audience, the unmarked form might be used.” for instance, to offer a suggestion to a single audience, one might say “if i were you,” while for more than one audience, one might choose the unmarked form “why not….”. research methodology this research was carried out through a descriptive research. the population of the research was the first semester of english education program of graduate program of state university of padang. there were about 63 students. the sample taken for the research was those who involved in 5 classroom discussions. they were chosen by using purposeful sampling. there are two kinds of data collected for the research. the first one is the students’ interaction consisted of the conversational gambits used in classroom discussion. the writer obtained these data by doing direct observation on several classroom discussions. and the second is the interview on the students’ reasons for frequently using certain gambits. both of the data above were collected by using video recording. the data were analyzed by applying procedures suggested by miles and huberman (1994:10). first, the writer selected only useful data taken from all the data that had been collected from the observation and interview. for observation data, from 7 classroom discussions observed, the writer just chose 5 of them which provided clearer audio visual data needed for making transcription. in the same line, the writer only chose 8 from 13 interviews since they had provided enough information and the rest interviews tended to repeat the desti ariani: conversational gambits used by the english education program students of graduate program of state university of padang in classroom discussion|147 information got from the 8 interviews. both of the data then were transcribed. after making transcription, the writer organized the collected data by classifying them into the types and functions of conversational gambits. next, the writer calculated the frequency of the conversational gambits used and correlated the frequency with the factors that influence the students to choose certain conversational gambits gotten from the interviews. finally, the writer summed up and took final conclusion by adjusting all the data from the observation with the interview result. findings and discussion type of conversational gambits frequently used by the students in classroom discussion from five classroom discussions observed, it is discovered that the students employed gambits about 262 times in their interaction during the process of discussion. the gambits used are included into three types; opening, linking, and responding. among these types, linking gambits is found to be used more frequently by the students. the results of the data are presented as follow: table.1 the frequency of types of conversational gambits used by the students in classroom discussions. n o . types of conversational gambits frequency percentage opening 39 14.89% linking 144 54.96% responding 79 30.15% total 262 100% 148 | english franca, vol. 2, no. 2, 2018 to be clearer, the frequency of the types of conversational gambits used by the students in classroom discussion can be seen from the graphic below: 0 20 40 60 80 100 120 140 160 opening linking responding 54.96% 30.15% 14.89% graphic.1. the frequency of types of conversational gambits used by the students in classroom discussions. linking gambits was used more frequently since the important part of the discussion itself is when the students each other shares their understanding on the topic of discussion which requires them to add information, to summarize their explanation, to emphasize an aspect, to clarify their own or others’ utterances, as well as to fill the pause occurring during the sharing process. therefore, in the practice, the students employed 6 subtypes of linking gambits served for the purposes above; adding thing, ending/summarizing, emphasizing an aspect, clarifying own word, clarifying other’s words, and filler gambits. among these subtypes, fillers were utilized much more frequently. it can be seen from the frequency of fillers which is much higher than those of other subtypes. functions of the conversational gambits used by the students in classroom discussion from the data taken, it was found that the gambits employed by the students during discussion fulfill four functions; as semantic desti ariani: conversational gambits used by the english education program students of graduate program of state university of padang in classroom discussion|149 introducer, as the signal of the participant’s social context, as the signal of a person’s state of consciousness, and as communication control. however, those functions are quite different in the term of their frequency. table.2 the frequency of functions of conversational gambits used by the students in classroom discussion n o . functions of conversational gambits frequency percentage as semantic introducer 73 19.16% as the signal of the participant’s social context 119 31.23% as the signal of a person’s state of consciousness 17 4.46% as communication control 172 45.15% total 381 100% to be clearer, the frequency of the functions of conversational gambits used by the students in classroom discussion can be seen from the graphic below: 150 | english franca, vol. 2, no. 2, 2018 0 20 40 60 80 100 120 140 160 180 200 as semantic introducers as the signal of the participant's social context as the signal of a person's state of consciousness as communication control 19.16% 31.23% 45.15% 4.46% graphic.2 the frequency of functions of conversational gambits used by the students in classroom discussions. the first function is as semantic introducers; introducing the general frame of the students’ talk. in the practice, the gambits were largely employed at the beginning of students’ statements and were purposeful to prepare the listeners for the message which soon would be uttered that hence made the listeners planning an appropriate response. gambit “it’s better to…” for an instance, were used to lead the listeners’ understanding that the speaker would share suggestion. the listeners then might agree, disagree or give an addition toward the suggestion offered as a response. thus, the gambits function as semantic introducers are categorized into the gambits of giving opinion, asking for information, offering suggestion, clarifying own words, summarizing, adding thing, emphasizing an aspect, clarifying other words, expressing understanding, and agreeing/disagreeing. the second function of gambits is as the signal of a participant’s social context. gambits were used by the students to signal their turn whether in taking, holding, or relinquishing the turn. to signal their willingness in taking the floor, the students employed gambits at the desti ariani: conversational gambits used by the english education program students of graduate program of state university of padang in classroom discussion|151 beginning of their utterance. on the other hand, to signal their intention to hold the turn, they used gambits in the middle of their utterance. as it is observed, the most frequent gambits used to signal this taking and holding turn are those categorized into filler gambits. this finding is supported by thornbury and slade (2006:56) who say that fillers mainly employed in two positions; at the beginning of the speaker’s utterance to indicate his intention to take turn and in the middle of his utterance that indicates his speaking turn is not yet finished. viewed from their frequency, these taking and holding turn were quite frequently used by students during discussion. the reason perhaps is due to the necessity in maintaining the organization of they own utterances and the orderly of their turn transition to avoid problems, such as silence or overlapping. it can be seen from the evidence that only a few interruption were made by the student. different with taking and holding turn, gambits which were used to relinquish turn were employed at the end of students’ utterance that hence indicates they have finished their speaking turn and would like others to take over. for this purpose, the gambits used are those categorized into the checking gambits. this relinquishing turn is dominated by moderator and the reason might be that moderator acts as person in charge in moderating the process of discussion including in arranging the students’ transition in speaking. thus, to organize the turn transition, the moderator nominates the student who will be the next speaker. this is in line to what is said by schamatzer (as cited in pohaker, 1998:30) that a chairman in a meeting may select next speaker and invite him to give contribution by pronouncing the name and using certain gambits expression, such as “would you like to comment on this?” or “what are your views on that?”. the next function of gambits used by the students in the discussion is as the signal of the students’ state of consciousness. the term consciousness seems to refer to students’ awareness in choosing a subset of gambits to deliver their ideas in order to achieve certain effects. some certain gambits, based on the data, were chosen by students for some purposes; to indicate their readiness in providing 152 | english franca, vol. 2, no. 2, 2018 information and also to signal whether they have the same or different knowledge. gambit “i want to give addition”, for example, was selected by the students to indicate that the upcoming utterances would be addition of the previous explanation that might gain other participants’ attention. thus, the gambits used for this purpose are categories into giving opinion, offering suggestion, adding thing, clarifying own words, and agreeing/disagreeing gambits. however, the term of consciousness shall not be generalized to all gambits used. nikhmer (2013:233) proposes that some gambits were used unconsciously by the people since those gambits already become their personality and are habitually used in their interaction. nikhmer’s idea supports the finding of the current research that some of the gambits, such as “i think” and “okay”, were so frequently used out of the students’ awareness. the interview shows that the students used these gambits just because of their habit in using them again and again in every speaking. the last function of gambits utilized by the students in classroom discussion is as communication control. compared to other three functions of gambits mentioned earlier, communication control takes the highest frequency which means that the gambits used by the students in classroom discussion were mostly functioned at controlling their communication. the result of observation portrays that students control their communication during the process of discussion in three ways; filling the pause, establishing and maintaining social relationship, and keeping the channel opened. gambits serve a communication control in the case that they were used to fill the pause appearing in the communication. according to simensen (2010:3), gambits which are lexical items with no conventional meaning are often used to fill the pause which naturally occurs when speaker starts to breathe, to organize, and to choose the best words before conveying ideas. simensen’s statement implies that gambits might control the communication by providing the time for speakers to organize their utterances. what is said by simensen supports the finding of the current research that the students often employed gambits to fill the pause appearing in two sequences of the desti ariani: conversational gambits used by the english education program students of graduate program of state university of padang in classroom discussion|153 discussion; at turn exchange and during the students’ speaking turn. thus, the gambits used for this purpose are those categorized into filler gambits. at turn exchanges, students frequently employed these gambits at the beginning of their utterance. the result of the interview discloses that filler gambits, at this sequence, were used as the starting point of students speaking which were purposeful to provide extra time for them to prepare the words to be uttered as well as to gain other students’ attention. during the students’ speaking turn, the gambits were likely used to gain time needed to choose the appropriate words and to reconstruct their language. in short, gambits served the communication control function since they helped students to control and maintain their speaking turn and to prevent long pause which might break down the communication during the discussion. establishing and maintaining social relationship among participants of discussion through the use of gambits remains to be another way to control communication. wray (2000:477), who introduced this function under the topic of formulaic sequence, states that the use of formulaic sequence, such as gambits, emphasizes on the effects of the gambits used on the hearers. further, he explains that the use of gambits in social interaction is purposeful to manipulate others and to stratify their emotional needs whether by requesting, apologizing, or thanking. relevant to this theory, the current research reveals that gambits were largely used as socio-interactional mentioned above. thus, the gambits used for this purpose are those which fall into thanking gambits. from the data, thanking gambits were utilized by the students to represent their respect and appreciation for getting turn to speak, for getting information, and for getting attention that the other participants gave during discussion. related to wray’s theory, showing respect and appreciation will probably give a positive effect on creating a comfortable atmosphere among participants of discussion. as the result, students might be able to establish and maintain their social relationship. besides, the fact that in indonesian culture expressing 154 | english franca, vol. 2, no. 2, 2018 thanking is considered polite perhaps becomes another reason for the students to use thanking gambits so frequently. finally, keeping the channel opened has been found to be the last way in controlling the interaction during discussion. the gambits used for this purpose are those categorized into checking and expressing understanding gambits. as it is observed, checking gambits were employed by the students for two reasons. the first is to assure sure they have the same idea on the topic of the question before giving an answer. the second is to assure that the explanation conveyed was understood by the listeners. expressing understanding gambits, on the other hand, were utilized as the response to the checking gambits; to express their understanding. by checking and expressing understanding, students might be on the same track and might not get lost on the topic of discussion. therefore, they could maintain the continuity of their ongoing talk that further would sustain the continuity of the process of discussion itself. the reasons of the students in frequently using certain conversational gambits in classroom discussion another remarkable point of the finding is that the students tended to use certain conversational gambits in classroom discussion. two gambits are noted to be the most frequent used by the students. they are “okay” which occurred 86 times and “i think” which occurred 16 times. based on the result of the interview, students used those two gambits more frequently than other gambits served for the same purposes for some reasons. the first reason relates to the students’ habit. according to the students, they tend to use a certain gambit since they are accustomed to using those gambits in their daily communication. this reason is supported by nikhmer (2013:233) who argues that some gambits are routinized since they are used habitually by the people. the second reason is because those gambits are considered simpler to be used. the term “simpler” in this research was annotated by the students to word by word translation of indonesian. since it is desti ariani: conversational gambits used by the english education program students of graduate program of state university of padang in classroom discussion|155 not time-consuming, word by word translation seems to be used by the students to compensate the limited time they have in each turn of speaking. the last reason is because in students’ point of view, those two gambits are more common used in formal or informal situation. in accordance with the factors that influence the using of certain gambits proposed by keller (in coulmas, 1981:105), this last reason implies that the students also consider the situation where the communication takes place in using certain variation of gambits. conclusion based on the result of the findings, it can be concluded that the type of conversational gambits frequently used by the students in classroom discussion is linking gambits. from some subtypes of linking gambits, fillers are the most frequent employed by the students to fill the pause and to obtain time to think. most of the conversational gambits which were employed by the students in classroom discussion function as communication control. however, they may also function as semantic introducer, as a signal of participant’s social context, and also as a signal of a person’s state of consciousness with less frequency. during the discussion, students frequently used certain gambits for some reasons. first, the students are accustomed to using those gambits in their daily communication. second, in students’ point of view, those gambits are simpler since they are translated directly from indonesian. third, those gambits are considered appropriate to be used in formal or informal situation. references chalak, azizeh and norouzi, zahra. 2014. a contrastive analysis of english and persian native speakers’ use of gambits. ijrelt, vol. 1. no. 3, pp: 61-70. 156 | english franca, vol. 2, no. 2, 2018 coulmas, florian. 1981. rasmus rask studies in pragmatic linguistics. vol 2: conversational routine. netherlands: mouton publishers. enciso, olga lucia uribe. 2012. helping business english learners improve discussion skills. colombian applied linguistic journal. vol. 14, no. 2, pp: 1-76. gall, m. damien and gillet, maxwel. 2001. the discussion method in classroom teaching. http: treeturtle.com/thediscussionmethod.pdf. retrieved on march 19th, 2014. keller, e. 1979. gambits: conversational strategy signals. journal of pragmatics. republished in coulmas (1981) rasmus rask studies in pragmatic linguistics. vol 2: conversational routine. netherlands: mouton publisher. keller, e and wanner s. 2002. conversation gambits. real english conversation practices. 2nd ed. boston: language teaching publication. miles, m.b. and huberman, a.m. 1994. qualitative data analysis. 2nd ed. sage publications. london: international educational and professional publisher. nikhmer, amir. 2013. gambits in a new light. international journal of applied linguistics & english literature. vol. 2, no. 4. pöhaker, k. 1998. turn-taking and gambits in intercultural communication. instituf für anglistik . http://archive.ecml.at/documents/.../pdescpenze2001.pdf. retrieved on april 1st, 2014. simensen, a.m. 2010. fluency: an aim in teaching and a criterion in assessment. acta didactica norge. vol. 4 nr.1 art.2, pp: 1-13. desti ariani: conversational gambits used by the english education program students of graduate program of state university of padang in classroom discussion|157 taslim, fadila. 2014. “communication strategies in question and answer in class discussion of second semester students at the english education program of graduate program of state university of padang”. unpublished thesis. state university of padang: english education program. taylor, gregory. 2002. teaching gambits: the effect of instruction and task variation on the use of conversation strategies by intermediate spanish students. foreign language annals. vol. 35, no. 2. thonbury, scott and slade, diana. 2006. conversation: from description to pedagogy. cambridge university press. wray, a. 2000. formulaic sequences in second language teaching: principle and practice. in applied linguistic, 21/4, pp: 463-489. 158 | english franca, vol. 2, no. 2, 2018 english franca : academic journal of english language and education vol. 3, no. 1, 2019, iain curup p-issn 2580-3670, e-issn 2580-3689 developing the students’ english listening skill by applying drama movies viewing techniques suramto universitas musi rawas suramtosragen68@gmail.com abstract listening is one of fundamental skills in english. unfortunately, most students are not able to achieve listening skill well. there are many factors that influence students’ listening skill is low. this research tried to solve the problem regarding the students' difficulities in achieving listening skills by using drama movies reviewing technique this study is a quasi experimental design. the object of this paper were 30 students' of students of general conversation classes. the data were collected by using listening achievement test. the results showed that the students who were treated by the techniques of viewing drama movies achieved higher mean score in listening skill (81.46). the techniques of viewing drama movies also gave contribution in listening skill (61.8%). keywords: drama movies viewing techniques and listening skill introduction listening is one of important skills in english mastering. listening skill is usually studied in the first step while children, teenagers, and adults start learning english. listening is introduced and taught effectively at the beginning in order the students are able to achieve english skill as well as the target of learning process. furthermore, the students are able to understand largely in education. according to saricoban (1999, p.6) listening is one of the fundamental language skills. it is a medium through which children, young people and adults gain a large portion of their education, their understanding of human affairs, their ideals, sense of values and their appreciation. mailto:suramtosragen68@gmail.com 96 | english franca, vol. 3, no. 1, 2019 in addition, brown (1980, p.43) states a child listens and speaks and no one would dream of making read or write. reading and writing are advanced stages of language development. the natural order for first and second language learning is listening, speaking, reading, and writing. in other words, listening is studied by the children for first step, and the next steps they are going to learn speaking, reading, and writing skills. it means that the children usually are going to learn speaking, reading, and writing after they learned listening skill. listening is one of fundamental skills in english. unfortunately, most students are not able to achieve listening skill well. there are many factors that influence students’ listening skill is low. monotonous learning media, speaking speed, and limited vocabulary are usually faced the students. stivani and hayati (2011) conducted a research entitled using animation clips to improve the listening ability of the eight graders of smp negeri 21 malang. she found that 52% of students could not reach the skm and 93% of students said that the media used in the class is monotonous. handayani (2009) conducted a research entitled the problems of learning english at smp negeri 9 malang. she found that listening was the most difficult faced the students in english, and 89% of the students said that they found problems of learning listening. the students’ problems in listening are about speaking speed and limited vocabulary. most students complain that from four english skills, listening is the most difficult. they usually blame the recording as the only problem in their listening. there are many problems affect the listening skill. according to underwood (1990, p.16), there are seven potential problems that students may encounter while learning to listen to english. three of them are; the students are not able to get things repeated; the students have limited vocabularies; and the students are lack of control over the speed at which the speakers speak. the problem of english listening skill also happens to the students of general english classes although not all problems are experienced by all of them. the increasing of students’ listening skill can be conducted by the techniques of viewing movies. hence, students are able to achieve listening skill well. in practicing process, the teacher is able to provide and apply the teaching aids properly. movie is one of media in increasing students’ listening skill. in according to hemei (1997, p.45), video movie usage is a great help for foreign language teachers in stimulating and facilitating the target language. in addition, whatley (2012, p.51) states that the presence of film and video changes the learning atmosphere of the class, suramto: developing the students’ english listening skill by applying drama movies viewing techniques |97 as esl/efl students are hearing authentic english in real life scenes and natural settings. in developing students’ listening skill, the teacher is able to use movies as a great media and a positive influence to the students. it can be suitable teaching device in english learning as the target language. rubin (1995, p.157) states using movie can help students develop cognitive strategies. while they view a segment through sound off, the students can be asked to make predictions about what is happening by answering questions and while viewing the segment through sound on, the students are able to modify their predictions. in other words, the students are able to predict what is happening while they are watching movie through sound off and they are able to verify while they are watching movie through sound on. the use of movies will be beneficial. harmer (2007, p.144) points out using video movie can be much richer than using audio. video movie does not only produce sound but also produce moving picture; speakers can be seen, their body movements give clues as to meaning; so do their clothes they wear, their location, and background information can be filled in visually. in other words, while the students are watching movies, they are assisted by the speakers’ gesture, they know what happen, and they know where the activity is happened. in other words, the students will have good skill in listening. then, it is for this purpose that the present study is carried out. more straightforwardly, the present research is intended to find the answers to the following research problems; 1. is there any significant difference in listening skill between the students of general conversation classes global prestasi english language center lubuklinggau who are taught listening by the techniques of viewing drama movies and those who are not? 2. how much contribution is the technique of viewing drama movies toward students’ listening skill of general conversation global prestasi english language center lubuklinggau? theoritical framework students’ english listening skill 98 | english franca, vol. 3, no. 1, 2019 a. the definition of listening listening is one of the subjects studied in the field of language study and in the discipline of conversation analysis. this skill can be improved by practice and there are many rewards to develop your listening skill. it is the active process of receiving and responding to spoken (and sometimes unspoken) messages. helgesen(2003,p.24)states that listening is an active,purposeful process of making sense of what we hear. more often we hear, more we can understand something. regarding that citation, although listening is receptive,it is very active because listeners can think and understand things at higher levels than what they have heard. as they listen, they process not only what they hear but also connect it with other information they have already known. since listeners combinewhat they have listened to their existing knowledge and experiences, in a very real sense,they are figuring or creating some kinds of meaning in their own mind. rost (2002,p.177) defines listening, in its broadest sense, as a process of receiving what the speaker actually says (receptive orientation) ;constructing and representing meaning (constructive orientation); negotiating meaning with the speaker and responding (collaborative orientation); and, creating meaning through involvement, imagination and empathy (transformative orientation). listening, then, is a complex, active processes of interpretation in which listeners match what they hear with what they have already known. riversin hasyuni (200,p.8)states that listening is a creative skill.it means we comprehend the sound falling on our ears,and take the raw material of words, arrangements of words, and the rise and fall the voice, and from this material we create significance. so,we can say that listening is like a cooking,there is the recipe,and then we gather the ingredients, start to process to cook and finally we eat that.the process will be successful if we prepare the right do,as well as listening, we can get the right words if we listen well and know all of the sentences. from the definition above,it can be concluded that listening is a complex, active process of interpretation in which listeners match what they have heard with what they have already known. suramto: developing the students’ english listening skill by applying drama movies viewing techniques |99 drama movies viewing techniques there are five steps in viewing techniques: fast forward, silent viewing (for language), silent viewing (for music), freeze frame, and partial viewing (harmer 2007, p.309). in fast forward, the teacher presses the play button and then fast forwards the dvd or video so that the sequence shoots past silently and at great speed, taking only a few seconds. in silent viewing (for language), the teacher plays the film extract at normal speed but without the sound. in silent viewing (for music), the same technique can be used with music. in freeze frame, at any stage during a video sequence we can „freeze‟ the picture, stopping the participants dead in their tracks. in partial viewing, one way of provoking the students‟ curiosity is to allow them only a partial view of the pictures on the screen. 1. pre-viewingtechniques it is a common practice in instructions on language decoding (including listening) that at this beginning stage the teacher spends a sufficient amount of time helping the learners build the appropriate schemata to facilitate comprehension (van duzer, p. 1997). this view focuses on the use of the prior knowledge in watching the films. it can be implemented through five techniques of film clips by identifying the theme and key words. this conceptually-driven style of teaching are believed to enable the learners to proceed a„hook‟thatrelates the knowledge he already possesses and the one to be acquired, making the acquisition occur more smoothly. generally the previewing stage consists of two activities, namely, introducing the theme of the movie and pre-teaching the key vocabulary working within this framework, at the beginning of the session (kusumarasdyati 2004, p. 5). it focuses on describing the theme that underlies the whole plot of the movie, and also the presence or the absence of subtitles in the mother tongue. after that, i‟ll give a worksheet and an answer sheet, and have the learners scan the items in the worksheet for a few a minutes to familiarize themselves with the learning activities to be carried out before, during and after viewing the movie. if the film includes subtitles, the learners proceed to the whileviewing stage and do not need to discuss the keywords because lexical items will be a part of the while-viewing activities. however, if the subtitles are absent, i review a number of keywords from the movie to cater for a scaffold that will assist them in the comprehension later. 100 | english franca, vol. 3, no. 1, 2019 otherwise, the learners need to expend extra effort to understand what is happening in the movie and may give up disheartened if they fail to do so. rather than simply telling them the meaning of these keywords, i prefer presenting them in sentences and asking the students to perform intelligent guessing to figure out the meaning of each on the basis of the context. retention is expected to be better if they discover the meaning themselves. 2. while-viewing in while-viewing, learners listen by doing some comprehension questions (kusumarasdyati 2004,p. 6). it can be indicated by the existence of the subtitles. if there is a subtitle, the comprehension questions are simple which consists of language functions and specific information such as names, times, specific language forms and etc. in contrast, if there is no subtitle in the film, the comprehension questions are more complex which consists of gist listening such as identifying main ideas, noting a sequence of events and the like. teachers guide the students by giving the knowledge of note taking techniques. note-taking is a meaning-focused listening activity. it is also an essential skill for academic study where learners have to attend lectures in another language, but can be used in various forms at all levels of language proficiency (richards: 2008). the use of note taking helps students to adsorb the information to answer the comprehension questions. this technique can be implemented through freeze frame and partial viewing. 3. post-viewing in post-viewing, the activities focus on what the learners have done in watching the film (kusumarasdyati, 2004: 8). the activities can be the sequence of language features. it can be indicated after learners finishing their notes. then, they may complete to tell by using their own words in arranging thewords. research methodhodology a quasi experimental design (non-equivalent group pretest-posttest design) was used in this study. the objects of the study were sixty students of general conversation at global prestasi english language center lubuklinggau south sumatera. they consisted of thirty students in the experimental and thirty students in control groups. the experimental group was given pre-test and post-test, treatment 36 meetings started on september 8, 2018 up to january 8, 2019. suramto: developing the students’ english listening skill by applying drama movies viewing techniques |101 meanwhile, the control group was given pre-test and post-test. the instrument for data collection is listening skill test. there were 40 multiple choice questions in the listening skill test sheet. in this study, there are two variables: (1) the technique of viewing drama movies; and (2) students’ listening skill. technique of viewing drama movies means a movie about people, often a famous story and that is told using sound and moving pictures. it is used for teaching listening. this is a teaching device in assisting the students’ comprehension by enabling them to listen, to exchange and see such visual support as facial expressions and gestures simultaneously which may boost their insight into the topic of conversations. students’ listening skill means that the scores are achieved by the students after they received treatment. the achievement here means the skill of listening in english that students are able to know information listening program from the speakers. the students’ listening skill in this study is limited to the basic skill of the students’ scores in pre-test and post-test. technique for analyzing the data used in this research was listening skill test. the t-test analysis was used to find out the significant difference in students’ listening skill. there are two kinds of t-test analysis used in this study: dependent sample t-test and independent sample t-test (best and kahn, 1993, p. 328-341). first, dependent sample t-test was used to analyze the significant influence on listening skill of the students general conversation global prestasi english language center lubuklinggau before and after they were taught listening by the technique of viewing drama movies. second, independent sample t-test was used to analyze the contribution of listening skill between the students of general conversation global prestasi english language center lubuklinggau who are taught listening by the techniques of viewing drama movies and those who are not. spss program was used to analyze it. findings and discussions findings the post-test result of listening skill in the experimental group and control group are presented in table 1. 102 | english franca, vol. 3, no. 1, 2019 table 1. frequency and mean of students’ listening skill test based on achievement level variables level of achievement mean frequency and percentage std. deviation listening skill test (lst) very limited listener limited listener marginal competent listener competent but limited listener 68.93 14 (23.33%) 1.616 competent listener 76.44 26(43.33%) 3.096 adept listener 84.75 20(33.34%) 2.678 expert listener total 230.12 60 (100 %) 7.390 mean 76.71 2.463 the listening skill, the students’ mean scores for competent but limited listener, competent listener, and adept listener categories were 68.93, 76.44, and 84.75 respectively. furthermore, the students’ mean score of listening skill was 76.71. it can be concluded that the mean score of the students’ listening skill was in competent listener category or good level. in the terms of frequency and percentage in students’ listening achievement, the results of the listening skill test showed that there were 14 students (23.33%) who were in competent but limited listener, 26 students (43.33%) who were in competent listener, and 20 students (33.34%) who were in adept listener. there were 46 students (76.67%) who were in competent listener and adept listener categories. it could be said that the students’ listening achievement was good because the percentage of students’ listening achievement is more than 75%. there were two statistical analyses in this study; dependent sample suramto: developing the students’ english listening skill by applying drama movies viewing techniques |103 t-test (paired sample t-test) and multiple regressions. dependent sample t-test (paired sample t-test) was used to find out: (1) the significant difference in students’ listening achievement before and after the students was taught by the technique of viewing drama movies. independent sample t-test was used to find out: (1) the significant difference in students’ listening achievement between the experimental and control groups. multiple regression analysis was used to find out the contribution by the techniques of viewing drama movies of students’ listening skill. the table below showed the results of paired sample and independent sample t-test analysis. table 2. the results of paired sample and independent sample t-test strategy variable pre-test post-test drama movies viewing techniques listening skill test 70.16 72.31 81.46 73.38 mean difference pre and posttest exp within mean difference pre and posttest cont within t-value posttest between exp and control tvalue of gain between exp& control 11.300 2.667 6.018 10.521 the value of sig.2tailed exp within the value of sig.2tailed contwithin the value of sig.2tailed between exp and control .000 .017 .000 based on the table above, the results showed that the mean difference of listening skill in the experimental group was 11.300. the value of df, t-obtained, and the value of sig.2-tailed were 29, 3.045 (>ttable), and 0.00 (<0.05). if the value of t-obtained > t-table and sig.2tailed < 0.05, it means there was a significant difference between the 104 | english franca, vol. 3, no. 1, 2019 pretest and posttest of students’ listening achievement in the experimental group. it could be stated that teaching listening by the technique of viewing drama movie was effective in the experimental group. furthermore, the terms of listening achievement, the mean difference was 2.667. the value of degree of freedom (df), t-obtained, and the value of sig.2-tailed were 29. (2.524) and .017. it means teaching listening without using the technique of viewing drama movie was also effective although the improvement in students’ listening scores was not as higher as the scores in the experimental group. in terms of students’ listening achievement, the t-value of gain between the experimental and control group was 10.521. the value of degree of freedom (df) was 58, tobtained was 6.018 (>2.021), and the value of sig.2-tailed was .000. it means the value of t-obtained was higher than t-table and the value of sig.2-tailed was lower than 0.05. it could be said that the techniques of viewing drama movies significantly develop students’ listening skill. after he found the significant in the technique of viewing drama movies to listening skill, he also found the contribution. multiple regression analysis was used to know the contribution in the technique of viewing drama movies towards listening skill. based on the result, it can be concluded that the techniques of viewing drama movies could give contribution to students’ listening achievement namely 61.8%. in terms of listening achievement, the students’ mean scores of the techniques of viewing drama movies in listening skill were to identify words meaning (0,75), to express idea (0.73), to respond satisfied and unsatisfied (0.96), to express feeling (0.96), to identify request (0.91), to respond agreement (0.90), to identify advice (0.81), to identify topics (0.90), to identify the goal of function text (0.83), to identify main idea (0.67), and to identify the cases (0.43), so it could be concluded that the use of the techniques of viewing drama movies gave high contribution for the skill of expressing feeling and responding satisfied. discussions in this study, the researcher applied the techniques of viewing drama movies in teaching to the students of general conversation class global prestasi english language center lubuk linggau. the results of this study showed that the techniques of viewing drama movies significantly develop the students’ listening achievement. it can be seen the mean scores between pre-test and post-test (70.16-81.46). it means that there was an improvement in the experimental group. it is in line suramto: developing the students’ english listening skill by applying drama movies viewing techniques |105 with a study done by kusumarasdyati (2004) she found that movies could be an effective teaching device to develop the english foreign learners’ listening aroused their motivation and their potential to engage in various activities. in addition, bahrani and sim (2012) state movies as one type of authentic audiovisual program and the result can improve language proficiency. sulistyowati (2011) states that the use of movie can improve listening comprehension and the students’ listening could be categorized good. the significant difference between students’ listening achievement in both groups might be caused by the teaching technique, materials, and media used during the teaching and learning process. the writer used laptop, sound system, and lcd. this study confirms what was found by tinio (2012, p.7) who states that the use of ict by the teacher in the classroom can impact the students’ learning achievement. furthermore, dudeney and hockly (2007, p.7-8) state that the use of ict by language teachers in the classroom is becoming increasingly important and it will become a normal part of elt practice. using a range of ict can give students exposure and practice in all of the four main language skills; listening, speaking, reading, and writing. the mean score of the students’ listening skill in in experimental group was 80.57 81.46 (adept listener category or very good). hence, it can be said that the students were in good category if the mean scores of the students’ listening achievement higher than ≥ 75. it can be concluded that the mean score of the students’ listening achievement already fulfilled the standard scores of global prestasi english language center lubuklinggau but it did not fulfill the researcherr’s expectation (≥ 85.0). the researcher assumes that there are some factors such as; the time of the study was limited, the treatment was only conducted in 36 meeting included pre-test and post-test, the teaching learning process was implemented in the afternoon (extra class) at 04.30 p.m. up to 06.00 p.m. because the writer did not want to disturb students’ learning schedule in the class, and the students were so tired because it’s based on the schedule of learning in the class. therefore, the students’ results are not as high as expected by the researcher. the researcher believes that if the treatment and listening test are done in the morning class, there will be a higher improvement in students’ listening skill. the mean scores of students’ listening achievement in control group was 73.38 (competent listener category or good). the terms of listening achievement, the students’ mean scores between pre-test and post-test (70.16-73.38). the mean scores of listening achievement 106 | english franca, vol. 3, no. 1, 2019 improved but it did not fulfill the standard of global prestasi english language center lubuklinggau. the small improvement may be influenced by the technique or media who the teacher used in the teaching and learning process. the english teacher teaches students without using ict. meanwhile, teaching device is part of teaching learning process in the classroom. tinio (2012) states the use of ict by the teacher in the class can impact the students’ achievement. in addition, dudeney and hockly (2007, p.7-8) state the use of ict by the teachers in the classroom is becoming increasingly important and it will become a normal part of elt practice. furthermore, the researcher also found that the techniques of viewing drama movies gave contribution to listening achievement. in terms of listening achievement, the techniques of viewing drama movies gave development in students’ listening achievement of competent but limited listener category. it could be seen from the results in the listening achievement test, the results showed that there were 26 students (86.67%) increased in adept listener category. it could be said that from 30 students, there were only 4 students (13.33%) who could not achieve listening skill. it is clear that the techniques of viewing drama movies could develop the students’ listening skill. it is supported the study done by kusumarasdyati (2004) which found that movie could be an effective teaching device to develop the english foreign language learners’ listening aroused their motivation. similarly, bahrani and sim (2012) they found that films or movies through good story lines seem to motivate the learners to absorb the language input better and have a significant effect on the language improvement. the results of the study showed that there was a significant improvement of the students’ listening skill in the experimental group. the techniques of viewing drama movies could enlarge the students’ understanding and acknowledgment about english skills and culture. conclusions and suggestions based on the findings and statistical analysis in this study as explained previously, it can be taken conclusions as follows; first, the techniques of viewing drama movies significantly develops the students’ listening skill. in the experimental group, it showed from the students’ score after the treatment by applying the techniques of viewing drama movies in teaching and learning process, the results of the post-test was better than the results of the pre-test (81.46>70.16). in the control group, it was found that there was lower significant mean difference than the mean difference in the suramto: developing the students’ english listening skill by applying drama movies viewing techniques |107 experimental group (73.38<81.46). the students’ mean score of listening achievement (81.46) in the experimental group had already fulfilled the standard score of school but it was not happened by the control group (73.38). the result also showed that there was a significance mean difference between students’ listening achievement in the experimental group and control group (10.233). in the experimental group, there were 26 students or 86% in adept listener and in competent listener categories. it can be said that the use of drama movies through viewing techniques for teaching listening in the experimental group was effective. second, it was found that the techniques of viewing drama movies gave significance contribution to the students’ listening skill. the results showed that it gave 68.1% of listening skill in the experimental group. based on the conclusion, the researcher would like deliver suggestion that the techniques of viewing drama movies is as one of teaching device in developing students’ listening skill. it can be applied to the students of lower graders at english courses. further research can be done to the students who learn english at hamlet or village in the area of musirawas and musirawas utara regencies. references bahrani, t., & sim, t. s. (2012). audiovisual news, cartoons, and films as sources of authentic language input and language proficiency enhancement. the turkish online journal of educational technology,11(4), 56-64. best, j. w., & kahn, j. v. (1993). research in education. needham heights, ma: a division of simon & schuster, inc. brown, d. h. (1980) . principles of language learning and teaching. white plains, ny: prentice-hall. dudeney, g., & hockly, n. (2007). how to teach english with technology. harlow, uk: pearson education ltd. handayani, d. n. (2009). the problems of learning english at smpn 9 malang. (unpublished thesis) malang: state university of malang. harmer, j. (2007). the practice of english language teaching. harlow, uk: pearson education ltd. hemei, j. (1997) . teaching with video in an english class. journal of english teaching forum, 35(2), 45-47. 108 | english franca, vol. 3, no. 1, 2019 kusumarasdyati. (2004). listening, viewing and imagination: movies in efl class. in the proceeding of the 2nd international conference on imagination and education. (pp. 1-10), monash university, australia. rubin, j. (1995) . the contribution of video to the development of competence in listening. a guide for teaching of second language listening. san diego, ca: dominie press. saricoban, a. (1999). the teaching of listening. the internet tesl journal, 5(12). retrieved form (http://iteslj.org/articles/saricobanlistening.html). stivani, r., & hayati, n. (2011) . using animation clips to improve the listening ability of the eight graders of smp negeri 21 malang. (unpublished thesis) malang: state university of malang. sulistyowati, t. (2011). the impact of teaching listening comprehension by audio and audio picture aids on the 3rd semester students’ listening proficiencies of english education department students of muria kudus university in the academic year 2009/2010. journal of social and culture,4(2). retrieved from http://jurnal.umk.ac.id/?page_id=1556 tinio, l., v. (2012). ict in education. new york: stephen brown group leader. retrieved from http://www.saigontre.com/fdfiles/ict in education. pdf on march 20,2012. underwood, m. (1990). teaching listening: longman handbooks for language teachers. london: longman. watley, h. d. (2012). the effective use of motion pictures in the esl classroom. journal of arts, science & commerce,3(2), 50-53. http://iteslj.org/articles/saricoban-listening.html http://iteslj.org/articles/saricoban-listening.html http://jurnal.umk.ac.id/?page_id=1556 http://www.saigontre.com/fdfiles/ict english franca : academic journal of english language and education vol. 4, no. 2, 2020, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: http://dx.doi.org/10.29240/ef.v4i2.1494, page 115-140 online learning amidst global pandemic: efl students’ challenges, suggestions, and needed materials novrika nartiningrum university of muhammadiyah malang, indonesia nnovrika@gmail.com arif nugroho iain surakarta, indonesia arif.nugroho@iain-surakarta.ac.id abstract covid-19 pandemic brings changes in many aspects of peoples’ lives throughout the world. the spread of covid-19 in indonesia affects the education system in this country. face-to-face instructions are shifted into full online learnings from home. despite this quite drastic change, the literature on students’ insights of this matter has still been silent. thus, the present study elucidates 45 efl students’ challenges, suggestions and needed materials during these online classes. rely on qualitative data analysis from written responses and semi-structured interviews, the findings disclosed that these efl students’ main challenges in attending online courses were the unsteady networks and the less direct interactions. these students mainly suggested the use of video conferencing applications such as zoom or google meet, though some students chose assignments over those applications. the students also mentioned that they basically needed grammar related materials within the online classes. the findings bring forward the picture of full online learning condition during covid-19 outbreak on efl setting in indonesia. keywords: online learning, challenges, suggestions introduction efl teaching and learning process has been around for years. the media used in english as foreign language classes has evolved in some countries, along with the development of technology. some face to face mailto:nnovrika@gmail.com mailto:arif.nugroho@iain-surakarta.ac.id 116 | english franca, vol. 4, no. 2, 2020 classrooms are slowly progressing into online classes (lee & lee, 2019; nugroho & mutiaraningrum, 2020). some previous studies have discussed this shift in various countries. ja’ashan (2015), for instance, investigated students’ perception and attitudes on blended learning for english courses. in the blended learning, 20% until 75% of the course content was delivered online. through a questionnaire employed in his study, it was concluded that students’ perception and attitudes towards blended learning were positive in general. in response to the pandemic of covid-19 in the beginning of 2020, indonesia is one of many countries which tries out the implementation of efl online classes. the application of online classes was decided nationwide in indonesia since the education policy makers decided to apply a rule to change the offline classes into online classes in midmarch, 2020. this decision was taken following the covid-19 outbreak. this pandemic forced the education ministry to propose online classes for schools and universities. at first, schools and universities were encouraged to alter the conventional classes into online classes for fourteen days. afterwards, all schools and universities were suggested to turn the offline classes into online ones for longer period of time. some universities even decided to do the online classes for the rest of the semester. this quite sudden decision results in various reactions from both teachers and students. in relation to this, a study done by almunawwarah (2015) discussed teacher’s perception on the use of ict (information and communication technologies) in indonesian efl class. she found out three benefits of using ict in efl class; namely, helping teachers to conduct interesting and fun learning activities, promoting autonomy learning, and motivating students to learn. ict can makes students active in the classroom (apriani, 2019). english language learning practices have been shifting from face to face classes to digital or online classes. this difference in method sparks questions about students’ and teachers’ perceptions toward the new system (atmojo & nugroho, 2020). in general, studies examining the efficacy of the use of information, communication, and technology (ict) novrika nartiningrum & arif nugroho: online learning amidst global pandemic: efl students’ challenges, suggestions, and needed materials | 117 in efl contexts have been conducted for years. a previous study done by ashrafzadeh and sayadian (2015) investigated university instructors’ concerns and perceptions of technology integration. the data in this study were collected through a questionnaire followed by a semistructured interview. it was discovered that the sources of the instructors’ concerns are administrative facilities, instructors’ technology literacy toward technology integration and accessibility of technology for all students which are still lacking. some studies were also investigating the attitudes toward technology use from students’ point of view (baz, 2016; sabti & chaichan, 2014). sabti and chaichan (2014) showed difference attitudes toward the use of computer technologies in learning english. while female students gave positive attitudes towards the use of computer technologies in learning english, male students expressed less positive attitudes toward it. however, both male and female students demonstrated positive perception of usefulness perceived ease of use of computer technologies in english learning processes. in the same opinion, apriani (2016), ict brings effects to many aspects of life including in education. ict is not only improve students’ english ability but also their character (apriani, 2019). similar study done by baz (2016) that investigated the attitudes of efl students and teachers towards the use of technology in language teaching and learning. the findings in this research indicated that students and teachers had highly positive attitudes towards the use of technology. more recently, elt practitioners have recently begun investigating the efficacy of learning english beyond classroom by means of accessible digital technologies. lee (2019) examined the influence of informal digital learning of english (idle) activities beyond classroom toward a group of efl students’ vocabulary outcomes. this study found that the quality of idle activities was significantly and positively associated with the students’ vocabulary outcomes. this result leads to the conclusion that engagement with varied types of idle activities is essential for language vocabulary acquisition. furthermore, in terms of using digital devices for language learning, a study conducted by lam, hew, and chiu 118 | english franca, vol. 4, no. 2, 2020 (2018) revealed that online edmodo discussion could enhance efl students’ writing on argumentative essay. this result implicates that as far as digital technologies are used appropriately, they can be alternative media to assist efl students’ language development. in a similar direction, kirovska-simjanoska (2019) examined efl students’ preferences over the learning models. the results indicated that they valued the teacher’s presence in the classroom and the social interaction. however, the students also considered online activities as effective and efficient ways in learning course content. with regards to the effectiveness of digital technology for language learning, a study conducted by nugroho and rahmawati (2020) proved that social networking site (e.g. mobile application instagram) was recognized as an efficient tool to enhance students’ writing skills. drawing on the pre-experimental design, their study further depicted that there was a significant difference on the students’ writing scores between the pre-test and post-test. this result implies the potential use of digital technologies for language learning both inside classroom and outside classroom. recent research that investigate about online learning during covid-19 has been done in various regions. one study done by bailey and lee (2020) discuss about the advantages, challenges and strategies in online teaching. from 43 native english speakers who teach efl in south korea, it was revealed that instructors with experience in teaching online expect fewer challenges compared to instructors with no online teaching experience. thus, instructors with no online teaching experience were advised to start with lms discussion forums and closed-ended quizzes. a study related to online teaching during the pandemic in indonesian setting was done by atmojo and nugroho (2020). the study investigated the teaching activities and challenges in secondary schools during the pandemic. some challenges found were; some students did not have their own smartphone, the internet connection was unstable, some students were not able to afford sufficient internet quota, many novrika nartiningrum & arif nugroho: online learning amidst global pandemic: efl students’ challenges, suggestions, and needed materials | 119 students have low digital literacy and some students were not punctual in attending online classes. these previous researches have given information on students’, teachers’ or both perceptions toward english online learning. however, the implementation of digital learning in those researches happened naturally (along with the development of technology and internet). on the other side, nationwide online learning in indonesia was quite sudden and unplanned. the decision to implement national online learning was caused by covid-19 pandemic that affected education system in indonesia. furthermore, previous research related to online learning during covid-19 pandemic often focused on teachers’ perspectives and experiences. thus, the present study offers perspectives and experiences from students, especially university students who are expected to have higher digital literacy compared to students from lower levels of education. initially, the online learning was intended for fourteen days only, but it has been prolonged for few times because of the covid-19 outbreak. as a result, universities in indonesia implemented full online classes. considering the spread of the pandemic that yet to cease, universities work hard in adjusting their teaching and learning activities. online platforms such as google classroom and learning websites like canvas become more popular. therefore, the present study is intrigued to examine the challenges and problems faced by indonesian students in learning through virtual classrooms. moreover, the present study also wants to explore students’ suggestions and needs toward the unanticipated online learning in indonesian efl setting. all in all, considering the present situation and previous researches, the present study intend to uncover the challenges, suggestions, and needs of efl students in indonesia towards the implementation of english online classes. thus, in order to ensure the objectives, this study is guided by three research questions: (1) what kind of challenges experienced by indonesian efl students during 120 | english franca, vol. 4, no. 2, 2020 online learning beyond classroom?, (2) what are students’ suggestions toward the problems they have in online learning beyond classroom and (3) what do indonesian efl learners need in online learning beyond classroom? theoritical framework online learning or e learning refers to the use of digital tools for teaching and learning as mentioned by arkorful and abaidoo (2014). technological tools are used to study anywhere and anytime. online learning also involves training, delivery of knowledge and motivating students to interact with their friends. however, online learning in the present study is slightly different. due to the spread of covid-19 schools and universities in indonesia are shifting the learning activities from face to face instructions into full online interactions so that the schedules are mostly fixed although students can join the class from all parts of indonesia. the readiness of students and teachers in facing online learning is also varied due to the diverse practices of online learning and heterogeneous learning environment in indonesia. moreover, the sudden spread of the pandemic demands immediate implementation of full online learning so that sufficient amount of training cannot be covered. furthermore, sun and chen (2016) found that one of the essential challenges in online learning is to develop a sense of community in the online environment. therefore, promoting social presence, interaction and collaboration is significant in the implementation of online learning. thus, students and teachers have to make a joint effort to get deeply involved in encouraging collaboration and interaction between students and teachers also among students in order to create effective online learning communities. considering that student-centered learning is the key in online learning, suitable means, approaches and technologies could be used to achieve the learning objectives. alongside the term online learning, there are similar terms such as e-learning (electronic learning), m-learning (mobile learning) and dnovrika nartiningrum & arif nugroho: online learning amidst global pandemic: efl students’ challenges, suggestions, and needed materials | 121 learning (digital learning). a study done by basak, wotto and belanger (2018) shows the differences among the three terms. it is mentioned that e-learning involves communication through emails, happens in classroom or internet lab, uses fixed and private locations, is structured, more formal, and paced also needs time to travel to reach internet site. meanwhile, m-learning uses instant messaging, can be synchronous or asynchronous, is self-paced, has no geographic boundaries and does not need travel time because it uses wireless internet connectivity. elearning and m-learning are actually the subsets of d-learning which connects communities to a vast network of resources, is more flexible, owns style that maximizes success, consists exchanges with other learners, can access high quality and rigorous courses, also can be accessed anywhere and anytime since the time and location is independent. considering the differences among e-learning, m-learning and dlearning, it can be seen that the term online learning in the present study is rather the combination of those three terms. the online learning can use email and instant messaging in its activities. although the locations are not fixed (can be accessed from anywhere), the time is mostly still dependent on the schedules from schools or universities. the learning processes are still formal and paced (not flexible) even though exchanges with other learners are mostly encouraged. online learning can also be synchronous or asynchronous and the courses can have high quality if they are prepared well. moreover, in order to have effective online learning in higher education (he) institutions, some recommendations were proposed by ali (2020). the recommendations are: he institutes need to have basic ict infrastructure, teachers need ict tools and must have access to applications and learning platforms, teachers must also be able to use the ict tools effectively and teachers’ and students’ readiness must be supported accordingly. besides, it is observed that about 92% of all online studies online learning is believed to be at least as effective, if not better, than traditional learning according to nguyen (2015). about 3% of the 122 | english franca, vol. 4, no. 2, 2020 studies compiled by the site show the opposite, that brick and mortar format is more effective, and about 4% show mixed findings. however, the repository is subject to selection issues due to voluntary submittal to the site. research methodology research context and participants this study is conducted in indonesian context, particularly in teaching of english as foreign language of a private university in malang indonesia. a university in malang was chosen considering that malang was one of cities in indonesia that became the destination of students from various regions in indonesia to pursue further education. thus, various backgrounds of students were expected to enrich the data obtained in the present study. the data were gathered in the age of covid-19 pandemic where indonesian education system was moved from learning inside classroom in the schools or universities to online learning beyond the classroom. to examine the efficacy of the online learning by means of various digital technologies, 45 indonesian efl learners (7 male, 41 female) were purposively selected as participants based on a single and primary criteria that was amid the pandemic, they had experienced online learning by a range of digital devices. the participants were sophomore of efl students of a private university in malang indonesia taking some language skill courses (e.g. speaking, writing, and reading). in the age of this pandemic, they carried out teaching and learning beyond classroom, but still under the guidance of their language instructors by utilizing digital technologies. their age varied between 18 and 20, the average was 19. instruments a descriptive qualitative design was considered as an appropriate approach to delineate efl learners’ challenges, insights, and needs in response to examining the quality of language teaching and learning by using digital technologies during this pandemic. the descriptive qualitative is based on yin (2015), that aims to reveal an in-depth novrika nartiningrum & arif nugroho: online learning amidst global pandemic: efl students’ challenges, suggestions, and needed materials | 123 understanding about a particular phenomenon, in this context, the efficacy of teaching english by means of technology from the views of efl learners. to this end, written reflections and semi-structured interviews ere employed to elicit challenges, insights, and material needs of efl learners in response to the technology-based learning activities beyond the classroom. written reflection is a written story template consisting of a series of questions or/and instructions and blank spaces where participants write their responses (barkhuizen, 2014). this kind of instrument enables the researchers to collect rich and deep description of data because the participants freely express their ideas and thoughts by writing them on the written reflection sheet. this lead to the accurate, enormous and wide range of obtained data since they have a lot of time and chance to voice their notion and beliefs (hollweck, 2015). moreover, semi-structured interview is used to seek a more detail understanding of the participants’ responses stated in their written reflections. a semi-structured interview enables the researchers to come up with a new idea or question during the conversation in responding to the interviewee answers (harding, 2018). the main benefit of this inquiry model is, as interviewer, the researchers have a structured guidance in hand, but still possible to broaden the guidance when it is necessary (nugroho, zamzami, & ukhrowiyah, 2020). hence, written reflections and semi-structured interview were selected as instruments in this current study. data collection first, written reflections in form of web-based survey using google form along with a set of questions and detail instructions to fill the reflections, was spread to about 92 efl learners from two classes of english course by means of whatsapp (the frequently used social media by indonesian). after a number of weeks, 45 participants (named s1s45) returned their responses of list of questions in written reflections. 4 of the 45 participants (i.e. s2, s7, s20, and s23) were invited for semistructured interviews to follow up their interesting stories and description as written in their reflections, therefore the researchers recognized that they were worthy of further inquiry. the semi124 | english franca, vol. 4, no. 2, 2020 structured interview was conducted individually by means of social media whatsapp and last for about 55 minutes each. they were asked to explore their answers in the reflections as well as elaborate with examples and current issues about teaching english using digital technologies beyond the classroom. data analysis for the sake of data analysis, the researchers carefully reviewed the data from both written reflections and semi-structured interviews. the researchers further analyzed and identified initial themes based on the three research questions of this study, i.e. efl learners’ challenges, insights and material needs. during the data coding, the researchers also removed the repeated and unnecessary data that extended beyond the themes. the researchers did the same analysis for the 45 written reflections from the participants until the saturation point was achieved. saturation point is the point that shows no new information based on the emerging themes found during the data analysis. it happened when the researchers found similar data again and again. therefore, saturation point is a clear indication of the end of data analysis (poedjiastutie & rif'ah, 2019). afterwards, the researchers compared, reviewed, and integrated the emerging themes from both written reflections and semi-structured interviews, which led to final data analysis and conclusion drawing. to ensure the validity and reliability of the instruments, the two researchers performed coding of the data from both written reflections and semi-structured interviews independently. it was then continued by stages of discussion to achieve the consensus on the final results. findings and discussion findings this section uncovers students’ responses on challenges they encountered during digital learning, suggestions they had for the betterment of the online learning and the materials that they needed in learning beyond classroom. the most representative responses both in novrika nartiningrum & arif nugroho: online learning amidst global pandemic: efl students’ challenges, suggestions, and needed materials | 125 written answers and semi-structured interview are quoted verbatim in order to assist the delineation of the findings. the findings interpretation and their relation to previous studies are further explained in the discussion section. efl students’ challenges amid the online learning generally, students are having problems with unstable network connection. participants mention that having bad signals or electricity blackout are problems that they have to face during the digital learning. for example, p15 shared her challenges in attending online class. the problem that i face when online class is the internet network, if my package runs out, and also often lights out. the network that was suddenly cut off was very disturbing especially because i was living in a remote area, so finding a network was difficult, especially during the learning process or during the exam. often the internet network suddenly arrives and also hinders the process of gathering tasks and others. the problem with the data package here is that there is no wifi network, so i only use the package, and also my package runs out here, many shops are closed because covid 19, so finding credit sellers here is also difficult. (s15. written response) some students also expressed that in online learning, communications and social interactions between teacher and students or among students are lacking. this situation makes the students feel that their success in real life could be affected by the less opportunity of direct interactions. the online lecture system does not require students to come face to face with the instructor directly. in the end, this method eliminates the opportunity to interact. not only with lecturers, students also cannot socialize with other students. this is very crucial. the reason is the ability of social interaction greatly determines one's success in real life. especially in the esp course, 126 | english franca, vol. 4, no. 2, 2020 which really requires direct social interaction in order to support the effectiveness of teaching and learning. (s12 . written response) another problem faced by the students that is caused by lack of interactions is the less of feedback understood by the students. it leads to the feeling that the learning materials are more difficult to understand. the problem is learning english language or esp class without meeting face to face is very difficult to understand, lacks understanding of the material and also lacks an explanation of the incorrect or correct answers we write. (s7 . interview) few students honestly mentioned that online learning weakens their commitment in learning. less control and guidance from the teacher make them lazier to learn. students are more easily distracted when they are going to learn or doing the assignments. the problem i faced during esp online classes is that online classes can only provide less than the maximum guidance compared to when in class, online english classes do not provide face to face services. this has become a disadvantage as well as an obstacle. guidance that is not face to face for some people will not be maximal. it is different if directly taught by a lecturer. i can pay attention to the lecturer's expression when saying words in english. so the articulation is more precise, online classes require the use of computers and other similar devices, this means that eye fatigue, poor posture and other physical problems can affect the learning process, with freedom of time and place, will make learning commitments weaker. there's always temptation. like opening a game first before studying. or online social media first before opening an english application. these temptations tend to loosen commitment. it will even be more important to play the game or its social media when compared to learning. my commitment if you want to succeed, i have to be more extra effort novrika nartiningrum & arif nugroho: online learning amidst global pandemic: efl students’ challenges, suggestions, and needed materials | 127 and more consistent to keep on learning and don't be lazy despite online classes (s2 . interview) in brief, students’ problems in digital learning are unstable networks that leads to lack of direct interactions. minimum communications cause the learning materials become harder to understand. these situations contribute to students’ weakening commitments to study. the students become easily distracted. efl students’ suggestions for online learning beyond classroom after finding their challenges in facing digital learning, the students provided some suggestions in order to have more enjoyable online class. though some suggestions contradict each other, most students proposed to use video conference applications such as zoom or google meet. my suggestion in this online class is for esp-r, esp-w and esps, to continue implementing online classes such as implementing classes in the zoom application or other applications to make it easier to interact. (s16 . written response) an interesting suggestion was given by s20 . he wanted improvement in the online system such as making a special application for students. because in english courses, we also need discussion, there are 52 people in one class. if you have to stream it might not be optimal, because each person has different facilities, some have good and no connections, but so far there has not been a video call like that for discussion, my suggestion might be that in this course video video activities will be added to be discussed. or interactions between teachers and students because we students feel worried only to the extent of being afraid of not being able to get more effective teaching because not all material can be conveyed only 128 | english franca, vol. 4, no. 2, 2020 via digital. although the government's suggestion and the campus decision were correct about learning through online networks, my suggestion was to further improve the online durring system, such as a special application for students. (s20 . interview) on the other hand, few students asked not to use face time. they asked for assignments and learning materials that can be downloaded. i suggest for esp online class to not doing online class with face time, because i think isn't effective for students who have problems with their connection network. just give an assignment and material for doing online class. (s2 . interview) another most popular suggestion is asking the teacher to give clear deadlines for each assignments given. the students mentioned that deadlines help them to avoid laziness in doing the assignments. i apologize very much for saying this before, the task given by the teacher should be given a deadline so that we all work on it immediately and get it collected immediately. during the online class we become unable to manage time and of course filled with other tasks. then the teacher should give us a deadline so that the task can be quickly resolved and we avoid lavdis-20 (lazy virus desease 2020) thank you. (s44 . written response) students also mentioned that they wanted fun learning activities such as watching movies, singing songs, doing quizzes or playing games. my advice is to keep the condition of the class with relaxed lessons so that students can be more relaxed and easier to accept the lesson. provide material in the form of games such as guessing words in english and other games so that students are not boring in class. provide music with english songs in class with the volume not too loud so that students are accustomed to hearing sentences novrika nartiningrum & arif nugroho: online learning amidst global pandemic: efl students’ challenges, suggestions, and needed materials | 129 in english and their vocabulary will increase, it can also help students to remember material more easily. (s2 . interview) efl students’ material needs for online learning not only did the students give their suggestions, but they also mentioned some materials that they want to have in the digital learning. most student agreed that they need materials related to grammar. i really want to learn more about grammar. i want to be able to make sentences that are good and right. and i want to be more confident when speaking and practicing speaking as much as possible, because i really like english. (s6. written response) other than grammar, students wanted materials for enriching their vocabularies. the students want to know how to use correct vocabularies in sentences. some esp learning materials that i want to get first are about using vocabulary and being able to understand the use of the right words in reading. my reason is, so my use of vocabulary can increase. (s3. written response) some students also mentioned that they want materials that are related to current problems in indonesia. students seem interested in covid-19 phenomenon that has been spreading quite rapidly in indonesia. the material that i want to learn in esp online class is covid-19 which starts from the virus, the way it is spread, the conditions for patients who must be treated or independent isolation at home. covid-19 is the reason why we changes in the learning system into an online system, as a student i want to invite the public, especially people we know to joint eradicate the corona virus, the material can be utilized on who, so i hope health students can become agents of change in eradicating covid-19. (s23. interview) 130 | english franca, vol. 4, no. 2, 2020 other students responded that they need materials that will be useful for their current education or for their future. some students shared that they wanted to be able to write good reports and scientific journals. i want to learn how to write scientific journals when study esp. writing scientific journals usually uses standard and formal language. apart from that, as students, we usually get assignments to write journals, papers and other written works. (s45 . written response) while some students concerned in honing their skills related to their current study, some other students chose to get materials that will help them in getting jobs, such as how to make good cvs, how to answer questions in job interviews and how to get high scores in toefl tests. i want to get any material that is in accordance with the ability toefl test. because in my opinion the toefl test is very necessary. and hopefully in the future english class will focus on learning about toefl test (s24. written response) lastly, some students wanted not too difficult learning materials. they liked to have songs, games, comics or movies as their learning materials, especially for assignments. the material that i need is reviewing a film that is not a film from indonesia, where when the lecturer gives us the material, students will not only feel bored while doing the assignment but, students will also be able to develop their thoughts, to be able to understand the film they have watch it. besides that by watching, we have honed 3 senses at once, namely the eyes, ears, and mouth. thus the lecturer will not be difficult to be able to make students speak english. or review a comic, where novrika nartiningrum & arif nugroho: online learning amidst global pandemic: efl students’ challenges, suggestions, and needed materials | 131 students will be able to read carefully and try to understand what they have read. (s2 . interview. discussion the challenges that the students faced during digital learning are mostly related to network connections. especially students who lived in remote areas told that it was difficult to have good and stable signals. a student even shared that there was no wi-fi network in her village, so she needed to buy internet package in stores. however, many shops were closed due to covid-19. therefore, it was more challenging for her to join online classes. this situation is actually expected since indonesian archipelago consists of thousands of islands and the internet signals in every island are varied. this situation is similar to the findings in a study conducted by mohalik and sahoo (2020). out of 318 student teachers participated in the study, only 25% of them who were having good internet connectivity. the next problem was lack of effective direct interaction between students and teacher or among students. this situation led to less understanding of materials discussed in the online class. again, this condition can also be caused by unstable internet connections. different from circumstances in the classrooms that enable students to have direct interaction with their teacher, students communications with their peers and teacher in online classes depend heavily on the internet signal. therefore, excellent internet connections becomes the main resource in online learning. a student also expressed his opinion that minimum direct interaction might affect their success in real life. it actually makes sense since our daily lives are not a hundred percent happen online yet. many working places, especially in indonesia, still rely on direct interactions from person to person (nugroho & atmojo, 2020; suramto, 2019). although some teachers have tried to add the experience of direct interaction by utilizing video conferences in their online classes, it still cannot substitute for the real-life communication since many problems such as unstable internet connection may hinder students from 132 | english franca, vol. 4, no. 2, 2020 conveying their ideas effectively during language learning. thus, these worries should be addressed seriously. another problem was about commitment in learning. this problem occurred since there were more temptations for not studying while joining online classes compared to when studying in offline classes. this is in line with a proposed study done by kirovska-simjanoska (2019) and inderawati et al. (2019). they mentioned that the digital learning depended greatly on students’ motivation. the learning process was dependent on distractions that the students faced when studying at home. thus, low-motivated students should have more effort to keep themselves motivated by recalling their goals in learning the language. meaningful but fun learning materials prepared by the teachers could also assist students with low motivation. suggestions proposed by students in the implementation of online learning is by using video conferencing applications such as zoom or google meet. the students believed by using these kinds of applications would give students more opportunity to have more interaction in online class. this suggestion is in agreement with a research done by tanveer (2011). the study presented that out of 46 students, 82.4% students are in agreement that they prefer to learn from a teacher who utilizes various e-tools in teaching. besides, this kind of synchronous learning might help students to comprehend the materials better since they could obtain faster response from the teacher through the verbal communication during the video conference. furthermore, a recent study done by amin and sundari (2020) was also in line with the suggestions proposed by students in the present study. amin and sundari found that student-participant agreed that webex meeting video conferencing platform was beneficial for language learning. some free video conferencing platforms such as webex meeting, zoom, google meet and jitsi meet can become solutions for the lack of direct interactions during the online learning. a student even suggested the government or the university to make a special application for students in order to support the online novrika nartiningrum & arif nugroho: online learning amidst global pandemic: efl students’ challenges, suggestions, and needed materials | 133 learning. this suggestion could be a good way out from internet connection problem. particular application that utilize specific internet access, apart from internet access for general public might be effective to overcome bad internet signals problems. however, further studies on this matter are clearly needed. on the other hand, some students mentioned that they prefer doing assignments instead of joining face-to-face applications. this is in contrast with a study done by alaidarous and madini (2016). the study mentioned that students perceived their blended learning environment positively. in contrast, the student in the present study argued that using face-to-face application was not effective for learning due to unstable networks. this is in line with a study conducted by alebaikan and troudi (2010) which mentioned that blended learning programs are recommended to require only 25-50% of the course credit to originate from web-based instruction. the percentage is specified in order to preserve the value of face-to-face instruction. moreover, a study carried out by al zumor, al refaai, eddin, and al rahman (2013) investigating the advantages, limitations and suggestions for blended learning stated that both students and instructors require appropriate orientation and training. the results of this study, however, indicated that sufficient training and orientation are probably quite difficult to be administered since the spread of covid-19 limits people activities including education practitioners. thus, the existing webinars for teachers are essential to provide guidance during the online learning. universities could also arrange webinars for students in order to familiarize them with the learning management system owned by several universities in indonesia. as for the third research question, students also named learning materials they needed during the online learning. most students answered that they need grammar materials. other than grammar, many students wanted to get materials that can enrich their vocabularies. materials related to newest issues such as covid-19 were interesting for some students. besides, students demanded learning 134 | english franca, vol. 4, no. 2, 2020 materials that will be able to assist them during their study or to help the students for getting jobs. similar to results reported by polida (2017), some students aspired to be able to write good reports, get high score in toefl tests, make good cvs or experience a great job interview. furthermore, students also demanded not too difficult learning materials. some students mentioned that they wanted to have songs, games, comics or movies as their learning materials or assignments. these requests are understandable considering students might get bored in studying online at home with limited direct interactions with their peers. therefore, online games related to the subjects learned are suggested by uukkivi and labanova (2018). they believed that games could make learning more enjoyable and effective. implementing games in online classes could be a challenge for the teachers, thus, teachers are encouraged to familiarize themselves with educational games websites such as quizziz.com in order to provide meaningful games for their students. students’ request of materials that can enrich their vocabularies need to be addressed since a research done by al-jarf (2016) indicated that online instruction had an effect on vocabulary development. it was proven that online instruction was a powerful tool for improving students’ vocabulary achievement. online instruction also raised lowest-performing, average and good students’ performance. moreover, learning activities through digital devices apparently suit the twenty-first century learners who are well-known as digital native generation (nartiningrum & nugroho). additionally, since some students aspired to get high score in toefl, including online toefl preparation program as learning materials could be considered. a study conducted by sudrajat and astuti (2018) proved that toefl test preparation program was able to improve performance in structures and written expression test of toefl. furthermore, the majority of the students in the study agreed that they felt more confident to master english grammar after taking part in toefl preparation online course. novrika nartiningrum & arif nugroho: online learning amidst global pandemic: efl students’ challenges, suggestions, and needed materials | 135 the present study has some implications for the effective online learning amid covid-19 outbreaks. first, the results give insights from efl learners about the challenges they have in sudden full online learning implementation. network problem was the biggest challenge for the students who already went back to their homes. this is in line with a recent study conducted by adnan and anwar (2020) who found that some students (17.5%) still have limited access to internet and a few of them (9.5%) reported that they have no proper access to the internet. furthermore, (51.6%) students reported that the major problem causing limited internet access is signals availability/strength. second, suggestions from the students and information about their learning materials needed by students can be found in the present study. therefore, the online teaching and learning processes can run more effectively by considering the mentioned inputs from the students. conclusion the findings in the present study offers insights from efl students about the implementation of online learning beyond classroom. students shared their challenges in attending online learning classes. unstable network, lessened social interaction that caused less understood materials and weakened commitment in learning are challenges faced by students during online courses in covid-19 era. some suggestions proposed by the students to overcome the challenges are the use of video conferencing applications such as zoom or google meet, the development of a special application for students, the given deadline and the existence of fun learning activities. moreover, most students considered that they needed grammar related materials. many students also demanded materials that would enrich their vocabularies. also, some students responded that they wanted to be able to write good scientific reports. they also needed materials that would enable them to make good cvs, get high scores in toefl and have great answers for job interviews. materials related to current problems were interesting for the students. 136 | english franca, vol. 4, no. 2, 2020 references adnan, m. & anwar, k. (2020). online learning amid the covid-19 pandemic: students perspectives. journal of pedagogical sociology and psychology, 2(1), 45-51. al-jarf, r. (2016). teaching vocabulary to efl college students online. call-ej online, 8(2), 1-16. al-munawwarah, s. f. (2015). teachers’ perceptions on the use f ict in indonesian efl learning context. english review: journal of english education, 3(1), 70–80. al zumor, a. w. q., al refaai, i. k., eddin, e. a. b., & al-rahman, f. h. a. (2013). efl students’ perceptions of a blended learning environment: advantages, limitations and suggestions for improvement. english language teaching, 6(10), 95–110. alaidarous, k., & madini, a. a. (2016). exploring efl students’ perception in blended learning environment in saudi technical education context. international journal of educational investigations, 3(6), 69–81. alebaikan, r., & troudi, s. (2010). blended learning in saudi universities: challenges and perspectives. alt-j, 18(1), 49–59. ali, w. (2020). online and remotes learning in higher education institutes: a necessity in linght of covid-19 pandemic. higher education studies, 10(3), 16-25. amin, f. m., & sundari, h. (2020). efl students’ preferences on digital platforms during emergency remote teaching: video conference, lms, or messenger application? studies in english language and education, 7(2), 362-378. doi.org/10.24815/siele.v7i2.16929. apriani, e. (2016). a new literacy: the role of technology to develop student’s character. ta'dib: journal of islamic education (jurnal pendidikan islam), 21(1), 59-72. apriani, e., & hidayah, j. (2019). the ict used by the english lecturers novrika nartiningrum & arif nugroho: online learning amidst global pandemic: efl students’ challenges, suggestions, and needed materials | 137 for non-english study program students at iain curup. vision: journal for language and foreign language learning, 8(1), 26-37. apriani, e., supardan, d., sartika, e., suparjo, s., & hakim, i. n. (2019). utilizing ict to develop student’s language ethic at islamic university. potensia: jurnal kependidikan islam, 5(1), 1-14. arkoful, v. & abaido, n. (2014). the role of e-learning, the advantages and disadvantages of its adoption in higher education. international journal of education and research, 2(12), 397-410. ashrafzadeh, a., & sayadian, s. (2015). university instructors’ concerns and perceptions of technology integration. computers in human behavior, 49, 62–73. atmojo, a. e. p. & nugroho, a. (2020). efl classes must go online! teaching activities and challenges during covid-19 pandemic in indonesia. register journal, 13(1), 49-76. doi: 10.18326/rgt.v13i1.49-76. bailey, d. r. & lee, k. r. (2020). learning from experience in the midst of covid-19: benefits, challenges, and strategies in online teaching. computer-assisted language learning electronic journal, 21(2), 178-198. barkhuizen, g. (2014). revisiting narrative frames: an instrument for investigating language teaching and learning. system, 47, 12–27. basak, s. k., wotto, m., & belanger, p. (2018). e-learning, m-learningand d-learning: conceptual definition and comparative analysis. elearning and digital media, 15(4), 191-216. doi: 10.117/2042753018785180. baz, e. h. (2016). attitudes of turkish efl student teachers towards technology use. turkish online journal of educational technologytojet, 15(2), 1–10. harding, j. (2018). qualitative data analysis: from start to finish. sage publications limited. 138 | english franca, vol. 4, no. 2, 2020 hollweck, t. (2015). robert k. yin.(2014). case study research design and methods . thousand oaks, ca: sage. 282 pages. canadian journal of program evaluation, 30(1). inderawati, r., sofendi, purnomo, e. m., vianty, m., suhendi, d. (2019). students engagement in utilizing technology for learning support. english franca: academic journal of english language education, 3(1), 182-196. dx.doi.org/10.29240/ef.v3i02.1111 ja’ashan, m. m. n. h. (2015). perceptions and attitudes towards blended learning for english courses: a case study of students at university of bisha. english language teaching, 8(9), 40–50. kirovska-simjanoska, d. (2019). digital vs in-person learning environment in esp classrooms: let the students decide. seeu review, 14(1), 36–68. lam, y. w., hew, k. f., & chiu, k. f. (2018). improving argumentative writing : effects of a blended learning approach and gamification. elt journal, 22(1), 97–118. lee, j. s. (2019). informal digital learning of english and second language vocabulary outcomes: can quantity conquer quality? british journal of educational technology, 50(2), 767–778. https://doi.org/10.1111/bjet.12599 lee, j. s., & lee, k. (2019). informal digital learning of english and english as an international language: the path less traveled. british journal of educational technology, 50(3), 1447–1461. https://doi.org/10.1111/bjet.12652 nartiningrum, n. & nugroho, a. (2020). classroom activities for teaching speaking: voices of indonesian efl learners. jurnal pendidikan bahasa, 9(1), 35-46. doi.10.31571/bahasa.v9i1.1689 nguyen, t. (2015). the effectiveness of online learning: beyond no significant differences and future horizons. merlot journal of online learning and teaching, 11(2), 309-319. nugroho, a., & rahmawati, a. (2020). "let’s write a caption!”: utilizing http://dx.doi.org/10.29240/ef.v3i02.1111 http://dx.doi.org/10.31571/bahasa.v9i1.1689 novrika nartiningrum & arif nugroho: online learning amidst global pandemic: efl students’ challenges, suggestions, and needed materials | 139 instagram to enhance esp students’ writing skills, jurnal basis, 7(1), 1–12. https://doi.org/10.33884/basisupb.v7i1.1782 nugroho, a., zamzami, m. r. a., & ukhrowiyah, n. f. (2020). language input , learning environment , and motivation of a successful efl learner. journal on english as a foreign language ( jefl ), 10(1), 46–69. https://doi.org/10.23971/jefl.v10i1.1511 nugroho, a. & mutiaraningrum, i. (2020). efl teachers' beliefs and practices about digital learning of english. edulite: journal of english education, literature, and culture, 5(2), 304-321. https:// doi.org/10.30659/e.5.2.304-321 nugroho, a. & atmojo, a. e. p. (2020). digital learning of english beyond classroom: efl learners' perception and teaching activities. journal of english education and linguistics studies, 7(2), 219-243. https://doi.org/10.30762/jeels.v7i2.1993 poedjiastutie, d., rif'ah lailatul (2019). english communication needs of engineering students. international journal of language and linguistics, 7(2), 69. https://doi.org/10.11648/j.ijll.20190702.13 polida, y. (2017). peer review: a stretegy to improve students' academic essay writings. english franca: academic journal of english language and education, 1(1), 45-60. http://dx.doi.org/10.29240/ef.v1i1.157 sabti, a. a., & chaichan, r. s. (2014). saudi high school students’ attitudes and barriers toward the use of computer technologies in learning english. springerplus, 3(1), 1–8. sudrajat, w. n. a., & astuti, e. r. (2018) students' perceptions of the use of toefl preparation online course on the test perforrmance: the case of toefl structure and written expression test. humaniora, 9(3), 275-282. sun, a., & chen, x. (2016). online education and its effective practice: a research review. journal of information technology education: research, 15, 157-190. https://doi.org/10.33884/basisupb.v7i1.1782 https://doi.org/10.23971/jefl.v10i1.1511 http://dx.doi.org/10.30659/e.5.2.304-321 https://doi.org/10.30762/jeels.v7i2.1993 http://dx.doi.org/10.29240/ef.v1i1.157 140 | english franca, vol. 4, no. 2, 2020 suramto. (2019). developing the students' english listening skill by applying drama movies viewing techniques. english franca: academic journal of english language education, 3(1), 97-108. http://dx.doi.org/10.29240/ef.v3i01.819 tanveer, m. (2011). integrating e-learning in classroom-based language teaching: perceptions, challenges and strategies. … conference “ict for language learning.” http://conference.pixelonline.net/ict4ll2011 uukkivi, a., & labanova, o. (2017). e-learning materials, methods and tools to activate students. new learning scenarios in digitalized world: international workshop, page 31-39. yin, r. k. (2015). qualitative research from start to finish. guilford publications. http://dx.doi.org/10.29240/ef.v3i01.819 the effect of reading newspaper and short stories on students’ vocabulary size at cenderawasih university setting erfin wijayanti iain fattahul muluk papua erfinsunaryo05@gmail.com abstract this study aimed to investigating the effect of reading newspapers and short stories on students' vocabulary size and whether there is a significant difference between students who read newspapers and short stories at third semester of english education study program in cenderawasih university. the method of the research was quasiexperimental. the sample of the research was the students of third semester english education study program at cenderawasih university. it consisted of 36 students who were divided into two groups, i.e., newspaper group and short story group, which were given the texts as a treatment based on their name's group. the test -2,000-vlt design of nationwas used as the primary instrument test to measure the students' vocabulary size before and after given treatment. after analyzing the data, both groups demonstrated a significant increase in vocabulary size. the newspapers group increased from 1,206 to 1,556 words, while the short story group shows the mean 1,134 words moved up to 1,469 words. however, the t-test shows that the vocabulary size of both the newspaper group and short story group is not different significantly. keywords: effect, vocabulary size, reading, newspaper, short story introduction nowadays, in the teaching and learning of foreign languages, vocabulary is essential to be concerned. the learners with adequate vocabulary are more proficient in mastering english skills instead of students with smaller vocabularies. some evidence also supported that having a wide range of vocabularies make a significant contribution to almost all aspect of l2 proficiency. english franca : academic journal of english language and education vol. 4, no. 1, 2020, iain curup p-issn 2580-3670, e-issn 2580-3689 mailto:erfinsunaryo05@gmail.com 18 | english franca, vol. 4 no. 1, 2020 hence, vocabulary is the fundamental element of all four skills. without words, it is impossible to use the language effectively in reading, writing, listening, and speaking. vocabulary, as one of the knowledge areas in language, plays a great role for learners in acquiring a language (cameron, 2001). based on that importance of foreign language, practically vocabulary should be given prior attention. in indonesia, research studies on vocabulary are needed to understand the role of vocabulary in l2 learning and to overcome teaching-learning problems related to vocabulary acquisition. besides, the studies are needed to figure out the lexical competence of indonesian learners of english. the result of vocabulary size studies revealed that english language learners in indonesia are still low. for example, the vocabulary size of the seniors of 15 english department averaged about 2800 word families only (kweldju, 2004) whether the average vocabulary size of the entire english department students in indonesia is about 1800 words only. whereas, for the third grade of students' english department of cenderawasih university showed the best performance just on average 1220 words tested by the writer using 2,000 words. regarding students' vocabulary size, teachers need to start from the most frequently-used words, knowing the meaning of vocabulary frequency list is crucial. the 2,000-word level is the level that mostly used for university students. however, this does not mean that teachers or lectures need to provide students with the list of all meanings of those frequent words and ask them to memorize. learning vocabulary using texts is commonly used since memorizing words list is regarded as burdening the learners. while reading texts, unconsciously, the learners attempt to find out the lexicon of the unknown words. unconsciously those lexicons are stored in their mind, and the vocabulary size increases rapidly. ponniah (2011) states that the reading process is subconscious readers do not know that they are not aware of vocabulary while they read, but, in fact, they subconsciously absorb the meaning. however, in the condition that the vocabularies of the texts are neither too far from learners' vocabulary knowledge nor vocabulary size. it means that, if the learners' vocabulary size is assumed in 1,000-2,000 words level, the reading texts for them should be at that level as stated by stephen's input hypothesis in mehisto (2012) that l2 acquisition takes place as when ‘i+1'. in this term, the ‘i+1' means that the vocabularies contained in texts are a little more advanced from the students' vocabulary level. erin wijayanti: the effect of reading newspaper and short stories on students’ vocabulary size at cenderawasih university setting |19 nation (2001) states that reading classes often use newspapers to develop reading skills and increase vocabulary size. thus even though the activity is reading a newspaper, but a contribution to vocabulary size is presence. nation (1989) believes that newspapers provide readily available and exciting sources of material for english learners. short stories are also commonly used to teach all skills. it is considered useful because of the motivational benefits of the story. since the flow of a short story that consists of the beginning of the story until the end of the story motivates students to finish reading through to completion. takaya cited in elliott (1990) affirms that "literature motivates advanced students and is motivationally effective if students can genuinely engage with its thoughts and emotions and appreciate its aesthetic qualities". some researchers have done their research to prove the contribution of the short stories in vocabulary increases. rashidi and adivi in erkaya (2010) investigated that stories can be used to improve students' vocabulary and to read. those descriptions show that newspapers and short stories have a significant contribution to vocabulary learning. this paper examines whether both newspapers and short stories can increase learners' english vocabulary size of efl undergraduate students of third semester english program at cenderawasih university and whether there is any significant difference in vocabulary size using reading newspapers or short stories. theoritical framework 1. the concept of vocabulary size vocabulary is a vital part of any language circumstance. speaking would be meaningless and perhaps impossible having only structure without vocabulary. morin (2003) states that vocabulary is the key not only to literacy but also to oral and written communication, starting at the most basic levels of the second language (l2) study. the communication breaks down when people do not use the suitable words. the more people know the words, the more the communication runs well. in conclusion, vocabulary is meaningful word of the particular language that is used not only oral but also written communication. it conveys meaning that people used to deliver or understand utterance. vocabulary size is the estimated number of words that the learners possessed. nation (2001) stated that vocabulary size is the number of words that a person knows. it also refers to the number of words of which some aspect of meaning is known to the learners. 20 | english franca, vol. 4 no. 1, 2020 it is useful to assess the size of a learner’s vocabulary. however, some researchers have a different idea about this concern. for example, thornbury (2002) states that vocabulary size as a factor in determining a learner’s readiness to sit in the public examination, the number of words they know may be crucial. another function of knowing vocabulary size is as an indicator of how well the academic language skills can be performed by the l2 learners farsi (2008). regarding the number of vocabulary size, there is a sensitive test designed by nation in the early 1980s called vlt (vocabulary level test). it is perhaps the most widely used measure of l2 vocabulary size. read in gass (2013) states that it has proved to be a useful tool for diagnostic vocabulary testing of migrants of international students when they first arrive at a secondary school in an english-speaking country. moreover, there is lack of standardized vocabulary tests that can be used by researchers to estimate the vocabulary number of non-native speakers. this vlt is classified into several word frequency levels (2000, 3000, 5000, 10000) and an academic vocabulary level. the participants can take the test by completing all the levels or choose one on their level only. the vlt employs a word-definition matching format presented with 30 questions per level. the words are presented in 10 clusters which each cluster consist of three words and 2. l e a r n i n g v o c a b u l a r y t h r o u g h r e a d i n g reading is one of skills in english to make readers get information from what they read, and information from a text, it needs a thinking process in order to be able to reach the comprehension. reading is an extremely complex activity. it is involving combination of linguistics and cognitive abilities (grabe & stoller, 2002). in preparing the students for having good ability in reading, teachers are demanded to be creative in using the variety of ways in teaching reading. there many strategy of pedagogy. it depends on the skill and target of learning. such as translanguaging for speaking skill (sahib, 2019b) and (sahib, 2019a). it seems like reading for vocabulary. using interesting strategy in teaching reading will make students become motivated and active in learning process. the position of reading not only as material. but also reading can be as a pedagogic strategy or method to enhance another aspect, such as learning vocabulary through reading. learning vocabulary through reading is one of the examples of incidental vocabulary learning. even the reading text gives only partial knowledge of word, learning in this way is considered more effective. factually, the reader enjoys significant vocabulary growth when they read much volume of the text. erin wijayanti: the effect of reading newspaper and short stories on students’ vocabulary size at cenderawasih university setting |21 nagy and herman cited in elliot (2007) stated that the number of words to learned is too large to handle in word instruction. the writer believes that most of the classroom even in university-level has limited time allocation on vocabulary instruction. incidental vocabulary learning was created according to surveys that acquiring hundreds or thousands of words practically hard if only relying on direct vocabulary learning in class. the 2,000-word level is required to possess by university students because these 2,000 frequent words are mostly present on the academic circumstance. thus additional occasion to meet the new words by reading is beneficial for the increase of vocabulary size. the central concept of incidental vocabulary learning proposed by nation and waring (2004) is practicing ‘book flood.’ it is supported by as the learners struggle to read the texts, they encounter many new words and force them to learn the meaning then incorporate them into their lexicon. although the readers do not intend to learn vocabulary from the texts, there will be some words acquired to their brain. as ponniah (2011) states that the reading process is subconsciousreaders states that when the reading process takes place, subconsciously the vocabulary is absorbed. krasen in jackson (2015) claims in both first and second language literature on reading the result in vocabulary acquisition. supporting those ideas, nagy (2005) presents a reciprocal model of the volume of reading and vocabulary. this model shows the link between the amount of reading and vocabulary only goes in one direction. nagy adds (2005) that having significant volume of reading does contribute to having a larger vocabulary because the reader has more opportunities to learn new words from the texts. (see fig. 2.1) vocabulary volume of reading reading comprehension fig .2.1 a reciprocal model of volume of reading and vocabulary 3. vocabulary selection selection is the choice of linguistic content (vocabulary, grammar) for a language course, textbook, and others. one of the problems in 22 | english franca, vol. 4 no. 1, 2020 vocabulary teaching is deciding what words to teach. in most english teaching programs, the selection of useful words has already been done by the writer of the textbook. however, how many words must learners know for real communication? the vocabulary of the english language contains more than a million words. the average well-read person probably knows about 20,000 words, but uses only about 1,500 to 2,000 in daily life. to learn so many words can be seen as impossible. students need to recognize them when they meet contextually they read or hear. gairn in gass (2013) suggest various criteria based on teachers’ teaching situation, as follows: 1. frequency the high frequency of an item is no guarantee of usefulness, but there is a significant correlation between the two. thus the frequency word-counts are developing over the years in recent decades. the development effort is replacing the words in which considered quite old. 2. cultural factors every speaker has a unique utterance. it commonly reflects the cultural interest of the speaker. it means that their lexicon choice or diction is affected by cultural factors. particular lexicons may be familiar with a high frequency used in the native environment. they express ideas and experiences sharing with l1 learners’ circumstances. however, for the l2 learners having different background cultures, those words remain strange. inappropriate lexical selection may useless for them. 3. need and level common sense dictates that learners who are required to read technical reports in english in their native country will have different technical needs to those learners who want to survival english for travel purposes in english-speaking countries. besides, for the elementary learners will recognize limitations in their selection of lexis rather than the advanced learners. conflict arises when the lexical needs of the learner are inappropriate at the general level. thus, this is the duty of the coursebook writers in designing the material for the appropriate learners’ needs. moreover, this is also the work for the teachers in designing the material for their students and the appropriateness with their students’ vocabulary level. it supported by stephen krashen’s input hypothesis in mehisto (2012) that l2 acquisition takes place as when ‘i+1’ (little more advanced than the current state of the learners' proficiency). erin wijayanti: the effect of reading newspaper and short stories on students’ vocabulary size at cenderawasih university setting |23 4 . n e w s p a p e r a newspaper is a printed publication (usually issued daily or weekly) consisting of folded unstapled sheets and containing news, articles, advertisements, and correspondence. most of the l2 learners are believed having experience in the reading newspapers. chung, cited in hwang & nation (2009) states that reading classes often use newspapers for developing reading skill and increasing vocabulary size. the adequacy of familiar words in newspapers and the communicating approach to make the readers easy in reading make newspapers profitable for english learning. moreover, the newest topic may be the crucial point to interest readers. nation(2001) states that newspapers provide readily available and exciting sources of material for english learners. firstly, newspapers are easily to find whether offline or online. secondly, people are commonly read newspaper every day. thirdly, there a lot of interesting topics provided in newspapers. finally, reading newspapers is a good tool to recall old vocabulary learned and expanding new vocabulary contextually (hwang & nation, 1989 in chung (2009). thornbury (2002:74) concludes that authentic texts (including literary texts), in particular, are rich in vocabulary learning potential, since a large part of their coherence is due to their lexical patterning. based on the hwang study in kyongho and nation in webb at.all (2013) who has an analysis in 80 newspaper articles, stated that the most frequent 2,000 words cover the words in newspaper texts. it means that newspaper is really appropriate for vocabulary improvement since the university students are assumed having vocabulary size around 2,000word level. 5. s h o r t s t o r i e s while some instructors remain to believe that teaching efl or l2 learners entail focusing on linguistics benefits only, in purpose making the learners can communicate in the target language, others who have integrated literature into the curriculum realize that literature adds a new dimension to the efl teaching. celce-murcia in ellis (2010) believes that literature offers potential benefits of a high order as a second or foreign language (esl/efl) and can help the learners add the vocabulary as well as activate the four language skills: reading, writing, listening, and speaking. furthermore, one example of literature is short stories. based on the oxford dictionary, a short story is a story with a fully developed theme but significantly shorter and less elaborate than a novel. some instructors assume that having text with a lot of vocabulary 24 | english franca, vol. 4 no. 1, 2020 is necessary; however for students this may decrease their interest in reading. as thornbury (2002) mentions that it is also supported by thornbury (2002) states that short texts are ideal used in classroom, since grammatical expansion more prominent to understand the text instead memorizing a lot of vocabularies. in addition, short story provides many levels or grades, such as beginner, intermediate, advance, and so forth, selecting is regarded important to get in line with the students’ vocabulary level. mostly the 2,000-word level is contained in the intermediate grade. 6. previous study there have been numerous investigations to support the belief about reading a newspaper and short stories to increase students’ vocabulary. first, danisman (2007), in his undergraduate thesis titled ‘using newspapers to teach vocabulary to pre-intermediate level preparatory class students’ recommended that newspapers are an effective aid to teach vocabulary. two kinds of the test (wilcoxon signedrank test and mann-whitney u test) were conducted in order to compare within both groups which one was taught using newspapers and another not using newspapers. his data analysis showed that students who were taught using newspaper articles having a higher score than students who were taught using words list in vocabulary class. thus, he concludes that using newspapers in the preparatory schools at the intermediate level is sufficient for vocabulary expansion. second, parvareshbar and ghoorchaei (2016) present the results of comparison research of two groups – experiment group who read short stories and control groupat iran national language institute. the experiment group performed significant differences of vocabulary’s improvement instead of the control group. moreover, richard and omura in webb (2007) made a study dealing with the contribution of a short story titled” mystery of the african mask” for efl japanese learners’ vocabulary. they compare a group of students that read that short story with a group that does not read short story. the t-test shows a significant difference. research methodology this study referred to a quasi-experimental research design that divided the sample of the research into two experimental groups, i.e., newspaper group and short story group. in dividing the sample into two erin wijayanti: the effect of reading newspaper and short stories on students’ vocabulary size at cenderawasih university setting |25 groups, the writer administered a test before pre-test in order to avoid the homogeneity of each group. the students who had the same proficiency were separated or put in a different group. so, each group had the students who got high scores and until low scores. in this study, students’ vocabulary size as a dependent variable, whether reading the newspaper and reading the short story as an independent variable. before giving the treatment to both groups, a pretest was given to see their vocabulary size. after the treatment, both groups got a post-test to see their vocabulary size improvement. in the end, a t-test was delivered to see whether both newspaper group and short story group are not significantly different. the hypothesis of this is the null hypothesis (h0) that is “there is no significant difference between students who read newspapers and short stories on their vocabulary size.” the sample of this research was the 3rd-semester students of the english teaching program at cenderawasih university jayapura. the total number of sample was 36 students. the researcher decided to use some genres as the instrument of reading tests based on the syllabus for second-semester english students. the researcher constructed the instrument by collecting the questions from many sources, such as; books, worksheets, and the internet. in collecting the data, the researcher did some procedures to execute this research. right after the sampling was done, the researcher conducted pre test2,000vlt type, to find out the students’ primary vocabulary size before reading the newspaper or short story text and to find out whether the groups were different significantly or not. then, the writer gave both groups, i.e. newspaper group and short story group, texts dealing with their group’s name. practically, the students were exposed to the texts two times a week. the total number of each group had to read eight texts. during the treatment, the researcher also administered two daily tests, which consist of 30 items in vlt form with six words and three definitions. in the end, the writer was administering 2,000vlt type b. the result of the 2,000vlt type b of both groups was compared to figure out whether or not there was a significant difference between them as well as to test the writer’s hypothesis. the score of the test was given by the total of students’ correct answers in the test. since this research is intended to investigate whether or not a newspaper and short stories were able to increase students’ vocabulary size, the writer did the normality distribution test before calculated the data using the t-test formula. 26 | english franca, vol. 4 no. 1, 2020 findings & discussions result after collecting and analyzing the data, the researcher displayed the result and findings in this chapter. here, the research question was answered and discussed in detail. thus, the result of this research was divided into five sub-bab based on the data that was collected and analyzed by the writer. each sub-bab was described in detail as below. 1. result of normality the normality test was firstly done was after the pre-test in order to find out whether or not the sample was in normal distribution to continue the research on the sample by using used kolmogorovsmirnov. based on the calculation of normality, the researcher got the result that all data in pre-test both newspaper and short story group has been distributed normally. it was based on the result showing that the most significant difference of pre-test on newspaper and short story group =4, which is under its critical value= 8. also, the normality test was intended after the post-test in order to determine what the right formula could be used in measuring the significant difference of the data from the post-test. the result showed that the counted value of newspaper group= 0.063 and 0.077 for short story group with critical value n= 17= 0.309. therefore, it could be stated that the data distribution of both newspaper and short story class was typical. 2. result of the study the results of this study were divided into four parts. they were the result of pre-test, i.e. the 2,000-vlt type a (before giving the treatment), the result of the daily test, the result of post-test i.e. the 2,000-vlt type b and the result of the final calculation. a. result of pre-test the result of the pre-test was found before the researcher gave the texts dealing with the two group names in the 2,000vlt type a. as mentioned earlier, the 2,000vlt type a was administered in order to find out the students’ basic vocabulary and the significant difference of the two groups. the result is presented as the following: erin wijayanti: the effect of reading newspaper and short stories on students’ vocabulary size at cenderawasih university setting |27 table 1.1 the 2,000-vlt type a result of newspaper group and short story group no vocabulary size of newspaper group interval classes frequency of newspapers group vocabulary size of short story group interval classes frequency of short story group dif 1 667 0–400 0 323 0–400 1 1 2 768 401800 2 545 401800 2 0 3 848 8011200 7 646 8011200 8 1 4 1,091 12011600 7 828 12011600 3 4 5 1,111 16012000 1 848 16012000 3 2 6 1,111 929 7 1,131 1,030 8 1,131 1,071 9 1,152 1,111 10 1,232 1,172 11 1,273 1,192 12 1,313 1,333 13 1,313 1,354 14 1,455 1,455 15 1,515 1,758 16 1,596 1,798 17 1,798 1,899 20,505 total 19,292 1,206 mean 1,135 it can be stated that there is not any significant difference between newspaper group and the short story group. it is because they obtained value of the most significant difference between the groups is four which is under the critical value for n= 18, i.e. 8 in the level 0.05. therefore, the writer was allowed to do the experimental research by using the two groups as the samples. while for the primary vocabulary size could be seen from the mean score that both groups were well performed in around 1,000 frequent words. the score of both groups was presented in figure 2.2 as follows. 28 | english franca, vol. 4 no. 1, 2020 figure 2.2 the mean score of 2,000-vlt b. result of daily test these tests were intended to observe students’ progress and how well they perform the words that have been learned through reading newspapers and short story texts. the tests were given to both samples with similar instruction and form but with different content. because of the words and definitions of the tasks were based on the vocabulary on the texts that were given to them. surely, those words were included in the 2,000 words level. the tests were conducted 2 times consisting of 30 items in vlt form with six words ad three definitions. the result is as the following: table 1. 2;the mean score of the daily test group n mean score daily test 1 daily test 2 newspaper 17 69% 85% short story 17 67% 79% from the first daily test, show that the newspaper groups were able to answer 69% of the total items. while, short story’s group was able to answer 67% of the total items. in the second daily test, both groups had good progress. the mean of newspapers group increased from 69% to 85% and 67% to 79% for the short story group. c. result of post-test after collecting the result of the pre-test and the daily tests and doing the treatment, the writer gave a post-test in order to find out the increase in the vocabulary size of both groups. it was given at the end of the treatment. the questions of the post-test both newspaper and short story group were similar. after giving the post-test, the researcher calculated the score and mentioned it in the following table. erin wijayanti: the effect of reading newspaper and short stories on students’ vocabulary size at cenderawasih university setting |29 table 1.3; the mean score of the post-test group n mean score newspaper 17 1.556 short story 17 1.469 regarding table above, the students’ mean score of the experiment class in the post-test was improved better from the pre-test score. not only the newspaper group but also the short story group showed an increase in vocabulary size. in clear, the increasing scores are put into the table below: table 1.4; the increase of vocabulary size group n mean of 2,000-vlt type a mean of 2,000-vlt type b words increase newspaper 17 1,206 1,556 ±350 words short story 17 1,135 1,469 ±335 words accordingly, the result, as shown in table 1.4, could answer the study’s first problem that both newspapers and short stories are able to increase students’ vocabulary size of the 3rd-semester students of english teaching program cendrawasih university. d. result of the final calculation by using t-test this final calculation was done to find out whether there was a significant difference between the two groups. dealing with the number of the research sample, the writer used t-test for a small sample. in the end, it can be concluded that the score of the newspaper group and newspaper group were not significantly different because the t value (0.98) did not pass the critical value of t table (2.037) normally. as the spss output showed that the sig. of pre-test on experiment and control class=0,120 and 0,200 which means that the data on pre-test both control and experiment class was normal. 30 | english franca, vol. 4 no. 1, 2020 furthermore, the sig. of post-test result on control and experiment class= 0,133 and 0,122 which also means that the data was distributed normally on post-test. moreover, the output of homogeneity test shows that the significance of pre-test and post-test homogeneity result between both classes were 0,557 and 0,960 with df2=58. since the sig.>0,05,it means that the sample of the data on pre-and post-test was homogenous. since the data was distributed normally and homogenous, the researcher did independent sample t-test to examine the hypothesis. discussion the finding of this research showed that from the data calculation of 2,000-vlt type a and 2,000-vlt type b, the scores reflect that both newspapers and short story can increase students’ vocabulary size. the newspapers group increases from 1,206 words on 2,000-vlt type a to 1,556 words on 2,000-vlt type b. while the short story group shows the mean 1,134 words on 2,000-vlt type a move up to 1,469 words on 2,000-vlt type b. this finding is also similar with the result or danisman (2007) in his undergraduate thesis titled ‘using newspapers to teach vocabulary to pre-intermediate level preparatory class students’. his data analysis showed that students’ vocabulary was increased after reading newspapers. while the result of the short story is similar to richard and omura's (1991) study, who have used a short story titled” mystery of the african mask,” that the level is suitable for efl japanese learners. their vocabulary has increased even having a significant difference compared with the students who do not read short story. for the second statement of the problem, which is dealing with the significance, the t-test was conducted after finding that both groups are in the normal distribution. some studies presenting in chapter two prove that both newspapers and short stories are able to increase students’ vocabularies. based on those previous researches, this study is expected that both groups, i.e., newspaper group and short story group, are not different significantly because the newspapers and short story texts were selected based on the level of the students. the t-test result concludes that a critical value of the t table (2.037) for df 32 was higher than the t value (0.98). it is, of course, similar to the writer’s hypothesis which said that both the newspaper group and short story group do not differ significantly. thus, the writer concludes that using newspapers and short story can increase students’ vocabulary size in case that the texts are in the level of the students. in other words, the level of the texts is not too far from the students’ vocabulary size. thus, this result is similar to the stephen krashen’s input hypothesis that l2 acquisition takes place as when ‘i+1’ (little more advanced than the current state of the learners’ proficiency). erin wijayanti: the effect of reading newspaper and short stories on students’ vocabulary size at cenderawasih university setting |31 conclusion & suggestion conclusion regarding the finding of this research, it can be concluded that newspaper and sort story is able to increase the vocabulary size of the 3rd-semester students of the english teaching program at cenderawasih university jayapura through incidental learning. it was proved by the result of vocabulary size average of the 2,000vlt performed by the two groups. besides, the result also illustrates that there is not any significant difference in students’ vocabulary size between those who read the newspaper and that of those who read the short story. in other words, both newspapers and short stories provide the same ability in increasing students’ vocabulary size. it is proved clearly on the final result calculated by t-test that shows the tvalue (0.98) is lower than the critical value of ttable (2.037) for df 32. suggestion there are some suggestions offered by the researcher to the followings: 1. in increasing students’ vocabulary size, the teachers or lecturers can provide texts such as newspapers and short stories as an additional activity for reading at home. 2. the result of this study can be the reference and the input for the english lecturers in selecting the texts that contribute to the vocabulary acquisition. 3. newspapers, short stories, genre texts, or other kinds of texts can increase students’ vocabulary size. however, in selecting the text, the teacher or lecturer should notice the frequency or level of the vocabulary of the texts. 4. more research studies with efl readers should be executed to further investigate the effectiveness of fix-up strategy on reading comprehension. references al farsi, b. (2008). morphological awareness and its relationship to vocabulary knowledge and morphological complexity among omani efl university students. unpublished master’s thesis, university of queensland, st lucia, australia. cameron, l. (2001). teaching languages to young learners. cambridge: cambridge university press. 32 | english franca, vol. 4 no. 1, 2020 chung, mihwa. (2009). the newspaper word list: a specialised vocabulary for reading newspapers. jalt journal, 31(2), 159-182. chung, mihwa., & nation. (2003). technical vocabulary in specialized text. reading in a foreign language, 15(2), 103-116. danisman. (2007). using newspaper to teach vocabulary to preintermediate level preparatory class students. unpublished thesis. konya: selcuk university. decarrico, s jeanette. (2001). teaching english as a second of foreign language (third edition). new york : heinle & heinle. elliot, ellen mary. (2007). implementing the rich and intensive method of vocabulary instruction for english language learner. minnesota: hamline university. ellis, rod. (2010). second language acquisition, teacher education and language pedagogy. language teaching,43(2), 182-201. erkaya, rocha o. (2010). benefits of using short stories in the efl context. asian efl journal. 1-13. gass, s.m. (2013). second language acquisition: an introductory course. new york & london: routledge. grabe, w. and stoller, f.l. (2002). teaching and researching reading. harlow: pearson education. jackson, y. (2015). the pedagogy of confidence: inspiring high intellectual performance in urban schools. teachers college press. kweldju, s. (2004). lexically-based language teaching: an innovative step for elt in indonesia. in cahyono, b. y. & widiati, u. (eds.), the tapestry of english language teaching and learning in indonesia (pp. 37-56). malang: state university of malang press. mehisto, p. (2012). criteria for producing clil learning material. online submission morin, r. (2003). derivational morphology analysis as a strategy for vocabulary acquisition in spanish. the modern language journal, 87, 200-221. erin wijayanti: the effect of reading newspaper and short stories on students’ vocabulary size at cenderawasih university setting |33 nation, i.s.p. (2001). learning vocabulary in another language. cambridge: cambridge university press. parvareshbar, fatemeh., & ghoorchaei, behrooz. (2016). the effect of using short stories on vocabulary leraning of iranian efl learners. theory and practice in language studies, 6(7), 1476-1483. ponniah, r.j. (2011). incidental acquisition of vocabulary by reading. national institute of technology in india, 11(2), 135-139. sahib, r. bin. (2019). the use of translanguaging as a pedagogical strategy in efl classroom a case study at bulukumba regency. let: linguistics, literature and language teaching journal, 9(2), 22–48. sahib, r. bin. (2019). translanguaging as a pedagogical strategy in efl classroom. elt lectura, 5(2), 1–7. schmitt, norbert., & mc micael carthey.(1997). vocabulary in language teaching. new york: cambridge university press. thornbury, scoot. (2002). how to teach vocabulary. malaysia: pearson. ur, denny. (1996). a course in language teaching. cambridge: cambridge university press. waring, rob & nation, paul. (2004). second language learning and incidental vocabulary learning. angles on the englishspeaking world, 4, 1122. webb, s., newton, j., & chang, a. (2013) incidental learning of collocation. language learning, 63(1), 91-120. webb, s. (2007). the effects of repetition on vocabulary knowledge. applied linguistics, 28(1), 46-65. yakhabi, masumeh. (2011). the relationship between morphological awareness and vocabulary size of efl learners. english language journal, 4(.4), 262-273. 34 | english franca, vol. 4 no. 1, 2020 english franca: academic journal of english language and education vol. 6, no. 2, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i2.5233 black voice portrayed in the movie of the hidden figures by theodore melfi maya puspita universitas bina darma 181610004@student.binadarma.ac.id muhammad iqbal ramdhani universitas bina darma m.iqbalramdhani@binadarma.ac.id abstract the film hidden figures is based on the actual tale of three africanamerican women who work at nasa on space rocket launches. katherine g. johnson, mary jackson, and dorothy vaughan are the three africanamerican women. with the backdrop of the 1960s, these three women face discrimination (differences in race or skin color) in their workplace at nasa. this study aims to explore the theory of black feminism from patricia hill collins and integrate it with the self defenses mechanism theory from sigmund freud about how they faced problems at that time. this research uses a qualitative descriptive approach. this study finds black feminism in the film hidden figures in the form of discrimination experienced by these characters in the form of gender, race, and class. however, the resistance carried out by these characters is through aggression, namely expressing anger, apathetic, namely by withdrawing not entering into a problem, isolation, namely respecting something that causes frustration, and finally, introjection, which is taking the positive side of other people. keywords: feminism, self defences mechanism, hidden figures movie introduction afro-american, also known as african american, was a term used by whites to refer to black americans in 1961. africans were brought directly from africa and sold as slaves. at that time there were two mailto:181610004@student.binadarma.ac.id mailto:m.iqbalramdhani@binadarma.ac.id 498 | english franca, vol. 6, no. 2, 2022 groups namely north americans or called black people and south americans or called white people. black people are in the lowest class they are usually employed in agriculture for their livelihood from cotton while white people are industrial. this caused instability in the economy of the north because they are also a minority group and from there the civil war started and was won by the southern group. at that time north was a minority group they got very bad treatment because they were african americans. this systemic practice of slavery helped manifest skin color in the african-american community. furthermore, discrimination of skin color has become an effective strategy in colonizing and dividing people into other continents and countries around the world. racism in america arose during the colonial era when white americans had the advantage of having a great life, having jobs, living as well as they could, and having a better opportunity at living their lives. meanwhile, black americans are an example of a living victim (febriani and arianto, 2020). sowell states that some people describe discrimination or racism as differences in "life chances." for example, a black child who does not have the same opportunities as a white child to become a scientist or executive or a woman who is unlikely to lead a company or country, or a disabled child who is "specialized" and treated differently from other classmates (valiantien, 2019). historically racism is one of two related meanings namely the belief in inherited racial differences that explain differences in racial behavior and support for segregation, discrimination, or unequal treatment of race is often accompanied by strong prejudice and intense hostility and that means where in one condition in a racist society there is a dominant group and a minority group (horton et.al 1991: 303 as cited in ghozi 2008). meanwhile, in the sociology of race and ethnicity, racism has become several social phenomena such as systemic inequality, institutional discrimination, internalized stereotypes, and racial attitudes. some researchers also argue that the broad and inconsistent use of the word "racism" means "weaken rather than strengthen the argument about race" (wilson 1987 as cited in woody, 2020). hidden figures is one of the racist forms of the era. there are numerous types of films each with its plot, story, genre, and fantasy. the researcher on the other hand chose the hidden figures because it is based on a true story where racism was still very strong in the 1960s. hidden figures is a biographical drama film directed by theodore melfi and written by allison schroeder that was released in 2016 the genre maya puspita & muhammad iqbal ramdhani: black voice portrayed in the movie of the hidden figures by theodore melfi 499 was comedy drama and historical fiction film and runs for 2 hours and 7 minutes. in this film, the researcher focuses on the three main female characters who often experience injustice in their environment. there are many different types of characters, but the main character is the one who attracts the most attention from the audience and becomes the focus of the viewer's attention. this character has the most scenes as well. the supporting characters are the ones who put the main character in this circumstance and cause friction (alvinindyta, 2018). the main character is the most important person in the story, a story is essentially about this character but it cannot stand alone it requires other characters to make the story more convincing. minor characters are less important than the main characters the protagonist is the main character in a novel or a play the protagonist in traditional fiction is also the “hero” or “heroine” an admirable character who embodies widely accepted strength and virtues and is morally good because the antagonist is vile enough the term "villain" or "villainess" is used (tussadiyah, 2017). this film relates the tale of three brilliant black women "a minority group in the united states" who played a key part in the early days of nasa when prejudice was still a big concern. mary jackson, dorothy vaughan, and katharine goble are their names. mary jackson was an engineer who was turned down for a job at nasa unless she completed a higher education program that was only open to white people. then dorothy who worked as an acting supervisor or supervisor in the western region was consistently denied a permanent post due to her skin tone. meanwhile, katherine goble the key character in the film hidden figures is frequently overlooked and marginalized due to her skin tone. however, they were the brains behind one of the most important operations in american history when nasa found the untapped potential of three african-american mathematicians as the us raced against russia to put a man in space. the trio was responsible for calculating astronaut john glenn's critical launch into space and guaranteeing his return safely. as a result of their intelligence and desire dorothy, mary, and katherine goble johnson spanned all genders, races, and professional lines. despite the constant pressure they rule to show their worth to become an important figure in the launch of astronaut john glenn into space. theoretical framework 500 | english franca, vol. 6, no. 2, 2022 in researching the types of discrimination in the hidden figures movie, the researcher used patricia hill collins's theory of black feminism (2000) and integrated it with the theory of the self-defences mechanism by sigmund freud. according to collins (2000) in the united states, the oppression of black women is carried out in a systematic and structured manner. collins explains that oppression in the united states based on race, class, and gender cannot occur without an ideological justification for it. collins argues that feminism is the concept that women are social creations that may be altered and also state that feminism emphasizes women's autonomy (rahayu, 2021). feminism comes from the word "femme" which means woman. the word "woman" means all women without exception. black feminism is one such example. the term black feminism is a hope for black women in achieving major changes in social justice and women's struggles against racial and gender oppression experienced by african americans (rafael, 2021). meanwhile, self defense mechanisms are the methods by which we act or think to better protect or defend ourselves. this method used to see how people prevent themselves from being completely aware of unpleasant ideas, feelings, and behaviors is through defense mechanisms (cahyani, 2018). according to freud, the defense mechanism is divided into several mechanisms. and here are some parts of the mechanism that appear in the hidden figures movie. there aggression is expressed directly to the person or object that is the source of frustration, apathetic is an attitude of indifference or not caring about something. apathy is another form of frustration reaction, namely, withdrawal and giving up (fadillah, 2018). isolation is a mechanism that works by changing emotions from painful memories. for example, nurses and doctors must learn to separate their revulsion, annoyance, and terror from blood, wounds, and other such things while still treating patients as members of their family introjection is a defensive mechanism by which a person feels bad about himself or is insecure, so there takes good behavior or positive things from others to make himself feel better and more confident (mubarok, 2019). several analyzes of feminism have been carried out previously (desmawati, 2018) she explained that there are four types of feminism from the novel little women namely liberal feminism, marxist feminism, existentialist feminism, and radical feminism. (putra, 2021) this study uses a qualitative method with the theory of semiotic analysis from john fiske. the object of this research is the cases of feminism contained in this film with the theory of the codes of television and maya puspita & muhammad iqbal ramdhani: black voice portrayed in the movie of the hidden figures by theodore melfi 501 uses three social codes, namely reality, representation, and ideology. (nur, 2017) this study aims to characterize the feminist character by examining the primary female character as a feminist character and the contribution of the feminist character to the development of the narrative. this study employs a qualitative descriptive technique. the study's findings show that edna pontellier a feminist heroine helped to create the typical plot and that her feminist actions had an impact on it. they explain the types of feminism and how the female character helped to create the plot. meanwhile, the researcher focus to analyze the movie and the types of discrimination and how they fight against discrimination in the movie of the hidden figures. the researcher found that there are two problems in this research like what is the racism that appears in the movie of hidden figures and how the black women resist the racism in the movie of hidden figures. meanwhile, the objectives of this research are to reveal the racism that appears in the movie of hidden figures and to analyze how women fight against racism in the movie of hidden figures. there are two benefits of this research: theoretically, this research is expected to broaden the researcher's perspective to improve their comprehension of patricia hill collins black feminist theory and self defences mechanism by sigmund freud which can be utilized as an input or reference for future research. practically, this research is expected to produce information that can be utilized as a reference in literary work as well as supplementary knowledge for english department students interested in black feminists by patricia hill collins and self defences mechanism by sigmund freud. research methodology in conducting the research the researchers used the descriptive qualitative method because the data is acquired using words or pictures rather than statistics (bogdan and biklen, 1982). the data would be collected from the script and clips from the movie (maskhurin, handayani, 2014). qualitative methods are the best way to assist writers in analyzing data (putri, 2019). the researcher focus to classified the types of feminism and to described how they face feminism in the workplace. the result of the analysis is combined to obtain good results and conclusions. the procedure that researchers used in collecting data were watching movies, highlighting racism and resistance in the movie of hidden figures, and classifying data that related to discussions based on the problems of the study. after all the data were collected, the 502 | english franca, vol. 6, no. 2, 2022 researchers analyzed it based on the questions asked by the researchers. the analysis that was carried out by the researchers would be useful for making conclusions. the procedures to analyze the data were classifying the discriminations types, analyzing and classifying the discriminations and the resistances in the movie of hidden figures, and making the conclusions based on research findings. results & discussion the researcher found that there were three types of discrimination and self defences mechanisms that appear in the hidden figures movie, they are gender, race, and class three self defences mechanism aggression and apathetic, isolation, and interjection. the findings of the research in the explanation above can be seen in the analysis below. 1. gender discrimination picture 1. vivian mitchell talking to mary jackson. mrs.mitchell: "nasa does not commission females for the engineer training program". mary jackson: "that position is open to any qualified applicant". in this film, vivian is a white woman who works as a supervisor. vivian's sentence above clearly describes gender discrimination. she said that women were not allowed for engineer training at the virginia hampton school because it was only for white people. in the line above, it can be seen that people of color like mary don't have the opportunity to attend higher education, have high positions, and earn high salaries at work even though they work harder than white people. maya puspita & muhammad iqbal ramdhani: black voice portrayed in the movie of the hidden figures by theodore melfi 503 picture 2. jim johanson to talk about katherine's job at nasa mr. jhonson: "aeronautics. pretty heady stuff. they let women handle that kind of". mr.jhonson: "well, that is not what i mean". katherine: "what do you mean”? mr.jhonson:" i was just surprised something so”. katherine: "mr. johnson, it may be best if you quit talking right now". jim johnson is a colonel who is also interested in katherine g. johnson, heard that katherine works at nasa jim johnson asked if nasa employs women there, and they let women do the calculations for rockets. jim couldn't believe it because he thought the discrimination there was still very strong. in jim's statement, it can be concluded that katherine gets gender discrimination if women are deemed unfit to do all that. picture 3. levi and mary are arguing about mary’s job at nasa. mr.jackson: "now you want to be an engineer? a female engineer. we are negro baby. ain’t no such thing. unders tand it”. mary jackson: "it is not like that there, levi". mr.jackson: "the only real chance we are gonna has is when we fight back. you can't apply for freedom. freedom is never granted to the oppr essed. it’s got to be demanded. taken”. 504 | english franca, vol. 6, no. 2, 2022 levi jackson is the husband of mary jackson he is a civil rights activist who only sees african americans progress, and sees his wife work as the first female engineer at nasa levi jackson instead of not allowing it because they will never get justice there and that there will never be equality between black people and white people plus she is a woman, from the sentence above explains that mary jackson got gender discrimination from her husband if women will never be equal to men. picture 4. paul stanford forbids kathrine from entering the room. katherine: sir if i could attend this briefing. i would be able to stay current. mr.stanfford: "we have been through this katherine. it is not possible there is no protocol for women att ending’’. paul stanford's sentence above explains that katherine experie nces gender discrimination because katherine is prohibited from entering the room because she is a woman. 2. race discrimination picture 5. vivian mitchell is racist to katherine because of her skin color. mrs. mitchell: "they have never had a colored in here before, katherine does not embarrass me”. maya puspita & muhammad iqbal ramdhani: black voice portrayed in the movie of the hidden figures by theodore melfi 505 at that time mrs. mitchell was looking for a geometric analyst and dorothy suggested katherine because she was the right person, they had to recruit katherine because no one in the white people could do that. but before katherine worked there mrs. mithcell sternly warned if no black people were working there, in mitchell's sentence above she showed discrimination against skin color, she thought black people wo uld not be able to compare with white people. picture 6. dorothy vaughan is looking for a book in the library. white librarian: what are you here for? dorothy: a book. white librarian: you have a book in the colored section. dorothy: it doesn't have what i'm looking for. white librarian: that is just the way it is. in this scene, dorothy and her two children are looking for a book, but suddenly a white woman scolds dorothy and says that they don't want to be in trouble and that a separate book is available for black people. in the sentence above dorothy experiences skin color discrimination where black people cannot be in the same room with white people because black people are considered dangerous for them. 506 | english franca, vol. 6, no. 2, 2022 picture 7. mrs. mitchell talked to dorothy about the permanent supervisor. dorothy: my application for supervisor mam i was wondering if they're still considering me for that position. mrs.mitchell: yes, well the official word is no. they're not assigned' a permanent supervisor to the colored group. at that point, dorothy asked if there was any consideration of the position for her to be supervisor, but mrs. mitchell said no because there would never be a black person who would work permanently everything was temporary. from mitchell's sentence above, it can be concluded that dorothy experiences discrimination against skin color and that black people will never get a permanent job like white people. picture 8. the judge having a conversation with mary jackson. the judge: "what would warrant a colored woman attending a white school"? mary: "may i approach the bench sir"? mary jackson fought for her right to be able to attend a virginia hampton school which is a school for white people only, she has to go to school there because she wants to be a female engineer at nasa, and to be able to go to school there she must get permission from the judge. judje's sentence above explains that mary jackson is racist towards skin color. 3. class discrimination maya puspita & muhammad iqbal ramdhani: black voice portrayed in the movie of the hidden figures by theodore melfi 507 picture 9. mrs. mitchell looking for someone with a handle on analytic geometry. vivian mitchell: "the space task group needs a computer asap. someone wi th a handle on analytic geometry. much to my c hagrin we can't fill the position o otta the east group". dorothy: "permanent or temp"? vivian mitchell: "everything is temporary dorothy. you have someone"? no one from the east group was good at geometry, so they had to look from the north group but only worked temporarily until the rocket could reach the moon because at that time the north group was a minority and at the same time they were the lower class. vivian's sentence above explains that white people are in power in everything while the blacks are just messengers and their salary is also not by what they do. 1. aggression and apathetic picture 10. katherine is expressing her frustration. mr.harrison: "there is no bathroom? what do you mean there is no bathroom for you here"? 508 | english franca, vol. 6, no. 2, 2022 katherine: "there is no bathroom here. there are no colored bathrooms in this building or any building outside the west c ampus. which is half a mile away! did you know that? i have to walk to timbuktu just to relieve myself! and i can't take one of the handy bikes. the picture with my uniform skirt on the knees and my heels. and don’t get me started about the simple pearl necklace i can't afford. lord knows you don't pay the coloreds enough for that. and i work like a dog day and night, living on coffee from a coffee pot half of you don't want me to touch! so excuse me if i have to go to the restroom a few times a day"! katherine who works at nasa is constantly under pressure from her co-workers, ranging from a separate drinking receptacle for blacks to a bathroom that is very far from her workplace, and she has to travel quite a distance to get to the bathroom which is quite time-consuming. this caused katherine to be absent from work frequently and made al harrison angry with her. from the sentence above, katherine explained that all this time she was patient with everything but her work was not appreciated and she vented all her frustrations at that time. picture 11. library security kicks dorothy and her children out. dorothy: "get your hands off my children. do not touch them". when dorothy was looking for a book in a library suddenly a security guard escorted dorothy and her son violently out of the library. when the guard shoved her children's shoulders dorothy got angry. this is when dorothy vented her anger against the security guard because she didn't want innocent children to become victims of discrimination. maya puspita & muhammad iqbal ramdhani: black voice portrayed in the movie of the hidden figures by theodore melfi 509 picture 12. mary jackson shows her frustration to mrs. mitchell. vivian mitchell: "we now require advanced extension courses through the university of virginia. it's in the employee handbook. an addendum. she slides a copy on the table". vivian mitchell: "case you haven't read it". mary: "every time we have a chance to get ahead you all move the finish line". when mary jackson was having lunch with her two friends suddenly mrs. mitchell comes and tells mary that he can't become an engineer without attending a special engineering school. mary denied that because she already had several titles and she deserved the position but mrs. mitchele persisted. and at that time the school was a special school for white people. in the sentence above, mary jackson explains that she expresses her frustration towards mrs. mitchell because mary thought it was unfair just because she was a black woman. 2. apathetic 510 | english franca, vol. 6, no. 2, 2022 picture 13. dorothy lifts some boxes into the white people's room. mrs.mitchell: "our runner can pick up your work dorothy. you need to be working not walking''. dorothy: "it is break time ma'am. no trouble at all". mrs.mitchell: "since you made the trip you can take that batch over there”. dorothy: "sure thing mrs. mitchell" when dorothy entered the workspace of a white people, vivian didn't seem welcome there dorothy was immediately expelled gently by telling dorothy to bring some boxes on the side. dorothy calmly and resignedly took it. from the sentence above, it can be concluded that dorothy is a person who does not want to have problems with other people. picture 14. katherine recalculated the data from paul stanford. mr. stanfford: "mr. harrison wants you to confirm the launch and landing for the redstone rocket test". katherine: "i cannot work on what i cannot see mr. stafford it is illegible". mr. stanfford: "the numbers have been confirmed by two engineers in this department and me. it is more or less a dummy check". paul stanford is katherine's co-worker and he doesn't like katherine's presence there because she is a woman and has black skin. katherine often experiences ostracism and works under pressure in the picture above. katherine does the count of paul stanford who has been crossed out. in katherine's sentence above she explained that she could not read what was not seen, but she still tried to read it by putting it under the light. here katherine's attitude shows that she is resigned to the situation that happened at that time. maya puspita & muhammad iqbal ramdhani: black voice portrayed in the movie of the hidden figures by theodore melfi 511 picture 15. ruth is rude to katherine. ruth: "mr. harrison won't warm up to you do not expect it. do your work keep your head down". katherine: "thank you". ruth: "go on. get settled". the first time katherine entered the new workplace and approached mrs. ruth. ruth is very rude to her. ruth's sentence above emphasizes that katherine will not be well received by mr. al harrison and told katherine to keep her head down. but with all mrs. ruth's treatment of her, katherine still respects her and chooses to surrender to the situation and chooses to withdraw from the frustrating thing. 3. isolation picture 16. ruth is rude to katherine. al harrison: "does she know how to handle analytic geometry"? ruth: "absolutely and she speaks". katherine: "i do sir". al harrison: "which one? katherine: "both, sir geometry and speaking". ruth is a white woman and mr. harrison's secretary and she is the only woman in the geometry calculations office when katherine started working there ruth didn't seem to like her and didn't even think about it. katherine knew that she was not welcome in the office but 512 | english franca, vol. 6, no. 2, 2022 katherine did not reciprocate the treatment she preferred to treat them regardless of skin color and like any other human being. from katherine's answer above, it can be concluded that katherine respects each other. 4. introjection picture 17. mr. zielinski gives some advice to mary jackson. mary: "mr. zielinski i am a negro woman. i am not going to entertain the impossible". zielinski: "and i am a polish jew whose parents died in a nazi prison camp. now i'm standing beneath a spaceship that is going to carry an astronaut to the stars. i think we can say we are living the impossible. let me ask if you were a white male would you wish to be an engineer"? here mary jackson does not believe in herself she thinks that there will be no results everything will be the same, and black people will not change and will remain the same as they are now. but on the other hand, mr. zielinski changed mary's view that nothing is impossible as long as we are willing to try. mr. zielinski's sentence above shows that mary takes the good side of others and grows that positive side in herself. picture 18. dorothy advises mary. mary: "virginia acts like brown vs. the board of ed never happened. they will never just let a colored woman take classes at an all-white school"! maya puspita & muhammad iqbal ramdhani: black voice portrayed in the movie of the hidden figures by theodore melfi 513 dorothy: "sounds about right". mary: "that is all you are gonna say"? dorothy: "i am not going to sit here all day and listen to you complain about the way things are. petition the court. fight for what you want". when mary complained about the virginia school which would not allow black women into the school she continued to complain about it, instead of dorothy getting tired of listening to her and dorothy giving advice to mary in an irritated tone and mary was silent. from dorothy's sentence that inadvertently changed mary's view, mary also takes the positive side of her friend that is fighting for her rights. conclusion hidden figures provides an illustration of how strong racism that appear in the 1960s era. where in the film black people experience discrimination such as gender, race, and class either from where they work or from the surrounding environment because black people are considered dangerous. the researcher divides the analysis of the hidden figures movie into two points. the first point has discussed the types of discrimination. the second point discussed how black people fight against discrimination with the theory of self-defences mechanism by sigmund freud. black people fight for their rights with intelligence and expertise in their respective fields. based on the data obtained, there are four discriminations against gender, four from the race and one from class. as for the self defense mechanism, there are three aggressions, three apathetic, one isolation, and two interjections. and the total data obtained is eighteen data. and in the end, the three negro women made it through all gender, race, and class. in 1960 they were the first women to achieve gender equality at nasa. as a result, mary jackson graduated from virginia hampton school and became the first african american female aeronautics technician staff and was appointed program manager at langley. dorothy vaughan became the first nasa africa america permanent supervisor. katherine goble continued to work on computing and nasa presented the computing building to katherine goble for her hard work. suggestions 514 | english franca, vol. 6, no. 2, 2022 in this literary research in the film the hidden figures, the researcher uses a feminist approach to understanding and improving the image of women in the film and is supported by the self defenses mechanism about how they fought against discrimination at that time. therefore, the researcher suggests anyone interested in studying more deeply about the characters and characterizations, especially in the field of literature, conduct studies in other different aspects that have not been analyzed because literature is rich in knowledge. however, if the readers want to analyze the same film, the readers can further develop the analysis of the previous one to avoid plagiarism and the creation of novelty from research. references alvinindyta, a. (2018) ‘an analysis of protagonist and antagonist characters in caroll’s alice's adventure in wonderland. institutional repositories & scientific journals, pp. 8–22. available at: http://repository.unpas.ac.id/40051/. cahyani, s. n. (2018) the main character's defense mechanisms in the haven film. available at: https://repository.uinjkt.ac.id/dspace/handle/123456789/4211 3. collins, p. h. (2000) black feminist thought. taylor & f. new york: routledge. desmawati, e. (2018) ‘analysis of feminism in the novel little women by louisa may alcott', journal of language and literature, 6(100),pp.119.available at: h ttps://ejournal.gunadarma.ac.id/index.php/sastra/article/view/ 2487/0. fadillah, n. (2018) ‘self defense mechanism of character in lawrence’s lady chatterley’s lover’, world development, 1(1), pp. 1–70. febriani, j. j. and arianto, t. (2020) racism towards african american women in “hidden figures”, linguists : journal of linguistics and language teaching. doi: 10.29300/ling.v6i1.2857. maskhurin, handayani, d. b. (2014) ‘study on vocabulary learning strategy used by the eighth semester students of english maya puspita & muhammad iqbal ramdhani: black voice portrayed in the movie of the hidden figures by theodore melfi 515 department of iain tulungagung in the academic year 20132014’, institutional repository of iain tulungagung, p. 50. available at: http://repo.uinsatu.ac.id/394/. mubarok, h. (2019) ‘the main characters defense mechanism in cormac mccarty’s novel the road’, semantic scholar, pp. 1–53. doi: .1037//0033-2909.i26.1.78. nur, d. r. (2017) ‘an analysis of the feminist characters in kat e chopin’s “the awakening”’, journal of english educators society, 2(1), pp. 1– 20. doi: 10.21070/jees.v2i1.687. putra, r. h. f. & f. d. (2021) ‘an analysis of f eminism in the movie “ the hunting ground ” reviewed from the semiotics of john viske’.commicast,2(2),pp.13 0–132.doi:10.12928/commicast.v. putri, g. (2019). chapter iii reseach methodology’, (july), p. 32. available at:http://repository.unpas.ac.id/46189/4/chapter iii.pdf. rafael, m. (2021). black women’s oppression and resistance in kathryn stockett’s ‘the help’ novel: feminist approach. upb repo. available at: http://repository.upbatam.ac.id/1169/. rahayu, s. i. (2021) black woman’s struggles in asserting race and gender in “the help” novel by kathryn stockett; feminist approach. english department faculty of social sciences and humanities putera batam university. available at: http://repository.upbatam.ac.id/698/1/cover s.d bab iii.pdf. tussadiyah, s.h.(2017).an analysis of plot and characterization in spark s’s the choice’. institutional repositories & scientific journals,p.11. available at:http://repository.unpas.ac.id/31530/. valiantien, r. s. h. & s. daru k. n. m. (2019) discrimination towards african-american women as portrayed in hidden figures film. dewi warna, et.al: cohesive devices used in argumentative essays |125 english franca : academic journal of english language and education vol. 3, no. 2, 2019, iain curup p-issn 2580-3670, e-issn 2580-3689 cohesive devices used in argumentative essays of undergraduate efl students in indonesia dewi warna, beni wijaya, eka sartika, winny agustia riznanda uin raden fatah, palembang, indonesia dewiwarna_uin@radenfatah.ac.id abstract this study analyzed qualitatively the cohesive devices used in argumentative essays of undergraduate efl students in south sumatera, indonesia. eighty essays were collected from eight universities in which ten essays were obtained from each. halliday and hasan (1976) concept of grammatical cohesion was used as the framework for the analysis of the essays. all the cohesive devices were found. reference had the highest frequency which is 50.24% of the total cohesive devices followed by conjuction which is 37.34%, lexical cohesion which is 7.7% and ellipsis which is 3.57%. substitution was the least used type of cohesive device which is only 1.15%. in terms of correctness of using the devices, most of the devices were all used properly. it was revealed that there was still few mistakes of using reference and substitution since they both were frequently used in the essays. hence, it can be concluded that the students are more familiar with the use of reference and conjunction even though they are able to use the other devices as well. keywords: cohesive devices, argumentative essay background in indonesia, teaching and learning english is rapidly developing at all time. english is a foreign language that must be studied, especially, by students. this can be indicated by the presence of english as a compulsory subject in the school curriculum from junior high school to university. language teaching and learning, in this case, english, includes four skills, namely: listening, speaking, reading, and writing. from all of these skills, speaking and writing are defined as active skills or productive skills in which language users must actually produce their own language. both of these skills are forms ofcommunication. according to defazio, jones, tennat, and hook (2010), writing has become a valuable tool in the world of education because writing can involve students in thinking, showing understanding, creating writing products, communicating, and learning. they added that writing skills 126 | english franca, vol. 3, no. 2, 2019 determine success, both during study and after graduation. furthermore, walsh (2010) states, when students do not know how to express themselves in writing, they will not be able to communicate well with professors, superiors, coworkers, or just about other people. during the study, writing is one of the inevitable tasks of a student to do, including writing essays, articles, reports, and research papers. after entering the world of work, most professional communication is done in writing, such as: writing proposals, memos, reports, applications, initial interviews, and electronic mail. hasan (2005, p. 3) reveals several reasons why learners of foreign languages, especially english, must be skilled in writing as well as able to produce proficient and correct scientific/academic writing in english. first, at the end of the study period, students are required to be able to write an undergraduate thesis, thesis or dissertation including scientific articles as one of the requirements to complete their study. second, writing skill in a nonverbal communication among people, and it plays an important role in communication. third, participants can express their argument or their life experience throughwriting. the ability to write in english is quite complicated from the structures and choices of words that are very different from indonesian makes the productivity of the publication of scientific papers in the international journals is still rare. not only itneeds to be focused on people who are able to speak english, but also to those who are involved in all fields other than language major. the involvement of students in the publication of scientific papers is still very little. indonesia is ranked 52ndscimago journal rank in scientific publications, far below neighboring singapore which is ranked 32nd, and malaysia ranked 34th. the students of english education can trigger the increasing of scientific publications in international journals. the potential is open for all the students in every province around indonesia. south sumatra as a province that has a large number of english language education students should aware to this phenomenon. not only writing in english as part of the learning process in finishing the assignment, at the end of the course it is also the requirement for them to be able to complete their study by conducting research and report it in a form academic writing. the importance of writing process that makes students become critical and innovative about the problems that surroundthem. hasan (2005, p. 3) reveals several reasons why learners of foreign languages, especially english, must be skilled in writing as well as able to produce scientific/academic writing based on good and dewi warna, et.al: cohesive devices used in argumentative essays |127 correct english language rules. first, at the end of the study period, students are required to be able to write a thesis, thesis or dissertation including scientific articles as one of the requirements to complete the study. second, writing skills in non-verbal communication with other people is one of the things that plays an important role. third, students can express their arguments or experiences of life through writing. according to brown (2007,p. 335), in writing students who learn languages must consider several things, including how to conceive ideas, organize them sequentially, and how to use the discourse markers as well as rhetoricin order to produce a coherent text. the lack of concern in the use of conjunction between sentences, as part of cohesive devices, is one of the reasons of the incoherency of the use of the supporting sentences in each paragraph to the main idea which directly affects the relevance between paragraphs. olateju (2006) emphasizes that some errors and discrepancies in the use of cohesive devices in english can directly cause contrast and affect or cause errors in the making of the text. the organization of ideas and language structuresare problems that often encountered in writing english. the cohesion or relevance between sentences is the foundation for the students to write in english. kellog (2008, pp.1-2) explains that learning to write a highly coherent and effective texts is a difficult achievement, since literacy is a cultural achievement that has never been studied at all. irwin (1982) found that experienced readers use cohesion in the text and show the improvement in the use of cohesive devices, on the other hand, it can develop readers' understanding in english. these studies indirectly indicate that cohesion is one of the fundamental characteristics of all types of writing and students who learn english either as their first language or second language have difficulties in using cohesivedevices. according to halliday and hasan (1976), cohesion is defined as "the relation of meaning that exists within text" and “it occurs when the interpretation of some elements in the discourse is dependent on that of another.” they also suggested that there are two general forms of cohesion: anaphora and cataphora. anaphora refers to the presuppositions of some of the elements mentioned earlier, while cataphora refers to the presuppositions of several elements that follow. according to halliday and hasan (1976), there are five main cohesive devices: reference, substitution, ellipse, conjugation, and lexical cohesion. each category is classifiedinto a number of sub-categories. reference use personal reference or pronominal reference, 128 | english franca, vol. 3, no. 2, 2019 demonstrative reference and comparative reference. "replacement of one item with another" is referred to as substitution, while "negligence of an item" is called an ellipse. conjunctive cohesion can exist in and between sentences. lexical cohesion consists of two main types: repetition and collocation. repeated items may be repetitions, synonyms or close synonyms, higher or general words. further halliday and hasan (1976) explained that cohesion in collocation is connecting the lexical items occur together in a range of texts. cohesion is essential because it gives texture to sentences that is coherent to a series of sentences so that it shows how semantic relations are composed of lexical and syntactic features. as a result, the realization of the cohesion function in the text, in this case an essay, will help students of english as a foreign language in producing meaning. cohesion also helps writers and readers in creating a communication (adiantika, 2015). cohesion refers to linguistic features that help making the sequence of sentences into text. it occurs in text through the use of devices that connect all sentences. cohesion is created through grammatical and lexical forms. grammatical cohesion includes reference, substitution, ellipsis, and conjunction while lexical cohesion includes repetition andcollocation. the study of cohesive tools conducted by hasannejad,assadi, kazem, kohgiluyeh, and ahmad (2012) contributes to language learning and specifically contributes to reading skills for understanding. this study helps teachers and students become more active in language learning. this study also enable students to apply their knowledge of cohesive tools not only to reading skills, but also to reading and writing skills in order to become more fluent and accurate speakers and become more successful writers and readers. teaching cohesive tools as text elements can help students in english as a foreign language activate their reading comprehension skills. in other words, successful understanding of text is highly dependent on the use of appropriate cohesive devices (hasannejad et al, 2012). therefore, a writer must use a cohesive device to get good writing. in terms of the communicative nature of writing, cohesion is considered an important textual component not only to create organized text, but also to describe content that can be understood by the reader. cohesive tools make a text, including essays, able to maintain consistency and relevance to the entire discourse. cohesive tools are typical linguistic elements in the text used to unite meaningful integrated texts that can be interpreted. cohesion can be achieved dewi warna, et.al: cohesive devices used in argumentative essays |129 throughseveraldomainsofcohesivedevices,suchasreference,ellipsis,subst itution,conjunction, and flexible cohesion (halliday & hasan, 1976). these domains of cohesive devices form text into one to help readers understand the text (adiantika, 2015). the use of cohesive tools in academic writing has attracted the attention of many researchers who try to overcome the problem of lack of cohesion in student writing. alarcon and morales (2001, p. 126) conducted research on grammatical cohesion in student argumentative essays. the study revealed that references are the most frequently used cohesive devices, followed by conjunction and substitution. there are no examples of ellipsis found in the study because according to halliday and hasan (1976) they appear more verbal discourse than written discourse. referring to qualitative analysis, it was found that certain cohesive types help students in the process of argumentation. for example, the use of adversative conjunctions helps them build replies. however, 'but' is the adversative relationship that is most often used by students which might indicate that their knowledge of the use of such cohesive devices is still limited. there are examples of where they can use concessions such as "yet or yet" to make stronger claims. therefore, qualitative analysis supports the concepts of form and function. in student argumentative essays, certain forms are chosen over others for specific purposes that support the overall purpose of the argumentativetext. the study of cohesive tools conducted by hasannejad et.al. (2012) contributes to language learning and specifically contributes to reading skills for understanding. this study helps teachers and students become more active in language learning. this study also helps students be able to apply their knowledge of cohesive tools not only to reading skills, but also to reading and writing skills in order to become more fluent and accurate speakers and become more successful writers and readers. teaching cohesive tools as text elements can help students in english as a foreign language activate their reading comprehension skills. in other words, successful understanding of text is highly dependent on the use of appropriate cohesive devices (hasannejad et al, 2012). essays are writing units commonly used in universities. the organization of ideas in essays requires writers to be able to link information sourced to scientific writing. there are various types of essays written. argumentative essays are the type most often used. the ability to argue is very necessary when writing. in addition, the 130 | english franca, vol. 3, no. 2, 2019 information written must also be supported by scientific sources. the ability to write this essay is very necessary for students to cultivate their critical and in novative thinking. the role of cohesion strongly supports the interrelationship between sentences in the argumentative essays written. this supports the productivity of students in writing scientific papers where the written arguments must be continuous and related. at tertiary level, argumentative essays are a means for students to think and argue critically and logically based on actual facts or knowledge. by writing argumentative essays, students can agree or disagree with an issue or phenomenon using reasons and factual and solid data. the purpose of this essay teaching is to form a critical and logical pattern of student thinking towards phenomena that occur in the community while at the same time training them to be able to scientifically convey their arguments to the phenomenon through writing. in fact, in the kkni curriculum, each english language education study program in indonesia has a special subject for writing argumentative essays, namely an argumentative writing course. however, based on the results of interviews and observations of students in the 6th semester of the 2017/2018 academic year, most students still have not been able to produce coherent essays. in these essays, it is illustrated that students still have difficulty using cohesion features that caused the use of the features are very limited, so the sentences in the texts are less related to eachother. the problems of thestudy based on the background of the research above, research problems are formulated below. a. what are cohesive devices used in argumentative essay writing of english education students in south sumatra? b. how accurate is the use of cohesive devices in the argumentative essay of english education students in south sumatra? the objectives of the study the purpose of this study was to determine the level and the accuracy of the use of cohesive devices in argumentative essay of english education students in south sumatra so that it became a prototype for further research to find the right strategy regarding the use of cohesive tools in writing essays. dewi warna, et.al: cohesive devices used in argumentative essays |131 literaturereview cohesion and coherence the textual nature that makes the text connected or coherent is also called cohesion (halliday & hasan, 1976). the various lexical, grammatical, and semantic types contribute to text cohesion, of which are discussed by halliday and hasan (1976) that there are five main categories: references, substitutions, ellipses, conjunctions and lexical cohesion. the reference term shows the relationship between two linguistic expressions. pronominal references (he, they, him, etc.), demonstrative (this, these, that, those, here, there, etc.), and comparative references (another, same, similar, such, so, etc.) are in this category. substitution and ellipsis are ways to avoid repetition of lexical usage. in substitution, one item is replaced by another, such as one (s) in nominal, do (so) or does (so) in a verb, and so on in a clausal substitution. in terms of ellipsis, the items are elided, and include three types: nominal, verbal, and clausal. furthermore, conjunction shows a relationship between the parts of the discourse by connecting it. conjunction can be further classified into four categories: additive (and, furthermore, additionally, too, etc.), adversative (but, rather, yet, on the other hand, etc.), causal (therefore, so, as a result, for this reason, etc.), and temporal (then, next, first, in conclusion, etc.). finally, lexical cohesion refers to bringing cohesive effects through vocabulary selection. there are five subcategories of lexical cohesion: repeating the same words or phrases, using synonyms, using higher terms, using common words, and using lexical items that are likely to occur together, or collocation (halliday & hasan,1976). "cohesion is a common set of meaning relationships between the levels of the text class", (halliday & hasan, 1976, p. 25-26). bamberg states that cohesion "describes a linguistic system that extends through the text and binds to a larger chunk of discourse, besides forming a smaller unit of discourse" (quoted in palmer, 1999, p. 63). hoey described cohesion as "the way certain words or grammatical features of sentences can relate that sentence to its 8 predecessors in a text" (hoey, 1991, p. 3). in addition, markel provides a definition of cohesion because "it increases the random collection of sentences to the status of the text, and in the process gives meaning, insight, and purpose to the sentence". he claimed that "without cohesion, the text can hardly be said to exist at all, because cohesion provides a textual means to begin 132 | english franca, vol. 3, no. 2, 2019 understanding and understanding" (markel, 1984, p. 4).cohesion refers to linguistic features that help make the sequence of sentences into text. it occurs in text through the use of devices that connect all sentences. cohesioncreated through grammatical and lexical forms. grammatical cohesion includes reference, substitution, ellipsis, and conjunction while lexical cohesion includes repetition and collocation. these two types of cohesion help create textures or traits into text. cox et. al. (1990) cited in palmer (1999) states that cohesion is important for readers in constructing the meaning of a text and for writers in making texts that can be easily understood. according to connor (1984), cohesion is defined as the use of an explicit cohesive device that signifies the relationship between the sentence and the text section. cohesion is related to the ways in which the components of the text are connected. in short, this is the relationship between lexical items and a unified structure to make integrated text. campbell (1995) shows that continuity of verbs in the form of time and its aspects is one of the main characteristics of cohesive texts. cohesive device carrell (1982, p. 482) argues that "processing a text is an interactive process between text and previously owned knowledge or memory schemes from listeners or readers". in other words, both the structure and the content of the text and the reader "the process of working on the text must be considered." halliday and hasan distinguish two types of cohesive relationships, namely those expressed through grammar and the other through lexis. the first is called grammatical cohesion, and the connecting bonds in terms of references, ellipsis, and substitution, the latter is called lexical cohesion, and the cohesive features included in this category are reiteration and collocations conjunctive relationships are considered to be in the grammatical and lexical boundaries (halliday & hasan, 1976, p. 6). writing essays the definition of an essay goes beyond the meaning of a dictionary which is only limited to words. usually a word or concept can be defined in only one sentence. but the definition of essay, however, needs to consist of several paragraphs. therefore, this understanding should also be expanded to include examples, details, personal experiences, descriptions, causes, effects, analyzes, etc. above all, the dewi warna, et.al: cohesive devices used in argumentative essays |133 definition of an essay must show a detailed explanation of your own opinions about words or concepts (sparks, 2007). furthermore, essays are pieces of creative and interesting written words that address a particular topic, generally to convince the reader to accept certain points of view, positions, or ways of understanding. an essay is a group of paragraphs that develop one main idea (ruetten& smalley, 1994). therefore, it can be concluded that essay writing is a complex process, which requires writing well at the level of the sentence, paragraph, and level of the organization / discourse. at the sentence level, students must be able to identify and write simple, compound, and complex sentences. in the paragraph, they must be able to identify and write paragraphs including sentence topics and supporting ideas. in organizations, they must learn to write essays (hyland, 2002). apart from any type of essay, the organization of an essay has three main parts: introduction, body and conclusion with different functions. namely, the introduction is usually one paragraph that introduces the topic to be discussed and the central idea, the thesis statement of the essay. the second part, the body, includes several developmental paragraphs, which develop various aspects of the main topic and ideas. conclusions conclude the thoughts developed in the essay. different types of essays are narration, description, exposition, andargumentation. argumentative essays one type of academic essay writing is an argumentation essay. the writing of argumentation essays at the tertiary level is also called an official argument. such essay writers are required to explicitly put forward major propositions, present supporting evidence and reasoning, using formal language and academic terminology, being objective and being covered if there are differences in terms of views. in order for arguments to be convincing, it needs to be presented directly and straightforwardly (podis&podis, 1996, p. 283). the method of writing is characterized by a three-stage structure with the organization being a thesis, argumentation, and conclusion. each stage is arranged in terms of its writing, and this writing is expressed in various grammatical and lexicalways. the stages of the thesis consist of the introduction of propositions to be debated, the stage of the argument contains a basic discussion for the thesis, and the conclusions are composed of synthesis and confirmation of the validity of the thesis. especially, in the stage of 134 | english franca, vol. 3, no. 2, 2019 an important argument to include a marker frame that shows the sequenceand interrelation of the steps in the argument. pointing words or signals, such as firstly or next mark steps in the order of argumentation, and transition signals that mark additions, contrasts or conditions describe changes in discussion (hyland, 1990, p. 68-72). this is useful in argumentative writing to find out the reader's objections and use them in his own arguments by providing counter arguments (axelrod & cooper, 1988, p. 494-511). previous study there are several studies that discuss the cohesive and argumentative sensitive essays. hung and thu (2014) who conducted a study at dong thap university entitled "vietnamese learners' attention and use of cohesive devices in english writing at dong thap university essay" concluded that improper use or mistakes made during the use of cohesive devices in writing english essays are universally a learning step for efl students in the process of acquiring language and the ability to write the language they learnspecifically. subsequent research conducted by cho and shin (2014) entitled "cohesive tools in english writing textbooks and korean learners' english writings" found that the tendency of l2 students to overuse transitional sentences and demonstrative pronouns compared to native speakers. however, the results also show that when student skills improve, students tend to use fewer transitions in their sentences. the third study was conducted by hananta and sukyadi with the title "the use of cohesion in students' argumentative writings" conducted at the indonesian university of education with a sample of students from english language and literature study programs at the same university found results showing that grammatical cohesive devices using references and conjunction as the dominant device a little more preferred to be used as a reference in cohesive rather than lexical ones. in addition, it was also found that cohesive tools generally have two main functions, namely reminding the reader of the points being discussed and clarifying and emphasizing the semantic relationship between clauses so that the author's position is clear. furthermore, mohamed (2016) with his research entitled "use of conjunctions in argumentative essay by esl undergraduates" which took 50 students at universititeknologi mara (uitm) as the sample, found that there was a suitable and inappropriate conjunction in the dewi warna, et.al: cohesive devices used in argumentative essays |135 essay due to lack of use of various categories of conjunctions and difficulties in using other conjunctions that have similar meanings. research design this study focuses on identifying students' written products about the use of cohesive devices. qualitative analysis was chosen as the design of this study. according to buneci (2008), qualitative analysis is defined as qualitative validation and application diagnosis to assess whether behavior is expected or unexpected. in this qualitative research, essays are objects of analysis. analysis of essays for the first cohesion was carried out by identifying and then calculating the cohesive amount according to the taxonomy developed from the cohesive tool triggered by halliday and hasan (1976). following the model of the analysis, the amount was classified correctly. research subjects the subject of this study was an essay from the fifth semester student of the english language education study program from 8 universities in south sumatra that had learned how to write argumentative essays totaling 80 essays. all students have completed all writing classes starting from writing 1 to 4. they write argumentative essays in accordance with the topics that have been determined. they were given 60 minutes to complete the essay. this data is used to answer the research problem formulation. all of the argumentative essays above were then analyzed based on the framework of the theory of halliday and hasan (1976) related to the concept of analysis of cohesive devices used by students in their argumentative essays. data collection techniques tests that test the ability of argumentative essay writing are used to answer research problems. the researcher asked permission from the lecturers who taught at eachuniversity to distribute instruments in the form of questions to write argumentative essays consisting of several topics so that students could write according to the topic of their choice. the time given is for 60 minutes. an essay written consists of 5 paragraphs. data analysis techniques in analyzing the argumentative essay, the researcher grouped the clauses in the argumentative essays written by students to help conduct a more accurate analysis of the cohesive tools contained in each clause. then, the researchers underlined all the cohesive tools contained in 136 | english franca, vol. 3, no. 2, 2019 each clause. the cohesive tools that have been underlined are then identified and grouped based on the classification of cohesive devices by halliday and hassan (1976), namely reference, substitution, ellipsis, conjunction, and lexical cohesion. the final step is to calculate and describe the cohesive tools contained in all the argumentative essays written. then cohesive devices will be calculated in frequency and percentage according to the cohesive device category used. furthermore, 3 verifiers will verify the work of the researcher whether all descriptions are correct and correct to avoid errors or errors during analyzing the data. research results from all the essays analyzed, it was found that the use of all cohesive devices with different levels of frequency of use, be it references, substitutions, ellipses and conjunctions and lexical cohesion. references the results of the analysis show the number of uses of cohesive devices in the form of references both personal, demonstrative and comparative with a total reference used as many as 522 consisting of personal references 328, demonstrative references 130 and comparative references 64. percentages of each reference can be seen in the table below this. reference type frequency percentage personal 328 62.84% demonstrative 130 24.9% comparative 64 12.26% total 522 100% viewed from the percentage, personal reference is the most widely used reference type, which is 62.84% followed by demonstrative references, which is 24.9%. comparative reference is the least used type of reference, which is 12.26%. examples of personal references used: essay 61 reference even everyone has known and used it. personal reference, it refers to social media. dewi warna, et.al: cohesive devices used in argumentative essays |137 essay 61 reference when you find people from another country, you will get more information about their cultures. personal reference, their refers to people from another country. essay 80 reference in conclusion, there are three ways to reduce the impacts of global warming. they are tree planting or reforestation, saving electricity usage, and reducing the use of plastics. personal reference, they refers to three ways to reduce the impacts of global warming. examples of demonstrative references used: essay 77 reference this state proves the global warming is caused mostly by human... demonstrative reference, this indicates proximity. essay 78 reference in conclusion, to prohibit these negative impacts, especially for children, parents are suggested to... demonstrative reference, these indicates proximity. essay 80 reference these greenhouse gases absorb and reflect radiation waves emmited by the sun to the earth... demonstrative reference, these indicates proximity. examples of comparative references used: essay 79 reference actually, earth is getting hotter because of human activities. comparative reference, hotter shows particular comparison. essay 77 reference however, the higher co levels in the atmosphere do not cause global warming comparative reference, higher shows particular comparison. 138 | english franca, vol. 3, no. 2, 2019 essay 76 reference ..., with thosewho obtained from using the popular sites, reporting that they felt more satisfied with their lives. comparative reference, more satisfied shows particular comparison. substitution the analysis results show that the use of a cohesive device in the form of substitution is only 12 or 1.15% of all cohesive devices used. examples of the use of substitutions in essays: essay 66 substitution ..., as they are the ones who are most active on social media. ones substitutes people. essay 67 substitution some people also think that social media is the important one in their life because... one substitutes thing. essay 79 substitution many things cause the same. the same is substitution. it substitutes the previous clause “cfc produced by referigerators causes global warming.” ellipsis the results of the analysis also show the lack of use of cohesive devices in the form of ellipses with the total use of ellipses found for all essays only 37 or 3.56%. examples of ellipsis used: esai 61 ellipsis all are on social media. all indicates nominal ellipsis. esai 64 ellipsis this is marked by an increase in the earth’s surface temperature. this refers to the previous sentence “climate change is a dewi warna, et.al: cohesive devices used in argumentative essays |139 change in world climate patterns that occur due to a stable initial state...” esai 64 ellipsis ...the earth’s temperature has increased compared to the previous. the previous refers to the earth’s temperature before. conjunction analysis result shows the number of cohesion instrument use in form of conjuction whether it is additice, adversatice, casual and temporal with the total of conjunction use in amount of 388 consist of 43 additive, 156 adversative, 109 casual and 80 temporal. the percentage of each references can be seen on the following table. conjunction type frequency percentage additive 43 11.08% adversative 156 40.21% causal 109 28.09% temporal 80 20.62% total 388 100% from the percentage, adversative is the conjunction type which mostly used with 40.21% followed by cause with 24.9% and temporal with 20.62%. additive is the conjuction type which used with the most less number 11.08%. examples of the use of conjunction in essays: essay68 conjunction in addition, most citizens and students are not fully aware of the cause... additive essay 68 conjunction however, after the signs and the research have beenglobally known,... adversative essay 67 conjunction ...because most people use social media for better and easier life. causal 140 | english franca, vol. 3, no. 2, 2019 essay 74 conjunction finally, using social media fame can change one’s life,... temporal lexical cohesion the results of the analysis show the use of cohesive instrument in the form of lexical cohesion in the form of both reiteration and collocation with a total of 80 lexical cohesions used consisting of reiteration 45 and collocation 35. the percentage of each lexical cohesions can be used in the table below. lexical cohesion type frequency percentage reiteration 45 56.25% collocation 35 43.75% total 80 100% from the percentage, lexical cohesion in form of reiteration mostly used more with 56.25% compared with collocation that is43.75% examples of the use of lexical cohesion in essays: essay 62 lexical cohesion ..., both for those who experience it and for those who see it. reiteration, the same words “for those who” are used in both sentences (repetition) essay 63 lexical cohesion therefore, it will be very difficult for social media users to make friends. collocation, the words make and friends are commonly used together. essay 63 lexical cohesion social mediamakes people becomelazy... the use of social media will never make a person lazy... reiteration, the same words “make...lazy” are used in both sentences dewi warna, et.al: cohesive devices used in argumentative essays |141 (repetition). essay 64 lexical cohesion even,athometheydonotdo their exercisesorreadthelesson before going toschool. collocation, the words do and exercises are commonly used together. essay 68 lexical cohesion lately many social media accounts have shared insightsand knowledge... this is very interesting because we can add insight and knowledgepractically. reiteration, the same words “insights and knowledge” are used in both sentences (repetition). essay 70 lexical cohesion ..., deprives parents from having thorough conversations withtheir children... collocation, the words have and conversations arecommonly used together. cohesion instrumenttotal after analyzing the results of each cohesive tool both reference, substitution, ellipses, conjunctions and lexical cohesion, as a whole it can be summarized in the table below. cohesion instrument frequency percentage reference 522 50.24% substitution 12 1.15% ellipsis 37 3.57% conjunction 388 37.34% lexical cohesion 80 7.7% total 1039 100% from the table above, reference is the type of cohesive device that is most widely used with a percentage of 50.24% followed by 142 | english franca, vol. 3, no. 2, 2019 conjunction of 37.34%. lexical cohesion is 7.7% and ellipsis is 3.57%. substitution is the least used cohesive tool that is equal to 1.15%. usage accuracy of cohesioninstrument the accuracy of the use of cohesive instrument can be seen in the table below: no. cohesion instrument type error usage 1. references a. personal 28 b. demonstrative 4 c. comparative 9 2. substitution 1 3. ellipsis 4. conjunction a. additive 8 b. adversative 13 c. causal 4 d. temporal 5. lexical cohesion a. reiteration b. collocation total 67 from the table above, it can be seen that the use of cohesion tools in student essays is very good because only 67 errors were found in the use of cohesion instrument consisting of 41 errors in reference use dominated by 28 personal references followed by demonstrative references 4 and comparative 9. types the next cohesive tool is the conjunction of 25 usage errors consisting of adversative 13, additive 8 and causal 4. substitution only found one misuse while the ellipsis and lexical cohesion were not found using any errors atall. dewi warna, et.al: cohesive devices used in argumentative essays |143 conclusion english language education students in south sumatra, in their writing use various types of cohesive devices both grammatical and lexical cohesive devices. in general writing, students use almost all parts of the cohesion tool such as, references, substitutions, ellipses, and conjunctions. furthermore, in the use of lexical cohesion devices, students generally use reiteration and collocation in their essays. in their essay, these students from semester 5 spread across 8 universities in palembang used references 50.24%, conjunction 37.34%, lexical cohesion 7.7%, elliptical 3.57% and substitution1.15%. it can be concluded that students tend to use references, and from the four types of grammatical cohesion, reference is the most frequently used demonstrative reference form. a high percentage of reference uses in this study can be seen in the use of personal references, which amounted to 62.84%. in the process of processing data, researchers found little substitution in essays written by students. the author assumes that the reason underlying this phenomenon is excessive use of personal references used by students in their writing. in fact, nominal substitution actually has the same function as personal references. but students are less familiar with and rarely use nominal substitution which is the reason why students often use personal references. the author can also conclude, student errors in the use of cohesive devices are very minimal, which only occurs in improper use of references and conjunctions. this can happen to see the number of references and conjunctions used. based on this which shows a small error in the use of cohesion instrument, it can be concluded that most students can use cohesive tools correctly in their essay writing. however, there are still errors in the use of certain cohesive devices, for example; reference and conjunction. errors in using references indicate that students have difficulty distinguishing between singular and plural objects, they tend to make vague references, using repetitive references that should not need to be used, further more, students can not make parallel sentences in the paragraph they make. students also over use "the" which then creates confusion which makes them unable to decide whether they need the word "the" in their sentence. from the analysis, the authors see that students seem to have a lot of experience in using the word "the" in their writing. although there are several rules in using the "the" article, students still 144 | english franca, vol. 3, no. 2, 2019 looknegligentinitsuse.inaddition,manystudentsmaynotbeawareofthefun ctionof"the". they know "the" functions as an article; however, they are not aware of other functions as cohesion tools. intheuseofconjunctions,somemisuseisduetostudentconfusioninus ingappropriate conjunctions,unnecessaryshareduseofaclause,andfailuretomaintainarela tionshipbetween one sentence and another sentence. most error in conjunctions cannot explicitly connect the relationship between sentences; there are several "additives" which are marked by "conjunction adversative" or vice versa. examples of using "then" as temporary relationships are often replaced by "and". although "then" and "and" have different functions, they often appear in the same usage. the small percentage of use of ellipsis, the authors find it difficult to find the wrong use. the author assumes that students write by translating their ideas into english. in the process, when they translate, they translate mechanically, regardless of the syntax in english, not much modification. based on the findings above, in line with crossley and mcnamara (2012) who found that the authors of l2 belonged to the incompetent category in producing more cohesive essays, but they produced texts that were included in both linguistic terms. these findings have important implications for the development of l2 writing and l2 writing pedagogy. their results showed that the authors of l2 were considered better at producing text even with fewer cohesive devices. the findings of this study indicate that students 'writing ability does not affect the cohesive devices theyuse in their writing. implication based on the findings and conclusions, the author would like discuss matters relating to cohesion as input to students and lecturers. thelowestpercentageofcohesivedevicesusedby students is ellipsis and substitution. therefore, it is recommended that students majoring in english education to further deepen their understanding of replacement and omitting words or sentences so that readers do not feel bored in reading their writing. the highest percentageofuse of cohesive devices is reference (reference) and conjunction (conjunction). therefore, the authors suggest that they deepen their understanding of the structure of words and grammar in forming asentence. for lecturers, cohesion is better taught to students both written and oral by the way lecturers design material that is able to improve dewi warna, et.al: cohesive devices used in argumentative essays |145 students' competencies in creating coherent and cohesive texts, increase the use of english in the classroom so students get used to and order when they have to use the language in writing, and build peer correction between them so that they know where their weaknesses are to be able to find mistakes and avoid the same mistakes. a well-designed assessment can measure student competency appropriately. moreover, lecturers can motivate their students to nurture and expand their vocabulary which can improve their abilities when they use words such as synonyms or similarities of words, antonyms or opposing words and superordinate to avoid excessive repetition of words. furthermore,withregardtoredundancyanderrorsintheuseofconju nctionsinstudent writing, to avoid this the lecturer is advised to be able to teach various cohesive structures in different categories. based on the previous analysis, additive conjunction "and" is very commonly used. lecturers can limit their students to the use of the word and provide other word choices so that their writing is more colorful. other implications related to the relationship off orms and functions of cohesion, lecturers must develop their students 'understanding of the relationship so that their awareness of cohesion instrument is built and can be easily for them to make writing with good cohesion suggestion the findings of this study indicate the need for deeper investigation related to the use of cohesion instrument. further studies on the same topic in other types of texts such as narrative or descriptive texts, will broaden the understanding and clearer picture of how the use of cohesive devices is used appropriately in writing english texts. it would be very interesting if we could see and compare aspects of cohesion instrument in different discourses. in the end, researchers strongly hope that this research can be a major contribution as a reference for further research related to cohesive devices, especially inwriting. references adiantika, h. n. (2015). cohesive devices in efl students’ expository writing.english review: journal of english education, 4(1). retrieved from https://journal.uniku.ac.id/index.php/erjee. alarcon, j.b. &morales, k.n.s. grammatical cohesion in students’ argumentative essay. journal of english and literature, 2(5), 114127. retrieved from: www.academicjournals.org/ijel https://journal.uniku.ac.id/index.php/erjee http://www.academicjournals.org/ijel 146 | english franca, vol. 3, no. 2, 2019 axelrod, r.b., & cooper, c. r. (1988). the st. martin’s guide to writing. new york, ny: st. martin’s press. brown, h. d. (2007). teaching by principles: an interactive approach tolanguage pedagogy (3rd ed.). new york, ny: addison wesley longman. carrell, p. l. (1982). cohesion is not coherence. tesol quarterly, 16 (4), 479-488. cho, h. y., & shin, j. (2014). cohesive device in english writing textbooks and korean learners’ english writings. english teaching. 69(1). 41-59. crossley, s. a., & mcnamara, d. s. (2012). predicting second language writing proficiency:the roles of cohesion and linguistic sophistication. defazio, j., jones, j., tennant, f., & hook, s. (2010). academic literacy: the importance and impact of writing across the curriculum-a case study. journal of the scholarship ofteaching and learning, 10(2), 34-47. retrieved from www.iupui.edu/~josotl. halliday, m.a.k., & hasan, r. (1976). cohesion in english. london, uk: longman. hasan, m.r. 2005. cohesive features in written discourse: an analysis of narrative essays of s2 students of english language education program of the state university of malang. unpublished thesis. malang: state university of malang. hasannejad, m. r, assadi, n.,kazemi, a. s.,kohgiluyeh& ahmad, b. (2012). substitution as a device of grammatical cohesion in english contexts. the journal of applied linguistics,(5)1. hoey, m. (1991). patterns of lexis in text. oxford, uk: oxford university press. hung, d. m., & thu, v. t. (2014). vietnamese learners’ attention and use of cohesive device in english essay writing at dong thap university. asian journal of educational research 2(2). 1-14. hyland, k. (2002). teaching and researching writing. london, uk: pearson education. hyland, k. (1990). a genre-description of the argumentative essay. relc journal. 21(1), 66-78. irwin, j. w. (1982). cohesion and comprehension. illinois reading council journal. newark, dl: international reading association. http://www.iupui.edu/~josotl dewi warna, et.al: cohesive devices used in argumentative essays |147 markels, r.b. (1984). a new perspective on cohesion in expository paragraphs. carbondale, il: southern illinois university press. mohamed, n. (2016). use of conjunctions in argumentative essay by esl undergraduates. e-academia journal uitmt, 5(1). 1-13. olateju, m. a. (2006). cohesion in esl classroom written texts. nordic journal of african studies, 15(3), 314-331. palmer, j. c. (1999). coherence and cohesion in the english language classroom: the use of lexical reiteration and pronominalisation. relc journal, 30(2). podis, j.m., &podis, l.a. (1996). rethinking writing. boston, ma: allyn and bacon. ruetten, m.k., & smalley, r.l. (1994). refining composition skills. new york, ny: macmillan publishing company. sparks,j. (2007). the advanced writing handbook for esol. dubuque, ia: kendall hunt publishing company. walsh, k. (2010). the importance of writing skills: online tools to encourage success. retrieved from http://www.emergingedtech.com http://www.emergingedtech.com/ 148 | english franca, vol. 3, no. 2, 2019 empty page englishfranca : academic journal of english language and education vol. 5, no.1,2021, iain curup p-issn2580-3670, e-issn2580-3689 doi: : http://dx.doi.org/10.29240/ef.v5i1.2082, page 61-78 perception teachers to thematic learning on curriculum 2013 at sumber rahayu oku timur elementary school puji astuti sekolah tinggi ilmu kesehatan bina husada palembang astuti_fuji22@yahoo.com abstract the teacher as a human resource is directly confronted with the presence of students. therefore teachers must equip themselves with various competencies, starting from the preparation of learning administration that must be fulfilled and made. therefore, it is reasonable if a teacher plays an important role in learning in school. therefore, it is natural that the existence of teachers plays a very important role in carrying out learning in schools. the research objective was to describe the perceptions of low-grade teachers in implementing thematic learning in the curriculum 2013 at sumber rahayu oku timur elementary school. this research is qualitative research that contains words to describe the object under study by collecting data first at the time of the research by using documentation and interviews conducted from april to june 2020. the results of this study are the perception of low-grade teachers on thematic learning in the curriculum 2013 is that (1) the existence and accuracy of the preparation of rpp strongly support the success of learning, (2) learning can be done with interesting and fun even though the teacher does not fully understand the curriculum 2013, (3) the existence of facilities and infrastructure owned by the school to support teaching activities are still inadequate, (4) the overall assessment in the 2013 curriculum was felt to be a quite difficult and complicated burdensome teacher. recommended, it is necessary to prepare an appropriate thematic learning design according to the 2013 curriculum before learning in class. keywords: teacher perceptions, learning thematic, curriculum 2013 mailto:astuti_fuji22@yahoo.com 62 |english franca, vol. 5, no. 1, 2021 introduction the process of teaching activities in generally in elementary schools uses the lecture and question and answer method rather than the method of discussion, discovery, and or demonstration. as a result, learning activities in the classroom is teacher-centered and textbooks so that the interactions that occur are only one way, namely the student-teacher and there is no reciprocal vice. this can be due to various reasons, one of which is that the teacher lacks insight into learning renewal or is even familiar with a learning innovation but is reluctant to implement it. thematic learning in its implementation requires more on the application of concepts learning by doing. thus, the existence of a teacher is very important in designing and organizing and creating student learning experiences which can later have an influence on student learning outcomes. this learning experience must be able to show the relationship between concepts so that it can create more meaningful and effective learning. linking concepts to subjects can produce schemes that make it easier for students accept the lessons presented. the implementation of the curriculum 2013 requires the readiness of teachers to face changes in learning. teacher readiness in preparing learning is an important role in success at 2013 curriculum 2013 change, especially during its implementation in class. therefore, the ability of teachers to learn new learning approaches, strategies, models, and methods is needed so that student competence can be achieved. apart from the readiness of the teacher, the readiness of students to accept learning changes is also very important in achieving competence. thematic learning curriculum 2013, notes are needed to observe whether the implementation has been effective. because not all elementary schools have implemented thematic learning in the 2013 curriculum even though it has been recommended by the government, this is because in its application it needs to be adjusted to the conditions of each school. sumber rahayu oku timur elementary school is one of the elementary schools that has implemented thematic learning curriculum 2013. through the initial observations that the author did at sumber rahayu oku timur elementary school in march 2020, researchers found several notes that some opinions and responses varied and different perceptions of teachers about the application of thematic learning in elementary schools based on the 2013 curriculum can be started from the preparation of the lesson preparation plans, especially in determining basic competencies, compiling indicators, determining learning media puji astuti: perception teachers to thematic learning on curriculum 2013 at sumber rahayu oku timur elementary school│63 and strategies, as well as the readiness and support of infrastructure facilities. besides that, sumber rahayu oku timur elementary school is located in a village that sometimes has difficulty accessing the internet network. different understanding of the implementation of the curriculum 2013 does not make the teachers sumber rahayu oku timur elementary school do not let go of their hands in preparing lesson plans that must be adapted from curriculum 2013. although a teacher has to bother preparing the thematic learning tools that are applied. teachers must also have and understand how the formation of students' abilities in school because it is also influenced by the learning process that occurs in class. the learning process can be formed based on the ability of the teacher and the teacher's understanding of student characteristics. to create an effective learning process, what the teacher must understand is its function and role in teaching and learning activities, namely as a guide, facilitator, resource person, or information provider. the learning process that occurs depends on the teacher's view of the meaning of learning which will affect the activities of their students, therefore the learning process must pay attention to the suitability of the child's development. to support this, it is necessary to have an understanding of how understand the characteristics of students in the teaching process in the classroom, especially for low-grade students and thematic learning. majid (2014) states thematic learning is part of an integrated learning model, namely a learning method that creates students, both individually and in groups, who are active in discovering scientific concepts and understanding scientific principles thoroughly and meaningfully. this integrated thematic learning needs to be implemented because: (1) in everyday life the subjects stand alone; 2)demands of scientific progress and the existence of information technology; (3) advantages of the thematic learning, the material presented is related to everyday life, can link subjects to one another, and learning is active, effective and fun (akbar, 2014). the characteristics that need to be understood from thematic learning according to hernawan (2011), namely: (1) student centered, role of he teacher as a facilitator is in charge of providing facilities for students to learn; (2) can provide direct experience for students by seeing something real and direct as a basis for understanding things that are abstract; (3) difference between one subject and another becomes unclear, considering that the focus of learning is directed towards getting 64 |english franca, vol. 5, no. 1, 2021 a discussion about material or theme that is closely related to the student's life environment; (4) in the presentation of the concepts of various subjects and which are packaged in a learning process, so that students can understand these concepts as a whole and comprehensively; 5) has a flexible nature, because in implementing it the teacher can link the material from one subject to several other subjects in the form of themes; (6) the student learning outcomes obtained will be able to develop in line with the interests and needs of each student, the opportunity to exploit and optimize the potential of students more widely. implementation of the curriculum 2013 in which a teacher plays a very important role, both in preparing lesson plans, to implementation and in evaluating because a teacher is a curriculum planner, implementer, and developer in their class. each curriculum implementation requires teachers to master the contents of the field of study, understand the characteristics of students, carry out educational and fun learning, and the potential for professionalism and personality development (mulyasa, 2014). referring to the results of research conducted by (sulih and jumadi, 2019) on how teachers 'and students' perceptions in learning physics curriculum 2013. the research shows (1) teachers have a good perception by learning physics using a scientific approach, (2) the student's response is very positive towards learning physics using a scientific approach, and (3) has a positive and significant relationship between student perceptions of the application of learning physics using a scientific approach. by paying attention to this phenomenon, the authors wish to conduct research to obtain more information on how the response of low-grade teachers about how to implement thematic learning curriculum 2013, by the title "perceptions of low-grade teachers on thematic learning in the curriculum 2013 at sumber rahayu ogan komering ulu timur state elem, entry school". theoretical framework thematic learning in its implementation, the thematic learning process is emphasized on the scientific approach inistry of education and culture (2013) aims to provide understanding of knowledge to students to be able to recognize, puji astuti: perception teachers to thematic learning on curriculum 2013 at sumber rahayu oku timur elementary school│65 understand the material with a scientific approach, because the various information received comes from various sources and does not depend on unidirectional information from the teacher because during learning and learning process must involve three domains, namely attitudes, knowledge and skills according to rusman (2015) thematic learning is an integrated learning model which is a learning system that will be able to provide possibilities for students both individually and in groups to actively explore and be able to find various scientific concepts and principles as a whole. the determination of thematic learning in low-grade primary school learning cannot be separated from the development of the concept of an integrated approach itself. because basically, thematic learning is the application of integrated learning. based on some of the above opinions, the author concludes that thematic learning is learning structured based on certain themes and combines several learning materials from various competency standards and basic competencies of one or several subjects. where thematic learning is learning that is centered on student activities so that students are required to always be active learning the concepts of the material being taught. according to majid (2014) thematic learning has several principles, namely : 1. holistic, the meaning that the existence of phenomena or events in learning that becomes a study and attention in the thematic learning process is observed and studied from several fields of study or several subjects at once and is not studied from a separate or compartmentalized point of view. 2. meaningful. the assessment of a phenomenon from various aspects, which allows the formation of inter-schema relationships that students have, which in turn will have a meaningful impact on the material being studied. 3. authentic, the meaning in its application learning in thematic form emphasizes to students that students can understand directly about the concepts or principles being learned. 4. active, means that in its implementation, learning in thematic form is also designed by inquiry discovery because it is where students will be directly involved. thematic learning allows students to directly understand the concepts and principles that they want to learn. active in the learning process, from planning, implementation, to the evaluation process 66 |english franca, vol. 5, no. 1, 2021 strengths and weaknesses from thematic learning models according to kunandar (2007) thematic learning has the following advantages: 1. it is fun because it starts with students' interests and needs. 2. providing experiences and in teaching and learning activities relevant to the level of student development and student needs 3. learning outcomes can be felt by students and can also last a long time because they are more memorable and meaningful. 4. develop skills in terms of thinking children according to the problem or problem at hand. 5. cultivate children's skills in socializing through cooperation. 6. have an attitude of communication tolerance and responsiveness to other people's ideas. 7. presenting real activities like what students experience and following the problems faced in the students' environment. furthermore trianto (2010), the advantages of implementing thematic learning are as follows: 1. by combines several basic competencies and indicators and subject content so that the material does not occur repetition or accumulation and the material can be arranged coherently. 2. students can find out that there is a meaningful relationship from the content and learning material because it is more of a means and not an end. 3. the results of learning are intact, making it easy for students to interpret the learning process and receive material that is divided into one theme. 4. has a combination of subjects, so that students' mastery of the concept will be better and increase? thematic learning in addition to having the advantages described above, some disadvantages arise, namely: 1. demands the role of teachers who have broad knowledge and insight, high creativity, skills, self-confidence and high academic ethos, and are brave enough to package and develop material 2. the development of academic creativity requires good student learning abilities in the aspect of intelligence. this can happen because the thematic learning model that is applied emphasizes how to develop analytic abilities (to give insight), associative abilities (to puji astuti: perception teachers to thematic learning on curriculum 2013 at sumber rahayu oku timur elementary school│67 connect), and explorative and elaborative abilities (discover and explore). 3. thematic learning requires sufficient and useful means and sources of information to develop the necessary insights and knowledge. 4. thematic learning requires an integrated assessment and measurement system (objects, indicators, and procedures). 5. thematic learning does not prioritize one or more subjects in the learning process. the puskar team (dalama rusman, 2015) identified several weaknesses in thematic learning, including: 1. teacher aspect, teachers must have broad insight, have high integrity, reliable methodological skills, high self-confidence and dare to package and develop material. 2. in the student aspect, thematic learning demands relatively good learning abilities of students, both in academic ability and creativity, because the thematic learning model emphasizes analytical skills, associative abilities, exploratory and elaborative abilities. 3. the importance of the aspects of learning facilities and resources, in their application of thematic learning requires reading materials or sources of information that are quite numerous and varied, even the existence of internet facilities. 4. curriculum aspects, which must be flexible, oriented towards the achievement of students' comprehension completeness, not on achieving targets for the delivery of subject matter. 5. in the assessment aspect, thematic learning requires a comprehensive assessment method. 6. aspects of the learning atmosphere are needed because thematic learning tends to prioritize one field of study and the sinking of other fields of study, depending on the educational background. understanding teacher perception kotler (2000) in isthofiyani (2014) states that definition of teacher perception is a person's process of interpreting something, choosing, organizing, information, input or opinion, and creating a picture of various problems in the world. such perceptions can be generated from various aspects but may depend on the presence of physical stimuli of everything but will depend on the relationship between stimuli with the surrounding environment and according to one's condition. 68 |english franca, vol. 5, no. 1, 2021 mangkunegara (in arindita, 2002) also argues that teacher perception is a process of giving meaning to the environment, in this case, perception includes the interpretation of objects. receiving the stimulus (input), organizing the stimulus, and interpreting the stimulus that has been organized by influencing behavior and the formation of attitudes. hidayat (2013) states that perception is a person's ability to perceive something at issue. someone can only have perception according to their attitude. furthermore, sondang (2011) emphasized: "perception is a process of structuring and translating a person's impressions about the environment in which he is in". this understanding is also expressed by veithzal (2006) that "perception is a process taken to organize and interpret their sensory impressions to give meaning to their environment". perception is a significant psychological factor that contributes to a person's behavior. in looking at the same object or event, the understanding that other people perceive may differ. the surrounding objects that we perceive with our senses are then projected to certain parts of the brain so that we can observe these objects. the term perception is often referred to as assumptions, images, and views because in perception there is a person's response to a certain thing or object. in general, perception has many meanings. from the description of the opinion of several experts that perception is a process that is preceded by sensing, namely a process that takes the form of receiving a stimulus by someone through the senses or also called the sensory process. the perception referred to here is that each different individual has a desire to give meaning and see the same thing in different ways so that they give different interpretations of what they see or experience. thus, in essence, perception is the process of giving meaning by a person to a certain object which is influenced by knowledge, experience, mood, and also desires. the meaning that a person gives to an object can be known through the impressions, opinions, and behavior that are displayed concerning the object in question. in general, perception can be interpreted as one of the psychological aspects that are important to human life in responding to the presence of various aspects or elements and symptoms around it. puji astuti: perception teachers to thematic learning on curriculum 2013 at sumber rahayu oku timur elementary school│69 characteristics of learning in low classes the characteristics of learning in the lower classes are concrete learning. this learning process must be designed by the teacher so that student abilities, teaching materials, learning processes, and assessment systems are in depending at the level of development that students have, besides that implementation of the process teaching activities classroom must be developed interactively. some of the characteristics of low-grade students according to djamarah (2008) include: 1) there is a high positive correlation between the health state of physical growth and school achievement, 2) there is an attitude that tends to obey traditional game rules, 3) there is a tendency to praise himself, 4) likes to compare himself with other children, if it is considered advantageous to underestimate other children, 5) if you cannot solve a problem, then it is considered not important. when viewed from djamarah's statement above, the age of low-grade students still tends to be innocent. plain here means that students still need guidance to direct what is good and what is bad. therefore, it is necessary to supervise and control student learning activities at school and home. low-grade learning is carried out based on lesson plans that have been developed by teachers. implementing the learning process. teachers must be designed by the teacher so that students' abilities, teaching materials, learning processes, and assessment systems are because it must be based on the stages of student development during the learning process. another thing that must be understood is that the learning process must be developed interactively. in this case, a teacher has a very important role in creating a response stimulus so that students are aware of events in their environment. low-grade students still need a lot of attention because the focus of concentration is still lacking, attention to speed and learning activities is also lacking. this requires teacher persistence in creating a more attractive and effective learning process. implementation curriculum 2013 the implementation of the 2013 curriculum is a follow-up step to developing existing curricula, namely the competency-based curriculum, which was initiated in 2004, and the 2006 ktsp which includes competency such as attitude competency, knowledge competency, and skills competency which are integrated with each other (mulyasa, 2013). 70 |english franca, vol. 5, no. 1, 2021 curriculum 2013 is carried out to prepare the indonesian people, especially students who can live life as individuals and citizens who have good qualities, are still productive, very creative, innovative, and effective and can contribute in carrying out the life of a state and world civilization. so that the existence of curriculum development in 2013 only focuses on the formation of competence and character of students, which can be in the form of knowledge and skills and attitudes that can be shown by students as a form of their understanding of these concepts students learn conceptually. according to law number 20 of 2003 concerning the national education system article 1 point 19, the definition of curriculum is a set of learning plans and arrangements regarding objectives, content, and learning materials as well as methods used as the basis for guidelines for implementing learning process activities to achieve educational goals. the curriculum is usually distinguished between the curriculum as a written plan, namely the curriculum document and the curriculum as functional, the curriculum that is operated in the classroom is a functional curriculum (syaodih, 2009). implementation is a process of application, which includes brave, have a concept and able to implement policies, and have to innovate that are packaged in practical actions to have an impact, change of knowledge changes change in proficiency, and changes values and attitudes. implementation of the curriculum in learning can be interpreted as the actualization of the written curriculum in the form of learning (kunandar, 2007). in implementing the curriculum (imas and berlin, 2014), several factors are expected to help teachers in dealing with student learning difficulties, as follows: 1. formulation of goals. 2. identification of sources, including sources of readability, audiovisual sources, human, community, and school sources concerned. 3. role of related parties 4. development of workforce professional skills related to implementation. 5. scheduling activities of support elements, such as work methods, people, equipment, costs, and time. 6. effective communication 7. monitoring. recording and reporting that helps monitoring puji astuti: perception teachers to thematic learning on curriculum 2013 at sumber rahayu oku timur elementary school│71 8. the evaluation process contains objectives, functions, evaluation methods, and evaluation forms. 9. repair and redesign curriculum. thematic learning assessment curriculum 2013 in the implementation of the 2013 curriculum, there is an educational assessment component which is a the process of obtaining knowledge and processing methods of information that will be used to measure the achievement of student learning outcomes which include various assessments such as authentic, self, portfolio-based, tests, daily tests, midterm tests, final semester tests, competency level exams, competency examinations quality level, national examinations, and taking school / madrasah exams (permendikbud number 66, 2013). according to (the national education standards agency) one of the principles of assessment is to have a comprehensive and mutually integrated learning process. comprehensive in the sense of an act of assessing student learning outcomes must meet and contain several competency specifications to be assessed and must contain abilities in the cognitive, affective, and psychomotor domains. integrated assessment is an assessment that in assessing learning activities must pay attention to cognitive, affective, and psychomotor aspects, so that the results of the assessment are not biased where students complete learning in certain lessons, but also do it during the learning process (zainal arifin, 2012). the assessment process is assessing which is in the form of superior learning carried out, internalization of the character and formation students competencies later, including how learning goals are realized. in this case, the assessment process is carried out to assess the activity, creativity, and involvement of students in learning, especially mental, emotional and social involvement in the formation of student competencies and student character (mulyasa, 2013). research methodology type of research used is research with a qualitative approach. sugiyono (2010) states in qualitative researchers, the main instrument is humans, who has a role and function in determining the direction of focused research, determining informants for data sources, collecting and assessing data quality, as well as analyzing and interpreting data, then making conclusions on the research findings. 72 |english franca, vol. 5, no. 1, 2021 the reason the researcher used a qualitative approach because, the resulting data is shaped descriptive, the form of documents and words that can be trusted. the type of research used is descriptive research, where this researcher is intended to obtain in-depth information regarding the perceptions of low-grade teachers to thematic learning in the 2013 curriculum at sumber rahayu oku timur elementary school from april to june 2020. the data source uses primary data and also use secondary data. the implementation of research in data collection using observation, interview, and documentation techniques. sugiyono (2015) said that qualitative research is a human instrument, which has a function in determining what is the focus of research, in selecting informants as data sources, in collecting data, and assessing how the quality of the data is, and also in analyzing data, interpreting data and making conclusions on his findings. observation technique using the form of non-participant. where, author does not participate directly in the learning process and only observes the learning activities carried out by the teacher in the classroom. researchers also used the interview method where a method of collecting data by asking someone who is an informant or respondent. this is so that the conversation in the interview is more focused and focused on the intended purpose and avoids the conversation that is too broad. in addition, it is also used as a general benchmark and can be developed by researchers through questions that arise during the interview (arikunto, 2002). the type of interview conducted in this study was a free guided interview in which the interviewer had brought guidelines about what to ask in general. through the documentation method, researchers dig up data such as documents related to thematic learning in low classes, as follows: curriculum, syllabus, lesson plans, assessment documents, learning reference books, schedule of learning activities, lists of teacher names, facilities, and infrastructure, and documentary photos. the researcher as a human instrument made observations on the application about learning thematic curriculum 2013 at lower classes at sumber rahayu oku timur elementary school. moleong (2011) describes humans as research instruments because humans are planners, the implementer of data collectors, analyzes, interpreters of data, and ultimately reports on research results. the data puji astuti: perception teachers to thematic learning on curriculum 2013 at sumber rahayu oku timur elementary school│73 validity test used was a triangulation of sources and techniques. sugiyono (2015) explains that the validity of the source triangulation was carried out to check the data that had been obtained by comparing it with several sources, while the validity of the technical triangulation was carried out to check the data obtained by interview, observation, and documentation. technical data analysis using; (1) data collection, this stage is carried out the process and prepares the data for analysis. this step requires materials in the form of transcripts of interview results, material recordings, inputting the data obtained and selected and compile data into different types of data by considering the sources of information previously obtained, (2) data presentation is an analysis in the form of tables or matrices, networks, or diagrams. presentation of qualitative research data is carried out briefly described, can be in the form of tables or charts and there is a relationship between categories, (3) reduction of the is a study of the form of analysis that works by grouping, classifying, discarding unnecessary data, organizing the data according to the results of the reduction then interpreting the results of the observations into themes, then the data that has been organized and arranged will be easy to understand, (4) conclude and verify data. the results of the initial conclusions that are interpreted are temporary, then they will be subject to changes if valid evidence is found that supports the subsequent data collection process. the conclusion in qualitative research is the answer in the form of data that answers the problem formulation formulated from the beginning of the study. schematically, the data collection process can be described as follows: figure 1. interactive model according to miles and saldana(2014) 74 |english franca, vol. 5, no. 1, 2021 findings & discussions findings the results of interviews and the results of collecting documentation, as well as observations made by researchers at sumber rahayu oku elementary school about the perceptions of low-grade teachers in the application of thematic learning in the curriculum 2013, are as follows. the results of the interviews the researchers conducted with grade 1, grade 2, and grade 3 teachers had learning tools that were prepared and compiled individually and in consultation with fellow teachers at school. these low-grade teachers also have a syllabus, where the syllabus contains or contains themes, core competencies, subjects, basic competencies, material, time allocation, assessment, learning resources and media, and evaluation. regarding the readiness of the learning devices, the three low-grade teachers also have thematic-based learning plans which are based on the syllabus. the detailed content of the lesson plans compiled contains the identity of the subjects which include themes, sub-themes, time allocation, names of subjects, classes/semesters, and time allocation. there are also competencies to be achieved which include competency standards, basic competencies, and indicators. furthermore, it contains learning objectives that are tailored to the subjects that have been mapped, material according to themes, methods, and learning activities with learning steps including introduction, core activities, and closings. from the learning device, it contains a schedule of learning activities that will be carried out for one semester, preparing curricular books and student assignments, but not all teachers contain an assessment of results containing assessment instruments including performance appraisal and product assessment. furthermore, the results of the interview relate to the readiness for the implementation of thematic learning in the curriculum 2013 that has been implemented by grade 1, grade 2 and grade 3 teachers at sumber rahayu oku timur elementary school in the implementation of learning ready to make learning interesting and fun despite the obstacles and difficulties in completing the fields in learning tools are sometimes very difficult, for example in choosing media, determining the basic competencies of various subjects and even the indicators. the learning process in the curriculum 2013 prioritizes practical learning both individually and in groups. meanwhile, teachers are required to be more active and creative in carrying out teaching, puji astuti: perception teachers to thematic learning on curriculum 2013 at sumber rahayu oku timur elementary school│75 especially in low-grade classes. because, where in thematic learning that is always on the theme of the teacher is required to be able to know the types of learning models and the teacher must also be able to choose and apply learning models properly and pleasantly in accordance with the material presented in the class. however, there are obstacles and difficulties encountered in implementing and implementing them, such as when preparing the learning tools to determine the learning methods and models to be used, because low-grade students still have to be guided and accompanied in learning. in addition, there must be infrastructure and media readiness to support the thematic learning process in accordance with the curriculum 2013. the principal's response to the implementation of the curriculum 2013 below in implementing to the curriculum 2013 is that the school is ready and trying to fulfill everything that can support the smooth implementation of learning, especially low grade thematic. teachers also show a good response, even though they have to face and deal with obstacles and obstacles. starting from the readiness of the teacher, the learning tools, media and methods, and infrastructure that will continue to be homework at sumber rahayu oku timur elementary school. discussion the research findings obtained about the perceptions of low-grade teachers to application of thematic learning curriculum 2013 are shows good. the results of interviews conducted by researchers with grade 1, grade 2, and grade 3 teachers, as well as with school principals regarding the perceptions of lower-class teachers on the during the thematic learning process activities according curriculum 2013, are as follows. based on these learning tools, the teachers of the sumber rahayu oku timur elementary school are based on implementing learning. for them, the accuracy in thematic learning that is required in the curriculum 2013 can be carried out properly by low-grade teachers of sumber rahayu oku timur elementary school. these teachers can make lower-grade thematic learning more interesting and fun. the perception of low-grade teachers towards thematic teaching activities in curriculum 2013, that these teachers find it difficult when they have to translate basic competencies into sub-themes and themes into learning. developing curriculum 2013 thematic learning tools is very important in supporting the successful the learning activity learning itself. the perception of low-grade teachers at sumber rahayu oku timur elementary school towards thematic learning in the curriculum 76 |english franca, vol. 5, no. 1, 2021 2013 is that teachers must be able to choose and use various learning media that are tailored to the material to be delivered. readiness must be supported by the readiness of adequate infrastructure to support the thematic learning process following the curriculum 2013. from the description of the responses given by the low-grade teachers above, it is in line with what was conveyed by the principal of the sumber rahayu oku timur elementary school that related to the readiness of the school to be ready and keep trying and trying to fulfill everything that is can support the smooth implementation of learning, especially thematic learning in the low-class curriculum 2013. teachers also show a good response, although in practice they must face obstacles and obstacles. starting from the readiness of the teacher, learning tools, media and methods, and infrastructure. that will be homework for the sumber rahayu oku timur state elementary school in the future in implementing the curriculum 2013. the results above are relevant research that has been done rusman (2015) entitled "curriculum implementation at elementary schools a study on 'best practices' done by elementary school teachers in planning, implementing, and evaluating the curriculum". the results of the study show that the teacher's response during the implementation of the 2013 curriculum was very positive. in the planning of learning activities with a very positive category as well as in planning and evaluation activities in the positive category. the response of elementary school teachers to the implementation of the curriculum 2013 is a good category. in terms of planning, it is included in the very good category, while in the implementation and evaluation activities it is a good category. conclusion from the results of the discussion and research findings through interviews and the results of documentation, as well as observations made by researchers about the perceptions of low-grade teachers of the curriculum 2013 thematic learning at sumber rahayu oku timur elementary school, researchers can say that thematic learning which is required in the curriculum 2013 can be carried out properly by low grade teachers of sumber rahayu oku timur elementary school. these teachers can make low grade thematic learning more interesting and fun. the three low grade teachers have the same perception of the importance of learning device readiness and find it difficult to translate basic puji astuti: perception teachers to thematic learning on curriculum 2013 at sumber rahayu oku timur elementary school│77 competencies into sub-themes and themes into learning. the research conclusions are as follows; (1) learning can be carried out in a meaningful, interesting and fun way, but teachers still have difficulty determining basic competencies and making indicators of various subjects; (2) the existence and accuracy of the preparation of the lesson plans are very supportive of the success of learning; (3) schools need infrastructure, learning resources, and learning media readiness to support the thematic learning process in accordance with the curriculum 2013. references akbar, sa’dun. (2014). penyegaran pembelajaran tematik berbasis kkni kurikulum 2013: makalah kuliah umum. malang: universitas kanjuruhan malang. arikunto, suharsini. (2002). prosedur penelitian suatu pendekatan praktek. jakarta: pt. rineka cipta, cet. xii. djamarah, syaiful bahri. (2008). psikologi belajar. jakarta: pt rineka cipta. e. mulyasa. (2014). guru dalam implementasi kurikulum 2013. bandung: remaja rosda karya. e. mulyasa. (2013). pengembangan dan implementasi kurikulum 2013. bandung: pt remaja rosda karya. hermawan, asep herry. (2011). pengembangan model pembelajaran tematik di kelas awal sekolah dasar. bandung: modul jurusan kurikulum dan teknologi pendidikan fip upi. imas kurniasih dan berlin sani. (2014). sukses mengimplementasikan kurikulum 2013 memahami berbagai aspek dalam kurikulum 2013. jakarta: kata pena. kunandar. (2007). guru profesional implementasi kurikulum tingkat satuan pendidikan (ktsp) dan sukses dalam sertifikasi guru. jakarta: raja grafindo persada. majid, a. (2014). pembelajaran tematik terpadu. bandung: remaja rosdakarya. majid, a. (2014). strategi pembelajaran. bandung: remaja rosdakarya. miles, m. b, huberman, a.m, & saldana, j. (2014). qualitative data analysis, a methods sourcebook. edition 3. usa: sage publications. terjemahan tjetjep rohindi rohidi, ui-press. 78 |english franca, vol. 5, no. 1, 2021 moleong, l. j. (2011). metodologi penelitian kualitatif edisi revisi. bandung: pt. remaja rosdakarya. permendikbud no. 66 tahun 2013 tentang standar penilaian (salinan lampiran). rusman. (2015). “curriculum implementation at elementary schools a study on ‘best practices’ done by elementary school teachers in planning, implementing, and evaluating the curriculum”. https://files.eric.ed.gov/fulltext/ej1079108.pdf skripsi (online). universitas pendidikan indonesia. (diakses pada tanggal 20 juni 2020). rusman. (2015). pembelajaran tematik terpadu: teori, praktik dan penilaian. jakarta: rajawali pres. sondang p. s. (2011). manajemen sumber daya manusia. jakarta: bumi aksara. sugiyono. (2010). metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r&g. bandung: alfabeta. sugiyono. (2015). metode penelitian kombinasi (mix methods). bandung: alfabeta. suluh, m & jumadi. (2019). persepsi guru dan peserta didik terhadap proses pembelajaran fisika berdasarkan kurikulum 2013. jurnal penelitian dan pengkajian ilmu pendidikan: e-saintika, volume 2 number 2 2019, 62-74. syaodih, nana. (2009). pengembangan kurikulum, teori dan praktek. bandung: remaja rosdakarya. tim penyusun. (2008). kamus besar bahasa indonesia. jakarta: departemen pendidikan nasional dan balai pustaka. trianto. (2010). model pembelajaran inovatif progresif konsep, landasan, dan implementasi pada kurikulum tingkat satuan pendidikan (ktsp). jakarta: kencana. undang-undang nomor 20 tahun 2003 tentang sistem pendidikan nasional, lembaran negara republik indonesia tahun 2003 nomor 78. veithzal rivai. (2006). kepemimpinan dan perilaku organisasi. jakarta: raja grafindo persada. zainal arifin. (2012). evaluasi pembelajaran. bandung: pt. remaja rosdakarya. https://files.eric.ed.gov/fulltext/ej1079108.pdf englishfranca : academic journal of english language and education vol. 5, no.1,2021, iain curup p-issn2580-3670, e-issn2580-3689 doi: : http://dx.doi.org/10.29240/ef.v5i1.2173, page 37-60 error analysis of english sentence structure in students’ written paragraphs dike sundari institut agama islam negeri (iain) curup dikesundari97@gmail.com jumatul hidayah institut agama islam negeri (iain) curup hidayah_jumatul@yahoo.com sarwo edy institut agama islam negeri (iain) curup edywong59@yahoo.com farida esmianti poltekkes kemenkes bengkulu faridaesmianti15@gmail.com abstract this research aimed to find out the types of sentence structure errors in english paragraphs written by tertiary english students and the factors causing the errors. this research employed an explanatory mixed-method design. fourth-semester students from the english department of iain curup were engaged as the subjects of this research. positivism-governed document analyses and constructivism-based interviews were conducted to solicit the data as desired. the quantitative findings garnered from document analyses endorsing a ready-to-use construct proposed by dulay, burt, and krashen (1982), revealed that there were four types of sentence structure errors students made, namely omission, addition, misformation, and misordering. those types of errors were exhibited in a proximate mailto:dikesundari97@gmail.com mailto:hidayah_jumatul@yahoo.com mailto:edywong59@yahoo.com mailto:faridaesmianti15@gmail.com 38 |english franca, vol. 5, no. 1, 2021 composition which meant that the students had compatible difficulties in terms of the four types of errors. as uncovered from students' writing works, the four types of errors were found in the domains of words, phrases, and clauses. subsequently, the qualitative findings, elicited from interviews, demonstrated that the factors of sentence structure errors extended to students' mother tongue interference, overgeneralization in the use of english rules and norms, and the lecturer's teaching material delivery and method. anchored in the data gained, this research discussed the data from the perspective of interlanguage theory, wherein some reviews of sla and efl pedagogyrelated theories were offered to help lower the factors causing english sentence structure errors in writing skills. keywords: errors, sentence structure, english writing skill introduction in the field of english learning, writing seems to be the most challenging skill because it demands learners to be engaged in many complex ways in terms of literary and topical knowledge, writing experiences, and english use (chen & yu, 2019). according to faraj (2015), writing is a way to communicate ideas and perspectives in a written form besides using grammatical rules. in addition, writing is one of the english skills describing illustration and representing ideas, feelings, and plans of a writer. thus, students can express themselves through writing. in the learning process of writing skills, students describe their knowledge to teachers, and teachers use students' writing products to know the extent of their comprehension and to gain some points as to provide learning reflection for them (deane, 2018; graham et al., 2017). in such a way, teachers view students’ writing works by drawing upon a formative assessment-informed principle to find better ways to improve students’ further learning of english writing in a better way (burner, 2015; han & fan, 2019). the foregoing also infers that teachers promote students’ learning of error hence, teachers need to make use of students’ writing works as sources to measure students’ comprehension and knowledge in terms of learning processes. english writing in terms of both process and product (al-hroub, shami, & evans, 2017). dike sundari, et.al: error analysis of english sentence structure in students’ written paragraphs│39 writing quality consists of some components. they consist of spelling, vocabulary, story structure or organization, and syntax (chong, 2018). those components will make good writing work. of those components, syntax seems to be a major critical element that needs to receive serious attention from a writer. the syntax is the realm of how phases, clauses, and sentences are modified (hartsuiker, pickering, & veltkamp, 2004). it is one of the linguistics branches oriented towards the ways words are combined into a set of phrases, phrases into clauses, and clauses into sentences so that a good writing work can be produced by modifying those syntactic components (liao, 2014; yeo & tsoulas, 2013). in addition, how a sentence is constructed in writing is called sentence structure which is part of the syntax. therefore, if a writing work has no good use of syntactic components, such work will exhibit sentence patterns difficult to be identified, and consequently, the readers will not understand the ideas or meanings conveyed by the writing product. sentence structure is the organization in a sentence that consists of words, phrases, or clauses (datchuk & rodgers, 2019; demirezen, 2012). in a sentence, those linguistic components can be identified as subject, verb, object, adverb, and others. in this respect, sentence structure is part of writing components because it is associated with the way a sentence is constructed. for example, the sentence “the snake killed the rat” contains one independent clause and two phrases. the snake is a noun phrase, and killed the rat is a verb phrase. there are also five words from that sentence which are categorized as noun, verb, and determinant. the words the, snake, the rat are classified into onemorpheme words, whereas killed is categorized as a two-morpheme word. sentence structure has some types. the first is a simple sentence. it is a sentence which only has one set of subject and verb, or it is called an independent clause (depraetere & langford, 2020). the sentence “i took a chance” is an example of a simple sentence. the second is a compound sentence. it is a sentence that consists of two or more independent clauses, and they are connected by coordinate conjunctions such as and, but, or, nor, for, yet, so, etc (jacobs, 2020). an example of a compound sentence can be as follows: “andy plays football, and i support his team”. the third is a complex sentence. it is a sentence consisting of one independent clause and one or more dependent clauses (torresgouzerh, 2019). such a combination is mediated by subordinate conjunctions such as when, while, because, although, if, that, and 40 |english franca, vol. 5, no. 1, 2021 whether. for example, the sentence “john came to campus although he had a job” depicts a complex sentence. the last is a compound-complex sentence. it is a sentence consisting of two or more independent clauses and dependent clauses (osborne, 2019). for example, “although he was cleaning the kitchen, he found an oil, but he couldn’t clean it”. aligned with murphy (2019), sentence structure is divided into four categories as mentioned above. the mastery of sentence structure modification can lead students to be capable of producing a good english paragraph. according to napitupulu and manalu (2018), a paragraph is a group of sentences that develop a central idea. thus, a paragraph is constructed by some sentences. meanwhile, the preliminary study conducted by interviewing an english writing lecturer, the interview revealed that the fourth-semester students at state islamic institute (iain) of curup seemed to have problems in modifying sentence structure when they were writing an english paragraph. in addition, in the preliminary study, we also analyzed students' english writing skills from diaries they wrote as a final exam of writing ii subject. students still made errors pertinent to the types of sentence structure. for example, as portrayed from one student's work, he wrote as follows: “every friday our department do a dhuha, so i should come”. anchored in this sentence, the error is found in the aspect of subject-verb agreement or the agreement between a noun and a verb phrase. the ideal sentence should be “every friday our department does a dhuha, so i should come”. the category of this sentence is a compound sentence. in short, the student was still confused about using a singular subject and its verb. in addition, as another example exhibiting an error a student made in his paragraph writing, a student was found to have written a sentence as follows: “very tired today because learned with the pronunciation lecturer”. resting upon this sentence, the student made two errors. the first error refers to the construction of the independent clause which has no subject, and the second error refers to the dependent clause which also does not provide a subject after the subordinate conjunction “because”. the ideal sentence should be “i am very tired today because i learned with the pronunciation lecturer”. there are many more errors found in students' works. the aforesaid sentences are only two examples to represent the phenomenon of this research. this phenomenon calls for more research on sentence structure since this realm is so fundamental in terms of english writing. dike sundari, et.al: error analysis of english sentence structure in students’ written paragraphs│41 grounded in the problems highlighted in the phenomenon above, this research is executed to know what types of errors of english sentence structure students make in writing an english paragraph alongside the factors contributing to such errors. we view errors as informed in the theory of interlanguage wherein errors are analyzed as a factor to promote further learning in a better way (mahmood, mohammed, & murad, 2018; morganna, 2017), so that the data of the present study could be used by educators to reflect on learning implementation of english writing skill. there are some types of errors that are oriented as the focus of this research. they are omission, addition, misformation, and misordering (dulay, burt & krashen, 1982). theoritical framework the theories related error analysis are derived from the theories of contrastive analysis. in this section, to make the theoretical presentation breif but clear, we present some theoretical concepts of contrastive analysis first and then followed by those error analysis. contrastive analysis according to james (1980: 3) contrastive analysis (ca) is always concerned with a pair of languages and founded the assumption that languages can be compared. richards (1992: 130) emphasizes that ca is the comparison of the linguistic systems of two languages, for example the sound system or the grammatical system. brown (2000: 208) strengthens those arguments by claiming that the principal barrier to second language acquisition is the interference of the first language system to the second language system. furthermore, ellis (1992: 48) says that ca looked at only the learner’s native and target language (i.e fully-formed languages). meanwhile, lado (1957) reveals that the elements which are similar to the learner’s native language will be cushy for him (positive transfer), whereas those different elements will be severe (negative transfer). on the other words, it can be concluded that the second language acquisition can be affected by the l1 transfers. moreover, kebbe (2004: 2) gives more description related to the significant of the ca, that is, l2 instructional materials could be prepared more efficiently by comparing two languages, and, in the process, the learners‟ behaviors and difficulties could be predicted. some researchers even assured that when similarities and dissimilarities were taken into account, pedagogy could be beneficial and more effective. 42 |english franca, vol. 5, no. 1, 2021 unfortunately, this theory got criticism from many linguists who considered the contrastive analysis theory as the backward one because the hypothesis merely regards the cause of language errors is the only differentiation of language system between l1 and l2, whereas the fact shows that the difficulty in learning a language not only faced by the learners who are studying l2 but also they who are studying l1. furthermore, when ca just dawned in the 1970’s, it was being discredited anymore, its theory bubble began to burst and then the presence of the error analysis becomes an alternative. based on the description above, it can be concluded that the presence of contrastive analysis‟s theory is boggled by the linguists because its hypothesis merely focuses on the case of interference coming from l1 to l2, whereas the theory of error analysis is brought as the second option to conduct a linguistic research because ea provided a methodology for investigating learner language. for this reason ea belongs to an appropriate starting point for the study of learner language and l2 acquisition. to get more study of error analysis, the researchers are going to briefly describe it below. error analysis according to ellis (1992: 47-48) error analysis (ea) refers to a study of errors. in line with the previous statement, richards (1992: 84) defines error analysis as a study and analysis of the errors made by second language learners. furthermore, ea may be carried out in order to: find out how well someone knows a language, find out how a person learns a language, and obtain information on common difficulties in language learning as an aid in teaching or in the preparation of teaching materials. corder (1981) notes that a learner‟s errors are significant in that they provide to the researcher evidence of how language is learned or acquired, what strategies or procedures the learner is employing in the discovery of the language. on the other words, this term of error analysis that has been described before merely focuses on its merit. on the other hand, bussmann (1996: 153) reveals that in second language acquisition, error analysis studies the types and causes of linguistic errors. this sometimes includes the evaluation and correction of errors. in addition, he emphasizes that error analysis also studies errors made by native speakers without speech disorders and investigates errors in normal speech. dike sundari, et.al: error analysis of english sentence structure in students’ written paragraphs│43 corder in ellis (1992: 48) mentions the steps in conducting an error analysis as following: a. collection of a sample of learner language deciding what samples of language learner to be used for the analysis and how to collect these samples. b. identification of errors identifying the errors by underlying the error that made by the learners. c. description of errors it involves a comparison of the students‟ idiosyncratic utterances with a reconstruction of those utterances in the target languages and it needs attention to the surface properties of the students‟ utterances. d. explanation of errors explaining the errors by establishing the error source and calculating how often the errors appear. e. evaluation of errors evaluating the errors step involves labelizing the errors and draw the conclusion. from these descriptions above, the conclusion related to the error analysis can be drawn, that is, error analysis that belongs to the study of errors in linguistic provides some benefits to the language learner and researcher. to conduct a study of error analysis, the researcher has to also follow the steps or procedures in order to reach the objectives that he/she wants. research method the present research applied an explanatory mixed-method design (creswell, 2007) to delve into students' errors of english sentence structure as they made in writing english paragraphs alongside the factors contributing to such errors. it is a design of mixedmethod study wherein the researchers garner and quantitatively collect the data first, and subsequently, the researchers conducted a qualitative study to probe into more detailed and contextual data (ary, jacobs, sorensen, walker, & razavieh, 2010). in so doing, the quantitative study was conducted using document analysis anchored in the already made construct of sentence structure errors as proposed by dulay, burt & 44 |english franca, vol. 5, no. 1, 2021 krashen (1982). resting upon their construct, errors of sentence structure comprise four elements, namely omission, addition, misformation, and misordering. this construct was used to analyze the entire writing works of students. making use of the already made construct to elicit the data in document analysis demonstrates that this way adopts a positivist worldview, or in other words, a quantitative way. in turn, a qualitative study was undertaken to find out deep and contextual information concerning the factors of students' errors in terms of english sentence structure based upon their english paragraph writing. the subjects of this research were the fourth-semester students from an english department at iain curup who already took writing ii. they consisted of 29 students. the data sources of quantitative document analysis were according to recount texts students wrote as their diaries, wherein such writing works were previously assigned to them in their exams. the characteristic of students writing works was a sort of written recount texts. each recount text was made in the form of one paragraph with one topic. it was that short and simple because the students were still taking writing ii subject when this study was undertaken. all students' writing works were analyzed using dulay, burt, and krashen's (1982) construct of sentence structure error analysis. the data of document analysis were analyzed by means of calculating the percentages of errors, and then the errors were explained appropriately by demonstrating a few examples of the errors (myers, well, & lorch, 2010). such little demonstration was provided due to the limited space of this paper. in terms of qualitative data, the data were gathered from semistructured interviews (fraenkel, wallen, & hyun, 2012; gall, gall, & borg, 2003; oppenheim, 2001) for the sake of getting adequate information as regards the factors contributing to students’ errors of english structure. the data were further analyzed by adopting an interactive model analysis as posited by miles, huberman, and saldana (2014). as informed from the foregoing model, the data analysis took four elements comprised of data collection, data condensation, data display, and conclusion drawing. findings and discussion findings types of students’ english sentence structure errors dike sundari, et.al: error analysis of english sentence structure in students’ written paragraphs│45 anchored in the quantitative document analysis employing dulay, burt, & krashen's (1982) ready-to-use construct of sentence structure error analysis, the students could write three types of sentences in their writing works. those types referred to a simple sentence, compound sentence, and complex sentence. in this regard, the students did not seem to have been able to write compound-complex sentences. from the overall sentences’ students could write, there were some types of errors as regards english sentence structure they made in their writing works. the percentages of errors are displayed in table 1 table 1. the percentages of types of sentence structure errors in students' paragraphs n o sentence structure accuracy frequency percentage (%) o m a d m f m o o m a d m f m o 1 simple sentence 6 6 1 9 2 2 3 5 3 5.87 4 7.5 4 1.51 3 8.47 a. words 5 7 5 3 2 4 8 3.37 2 6.32 1 3.64 6 8.58 b. phrases 8 1 4 1 4 3 1 2.13 7 3.69 6 3.64 8 .58 c. clauses 1 5 8 1 .52 2 7.73 2 2.86 2 compound sentence 6 2 1 4 1 7 2 7 3 3.69 3 5 3 2.08 2 9.68 a. words 5 8 6 5 1 9 9 3.55 4 2.86 2 9.42 7 0.38 b. phrases 3 8 9 5 4 .84 5 7.15 5 2.95 1 8.52 c. clauses 1 3 3 1 .62 1 7.65 1 1.12 3 complex sentence 5 6 7 1 4 2 9 3 0.61 1 7.5 2 6.42 3 1.87 a. words 5 3 1 5 1 9 9 4.65 1 4.29 3 5.72 6 5.52 b. phrases 2 6 7 5 3 .58 8 5.72 5 0 1 7.25 c. clauses 1 2 5 1 1 1 46 |english franca, vol. 5, no. 1, 2021 .79 4.29 7.25 note : om : omission ad : addition mf : misformation mo : misordering omission the omission is an error by the absence of an item that must appear in a well-formed utterance. the omission error contains subcategories namely omission of a content morpheme (the omission of noun, verb, adjective, and adverb) and omission of a grammatical morpheme (the omission of inflections, article, preposition, verb auxiliaries, and conjunction) (dulay, burt, & krashen, 1982). based on table 1, of the overall simple sentences found in students' works, there are 35.87% of errors were made in terms of omission. out of all simple sentences with omission errors, there are 83.37% of omission errors in the domain of words, 12.13% in the domain of phrases, and 1.52% in the domain of clauses. based on the students' works, the most omission errors of simple sentences are the omission of grammatical morphemes such as the omission of noun and verb inflections. students omitted -s, es, -ed, and -ing. for example, as taken from one student's work, the student wrote “many student can get a new friend”. in this case, students omitted the –s of noun. the ideal sentence should be “many students can get a new friend”. in addition, of all compound sentences found in students’ works, there are 33.69% of omission errors. subsequently, out of the overall omission errors of compound sentences, there are 93.55% of omission errors in the domain of words, 4.84% in the domain of phrases, and 1.62% in the domain of clauses. as revealed from their writing works, most students omitted articles, prepositions, and verbs in compound sentences. for example, as taken from one student’s work, the student wrote “bad day is thursday, and i came to college” instead of “the bad day is thursday, and i came to college”. in such a way, students omitted article on a noun phrase, and there must be added “the”. in turn, of all complex sentences found in students' works, there are 30.61% of omission errors. out of all complex sentence omission errors, there are 94.65% of errors in the domain of words, 3.58% in the domain of phrases, and 1.79% in the domain of clauses. we found the most dike sundari, et.al: error analysis of english sentence structure in students’ written paragraphs│47 omission errors on verbs and conjunctions namely subordinate conjunctions in complex sentences. for example, as taken from one student's work, the student wrote “today i didn’t have a good mood in paragraph writing lesson” instead of “today i didn’t have a good mood when i learned in paragraph writing lesson”. in this sentence, the student omitted verb and subordinate conjunction. the sentence must be added with the verb "learned" and the subordinate conjunction “when” as the connector. addition the addition is an error that refers to the presence of an element or an item that must not appear in a well-formed utterance. an addition error contains sub-categories such as regularization, double marking, and simple addition (dulay, burt, & krashen, 1982). in this research, we encountered addition errors in the domain of words and phrases, but we did not find out addition errors in the domain of clauses. grounded in table 1, there are 47.5% of simple sentences with addition errors sticking out. of all addition errors in the aspect of simple sentences, there are 26.32% of errors in the domain of words and 73.69% in the domain of phrases. the most addition errors in simple sentences were that students made addition in the regularization of using singular and plural nouns. for example, as selected from one student's work, the student wrote “the students follow a demonstration in jakarta". the student added “s” in noun and made an addition error on the sentence. the sentence should be "the student follows a demonstration in jakarta". subsequently, there are 35% of addition errors sticking out from the overall compound sentences in students’ works. out of the errors in compound sentences, there are 42.86% of errors in the domain of words and 57.15% in the domain of phrases. as to exhibit the example, a student wrote "he used the permanent marker, and that is makes us laughed". in this sentence, there are two tenses or double marker addition, namely “is” and “makes”. therefore, this sentence should be”he used the permanent marker, and that made us laughed”. in turn, in terms of complex sentences, there are 17.5% of errors. out of all errors in terms of complex sentences, there are 14.29% of errors in the domain of words and 85.72% in the domain of phrases. in line with errors on simple sentences and compound sentences, errors of complex sentences comprise double marking and regularization categories. for example, one student wrote “taked by the ysr congress government that is aimed toward improving” instead of “took by the ysr congress government that 48 |english franca, vol. 5, no. 1, 2021 aimed toward improving”. the student made a regularization error on word by adding -ed on irregular verb “taked” instead of “took”. misformation misformation is an error that refers to the use of the wrong morpheme or structure in writing. this error consists of three subcategories. they are regularization, alternating form, and archi-form (dulay, burt & krashen, 1982). anchored in table 1, in terms of simple sentences, there are 41.51% errors found in students' works. of all simple sentence misformation errors, there are 13.64% of errors in the domain of words, 63.64% in the domain of phrases, and 27.73% in the domain of clauses. for instance, as taken from one student’s work demonstrating word-based misformation, the student wrote “their are three mobile phones on the table”. the word “their” was used in a misformation way. the ideal sentence should be “there are three mobile phones on the table”. in this case, the word “there” referred to the ideal formation. subsequently, in terms of compound sentences, there are 32.08% of misformation errors. out of all misformation errors in the aspect of compound sentences, there are 29.42% of errors in the domain of words, 52.95% in the domain of phrases, and 17.65% in the domain of clauses. in turn, in terms of complex sentences, there are 26.42% of errors found. of all complex sentence misformation errors, there are 35.72% of errors in the domain of words, 50% in the domain of phrases, and 14.29% in the domain of clauses. based on the result of the analysis, the most misformation errors are alternating forms in each type of sentence structure because students used some forms of their vocabularies and grammar. for example “i hope this situation can quick be better” instead of “i hope this situation will be better soon”. the students used their own vocabulary "can quick" which made a misformation error, and the words must be “will be” to make the sentence meaningful. misordering misordering is an error caused by the wrong placement of a morpheme or a group of morphemes (dulay, burt & krashen, 1982). from students’ works, we found out misordering errors in the form of errors on spelling, lexicon, and structure or syntax. based on table 1, in terms of simple sentences, there are 38.47% of errors sticking out. out of all misordering errors in the aspect of simple sentences, there are dike sundari, et.al: error analysis of english sentence structure in students’ written paragraphs│49 68.58% of errors in the domain of words, 8.58% in the domain of phrases, and 22.86% in the domain of clauses. subsequently, in terms of compound sentences, there are 29.68% of errors sticking out. of all the errors made in the aspect of compound sentences, there are 70.38% of errors in the domain of words, 18.52% in the domain of phrases, and 11.12% in the domain of clauses. in turn, in terms of complex sentences, there are 31.87% of errors found. out of all complex sentence errors of misordering, there are 65.52% of errors in the domain of words, 17.25% in the domain of phrases, and 17.25% in the domain of clauses. the most misordering errors were those on spellings in the aspects of both words and phrases. for example, as taken from one student’s work, the student wrote “i have no question to ask but i got a pen form the lecturer” instead of “i have no question to ask but i got a pen from the lecturer”. the student made errors in spelling “from” to “form” that made the sentence convey unclear meaning. then, we found misordering errors on clauses. for example, a student wrote, “should we have 4 lecturers to teach today but two lecturers did not come”. the sentence structure is wrong due to the subject position. this sentence should be “we should have four lecturers to teach today but two lecturers did not come”. the factors contributing to sentence structure errors in students’ paragraphs the data pertinent to factors contributing to students’ sentence structure errors were garnered from interviews. drawing upon miles et al. (2014) interactive model which suggested us to code some themes representing the data, the data were then coded. the coded themes concerning such factors extended to mother tongue interference, overgeneralization, and teaching materials or method, the following elaborations present the interview data alongside some properly related explanations. mother tongue interference based on the interview, most of the students answered that the factors of errors in sentence structure were caused by some aspects related to mother tongue. the first was the aspect of culture. the following is a student's answer when we asked about the culture of their mother tongue (indonesian language) influencing his writing: "yes, of course, i always use the indonesian language before writing in english. then i translate into english. i use the indonesian language 50 |english franca, vol. 5, no. 1, 2021 because it makes me get a better understanding, and other people don't understand my writing if i directly write in english." concerning the statement above, we got that culture was one of the points that affected errors in sentence structure in writing the paragraph. the students usually applied their mother tongue, for example, students wrote the indonesian language including the words, phrases, and clauses first, and then translated them into english. hence, the result of translation would be different from ideal english. the second aspect was language structure. the language structure became one of the error factors on sentence structure in writing. as regards this point, when we asked about indonesian language structure influencing her writing, a student answered as follows: "of course, i use indonesian language structure if i write in english be it influences in my writing and sometimes it arises naturally when i write in english. in addition, using the structure of indonesian language is certainly easier for me, and i think, the structures between indonesian and english are almost similar so that this helps me." from the statement above, we concluded that the student assumed that the structures between english and indonesian were similar. the structures of indonesian and english are different. for example, in the structure of the indonesian language, there are no noun and verb inflections, but english has the rules of noun and verb inflection (-s/-es, -ed, -ing) wherein noun shows plural and singular, and verb shows tenses. thus, the structure of the indonesian language became the major factor of errors influencing sentence structure in paragraph writing. the last aspect of the mother tongue was vocabulary. we asked the students about the word choice (vocabulary) that they used in writing. the answer of a student is as follows: "i usually use vocabulary from the internet such as the trendy words (viral) and also i use vocabularies that i have in my mind and sometimes i accidentally put indonesian words in writing" regarding the student's statement, we concluded that the vocabulary aspect contributed to errors in sentence structure in writing the paragraph. the students used the vocabularies that they had without checking them into the dictionary. this condition at some point led to errors of word spellings so that the words could be meaningless. in addition, students used indonesian vocabulary directly, and they dike sundari, et.al: error analysis of english sentence structure in students’ written paragraphs│51 thought the spellings were correct. these factors made errors in sentence structure in writing. overgeneralization overgeneralization refers to a process of creating a new language by students in their mind and producing rules themselves along with learning based on evidence. in overgeneralization, students had a new strategy in writing that made errors in sentence structure. we asked a student about the use of his strategy in writing english. the answer is as follows: “i don’t have a specific strategy in writing, but i usually think what i want to write and immediately write what comes to my mind. this strategy makes me easier to write in english“ based on the statement above, we concluded that the student's strategy caused errors in sentence structure. the students had a strategy, for example, they wrote directly without paying attention to techniques before writing like listing and mind mapping. this technique would make the writing more organized especially the sentence structure and also would avoid writing errors. teaching materials or method the errors were also caused by teaching materials or methods. this factor contained two aspects. they were inappropriate explanations of the lecturer and the faulty materials. the first was inappropriate explanations of the lecturer. the students stated that they made errors because they did not understand the materials from the writing lecturer, and they did not master their writing skills well. we asked a student about the technique and method used by the writing lecturer. the answer is as follow: "of course i like the methods and techniques of the writing's lecturer, for example, they applied games to deliver materials and made our enthusiasm, but if talking about the understanding of the materials, i thought i don't understand and about 30% of the materials as delivered by the lecturer, and maybe it's too fast" concerning the student's statement, we concluded that the explanations given by the writing lecturer were good but seemed to be inappropriately delivered. in addition, in delivering the materials, the writing lecturer did it too fast so that the student did not understand. the lack of understanding of students led to errors in writing. 52 |english franca, vol. 5, no. 1, 2021 the second aspect was faulty materials. the following is the answer from a student when we asked about the source of materials in writing subject: “i prefer internet than the books as the source because on the internet we can search for the materials of writing subject because it is very completed. if we are confused, we can search on the internet” based on the student's answer, we got that the students only used the internet as the source of the learning process. the students thought that the internet was a good source than others. they did not know the source of the blog. at some point, the materials on the internet were not valid and would plausibly contribute to errors in their writing. in conclusion, the factors that made errors on sentence structure in writing paragraph extended to mother tongue interference, overgeneralization, and teaching materials or method. based on the results of interviews, we concluded that the most factors causing students' errors in sentence structure in writing paragraphs covered mother tongue interference. the foregoing ranged from culture, language structure, to vocabularies. discussion the present research revealed that in writing english paragraphs as seen from the recount diary texts they wrote, the students made errors of english sentence structure in all categories of errors extending to omission, addition, misformation, and misordering. each error category represented proximate percentages which meant that students on average had problems in all categories of errors. those errors resting upon the categories were also affiliated with three types of sentences as they exhibited in their works. those types of sentences extended to simple sentences, compound sentences, and complex sentences. unfortunately, in their writing works, students were not capable yet of using compound-complex sentences. the findings of this research echoed many of prior findings in terms of english sentence structure errors such as the studies conducted by hendrawaty (2018); putri and dewanti (2014); silalahi (2014); and wulandari (2014). it seems that indonesian english students at the levels of both secondary and tertiary in general still have similar problems in terms of making errors in writing english sentence structure. this research infers that english pedagogy in indonesia needs better improvement to help students in terms of english writing skills. dike sundari, et.al: error analysis of english sentence structure in students’ written paragraphs│53 the other set of findings this research found addressed the factors contributing to students' english sentence structure errors in their writing works. there are three main data that this research uncovered concerning the factors, namely mother tongue interference, overgeneralization, and difficult teaching materials delivered by the lecturer. concerning the first factor, mother tongue interference, kramsch (2013) names it an influence of a deep culture already embedded in oneself. based on the perspective of interlanguage theory as echoed by fauziati (2014) and morganna (2017), the mother tongue is a natural and inborn cultural affiliation that can determine the extent to which one is skillful at his english interlanguage development. many experts have offered solutions to help learners lower their first language interference so that both of their spoken and written english improve well. to name a few, those experts are stephen krashen (for further reading, see edwards, wesche, krashen, clement, & kruidenierr, 1985; krashen, 1981, 1982, 2004; and mason & krashen, 1997) and paul nation (for further reading, see laufer & nation, 1995; nation, 2001, 2014; webb & nation, 2017). krashen has introduced his comprehensible input theory wherein english learning processes, for instance, learning english writing skills in this research context, need to be brought into the concept of immersion to native english. in the same vein, nation also supported that learning english should be done in an immersive way so that native-like english input and output can be reached by learners in terms of both receptive skills and productive skills including writing skills if grounded in the context of this research. for the second factor, it is also a natural problem that commonly occurs in the circle of english as a foreign language users. this one is called natural creativity (byram, 1986; crystal, 2008; kachru, kachru, & nelson, 2006; kachru, 1990). overgeneralization is a kind of developmental process of students’ english interlanguage (mahmood et al., 2018; yang, 2014). this factor can be lowered if students have been given adequate english input for instance reading skill by using nativelike authentic texts, and the students are led to immerse those texts, so that the students ultimately will be capable of producing native like english writing products which are free from overgeneralization of english forms or structures and also free from any non-native english creativity. subsequently, the third factor is teaching materials. some students in this research echoed that the lecturer to some extent presented the materials during teaching english writing in a way that 54 |english franca, vol. 5, no. 1, 2021 was too fast so that they found it difficult to grasp the materials, and as a consequence, their less understanding of the materials caused them to produce unexpected writing products with many errors of english sentence structure. it seems that the paradigm of english writing material delivery adopted by the lecturer should be changed. today, many experts suggest that english writing skill needs to be taught using socio-cultural paradigm as informed by lantolf and thorne, 2006; turuk, 2008; and vygotsky (1978). in this way, students are expected to be engaged in the process of knowledge and skill construction as offered by genre-based instruction in terms of english writing instruction (morganna, 2017b; uzun & topkaya, 2019; worden, 2018). broadly speaking, the three impeding factors contributing to students' errors in terms of english sentence structure can be solved if dug into the existing english pedagogic theories. however, to lower those factors, an english writing lecturer needs to keep improving his/her english writing pedagogic knowledge and competencies. as discussed above, the factor such as mother tongue interference which worsens students' writing works can be solved by applying immersion learning theory into practice. the factor as regards overgeneralization can be lowered by embedding authentic native english texts as the input so that students writing products can lead to being natural like native english writing products as long as students are led to immerse the english input. lastly, the factor vis-a-vis challenging english writing material delivery can be addressed by adopting a socio-cultural learning paradigm employing applying genre-based instruction for teaching english writing skills. conclusion regarding the findings and discussion concerning errors of sentence structure in students’ written paragraphs, we conclude that the types of errors contain omission, addition, misformation, and misordering. omission has a percentage of 50%. there are 35.87% of simple sentences, 33.69% of compound sentences, and 30.61% of complex sentences found to be the errors of content morpheme and grammatical morpheme in words, phrases, and clauses. the percentage of addition errors is about 10.87% that includes 47.5% of simple sentences, 35% of compound sentences, and 17.5% of complex sentences. students make addition errors, namely regularization, double marker, and simple addition. misformation has a percentage of 14.41%. dike sundari, et.al: error analysis of english sentence structure in students’ written paragraphs│55 misformation includes regularization, alternating form, and archi form. there are 41.51% of simple sentences, 32.08% of compound sentences, and 26.42% of complex sentences. the last is misordering which has a percentage of 24.73%. there are 38.47% of simple sentences, 29.68% of compound sentences, and 31.87% of complex sentences. misordering errors include the domains of spellings and structure or syntax. students' errors in english sentence structure are caused by some factors. the first is mother tongue interference, namely culture, language structure, and vocabularies. the second is overgeneralization such as students' writing strategies. the last is teaching materials and methods in the learning process. there are inappropriate explanations of the lecturer and faulty material delivery. references al-hroub, a., shami, g., & evans, m. (2017). the impact of the ‘writers’ workshop’ approach on the l2 english writing of upper-primary students in lebanon. the language learning journal, 1–13. https://doi.org/10.1080/09571736.2016.1249394 ary, d., jacobs, l. c., sorensen, c. k., walker, d. a., & razavieh, a. (2010). introduction to research in education. measurement (8th ed., vol. 4). usa: wadsworth, cengage learning. https://doi.org/10.1017/cbo9781107415324.004 burner, t. (2015). formative assessment of writing in english as a foreign language. scandinavian journal of educational research, 1– 23. https://doi.org/10.1080/00313831.2015.1066430 bussmann, h.(1996).routledge dictionary of language and linguistics.london: routledge. byram, m. (1986). cultural studies in foreign-language teaching. language teaching, 19, 322–336. https://doi.org/10.1017/s0261444800011101 chen, w., & yu, s. (2019). implementing collaborative writing in teachercentered classroom contexts: student beliefs and perceptions. language awareness, 1–21. https://doi.org/10.1080/09658416.2019.1675680 56 |english franca, vol. 5, no. 1, 2021 chong, s. w. (2018). the use of exemplars in english writing classrooms: from theory to practice. assessment & evaluation in higher education, 1–16. https://doi.org/10.1080/02602938.2018.1535051 corder, s. p. (1981). error analysis and interlanguage. oxford: oxford university press. creswell, j. w. (2007). qualitative inquiry & research design: choosing among five approaches (2nd ed.). usa: sage publications, inc. crystal, d. (2008). two thousand million? english today, 24(01), 3–6. https://doi.org/10.1017/s0266078408000023 datchuk, s. m., & rodgers, d. b. (2019). text writing within simple sentences: a writing fluency intervention for students with high‐incidence disabilities. learning disabilities research & practice, 34(1), 23–34. deane, p. (2018). the challenges of writing in school: conceptualizing writing development within a sociocognitive framework. educational psychologist, 1–21. https://doi.org/10.1080/00461520.2018.1513844 demirezen, m. (2012). an analysis of the problem-causing structures of simple sentences for turkish university students. international journal of humanities and social science, 2(3), 135–146. depraetere, i., & langford, c. (2020). advanced english grammar: a linguistic approach. usa: bloomsbury publishing plc. dulay, h., burt, m., & krashen, s. d. (1982). language two. new york: oxford university press. edwards, h., wesche, m., krashen, s., clement, r., & kruidenierr, b. (1985). second-language acquisition through subject-matter learning: a study of sheltered subject matter classes at the university of ottawa. the canadian modern language review, 41, 268–282. ellis, r. (1992). instructed second language acquisition. uk: blackwell. dike sundari, et.al: error analysis of english sentence structure in students’ written paragraphs│57 faraj, a. k. a. (2015). scaffolding efl students’ writing through the writing process approach. journal of education and practice, 6(13), 131–141. fauziati, e. (2014). methods of teaching english as a foreign language. surarta: era pustakautama. fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). how to design and evaluate research in education. 1221 avenue of the americas, new york, ny 10020: mcgraw-hill companies, inc. https://doi.org/10.1017/cbo9781107415324.004 gall, m. d., gall, j. p., & borg, w. r. (2003). educational research: an introduction (7th ed.). usa: allyn and bacon. graham, s., liu, x., aitken, a., ng, c., bartlett, b., harris, k. r., & holzapfel, j. (2017). effectiveness of literacy programs balancing reading and writing instruction: a meta-analysis. rreading research quarterly, 1–26. https://doi.org/10.1002/rrq.194 han, c., & fan, q. (2019). using self-assessment as a formative assessment tool in an english-chinese interpreting course: student views and perceptions of its utility. perspectives, 1–17. https://doi.org/10.1080/0907676x.2019.1615516 hartsuiker, r. j., pickering, m. j., & veltkamp, e. (2004). is syntax separate or shared between languages? cross-linguistic syntactic priming in spanish-english bilinguals. psychological science, 15(6), 409–414. hendrawaty, n. (2018). an analysis on students’ errors in writing sentence patterns. loquen, 11(1), 63–85. jacobs, m. (2020). english grammar rules & mistakes: learn all of the essentials: writing, speaking, literature and punctuation rules complete with 10 key skills and over 200 common error examples. uk: independently publisher (jacobs, melony ). james , c. (1980). contrastive analysis. singapore: longman group ltd. kachru, b. b., kachru, y., & nelson, c. l. (2006). the handbook of world englishes. oxford: blackwell. 58 |english franca, vol. 5, no. 1, 2021 kachru, braj b. (1990). world englishes and applied linguistics. world englishes, 9(1), 3–20. kramsch, c. (2013). culture in foreign language teaching. iranian journal of language teaching research, 1(1), 57–78. krashen, s. d. (1981). second language acquisition and second language learning. california: pergamon press inc. krashen, s. d. (1982). principles and practice in second language acquisition. california: pergamon press inc. krashen, s. d. (2004). the power of reading: insights from the research. london: heinemann publishers ltd. lado, r. (1957). linguistics acrosscultures: applied linguistics for language teachers. ann arbor, mi:university of michigan press. lantolf, j. p., & thorne, s. l. (2006). sociocultural theory and second language learning. theories in second language acquisition, 197– 221. https://doi.org/10.1177/0022219409345018 laufer, b., & nation, p. (1995). vocabulary size and use: lexical richness in l2 written production. applied linguistics, 16(3), 307–322. liao, w. r. (2014). on modification with whole / zheng in english and chinese and the uniformity of syntax. j east asian linguist, 1–22. https://doi.org/10.1007/s10831-014-9122-x mahmood, a. h., mohammed, i., & murad, a. (2018). approaching the language of the second language learner: interlanguage and the models before. english language teaching, 11(10), 95–108. https://doi.org/10.5539/elt.v11n10p95 mason, b., & krashen, s. (1997). extensive reading in english as a foreign language. system, 25, 91–102. miles, m. b., huberman, a. m., & saldana, j. (2014). qualitative data analysis: a methods sourcebook. thousand oaks, california 91320: sage publications, inc. morganna, r. (2017a). teachers’ attitudes towards conducting interlanguage analysis to prepare better instructions. international dike sundari, et.al: error analysis of english sentence structure in students’ written paragraphs│59 journal of pedagogy and teacher education (ijpte), 1(2), 127–138. https://doi.org/http://dx.doi.org/10.20961/ijpte.v1i2.15080 morganna, r. (2017b). theoretical, pedagogical, practical views, and the shift of genre based instruction. english franca, 1(1), 81–100. https://doi.org/http://dx.doi.org/10.29240/ef.v1i1 murphy, r. (2019). english grammar in use: book with answers and interactive ebook: a self-study reference and practice book for intermediate learners of english. uk: cambridge university press. myers, j. l., well, a. d., & lorch, r. f. (2010). research desgin and statistical analysis. new york: routledge. napitupulu, s., & manalu, d. b. (2018). students’ paragraph structure in writing research background. lppm universitas hkbp nommensen. nation, p. (2001). learning vocabulary in another language. cambridge: cambridge university press. nation, p. (2014). what do you need to know to learn a foreign language? new zealand: school of linguistics and applied language studies victoria university of wellington. oppenheim, a. n. (2001). questionnaire design, interviewing and attitude measurement. london: continuum. osborne, t. (2019). a dependency grammar of english: an introduction and beyond. uk: john benjamins. putri, p. s., & dewanti, a. (2014). an analysis of grammatical errors in writing narrative texts done by the second semester students at the diploma program english department in airlangga university surabaya. anglicist volume, 3(1), 1–7. richards, j. c, platt, j. & platt, h. (1992). dictionary of language teaching and applied linguistics. essex: longman. silalahi, r. m. (2014). error analysis on information and technology students’ sentence writing assignments. ijee, 1(2), 1–16. torres-gouzerh, r. (2019). practice makes perfect : intermediate english grammar for esl learners. uk: mcgraw-hill education. 60 |english franca, vol. 5, no. 1, 2021 turuk, m. c. (2008). the relevance and implications of vygotsky’s sociocultural theory in the second language classroom. arecls, 5, 244–262. uzun, k., & topkaya, e. z. (2019). the effects of genre-based instruction and genrefocused feedback on l2 writing performance. reading & writing quarterly, 1–24. https://doi.org/10.1080/10573569.2019.1661317 vygotsky, l. (1978). interaction between learning and development. readings on the development of children. new york. https://doi.org/10.1016/s0006-3495(96)79572-3 webb, s., & nation, p. (2017). how vocabulary is learned. oxford: oxford university press. worden, d. (2018). balancing stability and flexibility in genre-based writing instruction: a case study of a novice l2 writing teacher. journal of second language writing, 1–14. https://doi.org/10.1016/j.jslw.2018.09.003 wulandari, i. (2014). grammatical errors found in articles’ abstracts of indonesian scholarly journals. jeels, 1(1), 12–30. yang, s. (2014). the functions of the nontarget be in the written interlanguage of chinese learners of english. language acquisition, 21, 279–303. https://doi.org/10.1080/10489223.2014.892942 yeo, n., & tsoulas, g. (2013). the syntax of distributivity in a contact variety of english. lingua, 127, 14–38. https://doi.org/10.1016/j.lingua.2013.01.004 english franca : academic journal of english language and education vol. 5, no 1, 2021, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: http://dx.doi.org/10.29240/ef.v5i1.2040, page 111-130 argument strategies and linguistic realizations of the discussion sections in local, national, and international journal articles in english education by indonesian authors: how do they differ and/or resemble? safnil arsyad university of bengkulu in bengkulu, indonesia safnil@unib.ac.id vira widiarti university of bengkulu in bengkulu, indonesia virawidiarti.95@gmail.com mega fitri wulandari university of bengkulu in bengkulu, indonesia wulandarimegafirti@gmail.com abstract the quality of argument in the discussion section determines the quality of a journal article because in this section authors must argue convincingly so that readers may accept and use their new knowledge claim. this study aims to determine the differences in argument strategies and linguistic realizations in the discussion sections of unaccredited local, accredited national, and reputable international journals in english by indonesian writers in the field of language teaching. the research method used was descriptive qualitative and quantitative research methods (mixed-method) in analyzing differences in argument styles and linguistic features of the discussion sections of the journal articles. sixty articles were analyzed using the genre-based text analysis method following swales (1990) and dudley evan (1994). the results show that the argument strategies of articles in local, national, and international journals have important differences. the http://dx.doi.org/10.29240/ef.v5i1 mailto:safnil@unib.ac.id mailto:virawidiarti.95@gmail.com mailto:wulandarimegafirti@gmail.com 112 | english franca, vol.5, no.1, 2021 main differences are the discussion sections in the international journals are much longer in word count and use much more references than the local and national journals do. also, unlike international journal articles, the majority of local journals use an incomplete argument strategy while national journal articles use a semicomplete argument strategy. yet another difference is that international journal authors tend to use nonintegral citations more frequently while local and national journal authors prefer using integral citation types. the similarity among the three journal articles is that the majority of the authors tend to use present tense and past tense in their discussion section rather than present perfect tense and future tense. keywords: argument strategy, research article, comparative rhetorical study introduction the directorate-general for higher education of the ministry of education and culture invites indonesian scholars, graduate students, and lecturers to publish invalidated national journals and well-known foreign journals. in all fields of discipline. however, the data shows that indonesian academic publications especially in international journals are mostly carried out by researchers in the fields of science, technology, health, and medicine (kemristekdikti, 2016). this means that most articles from indonesian academics in the field of social sciences and humanities are also found deficient in terms of content requirements for international journal publications. the same condition is encountered by postgraduate students in indonesia, particularly in the fields of social sciences and humanities; the majority of them are unable to produce quality scientific articles from their thesis and dissertation to be published in nationally accredited and international reputable journals, so they are forced to only publish their articles in local journals or journals organized by their study program or institution. likewise, there are very few doctoral students who can publish in reputable international journals. this situation indicates the weakness of postgraduate students' ability to carry out research and write journal articles that are worthy of being published in nationally accredited journals or authoritative international journals. safnil arsyad, et.al: argument strategies and linguistic realizations of the discussion sections in local, national and international journal articles in english education by indonesian authors: how do they differ and/or resemble?| 113 the journal paper is one of the analytical works published based on the findings of the study and the results of thoughts or literature review (gufron, 2014). the choice of words or diction is the result of efforts to select certain words to be used in making sentences, paragraphs, or discourse. according to oktavianti et al (2020), using a variety of vocabulary will make a piece of writing more entertaining to read and less repetitive. thus, the choice of diction in writing articles is very important to express the intent of the researcher. diction errors are often referred to as language errors (mulyadi, 2017). language errors in the process of acquisition and learning are processes that affect language learning. journal articles have a structure of an abstract, introduction, methodology, results and debates, and assumptions. the results and discussion section is one of the most critical sections because, in this section, the author must persuade readers that the conclusions of the study have added to the advancement of expertise in the literature. in addition, researchers need to summarise, discuss and interpret the findings of their studies and comment on any point raised in the research question or hypothesis (thyer, 2008). for this purpose, the researcher must write the discussion section in an argumentative style that requires supporting references. in the discussion, section authors must answer the research questions and show what the findings are, what they mean, what is the interpretation of the findings viewed from the established theory of knowledge in the field. the argument style in the discussion section, according to swales (2004) can have up to eight movements or a series of sentences with a simple communicative intent for readers. the eight moves will support the strength of the arguments crafted by the author so that readers are willing to accept their research findings. therefore, the quality of the discussion section greatly determines the quality of the article itself and whether or not the article can be accepted for publication by the journal. for this purpose, the writer must write this section carefully following the appropriate style and linguistic characteristics as up to eight movements or a series of sentences with a simple communicative intent. the rationale for this study research on the rhetorical structure and linguistic features of the topic section of the journal papers written by indonesian writers is discussed by several researchers such as arsyad and arono (2014), 114 | english franca, vol.5, no.1, 2021 mirahayuni (2014), yanita (2016), and muhtadin (2017). these studies focus on descriptions of rhetorical patterns and linguistic features of articles without comparing articles of different quality journals (local, national and international), whereas comparative research is needed as a comprehensive justification for rhetorical patterns and linguistic features (connor et al., 2008). to the author's knowledge, there has been no comparative research on the style of argument and linguistic characteristics of the discussion section of articles published in journals with different levels of qualities. also, previous studies focused only on the use of rhetorical gestures in the debate pages, and none of the studies examined what writers mention about their study results to reassure readers that their findings are significant and interesting. this is the main motivation for conducting this research; that is to see the differences and similarities in argument strategies and linguistic features of english-language journal articles in the field of english education or applied linguistics among articles published in the state, national, and foreign journals written by indonesian writers. therefore, this study was undertaken to address the following questions. 1. how is the argument strategy in the discussion section of three groups of journal articles in the field of english education written by indonesian authors? 2. how is the citation pattern in the discussion section of three groups of journal articles in the field of english education written by indonesian authors? and 3. how is the use of tenses in the discussion section of the three groups of journal articles in the field of english education written by indonesian authors? and theoretical framework swales (1990) indicates that there are eight movements in the topic section of an article namely, context information, declaration of findings, (un)expected outcome, relation to previous studies, clarification, exemplification, deduction, and conclusion, and suggestion. swales suggests that move-1 contains research background; move-2 contains research results; move-3 contains research findings that match/do not match assumptions; move-4 contains references to the literature; move-5 contains descriptions of research findings; move-6 contains illustrations of research findings; move-7 contains conclusions, safnil arsyad, et.al: argument strategies and linguistic realizations of the discussion sections in local, national and international journal articles in english education by indonesian authors: how do they differ and/or resemble?| 115 and move-8 contains recommendations. however, the quality of the discussion section is determined not only by the presence of the eight moves but also by the quality of the argument in the moves. also, dudley-evans (1994) proposes nine moves in the article's discussion section; these are knowledge transfer, declaration of findings, finding, (un)expected outcome, relation to previous study, clarification, argument, constraint, and suggestion. however, as dudley evans maintains, of the nine moves, only two moves are most important, namely statements about research results or observations (move-2) that are then related to previous applicable study results and linked to previous relevant research findings (move-4). while somewhat different, the two versions of the move structure proposed by swales (1990) and dudley-evans (1994) are identical in terms of essential move sequences, namely the declaration of research findings (move-2) which is then related to references or previous specific research findings (move 4). these two moves are relevant since they are part of the conversation are a place for authors to use the relevant information available on a research topic to explain and convince readers how their research findings contribute to the available information or knowledge about a particular research topic (branson, 2004). thus, in this results and discussion section, the author seeks to convince readers that their research result has a meaningful and important contribution to other researchers or academics involved in the same field of study. in her analysis on the discussion section of the indonesian student thesis written by indonesian writers, wardhana (2016) found that while there are eight moves in the discussion section of the research paper, about 67% of the writers in her study wrote their discussion section using just 3 moves. this is in line with that of swales (1990) who proposed that the discussion section of research journal articles can have up to eight moves (moves) or text segments that have clear communicative goals for readers. however, as swales went on, out of the eight moves, only 3 moves are most often found in research articles in english. similarly, arsyad and wardhana (2014) also say that the most dominant moves used in the discussion section of the indonesian study papers are move-1, move-2, and move-5. irawati (2017) and irawati et al. (2018) looked at the rhetorical pattern of debate in the english and indonesian research papers written 116 | english franca, vol.5, no.1, 2021 by indonesian writers. in language and english education. irawati found that the rhetorical pattern of the discussion section written in english has 5 moves and the discussion section in indonesian has 6 moves. so, between the two rhetorical patterns, there is one difference, namely moves 6 (exemplification). however, irawati did not discuss what the difference means and why it happens. another important linguistic feature in an academic text is the use of verb tense and aspect (chen, 2009). according to swales and feak (2009), tense is the chosen verb form based on the timing of an event or action, and aspect is the preference of sentence forms to signify whether or not an operation or event has been completed. three possible verb tenses can be commonly used in an academic text namely: past tense (referring to a particular study), present perfect tense (referring to the field of investigation), and present tense (a reference to generally accepted knowledge of the field). however, as feak and swales say, the tense option often depends on the use of verbs, particularly when it comes to the work of others; the verbs 'argue, propose, say, or retain' appear to be used for present tense; the verbs 'find, locate, show' tend to imply past tense. when citing other people’s works, two types of citations: integral and nonintegral types can be used(feak& swales,2012). hyland (1999) it was observed that the use of non-integral citation was much more common than the use of integral citation in biology, physics, electronic engineering, and philosophy journal articles, except in philosophy in which the integral form of citation was more commonly used. similarly, yeh (2010) observed that the usage of non-integral citation was more prevalent than the use of non-integral citation than integral quotation in the area of teaching english as a second language. according to cronin, quoted in swales & feak (2012), this is possible because 'material counts more than interactions' (p. 340). another explanation, according to swales and feak, is that the key aim of referencing the work of others is to show all information taken from references related to the current work to support the claims made by the authors. in their study on applied chemistry articles, nunn et al. (2012) also found that both quotes were made are in the form of non-integral citations. nun et al., suggest that by using a nonintegral type of citation authors can show their neutral position towards the idea found in the cited works and if they want to show their distant position toward the safnil arsyad, et.al: argument strategies and linguistic realizations of the discussion sections in local, national and international journal articles in english education by indonesian authors: how do they differ and/or resemble?| 117 information, they use integral citations. in a study on multidiscipline research articles (chemistry, engineering and technology, tropical biology and ict analysis and implementation, arsyad and adila (2018) observed that the use of non-integral citations is far more dominant than the use of integral citations in all four different journals. according to arsyad and adila, this is because the scholars tend to keep their attention on the work that has been done in the field rather than on the authors. research methodology this study was carried out in conjunction with the creswell (2009) model. the research methodology used to investigate the rhetorical structure and linguistic features of the discussion section was a checklist comprising the techniques, forms, and tenses of arguments that can be found in the discussion section (see appendix). the rhetorical style, according to swales (1990 & 2004), in a text is characterized by the use of keywords or interpreted from the understanding of the text. data for this research were taken from articles published in purposefully chosen research journals in english published in an unaccredited local journal (edu-ling), an accredited national journal (joall), and a reputable international journal indonesian journal of applied linguistics (ijal). journal articles included in the corpus of this research was taken from the publication of the last five years to ensure the latest characteristics of the papers written in the three journals. twenty papers have been taken randomly from each of the three journals with a total of 60 articles. the characteristics of the articles in the three different journals are presented in the following table. table 1: the distribution of articles included in this study no. journal category number of articles the average length of discussion in words the average number of references cited in the discussion 1. eduling local journal 20 1736 5 118 | english franca, vol.5, no.1, 2021 2. joall national journal 20 1145 3 3. ijal international journal 20 3109 18 table 1 shows that ijal articles have the longest discussion section in terms of the number of words and joall articles have the shortest one. ijal authors also cited the most references in their discussion and joalland edu-ling authors cited much fewer references. this may indicate that the discussion in ijal articles is much better than those in joall and edu-ling articles; this is because, in the discussion section, authors must convince readers how their research findings contribute to the available information or knowledge in the literature and this needs sufficient rhetorical works. also, the most effective way to be convincing in academic writing is by using relevant references to support the author's claims (parkinson, 2011). similarly, authors must argue convincingly because of the significance of their research conclusions, so that readers can consider and include them in their research (dobakhti, 2013). loan and pramoolsook (2015) suggest that journal readers will not accept the findings of a piece of research if the authors’ argument is weak and not convincing. data analysis was carried out using a genre-based text analysis approach; a genre-based analysis technique focused on analyzing the communicative objectives of the text or parts of the text. in this text analysis, we looked at which communicative units or gestures occur in the topic of the paper. following safnil (2001), the communicative unit or movement in the discussion is described as a clause or a set of clauses that show a strong indication of having a particular communicative intent that can be established and characterized by linguistic characteristics or can be inferred from the information contained in the document. communicative units or moves together in a given text construct a communicative target important to the rhetoric of the text. the data review protocols followed the following steps: 1) reading the results and discussion parts to define the latest moves following the swales 8 moves model (1990 & 2004); 2) reading each existing move to see the steps that may exist in each move following the swales model; 3) reading the discussion section of each article on the description of linguistic characteristics, such as integral and non-integral quotation safnil arsyad, et.al: argument strategies and linguistic realizations of the discussion sections in local, national and international journal articles in english education by indonesian authors: how do they differ and/or resemble?| 119 patterns, tense in the citation; 4) observing the data that has been collected about the style of argument and linguistic features of the three groups of articles to see the differences and similarities between the three groups of articles. the first analysis was on the argument strategy found in the discussion sections of the articles. for this study the possible strategies were classified into 5 following arsyad (2020): strategy 1 (interpreting the research findings/results), strategy 2 (explaining/developing study findings/results), strategy 3 (suggesting potential explanations of research findings/results), strategy 4 (giving an example of research findings/results) and strategy 5 (relating research findings/results to those in previous related studies). the second analysis was on the citation styles (integral or nonintegral) found in the discussion of the articles following swales (1990). the final analysis was on the use of tenses (present tense, past tense, present perfect tense, and future tense) of sentences or clauses in the discussion section. the final stage of the data analysis procedure was validating the analysis results of the argument strategy and linguistic features of the articles included in the corpus of this study. the results of the researcher and validator analysis were compared and the difference was calculated using cohen's кappa coefficient analysis following brown (1996). then, following kanoksilapathan (2005), if cohen's kappa score is less than 0.40 then it was deemed to be bad or 'weak,' between 0.40– 0.59 appropriate or 'average,' between 0.60–0.74 decent or 'good,' and 0.75 or better or 'excellent.' the independent assessor interested in this research was a professor with a graduate degree in english education postgraduate program of education faculty of bengkulu university. next, the independent rater was added and educated on how to recognize potential claim tactics, patterns, and styles of quotes in the papers' discussion pages. two weeks were then given to the process of defining and coding reasoning techniques, tenses, and forms of citations in 12 (20 percent) of randomly selected discussions in the corpus of this report. the inter-rater correlation relationship was then measured and the results indicate an agreement of 87% or an outstanding inter-rater agreement (orwin, 1994). there was just a disparity in the recognition and coding of the claim methods in the study papers although almost there was little variation in the description and coding of the tenses and 120 | english franca, vol.5, no.1, 2021 citation forms. after a few meetings between the researcher and the independent assessor, a full consensus was eventually reached. findings and discussions findings from the research results, it is known that indonesian writers in the field of english education generally use different argument strategies between local, national, and international journals. the complete data on argument strategies in the three groups of articles can be seen in the table below. table 2: argument strategies in the discussion of three groups of articles argument strategies local journal (eduling) national journal (joall) international journal (ijal) strategy 1: interpreting the research findings/results 18 (90%) 20 (100%) 20 (100%) strategy 2: explaining/ elaborating research findings/results 2 (10%) 2 (10%) 20 (100%) strategy 3: suggesting the possible causes of the research findings/results 2 (10% ) 16 (80%) 20 (100%) strategy 4: giving an illustration on the research findings/results 2 (10%) 0 (0%) 12 (60%) strategy 5: relating the research to the findings/results with those in 6 (30%) 14 (70%) 20 (100%) safnil arsyad, et.al: argument strategies and linguistic realizations of the discussion sections in local, national and international journal articles in english education by indonesian authors: how do they differ and/or resemble?| 121 previous relevant studies as can be seen in table 2, strategy 1 (interpreting the research finding is used by almost all indonesian authors from the three groups of articles. below is an example of strategy 1 taken from the data for this study. extract 1: strategy 1 based on both views, it can be concluded that a gender-based approach can improve student writing skills, engage students in language awareness and background knowledge. (edu-ling-3) table 2 also shows that strategy 2 (explaining/elaborating research findings/results) and strategy 4 (giving an example of study findings/results) is used only by the majority of ijal writers and not by joall and edu-ling authors. examples of strategies 2 and 4 taken from the data in this study are given below. extract 2: strategy 2 technical perspectives involve the students' learning activities and learning strategies which make them autonomous learners. regarding the technical perspectives, the finding confirmed that the students did not indicate that they were autonomous learners technically. it means from all the learning activities and strategies which categorized them as autonomous learners, most of the students just did those activities sometimes. it was found that not more than 10% of the respondents indicated doing those activities frequently to improve their english learning. (ijal-2) extract 3: strategy 4 however, when it comes to the learning activities which are integrated to the technology such as listening to english songs, watching english movies, and watching english tv programs and youtube channel, there were more than 50% of the students who often did those learning strategies. it indicates that the students tended to have the learning strategies which allowed them to observe the authentic materials and it was also integrated with the 122 | english franca, vol.5, no.1, 2021 technology. it is in line with lamb's (2013) research result that in indonesia, which the teaching and learning process depends on the textbooks, assessments and the professionalism of their class teacher, globalization and its technologies are having the effect of increasing the desire for english among young people and providing the innovative means of accessing it. (ijal-2) it can also be seen in table 2 that strategy 3 (suggesting the possible causes of the research findings/results) and strategy 5 (relating the research to the findings/results with those in previous relevant studies) are used by the majority of joall and ijal authors but not by eduling authors. below are given examples of strategy 3 and strategy 5 taken from the data of this study. extract 4: strategy 3 based on the result of this study, the use of listening logs through wa succeeds to improve significantly students' listening comprehension. this is since it lets the students effectively get more information from listening materials since it could be practiced outside the classroom. (joall-1) extract 5: strategy 5 this result was similar to the research finding of wang (2013) who investigated the genre-based approach in writing and the results of the study indicated that learners did writing better when they were made aware of the structure and providing models seem to increase the salience of the communicative moves considered by the learners for inclusion in their texts. the results are also similar to the research finding of belmekki&sekkal (2018) who found that there was an effect of the process-genre approach on the language choice of esp students' writing achievement. (joall-9) safnil arsyad, et.al: argument strategies and linguistic realizations of the discussion sections in local, national and international journal articles in english education by indonesian authors: how do they differ and/or resemble?| 123 discussions in general, almost all ijal authors use the five strategies while very few edu-ling authors use strategies 2, 3, 4, and 5. it implies that all strategies are obligatory for ijal authors while only one strategy (strategy 1) is obligatory for edu-ling authors while strategy 3 and 5 are considered conventional for joall authors. this is probably because, unlike international journal authors, local and national journal authors in indonesia in the data of this study are not aware of the importance of the five argument strategies in the topic section of the article in the journal. according to hagin(2009) and hess(2004), the authors are expected to interpret and expand on their observations in their discussions and this section must be convincingly argumentative and one way to achieve this is via using references to support the author's claim on their findings (arsyad, 2020). similarly, dudley-evans (1994 and swales, 1990) suggest that authors should address and endorse their current knowledge statements through description, analysis, illustration, and inference, which also include quotes from other authors. the second analysis is on the citation style (integral and nonintegral) used in the discussion section of the three groups of articles (local, national, and international journals). the analysis results are given in the following table. table 3. the citation style in the three groups of articles journal integral citation non-integral citation total local journal (eduling) 42 (88%) 6 (12%) 48 (100%) national journal (joall) 24 (96%) 1 (4%) 25 (100%) international journal (ijal) 70 (38%) 113 (62%) 183 (100%) table 3 shows that ijal authors use citations far more frequently than edu-ling and joall authors in the discussion section of their journal article and the majority of their citations use an integral format. below is given an example of an integral citation taken from the data of this study. 124 | english franca, vol.5, no.1, 2021 extract 6: integral citation similar to aykac, jain (2015) also describes mind mapping is as a diagram visualizing the information using various colors, pictures, or words. (edu-ling-10) table 3 also shows that the majority of citations in edu-ling and joall articles use a nonintegral format. below is given an example of a nonintegral citation. extract 7: nonintegral citation this perhaps indicates that the students, irrespective of linguistic proficiency, are not interested in getting too familiar with the readers by using personal asides which may cause serious consequences to them (shahriari&shadloo, 2019). (ijal-1) the data of this study show that international journal authors (ijal authors) are much more superior compared to national and local journal (joall and edu-ling) authors in terms of the number and types of citations used in their discussion. this may imply that for international journal authors citations have effective power in an argument. according to arsyad et al. (2018), writers ought to reassure readers that their paper is an essential piece of scholarly work that can be read and that can be achieved successfully by quoting the related literature. it is also interesting to notice in table 3 that ijalauthors use nonintegral citation more frequently than integral citation (113 or 62% versus 70 or 38%) while authors of joall and edu-ling dominantly use integral citation style. the integral type of quote is used when the authors believe that the author is more important than the information contained in the reference, while the non-integral quotation is used when the authors consider that the information contained in the reference is more important than the authors of the reference (hyland 1999, swales &feak 2012). the dominant use of nonintegral citation in ijal articles is in line with the finding of hyland (1999) and yeh (2010) who also found that international authors prefer using nonintegral citation type than the integral one since the key purpose of quoting a citation is to present to readers the conclusions of other scholars that have already been written, rather than to show respect to the authors. in safnil arsyad, et.al: argument strategies and linguistic realizations of the discussion sections in local, national and international journal articles in english education by indonesian authors: how do they differ and/or resemble?| 125 other words, ijal authors have already reflected the common practice of the tendency to use nonintegral citation format in their journal articles. the final analysis in this study is on the use of tenses (present tense, past tense, present perfect tense, and future tense) in the discussion section of the three groups of journal articles and the results are displayed in the following table. table 4. the use of tenses in the discussion section of the journal articles no journals tenses total present tense past tense present perfect tense future tense 1 local journal 302 (61.38%) 177 (35.97%) 8 (1.62%) 5 (1.02%) 492 (100% ) 2 national journal 77 (27.5%) 194(62.2 8%) 6 (2.14%) 3 (1.07%) 280 (100% ) 3 internat ional journal 595 (57.21%) 417 (40.09%) 15 (1.44%) 13 (1.24%) 1040 100%) table 4 shows that the majority of authors in the three groups of articles use present tense and past tense in their discussions while only a small number of them use present perfect tense and future tense. below are examples of the four tenses taken from the data of this study. extract 8: present tense the teachers give an example of a text to students and the text will discuss together components of a text. this activity can help students to know the social purpose, the target audience, text structure, and language features. (edu-ling 03). extract 9: past tense they reported high scores on the external regulation which belongs to a more controlled type of motivation in addition to the autonomous types of motivation. (ijal-05). 126 | english franca, vol.5, no.1, 2021 extract 10: present perfect tense in addition, mentors’ explanation on good ways of communicating has helped student-teachers to develop reinforcement skills, such as the ability to praise students’ work during the internship program. reinforcement skills are indeed important in the instructional process. (ijal-08). extract 11: future tense moreover, having activities in their groups will allow learners to have cooperation and interaction between the students. (ijal-02). wang and tu (2014) claim that there are different tendencies of tense usage in the different sections of an academic article due to their specific functions. for example, according to swales and feak (2012), the present tense is frequently found in the presentation and topic areas, while the past tense is usually used in the process section. however, according to feak and swales (2009), the distinction between these times is not too obvious; writers can move from one type to another for a specific reason. the transition from past tense to present perfect tense, and then present tense, or imply that the research results they quote are closer to the authors' research in different ways, such as closer to the author's view, closer to the subject or research findings of the author, or closer to the hypothesis or information that has been widely agreed. the findings of this study seem to reflect this view where the authors prefer using present tense and past tense in their discussion section where they state, elaborate, and illustrate their findings and cite references to convince readers that their findings are important. conclusion from the results and discussion, it can be concluded that in general, the discussion section of ijal articles is far superior to edu-ling and joall articles in terms of the number of words, references, the use of argument strategies, and the type of citation. it shows that ijal article authors have complied with the academic writing conventions for the discussion section of international journal articles. on the other hand, edu-ling and joall articles may have represented the writing style safnil arsyad, et.al: argument strategies and linguistic realizations of the discussion sections in local, national and international journal articles in english education by indonesian authors: how do they differ and/or resemble?| 127 convention used in the indonesian academic writing context especially in writing the discussion section of a journal article. references arsyad, s. & d.c.e.wardhana (2014). introduction in indonesian social science and humanities research article: how indonesian justify their research project, linguistik indonesia, 32 (2),149163.http://ojs.linguistik-indonesia.org/ index.php/linguistik_indonesia/ article/view/23/22 arsyad and arono (2014) memahami dan menulis abstrak artikel jurnal: pedoman praktis bagi mahasiswa dan dosen, jakarta: halaman moeka arsyad, s., & adila, d. (2018). using local style when writing in english: the citing behavior of indonesian writers in english research article introductions. asian englishes, 20(2), 170185.https://doi.org/10.1080/13488678.2017.1327835 arsyad, s., zaim, m., &susyla, d. (2018). review and citation style in research article introductions: a comparative study between national and international english medium journals in medical sciences, discourse and interaction, 11(1), 2851.https://doi.org/10.5817/di2018-1-28 branson, r. d. (2004). anatomy of a research paper, respiratory care, 49 (10):12221228. https://pubmed.ncbi.nlm.nih.gov/15447807/ brown, j. d. (1996). testing in language programs. englewood cliffs, nj: prentice-hall regents. chen, m. (2009). tense of reporting in dissertation literature reviews, journal of cambridge studies, 4, 139–150. https://www.repository.cam.ac.uk/handle/1810/255691 creswell, john w. (2009) research design: qualitative, quantitative and mixed? method approaches, los angeles: sage. connor, u., e.nagelhoutand w.v. rozicky (2008) contrastive rhetoric: reaching to intercultural rhetoric, amsterdam: john benjamins publishing co. dobakhti, l. (2013). commenting on findings in qualitative and quantitative research articles’ discussions in applied linguistics, international journal of applied linguistics & english literature, http://ojs.linguistik-indonesia.org/ https://doi.org/10.1080/13488678.2017.1327835 https://doi.org/10.5817/di2018-1-28 128 | english franca, vol.5, no.1, 2021 2(5), 2200-3452.url: http://dx.doi.org/10.7575/aiac.ijalel.v.2n.5p.145 dudley-evans, t. (1995) common-core and specific approaches to the teaching of academic writing, in d. belcher & g. braine (eds.) (1995). academic writing in second language: essays on research on pedagogy, washington: praeger. feak, c. b., & swales, j. m. (2009). telling a research story: writing a literature review. michigan: the university of michigan press. gufron, s. (2014) artikelilmiah: anatomi, bahasa, dankesalahannya. edu-kata. 1(1):c110. hyland, k. (1999). academic attribution: citation and the construction of disciplinary knowledge. applied linguistics, 20, 341– 367.https://doi.org/10.1093/applin/20.3.341 irawati (2017). pola retorika pada sub bagian pembahasan dari artikel penelitian berbahasa inggris dan berbahasa indonesia yang ditulis olehpenulis indonesia,’ dalam prosiding seminar hasil penelitian di lembaga penelitian dan pengabdian pada masyarakat universitapgri madiun dengan alamat web: http://prosiding.unipma.ac.id/index.php/snhp/article/view/6 7/67. irawati, l., saukah, a., &suharmanto. (2018). indonesian writers writing their discussion section both in english and indonesian research articles, cakrawalapendidikan, 27(3), 447-456. kanoksilapatham, butsaba (2005). rhetorical structure of biochemistry research articles, english for specific purposes,24(3), 269-292. https://doi.org/10.1016/j.esp.2004.08.003 kemristekdikti. (2016). kekuatan 50 institusiilmiah indonesia: profilpublikasi ilmiah terindeks scopus (the strengths of 50 indonesian scientific institutions: scopus indexed scientific publication profiles). jakarta: direktorat pengelolaan kekayaan intelektual, direktorat jenderal penguatan riset dan pengembangan kemenristek dikti indonesia. loan, n. t. t., &pramoolsook, i. (2015). move analysis of resultsdiscussion chapters in tesol master’s theses written by vietnamese students,3l: the southeast asian journal of english language studies, 21(2), 1-15. doi: 10.17576/3l-2015-2102-01 mirahyuni, n.k. (2014).strukturbagianpembahasan (discussion section) pada artikel penelitian berbahasa inggris, parafrase, vol. 14, no. 02. https://doi.org/10.1093/applin/20.3.341 http://prosiding/ http://prosiding/ https://doi.org/10.1016/j.esp.2004.08.003 safnil arsyad, et.al: argument strategies and linguistic realizations of the discussion sections in local, national and international journal articles in english education by indonesian authors: how do they differ and/or resemble?| 129 muhtadin. (2014) analisis struktur retorika dan fitur linguistic bagian pendahuluan artikel jurnal penelitian berbahasa indonesia dalam bidang ilmu hukum, tesis universitas bengkulu. mulyadi, y. (2017) ebi + (ejaanbahasa indonesia plus). bandung: yramawidya. nunn, r., y. guefrachi, & e. mansour. (2012). in search of the voice and identify: an analysis of a competent applied chemistry paper (part 1). in j. adamson & r. nunn (eds.), editorial and authorial voices in efl academic journal publishing (pp. 44-57). asian efl journal press. oktavianti, d., gusmuliana, p., & apriani, e. (2021). the students’ strategies in developing their ideas in writing essay. jadila: journal of development and innovation in language and literature education, 1(4), 389-406. orwin, r. g. (1994). evaluating coding decisions. in h. cooper & l. hedges (eds.), the handbook of research synthesis (pp. 139– 162). new york: russell sage foundation. parkinson, j. (2011). the discussion section as argument: the language used to prove knowledge claims. english for specific purposes, 30(3), 164-175. safnil (2001). rhetorical structure analyses of the indonesian research articles, unpublished ph.d. dissertation, the australian national university, canberra, australia. swales, j.m. (1990). genre analysis: english in academic and research settingscambridge: cambridge university press. swales, j.m. (2004). research genres: exploration and applications, cambridge: cambridge university press. swales, j.m., &feak, c. b. (2012). academic writing for graduate students (3rd. ed.) michigan: the university of michigan press. thyer, b. a. (2008). preparing research articles, oxford university press. yanita, h. (2016). analisis struktur retorika dan penanda kebahasaan bagian hasil dan pembahasan artikel jurnal penelitian bisa fkip unib untuk bidang pengajara nbahasa, jurnalpendidikanbahasadansastra indonesia, 2(2), 165-170. http://repository.unib.ac.id/id/eprint/17376 yeh, c.c. (2010). citation practices in tesl research articles: a comparative study, asian esp journal, 6, 40–62. wardhana, d.e.c. (2016).kontruksi retorika yang terefleksi dalam proses kreatif penulisan bab temuan penelitian dan 130 | english franca, vol.5, no.1, 2021 pembahasan ajp berbahasa indonesia di jurnal terakreditasi bidang penelitian bahasa, kolita 14,162. wang, s. and tu, p. (2014) tenses use and move analysis in journal article abstracts, taiwan journal of tesol, 11(1), 3-29. https://files.eric.ed.gov/fulltext/ej1078991.pdf english franca: academic journal of english language and education vol. 6, no. 1, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i1.3828 an analysis of self-directed learning in speaking class during pandemic covid-19 riswanto uin fatmawati soekarno riswantohosen72@gmail.com endang haryanto uin fatmawati soekarno haryantoendang95@gmail.com maisyarah uin fatmawati soekarno maisyarahede@gmail.com abstract the covid-19 pandemic is a situation where students are responsible and independent in their learning. during the covid-19 pandemic, the minister of education and culture decided to switch teaching and learning activities in the classroom to an online system. this study aims to determine the level of self-directed learning independence in speaking class and the influencing factors. this study was designed as descriptive quantitative research using likert scale questionnaires and interviews. the subjects of this study were students of sman 06 bengkulu tengah. data analysis was carried out using the formula proposed by sudjana to determine the percentage of students' scores. the results show that more than 64%, or half of the students, have fairly high levels of self-directed learning in the speaking class. based on the findings and discussions, as a result of the covid-19 epidemic, the use of online learning in educational practice has gone well because students already have a fairly high level of independence. keywords: students’ self-directed learning, speaking skill, covid-19 introduction the status of english at the international level is a major contributing factor. english has become a crucial ability for anybody seeking employment in business, industry, or technology. the primary mailto:riswantohosen72@gmail.com mailto:haryantoendang95@gmail.com mailto:maisyarahede@gmail.com 118 | english franca, vol. 6 no. 1, 2022 goal of secondary school english instruction is to enable pupils to converse in english. teaching speaking in the classroom is always intended to result in communicative activities that allow for the development of personal relationships among students as well as between students and lecturers (gusmuliana, et. al, 2020). as a result, there is a need to equip intermediate level efl students with effective speaking skills as a more focused communication tool in english (purike, 2021) through the pandemic phenomenon, covid-19 researchers are interested in researching the picture of self-directed learning in students who study online. the quality of the teaching process is one of the leads to independent learning policies relating to effective teacher development. the teaching strategy contains the learning objective, learning activities, and learning evaluations (apriani, et.al, 2020). selfdirected learning activity is performed by an individual in his or her own time and space without the assistance of others to improve the development of information, skills, or success, which involves identifying and organizing your teaching materials, time, place, and employing the many learning resources necessary. individuals with this flexibility can adjust their learning style, have a strong sense of responsibility, and are competent at utilizing learning resources. individuals can overcome a difficulty constructed with the provision of information or competence that has been held via self-directed learning (gibbons,2002). self-directed learning is critical and must be cultivated in pupils as learners. students will try to accomplish the exercises or tasks given by the instructor without relying on others if they are modified based on self-definition, and they will try to do it themselves according to their capacities. the significance of self-directed learning as a means for pupils to increase their intellectual abilities. self-directed learning has features in each learner that may be detected through changes in attitudes that occur as a result of behavior patterns. based on the explanation above, the researchers observed that during the covid-19 pandemic, not all students had an interest in selfdirected learning after returning from school. the percentage of students' self-directed learning is slight. however, self-directed learning can appear as a result of things like a good motivation boost from students because they want something like class champions or rewards, or it can also be caused by situations that force them to self-directed learning because that is the only assessment that the teacher can provide. for example, because of the covid-19 pandemic, students riswanto, et. al: an analysis of self-directed learning in speaking class during pandemic covid-19-119 inevitably have to study self-directed learning because of school assignments that still exist even though they are online. theoretical framework self-directed learning is a business undertaken by a student to enhance knowledge, skills, and achievements connected to selfdevelopment orientation in which individuals employ a variety of approaches in a variety of scenarios in a reasonably independent manner. independent learning is needed because students can do assignments, incorporate character development and prepare students for lifelong learning (gibbons, 2002, pp.134-138). self-directed learning encompasses how kids learn daily, how students adapt to quickly changing situations, and how students take initiative when an opportunity does not arise or does not present. selfdirected learning is a process in which individuals take the initiative, with or without the assistance of others, to realize their own needs in personal objectives, make decisions on resources and learning methodologies, and assess results (knowles,1975, pp.65-68). characteristics of self-directed learning according to (fathi & moummou, 2021) self-directed learning can be divided into three categories based on characteristics that refer to its intensity, namely: a. self-directed learning with low category individuals with low self-directed learning scores exhibit characteristics of students who prefer structured or traditional learning processes, such as teacher roles in traditional classrooms. b. self-directed learning with medium category individuals with moderate self-directed learning scores have characteristics that make them successful in an independent situation, but they are not fully capable of identifying learning needs, learning planning, and implementing the learning plan. c. self-directed learning with high category individuals with high self-directed learning scores have the characteristics of students who are usually able to identify their learning needs, make learning plans, and implement the aforementioned learning plans. 120 | english franca, vol. 6 no. 1, 2022 factors influencing self-directed learning self-directed learning is certainly influenced by several factors consisting of factors from within itself (internal factors) and factors derived from external factors). (rahmah et al., 2017) here's a spread of the factors aforementioned: a. internal factors 1) gender biologically, there is a difference between men and women that women are more consistent in doing tasks and can be consistently higher than men. male and female students both have advantages and disadvantages. the ability to think differently is also important. differences in cognitive ability show that female verbal abilities are superior to men, men's visual-spatial abilities (spatial vision) are superior to women, and men's mathematical abilities are superior to women. various motivational studies on gender disparities in foreign language learning have revealed that women are more inspired than boys to study foreign languages (apriani, et. al, 2022). male math skills increased faster than female math skills between the ages of 12 and 13 years. points out that some adolescent students 7-15 years old on gender and modalities of learning women are superior to aural ability and literacy. 2) how to learn the way each student learns varies, so students must understand the right way of learning to meet the learning needs of each individual individually. the way of learning tends to master the students’ behavior whenever they do learning activities because habits contain strong motivation. in general, everyone acts on a habit in learning and the act of causing pleasure tends to be repeated. an efficient way of learning is to give as much effort as possible to individual development to learn. 3) mood and health the state of mood and health is considered to affect the student's self-directed learning readiness, mood, or good mood and good health will affect the student's desire to learn independently. a person's health affects students' learning outcomes. a person's learning process will be disrupted if one's health is impaired. furthermore, if the body is weak, lacks blood, riswanto, et. al: an analysis of self-directed learning in speaking class during pandemic covid-19-121 or there are disorders or abnormalities in the function of the sensory apparatus and body, it will become quickly tired, less excited, easily dizzy, and sleepy. for someone to learn well, they must try to keep their health guaranteed by always heeding the provisions on work, study, rest, eating, sleeping, and worship. 4) intelligence students' self-conduct can help them gain self-control, develop critical attitudes, and make independent decisions without the influence of others. it is a big concern for the progress of learning. students with high intellect will outperform those with low intelligence in the same circumstance. students with high intelligence, on the other hand, are not always successful in their academics. this is because learning is a complex process with many factors influencing it, while intelligence is one factor among other factors. when other factors negatively inhibit or influence learning, students fail to learn. students with a normal level of intelligence can succeed well in learning if they learn well. it means learning by applying efficient methods and factors that affect their learning. such as physical factors, psychology, families, schools, and communities have a positive influence. if the student has low intelligence, he needs to get attention and education in the educational institution in particular. 5) education an educated individual will know themselves better about the advantages and disadvantages that exist. education must assist students in assisting themselves in achieving independent behavior through their potential; thus, students must gain a wide range of experiences in the development of notions, principles, generalizations, intellects, initiatives, and the creativity of wills, emotions, and others people that are educated will know themselves better, including their strengths and limitations, allowing them to be more self-confident. b. external factors 1) study time personal learning time is an important aspect of selflearning implementation planning. one method of implementing self-learning is for students to plan their learning requirements, which includes scheduling their own study time. independent learning will take place if students can manage their time well. 122 | english franca, vol. 6 no. 1, 2022 2) place of study a place to study can mean on campuses as a lecture hall, a classroom, a discussion room, and an area around the school. a comfortable learning place is a facility that can support certainly can give awareness and desire of students to learn independently. 3) learning motivation motivation is the motivation that exists in the child to do something active. the small amount of motivation is largely influenced by the needs of individuals who want to be met. motivation is the motivation that exists in the child to do something active. the small amount of motivation is influenced by the needs of individuals who want to be fulfilled. learning m is divided into 2, namely intrinsic motivation (e.g. awareness of the importance of self-learning) and extrinsic motivation (exams and grades are two examples.). motivation is very closely related to the goals to be achieved. in determining the goal, it can be realized or not, but to achieve the goal, it is necessary to do it, while the cause of doing is the motive itself as the driving force/driver. the learning process should be considered what encourages students to learn well or have a motive to think and decide attention, plan and carry out related activities, and support learning. the above motifs can also be instilled in students by giving exercises and habits that are sometimes influenced by environmental circumstances. research methodology this research will be conducted to find out the learning results of grade xi students of sman 06 bengkulu tengah. as stated by (prof. dr. sugiyono, 2021), the quantitative research method is regarded as a positivist-based research approach used to research a specified population or sample, data collecting utilizing research tools, quantitative/statistical data analysis, and hypothesis advancement. this quantitative approach is used by researchers to measure students' selfdirected learning. results & discussion after collecting data from the study's results obtained from the questionnaire and interviews, the researcher conducts analytical data to better explain the study's findings. according to the data analysis techniques chosen by the researchers, namely quantitative descriptive. riswanto, et. al: an analysis of self-directed learning in speaking class during pandemic covid-19-123 the variable that became the object of the independent study was the speaking class during the covid-19 pandemic at sma 06 bengkulu tengah. from the analysis results, the learning data in the speaking class came from the results of a questionnaire distributed to 24 students in class xi mipa. 13 valid statement items were obtained based on the results of the validity test in microsoft excel calculations using 19 statement independence questionnaires. based on the results of reliability tests in the calculation of spss version 28 on learning independence data with an alpha coefficient value of 0.701 > 0.6, it can be said that the data is reliable and has a very high level of reliability. based on the findings of this study, it was discovered that the selfdirected learning indicator falls into the category of high motivation, which means that students have a strong desire to learn the next material to achieve learning achievement. based on an average of 61 percent of question items, the first indicator of dependence on others falls into the category of "high," indicating that students have a conscious desire to argue for their desires, do not learn under the control of others, and choose their learning strategy to actively speak while studying during the covid-19 pandemic. the second indicator has confidence which means that they can achieve their own learning goals and have the belief that being able to overcome problems or obstacles faced in their learning activities shows students learn and actively speak during the covid-19 pandemic because of satisfaction and the indicator has confidence categorized into "high" levels based on the calculation of an average of 70% of all question items. the third indicator of behavioral discipline is included in the "high" level category, meaning that students are always in their learning activities and always do their speaking assignments on time in speaking classes during the covid-19 pandemic. this is due to the relatively different learning methods. so that students feel challenged in learning. the fourth indicator has a sense of responsibility categorized at the "medium" level based on an average of 60% of all question items, this shows that students spur themselves to continue to be passionate about learning and try to carry out learning plans as best as possible after being able to focus attention in school activities when learning in speaking classes during the covid-19 pandemic, students are still actively learning and learning english to build good habits. from within 124 | english franca, vol. 6 no. 1, 2022 them. furthermore, the fifth indicator of behaving on your initiative is categorized at a "high" level based on an average of 69% of all question items. this shows students argue and act consciously on their desires and plan their learning activities and students remain actively reading because they realize that speaking english is important and consciously self-study. then the six indicators of self-control are categorized at the "high" level, which means students believe that learning activities ultimately affect themselves and observe the rise and decrease in student learning outcomes obtained. based on the overall category of self-directed learning indicators in speaking class during pandemic covid-19 is quite high. self-directed learning is a process in which individuals take the initiative, with or without the assistance of others, and the process of self-learning is carried out by identifying your own needs in personal objectives, making decisions regarding learning resources and tactics, and evaluating outcomes (knowles, 1975, p.6568). from the results of the interview and the results of the data conducted, it can be known that internal factors greatly affect the independence of a student's learning, and internal factors that dominate this are caused by self-motivation so that there is no element of compulsion in the process that is relevant to student motivation. however, external factors cannot simply be ignored this is very necessary as a supporting factor for students in self-directed learning conclusion based on the results and discussions mentioned in the previous chapter, it can be concluded that students of class xi mipa at sman 06 bengkulu tengah have a level of "high". the level of learning independence can be proven from the results of the questionnaire test which has the characteristics of being able to identify learning needs, being able to make lesson plans, and being able to carry out learning plans independently. the dominant factor that affects learning independence, namely learning internal factors that come from within the students themselves. references american geriatrics society (<scp>ags</scp>) policy brief: <scp>covid</scp> ‐19 and assisted living facilities. (2020). riswanto, et. al: an analysis of self-directed learning in speaking class during pandemic covid-19-125 journal of the american geriatrics society, 68(6), 1131-1135. https://doi.org/10.1111/jgs.16510 apriani, e., supardan, d., & umami, m. (2020, november). independent learning: english teachers’ problems in designing a good lesson plan in new normal era at man rejang lebong. in international conference on the teaching english and literature (vol. 1, no. 1, pp. 72-78). https://ejournal.karinosseff.org/index.php/icotel/article/view/ 63 apriani, e., arsyad, s., syafryadin, s., supardan, d., gusmuliana, p., & santiana, s. (2022). ict platforms for indonesian efl students viewed from gender during the covid-19 pandemic. studies in english language and education, 9(1), 187-202. https://doi.org/10.24815/siele.v9i1.21089 celce-murcia, m. (2001). language teaching approaches: an overview. teaching english as a second or foreign language, 2(1), 3-10. fathi, s., & moummou, a. (2021). esl teachers’ readiness during covid 19: guglielmino readiness scale. journal of humanities and social sciences studies, 3(4), 01-05. https://doi.org/10.32996/jhsss.2021.3.4.1 gusmuliana, p., apriani, e., & syafryadin. (2021). improving students speaking motivation by using role play technique at institute islamic in indonesia. advances in social science, education and humanities research. https://doi.org/10.2991/assehr.k.210227.060 hedge, t. (2003). the practice of english language teaching. elt journal, 57(4), 401-405. https://doi.org/10.1093/elt/57.4.401 hidayati, k., & listyani, e. (2010). improving instruments of students self-regulated learning. j. pendidik. mat. univ. negeri yogyakarta. kusumaningtyas, l. e. (2015). dampak overprotektif terhadap perkembangan kemandirian anak. widya wacana: jurnal ilmiah, 10(1). lander, j. a., & brown, h. d. (1995). teaching by principles: an interactive approach to language pedagogy. language, 71(4), 843. https://doi.org/10.2307/415773 sugiyono. (2008). metode penelitian pendidikan: (pendekatan kuantitatif, kualitatif dan r & d). purike, e. (2021). political communications of the ministry of education and culture about “merdeka belajar, kampus merdeka https://doi.org/10.1111/jgs.16510 https://ejournal.karinosseff.org/index.php/icotel/article/view/63 https://ejournal.karinosseff.org/index.php/icotel/article/view/63 https://doi.org/10.24815/siele.v9i1.21089 https://doi.org/10.32996/jhsss.2021.3.4.1 https://doi.org/10.2991/assehr.k.210227.060 https://doi.org/10.1093/elt/57.4.401 https://doi.org/10.2307/415773 126 | english franca, vol. 6 no. 1, 2022 (independent learning, independent campus)” policy: effective? eduline: journal of education and learning innovation, 1(1), 1-8. https://doi.org/10.35877/454ri.eduline361 rahmah, s., harahap, a. b., & aruan, l. (2017). die analyse der persönlichkeit von der hauptfigur die knickerbocker bande im roman “das mädchen aus der pyramide von thomas brezina. studia jurnal pendidikan bahasa jerman, 6(2). https://doi.org/10.24114/studia.v6i2.7811 arikunto, s. (2006). prosedur penelitian: suatu pendekatan praktik. sundayana, r. (2016). kaitan antara gaya belajar, kemandirian belajar, dan kemampuan pemecahan masalah siswa smp dalam pelajaran matematika. mosharafa: jurnal pendidikan matematika, 5(2), 7584. https://doi.org/10.31980/mosharafa.v5i2.262 tarigan, h. g. (1983). berbicara sebagai suatu keterampilan berbahasa. nunan, d., david, n., & swan, m. (1992). research methods in language learning. cambridge university press. https://doi.org/10.35877/454ri.eduline361 https://doi.org/10.24114/studia.v6i2.7811 https://doi.org/10.31980/mosharafa.v5i2.262 english franca : academic journal of english language and education vol. 2, no. 2, 2018, iain curup p-issn 2580-3670, e-issn 2580-3689 the influence of using suggestopedia method toward students’ vocabulary mastery at eight grade of the second semester in smpn 06 metro in academic year 2016/2017 yasmika baihaqi muhammadiyah university of metro yasmikabaihaki@gmail.com maya rutiningsih muhammadiyah university of metro mrutiningsih@gmail.com abstract english is the foreign language that we have to learn it early. not just our country, it is very important because all of the countries use it to communicate each other. it proves that language is necessary for people to interact with other people. there are some problem formulations in this research those are “is there any positive and significant influence of using the suggestopedia method toward students’ vocabulary mastery at eight grades of the second semester in smpn 06 metro academic year 2016/2017?”. the objective of this research is to know the influence of using the suggestopedia method toward students’ vocabulary mastery. the kind of this research is quasi experimental design. the research was conducted at eight grades of the second semester in smpn 06 metro academic year 2016/2017. the researcher took two classes in eighth grade as the sample, 29 as the experiment class, and 29 were included as a control class which were taken by using cluster random sampling. in collecting the data, the researcher used pre-test and post-test. in analyzing the data, the researcher used parametric ttest formula. after analyzing the result of data by using parametric formula, the researcher gets the result of tratio is 3,009 and ttable 2,66. it means that tratio > ttable, ha is accepted if tratio > ttable. so, there is a significant influence of using the suggestopedia method toward students’ vocabulary mastery at eight grades of the second semester in smpn 06 metro academic year 2016/2017. keywords: influence, suggestopedia method, vocabulary mastery mailto:yasmikabaihaki@gmail.com mailto:mrutiningsih@gmail.com 84 | english franca, vol. 2, no. 2, 2018 introduction language is not released from vocabulary at a junior high school the students asked to master of vocabulary so after they graduated from junior high school they can use it to communicate. english is the foreign language that we have to learn it early. not just our country, it is very important because all of the countries use it to communicate each other. it proves that language is necessary for people to interact with other people. suggestopedia is a teaching method that was introduced by georgi lozanov (2005) in kharismawati (2013) states that suggestopedia is a teaching system which makes use of all the possibilities tender suggestion can offer. the suggestion here is about something that can make students feel enjoy in teaching and learning process. lozanov created this method in the hope that the students would enjoy in learning, especially learning a foreign language. suggestopedia was originally applied mainly in foreign language teaching, and it is often claimed that it can teach language approximately three times as quickly as conventional method. from the total number of students of smpn 6 metro, there are many students who are quite low. however, the existing quantity was not supported by the quality of students. this can be seen on the pre-survey conducted by the researcher at second semester junior high school in may 02 , 2016 most of students have not achieved the target because the students confuse to understand the material when the teacher while explain the materials, because of the problem why the students confuse to understand the material, it can be seen when the student sometimes come late, sometimes slept in the class, they did not give attention to lesson and the student can’t understand, they can’t deliver their idea and feeling. student should be an active in improving their vocabulary, they don’t dependent with their teacher. teacher just give task to the students to memorize word one by one. it makes the student lazy to study vocabulary, learning gives the student more opportunity to explore knowledge from many sources. so, the students realize that a teacher is not the only source to get the knowledge. there are many yasmika baihaqi & maya rutiningsih: the influence of using suggestopedia method toward students’ vocabulary mastery |85 ways to improve the students’ vocabulary students should be encouraged by learning media. in this below is the result data of students score in english learning achievement. table 1.1 students’ score of english subject at accounting at smpn 6 metro score students explanation percentage 80 – 100 5 very high 20% 66 – 79 7 high 30% 56 – 66 18 low 50% total 30 100% source : based on pre-survey in smpn 6 metro the data above mentions the students’ score and from the data the researcher knows the conditions of the students in second year at smpn 06 metro. the presentation of low grade is dominant as much as 50% than presentation of high grade only 20%. there are many students who get low score. and also from the data above can be said that the influence of learning method that is used toward vocabulary mastery in around students is still low. so, the students’ vocabulary mastery must be increased. based on the fact above, the researcher assumes that an alternative way of teaching vocabulary is urgently needed a their attention and motivation to study, so they are bored in english. neurological research suggests that the more brain fibers provided to get the job done , the more well (djohan, 2010, p. 95). suggestopedia is a method by using the treatment suggested relaxation in learning a foreign language learning through method a structured, as vocabulary, listen to classical music, games, and communication between the subject. the researcher realizes use the suggestopedia method that interesting way only encourages students to learn vocabulary more 86 | english franca, vol. 2, no. 2, 2018 easily and any fun activity which gives young learners the opportunity to practice the foreign language in a relaxed and enjoyable way. a suitable technique should be chosen to make the materials enjoyable, interesting and challenging so that the teacher can motivate the students to study and help them diminish their laziness and boredom. from the description above, therefore researcher would like to know how far the influence of the uses suggestopedia method towards students' vocabulary mastery at the second year students of smp n 6 metro academic year 2016/2017. theoretical framework the concept of students vocabulary mastery vocabulary mastery is very important in order that can communicate with other. a person says to ‘know ‘a word when they can recognize its meaning when they see it (cameron, 2001, p. 75) it means that in learning vocabulary must to know the meaning of it and also understand and can use it in sentence context. in learning vocabulary automatically we have to know the meaning of words itself and can use it in sentences in context. according hornby (1995) in (setiawan, 2010) vocabulary is the total number of the words (with their meaning and with rules for combining them) making up the language. that have the meaning and the vocabulary is one of the competence of the language. according to (richards & renandya, 2002) vocabulary is the core component of language proficiency and write. then, based on finochiaro (1974) in (taarum, 2014) the vocabulary will make the student’s practice life and will, strength, then belief that english can be used to express same ideas or feeling they express in their native language. according to hornby (1974) in (widyawati, 2010) mastery is complete control or the state of having control over something superiority in competition, victory eminent skill, or through knowledge. from the definition above, it can be concluded that vocabulary mastery included in basic to communication and vocabulary also is the total number of the words, vocabulary can be used to express some ideas or feeling in native language and vocabulary is one of the yasmika baihaqi & maya rutiningsih: the influence of using suggestopedia method toward students’ vocabulary mastery |87 important aspect of teaching language and to understand also to apply something learnt and serves as a useful and fundamental tool for communication and acquiring knowledge. teaching vocabulary the vocabulary is very important for students, with vocabulary learners can improve their ideas. teaching vocabulary in class has the better method in order that the students can understand with the materials. in teaching vocabulary the teacher can introduce what is vocabulary that is taken from the book. teaching vocabulary plays an important role in language acquisition because the mastery of vocabulary will help students to master all the language skills; speaking; listening; writing; and reading. the vocabulary will make the student’s life and practice will strengthen belief that english can be used to express the same ideas or feeling they express in their native language (finocchiaro, 1973, p. 38). according to jordan (1995) in (sukrina, 2010), teaching vocabulary is such an important task in teaching english because vocabulary achievement relates to all language learning and it is of concern to all four language skills. from the definition above, the researcher concludes teacher needs a good knowledge of their teaching materials. when the teacher teaches the students about vocabulary, the teacher should know the general knowledge of vocabulary, words and also the meaning of vocabulary. kinds of vocabulary students sometimes get difficulties in memorizing all vocabulary that they have known. it caused by lack of practicing and use them. that is why the student need to practice more to keep in their mind. according to richards (2002:255). (anyaran, 2014) states that vocabulary having kinds in the study of word classification they are: nouns, pronouns, verbs, adjective, adverbs, preposition and conjunction. all of the kinds will be explained below: 88 | english franca, vol. 2, no. 2, 2018 nouns: a noun is a word (or group of words) that is the name of a person, a place, a thing or activity or a quality or idea, nouns can be used as the subject or object of a verb. pronoun: a pronoun is a word that is used in place of a noun or phrase (she, her, he, him, they and them). verbs: verbs are words that denote or describe an action, experience or state. hatch and brown (1995) in (anyaran, 2014) place verbs into four classes: activities (run, walk, look for), accomplishment (build, kill), achievement (recognize, find, lose), and states (know, love, have). adjective: the adjective is modified that used to highlight quantities or attributes. the types of adjective are: (a). determiners. they are articles (the, a, an), demonstrative adjective (this, that, these, those), and possesive adjectives (my, your, her), numeral adjectives (four, ten, first, third), and adjective of indefinite quantity (some, few, all). (b). descriptive adjectives. they usually indicate an inherent quality (old, young, new), or a physical state such as (blue, yellow, red), size or age. adverbs: the adverb is a word that adds to the meaning of a verb, adjective, another adverb or a whole sentence. adverbs are similar to adjectives in many ways although they typically assign attributes to verb, to clauses or to entire sentences rather than to noun. locative adverbs like ‘here’ and ‘there’ are used very early young children as ways of pointing to the location of objects. time adverb like ‘now’ and ‘yesterday’ are used by second language learners as an initial why to mark time. preposition: preposition is a group of word which is used to show the way in which other words, are connected (in, on, beside, at, and between). conjunction: conjunction is a word that connects sentences, phrase, or clause (and, so, but). yasmika baihaqi & maya rutiningsih: the influence of using suggestopedia method toward students’ vocabulary mastery |89 types of vocabulary according to clarence l barnhart at (yusro, 2010), type of vocabulary consists of: reading vocabulary a person’s reading vocabulary is all the words he or she can recognize when reading. this is the largest type of vocabulary simply because it includes the other three. listening vocabulary a person’s listening vocabulary is all the words he or she can recognize when listening to speech. this vocabulary is aided in size by context and tone of voice. writing vocabulary a person’s vocabulary is all the words he or she can employ in writing. contrary to the previous two vocabulary types, the writing vocabulary is stimulated by its user. speaking vocabulary a person’s speaking vocabulary is all the words he or she can use in speech. due to the spontaneous nature of the speaking vocabulary, words are often misused.this misuse-though slight and unintentional may be compensated by facial expression, tone of voice, or hand gesture. from the explanation above, researcher includes of vocabulary that the vocabulary have four types from four skill in english, all of the type just different in face. all of the type important in english specially vocabulary mastery. the concept of students’ suggestopedia method suggestopedia is a language teaching method developed by the bulgarian psychologist, georgi lozanov. like community language learning, suggestopedia is an innovative method that promises great 90 | english franca, vol. 2, no. 2, 2018 effective language learning results. the method also draws the insights from yoga the soviet psychology lozanov took the idea that "all students can be taught in a given subject matter at the same level of skill.(richards, rodgers, & thresia., 2015, p. 32). lozanov emphasizes, however, that increased memory power is not an isolated skill, is a result of "positive, comprehensive stimulation of personality (lozanov & thresia, 2015, p. 33)”. lozanov states categorically, "the main aim of teaching is not memorization, but understanding and creative solution of problems " (lozanov & thresia, 2015, p. 34) 1. the advantages of suggestopedia in spite of all these disadvantages, some tenets of suggestopedia have been accepted and adapted by teachers worldwide. according (fenny thresia, 2015, p. 38) through suggestopedia students learn to trust the power of the mind. students also learn that deliberately induced states of relaxation can be valuable at times in the classroom. students can also benefit from the use of music to get students sit back and relax. when the students are successful in doing such self-activities, they will be more confident. 2. the disadvantages of suggestopedia it is not fair to analyze only from the benefit aspects. suggestopedia also has a limitation since there is no single teaching method that is categorized as the best based on some consideration such as: the curriculum, students’ motivation, financial limitation, the number of students, etc. the main disadvantages of suggestopedia are as follows: the concept of the influence of suggestopedia method toward students’ vocabulary mastery influence is the form of power to affect another thing. based on kbbi (2005:849) influence is a power which appears from something that can form the characteristic of other things. then, surakhmad (1982:7) states that influence is the power from the thing that can give yasmika baihaqi & maya rutiningsih: the influence of using suggestopedia method toward students’ vocabulary mastery |91 the changing of another thing in surrounding. based on the explanation above, the researcher concludes that influence is the affection of something which can give another effect an changing towards things around. in this case the researcher wants to find out whether the influence of suggestopedia method towards students’ vocabulary mastery. thinking framework this research has two variables in this paradigm. there are independent variable and dependent variable. the independent variable is suggestopedia method and the independent variable is vocabulary mastery. vocabulary has functioned as the persons’ source to express their idea or what they feel in some ways. the more vocabulary they have, will be more easy to express their ideas or what they think. it means the increasing of vocabularies should be conducted continuously, it needs much training. from these results, the researcher concludes that suggestopedia to the learning process goes into making students become and interested in learning process. for the teachers use the english is often and for other researcher can do similar on research other aspect of the suggestopedia. suggestopedia method is to make the students relaxed, allowing them to consciously open mindset to learn comfortably and not depressed. music is used as a tool to help students relax and to guide the presentation of the material. here is about something that can make students feel enjoy in teaching and learning process, the human brain is able to process a lot of material if given the right conditions for learning, relaxation and giving them the control and authority of the teacher. hyphothesis formulation concerning to the concept and theoretical assumption above, the researcher would like to formulate the hypothesis as follows: there is positive and significant influence of using suggestopedia method and students’ vocabulary mastery in the eighth grade of smpn 06 metro in academic year 2016/2017? 92 | english franca, vol. 2, no. 2, 2018 there is no positive and significant influence of using suggestopedia method and students’ vocabulary mastery in the eighth grade of smpn 06 metro in academic year 2016/2017. research methodology this research is included as quantitative research term of quasi experimental design. according to (arikunto s. , 2006, p. 12), quantitative research is the process which uses numeric data to find out the result of the research. then, (sugiyono, 2012, p.13) states that quantitative research is a research which uses numeric analysis and statistical in gaining the result data. the design of this research is using “nonequivalent control group design”. the design can be described as follow: table 2. nonequivalent control group design group pre-test treatment posttest experimental o1 x1 o2 control o3 x2 o4 (sugiyono, 2012:116) note : x1 : treatment vocabulary mastery by using suggestopedia method x2 : treatment vocabulary mastery by using conventional methods o1 : pre-test o2 : post-test o3 : pre-test o4 : posttest yasmika baihaqi & maya rutiningsih: the influence of using suggestopedia method toward students’ vocabulary mastery |93 the researcher gives the pre-test before start the learning process to know how far the students’ understanding about some vocabularies. then, the post-test is given to students after learnt vocabulary by using the methods to know some increasing in vocabulary mastery. according (sugiyono,2012, p.117) defines that population is the whole subjects which are complete and clear and will be the object in the research. the population of this research is the students at the eighth grade of smpn 06 metro in academic year 2016/2017. the total population is 248 students, divided by eight classes and each class consists of class 8.1 are 32 students, class 8.2 are 30 students, class 8.3 are 31 students, class 8.4 are 31 students, class 8.5 are 31 students, class 8.6 are 31 students, class 8.7 are 31 students, class 8.8 are 31 students. “sampling technique is a way to take the researcher sample from population” (sugiyono, 2012, p.118). in conducting the research to get the sample from the population, the researcher uses a cluster random sampling technique, because the class is equal. to get sample using cluster random sampling from research population, the researcher does some steps as follow: firstly, the researcher writes the classes in a piece of paper that represents students in each class. the whole of students of eighth grade of smpn 06 metro are (class 8.1 are 32 students, class 8.2 are 30 students, class 8.3 are 31 students, class 8.4 are 31 students, class 8.5 are 31 students, class 8.6 are 31 students, class 8.7 are 31 students, class 8.8 are 31 students). second, the papers are then shuffled. after shuffling the researcher takes the paper. finally, the researcher got 8.1 and 8.4 as a sample of research. sample the part of the population that will be researched”, (sugiyono, 2012, p.118). the sample is the number of individual which are represented population in research. the samples of this research are the students from eighth grade in 8.1 and 8.4 class. the total numbers of the sample are 63 students. variable is all the things which can be decided by the researcher to be studied in order to get some information and gain the conclusion, (sugiyono,2012, p.60). this research contains two variables those are 94 | english franca, vol. 2, no. 2, 2018 dependent variable and independent variable. independent is the variable that affects a being as the dependent variable incidence or changes (tied). the dependent variable is the variable that is affected or which become due as a result of the independent variable (free). in this research the independent variable is suggestopedia method and the dependent variable is students’ vocabulary mastery. the operational definition of research variable suggestopedia is a language teaching method developed by the bulgarian psychologist, georgi lozanov. like community language learning, suggestopedia is an innovative method that promises great effective language learning results. the method also draws the insights from yoga the soviet psychology lozanov took the idea that "all students can be taught in a given subject matter at the same level of skill.(richards, rodgers, & thresia., 2015, p. 32). lozanov emphasizes, however, that increased memory power is not an isolated skill, is a result of "positive, comprehensive simulation of personality (lozanov & thresia, 2015, p. 33)”. lozanov states categorically, "the main aim of teaching is not memorization, but understanding and creative solution of problems " (lozanov & thresia, 2015, p. 34). suggestopedia class is conditioned be child-like situation. there are some students who do not like to be treated like this as they think that they are mature the operational definition of students suggestopedia method suggestopedia method is an enjoyable method in a learning process. in this research, the researcher provides some music instrumentals to accompany the students in learning english especially in vocabulary mastery. when the students are studying, the researcher is playing the music instrumental by active speaker. so, the students can enjoy the learning process by listening some music instrumentals. the concept definition of vocabulary mastery vocabulary mastery is very important in order that can communicate with other. a person says to ‘know ‘a word when they can recognize its meaning when they see it (cameron, 2001, p. 75) it means that in learning vocabulary must to know the meaning of it and also understand and can use it in sentence context. in learning vocabulary automatically we have to know the meaning of words itself and can use yasmika baihaqi & maya rutiningsih: the influence of using suggestopedia method toward students’ vocabulary mastery |95 it in sentences in context. from the explanation above, researcher includes of vocabulary that the vocabulary have four types from four skills in english, all of the type just different in face. all of the types are important in english specially vocabulary mastery. the operational definition of vocabulary mastery vocabulary mastery is the component which will be explored in this research. correlate with the material which is given by the researcher, the vocabulary is focused on verb, noun, adverb, and adjective which are used in narrative text. the students are served some narrative texts, and then they analyze together the vocabularies that are included in the types of vocabulary above. so, the students get many vocabularies in each learning process. the concept definition of the influence of using suggestopedia method and students’ vocabulary mastery the conceptual definition of the influence of using suggestopedia method towards students’ vocabulary mastery that influence is a power of the thing which can affect someone or something around. in line, cambridge english dictionary (2010:115) states that influence is the power to have an effect on people or things or a person or thing that is able to do this. based on the explanation above, the researcher concludes that influence is the affection of something which can give another effect an changing towards things around. in this case the researcher wants to find out whether the influence of suggestopedia method towards students’ vocabulary mastery. the operational definition of the influence of using suggestopedia method and students’ vocabulary mastery the operational definition of students’ vocabulary mastery is taken by their score on multiple choice test. students are given 25 questions about the words of topic have been given in the treatment. they must choose the best answer of those multiple choices. research instrument is a tool or facility which is used by the researcher in collecting the needed data in order the work will be easier 96 | english franca, vol. 2, no. 2, 2018 and getting better result (arikunto, 2010, p. 203) it means that by using it, the researcher will get the data completely, systems, and easier to be processed. the instrument which is used to collect the data as follow: test items the test is given in order to know the result of vocabulary achievement by using suggestopedia method. pre – test items pre-test means the first to get information about the students’ vocabulary mastery before the treatment is given. the researcher gives the test for students to know the students’ ability before doing researcher, and test is given for experimental class and control class. research will be use multiple choice which consists of 25 questions. the question is related to the material of vocabulary. post – test items post-test is to measure students’ achievement in vocabulary mastery after the treatment is given. the researcher gives test to know whether the treatment is successful or not. the type of the test is multiple choices. the test same as pre-test but the number is different and random. in conclusion, research instrument is the tool to collect the data in the research which is valuable to be tested. in this research, the researcher uses test “multiple choices” in giving the instrument to the subjects to know increasing of students’ vocabulary mastery. the total number of the test is 25 items. here is the specification table instrument of vocabulary mastery: in collecting data, the researcher uses the test. the procedure of test can be collected from some test below: pre–test pre–test is done at the beginning time in the research. this test is given to know the first students’ vocabulary mastery. the students should choose the best answer (a, b, c, and d) to find out the students’ vocabulary mastery. the students will get the score if the students can answer the questions correctly. the researcher given time for doing the test is about one hour. yasmika baihaqi & maya rutiningsih: the influence of using suggestopedia method toward students’ vocabulary mastery |97 post–test after giving treatment, the students should choose the best answer (a, b, or c) to find out the students’ vocabulary mastery, the students will get the score if the students can answer the questions correctly. the time for doing the test same like in pre-test. table 3.3 specification table instrument of vocabulary mastery basic competence indicators predictors items identifying the vocabularies in narrative text identifying verb which is used in narrative text the students are able to identify the verb which is used in narrative text. 1,2,3,4,5 identifying adverb which is used in narrative text the students are able to identify the adverb which is used in narrative text 6,7,8,9,1 0 identifying adjective which is used in narrative text the students are able to identify the adjectives which are used in narrative text. 11,12,13, 14,15 identifying noun which is used in narrative the students are able to identify the countable and 16,17,18, 19,20 98 | english franca, vol. 2, no. 2, 2018 text uncountable which is used in narrative text. identifying to be which is used in narrative text the students are able to identify to be which is used in narrative text 21,22,23, 24,25 findings and discussion this research is conducted at smp n 06 metro. the research is done from july 23th 2017 up to august 1th 2017. there are six classes on grader eighth in smp n 06 metro. the total number of the students in eighth grade is 248 students. the researcher gets the sample using cluster stratified random sampling and the result is the sample of this research consist of two classes of the students in the seventh grade. the two classes are viii.1 as the experimental class and viii.4 as the control class. the research covered try out and test. this research is quantitative research which is intended to find out the influence of using suggestopedia towards students’ vocabulary mastery. the influence can be seen from the gain score of pre test and post test. the conclusion of the research is taken by comparing the mean of the post – test scores of teaching vocabulary mastery as an experimental class with teaching vocabulary by using conventional method as control class. in this research, there are two instruments. they are the instrument of pre-test and post-test. the researcher uses to construct validity, which asking the expert judge and doing try out. there are 25 items for students’ vocabulary mastery. the result of research instrument the validity of research instrument yasmika baihaqi & maya rutiningsih: the influence of using suggestopedia method toward students’ vocabulary mastery |99 in this research, there are two instruments. they are the instrument of pre-test and post-test. the researcher uses to construct validity, which asking the expert judge and doing try out. there are 25 items for students’ vocabulary mastery. the result of validity is as bellow which is counted by using correlation product moment: r xy = 267 = 272,7 =267/272,7 =0,98 the result of the validity is 0,98 it means that the instrument items are valid. the reliability of research instrument to test the reliability of multiple choice questions, the researcher uses cronbach alpha formula as follows: where = reliability = total of items which are tested m = mean of total score = total of variance 100 | english franca, vol. 2, no. 2, 2018 the result of reliability: 1,041 x (1-0,09) the result shows that the reliability is 0,94. it means that the reliability is very high as it can be seen in the classification below: 0,80 – 1,00 : very high 0,60 – 0,80 : high 0,40 – 0,60 : sufficient 0,20 – 0,40 : low 0,00 – 0,20 : very low research result of data collecting technique in this part, the research explains the result of the data collecting technique as follows: the result of pre-test the researcher conducts the pre test to know the capability of the students before giving the treatment. the pre test is given to the 58 students, where the 29 students are experimental class and the 29 students are included as the control class. the test consists of 25 items in multiple choices which were done by all of the students in both classes. the time to answer the pre test is about 60 minutes. yasmika baihaqi & maya rutiningsih: the influence of using suggestopedia method toward students’ vocabulary mastery |101 the result of pre-test in experimental class the researcher gives pre test for experimental class which consist of 29 students in multiple choices which the total 25 items. the highest score is 80 and the lowest score is 30. then for the mean is 60,14, for the complete data of pre test in experimental class . the result of pre-test in control class same as the experimental class, the researcher also gives the pre test for the controller class in multiple choices which the total 25 items. the highest score of the pre test in control class is 80 and the lowest is 30. the mean of the data is 57,7. the result of post test the researcher conducts the post-test to know the achievement of the students’ vocabulary after giving the treatments. the post test is given to the 58 students, where the 29 students are experimental class and the 29 students are included as the control class. the test consists of 25 items in multiple choices which are done by all of the students in both classes. the time to answer the post test was about 60 minutes. the result of post test in experimental class the researcher gives post-test for the experimental class which consists of 29 students in multiple choices which the total item is 25 items. the highest score is 86 and the lowest score is 40. then for the mean is 67,17 in experimental class. the result of post test in control class same as the experimental class, the researcher also gives the post test for the control class in multiple choices from which the total 25 items. the highest score of post test in control class is 80 and the lowest is 30. then for the mean is 56,61 in control class. after giving the test and getting the result of pre-test and post-test, the researcher uses the quantitative analysis to know the influence of using the suggestopedia method towards students’ vocabulary mastery in the eighth grade of smp n 06 metro. in this research, the researcher uses hypothesis to 102 | english franca, vol. 2, no. 2, 2018 analyze the result of pre-test and post-test. before doing the hypothesis test, the researcher measured the normality and homogeneity test. it is conducted to know the data on both of the class were normally distributed and has a variance or not. result of normality test the normality is employed to know whether the test come from the population, which have the normality distribution or not. in this research, the researcher uses non-parametric formula by using liliefors method to measure the data is coming from normal population or not. the data normality of the test accepted h0 if tcount <ttab for the significance level 5% (α=0.05) and also the significance level 1% (α=0.01). table 6. the result of normality distribution test test variable (x) lo ltab significance level conclusion 5% (α = 0,05) pre-test class exp. 0,048 0,161 normal class cont. 0,016 0,161 normal post-test class exp. 0,057 0,161 normal class cont 0,003 0,161 normal based on the table above, it is obtained that lo post test is lower than ltab in the significance level of 5% (α = 0,05). so, the hypothesis h0 is accepted. it means that both of the samples in this research come from the population which have normality distribution. for the complete data, can be seen in appendix 107, 114, 122 and 128. yasmika baihaqi & maya rutiningsih: the influence of using suggestopedia method toward students’ vocabulary mastery |103 result of homogeneity test after analyzing the normality of sample distribution, then the researcher analyzes the homogeneity of data. the data homogeneity of the test accepted h0 if fratio<ftable for the significance level 10% (α=0.05) and also the significance level 2% (α=0.01). table 7. the result of homogeneity test test fratio ftable conclusion significance level 10% (α = 0,05) 2% (α = 0,01) pre-test 1,15 1,56 1,87 homogenous post-test 1,27 1,56 1,87 homogenous source : the students’ result of homogeneity test from the table above, it is obtained that fratio of pre-test and posttest is lower than ftab in siginificance level of 10% (α = 0,05) and 2% (α = 0,01). so that, the hypothesis h0 is accepted, it means that both samples in this research come from the population which have the variance equality. for the complete data, it can be seen on appendix 116 and 130. the result of hypothesis test after giving the test and getting the result data of the test in this research, the researcher use quantitative analysis in order to prove the hypothesis that there is the significant influence of suggestopedia method towards students’ vocabulary mastery at the eighth grade of smp n 06 metro. the researcher uses ttest formula to analysis the result data of pre-test and post-test. before conducting the hypothesis test, the researcher proves that the result has normal and homogeneous data. 104 | english franca, vol. 2, no. 2, 2018 test criteria : accept ho if tratio ≤ ttable accept ha if tratio ≥ ttable ho = there is no difference capability of both classes of experiment and control class. ha = there is difference capability of both classes of experiment and control class for counting the hypothesis, the formula which is used is ttest: with= the calculation of pre-test (balancing test) table 8. the calculation hypothesis of pre-test experiment class n1= 29 x1 = 60,14 s 2 1 =14,14 control class n2 = 29 x2 =57,97 s 2 2 = 15,16 source : table data results of hypothesis pre test = 22929 15,16)-(291)14,14-(29   = 56 (28)15,16(28)14,14  21 21 11 nn s xx t g count        2 11 21 2 22 2 112    nn snsn s g     2 11 21 2 22 2 112    nn snsn s g yasmika baihaqi & maya rutiningsih: the influence of using suggestopedia method toward students’ vocabulary mastery |105 = 56 424,48395,92  = 56 820,4 gs = 14,65 29 1 29 1 65,14 92,5714,60    0689,065,14 22,2  845,3 22,2  = 0,975 on significance level (α) = 5%, gotten : )2).( 2 1 1( 21   nn daf tt  )56).(975,0(t 00,2 21 21 11 nn s xx t g hit    )2).( 2 1 1( 21   nn daf tt  106 | english franca, vol. 2, no. 2, 2018 on significance level (α) = 1%, gotten : )2).( 2 1 1( 21   nn daf tt  )56).(995,0(t 66,2 from the calculation above, tcount = 0,975 and ttab on significance level 5%=2,00 it is gotten < countt < tabt . so, ho is accepted and ha is rejected. it shows that both classes have the same capability in the beginning. the calculation of post-test (comparing test) table 9. the calculation hypothesis of post-test experiment class n1= 29 x1 = 67,17 s 2 1 = 12,81 control class n2 = 29 x2 =56,4 s 2 2 = 14,43 source: table data results of hypothesis post test = 22929 1)14,43-(291)12,81-(29   = 56 (30)14,43(29)12,81      2 11 21 2 22 2 112    nn snsn s g yasmika baihaqi & maya rutiningsih: the influence of using suggestopedia method toward students’ vocabulary mastery |107 = 56 404,04358,68  = 56 762,72 gs = 13,62 29 1 29 1 62,13 41,5617,67    0689,062,13 76,10  575,3 76,10  = 3,009 )2).( 2 1 1( 21   nn tab tt  on significance level (α) = 5%, gotten : )2).( 2 1 1( 21   nn daf tt  )56).(975,0(t =2,39 on significance level (α) = 1%, gotten : )2).( 2 1 1( 21   nn daf tt  21 21 11 nn s xx t g hit    108 | english franca, vol. 2, no. 2, 2018 )56).(995,0(t 66,2 hypothesis testing after analyzing the data, the researcher knows the average rates and variances of both groups, next is to prove the hypothesis; there is significant influence of suggestopedia method towards students’ vocabulary mastery at the eighth grade of smp n 06 metro the researcher tries to see the result of ttest. testing creation 1 ho is rejected if thit > ttable ttable = (1-α)(df) df = n1 + n2 (df) = 29+29-2 =56 by looking at g table it is found the value for α = 1% ttable t = (1-.0,01)(56) t = (0,99)(56) t = 2,39 based on the data analyzing above, it is found that tcount =3,009 and ttab = 2,39 so, ho is rejected and ha is accepted. it means that there is significant influence of using suggestopedia method towards students’ vocabulary mastery at the eighth grade of smp n 06 metro. table 10. the hypothesis test of post-test yasmika baihaqi & maya rutiningsih: the influence of using suggestopedia method toward students’ vocabulary mastery |109 class df average score s2 s tratio ttable conclusion x1 29 67,17 12,81 3,5 3,009 2,39 different x2 29 56,41 14,43 3,8 source : table data result of hypothesis of post test ho is rejected and ha is accepted. it means that, there is different result of using suggestopedia method towards students’ vocabulary mastery at eighth grade of smp n 06 metro academic year 2016/2017. it can be taken conclusion that there is significant influence of using suggestopedia method towards students’ vocabulary mastery in the eighth grade of smp n 06 metro academic year 2016/2017. findings and discussion in this research, the researcher uses vocabularies which are used in narrative text. these vocabularies are concerned on the verb, noun, adjective, to be and adverb which is used in narrative text. then, the average score of post-test for each class using suggestopedia method and conventional method is compared to find the differences of both scores. the result calculation shows that the score of post-test in experimental class is higher than control classified. it also can be seen from the pre-test score which is compared with the post-test score. h0 is accepted and ha is rejected, which has the meaning that there is no difference capability or can be said that their capability before giving treatments are balanced at the eighth grade of smp n 06 metro in academic year 2016/2017. afterwards, from the calculation of post-test, it is shown that tratio is higher than ttable on significant level 5% is 3,009. so, tratio > ttable (3,09>2,39). it proves that h0 is rejected and ha is accepted. it can be said that there is a different result between pre-test and post-test score in experimental class and control class. moreover, the changing of students’ post-test score is higher than their pre-test 110 | english franca, vol. 2, no. 2, 2018 value, especially in experimental class which used suggestopedia method as the learning media. it means that, suggestopedia method is more effective than conventional method to increase students’ vocabulary mastery in daily vocabularies. the result of calculation indicates that the students’ post-test result of experimental class is better than control class. it is seen when students’ post-test score are compared to pre-test score. the result shows that there is significant difference between pre-test and post-test score (post-test > pre-test). considering the different result of the use of those methods in this research, the researcher agrees with some theoretical reviews which are declared by some experts about suggestopedia method in vocabulary learning process. first, the theory which showed that suggestopedia method has some advantages towards vocabulary learning is from lozanov (2015:33), who explains that like community language learning, suggestopedia is an innovative method that promises great effective language learning results. the method also draws the insights from yoga the soviet psychology lozanov took the idea that all students can be taught a given subject matter at the same level of skill. then ,the result shows that every student has an understanding and creative solution motivated to memorize the vocabulary which have been taught in the past and challenging to write as many as they remember. it is also supported by thresia (2015:38) who states that through suggestopedia students learn to trust the power of the mind, students also learn that deliberately induced states of relaxation can be valuable at times in the classroom. they can also benefit from the use of music to get students sit back and relax. when the students are successful in doing such self-activities, they will be more confident. those statements prove that in learning process by using suggestopedia method the students are more relaxed in accepting the materials they also can enjoy the learning process without tense condition. in conclusion, learning process for the students, which used suggestopedia method and conventional method is different. the researcher can state that by applying two methods could give the different result in mastering vocabulary. so, from the data of students’ yasmika baihaqi & maya rutiningsih: the influence of using suggestopedia method toward students’ vocabulary mastery |111 score on pre-test, treatment and post-test, it can be concluded that there is a significant influence of using suggestopedia method towards students’ vocabulary mastery at the eighth grade of smp n 06 metro in academic year 2016/2017. conclussion after the researcher finished the research and analyzed the data, the researcher there are conclude as follows; most of the students in seventh grade of smp n 06 metro in academic year 2016/2017 who are taught by suggestopedia method (experimental class) are able to and write many vocabularies as suitable as the method’s rules. it shows from the students’ score in vocabulary is in the middle position, they are able to answer the multiple choice test prepared by the researcher, the researcher found that the highest score is 80, the lowest is 40 and the average score is 62,17. based on the data frequency distribution of the result, it is obtained that from 29 students there are students getting a score between 40-49 is 4 students, 2 students getting 50-59, 9 students getting 60-69, 8 students there are students getting a score between 70-79, and 6 students got 80-89. the students of the experimental class who were taught by using suggestopedia method shows that they are able to increase their capability in mastering english vocabulary mastery especially of the narrative text. it can be seen that after getting data from the result of vocabulary mastery test, the researcher found that the highest score is 86, the lowest is 40 and the average score is 67,17. based on the data frequency distribution of the result, it is obtain that from 29 students there are students getting a score between 40-49 is 4 students, 2 students getting 50-59, 9 students getting 60-69, 8 students there are students getting score between 70-79, and 6 students got 80-89. 112 | english franca, vol. 2, no. 2, 2018 based on the calculation, it is described that the hypothesis of ha are accepted and ho is rejected. the differences of both learning processes are suggestopedia method can stimulate the students in learning process at the students’ vocabularies. it can support students to remember again their vocabularies in the learning process in the past. then, the conventional method in learning process just gives a little contribution in achieving the goal of learning. the result shows that ha is higher than ho, finally the researcher concludes that there is significant and positive influence of using suggestopedia method towards students’ vocabulary mastery at the eighth grade of smp n 06 metro academic year 2016/2017. refferences anyaran, s. (2014, april thursday). bos informasi. retrieved may thursday, 2016, from www.bosinformasi.web.id/2014/04/kinds-ofvocabulary.html: arikunto, p. d. (2006). prosedur penelitian suatu pendekatan praktik. jakarta. budiyono. 2015. statistik untuk penelitian cetakan 4 edisi 2. surakarta. uns arikunto, s. (jakarta). prosedur penelitian suatu pendekatan praktik. 2010: rineka cipta. brown, & h, d. (2001). teaching by principles: an interactive approach to language pedagogy, second edition. new york: a pearson educational company. cameron. (2001). teaching languages to young learners. cambridge university . effect of teaching english by using picture to the students' vocabulary mastery at fifth grade in sdn gayam ii kediri academic year yasmika baihaqi & maya rutiningsih: the influence of using suggestopedia method toward students’ vocabulary mastery |113 2012/2013 http://anysty77.blogspot.co.id/2014/08/normal0-false-false-false-in-x-none-x.html jackson, & howard. . (2000). words, meaning and vocabulary. new york. cassell. new york : cassell. lozanov, & s.thresia, m. f. (2015). tefl. metro. metode penelitian kuantitatif, kualitatif dan r&d2013bandung 2010metode penelitian pendidikan pendekatan kuantitatif, kualitatif dan r&d.bandungalfabeta richards, j. c., & willy, a. r. (2002). methodology in language teaching: an anthology of current practice. new york : cambridge university press. richards, j. c., rodgers, t. s., & s.pd., m. f. (2015). tefl. metro. setiawan, b. (2010). improving students' vocabulary mastery through direct instruction. surakarta: sebelas maret university. statistik. (2011).metro universitas muhammadiyah metro sugiyono. (2012). metode penelitian kualitatif kuantitatif dan r & d. bandung : cv. alfabeta. sukrina, v. (2010). improving students' vocabulary mastery by using realia. medan: english department, faculty of language and art state university of medan. taarum, a. n. (2014, august thursday). effect of teaching english by using picture to the students' vocabulary mastery at fifth grade in sdn gayam ii kediri academic year 2012/2013. pp. http://anysty77.blogspot.co.id/2014/08/normal-0-false-false-false-inx-none-x.html. 114 | english franca, vol. 2, no. 2, 2018 widyawati, y. (2010). the use of dora the explorer cartoon movie to improve vocabulary mastery . salatiga: stain salatiga. yusro, a. (2010). the influence of the vocabulary mastery toward thye ability in writing the paragraph among the eight grade students of states junior high school 4 of metro. metro: stain of jurai siwo metro . zhang , h. s., & song, w. ((2009)). a study of chinese learners' behaviors in self-regulated call environments. . proceedings of the 2nd ieee international conference on computer science and information technology (.vol. 5. piscataway,: n w. li & j. zhou (eds.), pp. 4-8), . nj: ieee press. english franca : academic journal of english language and education vol. 2, no. 1, 2018, stain curup p-issn 2580-3670, e-issn 2580-3689 using crossword puzzle to increase students’ vocabularies for writing skill in descriptive text putu ngurah rusmawan stkip pgri pasuruan, indonesia afatah72@gmail.com abstract the purpose of the study is to know using media puzzle improve the students writing descriptive text for the second graders at smp negeri 5 pasuruan. the researcher used a classroom action research. this research was conducted on april 05th 2017 to may 06th 2017. to get the information about the implementation of the crossword puzzle in descriptive text for writing skill, the researcher used interview, observation, questionnaire, test and documentation. the result of the test at the end of the first cycle showed that 26 students got under 76. it was not successful because it was still below criteria of success which required at least 76 as minimum score. in the cycle two, there were 27 students who got at least or more 76. it can be concluded that all students got the criteria of success, which required at least 76 as the minimum score. finally, it can be concluded that the result of this research showed that using crossword puzzle can improve the students’ writing skill in teaching learning english. it can help the students to memorize the material easily and it can give positive effect for the students keywords: writing, descriptive, crossword puzzle. introduction writing skill in second language needs hard thinking in producing words, sentences, and paragraphs. moreover, to write well the students should to know grammatical structure, vocabulary, and the sign or symbol to make a good sentences. harmer (2007) says that the writing process is more complex. writing takes more time, namely time to brainstorm ideas, time to draft a piece of writing and then review it and edit in various ways before, re-drafting, re-editing, and so on. the writing habit should be stimulated among students and give them understanding about writing. by mastering writing skill, it brings many advantages for them. through writing they can share thoughts, information, and ideas. they must be able to communicate and connect 14 | english franca, vol. 2, no. 1, 2018 among people all over the world. writing can help them to receive much information and learn new things that are important to develop their skill. they can write smoothly what they want, the students can get enjoyable from writing; they can write what they want to write related with letter, diary, and advertisement. rahmawati (2013) states that descriptive text is a text which says what a person or a thing is like and to describe and reveal a perticular person, place, or thing. the teacher should have kind of ways to make their students understand descriptive text. students have to achieve the target in standard and basic competence based on curriculum 2013 syllabus. in addition, students have to understand the generic stucture, social function and language features of descriptive text. the crossword puzzle game offers a challenge that will motivate the students to try to fulfill the puzzle (widaningsih, 2009). moreover, dewi (2010:18) also states that crossword puzzle can be used in teaching learning process to increase the students’ interest, to motivate students in learning english, and then the students may feel more relax. it has been beneficially used in teaching learning process. it gives much opportunity for the students to spell, and pronounce the vocabulary. beside, the crossword puzzle is a kind of games that will make the teaching learning process more attractive than before. the students will feel fun, relaxed and enjoyable, and they will memorize the vocabulary in different way, that is by rewriting them. a crossword is word game which is played on a grid puzzle. there are clues given to the different word that are required to complex the grid. the normal crossword puzzles have vertical and horizontal clues. thus, in this research, the researcher chose crossword puzzle to improve the students’ writing skill to construct their writing activity, especially in constructing decsriptive text. based on data from interview english teacher of smp negeri 5 pasuruan on october 2016. the students have low motivation to learn english because the students were difficult to understand english lesson especially writing. the students were difficult to express the idea or thought in written form, because they do not know the english word of a certain vocabulary. the teacher only used monotonous teaching media in teaching english such as using a blackboard. so, there are many causes which make the students difficult to understand english lesson especially writing. putu ngurah rusmawan: using crossword puzzle |15 there are many ways to make teaching writing more effective, interesting and help student in write descriptive text well. one of the ways that can be used is by using crossword puzzle. in this research, the researcher chooses the eight grade students of smp negeri 5 pasuruan because most of eight graders have the problem in how they using crossword puzzle is the appropriate way for the students to choose the word in composing a sentence. by using crossword puzzle they can directly produce an idea to arrange that word. the students will get some difficulties to choose the word if teacher does not use an teaching aid like crossword puzzle. from the explanation above, the reseacher intends in using crossword puzzle to teach writing in the eight grade of smp negeri 5 pasuruan because it can help to improve the students writing descriptive skill. based on the explanation above, the researcher focuses on teaching students in writing skills by using crossword puzzle. problem of the study is “how can crossword puzzle improve students’ writing descriptive text at the second grade of smp negeri 5 pasuruan?” literature review teaching writing in english is important for students, especially in non-english speaking countries. in general teaching writing in english has two major approaches: process and genre/product. process approach is concerned with phases in writing process, while genre approach requires learners to examine texts they are going to write before they start their own writing (harmer, 2007). the basic competence of writing is the second semester in getting the meaning of oral and written descriptive text by crossword puzzle to communicate english in their daily life context (based on the school-based curriculum).teacher should explain the objectives of the learning the students should achieve through the game. the teacher should explain the rules of the game clearly, teacher should integrate the game into the lesson, students show equal participation, teacher should stop the game before students get bored of it, teacher should never interrupt the game which is following smoothly, and teacher should set a limit of time. siti (2013) crossword puzzle can be done in a group or individually. the teacher gives a copy of the ‘crossword puzzle’ and explains the rules, such as students have to fill the columns as soon as possible, and who will get the first is the winner and get the good point 16 | english franca, vol. 2, no. 1, 2018 from the teacher. in pair work group, the winner is the first complete the columns. the use of crossword puzzle in teaching vocabulary is one of the alternative techniques to help the students construct and improve their vocabulary enlargement. suyanto (2008:117) says that game is an activity which is done based on the certain rule. suyanto states that, according to some expert, language game which is communicative has six characteristics. those characteristics namely: game must be interactive, the player must be clear, the player must be involved actively, the player get specific rules in the game. other important skills required for completing these puzzles include making inferences, evaluating choices, and drawing conclusions as explained by davis (2009). furthermore, crossword puzzle is helping the students to develop and enrich their stock of vocabulary and it helps the teacher to achieve the goals in studying english. a crossword is a word puzzles that normally takes the form of a square or a rectangular grid of white and black shaded squares (davis, 2009). the goal is to fill the white squares with letters, forming words and phrases, by solving clues which lead to the answers. in language that are written left-to-right, the answer words and phrases are placed in the grid form left to right and from top to bottom. crossword puzzle can be used as a tehnique in teaching vocabulary to the junior high school students. every crossword puzzle uses clues to find out the answers, it could ne down and across. there were some previous studies which have similar background of problems and related to this research: solikha, (2014) also conducts her research entitled “using crossword puzzle game to improve the students’ writing skill in descriptive skill in descriptive text at the first grade of smp islam mamba’ul ulum al mubarok jabon sidoarjo” this research investigates the using crossword puzzle game to improving students’ writing skill. in general, the finding of the research shows that the using crossword puzzle game to improving students’ writing skill was improved; it was shown by the score of the students when they have done the test. nikmatul huda, (2015) apply crossword puzzle game in her research entitled“using crossword puzzle game to improve the students’ writing skill in descriptive text at the first grade of mts darun nur rukem pohjentrek pasuruan”. the purpose of the study is to improve the students’ writing at first grade of mts darun rukem. the result of the study shows that the implementations of crossword puzzle putu ngurah rusmawan: using crossword puzzle |17 in class vii was effectively done in improving the students’ writing descriptive text. from the previous studies above, both of them could beused as references for this research because those research had relevant study result. both previous studies showed the same result with this study. they were using crossword puzzle and it could improve the students’ writing descriptive text effectively. research methodology research design the design of this research was a classroom action research. according to harmer (2007) the name given to a series procedures teachers can engage in, because they wish to improve aspects of their teaching and wish to evaluate the success and/ or appropriacy of certain activities and procedures. moreover, akbar (2008:26) explained that classroom action research is a process of controlled investigation to find and solve problems of teaching learning in a class, problem-solving process is done cyclical with the aim to improve the quality of learning outcomes in a particular class. this research was focused on a certain classroom. it was designed to overcome a classroom problem in learning descriptive text has found by the researcher in practice dealing with teaching writing. in its implementation, the researcher was conducted to the class viii students at smp negeri 5 pasuruan. research setting and subject this classroom action research was conducted at smp negeri 5 pasuruan. it is located on trunojoyo street number 291, pasuruan. for the research subject, the researcher chose the second grade students class f at smp negeri 5 pasuruan in academic year 2016/2017. there are 30 students of class viii f which consist of 14 female and 16 male. english is taugh 2x40 minutes per meeting, twice in a week. research instrument in this research, the researcher used observation, interview, questionnaire, documentation, and test as the research instrument. observation according to ratnasari (2009), observation is an activity of consisting of receiving knowledge of the outside world through the 18 | english franca, vol. 2, no. 1, 2018 senses, or the recording of data using scientific instruments. the researcher applied the observation in this study to get data in order to improve vocabulary the students’ writing skill in descriptive text by using crossword puzzle. the researcher gather the data from the students involvement during the teaching learning process. the collaborator observed the implementation of the technique, the lesson plan, and the media. to help collaborator’s work, the researcher provided an observation sheet in checklist form. the observation sheet consists two items of activity. first, students fill out the given puzzles and the second they create or write descriptions of the objects they get form the puzzle. the students pay attention to the teacher’s explanation. second, the students is active to ask and answer to the teacher. third, the students is able to finish the group’s well. fourth, the students can make crossword puzzle and write descriptive text based on their puzzle. fifth, the students can do their writing test individually. interview the purpose of having interview with the teacher was to get the data dealing with the difficulties that the teacher has and also to check the general condition of the students. the researcher gave the interview sheet to the english teacher of viii-f to get information about general condition expecially in writing class. (appendix ii) documentation in this research, the researcher collected data from the lesson plan, observation checklist, students score, students’ attendence list, puzzle, questionnaire, and picture of teaching learning activities in the classroom. test writing test was used by the researcher to measure the students’ improvement in writing descriptive text by using crossword puzzle. the researcher conducted writing test at the end of the cycle. the researcher used writing test to measure the students’ improvement in writing descriptive text by using puzzle. the test was made by the researcher. here, the researcher would conducted the writing test in the end of the cycle. the form of the test was written test. in doing the test, first, the students should fill out the puzzle based on the topic. then students had to make descriptive text based on their puzzle. the test took in thirty minutes. putu ngurah rusmawan: using crossword puzzle |19 data and sources of data there were two kinds of data which is got from each instruments, namely qualitative and quantitative data. according to zuhria (2013), qualitative data is data which is got from the person’s notes to analyze the research. they were observation and interview. while quantitative data were the data which is got from the score to get accurate data in implementing the research. they were the writing test. observation the data are in the form of observation checklist. observation checklist is used to observe the students activity when the researcher implemented teaching and learning process. observation checklist consists of 3 categories. that are students enthuasiasm, responds, and activities. the observation was done on may 5th 2017. interview the data were in the form of interview guide. interview conducted on march, 29th 2017, before the cycles to reveal the real condition in the class. in this case, the researcher did the informal interview to the english teacher. the informal interview consists of several questions that was made by the researcher. interview to the english teacher was used to get any information about the condition of the students. the data from the informal interview to the english teacher are in the form of words and sentences. documentation according to santoso (2007), documentation is written documents, such as book, magazine, documents, rules, daily note, etc. in this activity, the researcher used documentation aims to observe the teachers instructional preparation which are made by the teacher in teaching writing of descriptive text. the researcher collected the data for documentation by using camera, paper, etc. the data collected from the english teacher of smp negeri 5 pasuruan. the source data were taken on april 5th, 8th 2017 test test as the instrument to get the students score for writing. the test was taken in the end of cycle one, on april 8th 2017. the test was in the form of written test. the form of the test was written. in doing the test, the researcher provided crossword puzzle and the researcher asked the students to organized paragraph based on the puzzle provided 20 | english franca, vol. 2, no. 1, 2018 which there was instruction to make a descriptive paragraph. the researcher conducted the test which was intended to know the students’ writing skill of descriptive text by using crossword puzzle. the researcher gave the score result to the students’ writing test in four categories, they are organization, vocabulary, spelling, and grammar and they have 1-4 score. the data of the test are in the form of numbers. research procedure the research started with preliminary study and analyzed the preliminary study. the data would be taken from the result of observing in teaching learning writing process. from the preliminary study, the researcher used the plan, the action, the observation and the reflection. preliminary study preliminary study have done on march, 29th 2017, in this case the researcher observed the problems of the students in studying english by doing the interview about classroom activity and observation with the english teacher. the result of preliminary study, the researcher knew that the students at eighth grade of smp negeri 5 pasuruan have some problems in studying english, especially in oral and writing. based on the interview and observation, the students have difficulty in delivering the ideas because they have low vocabulary and grammar. planning in relation to the application of action research, the reseacher made a preparation prior to the implementation of the action based on the result of the reconnaissance. at this stage, the reseacher prepared the strategy in teaching writing through descriptive text activity, designs the lesson plan, prepared the material and media, prepared the criteria of success, and prepared the test. preparing the material and media in doing the research, the researcher and the collaborator prepared the materials and media, which were relevant to the topic for the eight grade students of junior high school. the materials in this research were taken from available sources and selected by the researcher. the materials which were taken are about descriptive text and some vocabulary that is related to the theme (describing people and animal)and some tenses related to its function of the descriptive text. meanwhile, the researcher also prepared crossword puzzle game related to the theme as the media which was designed by the researcher and. putu ngurah rusmawan: using crossword puzzle |21 preparing the instructional media in conducting the research, the researcher chose playing a crossword puzzle as a media in teaching media. crossword puzzle consisted of many questions in many theme, they are about describing animal. the teacher showed crossword puzzle to the students and shows how to play the game. the researcher divides the students into some group and asking the students to discuss the material. crossword puzzles is a word puzzles that normally takes the form of a square or rectangular grid of white and shaded squares, the goal is to fill the white squares with letters forming words or phrases by solving clues which lead to the answers, in a language which is written left to right, the answer words and phrases are placed in the grid left to right and from top to bottom. these shaded squares are used to separate the words or phrases, squares in which answers begin in number order the clues are then referred to by these numbers. designing the lesson plan the lesson plans were designed on the purpose of equipping the teacher with a guideline in implementing the strategy in teaching and learning activities. it covered the school profile, the standard of competency, the basic competency, the indicator, the learning objectives, the instructional strategy, the instructional material, the teaching and learning activities, source of learning media, and the assessment. the test the reseacher used written test in order to measure the students’ improvement after getting the treatment. the test made by the researcher. they have to make descriptive test based on the theme given. the researcher provided the crossword puzzle with the theme “animals” in cycle one and “people” in cycle two. in conducting the test, the researcher still applied the crossword puzzle as the guidance for the students in telling their experince. the researcher asked to the students’ to write a descriptive text based on puzzle. the composition was in the form of a descriptive text which was approximately 5 words. criteria of success the researcher made the criteria of success. the researcher had target the rating of students’ assignment of writing. the target score is 76 (the minimum mastery criterion (kkm in english course). if the students got 76, it was considered successful. but if the score was under 22 | english franca, vol. 2, no. 1, 2018 target, they were not success, and the students should improve their writing descriptive text. so, at least 80% students in the class can get 76 or more. it meant this research were successful. but if the students got less than 76 less than 80%, it meant that it was unseccesful and would be continued in the next cycle. the students’ writing assignment of descriptive text results were going to be assessed by the researcher and the collaborator. they determined the students’ success score. acting the acting of the research was the actvities done as stated in the lesson plan. the researcher implemented the plan of each cycle which was consisted two meeting. here the researcher used crossword puzzle to improve the students’ writing. observing in this research, the researcher focused on the use of crossword puzzle to improve the students writing in descriptive text. the researcher observed the teaching learning process during the implementation of the lesson plan and observed the students’ writing activities in every cycle which consisted of two meeting. reflecting in this research, the researcher reflected the teaching learning activity using crossword puzzle with the criteria of success to see the strategy succeed or not. if the student can not meet the criteria of success, it must be continued to next cycle. the researcher also used the scoring rubric for teaching writing. the formula was used to know the score of the students who reach the standard scores and to know whether this activity is successful or not. findings the implementation of action research was presented by describing the activities in each cycle that include the planning, the action, the observation and the reflection. cycle one the cycle one consisted two meetings with the different themes animals. every meeting conducted in 80 minutes. there were thirty students who were attend at the first meeting on cycle one. two students were absent at the second meeting on cycle one. the first meeting was conducted on april, 5th 2017 and the second meeting was conducted on april, 8th 2017. putu ngurah rusmawan: using crossword puzzle |23 planning the researcher planned to prepare the teaching by choosing the material, then prepared the material, media and also the lesson plan. first, the materials were taken from syllabus based on curriculum for the second grade of junior high school which selected by the researcher. the material was about descriptive text (describing animals). the researcher and the teacher selected the materials which were relevant to the topic for the second grade students of junior high school. second, the researchers also prepared the media. the researchers used crossword puzzle related to the themes in teaching writing descriptive text. the material was selected based on the syllabus the last was lesson plan. the lesson plan was prepared by the researcher for guiding the teaching. it contained the title, subject, class, semester, competence, sub competence, instructional goal, time allocation, the teaching learning procedures and the sources acting cycle one had been done on april, 5th 2017 and april 8th 2017. the researcher devided this cycle into three activities. they were pre activity, main activity and post activity. meeting one (april, 5th 2017) in the opening activity, the researcher greeted the students, checked the students attendance, made interpersonal conversation about the material that were presented and explained about the learning objective, asked the students to be active in answer and explore the ideas/opinion and showed six sets crossword puzzle of animals to the students. the crossword puzzle were fish, rabbit, lion, camel, cat, and elephant. in this research, the researcher brought the crossword puzzle from home, asked the students to mention the name of those animals in english, and gave some questions to the students about animalsand they could answer well. the students could mention the name of animals and their answer were lion, dolphin, shark, turtle, horse, sea horse. after that, the researcher explained the material about descriptive text. in main activity, the researcher asked the students to write the vocabulary about the crossword given. in this meeting, the researcher used horse. the vocabularies were shape, skin, color, food, life. but some students were still shy to answer the questions. 24 | english franca, vol. 2, no. 1, 2018 the researcher gave a descriptive text to the students. the researcher asked them to read it. then the researcher explained about the generic structure of descriptive text. the generic structure were identification and description. the researcher asked them to check their understanding on generic structure. the students answered that the generic structure of descriptive text were identification and description. after the researcher explained the generic structure, the researcher asked the students to identify the generic structure based on the text given. the students wrote the answer. then the teacher discussed together with the students. after the students filled the puzzle, they wrote the descriptive text about the puzzle. it contained some vocabulary that could help them to write easily. but they could not write well because they were still shy and confused. in the post activity, the researcher gave summary about the lesson as feedback and disccussed about the students’ difficulties during the lesson. the researcher asked the students’ opinion. the students answered that it were difficult and they did not know the meaning. then the teacher helped the students to conclude the students’ answer. meeting two (april, 8th 2017) meeting two was conducted to continue the action of this research that has been done in the previous meeting. there were three phase technique, they were pre activity, main activity, and post activity. meeting two had been done on saturday, april 8th 2017 at. 11.00 a.m – 12.45 p.m. two students were absent. in the pre-activities, the researcher greeted and checked the students attendance. the researcher asked about the materials in the previous meeting. the researcher showed six sets crossword puzzle to the students. the puzzle were fish, rabbit, lion, camel, cat, and elephant. in this research, the researcher brought the puzzle from home. in main activities, the researcher showed the crossword puzzle which was camel. the researcher asked the students to write the vocabularies about camel in the students book. the vocabularies should be written by the students were size, color, life. after the students wrote the vocabularies about came and think about the characteristics of the puzzle given, the researcher asked them about the characteristics of lion. the students answered the questions. putu ngurah rusmawan: using crossword puzzle |25 in the closing activity, the researcher gave summary about the lesson as a feedback and disscussed about the students’ difficulties in the material given. the students difficulties were the word spelling and arranging the sentences. in the last meeting of cycle one, the researcher gave questionnaires which consisted of 10 questions. the researcher gave 5 minutes to answer the questionnaire. the students collected the result of questionnaire to the researcher. then the teacher greeted the students. observing of cycle one the researcher used observation checklist form to observe the students who were active or not during teaching and learning process. the result of observation checklist in first meeting of cycle one was 43%. it means the students activeness was low or under 70% (criteria of success). in second meeting of cycle one showed that the students activeness and the students response towards the implementation of crossword puzzle was about 61%. it means that there was improvement from the first meeting which is 35% to 61% in second meeting. in this research, the researcher started 76 as the criteria of success. but the students score in writing skills were greater than or equal 76 achieved by 70% of the students had not been achieved yet. the result of the students’ writing test was below: the researcher considered that the first cycle was unsuccessful because some problems. first, many students did not know the vocabularies, so it made them failed to comprehend the paragraph well. second, the students did not know about puzzle as a media that used because it was the first time for them. because of this unsatisfactory result, the researcher decided to conduct another cycle by revising the planning. the new planning was drilled on the more vocabularies. it was aimed to anticipate the problems of the students’ writing test. consequently, the researcher decided to continue this action research to second cycle with the new treatments, so students could reach the minimum of criteria. reflecting of cycle one after observing in cycle one, the researcher could formulate the students’ writing test score in written test. it was not successful as the criteria of success. this result would be successful if all students got score as the standart minimum score which was 76. there were only 6 26 | english franca, vol. 2, no. 1, 2018 students (23%) could reach the kkm. so, the researcher decided to continue on the next cycle. to solve the problem above, the researcher decided to revise the planning. at the first, the researcher drilled the vocabularies to the students by using crossword puzzle. secondly, the researcher gave more motivation in order to increase their confidence in writing descriptive text, so they would not be shy to write their ideas. finally, the researcher asked the students to make dscriptive text with theme “people”. it was expected that the students would be happy and very enthusiatic to make descriptive text. cycle two based on the result in cycle one, there were some problems for the students. so, the researcher made some solutions to solve those problem such as drilling the vocabulary and giving motivation to the students. planning the researcher thought that people theme was easier for the students to construct paragraph. the activities in this cycle presented followed: in the lesson plan, the researcher devided into three activities. there were pre activity, main activity, and closing activity. acting cycle two had been done on wednesday, april 26th 2017. the researcher conducted this cycle into three activities those are pre activity, main activity, and closing activity. meeting 1 cycle 2 (april, 26th 2017) in the first meeting of cycle two, all the students attended the class. there was no students absent. the researcher opened the lesson by giving “greeting” to the students. after that the researcher checked the attendance list. and asked them about some people. this activity was done in 10 minutes. in main activity, the researcher showed crossword puzzle to the students one by one while introducting the names of artist. then, the students could mention the name of the artist. the students also spelled the word of the artist. putu ngurah rusmawan: using crossword puzzle |27 the researcher mentioned some clues about artists in indonesia, then asked them to repeat what researcher said. then, one of the students answered that she is raisa, and the answered was correct. the next activity, the researcher asked the students to write the characteristic of people a piece of paper then, they submited their answer to the researcher. the purpose was to train the students writing skills and to evaluate the students’ understanding about material given. with the researcher , students discussed the right answers by writing the answer. the researcher asked one of the students to come forward after that researcher asked the other students to mention the characteristics of the student. the students answered then, they mentioned that she or he has white skin. one of students also mentioned that the student was short but diligent. the teacher gave a text for the students and asked to identify the generic structure. teacher : “okay students, do you remember the previous lesson? students : “yes, miss. identification and description”. teacher : “good. now, i will give you a text and you should identify the generic structure. do you understand?”. students : “yes, miss”. the researcher asked the students about the generic structure of descriptive text. after that the students answered that descriptive text which consisted of identification and description. and the researcher gave a text to the students and asked them to identify the generic structure. in the closing activity, the researcher gave summary about the lesson as feedback and discussed about the students’ difficulties during the lesson. the researcher asked the students’ problem and the students answered that they did not have problem. then the researcher greeted the students as the parting. meeting two (may, 6th 2017) meeting two was conducted to continue the action of this research that has been done in the previous meeting. the teaching learning process in this meeting was also devided into 3 activities such as pre activity, main activity, and post activity. meeting two were 28 | english franca, vol. 2, no. 1, 2018 conducted on saturday, may 6th 2017 at 11.00 a.m – 12.45 p.m. two students were absent. in the pre activity the researcher greeted and checked the students attendance. the researcher asked about the materials in the previous meeting. the researcher showed crossword puzzle to students. in this research, the researcher brought the crossword puzzle from home. in main activity, the researcher gave a brief explanation about describing people. the researcher asked the students to answer the blank question based on the text given. the blank question was about description of ir. soekarno. there were ten blank questions that should be answered by the students. the purpose of the blank questions is to drill the students vocabularies and spelling.the students were drilled with several vocabularies such as l-e-a-d-e-r , c-o-u-n-t-r-y , j-u-n-e , s-e-w , s-i-x-t-h ect. then, with the researcher, the students disscussed the answer. here was the conversation. teacher : “okay students, kalian kan sudah belajar tentang teks deskriptif. now. i will give you a puzzle and you must fill the blank space with the correct answers”. students :”yes, miss”. after the students studied about descriptive, the researcher gave the students a puzzle, then the researcher demonstrate the way to answered the puzzle. after that researcher asked the students to fill the blank space with the true answer. the researcher asked the students to identify the characteristic of crossword puzzle given (ir. soekarno). then, the students discussed together with the researcher the answers. the researcher gave a test for the students to make a description about ir. soekarno based on the characteristic that they had mention. the researcher gave 25 minutes to finish their test. in the closing activity, the researcher gave summary about the lesson as a feedback and discussed about the students’ difficulties in the material given. the researcher asked to the students whether they liked learning writing in english by using crossword puzzle. the students answered that they liked it. in the last meeting of cycle two, the researcher gave a questionnaire which consist of 5 questions. the researcher gave 5 minutes to answer the questionnaire. the students putu ngurah rusmawan: using crossword puzzle |29 collected the result of questionnaire to the researcher. then the researcher greeted the students. observing cycle two during the action in the cycle two, the researcher paid attention to what happened along the teaching learning process. it was done to know whether the students’ difficulties in improving their writing skill in descriptive text. their problem could be solved by crossword puzzle. comparing the result of the students’ writing skills by the end od cycle one and cycle two, the researcher found that the score of the students writing skills improved. the result of the analysis indicates that the revised actions in cycle two were very useful to increase the students writing skills especially in descriptive text. generally the students were active during teaching learning. the revision of the media had almost fulfilled the criteria of success. in cycle two, the students’ problem in spelling was better than cycle one because they drilled in spelling by the researcher and some of them brought dictionary. the students could understand the material after the researcher explained. the researcher always came to the students’ seat for helping the students when they had a problem. the students were enthusiast in doin their tasks and some of them tried to write a good paragraph. they also did not depend on their friends that they always tried as their capability. sometimes they asked to the teacher when they had a problem in doing their tasks. so, they were more confident with their task result. the result of observation checklist in first meeting of cycle two show that 73% students were active during teaching and learning process. it means the students activeness was improved than the previous cycle. in second meeting of cycle two showed that the students activeness towards the implementation of crossword puzzle was about 88%. it means the students gave good attention during teaching. the reseracher also gave a questionnaire for the students in the of cycle two. the results showed that 82% of the students choosed “yes” while 18% of the students choosed “no”. it means that the students had positive response towards the implementation of crossword puzzle which was improved than the previous cycle. in cycle one, it showed that the students positive response was about 55,2% but in cycle two showed that 82% of the students gave positive response towards the implementation of crossword puzzle. 30 | english franca, vol. 2, no. 1, 2018 reflecting of cycle two after observing and conducting in the cycle two, the researcher compared between cycle one and cycle two. it got improvement in cycle two. using crossword puzzle was able to facilitate the students to improve the students’ writing skills. crossword puzzle also could help the students building idea and constructing a good paragraph. crossword as media was needed to solve the students problem in teaching writing. it could improve the students vocabulary and was one alternatives which had been proved to provide a meaningful and memorable classroom atmosphere. there were three students that got score under 76. related to the colleted data showed that 88,4% students reached the criteria of success therefore, using crossword puzzle as the media for describing people in the cycle two was more effective than before. based on the criteria of success, the researcher was necessary to stop the research because the researcher could solve the problem. discussion based on the result in cycle one, the researcher found some problems that made this research failed. first, the students still made wrong choice of vocabulary. second, the students felt shy to write some sentences on the whiteboard. then, the students were confused to construct a good descriptive text. it supported by brown (2007) that the students have to pass some components of writing test required in writing. the components are content, organization, vocabulary, grammar, and mechanical. one of them is that the students’ weakness in the first cycle is in vocabulary. not all the students could describe animals well, the result of the test at the end of the first cycle showed that 25 students got under 76. it was not successful because it was still below criteria of success which required at least 76 as minimum score. based on the reflecting of cycle two, the improvement of the student’s skill in writing descriptive text was shown by score obtained on the written test at the first and second cycle. in the cycle two, there were 27 students who got at least or more 76. it can be concluded that all students got the criteria of success, which required at least 76 as the minimum score. putu ngurah rusmawan: using crossword puzzle |31 based on the result in cycle two, the researcher found some aspect that made this research successful. first, the researcher explained about new theme and also more extensive drilling vocabulary to the students. the drilling vocabulary is good for repetition and memorization (richard, 2001: 62). the students got more new vocabularies using drill technique. the researcher presented the materials for students as they needed and she should make the drill meaningful and did not over practice. according to freeman (2011) drill technique helps the students more aware about punctuation and spelling. it made the students understood easily to the material then, the researcher used crossword puzzle as a media in teaching writing descriptive text. it made the students memorize the material given easily. it could be brought a good effect to the students became more confidence. it was proved by their improvement in writing descriptive text by crossword puzzle. it was supported by ruis (2009), the teachers should apply the media in teaching learning activities because (1) instructional media could solved the lack of the learners’ experiences (2) instructional media could reach everything out of the class (3) instructional media are created the possible direct interaction between the learners (4) media are produced some observation (5) media can be kept the basic, concrete and real concept of the teaching (6) the learners’ motivation are aroused by using media in learning (7) media were integrate the experience from the concrete things to the abstract. based on the observation checklist in the first meeting of cycle two, the students’ activeness improved 60%. it was greater than in the cycle one. it means that the crossword puzzle was successful in making the students paid attention to her instruction. and in the last meeting of cycle two, the students’ activeness had increased about 72%. it was greater than the first meeting, so the students students could reach the criteria of success. here the researcher using crossword puzzle to increase the students’ writing ability in descriptive text gave positive effects to the students. it was shown from result of the students’ writing score from cycle one and cycle two. in cycle one, there was 58% students active and 42% students passive in meeting one. while in meeting two there was 71% students active and 29% students passive. in the end of the cycle, the researcher gave the test to measure the students’ understanding in descriptive test 32 | english franca, vol. 2, no. 1, 2018 using crossword puzzle. the student got average score 69,7%. it means that the researcher failure to reach criteria of success. in the cycle two, there was 79% students active and 21% students passive in meeting one. while there was 87,5% students active and 12,5% students passive. the researcher also gave the test in the end of cycle two and the score average of the students was 75,8%, the students have reached the criteria of success. there was improvement from cycle one to cycle two. it could be concluded that crossword puzzle was suitable and it could improve the students’ writing descriptive text. conclusion based on the findings and discussion in previous chapter, the researcher concluded that the students’ writing skill in descriptive text at smp negeri 5 pasuruan could be improved by using crossword puzzle. it was proven by the improvement result of the post test in the first cycle and the second cycle. the improvement of the students’ writing skill can be seen from the students activity in the class. in cycle one, the percentage of the students activity was 60% students active and 40% students passive in meeting one. while in meeting two percentage of student’s activity was 72% (students active) and 28% (students passive). in cycle two, the percentage of the students activity was 76% students active and 24% student’s activity was 86% (students active) and 14% (student’s passive). the students’ score increased from cycle one to cycle two. in cycle one the percentage of students’ score was 69,7%. while in cycle two the percentage of student’ score two was 75,8%, it mean that the student have reached criteria of success. therefore, the researcher did not need to continue to the next cycle. putu ngurah rusmawan: using crossword puzzle |33 references akbar, sa’dun. (2008). penelitian tindakan kelas. yogyakarta: cipta media brown, h.d. (2007). teaching by principle: an interactive approach to language pedagogy, second edition. new york: san fransisco state university. davis tricia, m., et al (2009), reviewing for exams: do crossword puzzle help in the success of students learning, the journal of effective teaching, vol. 9, no. 3, 2009, 4-10. dewi, n.r. (2010). the effect of using crossword puzzle in improving students’ writing descriptive text of mts hidayatullah mubtdi’in sidodadi tempurejo jember. unpublished thesis. tempurejo: faculty of teacher training and education islamic university of jember. harmer, j. (2007). the practice of english language teaching (4th ed). new york: longman. nikmatul, huda (2015). using crossword puzzle game to improve the students’ writing skill in descriptive text at the first grade of mts darun nur rukem pohjentrek pasuruan. unpublished sarjana thesis. stkip pgri pasuruan. rahmawati, h. (2013). definition, characteristics, and example of narrative, descriptive and expository text, (online), (http://hanifarahmawati.wordpress.com/2013/06/20/definit ion-characteristics-example-of-narrative-descriptive-andexpository-text), accessed on march, 18th 2014. ratnasari, s. (2009). applying autonomous writing instruction model to improve the second year students’ writing skill of sman 7 malang. malang: unpublished thesis. state university of malang. ruis, nuhung, muhyidin & waluyo, tri. (2009). instructional media. jakarta. ministry of education directorate general of quality improvement of teachers and education personel. (online) (http://www.uab.edu/instructionalmedia/cdm/media.htm). accessed on april 18th 2017. solikha, abidatus (2014). using crossword puzzle to improve students’ writing descriptive text at seventh grade of smp islam mamba’ul ulum al mubarok jabon sidoarjo. unpublished sarjana thesis. stkip pgri pasuruan. http://hanifarahmawati.wordpress.com/2013/06/20/definition-characteristics-example-of-narrative-descriptive-and-expository-text http://hanifarahmawati.wordpress.com/2013/06/20/definition-characteristics-example-of-narrative-descriptive-and-expository-text http://hanifarahmawati.wordpress.com/2013/06/20/definition-characteristics-example-of-narrative-descriptive-and-expository-text http://hanifarahmawati.wordpress.com/2013/06/20/definition-characteristics-example-of-narrative-descriptive-and-expository-text 34 | english franca, vol. 2, no. 1, 2018 suyanto, kasihani k.e. 2008. english for young learners. jakarta: bumi aksara. widaningsih, rini. (2009). increasing vocabulary mastery using crossword puzzle technique in inclusion program in sd negeri kaloran wonogiri. unpublished s1 thesis. surakarta: muhammadiyah university of surakarta. zuhria, dwi n. (2013). improving the students writing ability on narrative text by using picture series at the first grade of smp as-sakdiyah tongas probolinggo. unpublished s-1 thesis. pasuruan: english department. stkip pgri pasuruan. english franca vol 1 no 02 tahun 2017, stain curup page 135 p-issn 2580-3670, e-issn 2580-3689 inquiry-based language learning (ibll): theoretical and practical views in english classroom sri rejeki the faculty of teacher training and education, sebelas maret university, rejeki@student.uns.ac.id abstract this paper aims at explaining the theoretical based and the implementation of inquiry-based language learning particularly in english classroom in indonesia. ibll is not quite familiar in indonesian context especially in educational field. in other hand, curriculum 2013 is very popular in this country although both of them are related each other. this curriculum adopted the concept of ibll in which it encourages the students to construct the knowledge. based on the principle of inquiry, the students supported by the teacher and peers try to answer the questions coming from themselves. these answers will help them in constructing the knowledge. ibll is completely useful in promoting long life education that enables them to continue the quest for knowledge throughout life. this paper discussed about the theoretical principles of ibll and its implementation in teaching english. keywords: ibll, curriculum 2013, construct, quest for knowledge introduction scientific approach has become very famous in the world in which many fields of knowledge adopted the principles of this approach in their implementation. it is caused by the significant of science in our life particularly related to the useful inventions produced by scientist that make human life better. as we know that some scientists for example copernicus, thomas alfa edison, galileo have an important role in the development of science. they used scientific procedures in discovering the inventions. regarding to the significant contribution of science, several fields of knowledge adopted the principle of scientific approach. one of them is teaching a foreign language. the experts of teaching english franca vol 1 no 02 tahun 2017, stain curup page 136 p-issn 2580-3670, e-issn 2580-3689 and learning a foreign language adopted the scientific principles that resulted in scientific approach. inquiry-based language learning (ibll) as a part of scientific approach proposes the same idea. using the scientific process proposed by whewell (1859) in fauziati (2014) as formulation of the problem, hypothesis, prediction, testing, and analysis, the experts try to find out the solution of teaching learning problems. science and language are different in many ways however, adopting scientific principles for teaching a foreign language gives positive effects. ibll which adopted the scientific principles appears and becomes famous. curriculum 2006 and 2013 in indonesia also implements the ibll as a method for english teaching and learning activities (fauziati, 2014). some cycles are presented in order to implement this method in the classroom activities. these cycles refer to the basic principles of scientific approach as its guidance. initially, inquiry-based method is intended for science and math classes but it can also be adopted for teaching english (lee, 2014). the scientific principles which are crucial in promoting systematic and logical ways are also needed by the english language learners. these skills will help them in analyzing the learning problems and finding the solution properly. this paper presents the basic principles and the implementation of scientific method (ibll) for teaching english. it also provides a bridge in connecting the scientific approach and teaching a foreign language particularly in indonesian curriculum. theoretical framework definition the definition of ibll comes from the center word that is inquiry. it is defined as a process of seeking truth, information, or knowledge by questioning (fauziati, 2014). based on this definition the students ask questions and find the answers by themselves with some helps from the teacher, technology, and their learning community. the students construct the knowledge (not receive it) by combining what they have known about the topic and what do they want to know. prince and felder (2006) mention inductive english franca vol 1 no 02 tahun 2017, stain curup page 137 p-issn 2580-3670, e-issn 2580-3689 approach as an umbrella for ibll in which there are others such as problem-based learning (pbl), project-based learning, case-based teaching, and discovery learning. the inductive approach starts with observation or complex real-world problem, then the students analyze the data and finally generate the facts, procedures, and guiding principles. kuklthau, maniotes & caspri (2007) add investigation, exploration, search, quest, research, pursuit, and study as the main activities in inquiry process. the involvement of learners’ community in which they can learn each other is also necessary in this process. from those definitions, it can be concluded that ibll is a method that encourages the students to come up with the questions or problems, analyze and investigate them, and finally construct the knowledge with the help from the teacher and surrounding. why inquiry-based as a teacher, you will find this moment in this classroom while you are teaching. the students tend to answer “no” while their teacher asks “do you have any question?” it does not mean that they completely understand the material explained by the teacher but it reveals something else since they still cannot do the exercise well after that. the teacher’s question is intended to know the students’ comprehension related to the material and to evaluate the teaching process whether there is something missing or not. unfortunately the teacher most of the time will not get the intended answers. inquiry-based language learning (ibll) comes up with the idea that the students should ask questions instead of listen and repeat the expected answer. the students, in this era, need more skills than remembering and repeating the facts and information. they are supposed to find and use the facts and information. the teacher is able to help them in the classroom, unfortunately he or she cannot do that outside the class. as a consequence, the students are supposed to continue the quest for knowledge throughout life. instead of being knowledge receivers, they are taught of being knowledge inquirers. in english teaching and learning activities, this inquiry-based is beneficial in some ways for instance improving vocabulary english franca vol 1 no 02 tahun 2017, stain curup page 138 p-issn 2580-3670, e-issn 2580-3689 mastery, explaining the grammatical forms, helping the students in negotiating meaning, and embedding cultural essence (lee, 2014). furthermore, ibll also gives benefit related to classroom instructions in which increasing student’s participation, maintaining their attention, and initiating classroom interaction. it can be done through giving questions which are necessary for assessment and feedbacks given related to the material. ibll also strengthens the students’ linguistic knowledge and communicative competence. from the explanation it is clear that ibll benefits more on the teaching a foreign language. giving questions here is valuable since it provides exciting experience in learning that allow them to make discovery, reflection, creativity, and encourage cognitive and meta cognitive skills. it can be concluded that those valuable things facilitate understanding, self-regulated learning, and future learning transfer. basic principles there are some basic principles in ibll presented in this paper. the writer combined these principles from fauziati (2014) with prince and felder (2006). those principles are presented as follow. 1. the origin of ibll is on the constructivism theory. jean piaget (1972), vygotsky (1978), and jerome brunner (1990) are those who concern on this theory. according to them, the students construct their knowledge by communicating their experience with the environment instead of being transmitted by the teacher. they use their sense to get any information and store it as mental structures (schemata). vygotsky says that cultural history, social context, and language are important in this cognitive process. he also mentions that the students can understand the concept and idea that they cannot master with the help of other experienced peers. 2. students take initiative and autonomy in the classroom. the questions driving the classroom activity are from the students. it means that they initiate the learning process and are responsible for their own learning. the teacher may ask question but it is intended to guide them, not the center of the english franca vol 1 no 02 tahun 2017, stain curup page 139 p-issn 2580-3670, e-issn 2580-3689 learning activity. his or her job is to facilitate them with the appropriate activities in order to help them in constructing the knowledge. 3. classroom activities are around solving authentic, illdefined problems that may have more than one solution. in essence, we can call it as student center in which the students are more active than the teacher in the classroom. they get the knowledge from the problem initiated and solved by them instead of getting it from the teacher’s explanation. 4. students not only interact with the textbooks but also with the raw data, primary resources, the teacher, and other students. the material that the students have to study is not only textbooks but also other sources for instance the teacher, their peers, raw data (spoken and written conversation), and etc. those are sufficiently needed for their learning process in a way that they provide context and real situation. 5. communication in the classroom is characterized by discourse. two ways communication is more appropriate to describe this situation. the students ask questions and discuss them with the teacher and other students. it is not merely question and answer session but dialogue to find the solution. 6. students learn through their senses, create concepts, modify and synthesize concepts, and then evaluate their learning through metacognitive processes. this part will be more explored in the cycle of ibll in the following part. key figures and their ideas the idea of ibll is initiated by constructivism figures such as piaget, vygotsky, and brunner. however the ones who execute and implement it in the education field are bruce and davidson, karplus and their, and roger bybee. they make this idea into some cycles which can be seen in the following explanation. english franca vol 1 no 02 tahun 2017, stain curup page 140 p-issn 2580-3670, e-issn 2580-3689 1. bruce and davidson figure 1 cycle of inquiry (bruce and davidson) the initiate learning comes from the students with their questions. they ask questions and notice about what is going to be learnt in that day. based on those questions, they investigate in order to find theory related to the topic. it can be done through browsing on the internet, reading textbooks, and asking the others. in this cycle they try to draw the map of the topic and are fully equipped with everything needed to create something. after that they create something (based on the topic). while doing this they try, experiment, draw, and explain. the product, then, is shared with the teacher and friends to know others’ opinion. then they may discuss it to get the strength and weaknesses. the discussion will come up with the suggestion, addition, declension in which the students think what they will do based on this discussion. the last is they do some reflection after getting advises from the others. here they evaluate the product in the form of adding or reducing something that is needed to get the better one. 2. karplus and their atkin and karplus develop the inquiry learning and implement it in the science program in the elementary class. karplus and their name this cycle as learning cycle consisting of 3 stages: exploration, introduction, and application. the first stage provides the students with an experience about science phenomena. then they identify it english franca vol 1 no 02 tahun 2017, stain curup page 141 p-issn 2580-3670, e-issn 2580-3689 with their schemata in their brain whether they have something similar or not. the second stage encourages them to build the ideas that are got from interaction with the others. they may discuss, do some research, and interact with the teacher and peers. the last stage is the time for them to apply the theory into new situations or problems. 3. roger bybee the table below shows the cycle proposed by roger bybee (fauziati, 2014). table 1. the cycle of ibll engagement object, event or questions are used to engage students. connection is facilitated between what students know and can do. exploration objects and phenomena are explored. hands-on activities are done with the guidance. explanation students explain their understanding of concepts and processes. new concepts and skills are introduced as conceptual clarity and cohesion are sought. elaboration activities allow students to apply concepts in contexts, and build on or extend understanding and skill. evaluation students assess their knowledge, skills, and abilities. activities permit evaluation of student development and lesson effectiveness. the cycles presented above have some significant benefits for the students (sunal, 2012 in fauziati, 2014:160-161). those cycles are supposed to help students become aware of their prior knowledge, foster cooperative learning and a safe positive learning environment, compare new alternatives to their prior knowledge, connect it to what they already know, construct their own “new” knowledge, and apply the new knowledge in ways that are different from the situation in which it was learned. english franca vol 1 no 02 tahun 2017, stain curup page 142 p-issn 2580-3670, e-issn 2580-3689 how the teacher can maximize effectiveness of inquiry-based learning in order to support the aim of inquiry-based learning, there are some activities that may be implemented to maximize its effectiveness. friesen & scott (2013) propose some of those activities: scaffolding, formative assessment, powerful, critical, and essential questions, and through line questioning. it is still debatable how to use scaffolding in the inquiry-based learning. however, simons and klein (2006) mention some scaffolding activities as breaking out the task that is beyond learner’s capability. here the task is break down into smaller ones in which each of them is supposed to contain material which they are not able to do that. the students actually cannot do the task only depend on their knowledge. it is little bit higher than their level. nevertheless, this kind of task is valuable and important in order to assess how far they would go to finish the task. more specifically it tells what actions will be taken by them to approach the solution. friesen & scott (2013) argue that the scaffolding activities give positive impact on problem solving, reflection, research assistance, concept integration, and knowledge acquisition. formative assessment or usually it is called as assessment for learning is distinguished from summative assessment in a way that it provides feedbacks of the students’ competence and performance. the aim of this assessment is not to assess but to help the students in identifying their problems and suggesting solution. related to ibll, the teacher can conduct formative assessment while teaching and learning activities occur. according to heritage (2010), the given feedbacks in formative assessment is most effective “when it is focused on the task and provides the students with suggestions, hints, or cues, rather than offered in the form of praise or comments about the performance” (p.5). questions in ibll play important role since it is the hint that catches student’s attention. these questions should make them aware of what is happening in their learning process. providing powerful, critical, and essential questions in the classroom activities can help the teacher to implement inquiry-based learning. powerful question according to barron et al. (1998) should make clear connection between activities and conceptual knowledge that english franca vol 1 no 02 tahun 2017, stain curup page 143 p-issn 2580-3670, e-issn 2580-3689 is going to be developed. furthermore it should connect students to the world outside the school and it also honors the outcomes of that program. critical question is a kind of question that requires reasoned judgment among options, uses criteria to make that judgment, and connect the outcome with the curriculum (case and wright, 1997). the last, essential question is one which lies at the hearth of the subject, not trivial question (wiggins and mctighe, 2005). this question should promote inquiry and uncovered subject. this question is similar to essential question proposed by wiggins and mctighe. den heyer (2009) tries to connect goals, objectives, specific outcomes for lessons, units, and coursed through questions about issues related to the world they live in which are relevant, provocative. these questions help both teacher and students to understand about current conditions in their life came to be. the application in foreign language teaching regarding to the concept of inquiry learning and its strength, ibll is currently recommended in indonesian education field. it can be seen in the implementation of curriculum 2006 and curriculum 2013. in essence, both curriculums apply the idea of inquiry learning in their teaching and learning process. 1. curriculum 2006 it is currently recommended to implement the cycles proposed by bruce and davidson, karplus and their, and roger bybee in indonesian context. those cycles hopefully can help the students to be scientist-like in which they know and understand their learning process and able to find the solutions related to the learning problems encountered in the learning process. according to education ministry regulation no. 19 of 2005, the standard process of primary and secondary education has to cover planning, implementation, assessment, and supervision. in order to make the learning process more effective and efficient, lesson plan is needed here. furthermore, this lesson plan is conducted through systematic way such as in these stages: exploration, elaboration, and confirmation process. english franca vol 1 no 02 tahun 2017, stain curup page 144 p-issn 2580-3670, e-issn 2580-3689 the first stage is initiated by introducing and understanding the phenomenon. it aims at providing or activating the students with the prior knowledge which is important for the next stages. here the students are actively involved in the process by validating and developing the information presented earlier. the main focus of this stage is how the knowledge is transferred, understood, and interpreted by the students. the prerequisite of this activity is the students have to be involved in the process. it is in line with the learning concept from chinese philosopher that says “ i hear and i forget. i see and i remember. i do and i understand.” (mel silberman, 1999). this statement implies that the students should participate actively in the learning process so they can understand. in the second stage which is more teacher guided, the students have to organize information got from the previous stage scientifically. indeed they do it with the help of the teacher in which he/she provides model or examples and explain them. there are several ways in explaining the material such as lecture, computer simulation, discussion of the finding from the first stage, multimedia presentation, focus group discussion, listen to recordings, and explain the material from the textbook. in this stage the teacher should decide something important for example how the exploration experiences can be developed to focus on the basic idea or skill to be taught, how the idea or skill is best explained, how the idea or skill should be modeled or demonstrated, what technique should be used to make sure all students understand it, and what student practice is needed using the new knowledge (sunal, 2012: 13 in fauziati, 2014: 161-162). the third stage, confirmation, is conducted to help the students confirm their new knowledge. but before that they need to perform what have been learnt and the teacher should give feedbacks. the feedbacks are so important that they will not lead to misconceptions or errors. some activities such as games, simulation, question and answer discussion, paper and pencil problems, and other manipulative activities can be done to provide positive and negative feedbacks. then, they are ready to transfer the new ideas into different situations and times. this phase is followed by a brief summary containing sequences of important ideas and events experienced while they are learning. english franca vol 1 no 02 tahun 2017, stain curup page 145 p-issn 2580-3670, e-issn 2580-3689 those three stages are similar with the steps in genre-based instruction. the exploration stage, similar with building knowledge of the text and modeling, is used to build student’s knowledge, understanding, and interpretation. here the knowledge is presented and the students are actively involved in compiling and arranging information so they get an input for the learning process. in the elaboration stage or join construction of the text, the students work together with the teacher and other students to gain the language skill through examples. their understanding is tried to be implemented through the guide from the others such as in discussion, presentation, simulation, and focused students’ activities. the last is confirmation stage or individual construction that gives more emphasis on students’ independence. they work alone to apply the schemata in their head into a new situation. the teacher’s role is giving feedback after they finish their work in which positive reinforcement is necessary here. 2. curriculum 2013 there is no significant difference in implementing ibll in curriculum 2006 and curriculum 2013. both of them emphasize on how the students can construct their own knowledge that is stimulated with a good learning process. as stated in the education ministry regulation number 65, the year of 2013, education process should be based on scientific principles. under the term scientific approach, ibll is chosen to encourage the students mentally and physically demonstrate the scientific behaviors. hopefully through this method the students are curious about anything around them, their skills are improved, they exhibit positive attitudes, and they can improve the speaking competence as well as their critical thinking. the students as inquirers learn thorough the problems in real situation. five stages are provided to accommodate that aim: observing, questioning, collecting information or experimenting, associating or information processing, and communicating. the learning activities are initiated with observation in which the teacher engages the students by displaying texts or videos. then they are encouraged to ask questions in order to develop their hypothesis about the phenomena. in addition, they may ask about the linguistic features or generic structure of the text. in this english franca vol 1 no 02 tahun 2017, stain curup page 146 p-issn 2580-3670, e-issn 2580-3689 stage, the students are supposed to have their ideas about those aspects. the next stage gives them more opportunity to investigate their hypothesis through gathering information and experimenting. with the guidance of the teacher and peers, they collect any information needed and do some practices. associating or information processing invites them to analyze the result of their practice collaboratively. suggestions or feedbacks from the others are needed to clarify, confirm, or extend their idea. the last one is communicating their finding in the form of presentation or other activities. the finding reveals the knowledge constructed by them in the previous processes. conclusion although at the beginning ibll is intended for science as it is classified as scientific approach, this method also can be implemented in language field. the former figures introducing inquiry learning are piaget, vygotsky, and brunner. they argue that the students are able to construct the knowledge by certain requirements. furthermore, this idea is explored more detail by bruce and davidson, karplus and their, and roger bybee in which they provide the cycle in order to help teachers applying this method in their class. indonesia adapted the concept of inquiry learning and implemented it in curriculum 2006 and 2013. hopefully, indonesian students are able to construct the knowledge and continue the paradigm of long lasting education. author’s biography sri rejeki is an alumnus of uny majoring english education department for her undergraduate degree. after graduated from that university, she taught in several institutions such as smk piri yogyakarta, sd model yogyakarta, and puri kids yogyakarta. she also has experienced two-years teaching in language training center under umy (muhammadiyah university of yogyakarta). she has published an article entitle konsistensi pemerintah published by kompas yogyakarta. she also has published 2 books entitled menguasai 16 english tenses published by bangkit publisher, yogyakarta (2012) and ya, saya vegetarian published by familia english franca vol 1 no 02 tahun 2017, stain curup page 147 p-issn 2580-3670, e-issn 2580-3689 publisher, yogyakarta (2013). in addition, she has translated a novel entitled sherlock dan enam napoleon published by indoliterasi publisher, yogyakarta and she was also an editorial team of of a book entitled karnaval caci maki; menelusuri makian dari hasrat sampai nilai, ekspresi buku (january, 2012). currently, she is taking her graduate degree in graduate school of english education department, sebelas maret university, surakarta. furthermore, currently, she is working on the publication process of some articles entitled: “a study on the strategy in teaching english for students with special needs, journal of social science and humanities, pertanika”, and “promoting assessment for learning: students’ perception toward informal assessment conducted in english classroom, journal of advanced letter”. references abdi, a. (2014). the effect of inquiry-based learning method on students’ academic achievement in science course. universal journal of educational research, 2(1), 37-41. arauz, p. e. (2013). inquiry-based learning in an english as a foreign language class: a proposal. revista de lenguas modernas, (19), 479-485. barron, b., schwartz, d., vye, n., moore, a., petrosino, a., zech, l., bransford, j., & the cognition and technology group at vanderbilt. (1998). doing with understanding: lessons from research on problemand project-based learning. the journal of the learning sciences, 7, 271-311. brown, h. douglas. (1994), teaching by principles: an interactive approach to language pedagogy. new jersey: prentice hall. case, r, &wright, t. (1997). “taking seriously the teaching of critical thinking.” in the canadian anthology of social studies, ed r case and p clark, 179–93. vancouver, bc: pacific educational press. den heyer, k. (2009). implicated and called upon: challenging an educated position of self, others, knowledge and knowing as things to acquire. critical literacy: theories and practices, 3(1), 26-36. english franca vol 1 no 02 tahun 2017, stain curup page 148 p-issn 2580-3670, e-issn 2580-3689 fauziati, endang. 2014. methods of teaching english as a foreign language (tefl): traditional method designer methods communicative methods scientific approach. surakarta: era pustaka utama. fauziati, endang. 2015. teaching english as a foreign language: principle and practice. surakarta: era pustaka utama. fauziati, endang. 2016. applied linguistics principles of foreign language teaching, learning, and researching. surakarta: era pustaka utama. friesen, s., & scott, d. (2013). inquiry-based learning: a review of the research literature. alberta ministry of education. gormally, c., brickman, p., hallar, b., & armstrong, n. (2009). effects of inquiry-based learning on students’ science literacy skills and confidence. international journal for the scholarship of teaching and learning, 3(2), 16. heritage, m. (2010). formative assessment and next-generation assessment systems: are we losing an opportunity. los angeles, ca: national center for research on evaluation, standards, and student testing (cresst). lee, h. y. (2014). inquiry-based teaching in second and foreign language pedagogy. journal of language teaching and research, 5(6), 1236-1244. li, c. (2009). a research on second language acquisition and college english teaching. english language teaching, 2(4), 57. prince, m. j., & felder, r. m. (2006). inductive teaching and learning methods: definitions, comparisons, and research bases. journal of engineering education, 95(2), 123-138. silberman, r. b., & tuan, y. f. (1999). world views: maps & art: 11 september 1999-2 january 2000. frederick r. weisman art museum, university of minnesota. simons, k. & klein, j. (2007). the impact of scaffolding and student achievement levels in a problem-based learning environment. instructional science, 35, 41-72. vygotsky. l. (1978). mind in society. cambridge ma: harvard university press wiggins, g., & mctighe, j. (2005). understanding by design. alexandria, va: association for supervision and curriculum development. english franca : academic journal of english language and education vol. 3, no. 1, 2019, iain curup p-issn 2580-3670, e-issn 2580-3689 the effect of fix up strategy in enhancing students’ reading comprehension in iain curup hadi suhermanto iain curup hadi13nov74@gmail.com abstract this study aimed to find out whether there is any effect of fix-up strategy on students’ reading comprehension at second semester english study program students in iain curup. this study employed a quasi experimental research design. the sample of this study was second semester english study program students in iain curup. it consisted of 60 students. the instrument on this research was reading test which was aimed to measure students’ reading comprehension. the reading test consists of 30 multiple choice questions for pre-and posttest. the finding of this research showed that the t-count value was 3,905 more than t-table value, it means that h0 was rejected and hypothesis h1 that stated there was any effect of applying fix-up strategy on the students’ reading comprehension at second semester english study program students in iain curup was accepted. fix-up strategy was proved to be effective to be used in teaching reading since there was a significant difference of students’ meanscore after doing the treatment by using fix-up strategy. key words: reading comprehension, fix-up strategy introduction english is worldwide language that is learned by the entire nation in the world. not only learned but also used as daily language for communicating with others or simply called english as a second language or english as foreign language. it is used to have interaction over the sea, technology literacy skill, and even to develop the knowledge. someone must prepare her/himself with knowledge and mailto:hadi13nov74@gmail.com 2 | english franca, vol. 3, no. 1, 2019 skills in english language that are needed and suitable with world of work. reading is one of skills in english which is to make people get an information from what they read in order to be able to reach the comprehension. reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning. however, some people argue that comprehension is more difficult than just reading for understanding (nunan, 2003). actually, reading skill is very important for students such as; the students can get information from they read, the students can add their knowledge and can enlarge the way of their thinking by reading any text. therefore, the students should have skill in reading to add their information and enrich their knowledge. reading comprehension is the core of the reading activity. by having comprehension, students are able to make sense what the texts tell about. reading comprehension is as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language (catherine, 2002). they can also catch the general or detail information what the questions ask the students. therefore, comprehension is the purpose of reading. nunan (2003) stated that there are eight principles of teaching reading, namely; exploit the reader’s background knowledge, build a strong vocabulary base, teach for comprehension, work on increasing reading rate, teach reading strategies, encourage students to transform strategies into skills, build assessment and evaluation into your teaching and strive for continuous improvement as a reading teacher. those principles will help the teacher to teach reading in order to help students reach the main goal of reading. that is comprehension. based on the researcher’s experienceat second semester of english study program students in iain curup on february, 2018,it was found that the students had a problem in reading. the students’ reading comprehension was still low. it could be seen from the students’ achievement reading score. there were more than half of students who got reading score under 70. moreover, there were some facts that indicated the problem. first, students’ interest of reading was still low. second, students had difficulties in understanding the text. they got it difficult in understanding sentences, finding the meaning of the sentences or only understood the broad outline of the text content. the students needed a lot of time in understanding the text, they did not use chance to read english text either at home or in english lesson. the students had difficulties in doing exercises. hadi suhermanto: the effect of fix up startegy in enhancing students’ reading comprehension|3 in teaching reading there are many strategies which can be applied by teachers such as: selective underlining, anticipation guide, think aloud strategy, and fix-up strategy. all of those strategies are very important to improve teaching in learning process of english inclassroom in order to effective and efficient.one of effective strategies to be used in this school is fix-up strategy. fix up strategy is a strategy which can help the students understand the message of the text when they get stuck with certain words or certain sentences.morellion (2007: 116) says that fix up options are tools that readers can rely upon to find their way home, to make sense of what they read. when the students cannot understand the text during reading, the students use fix up option to catch the message of the text. duffy (209: 130) states that fix up strategy is frequently referred to as “look-backs.” it refers to a strategy in which readers search backward and sometimes forward in a text to remove a meaning blockage encountered while reading. to use look-backs, reader’s first need to understand that it is essential to monitor meaning getting what the reader reads, then to stophen a problem is encountered. based on the problem above, the research question can be formulated as follow: is there any effect of applying fix-up strategy on students' reading comprehension at second semester english study program students in iain curup? theoritical framework 1. definition of reading reading is one of skills in english to make readers get information from what they read, and information from a text, it needs a thinking process in order to be able to reach the comprehension. reading is an extremely complex activity. it is involving combination of linguistics and cognitive abilities (grabe & stoller, 2002). relating linguistic abilities, reading involves the recognition of letters, words, phrases, and clauses. it also needs some aspects of language competences such as vocabulary, structure, spelling, and pronunciation. meanwhile, in term of abilities, the view reading which is offered as essentially concerned with meaning, specifically with the transfer of meaning from mind to mind; the transfer of a message from writer to reader (nuttall, 1982). in preparing the students for having good ability in reading, teachers are demanded to be creative in using the variety of ways in teaching reading. using interesting strategy in teaching reading will 4 | english franca, vol. 3, no. 1, 2019 make students become motivated and active in learning process. also teaching reading is prepared to make the students reach good comprehension of the lesson which is being taught. the goal of teaching reading is how to make students understand what they have read. because of this case, reading is one activity of language skills that should be acquired by the students. reading is one of the important skills which should be achieved in learning english. there are some definitions of reading which are mentioned by the experts. reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning. in this case, the readers take the meaning from the text by combining information existed in the text and their experienced knowledge. in other words, it can be said that there is a correlation between the text and readers’ background knowledge for understanding the meaning of the text read (nuttal, 1982). according to snow (2002:54), “reading comprehension is as theprocess of simultaneously extracting and constructing meaning throughinteraction and involvement with written language”. in comprehendinga topic, the readers interacts with the text relates to the question of thetext to prior experiences of construct meaning which can be found in thetext. reading comprehension is very important for everyone whowants to enlarge their knowledge and information. therefore, in reading the readers should be active participants in catching the meaning from the text (snow, 2002) based on the explanation of some experts above, it can be concluded that reading is an activity of communication process between the readers and written words for getting the ideas or information and derives meaning based on their own background knowledge. based on the reading process, readers are hoped to get the understanding of the information which is talking in the text. the aim of reading is getting the comprehension of all information existed in the text read. 2. reading comprehension for many students, reading is the act of saying word to their teacher and their friends by looking at the passage. they have not learned that reading is a division of the main idea between the author and them. reading comprehension is a one of the complex and the combination of both lexical and text-progressing skills that are widely be acquainted interactively (nunan, 2003). two major approaches have been used to developing reading skill, known as extensive and intensive reading. these both approaches have important role play to gain knowledge in reading comprehension skill (louky, 2003). hadi suhermanto: the effect of fix up startegy in enhancing students’ reading comprehension|5 according to brassel et al (2008),before the students would learn how to comprehend their reading, the teacher should give definition what is reading comprehension and how they do to apply in learning process. reading refers to the ability to comprehend or make meaning from written text.a dictionary definition of the word read states that it is the ability to examine and comprehend the meaning of written words. comprehension, then, is at the heart of any conventional definition of reading. comprehension is the process of deriving meaning from connected text (elizabeth, 2003). it involves word knowledge (vocabulary) as well as thinking and reasoning. therefore, comprehension is not a passive process, but an active one. the reader actively engages with the text to construct meaning. this active engagement includes making use of prior knowledge. comprehension is the essential goal of reading and reading instruction. effective comprehension instruction goes beyond literal comprehension by challenging students to make deep inferences about texts, to think critically about the material they read, and to creatively transform the texts they encounter into other forms and formats. moreover, effective instruction in comprehension should be engaging for students and teachers. a great deal of research has explored and supported the notion that comprehension is a process demanding strategic approaches. good comprehends have learned that they have control of the reading process. they actively construct meaning as they read, and they also direct their own comprehending(blackhowic, 2008). reading comprehension is the activity where the students actually understand what they read about. reading comprehension as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. he uses the words extracting and constructing to emphasize both the importance and the insufficiency of thetext as a determinant of reading comprehension. reading is an important activity in life with which one can update his or her knowledge. reading skill is an important tool for academic success for students (patel and jain, 2008). according to snow (2002) reading comprehension capacity builds on successful initial reading instruction and the fact that children who can read words accurately and rapidly have a good foundation for progressing well in comprehension.reading comprehension involves much more than readers’ responses to text. reading comprehension is a multi component, highly complex process that involves many 6 | english franca, vol. 3, no. 1, 2019 interactions between readers and what they bring to the text (previous knowledge, strategy use) as well as variables related to the text itself (interest in text, understanding of text types). furthermore, reading comprehension is not a static competency; it varies according to the purposes for reading and the text that is involved. when the prerequisite skills are in place, reading becomes an evolving interaction between the text and the background knowledge of the reader (louky, 2003). 3. comprehension level comprehension understands what is being said or read. when it comes to reading, it is an active process that must be developed if a learner is to become a proficient reader. effective reading skill development is further accomplished when the learner becomes proficient in literal, inferential and critical comprehensive reading. basaraba (2013) divided comprehension into three levels of comprehension, namely: literal, inferential, and evaluative level. literal comprehension involves what the author is actually saying. the reader needs to understand ideas and information explicitly stated in the reading material. some of this information is in the form of recognizing and recalling facts, identifying the main idea, supporting details, categorizing, outlining, and summarizing. the reader is also locating information, using context clues to supply meaning, following specific directions, following a sequence, identifying stated conclusion, and identifying explicitly stated relationships and organizational patterns. these organizational patterns can include cause and effect as well as comparison and contrast. for example, some questions and activities may include: what words state the main idea of the story?, how does the author summarize what she/he is saying?. inferential comprehension deals with what the author means by what is said. the reader must simply read between the lines and make inferences about things not directly stated. again these inferences are made in the main idea, supporting details, sequence, and cause and effect relationships. inferential comprehension could also involve interpreting figurative language, drawing conclusions, predicting outcomes, determining the mood, and judging the author’s point of view. the following questions are usually asked: what does the author value?, what is the theme?, what effect does this character/event have on the story?, how do you think this story will end?. evaluative comprehension is what the text is telling the readers about the world outside the story. readers must analyze what they have read. then they must form an opinion based on the information. in this hadi suhermanto: the effect of fix up startegy in enhancing students’ reading comprehension|7 levelof understanding of the text the reader can offer an opinion on the effectiveness of the text for its purpose. the fix-up strategy will be effective to be used to improve students’ literal, inferential, and evaluative comprehension. 4. definition of fix-up strategy according to duffy (2009), fix up strategy is a strategy which can help the students understand the message of the text when they get stuck with certain words or certain sentences. when using this strategy the teachers should provide the students with some tools for fixing up their meaning-making. these tools are called fix up options. morellion (2007) says that fix up options are tools that readers can rely upon to find their way home, to make sense of what they read. when the students cannot understand the text during reading, the students use fix up option to catch the message of the text. duffy (2009) states that fix up strategy is frequently referred to as “lookbacks.” it refers to a strategy in which readers search backward and sometimes forward in a text to remove a meaning blockage encountered while reading. to use look-backs, readers first need to understand that it is essential to monitor meaning getting as reader reads and that good readers stop when a problem is encountered. moreover, moreillon (2007) states that fix-up strategy offers readers processes they can use to recover meaning, such as rereading, reading ahead, or figuring out unknown words. according to education.com, fix up strategy is a strategy used to reconstruct meaning when comprehension goes astray. fix-up strategy includes rereading, reading ahead, identifying unknown words, making and changing predictions, connecting things in the text to personal experiences and memories. 6. steps in using fix-up strategy the researcher will implement the procedures of teaching reading using fix-up strategy by adopting several steps according to morellion (2007). the steps are as follows: 1. previewing. the students are asked to look the text at glance. they preview and think what the text is about. 2. predicting. the students read the heading or the title of the text and make a prediction what will happen next in the text. 3. reading. the students are doing the activity in reading the whole text and check whether their prediction is correct or not. 4. making connection.the students think about something that they have experienced which is related to the text. 8 | english franca, vol. 3, no. 1, 2019 5. visualizing. the students draw the characters which are stated in the text based on their imagination. 6.making inference. the students make inference of what they read. it helps the students to sum up the important points of the text they read. 7.asking new question and retelling the story. after reading the text, the students should ask questions related to the content of the text and retell what has been read to checkwhether they understand about the content or not. 7. previous study there are some studies using fix up strategy. first, the research by indrasari (2015) entitled “the effectiveness of using fix-up strategy to teach reading viewed from students’ self-confidence”. based on the result of data analysis, the research findings were: (1) fix up strategy is more effective than direct teaching to teach reading; (2) the achievement of students’ skill in reading does not depend on the level of the students’ self-confidence; and (3) there is an interaction between teaching strategies and students’ self-confidence. second, a research by kusumawati (2019) entitled the use of fix up strategy in teaching reading comprehension for eleventh grade students at sman 7 kediri. thefindings of the research werethe t-test was higher than t-table (7,539 > 2,034) it means that ho was rejected and ha was accepted. from the finding above, it can be concluded that fix up strategy was effective used in teaching reading comprehension. the researcher suggests to the english teachers to teach the students using fix up strategy because it was suitable strategy which makes the students easier to comprehend the text in fix up options. research methodology this study employed a quasi experimental research design.. the researcher used fix-up strategy as an independent variable, in order students reading comprehesion as a dependent variable. the researcher used two groups: experimental and control group. experimental group was a group that using fix-up strategy in teaching and learning process, while control group using conventional method. but, before give the treatment, a pre-test for each group given by the researcher in order to saw the level of students’ qualifications. after the treatment, a post-test give both groups in order to know the students’ reading comprehension scores. the sample of this research was the second semester english study program students in iain curup which consisted of 2 classes. the hadi suhermanto: the effect of fix up startegy in enhancing students’ reading comprehension|9 total number of sample was 60 students. the researcher decided to use some genres as the instrument of reading test based on the syllabus for second semester english students. the instrument was constructed by the researcher by collecting the questions from many sources, such as; book, worksheet, and internet. in collecting the data, researcher did some procedure to execute this research. both of the groups got a treatment in teaching but using different technique. researcherconducted the research by giving the treatment both control and experiment group. for experiment group, the researcher used fix-up strategy, while for control group the researcher used conventional method in teaching reading which was usually used by the english lecturers in teaching writing descriptive text (which means no additional treatment for control group). the treatment was done in four meetings both experiment and control group. then theresearcher gave some tests to know the students’ scores in reading. the test was conducted in experimental class and control class. the score of the test was given by the total of students’ correct answer in test. since this research is basically intend to investigate the effectiveness of using fix-up strategy toward reading comprehension. the data is obtain from the research use analyze statistical product for service (spss) 17.0 in ttest formula to find out the significant difference and significant effect between the means and decide whether those differences are likely to happen by chance or by treatment effect. the researcher did the normality distribution and variance homogeneity test before calculated the data using t-test formula. findings & discussions result after collecting and analyzing the data, the researcher displayed the result and findings in this chapter. the research question was answered and discussed detail in this chapter. the result of this research was divided into five sub-bab based on the data that was collected and analyzed by the researcher. each sub-bab was described in detail below. 1. result of normality and homogeneity before analyzing the hypothesis, the researcher did normality and homogeneity test. the normality test in this research used kolmogorovsmirnov of spss v.16 for windows with criteria ρ > 0.05. based on the calculation of normality, the researcher got the result that all data in pre-test both control and experiment class has been distributed 10 | english franca, vol. 3, no. 1, 2019 normally. as the spss output showed that the sig. of pre-test on experiment and control class=0,120 and 0,200 which means that the data on pre-test both control and experiment class was normal. furthermore, the sig. of post-test result on control and experiment class= 0,133 and 0,122 which also means that the data was distributed normally on post-test. moreover, the output of homogeneity test shows that the significance of pre-test and post-test homogeneity result between both classes were 0,557 and 0,960 with df2=58. since the sig.>0,05,it means that the sample of the data on pre-and post-test was homogenous. since the data was distributed normally and homogenous, the researcher did independent sample t-test to examine the hypothesis. 2. result of the study the results of this study were divided into two kinds, they were the result of pre-test (before giving the treatment) and the result of post-test (after giving the treatment). a. result of pre-test the result of the pre-test was found before the researcher gave the treatment to the students both in experiment and control class. the result of the pre-test between control and experiment class did not different significantly. the result can be seen in the table below. table 1 the meanscore of the pre-test group n meansc ore experiment 30 70.10 control 30 69.43 table 1 showed that the mean score of experiment class was 70,01 with total sample was 30 students and the mean score of control class was 69,43. based on the result of the pre-test above, it can be seen that there was no significance difference of the students’ mean score between experiment and control. it was because the students both experiment and control had similar cognitive achievement and competence in reading comprehension skill. the similar score between those groups became the reason why the researcher chose these two classes as the sample of this research. therefore, to know whether fixup strategy impact the students’ reading comprehension, the researcher applied two different strategies. the researcher taught experiment class hadi suhermanto: the effect of fix up startegy in enhancing students’ reading comprehension|11 by using fix-up strategy while the researcher taught control class by using conventional method. b. result of post-test after collecting the result of the pre-test, the researcher gave a treatment for control and experiment class. to find out the difference score between experiment and control class, the researcher gave a posttest to both experiment and control class. the post-test was given at the end of the treatment. the questions of post-test both experiment and control class was similar. after giving the post-test, the researcher calculated the score and mentioned it in the following table. table 2 the meanscore of the post-test group n meanscore experiment 30 79.33 control 30 69.76 regarding to table 2, the students’ mean score of the experiment class in post-test was improved better from the pre-test score. while the score of post-test in control class did not show an improvement in posttest result. the improvement of students’ score in experiment class from pre-test to post-test may be caused by the treatment did by the researcher. the researcher applied fix-up strategy in teaching reading in experiment group. however, to know whether the hypothesis was accepted or not, the researcher did hypothesis testing. discussion the finding of this research showed that there was any effect of applying fix-up strategy on the students’ reading comprehension at second semester of english study program students of iain curup. in other words, the use of fix-up strategy was generally more effective to improve students’ reading comprehension.this research finding confirmed some theory and previous studies. this study found that fix-up strategy is an efficient way to learn the course material in a cooperative learning approach which encourages engagement and empathy by giving each member of the group an essential part to play in the academic activity (aronson, 2000). fix up strategy is a strategy which can help the students understand the message of the text when they get stuck with certain words or certain sentences. when using this strategy the teachers should 12 | english franca, vol. 3, no. 1, 2019 provide the students with some tools for fixing up their meaningmaking. these tools are called fix up options. morellion (2007: 116) says that fix up options are tools that readers can rely upon to find their way home, to make sense of what they read. when the students cannot understand the text during reading, the students use fix up option to catch the message of the text. duffy (209: 130) states that fix up strategy is frequently referred to as “look-backs.” it refers to a strategy in which readers search backward and sometimes forward in a text to remove a meaning blockage encountered while reading. to use look-backs, readers first need to understand that it is essential to monitor meaning getting as reader reads and that good readers stop when a problem is encountered. moreover, moreillon (2007: 114) states that fix-up strategy offers readers processes they can use to recover meaning, such as rereading, reading ahead, or figuring out unknown words. according to education.com, fix up strategy is a strategy used to reconstruct meaning when comprehension goes astray. fix-up strategy includes rereading, reading ahead, identifying unknown words, making and changing predictions, connecting things in the text to personal experiences and memories. conclusion & suggestion conclusion regarding to the finding of this research, it can be concluded that there was a significant effect of applying fix-up strategy on the students’ reading comprehension at second semester of english study program students of iain curup. in other words, the use of fix-up strategy was generally effective to improve students’ reading comprehension at second semester of english study program students of iain curup. suggestion there are some suggestions offered by the researcher to the followings: 1. special for english teacher, fix-up strategy is one of teaching technique that can be considered to improve the students’ reading competence in the classroom especially in reading text. therefore, it is expected for the teacher/lecturers to encourage the students in reading activity in the classroom. 2. the use of fix-up strategy is useful to organize the students’ reading comprehension. the teacher’s guidance while teaching and learning was needed to get better achievement. hadi suhermanto: the effect of fix up startegy in enhancing students’ reading comprehension|13 3. more research studies with efl readers should be executed to further investigate the effectiveness of fix-up strategy on reading comprehension. references airasian, p and l. r. gay. 2004. educational research: competencies for analysis and application sixth edition. new jersey: prentice hall inc. arikunto,suharsimi. (2006). prosedur penelitian (suatu pendekatan praktis. jakarta: rineka cipta. blackhowic. (2008). reading comprehension: strategies for independent learners: second edition . new york: the guilford press. basaraba. 2013. examining the structure of reading comprehension: do literal, inferential, and evaluative comprehension truly exist?. https://eric.ed.gov/?id=ej998201 brassell, danny, et all. (2008). comprehension that works: taking students beyond ordinary understanding to deep comprehension . huntington beach: corrine burton. catherine. (2002). a practical guide to research methods, how to content, oxford cohen, louis,. et al. 2007. research method in education. new york: routledge desti. (2008). teaching reading using posse (predict, organize, search, summarize, evaluate) strategy. unpublished thesis duffy, gerald g. 2009. explaining reading : a resource for teaching concepts, skills, and strategies. new york: the guildford press. elliot, stephen n. et at. 2000. educational psychology: effective teaching, effective learning. boston: the mcgraw-hill companies, inc. elizabeth. (2003). teaching & learning in the language classroom. uk: oup. grabe, w. and stoller, f.l. (2002). teaching and researching reading. harlow: pearson education. iskandar. (2009). metodologi penelitian pendidikan dan sosial (kuantitatif dan kualitatif). jakarta: gp press. https://eric.ed.gov/?id=ej998201 14 | english franca, vol. 3, no. 1, 2019 julian hermida. (2001). the what, why and how of classroom action research. josotl vol. 2, number 1. j. f. baumann, l. a. jones, n. s. kessel. using think aloud to enhance children's comprehension monitoring abilities. the reading teacher, 47(3), 184-193, 1993. kushartini. 2005. pesona bahasa. jakarta: pt. sun printing lems, et al. (2010). teaching reading to english language learners insights from linguistics. new york: the divison of guiford publications, inc. lindsay, jeff. 2012. direct instruction: proven success in teaching. retrieved from http://www.jefflindsay.com/educdata.shtml. loucky, j. p. (2003): enhancing students' english reading and vocabulary skills using call innovations. seinan women's university, tandai kiyo, vol. 49. mckeown, r. g., & gentilucci, j. l. (2007). think-aloud strategy: metacognitive development and monitoring comprehension in the middle school second-language classroom. journal of adolescent & adult literacy, 51(2), 136-147. moreillon, j. 2007. collaborative strategies forteaching reading comprehension. chicago: american library associationnunan, david. 2003. language teaching methodology. london: prentice hallinternational moss, b. (2005). making a case and a place for effective content area literacy instruction in the elementary grades. the reading teacher, 59(1), 46-55. doi:10.1598/rt.59.1.5 nunan, david. (2003). practical english language teaching. new york:the mcgraw-hill companies,inc. oster, l. (2001). using the think-aloud for reading instruction. the reading teacher, 3, 64-69. oxford. (2006). word power dictionary(pp 717). new york: oxford university press. patel and jain. (2008). english language teaching: methods, tools, and technique. new york:sunrise publisher and distribution. prezler, j. (2006). strategies to help readers make meaning through inferences grade 4-12. (pp 4). south dakota department of education seyler, dorothy u. (2004). the readingcontext: developing college reading skills. new york :pearson education, inc. wade, s. (1990). using think aloud to assess comprehension. the reading teacher, 3, 86-94. http://www.jefflindsay.com/educdata.shtml english franca : academic journal of english language and education vol. 5, no. 2, 2021, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v5i2.3329 the impact of audio-visual aids in learning english among msu third-year students mohammed h. al-aqad management and science university, malaysia alakkadmohmad@msu.edu.my mohammad a. al-saggaf xiamen university malaysia, malaysia mohammad.aliabdellah@xmu.edu.my muthmainnah universitas al asyariah mandar, indonesia muthmainnahunasman@gmail.com abstract this study investigates the efficacy of audio-visual technologies in assisting msu third-year students in learning english vocabulary. the interplay of audio-visual aids in educational conversations has been researched from a variety of perspectives (tuovinen, 2000). multimedia is a multimodal experience in which information is communicated through text, graphics, pictures, audio, and video. it has been demonstrated that a combination of words and images always carries a substantial quantity of information (mayer, 2018: 55). the use of multimedia in teaching and learning. the goal of this research is to determine the efficiency of audiovisual aids in the learning of english vocabulary among msu third-year students. the use of multimedia in instruction and learning threatens the foundations of higher education. the current study investigates how third-year students at malaysia's management and science university use multimedia in their english studies (msu). to fulfill the study's aims, the researchers used both a qualitative and quantitative approach. an online poll of 200 students enrolled in the bachelor of english as a second language program was used to construct the study corpus (btesl). in addition, 150 msu students from the same program were polled. the study's findings mailto:alakkadmohmad@msu.edu.my mailto:mohammad.aliabdellah@xmu.edu.my mailto:muthmainnahunasman@gmail.com 202 | english franca, vol. 5, no. 2, 2021 indicate that multimedia inspires btesl students to learn english creatively and engagingly. it also aroused students' attention and compelled them to learn new terms. multimedia, according to the study, is an excellent tool for third-year english students. it also helps students enhance their understanding of correct terminology and language. keywords: multimedia in learning, btesl students, education technology, msu university introduction vocabulary is one of the key linguistic components that form the foundation of foreign language acquisition. having a good vocabulary helps students understand oral as well as textual communication year after year, the number of students learning english as a foreign language has gradually increased. these kids must acquire not just linguistic abilities but also academic skills to succeed in university. reading academic literature, producing effective academic prose, and conducting research all require the use of english to acquire and communicate information. the purpose of this study is to look at the influence of employing multimedia in english language acquisition among msu students. although bahasa malaysia is the official language of malaysia, english is extensively utilized in academics. the ministry of education is working to increase english language usage among the younger generation. since 2010, they have been transforming the school system to improve academic achievement and quality. english has established itself as a worldwide communicative language. as a result, malaysia is working toward vision 2020 for student education growth. to minimize language obstacles when enrolling in colleges in our nation, school children are expected to study english as well as malay. recently, the malaysian ministry of education announced plans to switch the language of instruction for mathematics and science disciplines from malay to english. around the world, an increasing number of universities are experimenting with online education. as a platform, the world wide web is employed for online learning to disseminate materials in the form of web pages that include texts, hyperlinks, images, animations, audios, videos, games, and quizzes are all possible. email and discussion boards are also used in online learning to improve student-teacher and student-student communication. some online courses adhere to a full distance education paradigm in which classroom connections are completely replaced by computer-mediated communications, whilst alaqad, m., al-saggaf, m. and muthmainnah (2021): the impact of audio-visual aids in learning english among msu third-year students others adhere to a hybrid english taught as a second language in malaysian schools. when it comes to writing in english, students confront several obstacles. as a result, (buckley, 2013) revealed that "english is a mandatory subject in malaysia from primary one to form five." despite this, many school dropouts, particularly in rural regions, cannot talk or write in english." according to this statement, several academics believe that english has been taught largely for exam purposes, with teachers focusing entirely on what comes out for tests and not teaching students for lifetime english usage. "primary problems in l2 (second language) writing education include improper teaching approach and the usage of traditional resources," write (vijaya & shahin sultana, 2016). according to this remark, some academics feel that even after pupils have been exposed to english language writing for around 11 years, they are still unable to create effective writing since they have spent the entire time studying inappropriately with incorrect material selections. for example, rather than using visual resources, the teacher teaches essay writing structure verbally so that students may understand it better. in a recent article published on september 7, while the ministry of education will continue to strengthen the position of bahasa malaysia as a national language, english will be given equal weight to create a global generation according to the minister of education in 2013. he underlined that more time is allocated for english lessons in schools to improve student's language ability. the change is designed to prepare students for 2016 when passing english for "sijil pelajaran malaysia" would become required (spm). since its independence in 1957, malaysia has seen significant economic and social progress, notably in the previous three decades. malaysia's government has made great progress in digital development as part of its objective of becoming a developed nation by 2020. the government's national information technology agenda, established in 1996, set the basis for malaysia's fast development of the ict industry. in 2014, the government budget allocation for the it industry was rm 4.9 billion, accounting for 10% of overall expenditure allocation in the budget. problem statement english is recognized as a necessary language not only in the educational context but also in society as a whole. individuals must guarantee that they speak english fluently. furthermore, learning english has always been a challenging endeavor for individuals, especially if the student hails from a well-educated family. english as a second language (esl) teachers in malaysia acknowledges that pupils 204 | english franca, vol. 5, no. 2, 2021 struggle to comprehend and express themselves in english. students are hesitant to voice their thoughts because of the language barrier. as a result, future generations of malaysians will have a strong incentive to learn the language. the major cause of low academic achievement is a lack of english language competence. as we all know, the english language is primarily employed at many colleges. students, on the other hand, are having difficulty putting their words up without any grammatical faults. due to a lack of english competence, the majority of students lose confidence while presenting. although they are well-versed in their subject, they tend to receive lower grades due to issues with pronunciation, grammar, word choice, and communication in english. this is since anyone may communicate their views in english by writing or speaking it, but in some instances, particularly formal settings, it is critical for a person to express precisely what he or she intended to say and, more importantly, for those who read it to understand it. this will express not just a person's appearance, but also his or her educational level. theoretical framework the literature study helps to elaborate on the potential impacts of employing multimedia to improve students' writing skills in the future. as stated previously in the introduction, english language writing is an area in which malaysian students fall short. this is due to a variety of factors, including interference from the native tongue, a lack of knowledge and conception of ideas for what to write, poor syntax, a lack of linguistic accuracy, a limited vocabulary, and a variety of other issues according to writing (2016), "repetitive mistakes and habits, such as improper grammar and spelling, poorly organized essays, and unsubstantiated ideas, were some of the writing challenges students experienced." according to thirusanku and melor (2012), english is used as a second language in several multilingual nations, including malaysia, india, the philippines, nigeria, and others. gill and kirkpatrick (2013) performed research to find a balance between national and international demands and difficulties exhibited via language education policy. english has been designated a compulsory subject at all levels in malaysia. this remark indicates that malaysians have enacted educational policies to increase english language proficiency among the bilingual population. according to bernd ruschoff and markus ritter (2010), technology-assisted language learning has a favorable influence on vocabulary, comprehension, spelling, and pronunciation. berrion and alaqad, m., al-saggaf, m. and muthmainnah (2021): the impact of audio-visual aids in learning english among msu third-year students mehmet (2013) did a similar investigation, which demonstrated that technological tools and symbol systems give appropriate language signals. because language learning is an important element high-tech, mid-tech, and low-tech communication systems are used in human communication. speaking, reading, and listening are all essential components of language teaching and learning. this demonstrates the importance of technology, such as audio and video, in language learning. technology enhanced learning, according to boonyopakorn (2016) the influence of technology on language teaching and learning is an issue for language. technology-enhanced learning has been shown to turn the classroom into a student-centered atmosphere, stimulating and extending students' interest in learning. technology has made it possible to teach and practice english. according to niloofar and dara (2014), the majority of instructors consider technology-enhanced language learning to be highly effective in teaching english. technology in the classroom has been shown to assist both instructors and students by developing a positive attitude toward learning. research on "english teachers' barriers to computer-assigned language learning" was done. this was written by kuang wu le. though teachers encounter considerable challenges when engaging in computer-assisted language learning, it is critical to the country's educational transformation. creating instructional materials requires more time and work, but it gives more possibilities for greater practice with the language according to abbas pourhosein (2012), teachers must employ multimedia to create a realistic learning environment for pupils to learn a language more naturally and effectively. not only can create an authentic learning environment, but the use of technology can also facilitate the teachers to build up and improve students’ characters as well (kendiani, et.al, 2021; apriani, et.al, 2019; fathurrochman, i., & apriani, e, 2017). it is curious to use a combination use of interactive teaching approaches to attain optimum student learning goals by utilizing multimedia learning, students will be able to evaluate their weaknesses and strengths. simhachalam thamaran (2016) verified in research that multimedia technologies improve language learning and aid in individual motivation for pupils. solanki and m phil's research "use of technology in english language teaching and learning" (2012). accordingly, it can be said that ict has a positive side for the students (apriani, et.al, 2016, gusmuliana, et.al, 2020, apriani and hidayah, 2019; apriani et; al, 2020). the study's goal was to highlight the benefits and drawbacks of multimedia, which provided a better pattern for exploring a new teaching paradigm. 206 | english franca, vol. 5, no. 2, 2021 vijayakumari and nachimuthu (2011) found in "role of educational games improves meaningful learning" that educational games may help kids acquire spelling, reading, and other skills. to promote creative education, the author suggests that teachers include educational games in their teaching and learning processes. the use of video content, according to lumturie and merita (2016), aids in the processes of learning and teaching. the purpose of this study is to look into the advantages that audio and visual aids have for language teachers and learners when teaching and learning english. this instructor can keep their pupils interested and immersed in activities, allowing them to be more active, motivated, and confident in their communicative language competence. research methodology subjects/sample the research was carried out at malaysia's management and science university. the study corpus was produced via 200 students enrolled inside the bachelor of english as a second language program who completed an online survey (btesl). research instruments the purpose of the research tools the researcher's role in this research project is to get the study's official results. the researcher used both tools to reduce the goals and obtain fair-based results study findings to support the research design to achieve an official result. this study included both quantitative and qualitative methods. to begin, a questionnaire is defined as a series of questions with multiple-choice responses. the goal is to find out what people think about the study. the questionnaire was created by performing surveys on prior research, internet reads, and information sharing from previous researchers. the survey was carried out among tesl bachelor students. the survey using multimedia to motivate students in efl classrooms was created by bouzar mohammed amine1, university of béchar cambridge. these techniques helped modify and revise the questionnaire. those polls fit into a certain category. finally, an interview is described as seeing someone face to face and asking them a purposeful question. as a consequence, it is possible to acquire their point of view and exchange knowledge about a subject. each of the 15 students will be asked five interview questions. these difficulties, which are based on multimodal perception, need a clear explanation. alaqad, m., al-saggaf, m. and muthmainnah (2021): the impact of audio-visual aids in learning english among msu third-year students results and discussion results the majority of btesl students feel their teachers employ multimedia in the classroom, according to the report. according to this survey, 69.5 percent of lecturers constantly use multimedia in the classroom. according to this research, students are learning in the classroom using multimedia since 18.5 percent of lecturers solely utilize multimedia sometimes and 24 percent of lecturers utilize multimedia regularly frequently. as a result of the study's findings, 100 percent of respondents think that a multimedia is a beneficial tool for improving educational learning. according to the research, a large majority of students believe that multimedia instruction is useful to their education; nevertheless, only 5% of students agree with the statement. as previously stated, around 90% of btesl students think that multimedia assists in the long-term preservation of information, whereas 10% of btesl students completely disagree. tables and figures should be valuable, relevant, and visually attractive. table 1 research column 1 column 2 column 3 column 4 content 1 10% 6% 3% content 2 6% 8% 3% content 3 7% 9% 4% figure 1. kind of multimedia 0 10 20 30 40 50 60 70 80 90 208 | english franca, vol. 5, no. 2, 2021 the ministry of education is debating whether or not to promote early childhood english language acquisition using multimedia. according to the findings, about 87.5 percent of all respondents believe that the ministry of education should emphasize english language learners in early childhood through multimedia. whereas 12.5 percent of students were vehemently opposed. all of the students think that instructional videos make lectures easier to grasp since they demonstrate a variety of practical ways to behave and solve difficulties while studying english. according to the questions above, among the many types of multimedia, video was the top-ranked tool, followed by pictures and audio. text is the least popular kind of multimedia among msu btesl students. figure 2. students’ semester there were, according to the findings (71 percent ) students in the seventh semester (10.5 percent ) students in the sixth semester (7.0 percent) (4.0 percent ) students in the third semester (3.5 percent ) students in the fourth semester (1.5 percent ) this question is answered by sem 1 and sem 2 students, as well as (1.0%) sem 8 students. the largest number of students responded to the survey during semester 7. figure 3 0 20 40 60 80 100 120 yes no do you think multimedia is an effective tool in learning english language? 0 20 40 60 80 1st 2nd 3rd 4th 5th 6th 7th 8th semester alaqad, m., al-saggaf, m. and muthmainnah (2021): the impact of audio-visual aids in learning english among msu third-year students according to the poll, 100% of respondents believe that multimedia may aid improve educational learning. discussion the current study looks at the role of multimedia in english language acquisition among msu btesl students. the study's data was obtained utilizing both qualitative and quantitative methods. the qualitative technique was used by the researcher to obtain student opinions on the use of technology in the classroom the quantitative technique was then utilized to collect data by delivering an online survey to 200 bachelor students and conducting interviews with about 150 bachelor students from the tesl program at management and science university (msu). a deeper understanding of the process, on how the use of multimedia helps in the english language, have come across with these three main domains of factors: what is the most appropriate multimedia used in the classroom, the benefit of using multimedia among btesl students, and what are students' perceptions of multimedia. to solve the issues mentioned previously, a study was carried out to look into the link between multimedia and the english language. the findings, on the other hand, were highly convincing and persuading, indicating that multimedia did help pupils to produce a positive learning outcome in which students were able to improve their command of the english language according to the study's findings, multimedia inspires btesl students to learn english more creatively and interestingly. it also helps kids to learn new terminology and phrases by increasing their observation. this may be done by incorporating multimedia into the teaching and learning process. according to the study's findings, a multimedia is a great approach for teaching english to students of btesl. this is because it helps students enhance their ability to acquire proper vocabulary and grammar. overall, video (multimedia) has been proved to be an excellent medium for learning english, and students utilize it to augment their second language vocabulary knowledge. students learn best when they understand the importance and value of the information presented in class. as a result, for students to achieve their learning goals, it is critical to employ a range of teaching approaches to foster an inspirational and collaborative classroom environment. according to data, the majority of btesl students believe that technology utilized in english classes inspires them, with 87.5 percent believing that technology always enhances their desire to study english. 210 | english franca, vol. 5, no. 2, 2021 some student enrollments are declining responses, on the other hand, suggesting that the multimedia method should be revisited. students were not taught how to use media during their bachelor's degree classes. as a result, teachers may want to progressively expand their use of multimedia. overall, 94 percent of students feel that using technology in every session would improve their english language skills. the researcher also found a small reduction in this question, which was connected to studying for a bachelor's degree. as a result, before graduation, teachers should increase their usage of multimedia. according to the students, this move will spark their interest in studying english and drive them to attend every session, and they will not miss any lectures owing to the numerous technological gadgets used and the different manner in which lectures are delivered. 92.5 percent of students think that technology tools are always needed in classrooms to assist their comprehension and learning process in studying english. these pupils want to see various technology devices utilized to motivate them. this conclusion validates our interpretations of the preceding results, which summarize the regression to how the media is utilized. powerpoint presentations, according to all students, may make courses and lectures more entertaining. for example, i've been teaching these same kids a research skills class for three years, and i've used many powerpoint presentations in class. as a consequence, the students like the powerpoint lectures and have no trouble understanding them. furthermore, due to the many manners in which lectures are presented and the visual aids used in teaching, 95 percent of students believe that technology always makes lectures enjoyable. when researching research methodologies, for example, students who are unfamiliar with research paper formatting may benefit from viewing training videos that teach how to design a research paper and how to pick the margins. conclusion this study found that integrating technology in the classroom may be a very motivating element for btesl students at msu. technology has the potential to improve education in several ways. most importantly, the inclusion of technology has the potential to increase student motivation. all students attend the class regularly since the course appears to be engaging, as opposed to the typical classroom atmosphere, which appears to be uninteresting and for which the students lack the required abilities to succeed. powerpoint presentations, training videos, and audio files are among the tools used alaqad, m., al-saggaf, m. and muthmainnah (2021): the impact of audio-visual aids in learning english among msu third-year students in the course to improve knowledge and understanding. the youngsters were confident in their skills to finish their projects since they were working with technology. students delivered their exposés in class using powerpoint presentations and internet-downloaded videos. the students were ecstatic at the idea of putting their abilities to the test, and they found the task to be both hard and fascinating. btesl students want their teachers to use technology in the classroom as well. most students who use technology become more motivated, and they recognize that a computer-connected projector is the most crucial piece of classroom equipment. this study also discovered that a variety of technical gadgets, including computers, projectors, video, films, and multimedia, appeared to influence foreignlanguage acquisition. according to student replies, there is a substantial link between language learning motivating factors and technology use. to summarize, utilizing technology in btesl lessons makes language acquisition more relevant and exciting, and students are more driven as a result of this technological advancement in english classes. the following recommendations are made based on the study's findings:  technology should be included in the btesl curriculum to create a vibrant classroom environment and to facilitate learning.  for optimum success in english courses, university instructors should emphasize the significance of employing technology and should use realistic and participatory activities.  materials accessible on the internet should be chosen based on the kids' requirements and interests.  teachers should not believe that utilizing technology is the sole way to motivate students; courses should be founded on well-designed technology classrooms as well as pedagogical issues  technology that stimulates students' attention should be used to help an effective teaching-learning process.  through online education, language learners can be encouraged to engage in active learning. the findings also give information that teachers may utilize to improve this and other courses in the future. finally, educators will continue to use a wide range use of multimedia learning technologies to improve the educational experience, to prepare in their professional careers, students will be expected to engage in rigorous critical thinking, problem-solving, and lifelong learning. 212 | english franca, vol. 5, no. 2, 2021 references apriani, e. (2016). a new literacy: the role of technology to develop students character. ta'dib: journal of islamic education (jurnal pendidikan islam), 21(1), 59-72. al-saggaf, m. a., al-aqad, m. h., & govindasamy, v. (2020). the key factors affecting english reading comprehension among malaysian students. psychology and education journal, 57(9), 2496-2503. apriani, e., & hidayah, j. (2019). the ict used by the english lecturers for non-english study program students at iain curup. vision: journal for language and foreign language learning, 8(1), 26-37. bikowski, d., & vithanage, r. (2016). effects of web-based collaborative writing on individual l2 writing development, language learning & technology, 20(1),79-99,bladerunner,(2009,december 14).funny construction accidents. bird, j. and edwards, s (2014) children learning to use technologies through play: a digital play framework. british journal of educational technology; 46:1149-1160, doi: 10.1111/bjet.12191 carisma, d. (2009) teaching reading strategies and reading comprehension within a technologyenhanced learning environment. conole, g. (2013), designing for learning in an open world, springer, new york. dylan, sung. (2012) perception of using online technology in language education: an interview study with taiwanese university students. elmagzoub, a. (2015) for effective use of multimedia in education, teachers must develop their own educational multimedia applications. alaqad, m., al-saggaf, m. and muthmainnah (2021): the impact of audio-visual aids in learning english among msu third-year students fathurrochman, i., & apriani, e. (2017). pendidikan karakter prespektif pendidikan islam dalam upaya deradikalisasi paham radikal. potensia: jurnal kependidikan islam, 3(1), 122. helaluddin, h., al aqad, m. h., wijaya, h., anwar, j., nadya, n. l., & syafryadin, s. (2021). development and validation of academic writing textbook based on process genre approach for university students. al-ishlah: jurnal pendidikan, 13(2), 10681079. gill, s.k & kirkpatrick, a (2013) english in asian & european higher education-inc.a chappelle (eu).the encyclopaedian of applied linguistic gulcin. (2009) new trends in 21st century english learning. gusmuliana, p., apriani, e., & karolina, a. (2020). islamic fefac as an interesting learning media to improve students’english ability and develop their character values in man rejang lebong. jurnal inovasi pengabdian masyarakat pendidikan, 1(1), 36-44. jonitha, e, and greany, f. (2002) students perception on language learning in a technological environment: implications for the new millennium. kendiani, s. d. (2020). the islamic characters in teaching english. journal of english education and teaching, 4(3), 431-448. lumturie, a. (2016) the role of video material in efl classroom. mayer. r & moreno, re. (2000) a coherence effect in multimedia learning journal of educational psychology. mayer. r, (2005), “cognitive theory of multimedia learning, mayer r (ed), cambridge handbook of multimedia learning. 2nd,ed new york : cambridge university press p169-182 rudchoff, r. & markus, r. (2010) technology enhanced language learning construction of knowledge and template, germany. shu, ching. (2006) technology enhanced language learning; a case study 214 | english franca, vol. 5, no. 2, 2021 shahzad, a. (2012) the sample thesis on education analysis of the problem in speaking english. xiannong, j. (2017). study on effective using of multimedia teaching system and enhancing teaching effect. china. tuovinen, j. e. (2000). multimedia distance education interactions. educational media international, 37(1), 16-24. english franca: academic journal of english language and education vol. 5, no. 2, 2021, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v5i2.2329 the impact of a three-step interview on students’ speaking ability rifda arafah uin fatmawati soekarno rifdaarief.edu@gmail.com sudarwan universitas bengkulu sudarwan@unib.ac.id wayan dharmayana universitas bengkulu dharmayana@unib.ac.id sakut anshori institut agama islam negeri (iain) curup sakutanshori@yahoo.com prihantoro institut agama islam negeri (iain) curup prihantoro@iaincurup.ac.id abstract the goal of this study was to determine the impact of employing a threestep interview on students' speaking abilities. this study's population consisted of all 80 students in their first year at man talang leak kabupaten lebong. the sample consisted of 56 individuals drawn from two courses. the students were separated into two groups: the experimental group got therapy utilizing the three-step-interview method, while the control group was taught using traditional methods. the data will be collected using several methods in the exam. the pre-test will be given once before the therapy begins, and the post-test will be given once the study is completed. this research includes seven treatment meetings. it is based on man talang leak's academic timetable mailto:rifdaarief.edu@gmail.com mailto:sudarwan@unib.ac.id mailto:dharmayana@unib.ac.id mailto:sakutanshori@yahoo.com mailto:prihantoro@iaincurup.ac.id 216 | english franca, vol. 5, no. 2, 2021 and semester program. the post-test would be given to the students after they had received seven treatments for each topic. the results from this study will be statistically analyzed using the t-test for the pre-and posttests. the post-test will be used to collect data on the influence of using the three-step-interview method on students' speaking performance. the disparity between the two classes was substantial. according to the data analysis, the outcome demonstrates that the three-step-interview approach may increase students' speaking abilities. it is possible to conclude that the usage of the three-step-interview had a beneficial influence on students' speaking skills. based on the findings, teachers are advised to utilize the three-step-interview approach when training senior high school pupils to talk. keywords: three-step-interview, speaking ability, senior high school students introduction one of the linguistic abilities is speaking. when it comes to teaching english as a foreign language, speaking is an important parameter in the textbooks or curriculum development. the speaking teaching technique described above is utilized in the construction of the english language curriculum from elementary through high school. speaking is one of the basic skills that need communicative competence, pronunciation, grammar, vocabulary, fluency, accuracy, understanding, and gesture improvement, according to (brown, 2000). these aspects are required to assess pupils' ability to talk using proper techniques. according to (kartimi, 1985), speaking ability to communicate ideas, intentions, emotions, and feelings to another person using spoken language in such a way that the listener understands what the speaker says. if someone wants to communicate effectively in english, he or she must first acquire proficiency in the language. there are a few things to consider if you want to improve your english language skills. this is based on the fact that language has long been used as a social tool (sociolinguistics), as a personal criterion (behaviorist), and as a mental and symbolic system (psycholinguistic) (apriani, et. al, 2019). furthermore, budiman (2018) confirmed that the effectiveness of speaking skills is completely dependent on the use, not the usage. but in reality, when asked to articulate something in english, many senior high school pupils still struggle. as a result, the teacher must be astute in selecting a teaching strategy or technique that is appropriate for rida arafah, et. al: the impact of a three-step interview on students’ speaking ability 217 the student's circumstances and requirements. as a consequence, the aim of teaching and learning is achievable. during the interview with man talang leak english teacher, the same condition occurs when the researcher identified that most students in the first year in man talang leak faced problems in speaking. the interview results revealed a lack of pupils' capacity to talk. first, most students indicated that they could not always begin to talk since it was difficult for them to explain their views. second, there were issues with grammar and vocabulary, making it difficult for individuals to express themselves verbally. the information above indicates that a particular treatment is needed to improve the students' ability in speaking. another problem is the technique that used by teachers is no variation. students became uninterested in the learning process. teachers do not use the appropriate technique in teaching speaking that leads students to tend to feel bored. the researcher concluded that there must be a solution or solving problems by applying the technique that can improve students' speaking ability. cooperative learning is one of the strategies that is thought to be helpful for pupils. the three-step interview method. cooperative learning is a teaching approach in which small groups of students of various levels engage in a variety of learning activities to improve their understanding of a subject. each team member is responsible not just for learning what is taught, but also for supporting colleagues in learning, fostering an environment of achievement. students go through the task until all group members understand and successfully finish it. according to (kagan, 1994), the three-stepinterview is a cooperative learning technique that allows and encourages group members to participate in absorbing specific concepts profoundly through the role of pupils. in the classroom, it is a malleable process. the goal of this method is to engage pupils in a discussion for analysis and new knowledge synthesis. in light of the above argument, there should be a strategy that is successful in improving students' knowledge of the english language, particularly their speaking skills. because most senior high school english teachers offer materials that are dominated by grammar focus, pupils are unable to talk effectively due to a lack of practice and usage of spoken english self. as a result, in this study, researchers will test the three-stepinterview approach to improve students' english speaking skills. as a result, in this study, the researcher will employ the three-step-interview approach to help students enhance their english speaking abilities. it is 218 | english franca, vol. 5, no. 2, 2021 believed that by using this approach, pupils' speaking abilities would improve. theoretical framework speaking is an interchange of thoughts, feelings, emotional expressions, speech, or written form of language, although it is the most often and successfully done through speaking (utama, 2018). speaking is important to human communication, which is one of the reasons why it should be taught in language education. when contemplating the function of the human as a social creature that relies on speaking rather than writing when engaging with others, the relevance of speaking ability becomes clear (nunan, 1993). speaking, being the initial expression of language has been positioned as a critically essential skill that should be taught with a suitable method (gusmuliana, et. al, 2020). speaking is a tool for sending a message to the listener nearly immediately, whether the listener understands or not, and whether the speaker or listener is in control and able to alter the circumstances when sharing his/her idea, or whether he/she is conscious and excited or not (tarigan, 1996). according to (chaney, 1998) speaking is the process of generating and transmitting meaning in a variety of contexts via the use of verbal and nonverbal cues. skill is defined as the capacity to perform something well or a certain ability or type of ability. in a nutshell, speaking ability is the capacity to use linguistic knowledge in practical conversation. the ability is used to verbally convey our ideas, feelings, emotions, and needs. in this study, speaking ability refers to the pupils' capacity to respond after they have spoken test orally in a speaking test that the researcher took from a book that the students used and it has designed based on the material in the syllabus. the result of the test can be shown through the random in little row paper and can be seen after they have been given post-test by the researcher. after that, the score will be gotten between the pretest and posttest that have been done. whether it will experience increasing students' ability in speaking or not. in the examination of the speech process, four key components are widely recognized: fluency and accuracy of pronunciation, vocabulary, and grammar. as a result, in addition to understanding who, when, and how to practice speaking, the speaker should be well-versed in the key components of speaking. (brown, 2000) state there are seven principles in designing teaching speaking techniques: (1) utilize approaches that address the whole range of various learner expectations, ranging from languagerida arafah, et. al: the impact of a three-step interview on students’ speaking ability 219 based accuracy to message-based engagement, meaning, and fluency; and (2) provide naturally stimulating ways. it is necessary to persuade students that the activity will help them learn the target language. (3) promote the use of real language in appropriate circumstances; (4) the authentic language learning environment should be meaningful to the students; (5) offer appropriate feedback and correction, the instructor appreciates students' effort and makes suitable corrections or feedbacks; (6) take advantage of the inherent connection between speaking and listening; the teacher accommodates students not only in the speaking aspect but also in the listening aspect; and (7) provide students with opportunities to initiate oral communication; students are facilitated more frequently in materials related to oral communication so that they are brave to speak. research methodology kind of this research is experimental research. experimental research is research that uses treatment to know the result and to test the hypothesis whether how the relationship between those variables. this study adopted a quasi-experimental method. the term "quasiexperimental" refers to realistic compromises between actual experiments and the nature of human language activity, which we hope to investigate. such designs are subject to a variety of internal and external validity concerns. two courses are utilized as inquiry classes in this study. the experiment class receives the three-step-interview method like therapy, whereas the control class receives no treatment. the control group will keep the teaching-learning process going with their teacher. in other words, this class employs the traditional approach of instruction. the data will be evaluated once the pre-test, treatment, and post-test have been completed. the study's research design may be illustrated below based on the quasi-experimental design: table 1: design of the research sample pre-test treatm ent post-test experimental class control class x1e x1c √ × x2e x2c 220 | english franca, vol. 5, no. 2, 2021 notes: x1e: pre-test student speaking abilities of experimental class x1c: pre-test speaking ability of control class students x2e: post-test speaking ability of experimental class students x2c: control class student speaking ability in post-test the population is the entire object or individual that will be investigated in connection with the necessary data. the target population of this study is all of the first-year students of man talang leak in the academic year 2012-2013. table 2. total the first year students at man talang leak class sex total population male female x.1 11 17 28 80 x.2 11 17 28 x.3 11 13 24 source: documentation of man talang leak to select an equal class of sample the researcher uses homogeneity test as follows. table 3: homogeneity test no class total score mean score 1. x.1 1919 68,53 2. x.2 1928 68,86 3. x.3 1503 62,63 in selecting the sample, one class is randomly assigned as the experiment class and one as the control class. table 4. the number of samples class class male female total control x.1 11 17 28 experimental x.2 11 17 28 total 56 in this research, techniques of collecting data will be used test to get the data. the pre-test will be administered once before the therapy begins, and the post-test will be administered after the conclusion of the rida arafah, et. al: the impact of a three-step interview on students’ speaking ability 221 study. this research consists of seven meetings of treatment. it is constructed based on the academic calendar and semester program of man talang leak. after giving seven treatments for each material to the students the post-test would be administrated. the data of this research will be analyzed by using a t-test for the pre-test and post-test were then calculated statistically. the post-test will be administered to determine the impact of the three-step-interview approach on students' speaking abilities. the procedures of the experimental class that uses the three-stepinterview technique include the following: (1) the teacher forms groups of four students signed a, b, c, and d; (2) the teacher introduces the material of the lesson in the class based on the theme on lesson planning; and (3) the teacher conducts the lesson, (3) each person chooses a partner from among the other members. (4) individuals interview their partners by asking clarifying questions during the first stage. (5) in the second stage, partners switch roles; (6) in the last phase, members take over the responsibilities of their spouse. resultss and discussion results to facilitate understanding the condition of students' speaking ability after the conventional technique is implemented, it is measured based on the result of the post-test given to 28 students in the control class or (x.1). according to pre and post-test, the result of both tests given to 28 students in the control class or (x.1) is to get the highest score, the lowest score, and the mean score. the result of scores calculation by 28 students in the control class presents calculation in the following table : table 5. result of control class test highest score lowest score total score mean score standard deviation pre 67 31 1306 46,6 7,3 post 68 34 1342 47,9 7,08 from the table above, it showed that in the control class the outcome of calculating the scores of 28 students in the control class in the pre-test demonstrates that they have a mean score of 46,6 and a standard deviation of 7,3. and the outcome of calculating the scores of 28 students in the control class in the post-test demonstrates that they have a mean score of 47,9 and a standard deviation of 7,08. 222 | english franca, vol. 5, no. 2, 2021 based on the finding, the data referring to students' highest score achieved > 60 acquired by 1 student. whereas, the students' are lowest score reached 31 by one student. this condition indicated that 26 of the students' gained the pre-test result > 31 till < 60. next, the total score of students in the pretest was 1306. based on the total score, the researcher could take the mean score by dividing the amount of total score by students' amount in which the calculation achieved the result in the amount of 28. the standard score on speaking is 60. that's means 27 students who reached the standard score. then, as the last process in this context, the researcher calculated the standard deviation. from pre-test and post-test data, the comparative result of scores calculation presents the calculation in the following chart: chart 1. the comparative result between pre and post test of control class based on the results of pre and post-tests administered to 28 students in the experimental class, the condition of students' speaking ability before and after the implementation of the three-step-interview can be shown (x.2). according to the before and post-test results, the greatest, lowest, and mean scores were obtained by the 28 students in the experiment class or (x.2). the following table shows the results of the scores calculated by 28 students in the experiment class: table 6. result of experiment class test highest score lowest score total score mean score standard deviation pre 59 25 1287 46.0 8.37 0 10 20 30 40 50 60 70 pre test post test highest score lowest score mean score standard deviation rida arafah, et. al: the impact of a three-step interview on students’ speaking ability 223 post 76 38 1615 57.7 7.15 after the researcher did the pretest, the researcher did treatment. to know the result of treatment and answer the question of student speaking ability under the teaching by using the three-step-interview technique, so the researcher did the posttest. the data analysis of posttest results in finding, the researcher could give the conclusion that the students' scores were good than pretest result. it can be seen from the highest score, the lowest score, total score, mean score, and standard deviation. from pre-test and post-test data, the comparative result of scores calculation presents the calculation in the following chart: chart 2. the comparative result between pre and post test of experiment class the effect of the three-step-interview in improving speaking ability can be looked at based on data analysis of comparison the data got by both classes. the researcher gives three criteria to know how effective the three-step-interview used in speaking ability those are the mean score, standard deviation, and student score. the following table and chart may help the clarification and contain comparative results from the experimental and control classes below: table 7. the comparative result between control and experimental class class mean score standard deviation students who get a score > 60 students who get a score < 60 0 10 20 30 40 50 60 70 80 pre test of experiment clas post test of experiment class highest score lowest score mean score standard deviation 224 | english franca, vol. 5, no. 2, 2021 p re test p ost test p re test p ost test p re test p ost test p re test p ost test control 4 6.6 4 7.9 7 .3 7 .08 1 2 2 7 2 6 experimental 4 6.00 5 7.7 8 .37 7 .15 0 1 0 2 8 1 8 chart 3. the comparative result between control class and experimental class according to the data presented in the table above, the control class's mean pre-test score is 46,6 and its mean post-test score is 47,9. one student earned a score of more than 60 on the pre-test, while 27 students received a score less than 60 on the post-test. meanwhile, the experimental class's pre-test mean score is 46,00, and its post-test mean score is 57.7. furthermore, in the pre-test, no student had a score greater than 60, and all received a score of 60, but in the post-test, 10 students received a score greater than 60, and 18 students received a score of 60. according to the statistics shown above, the rise in the score of the control class is not larger than the increase in the score of the experimental class. the control group's mean pre-test score is 46.6, whereas the mean post-test score is 47.9. it only earns 1.34 points. meanwhile, the experimental class had a mean pre-test score of 46.0 and a mean post-test score of 57.7. it raises by 11.7 points. following therapy, both groups were subjected to a post-test utilizing the same oral test. the therapy was successful since the experimental class's post-test score was greater than the control classes, which was 11.7 points. as a consequence, it is possible to conclude that the therapy has a substantial influence on 0 10 20 30 40 50 60 pre test of control class post test of control class pre test of experiment class post test of experiment class rida arafah, et. al: the impact of a three-step interview on students’ speaking ability 225 the experimental class, as evidenced by the range of post-test results for both classes. the researcher utilized this to determine the hypothesis of this study. the formula for the t-test determines if the "t" obtained indicates a significant difference between the mean scores of the control and experimental classes. based on the researcher's examination of the data from both courses, the researcher must conclude that the three-stepinterview helped enhance students' speaking skills. even though the computation is still required since it determines whether the alternative hypothesis is accepted or not. the t-formula was used to compute data from both classes, which can be seen in the presentation below: standard deviation in experimental class is 7.15 and standard deviation in control class 7.08, so the t-test is 5.10 the t table df = tn1+n2-2 = t28+28-2 = t54 df = 2.004 the t-table is 2.004 t-test > t-table = h1 is accepted t-test < t-table = h0 is rejected in this research got 5.10 > 2.004 = h1 is accepted & h0 is rejected the t-test value was 5.10, according to the findings of the matched t-test computation. and, at the 95 percent significant level, the t-table value was 2.004 with a degree of freedom (df) of 54, suggesting that h0 is rejected and h1 is accepted. in other words, during the academic year 2012/2013, teaching speaking utilizing the three-step-interview technique was effective in developing speaking skills in the first year of man talang leak. discussion the student speaking ability under the teaching using the conventional technique was not good yet. most of the students obtained low scores than the score of standard competence. according to ur (1996, p. 121), several factors influence students'‟ esl speaking-learning. the familiar factors are inhibition, today, low or uneven participation, and preferring to use their l1, mother tongue. thus, these factors take into account some of the students‟ problems in mastering speaking skills. this fact was described based on the outcome of the pretest it was demonstrated by the data obtained as a consequence of administering a pre-test to pupils in the control class. the pretest was administered to all 226 | english franca, vol. 5, no. 2, 2021 students in the control class. there are 28 pupils in total. the researcher obtained the highest, lowest, total, mean, and standard deviation scores from the pretest. based on the finding, the data referring to students' highest score achieved > 60 acquired by 1 student. whereas, the students' are lowest score reached 31 by one student. this condition indicated that 26 of the students' gained the pre-test result > 31 till < 60. next, the total score of students in the pretest was 1306. based on the total score, the researcher could take the mean score by dividing the amount of total score by students' amount in which the calculation achieved the result in the amount of 28. the standard score on speaking is 60. that's means 27 students who reached the standard score. then, as the last process in this context, the researcher calculated the standard deviation. from students' scores, the standard deviation was used to analyze how high the value of a variable shifted from the mean score. the result of the calculation for standard deviation reached the amount of 7.3. to answer the question of how is the student's speaking ability under the teaching using a conventional technique, the researcher got the answer from the result of the post-test. the researcher found that there was a significant improvement in students' scores in the control class based on data analysis of post-test results in finding. it is evident from the mean score, greatest score, lowest score, total score, and standard deviation. to begin, the average score was 47.9. the mean score improved from the pretest mean score of 46.6. it was around 1.34 points. second, one student had the highest posttest score of 68, while another received the lowest score of 34. in the pretest, one student had a score of 67, while another received a score of 31. it implies that there was an improvement in the students' performance and scores from pretest and posttest. on another side, because the highest score in the posttest result was 68 so there was one student who passed in the post-test. third, the total score in the posttest was higher than the pretest. the total score was 1342. therefore the difference was 36 points. last, the standard deviation of the posttest score was higher than the pretest. the difference between both of them was 0.22 points. it indicates that students' motivation was increased and they were more active to follow the teacher's instructions. as kagan (1994) stated that the use of the tsi approach in teaching esl speaking inspired and energized students to talk more effectively while also instructing them in how to inquire, answer, and exchange information. in conclusion, pupils' speaking abilities improved little while being taught utilizing traditional techniques. rida arafah, et. al: the impact of a three-step interview on students’ speaking ability 227 in the pretest, students' speaking abilities under the teaching of the three-step-interview approach get a comparable score as the control class. students' speaking abilities were still lacking. the majority of pupils had lower results than the standard competency score. this fact was described based on the result of the pretest. it was proven by the data found out on the result of giving pre-test to students at experiment class. the pretest was given to all of the students in the experiment class. the data of the pretest showed the highest score, lowest score, total score, mean score, and also standard deviation. based on the finding, the data referring to students' highest score achieved 59 acquired by one student. whereas, the students' are lowest score reached 25 by one student. this condition indicated that 26 students gained the pre-test result > 25 till < 59. next, the total score of students in the pretest was 1287. based on the total score, the researcher could take the mean score by dividing the amount of total score by students' amount in which the calculation achieved the result in the amount of 46.0. the standard score for speaking is 60. so, were nothing student who reached the standard score. then, as the last process in this context, the researcher calculated the standard deviation from students' scores. standard deviation was used to analyze how high the value of a variable shifted from the mean score. the result of the calculation for standard deviation reached the amount of 8.37. after the researcher did the pretest, the researcher did treatment. to know the result of treatment and answer the question of student speaking ability under the teaching the researcher conducted the posttest utilizing the three-step-interview method. after analyzing the data from the posttest findings, the researcher was able to conclude that the student's scores were higher than the pretest results. the highest score, lowest score, total score, mean score, and standard deviation all show this. first, the mean score of students in the posttest result was 57.7, with one student receiving the highest score of 76 and one receiving the lowest score of 38. it differs from the outcome of the pretest. in the posttest, 10 students reached the standard score. whereas in pretest nothing student who reached the standard of the score. students' scores improved from pretest to posttest results. the increase of mean score was 11.7 points. second, the total score in the posttest was higher than the pretest score. the increase was 328 points from 1287 to 1615. last, the standard deviation was lower than the pretest. it was 8.37 to 7.15. the difference was 1.22 points. it means that students' interval score in the posttest was not far from its mean score. so the score of each student is 228 | english franca, vol. 5, no. 2, 2021 closed to their mean score. according to kagan (1994) and thirumalai (2002), the method encourages pupils to communicate effectively. in conclusion, pupils' speaking skills improved after being taught utilizing the three-step-interview approach. the researcher used the three-step-interview approach to determine the influence of student's speaking abilities. the therapy was implemented throughout the course of seven encounters. after administering the therapy, the researcher administered the posttest to both classes. the posttest results for both courses would be compared. as a consequence of the calculations, the experimental class outperformed the control class. it proved from some aspects that would be compared. first, the mean posttest score in the control group was 47.9. the mean score in the experiment class was 57.7. based on this background, it was determined that the experiment class outperformed the control class. the three-step-interview approach, on the other hand, has a greater impact on developing pupils' speaking skills than conventional techniques. second, the overall posttest score in the experiment class was 1615. it was higher than in the control group. the overall posttest score in the control group was 1342. the difference in scores was 273. because of the difference, the control class had a lower score than the experiment class. it may be observed from the maximum score obtained in the experiment, which was 76, and the lowest score obtained by one student, which was 38. in the control class, the best score was 68 obtained by one student, while the lowest score was 34 obtained by one student. in addition to the two factors mentioned above, the researcher computes a t-test to ensure that three-step-interview improves students' speaking skills. before calculating the t-test, the researcher must first understand the hypothesis in this study. the first hypothesis is h0, which states that the three-step-interview approach influences pupils' speaking abilities. the next hypothesis is h1, which states that the three-stepinterview approach does not influence students' speaking abilities. the researcher obtained the value of t using the t-test, which is 5.10. to determine the value of the t-table, the researcher must first determine the degree of freedom. then there's the matter of the degree of freedom, which is 54. the t-table value is 2,004. this indicates that the t-test is greater than the t-table. as a result, the initial hypothesis, h0, is rejected, whereas h1 is accepted. according to kamaliah et al. (2018), the threestep interview approach may be regarded as an excellent alternative method for developing students' speaking abilities. utama (2018) also mentioned that three-stepinterview is anticipated to be utilized as a rida arafah, et. al: the impact of a three-step interview on students’ speaking ability 229 method for the instructor to teach in speaking since this strategy motivates, enjoys, and requires all students to be more engaged and passionate in the teaching-learning process. it is possible to conclude that the three-step-interview approach improves students' speaking abilities. conclusion students' speaking skills after using the usual approach in the control class are in poor condition. it can be observed that the score in the control class increased by 1.34 points between the pretest score of 46.6 and the post-test level of 47.9. pupils' speaking ability after using the three-step-interview approach is good since students in the experimental class have an improving ability. the mean score of the pretest in the experiment class is 46.0, with a standard deviation of 8.37. according to the post-test results, the mean score of the experiment class is 57.7, with a standard deviation of 7.15. the score in the experiment class has increased by 11.7 points. the three-step interview method is excellent in enhancing students' public speaking skills. the outcome of the "t" computation represents the fact. to test the hypothesis, the researcher does the "t" calculation. according to the computation, the figure of "t" discovered is 5.10, while the value of the "t" table is 2.004. the researcher then compares the two results. the comparison shows that 5.10 is more than 2.004. according to the data analysis, the outcome demonstrates that the three-step-interview approach may increase students' speaking abilities. references apriani, e., anshori, s., & edy, s. (2019). eksistensi english zone sebagai media penerapan kemampuan berbahasa inggris mahasiswa program studi tadris bahasa inggris iain curup. cendekia: jurnal kependidikan dan kemasyarakatan, 17(2), 317-332. bnsp, 2006. petunjuk teknis pengembangan silabus dan contoh/model silabus. jakarta : departemen pendidikan nasional. budiman, w. (2019). students’ perception of lecturers’ role in enhancing efl learners’ communication ability (a study at eight semester on academic year 2018 in iain curup) (doctoral dissertation, iain curup). chaney, 1998, teaching oral communication in grades, boston: allyn & bacon. 230 | english franca, vol. 5, no. 2, 2021 dimyati & mudjiono. 1999. belajar dan pembelajaran. jakarta : pt rhineka cipta. gusmuliana, paidi, eka apriani, and syafryadin syafryadin. "improving students speaking motivation by using role play technique at institute islamic in indonesia." (2021): 356-361. harta, english teacher of man talang leak, interview. on february 20th, 2013. hatch, evelyn, and farhady, hussein. 1982. research design and statistic for applied linguistic. massachusetts: newburry house publishing inc hornby, as. 1995. oxford advanced learner's dictionary of current english. england : university press huda, miftahul. 2012. cooperative learning. metode, teknik, struktur, dan model penerapan. yogyakarta : pustaka pelajar. hughes, arthur. 1989. testing for language teacher. cambridge : cambridge university press. kagan. 1994. three-step interview: http://www.kaganonline.com/newsletter/techtip.html kagan, s & kagan, m. 2009. kagan cooperative learning. san clemente: kagan publishing. kamaliah, n. (2018). use of the three-step interview technique in teaching esl speaking. english education journal, 9(1), 82-101. nana, sudjana. 2004. penelitian dan penilaian pendidikan, bandung : sinar baru algesindo. nunan, d. 1993. research methods in language learning. new york : cambridge university press. orwig, c. j. speaking skill. article. http://www.sil.org/lingualinks/language learning/otherresources/g/speakingskill.html oxford advance learner's dictionary. 1995. oxford : oxford university press. priyana, joko. 2006. interlanguage. english for senior high school students year x. jakarta : pusat perbukuan departemen pendidikan nasional. slavin. 1995. cooperative learning : theory, research, and practice second edition. massachusetts: allyn and bacon publisher. sudarwati, 2007. look ahead an english course for senior high school students year x. jakarta : pt. gelora aksara pratama. sudijono. anas. 2008. pengantar statistik pendidikan. jakarta : raja grafindo persada. suharsimi, arikunto. 1993. prosedur penelitian. rineka cipta: yogyakarta. http://www.kaganonline.com/newsletter/techtip.html rida arafah, et. al: the impact of a three-step interview on students’ speaking ability 231 tarigan, henry g. 1996. berbicara sebagai suatu keterampilan berbahasa. bandung : angkasa. thirumalai, m. s. (2002). an introduction to tesol: teaching english to speakers of other languages. language in india, 2(2). retrieved january 4, 2017 from <http://www.languageinindia.com/april2002/tesolbook.html#cha pter5>. thornbury, s. 2005. how to teach speaking. london: pearson education limited ur, p. (1996). a course in language teaching: practice and theory. cambridge: cup. utama, i. m. p. (2018). the effects of three step interview strategy towards students’ speaking ability. jurnal paedagogy, 5(2), 104109. utami, rela. 2010. improving speaking skill using three-step-interview (a classroom action research in the first grade students of sma negeri 1 ngawi in the academic year 2009/2010). thesis. surakarta : sebelas maret university. 232 | english franca, vol. 5, no. 2, 2021 english franca: academic journal of english language and education vol. 6, no. 1, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i1.4109 overlap in efl learners' online casual conversation: how men and women differ aldha williyan institut pendidikan dan bahasa invada cirebon alwilliyan@gmail.com abstract the covid-19 pandemic is thought to have changed the way people communicate in society. it has ushered in a new way of living that is fully conducted online. it urges this study to concentrate on examining online communications, particularly men's and women's online casual conversations. the qualitative approach was employed to accomplish this. three basic processes were carried out in greater depth. the first step was to tape the dialogue, which was transcribed using the theory of eggins & slade (1997). to strengthen the data, an unstructured interview was conducted (mackey & gass, 2005). finally, to expose the phenomenon of overlap, the data were evaluated using theories proposed by numerous experts, such as schegloff (2000), cogo & dewey (2012), yule (1996), and many more. the results were afterward developed into rich verbal descriptions. analysis shows that men's and women's online casual conversations have different patterns of overlap. this can happen because of the influence of what they have received throughout their lives about how to be a man and a woman. the gender values they get from their environment greatly affect how they communicate and interact with others. keywords: overlap, casual conversation, men, women introduction humans require communication or conversation to function. the conversation is the principal place for the enactment of social ideals and connections, which explains its importance in human discourse (thornbury & slade, 2006). they are accustomed to utilizing language to communicate with one another, whether it is one individual to another, one individual to a group, or one group to another (eggins & slade, 1997). according to syafryadin et al. (2020), the communication that occurs throughout the discussion must be communicative for the speaker and hearer to comprehend each other. in daily communication, such as mailto:alwilliyan@gmail.com 2 | english franca, vol. 6, no. 1, 2022 between the client and the clerk, buyer and seller, student and instructor, and other types of conversation fields. there is not a single person on the planet who is not engaged in some form of communication. communication has an increasingly important function in human life as it becomes more sophisticated. interacting with others, solving difficulties, and forming positive connections are all directly tied to communication. additionally, humans are social beings who rely on one another and are intertwined with their surroundings. communication is the sole way to interact with others in their surroundings, both verbally and nonverbally. language is the only way for people to converse with one another in everyday life, whether at home, in institutions, in society, or anywhere else. someone's aspirations, educational background, customs, and even native regions or nations can be deduced from their language. language is a culture that each group or nation owns. someone's principles, attitudes, and memories of schooling are reflected in their language (apriani, et. al, 2019). continuous practice is required to utilize language correctly and efficiently since language is an applicable item or something that must be practiced consistently (apriani, et. al, 2019). the use of language in a conversation is rich in unique phenomena. things like overlapping phenomena in conversation, the social context that influences language choice, and pragmatic meanings made by speakers make a conversation particularly rich in terms of learning opportunities. these phenomena will differ greatly depending on whether the person speaking is male or female. furthermore, the covid-19 pandemic is thought to have altered society's communication patterns. all previous societal habits have been altered as a result of the pandemic's consequences. many activities have been affected as a result of the pandemic's global expansion, including schools, work, the economy, and business. many people's habits are also shifted as a result of it. there are no longer any get-togethers, institutions are transitioning to virtual courses, and many businesses are embracing work-from-home programs (teodorovicz et al., 2021). the pandemic has altered how people work and socialize, especially how events are organized. however, there are other lessons to be learned from this disaster, including the importance of spreading positive information and other useful resources. as a result of this predicament, a remedy has emerged, namely the appearance of a healthy and human form of digital culture (williyan & sirniawati, 2020). this pandemic has ushered in a new style of life that takes place entirely online. the preceding arguments demonstrate that the sphere of online communication is experiencing a favorable trend (nguyen et al., 2020). aldha williyan: overlap in efl learners' online casual conversation: how men and women differ-3 this is enough to entice academics to explore this area further. furthermore, if the focus is aimed at something more specific, the scenario will become more engaging. as a result, the focus of this research is on the overlapping occurrences in women's and men's communication. however, research in this field is not new. many prior researchers in this sector have effectively presented their findings. some of these papers served as a source of inspiration for this study. in “using synchronous online discussion to develop efl learners’ productive skills: a case study”, a pretest-posttest quasi-experimental approach was used by nguyen & pham (2020). the research project involved thirty students from danang university of medical technology and pharmacy. between the beginning and the end of the semester, both groups improved significantly in their speaking and writing abilities. then, according to lee (2020), in “why do we overlap each other?: collaborative overlapping talk in english as a lingua franca (elf) communication", the overlap is frequently regarded as a violation of the one-at-a-time principle. speakers in english as a lingua franca (elf) interactions use dynamic overlapping conversations to accomplish cooperative and supportive turn-taking. when speakers make backchannel, echoing responses, and utterance completion, they overlap. williyan (2020) aims to investigate efl learners' casual communication in "exploring efl learners' casual conversation." spontaneity, interaction, interpersonally, coherence, and assessment are the only aspects of the study that are examined. the data are natural occurrences that are gathered in three steps: recording, transcription, and qualitative analysis. lastly, xia, (2013) focused on the variations between men and women in terms of pronunciation, intonation, vocabulary, grammar, etiquette, attitudes, and nonverbal distinctions in language use in her paper, "gender differences in using language." these studies demonstrate how appealing the area of conversation is. however, there has not been much research done on the phenomena of overlap in women's and men's online conversations. it has received less attention. as a result, the goal of this research is to uncover the disparities between men's and women's online interactions, particularly in terms of overlap. this study is expected to contribute to the advancement of knowledge in the field of casual conversation research. 4 | english franca, vol. 6, no. 1, 2022 theoretical framework overlap overlap is defined as simultaneous talking (thornbury & slade, 2006). in more detail, the term overlap refers to when more than one person is speaking at the same time. generally, there are four types of overlaps (schegloff, 2000). the first is what is known as "terminal overlap." in this form of overlap, the second person begins speaking when the first is almost finished with his or her sentence. the second is continuers. they are expressions like "uh-huh, mm-hm" that implies that the interlocutor desires to skip his turn and leave it entirely to the speaker, while also signaling that the speaker has not yet completed speaking. the third is conditional access to the turn, which occurs when a speaker allows the addressee to interrupt his or her conversation. for instance, requesting the speaker to take turns speaking to complete words, terms, or the name of someone whom the speaker does not recognize. the fourth is chordal or choral. this form of overlap is used to entice other participants to make utterances in response to earlier participants' utterances. the laughter that can motivate other participants to join in laughing welcomes and congratulations in reaction to excellent news are examples of this type. reasons behind an overlap in general, yule, (1996) splits the overlap function into two types: solidarity overlap and competitive overlap. most young speakers employ solidarity or closeness overlap as a function of language to communicate solidarity or intimacy when expressing it, or as a highly valuable togetherness value between them. sometimes the overlapped conversation of younger speakers looks to be a show of solidarity or closeness of view on similar topics (yule, 1996). aside from the fact that overlap conveys proximity, the speakers may appear to be conversing, but they are contending for the floor (yule, 1996). when this happens, the speakers appear to be conversing normally, but they are battling for the right to talk. this is called a "speech cut," and it's frequently followed by a louder reply from the original speaker. simultaneous speech can therefore be classified as "cooperative" or "competitive," according to cogo & dewey (2012). during another speaker's turn, cooperative overlapping occurs, but it does not attempt to claim the floor. in other words, there is no indication from the discourse that the interlocutor intends to say anything else or contend for the floor. instead, competitive overlaps consist of talking while the major speaker is speaking, which can result in interruptions. in this scenario, the aldha williyan: overlap in efl learners' online casual conversation: how men and women differ-5 principal speaker relinquishes the floor before he or she expected to. finally, williyan (2020), in keeping with the prior interpretations, claims that interlocutors willingly overlap. others are done unintentionally as a result of the interlocutors' misjudgment of an impending shift. women and men in the conversation women and men use language in different ways, but the feminine gender is considered better at it than the male. it is because a female can master the majority of a language. languages have traditionally been associated with women, so it is no surprise (fontecha, 2010). women have superior language skills (porter, 2005). women are more powerful than men when it comes to using language, and one of those areas is linguistic ability. it is also backed up by another expert (hyde & mckinley, 1998), who claims that men have more difficulty with verbal abilities than women. as a result, one of the reasons why language is the one area where women can outperform males is because of this. when it comes to language, women are likewise particularly concerned with the issue of politeness. men will communicate concerning conversational norms and straightforward factual communication, but women will communicate regarding etiquette rules, conversational implicature, and interpersonal exploration (lakoff, 1975). it is no surprise that guys loathe talking so much; they prefer to get right to the point they are trying to make or clarify. in addition, according to tannen (1994), women are frequently interrupted in discussions by men. on the other hand, men are more likely to interrupt a discussion than women. it is because they want to be perceived as someone who can command a conversation. meanwhile, women rarely, if ever, interrupt the opponent's speech. it is no wonder that men dominate conversations by interrupting their opponents and delivering their messages more effectively (sunderland, 2006). it is impossible to provide a universal explanation of how women and men interact, whether through spoken or written language. the reason for this is that what one civilization considers masculine or feminine may not be the same in another (wardhaugh & fuller, 2015). moreover, female and male roles evolve and vary over time, depending on society's perspective (archer & lloyd, 2002). research methodology this study's data are naturally occurring data, which are described as naturally occurring text-based materials chosen by a researcher to use for 6 | english franca, vol. 6, no. 1, 2022 research purposes to answer a research question (kiyimba et al., 2019). the information was gathered via women’s and men’s online casual conversations. zoom was used as the platform for this online casual conversation. the respondents in this present study are efl learners that are divided into two groups; two males and two females. to evaluate the spoken text in this study, three basic processes are used. the first step is to tape the dialogue. the second process is to transcribe using the theory of eggins and slade (1997). to strengthen the data, an unstructured interview was conducted (mackey & gass, 2005). through interviews (seidman, 2006), researchers can gain an insight into other people's lived experiences and the significance they assign to those experiences. finally, to expose the phenomenon of overlap, the data are evaluated using theories proposed by numerous experts, such as thornburry (2005) and eggins (2005). as this study employs a qualitative approach, the results are afterward developed into rich verbal descriptions (ary et al., 2012). besides, qualitative methodology is also used as the data is gathered from the participants' actual statements or actions (fraenkel et al., 2012). results & discussion overlap in men’s and women’s online casual conversation online conversations for men and women are carried out through the zoom meeting platform. two female respondents in this study talked about their campus life, especially their relationships with friends on campus. the conversation was quite interesting, with a relaxed atmosphere. both seem very supportive of the problems that are being faced by each. on the other hand, the two male respondents in this study discussed a more complicated matter, namely the performance of the indonesian national football team in tournaments throughout southeast asia. then, they moved on to the topic of the new capital city of indonesia. their conversation is quite intense because they defend what they believe. the conversation lasted approximately 10 minutes. in that period, there were 131 turns in female online conversations and 139 turns in male online conversations. overlaps often occur in their online conversations. the table below shows complete data on the overlap that occurs in the two online conversations. aldha williyan: overlap in efl learners' online casual conversation: how men and women differ-7 table 1 overlap in men’s and women’s online conversation terminal overlap continuers conditional access to the turn chordal or choral women’s online casual conversation 62% 36% 2% men’s online casual conversation 70% 25% 5% from the table above, the percentage of occurrences of the four types of overlap is presented. all four are types of overlap initiated by schegloff (2000). the emergence of the four types of overlap has something in common. in both women's and men's online casual conversations, terminal overlap dominates, followed by continuers, conditional access to the turn, and chordal or choral overlap, which do not appear at all in both online conversations. the female respondents in their online casual conversation did a terminal overlap of 62%. it means the second female respondent started to overlap the conversation when the first female respondent almost completed her utterance. below is excerpt 1 that shows the example of terminal overlap in women's online casual conversation. the first and second female respondents are coded as f1 and f2. meanwhile, the overlap is coded with the symbol ==. f1 why he left our college… i think… ummm i caused it, maybe, ==i don't know. f2 ==i think he had another reason. based on excerpt 1 above, it is indicated that f2 began saying i think he had another reason just as f1 was saying i don’t know. f2 started to overlap exactly when f1 almost finished her utterance. in addition, the second type of overlap, continuers, occurs 36% in women's online casual conversation. below is excerpt 2 that shows the example of continuers in women's online casual conversation. 8 | english franca, vol. 6, no. 1, 2022 f1 oh yeah, i remember something. so i and this person argued not too long ago ==because of something f2 ==umm hmmm f1 actually yeah i think for him it's a small matter but it was kind of big for me and the problem that he makes was kind of… you know... too fatal to do. excerpt 2 above shows the moment when f2 did the continues to overlap f1. the expression of umm hmmm was stated just as f1 was saying because of something. it implies that f2 desires to skip her turn and leave it entirely to f1, while also signaling that f1 has not yet completed speaking. lastly, the female respondents also did the overlap using conditional access to the turn with only 2%. an example of it can be seen in excerpt 3 below. f2 let’s call him… what should we call him? ==ummm… f1 ==mr.x f2 just call him "mr.x", yeah it can be seen in excerpt 3, that f1 began saying mr.x just as f2 was saying ummm. it occurred because f2 allows f1 to interrupt her conversation. f1 took turns speaking to complete the utterance of f2. similarly, the overlap done by the male respondents in their online casual conversation was dominated by terminal overlap with 70%. it means that the second male respondent began to overlap the dialogue when the first male respondent had almost finished his remark. the example of terminal overlap in men's online casual conversation is shown in excerpt 4 below. m1 and m2 are the codes for the first and second male respondents, respectively. m1 i believe we need a world-class coach to be able to help our country ==win something. m2 ==no, i don’t think so. the problem is the players and the indonesian league. m2 began responding no, i don't think so just as m1 was stating win something, according to excerpt 4 above. m2 began to overlap just as m1 was about to finish his sentence. furthermore, in men's online casual conversation, continuers which is the second type of overlap occurs at aldha williyan: overlap in efl learners' online casual conversation: how men and women differ-9 25%. the example of continuers in men's online casual conversation is shown in excerpt 5 below. m1 my favorite goal of the tournament is of course the one scored by arhan. that was == a super goal. m2 ==umm hmmm m1 he for me should play somewhere abroad. m2 did the continuer to overlap m1 shown by excerpt 5 above. m1 said super goal while m2 was expressing umm hmmm. it indicates that m2 wants to forgo his turn and leave it totally to m1, as well as the fact that m1 has not finished speaking yet. finally, just 5% of the total overlap done by male respondents is conditional access to turn. excerpt 6 is an illustration of this. m2 we almost won the cup a long time ago when the captain is … who ==is he... m1 ==firman utina m2 really? was it bambang? m1 began saying firman utina at the same time m2 was saying, is he? it can be seen in excerpt 6. m2 allowed m1 to interrupt his talk, which caused this to happen. m1 took turns speaking to finish m2's utterance. reasons behind the overlaps in men’s and women’s online casual conversation in this study, it was found that the reasons for the overlap in the conversations consist of two things, namely cooperative and competitive reasons. cooperative reasons dominate the women’s online casual conversation, although there are some moments where they bring up competitive reasons. the woman is more likely to overlap with the goal as a show of solidarity or closeness. on the other hand, the overlap that occurs in men's online casual conversation mostly occurs as a result of competitive reasons. the conversation looks normal, but they are fighting for the right to speak and competing for the floor. below is the table that shows how the respondents overlap. 10 | english franca, vol. 6, no. 1, 2022 table 2 cooperative and competitive overlap in online casual conversation cooperative overlap competitive overlap women 90% 10% men 22% 78% the table above reveals that the majority of overlap done in the women's online casual conversation was done cooperatively with 90% and competitively with 10%. meanwhile, the competitive overlap dominated the overlap in the men’s online casual conversation with 78%. the remaining 22% of the overlap appeared as the cooperative overlap. below is excerpt 7 that shows how the female respondents overlapped cooperatively. f1 he felt mad or something because i and my friends are kinds of… i don't know... ==i did not bully. f2 ==umm hmmm f1 we didn't bully him, we just gave him words to make him aware that he made a big mistake. but yeah, you know what happens. f2 overlapped f1 using the continuers, namely the expressions of umm hmmm. the goal of it is to show solidarity or closeness between the speakers. excerpt 7 above is one of the examples of cooperative overlap done by using continuers. the female respondents also overlapped cooperatively with the positive and negative agreement as shown in excerpt 8 below. f1 i can't tolerate it anymore. so yeah i had to give him some speech. i had to give him some speech honey not gonna lie though, not gonna lie, i had to give him ==some speech. f2 ==i’ll say f2 began expressing the expression of positive agreement, i’ll say, just as f1 was saying some speech. excerpt 8 below displays another example of negative agreement to overlap cooperatively. f1 i don't get it ==why this can happen. f2 ==neither do i aldha williyan: overlap in efl learners' online casual conversation: how men and women differ-11 it is seen that the expression of negative agreement, neither do i, was used by the speakers to cooperatively overlap the turn. last but not least, the speaker often affirms the previous speaker to cooperatively overlap. it is shown in excerpt 9 below. f2 i don't know why should i do it? doesn’t make sense. i tell you right now, doesn’t make sense, ==right? f1 ==doesn't make sense. f1 began saying doesn’t make sense obviously, just as f2 was saying right. the cooperative overlaps in men's online casual conversation were done similarly. some of them are done with affirmations, positive or negative agreement. meanwhile, competitive overlaps were done by using a disagreement. both men and women did it in their online casual conversation as shown in excerpt 10 below. f2 i believe we need a world-class coach to be able to help our country ==win something. f1 ==no, i don’t think so. the problem is the players and the indonesian league. m1 began expressing the expression of disagreement, no, i don’t think so, just as f1 was saying win something. it is undeniable that these things can happen because they are male and female. the family at home has planted the role of how males and females should be since the beginning of their lives (ridgeway, 2011). the values of being female and male that are obtained from society every day and which are taught by parents from an early age greatly affect how they behave in interacting, one of which is during online casual conversation. since the beginning of their lives, males were given balls, sword toys, and other toys as gifts, and they use those toys in games (ridgeway, 2011). meanwhile, the woman is the opposite. toy domestic appliances and dolls are provided to girls so that they can model themselves after their moms and other women who are still predominantly responsible for household and childcare activities and develop a personal repertoire of caring and domestic behaviors (burr, 1998). through the interview, it is revealed that the same experiences were also felt by the respondents of this present study. the purpose of the interview was for the researcher 12 | english franca, vol. 6, no. 1, 2022 to learn about the male and female roles of the interviewees. the results of the interview demonstrate that the respondents' families and society still follow the conventional model, with women staying at home to handle chores and males working outside the home. this is what makes the fact that, culturally, it is difficult to shift society's perspective that, regardless of their occupations, women are responsible for the care and well-being of their children, as well as the formation of a home (ridgeway, 2011). this circumstance has an indirect impact on their language use, as women overlap as a display of solidarity or closeness, whereas men overlap competitively. the major foundation and cause of the difference between why women overlap and why men overlap in online casual conversation are how the family at home and people in the social design the roles of males and females from the beginning of their lives. the role of females and males is constantly negotiated in family interactions (tannen, 2003). a boy's mind is ingrained from an early age that a man must be strong, not whiny, and resilient. he will be a leader. this perspective may cause a man to be interested in external matters such as building garages, having battles, and other difficult themes (lakoff, 1973). in contrast, since they were children, the women have been taught by their parents to be considerate creatures who care for others. they have been shaped to be more interested in the emotive standpoint. women, on the whole, prefer to talk about their relationship as a topic of communication, spoken or written, but men prefer to talk about their competitiveness as a way of demonstrating their honor (tannen, 1994). therefore, it's not surprising that this study discovers that, in general, women overlap in online casual conversation to express solidarity or closeness, whereas men overlap to compete. a productive dialogue between interlocutors must follow a set of principles or rules (syafryadin, et. al, 2020). the men communicate in a straightforward, factual manner (lakoff, 1973). they are reasonable people because they were not created by society to be thoughtful from the beginning of their lives. as a result, they will say exactly what they want to say. no wonder, they frequently compete with one another. they do not seem to mind that their interlocutors have not completed speaking yet. they will speak up if they believe it is beneficial to them. women, on the other hand, say something respectfully (lakoff, 1973). they will, in reality, use the most effective phrase, preventing the opponents from reacting badly. therefore, they tend to overlap cooperatively. they place a premium on the time they spend conversing with their interlocutor. when the opponent's turn is over, they will talk. even if they do overlap aldha williyan: overlap in efl learners' online casual conversation: how men and women differ-13 in conversation, they will not do so to tear the other person down; instead, they will endeavor to keep the dialogue cooperative. it is human nature to be selfish or act under one's desires. these desires, however, are controlled by agreements and rules because humans are social beings who live with other humans. in a conversation, this is also true. the speaker cannot speak at will, or the speaker and the interlocutor would misunderstand each other. the realities on the ground, on the other hand, frequently demonstrate the opposite, with each speaker following his ego. they desire to demonstrate that they are more capable and knowledgeable than the other person, especially if they are a man. males want to be in charge of a conversation (sunderland, 2006). through the interview process, the male respondents in this study indicated that they had imprinted in their thoughts how to be a competitive man who constantly wants to do their best to attain certain goals in life. by competitively overlapping the topic, this indirectly causes their desire to stand out more in a conversation. the distinction between male and female duties is not just taught at home. schools, as the second most important site where students spend the majority of their time, play an important part in teaching children how to be men and females, either directly or indirectly. schools aid in the formation of sex-role socialization theorists, or those who study how people learn to play male and female roles in society (bank, 2007). it is no secret that teachers use different approaches for boys and girls. since elementary school, they have been taught that a woman must be motherly and kind. as for the male students, the teachers always advise them to have a strong image. the man continues to demonstrate hegemonic masculinity through his choice of topics (cars, fights, sports), focus on achievement (in fighting or sports), and development of a tough image through the use of swear words and appeal to violence (coates, 2004). conclusion the overlap analysis in men's and women's online casual conversation has been presented. the analysis shows that the types of overlap that appear in men's and women's online casual conversations are terminal overlap with the most dominant percentage of occurrences, continuers in second, conditional access to the turn in third, and chordal or choral with 0% occurrence. furthermore, female respondents in this study tend to do cooperative overlap by using the expression of positive and negative agreement, as well as affirmation. meanwhile, the 14 | english franca, vol. 6, no. 1, 2022 competitive overlap is more dominantly carried out by male respondents through expressions of disagreement. this can happen because of the influence of what they get throughout their lives, especially about how to be a man and a woman. the gender values they get from their environment, such as home and school, greatly affect them in communicating and interacting with others. lastly, this study offers many other issues related to women and men efl learners' online casual conversations for future research. researchers can fill the gap by conducting the study to investigate other phenomena in this field. they can conduct research focusing on politeness, conversational implicature, or speech act in efl learners' online casual conversations. last but not least, it is also wide open for the researchers to be concerned about how men and women differ in written language. by conducting these studies, the knowledge in this field will be rich. references apriani, e., supardan, d., sartika, e., suparjo, s., & hakim, i. n. (2019). utilizing ict to develop student’s language ethic at islamic university. potensia: jurnal kependidikan islam, 5(1), 1. https://doi.org/10.24014/potensia.v5i1.6279. apriani, e., anshori, s., & edy, s. (2019). eksistensi english zone sebagai media penerapan kemampuan berbahasa inggris mahasiswa program studi tadris bahasa inggris iain curup. cendekia: jurnal kependidikan dan kemasyarakatan, 17(2), 317-332. https://doi.org/10.21154/cendekia.v17i2.1531. apriani, e., supardan, d., sartika, e., suparjo, s., & hakim, i. n. (2019). utilizing ict to develop student’s language ethic at islamic university. potensia: jurnal kependidikan islam, 5(1), 1. https://doi.org/10.24014/potensia.v5i1.6279. apriani, e., anshori, s., & edy, s. (2019). eksistensi english zone sebagai media penerapan kemampuan berbahasa inggris mahasiswa program studi tadris bahasa inggris iain curup. cendekia: jurnal kependidikan dan kemasyarakatan, 17(2), 317-332. https://doi.org/10.21154/cendekia.v17i2.1531. archer, j., & lloyd, b. (2002). sex and gender. new york: cambridge university press. ary, d., jacobs, l. c., sorensen, c. k., & walker, d. a. (2012). introduction to research in education. belmont: thomson wadsworth. aldha williyan: overlap in efl learners' online casual conversation: how men and women differ-15 bank, b. j. (2007). gender and education: an encyclopedia, volumes i & ii. london: imprint of greenwood publishing group. https://doi.org/10.1177/009430610903800228. burr, v. (1998). gender and social psychology. london: routledge. coates, j. (2004). women, men, and language. new york: routledge. cogo, a., & dewey, m. (2012). analysing english as alingua franca: a corpus-driven investigation. london: continuum international publishing group. eggins, s. (2005). an introduction to systemic functional linguistics. new york: continuum. eggins, s., & slade, d. (1997). analysing casual conversation. london: creative print and design wales. fontecha, a. f. (2010). gender and motivation in efl vocabulary production. in r. m. j. catalan (ed.), gender perspectives on vocabulary in foreign and second languages. new york: palgrave macmillan. fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). how to design and evaluate research in education. new york: mcgraw-hill. hyde, j. s., & mckinley, n. m. (1998). gender differences in cognition:results from meta-analyses. in p. j. caplan, m. crawford, j. s. hyde, & j. t. e. richardson (eds.), gender differences in human cognition. new york: oxford university press. https://doi.org/10.5860/choice.35-5362. kiyimba, n., lester, j. n., & o’reilly, m. (2019). using naturally occurring data in qualitative health research. using naturally occurring data in qualitative health research. https://doi.org/10.1007/978-3-319-94839-3. lakoff, r. (1973). language and woman’s place. language in society, 2(1), 45–79. https://doi.org/10.2307/4166707. lee, k. (2020). why do we overlap each other?: collaborative overlapping talk in english as a lingua franca (elf) communication. korean journal of english language and linguistics, 2020(20), 613–641. https://doi.org/10.15738/kjell.20..202010.613. mackey, a., & gass, s. m. (2005). second language research: methodology and design. new jersey: lawrence erlbaum associates. nguyen, m. h., gruber, j., fuchs, j., marler, w., hunsaker, a., & hargittai, e. (2020). changes in digital communication during the covid-19 global pandemic: implications for digital inequality and future 16 | english franca, vol. 6, no. 1, 2022 research. social media and society, 6(3). https://doi.org/10.1177/2056305120948255. nguyen, l. v, & pham, a. t. d. (2020). the journal of asia tefl. journal of asia tefl, 17(2), 463–478. https://doi.org/10.18823/asiatefl.2020.17.2.10.463. porter, n. (2005). psychological gender differences: contemporary theories and controversies. in a. barnes (ed.), the handbook of women, psychology, and the law. san francisco: jossey-bass a wiley imprint. ridgeway, c. l. (2011). framed by gender: how gender inequality persists in the modern world. framed by gender: how gender inequality persists in the modern world. new york: oxford university press. schegloff, e. a. (2000). overlapping talk and the organization of turntaking for conversation. language in society, 29(1), 1–63. https://doi.org/10.1017/s0047404500001019. seidman, i. (2006). interviewing as qualitative research: a guide for researchers in education and the social sciences. new york: columbia university. https://doi.org/10.1037/032390. sunderland, j. (2006). language and interaction: an advanced resource book. new york: routledge. syafryadin, wardhana, d. e., apriani, e., & noermanzah. (2020). maxim variation, conventional, and particularized implicature on students’ conversation. https://doi.org/10.31219/osf.io/cza8y. tannen, d. (1994). gender and discourse. new york: oxford university press. tannen, d. (2003). gender and family interaction. in j. holmes & m. meyerhoff (eds.), the handbook of language and gender. uk: blackwell publishing ltd. teodorovicz, t., sadun, r., kun, a. l., & shaer, o. (2021). working from home during covid19 : evidence from time-use studies. harvard business school working paper, 21(94), 1–54. retrieved from https://www.hbs.edu/faculty/pages/item.aspx?num=59926. thornburry, s. (2005). beyond the sentence: introducing discourse analysis. oxford: macmillan publisher. thornbury, s., & slade, d. (2006). conversation: from description to pedagogy. cambridge: cambridge university press. wardhaugh, r., & fuller, j. m. (2015). an introduction to sociolinguistics. uk: blackwell publishing ltd. aldha williyan: overlap in efl learners' online casual conversation: how men and women differ-17 williyan, a. (2020). exploring efl learners’ casual conversation. diadikasia journal, 1(1), 71–84. https://doi.org/10.21428/8c841009.2db315d6. williyan, a., & sirniawati, . (2020). ict in distance learning: teachers’ attitudes and problems. elt echo : the journal of english language teaching in foreign language context, 5(2), 119. https://doi.org/10.24235/eltecho.v5i2.6949. xia, x. (2013). gender differences in using language. theory and practice in language studies, 3(8), 1485–1489. https://doi.org/10.4304/tpls.3.8.1485-1489. yule, g. (1996). pragmatics. new york: oxford university press. https://doi.org/10.4324/9780429424465-5. https://doi.org/10.4324/9780429424465-5 18 | english franca, vol. 6, no. 1, 2022 empty page english franca vol 1 no 01 tahun 2017, stain curup page 61 p-issn 1494238293, e-issn 1494237782 an analysis of marking system used by speaking lecturers of stain curup in testing students’ speaking ability leffi noviyenty, m. pd. stain curup-bengkulu iffel_me@yahoo.co.id abstract it is important for english speaking lecturers to refer theories in scoring their students’ speaking ability in order to increase the objectivty and minimize the subjectivity. the purpose of teaching speaking itself also needs to be considered. this study is a case study which investigates the classification of marking, scoring scheme used by speaking lecturers and the reason in selecting the clasification. english speaking lecturers are the subjects of this research. observation and interview are the techniques of collecting data by using a checklist and interview guidance. the findings show that english speaking lecturers of stain curup has already guided theories of testing speaking in scoring their students’ speaking ability. the classification of marking are fluency, grammatical accuracy, comprehension/content and pronunciation. unfortunately the score for each elemen is still not clear. the main reasons the lecturers use in deciding the scoring scheme and classification are efficiency and effectivty in giving the test. keywords: marking system, criteria of marking dan scoring scheme introduction communicative testing must be devoted not only to what the learner knows about the foreign language and about how to use it (competence) but also to what extent the learner is able to actually demonstrate this knowledge in a meaningful communicative situation. nunan states that the measurement of student performance is the key to program evaluation (nunan, 1992). the researcher who mailto:iffel_me@yahoo.co.id english franca vol 1 no 01 tahun 2017, stain curup page 62 p-issn 1494238293, e-issn 1494237782 uses assessment data as the key element in a evaluation has to give careful consideration to three factors: these are: 1. the nature of the evidence to be used, 2. the relationship between evaluation and the program goals, and 3. the appropriate measurements to be used (nunan, 1992, p.186). a test of discrete grammatical items constructed for this purpose might be found to correlate highly with an external criterion, for instance another established test concurrently administered or a measure taken at a later date, such as final academic grades. related to this argument, the researcher tries to describe the relationship among evaluation, measurement and test as in following diagram: evaluation can be defined as the systematic gathering of information for the purpose of making decisions (bachman, 1990). evaluation does not necessarily entail testing, while tests are often used for pedagogical purposes, either as a means of motivating students to study, or as reviewing material taught. test may also be used for purely descriptive purposes only when the results of tests are used as a basis for making a decision that evaluation is involved. test is a measurement instrument designed to elicit a specific sample of an individual’s behavior. nowadays a goal of testing english skills is not only to the competence of english language that is the knowledge of language but also to the performance of those skills. this term is familiar with communicative competence which can be applied for all english skills, reading, speaking, writing, and listening. in related to this goal, it is important to carefully design test for testing english skills. there are variety of test formats offered by some english experts which is suitable for each skill, such as multiple choice, essay, short answer question for testing reading, role play for testing speaking, summary for testing writing and many others. the variety of test format need to introduce to the students in order to elicit their knowledge not only the competence but more to the use of the knowledge in communication. other aspect of communicative language testing is validity and reliability (weir, 1993). weir includes the point of validity and reliability as the general principles for test construction. to the extent that tests can have a beneficial influence on the teaching that precedes them, there can be a positive wash back effect from tests english franca vol 1 no 01 tahun 2017, stain curup page 63 p-issn 1494238293, e-issn 1494237782 on teaching. it is important therefor that test sample. as widely as possible relevant, criteria and communicative items from the syllabus or from the future target situation where this can be specified.the more representative the sample of tasks from their domain, the better the washback effect. the purpose of the test must be clear to all students taking it and teachers preparing candidates for it. the more it enhances the achievement of desirable language objectives the greater its contribution to successful teaching and the more all concerned will see the value of testing in the curriculum. if a test is unreliable, it cannot be valid. for a test to be valid, it must reliable. however, just because a test is reliable does not mean it will be valid. reliability is necessary but not sufficient condition for validity. in stain curup, the evaluation system is given to the lecturers independently. the institution only writes the marking guidelines and for the final achievement test. lecturers’ knowladge and understanding about how to design communicative language test is not yet evaluated and supervised. in other side, the goal of teaching the four basic english skills is to develop students’ communicative competence. morever, the role of dosen payung who act as senior lecturers is also not yet maximal since their credits are over limites and almost have no spare time to discuss the evaluation, particularly the marking system, for each english skill. morever, as one of the four basic skills, testing speaking is likely to be more subjective test than the others. as a productive and spoken test, it also has some aspects to be tested as the marking criteria and needs spesific attention on scoring scheme. it is important to design a marking system that may represent the real ability of students. the students will bw able to evaluate themselves by recognising their weaknesses and developing their strengths. by offering some criteria of marking, the teacher would also be proffesional in helping the students to develop their communicative competence. furthermore, the marking system which has detail supported criteria and clear scoring scheme colud become a valid source to describe the level of testeed, the students. based on some theories and facts above, the researcher is intended to investigate the marking system used by english lecturers of stain curup in testing students’ speaking ability. english franca vol 1 no 01 tahun 2017, stain curup page 64 p-issn 1494238293, e-issn 1494237782 there are many subjects in english tadris study program and each subject perform test as the evaluation, including the marking system. since each test has its own criteria of marking and scoring scheme, this research only discuss the marking system in testing students’ speaking ability. there are so many aspects of analysis that could be researched related to english tests, especially in testing speaking, this study only cover two aspects of analysis: the criteria of marking and the scoring scheme of speaking test. these two aspects are needed to be investigated as the first step of test analysis in english tadris study program since they are the general principles and basic guidelines in constructing language test. the problem of this research will be about the marking system use by speaking lecturers of stain curup in testing students’ speaking ability. the objectives of this research are to investigate: 1. the criteria of marking used by speaking lecturers of stain curup in testing students’ speaking ability. 2. the scoring scheme used by speaking lecturers’ of stain curup in testing students’ speaking ability. 3. the reason for speaking lecturers of stain cururp in designing the marking system to test students’ speaking ability. theoritical framework testing speaking speaking ability involves many aspects which can be analyzed into the elements of the speaking skills and the overall speaking proficiency (speaking for functional purposes). at the element level of speaking (primary level), the speaking might involve pronunciation, intonation, stres and other suprasegmental features. at this stage, the speaking also requires the correct use (structure), and the correct idiomatic use (vocabulary) of the target language. at the functional level, speaking involves the integration of the elements of the language and the function of using language either for transaction or for interaction. on the basis of its function language can be used for social relationship (interaction function) and for giving information (transactional function). in testing, the interactive speaking can be in the form of interview, role play, discussion and the like, while the trans-active speaking may take english franca vol 1 no 01 tahun 2017, stain curup page 65 p-issn 1494238293, e-issn 1494237782 the form of storytelling. oral report, describing object/person/thing, addressing speech, and so on. the two levels of assessment in speaking test cause problems in choosing criteria in assessing students’ ability. the problems relate to the decison to determine the aspects to be looked for: do the examiners focus on the elements of speaking skills or the overall speaking proficiency (speaking for functional purposes). the test designers, therefore, should determine the purpose of conducting tests, which can be derived from the objectives of language learning. from the purpose and objectives of the test, they can employ the appropriate types and approaches of testing procedures whether to empploy discrete-point, integrative or pragmatic test.a discrete-point test refers to a test that attempts to assess a particular element of language at a time such as pronunciation, stress, intonation, structure, and vocabulary. an integrative test attempts top assess learners’ ability to use many bits of their skill at a time. a pragmatic test refers to a procedure or task that requires learners’ to process sequences of elements in a language that conforms to the normal contextual constraints of that language and to relate sequences of linguistic elements to extra linguistic contexts in a meaningful way. in speaking test, is not always easy to get students to speak. sometimes the tasks we expect to be capable of motivating students to speak do not work as expexted. to overcome this situation, in additon to the careful design of the speaking tasks to fulfill students’ level and to meet speaking aspects to be assessed, the examiner can function himself as partner in stimulating the students to speak. in line to the opinion above, there are some other reasons why it is difficult to assess speaking ability, which makes the test be avoided in practice. those reason are (1) oral testing is very timeconsuming. the neglect of the implementation of speaking testin indonesian educational context is due to this reason. the average class size in sma/smk/smp is 40-45 students in a class and a teacher should teach parallel classes of 4-5. how long do the teachers have to spend to conduct the test? as a result, a paperpencil communicative test -an indirect way of testing communication—is used to replace the inderect way of testing oral proficiency/achievement; (2) it is difficul to get students to say english franca vol 1 no 01 tahun 2017, stain curup page 66 p-issn 1494238293, e-issn 1494237782 anything interesting; although, it does not mean to expect them to entertain the examiner with briliant conversation or witty anecdote, but it, at least, fulfils one of such criteria as: (a) the students must have a chance to show that he can use the language for a variety of purposes (describing, narrating, apologizing, etc); (b) he must have a chance to show that he can take a part in spontaneous conversation, responding appropriately to what is said to him and making relevant contribution; and (c) he must have a chance to show that he can perform linguistically in a variaty of situations, adopting different roles and talking about different topics. (3) the other reason relates to the issue of assessing. what sort of criteria can we use to assess students’ performance? is there any standard guideline to be used in setting up the criteria? criteria of marking in testing speaking it is possible to use one method as a check on the other. an example of this in oral testing is the american fsi (foreign service institute) interview procedure, which requires two testers concerned in each interview both to assign candidates to a level holistically and to rate them on a six-point scale for each of the following: accent, grammar, vocabulary, fluency, comprehension. these ratings are then weighted and totaled. the resultant score in then looked up in a table which converts scores into the holistically described levels. the converted score should give the same level as the one to which the candidate was first assigned. if not, the testers will have reconsidered whether their first assignments were correct. the weighting and the conversion tables are based on research which revealed a very high level of agreement between holistic and analytic scoring. the criteria offered to be considered in testing oral ability according to fsi are as in the following table (hughes, 1989). table1. the criteria levels of testing oral ability based on american fsi (foreign service institute) no criteria of marking indicator score 1 accent pronunciation frequently unintelligible 1 frequent gross errors and a very heavy accent make understanding difficult, require frequent 2 english franca vol 1 no 01 tahun 2017, stain curup page 67 p-issn 1494238293, e-issn 1494237782 repetition. “foreign accent” requires concentrated listening, and mispronunciations lead to occasional misunderstanding and apparent errors in grammar or vocabulary. 3 marked “foreign accent” and occasional mispronunciations which do not interfere with understanding. 4 no conspicuous mispronunciations, but would not be taken for a native speaker. 5 native pronunciation, with no trace of “foreign accent” 6 2 grammar grammar almost entirely inaccurate phrases 1 constant errors showing control of very few major pattern and frequently preventing communication 2 frequent errors showing some major patterns uncontrolled and causing occasional irritation and misunderstanding 3 occasional errors showing imperfect control of some patterns but no weakness that causes misunderstanding 4 few errors, with no patterns of failure. 5 no more than two errors during the interview. 6 3 vocabulary vocabulary inadequate for even the simplest conversation. 1 vocabulary limited to basic personal and survival areas (time, food, transportation, etc). 2 english franca vol 1 no 01 tahun 2017, stain curup page 68 p-issn 1494238293, e-issn 1494237782 choice of words sometimes inaccurate, limitations of vocabulary prevent discussion of some common professional and social topics. 3 professional vocabulary adequate to discuss special interest; general vocabulary permits discussion of any non-technical subject with some circumlocutions. 4 professional vocabulary broad and precise; general vocabulary adequate tp cope with complex practical problems and varied social situations. 5 vocabulary apparently as accurate and extensive as that of an adequate native speaker. 6 4 fluency speech is so halting and fragmentary that conversation is virtually impossible. 1 speech is very slow and uneven except for short or routine sentence. 2 speech is frequently hesitant and jerky; sentence may be left uncompleted. 3 speech is occasionally hesitant, with some unevenness caused by rephrasing and grouping for words. 4 speech is effortless and smooth, but perceptibly non-native in speech and evenness. 5 speech on all professional and general topics as effortless and smooth as a native speaker’s 6 5 comprehension understand to little for the simple type of conversation. 1 english franca vol 1 no 01 tahun 2017, stain curup page 69 p-issn 1494238293, e-issn 1494237782 understand only slow, very simple speech on common social and touristic topics; requires constant repetition and rephrasing 2 understands careful somewhat simplified speech when engaged in a dialogue, but may require considerable repetition and rephrasing. 3 understands quit well normal educated speech when engaged in a dialogue, but requires occasional repetition of rephrasing 4 understand everything in normal educated conversation except for very colloquial or low-frequency items, or exceptionally rapid or slurred speech. 5 understands everything in both normal and colloquial speech to be expected of an educated native speaker 6 weir suggests that the considerations for deciding the criteria should also come from whether the assessment will cover routine skills or improvisational skills where each of them should establish different scoring scheme assessment for routine skills will consider: (i) normal time constraints, fluency, as overall smoothness of execution of the task, would be assessed; (ii) in addition one might want to comment on the discoursal coherence. that is the internal organization of the stages of the discourse. this may especially relevant in longer turns; (iii) appropriateness: this would include the sociocultural ability to take into account setting, topic, role relationships, formality required. due observance of the norms of interaction in terms of silence, proximity and dealing with encoding difficulties might be looked for. if the task leads to the deployment of improvisational skills then the lecturers might also english franca vol 1 no 01 tahun 2017, stain curup page 70 p-issn 1494238293, e-issn 1494237782 wish to develop criteria to take account of proficiency in the use of these. in other side, assessing the improvisational skills might involve the lecturers taking a decision on overall effectiveness in two important improvisation abilities: (i) ability to negotiate meaning in cases of comprehension or production difficulties manifested on the part of the candidate or his/her interlocutor; (ii) ability to manage interaction (agenda and turn taking) actively and flexibly. this is particularly important where speakers can be expected to be active participants. if it improvisational skills the lecturers might make detailed assessment in terms of (i) fluency: smoothness of execution. ability to negotiate meaning would, for example, include the ability to use communication strategies with case when in difficulties; (ii) appropriateness: this could include, for example, the degree of politeness and suitability of timing in turn taking or suitability of the language used in request for clarification or disagreement.in order to measure the quality of spoken performance, we first need to establish criteria of assessment. these criteria that might be considered for assessment of the output of communicative spoken interaction tasks. these criteria can be elaborated into the following table. table 2. analytic marking scheme for speaking no criteria of marking score 1 appropriateness 0-3 2 adequacy of vocabulary for purposes 0-3 3 grammatical accurately 0-3 4 intelligibility 0-3 5 fluency 0-3 6 relevance and adequacy of content 0-3 the criteria in each of the three areas need empirical validation in the particular contexts testers find themselves in. first, tester would need to specify appropriate tasks in terms of conditions and operations and decisions could be taken iteratively on the criteria that are applicable to the output generated and the levels of performance within each of these. the dimension of practicality cannot be ignored here and the criteria developed would need to english franca vol 1 no 01 tahun 2017, stain curup page 71 p-issn 1494238293, e-issn 1494237782 be readily deployable by teachers. it would have to be established how many criteria teachers could reliably handle. the criteria develop would need to be accessible to other teachers and the number of levels within each criterion would have to represent real distinctions in the performance of actual candidates. criteria of marking could describe the level of ability. the intermediate level is characterized by the speaker’s ability to: 1. create with the language by combining and recombining learned elements, though primarily in a reactive mode; 2. initiate, minimally sustain, and close in a simple way basic communicative tasks; and 3. ask and answer question. global impression (b. j. carrol, 1980) marking scheme could be arranged into assessment scale which also describe the level of speakers as in the following: research methodology the research that is carried out is called descriptive research and will be presented in qualitative way. the researcher describes the existing facts that performed on how the speaking lecturers design their marking system which includes the criteria of marking and the scoring scheme. the analysis covers two aspects, the criteria of marking the test and the scoring scheme. gay and airasian (2000) stated that descriptive research which is also called survey research determines and describes the way things are. moreover, gay explains that descriptive research, also called survey research, is useful for investigating a variety of educational problems and issues. mainly the interviews and observation (analysis), as in qualitative research are used as the techniques of collecting the data. this research is guided by some steps which are conscientiously executed: identify the topic or problem, select an appropriate sample of participants, collect valid and reliable data, and analyze and report conclusions. there are three mean data taken: the marking sheet for speaking test, consists of classification of marking for ujianakhir semester (uas) test for speaking; the speaking lecturers who teach speaking during the active semester, and the syllabus for speaking. the researcher also uses checklist, deep interview, field english franca vol 1 no 01 tahun 2017, stain curup page 72 p-issn 1494238293, e-issn 1494237782 notes, and tape recorder. the field notes are made during the interviews (analysis) in order to provide the description and understanding of each indicator performed and the lecturers’ intention. data for this research is collected in term of longitudinal. gay states that longitudinal research collects the data at more than one time in order to measure growth or change. in detail, the data is collected through document analysis and interview. the researcher analyzes the marking sheet for speaking test in order to search the criteria of making used and also the scoring scheme. this analysis uses theories as the guidance and will be written down on checklist.interview is done between the researcher and the speaking lecturers. this technique is supported by bogdan and biklen (1982) defined an interview as a purposeful conversation, usually between two people (but sometimes involving more) that is directed by one in order to get information. the researcher asks about the lecturers’ knowledge on designing speaking test, particularly about the criteria of marking, the scoring scheme and also the reason the lectures consider in designing the marking system to test students’ speaking ability. the interview guidance is used to manage the data needed. the instruments of this research are (1) checklist, the indicator for each formal will be build based on two theories that complete each other, they are cyril j weir in his book communicative language testing and arthur hughes in his book testing for language teachers. each criterion has a specific scoring scheme. the scoring scheme is investigated by using theories and a deep interview and also analyzing the speaking lecturers’ marking sheet that consists of classification of scoring. the finding will be compared to the theories being guided; (2) interview,the purpose of interview is to investigate the speaking lecturers’ knowledge and intention to and about marking system in testing students’ speaking ability; (3) field notes, the criteria and scoring scheme of speaking test which have been checked from the checklist and interview is elaborated by also including additional information taken from the field notes in order to explain the marking system and the reason of speaking lecturer in designing the system. to ensure the validity of the research, the following strategies are applied:triangulation data. the researcher uses more than one technique of collecting data as a english franca vol 1 no 01 tahun 2017, stain curup page 73 p-issn 1494238293, e-issn 1494237782 comparison,member checking, the participants are served as check throughout the analysis process and long terms and repeated analysis. findings based on the result written on the checklist, it is found that three speaking lecturers do not use a specific theory in deciding the criteria of marking in giving their speaking test to the students; however, all them include some point of marking taken in general related to speaking skill such as in the following table: table 3.the criteria of marking used by speaking lecturersin testing students’ speaking ability no criteria speaking lecturers sources 1 accent 1 based on fsi (foreign service institute) 2 grammar 3 3 vocabulary 2 4 fluency 2 5 comprehension 3 grammatical accuracy 3 based on teep, cals intelligibility 3 3 fluency 3 4 relevance and adequacy of content 3 1 fluency and coherence 3 ielts 2 lexical resource 3 grammatical range and accuracy 3 4 pronunciation 3 from interviews, it is found that the criteria of marking used by speaking lecturers are not decided based on a theory (fsi, english franca vol 1 no 01 tahun 2017, stain curup page 74 p-issn 1494238293, e-issn 1494237782 teep), but they tend to select the criteria based on their need in evaluating their students. moreover, in a basic guidance based on the lecturers understanding, the criteria of marking system in testing speaking consist of fluency, accuracy, grammar accuracy. fortunately, some theories above include those criteria. the researcher also list definition of each criterion used by speaking lecturers as in the following: 1. accent: whether the students speak english highly influenced by their first language or dialect or they can suit to native speaker accent. 2. grammar/grammatical accuracy whether the students produce grammatical mistakes and errors such as tenses, from of sentences (statement, question, direct and indirect and many others) 3. fluency: whether the students speak english fluently or they produce many pauses and use much time to think what they want to say. 4. comprehension whether the students english can be understood by others, speak suitable to the topic given, relevant vocabulary. it is clear enough that the need of students in following the speaking class is highly considered as the criteria of marking. otherwise, these criteria are not specified enough in the scoring scheme. from the interview with the three speaking lecturers in order to investigate the marking scheme they use in testing students’ speaking ability, it is found that they do not include the score for each criterion of marking suggested by the theories. the lecturers’ marking scheme for speaking subject is based on the marking scale given by stain as the following: 1. 00 – 49 = e (failed) 2. 50 – 59 = d 3. 60 – 69 = c 4. 70 – 85 = b 5. 86 – 100 = a english franca vol 1 no 01 tahun 2017, stain curup page 75 p-issn 1494238293, e-issn 1494237782 meanwhile, the lecturers do not design specific band or scale as the indicator of 00 – 100 that characterized speaking testing. weir states clearly (weir, 1993): in oral testing, as in the assessment of written production, there is a need for explicit, comprehensive marking scheme, close moderation of tests tasks and marking scheme, and training and standardization of markers. in order to measure the quality of spoken performance, we first need to establish criteria of assessment. weir explains that without criteria of marking, it is too subjective for the markers (lecturers) decide the score, and the quality of testing speaking performance could be not valid. the dimension of practicality cannot be ignored and the criteria developed would need to be readily deployable by lecturers. criteria of marking could describe the level of ability. while, scoring will be valid and reliable only if, clearly recognizable and appropriate description of criteria levels are written and scores are trained to use them. the fact that particular grammatical structures are not specified as content, and there is no reference to vocabulary or pronunciation, does not of course mean that there are no requirements with respect to these elements of oral performance. the accurate measurement of oral ability is not easy. it takes considerable time and effort to obtain valid and reliable result. nevertheless, there backwash is an important consideration, the investment of such time and effort may be considered necessary. speaking is probably the most difficult skill to test. it involves a combination of skills that may have no correlation with each other, and which do not lend themselves well to objective testing. there are not yet good answers to questions about the criteria for testing these skills and the weighting of these factors. a speaker can produce all the right sounds but not make any sense, or have great difficulties with phonology and grammar and yet be able to get the message across. comprehension of spoken material depends, among other factors, on the degree to which the listener is familiar with the speaker’s accent and the degree to which they share background knowledge, and so what is a problem for one listener may not be a problem for another listener. testing speaking is also english franca vol 1 no 01 tahun 2017, stain curup page 76 p-issn 1494238293, e-issn 1494237782 a particular problem when it is necessary to test large numbers of students. it is necessary to test hundreds of students, and even if each student speaks for only a few minutes, this becomes a huge job. one of the great difficulties in testing speaking is, of course, the assessment. it is necessary to develop a system of assessment that can be applied as objectivity in assessment. the scale can be one general scale for overall speaking ability, or it can be divided between several aspects of the skill of speaking, such as pronunciation, grammar, organization, etc. the scale also depends on the speaking task that is used for the test. a test that uses public speaking as the task would be different from one that uses a group discussion. if possible, the speaking task should be recorded and the scoring done from the tape. in addition, the marking should be done by more than one person and their reliability checked. if the task is an interviewer, the interviewer should not be required to score the test at the same time as conducting the interview, if this is avoidable. among the aspects of speaking that might be consideration in the assessment scale are grammar, pronunciation, fluency, content, organization, content and vocabulary. the band descriptions for a general scale might be as follows. the number indicates the level, and it is followed by a description of the characteristics of a speaker at that level. in the classroom, during daily exercise, 2 lecturer sometimes use the following scoring scheme: table 4. scoring scheme 7 spoken communication is fluent, appropriate, and grammatically correct, with few if any errors. 6 communication is generally fluent and grammatically correct with only occasional errors in grammar or pronunciation. 5 students produces numerous grammatical errors and hesitations, but these do not inerfere greatly with communication. utterances are long and connected. 4 students produces numerous grammatical errors and hesitations, and these occasionally interfere with communication. utterances are short and connected. 3 student’s communication is limited to short utterances and depends in part on previously memorized english franca vol 1 no 01 tahun 2017, stain curup page 77 p-issn 1494238293, e-issn 1494237782 conversational elements. difficulty dealing with unpredictable elements. many hesitations and grammatical errors. communication only possible with sympathetic interlocuter. 2 communication limited to short utterances, almost entiraly memorized conversational elements. unable to deal with unpredictable elements. 1 no communication possible. though speaking is a particularly difficult skill to assess, there are methods that can be employed to create situations that elicit speech and methods of assessing the testees’ speech that are reasonablly reliable. testing speech is important for its backwash effect, even if the method of testing and of assessment are not as perfect as they might be. the scoring scheme used by speaking lecturers seems not yet measure the quality of students’ speaking ability since the score obtained comes from several clarification such as: students’ participation, assigments, mid term and final examination. each of those classifications does not define clear score related to speaking ability. for example, a until e does not explain the quality of students’ speaking performance. ielts, the international language testing system, which is designed to assess the language ability of candidates who need to study or work where english is used as the language of communication for universities and em[ployers in many countries is one of trusted standars of english test explains that the score should represents the level of candidates’ speaking performance. ielts includes some criteria of marking system to test speaking performance; they are fluency and coherence, lexical resource, grammatical ranmge and accuracy and pronunciation. ielts also define the band for each criterion clearly and the scale of score such as in the following: table 5.ielts scoring scheme for speakingperformance no scoring scheme level of speaking performance ielts pte for academic 1 8 – 9 85 + level 5 2 6,5 – 7,5 76 – 84 level 4 3 5 – 6 59 – 75 level 3 english franca vol 1 no 01 tahun 2017, stain curup page 78 p-issn 1494238293, e-issn 1494237782 4 4 – 4,5 43 – 58 level 2 30 42 level 1 based on some facts above, in summary, the finding of this research shows that the marking criteria of testing students’ speaking ability used by speaking lecturers of stain curup is designed by taking the point of speaking skill itself rather than guide theories of marking criteria for speaking performance. however, those criteria included in some theories. each criterion used by the lecturers also does not define the score. morover, the scoring scheme is not clear and does not directly relate to the quality of students’ speaking performance. some reasons about practicality become crucial considerations for the lecturers in designing the marking criteria and scoring scheme. conclusion speaking lecturers of stain curup has already decided some criteria of marking system to test the students speaking ability, they are: fluency, grammatical accuracy, comprehension/content, and pronunciation. these criteria are suggested by some theories of testing speaking performance. the scoring scheme use by speaking lectures of stain curup is not clear enough to measure the students’ speaking ability since there are some other considerations, such as practicalities aspects and stain classification of scoring. it is important to guide theories in deciding the criteria of marking and the scoring scheme to test speaking performance. each criterion of marking should be defined as possible in order to draw a suitable score as the measurement of speaking performance and to minimize the markers’ subjectivity. eventhough the classification of scoring is provided by stain, the speaking lecturers should still consider the purpose and the importance of teaching speaking. the speaking ability could be evaluated first before they come to the final score for speaking subject. this suggestion could bring the valid data the real condition or ability of students’ speaking performance. english franca vol 1 no 01 tahun 2017, stain curup page 79 p-issn 1494238293, e-issn 1494237782 short biography the writer is an english lecturer in stain curup, graduated her s1 from bengkulu university in 1999 and her master degree of english language education from padang university in 2006. references -----(2000). principles of language learning and teaching. new york: wesley longman, inch. ary, d. jacobs, l.c, dan razavieh, a. (1982). pengantar penelitian pendidikan. terjemahan oleh arief fuchan. surabaya: usaha nasional. ary, donald.(1985). introduction to research education. new york: cbs college publishing bachman f, lyle. (1990). fundamental considerations in language testing.. new york: oxford university press. bloomfield, leonard. (1995).language. jakarta:pt gramedia bogdan, r & biklen, s. k. (1982). qualitative research for education: an introduction to theory and method. needham heights: allyn & bacon,. brown, d. h. (1987).principles of language learning and teaching. 2 edition. englewood cliffs, n.j: prentice hall, inc. brown, gillian and george yule. (1982). teaching the spoken language: an approach based on the analysis of confersational english. cambridge: cambridge university press. gay, l.r.and peter airasian. (2000). educational resarch: competencies for analysis and application. new jersey: prentice hall,inc. heaton, jb. (1990). writing english language test.. usa: longman hughes, arthur. (1989). testing for language teachers. uk: cambridge university press.. janice, c (ed). no year. communcative competence for individuals who use augmentative and alternative communication (aac): from research to effective prectice, (online). nunan, david. (1992).task-based language teaching new york: cambridge university. english franca vol 1 no 01 tahun 2017, stain curup page 80 p-issn 1494238293, e-issn 1494237782 weir, cyril j. (1993).understanding and developing language tests. uk: prentice hall international. weir, cyril j. (1998). communicative language testing.. uk: prentice hall. english franca vol 1 no 01 tahun 2017, stain curup page 1 p-issn 2580-3670, e-issn 2580-3689 speaking and writing assessment applied by english lecturers of state college for islamic studies (stain) at curup-bengkulu jumatul hidayah, m.pd. stain curup-bengkulu hidayah_jumatul@yahoo.com abstract an appropriate type of assessment and rubric gave best description about students’ progress and achievement as well. therefore, the aims of this research were to find out:1) speaking and writing assessment implemented by english lecturers related with the types of assessment 2) the way lecturers constructed speaking rubric in assessing students’ speaking. 3)the way the lecturers constructed writing rubric in assessing students’ writing and 4)the use of information from speaking and writing assessment for lecturers as a feedback to students. this research was conducted under descriptive design. it involved 5 lecturers. the data were taken from observation, document and interview. the results of this research are: 1) there were 9 types of speaking assessment used; question and answer, instruction and direction, paraphrasing, role play, conversation, discussion, picture-cued storytelling and retelling story. there were 5 types of assessment used by writing lecturer those are; paraphrasing, paragraph construction, strategic option, editing task and essay writing. 2) all lecturers who taught speaking i, ii, and iii constructed and used analytic rubric for speaking assessment. 3) most of them used analytic scoring rubric in assessing writing, 4) the feedback is mostly used by the lecturers for assigning grades and motivating students to study. keywords: speaking, writing, assessment introduction providing and applying the assessment for speaking and writing appropriately might help the teacher in observing and deciding students’ strength and weaknesses that would be needed for further consideration in setting the material and classroom english franca vol 1 no 01 tahun 2017, stain curup page 2 p-issn 2580-3670, e-issn 2580-3689 activities. teacher prepares the assessment along with the material for teaching itself. the result of assessment can be used for some purposes in teaching, such as; first, to check the students' progress in the sense that it should give teachers feedback on their students’ performance at different stages of the course. second, to encourage students in achievin their goals in learning. it should also be a way of giving students regular feedback so that they are aware of their excellence or their failures (brindley cited in nunan, 2003: 321). therefore, the teacher would get information about the progress and achievement of students if the assessment that he/she uses related with what would be assessed. finally, assessment can be used to evaluate the teaching/learning process: it should give teachers basic information about how successful the teaching is, so that they can see whether the approach is correctly implemented, the aims of the course are appropriate, the materials used are relevant, and whether the assessments have been done properly. by having the information from assessments, language teachers especially speaking and writing lecturers can get the real information and can make a necessary decision or action before it is too late and plan remedial work for those areas of difficulty encountered by the students. the demand to examine students’ speaking ability with correct judgment leads the teacher to find and use an appropriate assessment of it. as o’malley and pierce, (1996: 57) say one of the major responsibilities of working with the english language learner is to enable students to communicate effectively through oral language. consequently, learners often evaluate their success in language learning as well as the effectiveness of their english course on the basis of how well they feel they have improved in their spoken proficiency. hence, many language learners regard speaking ability as the measure of knowing a language. speaking task and assessment work in harmony as the task is not only used to practice speaking but also to assess students’ ability and achievement at the same time. thus, it is well understood that types of speaking assessment are known as speaking task as well. o’malley and pierce (1996:69-87) classify types of speaking assessment into oral interview, picture cued, radio broadcasts, video clips, information gap, story/text telling, english franca vol 1 no 01 tahun 2017, stain curup page 3 p-issn 2580-3670, e-issn 2580-3689 role play/ simulation, and debate. those can be given to assess students speaking individually where they speak alone as personal intention or in pair and group as a way to interact to others. hughes (2003:119-122) classification is quite the same with o’malley and pierce but they add interpreting, prepared monolog, reading aloud, discussion, response to audio/video recording, described situation, simulated conversation as choices for assessing students speaking. in assessing writing, on the other side, the test maker or teacher will spend a time to read students’ writing before deciding to put the score. but the process of writing assessment has been done long before the assessment is composed. the teacher or test maker should first, decide how the test would be assess and what criteria that would become indicators for judging good writing. weir (1990: 73) states the writing component of any test should concentrate on controlled writing tasks where features of audience, medium, setting, and purpose is chosen appropriately including the scoring criteria and trained examiner. weir gives a signal that when the examiner (usually a teacher) has decided about how to assess writing skill, and scoring criteria, he/she should know how to examine students’ writing using such scoring criteria. the rubric which is used to test speaking is usually holistic, analytic and annonated scale. writing assessment is quite the same with speaking, weigle (2002:110-120) classifies the writing rubric or scale into three rubrics namely: primary trait scale, holistic scale and analytic scale. in the case that lecturers use the assessment and rubric appropriate to assess speaking and writing but a bit careless or incapable in understanding of constructing the rubric and how to interpret the result into fine conclusion, there might be an imbalance both students’ speaking and writing ability on the paper (competence) and what can be seen in barely eyes (performance). thus, the phenomenon that some students have a high score in speaking and writing and pass the test but have poor speaking and writing performance will probably occur. this evidence has a great impact to students (directly), teacher, and institution as well (indirectly). the students will think that there is nothing wrong with their ability to speak and write while teachers assume that they have done their best. institution, then, excuses that it is related english franca vol 1 no 01 tahun 2017, stain curup page 4 p-issn 2580-3670, e-issn 2580-3689 to the input and not the process of teaching learning itself. it will cause a dead circle if teacher and authorities as the representation of institution remain calm and silence. therefore this study was conducted to find out the speaking and writing assessment applied by lecturers which is distributed into these questions: 1. how are speaking and writing assessment implemented by english lecturers related with the types of assessment? 2. how do lecturers construct speaking rubric in assessing students’ speaking? 3. how do lecturers construct writing rubric in assessing students’ writing? 4. how is the information from speaking and writing assessment used by lecturers as a feedback to students? theoritical framework speaking assessment according to brown and abeywickrama (2010: 187-215) statement that the classification of types of speaking assessment are related with the micro-skill and macro-skill that would be measured. thus, using the same types of assessment by the lecturer is neglecting the function and specification of speaking assessment itself. writing assessment hughes (2003: 93) states that writing tasks should be well defined that candidates should know just what is required for them (hughes, 2003:93). so, if the students are introduced about the description or the learning goal of writing what they are expected to do, they would have a chance to achieve the goal and at the end ability to do so. in addition, weir (1990: 73) states that the writing component of any test should concentrate on controlled writing tasks where features of audience, medium, setting, and purpose is chosen appropriately including the scoring criteria and trained examiner. it can be concluded that she has lack of knowledge about assessing writing and writing components and it strengthen by the fact that the score is not clearly distinct the lowest and highest achievement of students. english franca vol 1 no 01 tahun 2017, stain curup page 5 p-issn 2580-3670, e-issn 2580-3689 research method this research was conducted under the descriptive design that it aims to describe the current condition of how were speaking and writing assessments applied by lecturer in assessing students’ speaking and writing in english department of stain curup bengkulu. the respondents were the lecturers who taught speaking (1, 2, and 3) and writing (1 and 4). thus the respondent of this research was 5 lecturers that 3 of them taught speaking and the rest taught writing. the instruments used in this research were observation, document, and interview. the observation was done to find out the types of assessment used by the teacher in assessing students’ speaking and writing. the researcher recorded the types of assessment which was used by teacher in formative and summative assessment. the equipment that was used in observation is video recorder and observation checklist. the documents covered lecturers’ lesson planning, question sheet, quiz, marking system, etc. interview was used to get information about the rubric used by lecturer of stain curup-bengkulu in assessing speaking and writing. it was also used to find out the feedback of speaking and writing assessment used by teacher. the form of data were information in words deriving from observation, document, and interview, which were accumulated from the implementation of writing and speaking assessment by the speaking and writing lecturer at stain curup-bengkulu. result 1. speaking and writing assessment implemented by lecturer related with the types of assessment the observation towards the lecturers who taught speaking i, ii, and iii, revealed that among 10 types of speaking assessment there were 2 to 7 types that were used by them as presented in table 1 below. table 1. the types of assessment used by speaking lecturers no types of assessment lecturer a b c 1 question and answer √ √ − 2 instruction and direction √ √ − english franca vol 1 no 01 tahun 2017, stain curup page 6 p-issn 2580-3670, e-issn 2580-3689 3 paraphrasing − − √ 4 interview − − − 5 role play √ − − 6 conversation √ √ − 7 discussion − √ − 8 oral presentation √ − √ 9 picture-cued storytelling √ − − 10 retelling story √ − − 11 total 7 4 2 all indicators for each types of assessment were used by the lecturer to assess students’ speaking ability. however, when lecturer was interviewed about the procedure that had been done in assessing students’ speaking for each types of assessment, he did not used indicator no 3 of role play; assessing students’ ability in playing the role based on the context and discourse that they should play. in speaking ii, lecturer (b) used 4 types of assessment in assessing students’ speaking; question and answer, instruction and direction, conversation, and discussion. when the lecturer was asked about the procedure that she had done in assessing students’ speaking, not all indicators of assessing speaking were used by her. in role play, indicator no.3; assessing students’ ability in playing the role based on the context and discourse that they should play was not used. while in discussion activity, among 4 indicators for assessing students’ speaking ability the lecturer answered that indicator no.3; assessing students’ ability in clarifying information with correct intonation was not used. she argued that the ability of speaking was mainly concerned on students’ ability in understanding the topic, giving response, interrupting and giving opinion with correct vocabulary and intonation. lecturer c, who taught speaking iii used 2 types of assessment in assessing students’ speaking; paraphrasing and discussion. but different from lecturer a and b, from the interview it was found that he used all indicators for assessing students’ speaking ability of each types of assessment that he had used. english franca vol 1 no 01 tahun 2017, stain curup page 7 p-issn 2580-3670, e-issn 2580-3689 in writing class, there were 2 lecturers that each of them taught writing i and iv. the types of assessment used by the lecturer were related with the topic for writing class as stated in syllabus and lesson plan. in writing i, the students were taught and trained to write a paragraph while in writing ii the students wrote a paragraph and moved to essay writing. from the observation it was found that lecturer a gave writing practice and assessment almost in every meeting related with the topic that was discussed in each meeting. even though she only used three types of writing assessment but it was used continually which can also be identified through the syllabus that she has made. the observation which was conducted from fifth meeting up to eleventh meeting recorded that paragraph construction was used more often than strategic option. the students were assigned to make a paragraph based on given topic and sometimes they were given a freedom to write their own topic. thus, it can be concluded that paragraph construction was chosen as major types of assessment to assess students’ writing. lecturer b on the other hand, based the observation only used two types of assessment that both of them were only used once: paraphrase in the thirteenth meeting and writing essay in fifth meeting. the observation was conducted in fifth up to eight meeting then stopped since the lecturer had the same activity that was making resume and presentation. the researcher then, checked the syllabus that the practice of writing was on thirteenth and fifteenth, thus she decided to have field observation on those meeting. the class was started at the same way with the previous meetings; presenting the resume that had been made by students. after presentation, the students were asked to make a paraphrase writing (meeting thirteenth) and essay writing (meeting fifteenth). in short, students were seldom asked to practice their writing. table 2. the types of assessment used by writing lecturer no types of assessment lecturer a b 1 paraphrasing − √ 2 guided question and answer − − 3 paragraph construction √ − english franca vol 1 no 01 tahun 2017, stain curup page 8 p-issn 2580-3670, e-issn 2580-3689 lecturer a used all indicators in each types of writing assessment to assess students’ writing. but when she was interviewed about the procedure in assessing students’ writing for each types of assessment, she did not used indicator no 3 of strategic option that is; assessing students’ writing based on the purpose and reader of their writing. the types of assessment which were used by lecturer a was proved by the portfolio of students’ assignment and project. in assessing students’ writing in writing iv subject, lecturer b used the indicators of each type of writing assessment. however, the same with lecturer a, she did not used indicator no 3 of essay writing in assessing students’ writing; the students are given an essay that only has paragraph introduction or conclusion and are asked to complete the essay. in conclusion, there were 9 types of assessments; question and answer, instruction and direction, paraphrasing, role play, conversation, discussion, oral presentation, picture-cued storytelling and retelling story, which were used to assess students’ speaking in speaking i, ii, and iii. the types of writing assessments were; paraphrasing, paragraph construction, strategic option, editing task, and essay writing. however, when using those types of assessment the lecturer did not used every indicator of types of writing assessment in assessing students’ ability especially speaking. 2. lecturer’s construction of speaking rubric in assessing students’ speaking from the document that was collected, it was found that lecturer a had made the syllabus but the type of speaking rubric was not stated. however, there was information about the components that would be used in assigning students’ grade. the syllabus of speaking ii which was made by lecturer b did not mention about the speaking rubric that would be used and there was no clear information about the components that 4 strategic option √ − 5 editing task √ − 6 essay writing − √ 7 controlled writing − − 8 total 3 2 english franca vol 1 no 01 tahun 2017, stain curup page 9 p-issn 2580-3670, e-issn 2580-3689 would be used to assign students’ grade. even though she stated the indicators of competency such as; cognitive, affective and psychomotor, but there was no further information about how the students could achieve them. on the other hand, there was no syllabus that can be taken form lecturer c. he did not give the syllabus to the english department office as well as to the students. when it was confirmed to him he was hesitated to borrow it, so, there was no information about the rubric that he used in assessing students’ writing except from the interview. moreover, the lecturers could not answer clearly about the range of point given for each component of speaking except lecturer a. both lecturer b and c could not give clear information about the range of point for each component of speaking especially lecturer c who only stated that it was exactly like the original rubric. thus only one lecturer out of three or about 33% who knows about the construction of speaking rubric. from the analysis of the speaking rubric constructed by the lecturer, the three lecturers used analytic rubric rather than holistic rubric. there were four to five components that they asserted as the component to decide students’ speaking ability. unfortunately there was no document that could be used to confirm about the speaking rubric that was constructed or even used by the lecturer to assess students’ speaking ability. 3. writing rubric constructed by the lecturer in assessing students’ writing quite the same with speaking, to find out the writing rubric constructed by the lecturer the interview was conducted to writing lecturers and the document was collected to support the analysis and finding. the lecturer a, who taught writing i, used a rubric which was categorized as primary trait while lecturer b used analytic rubric which was ready used. the components of writing rubric were 3, each lecturer had different component, and mainly concerned on content. from the interview and document which was collected it was found that the speaking and writing lecturers committed that they used analytic and primary trait/annonated rubric to assess students’ speaking and writing. thus, the percentage of english franca vol 1 no 01 tahun 2017, stain curup page 10 p-issn 2580-3670, e-issn 2580-3689 the rubric that was used to assess students’ speaking and writing was 80% analytic rubric and 20 % primary trait/annonated rubric as can be seen in figure 1 below. figure 1. the types of rubric for assessing writing and speaking the figure above shows that none of the lecturer constructed or used holistic rubric to assess students’ speaking and writing as they considered that it was difficult to adjust in which component that the students needed to improve their ability. 4. information from speaking and writing assessment used by lecturer as a feedback to students the use of feedback by speaking and writing lecturers can be seen in figure 2 below. figure 2. the use of feedback by the lecturers. english franca vol 1 no 01 tahun 2017, stain curup page 11 p-issn 2580-3670, e-issn 2580-3689 the figure above shows that the feedback was mostly used as assigning grades to students (71%) followed by motivating students (29%). none of the lecturer used feedback as modeling learning target since there was only lecturers’ statement but cannot be proved by any document and they could not explained it in detail. discussion 1. speaking and writing assessment implemented by lecturer related with the types of assessment a. types of speaking assessment the types of speaking assessment used by lecturer was varied but not yet related with the course objective and the learning objective that should be stated in syllabus and lesson plan. the result of observation proved that the lecturers often use the same types of speaking assessment without clarifying which types of the assessment that is used for certain topic in speaking subject. however, each types of speaking assessment has its own purpose and method of use that require lecturer to follow the path to get a satisfied result that really describe students’ speaking ability. it is in accordance with brown and abeywickrama (2010: 187-215) statement that the classification of types of speaking assessment are related with the micro-skill and macro-skill that would be measured. thus, using the same types of assessment by the lecturer is neglecting the function and specification of speaking assessment itself. the findings show that there is an overlap of the topics which are offered by the lecturer a and b since there are some topics which asserted in speaking ii while they have been discussed in speaking i. moreover, some topics which are offered in speaking ii are too simple to be discussed in one meeting and it is not appropriate enough to be discussed in speaking ii such as; expressing thank (meeting 6), expressing apologize (meeting 7), and expressing obligation (meeting 10). those topics are offered at the middle of the semester when the topic should be moved to a little bit difficult at the advance level. english franca vol 1 no 01 tahun 2017, stain curup page 12 p-issn 2580-3670, e-issn 2580-3689 there was not much information that can be accessed from lecturer c in teaching speaking 3. the activities of speaking iii are appropriate to be classified as a writing skill since the students are asked to make a mind mapping and summary of the research article on the paper which is then handed to the lecturer. the activity which is considered as speaking skill is the presentation of the paper but there is no comments that related with speaking such as; the clarity of information, the grammar, even the intonation and the term or vocabulary which are used in presenting the paper. in conclusion, the topic of speaking i, ii, and iii are not well designed to fulfill students’ need and learning goal related with the level of speaking. the lecturers are not discussed what is the objective, the learning goal, and the topics of for speaking i, ii, and iii. finally, the topics in speaking i, ii, and iii cannot fully cultivate students’ ability in speaking. b. types of writing assessment the findings show that lecturer a and b use different types of writing assessment. she knows how to assess students’ writing ability since the types of assessment that is related with the criteria of assessment and the learning goal itself. it is related with bachman statement (1996:231) that teacher should makes clear decision about objective or criteria where each of the can be assessed through variety of task or types of assessment. moreover, the finding from observation and document has shown that the lecturer is very careful in preparing her teaching and assessing writing. she made a correlation between the topics in syllabus with the assessment to examine students’ writing ability. in contrast, lecturer b taught writing iv that the aim of it to prepare students to write a research paper. the assessment should be on the basis knowledge of writing a research paper. however, rather than teaching or guiding students to meet the learning objective and goal through writing activity and practice, she simply organizes students to make a resume of an article and individual presentation. the analysis toward syllabus as one of document in writing also shows that the topics which are offered in english franca vol 1 no 01 tahun 2017, stain curup page 13 p-issn 2580-3670, e-issn 2580-3689 writing iv is not suitable with the description of writing iv subject. the topic mainly concerned the students’ ability in writing a paragraph, making an outline, using punctuation and discussing about coherence in writing. however, those topics are mainly discussed in writing i and ii. in other words, the syllabus design is not related and supported the teaching of writing iv which then affects the assessment of it. it is well understood if the students cannot demonstrate their ability in writing a research paper. moreover it opens a wide chance for plagiarism to occur in their writing since they think that they are not required to make a research paper from the first. hughes (2003: 93) states that writing tasks should be well defined that candidates should know just what is required for them (hughes, 2003:93). so, if the students are introduced about the description or the learning goal of writing iv of what they are expected to do, they would have a chance to achieve the goal and at the end ability to do so. in conclusion, the topics in writing i are related with the description of it as a result the writing assessment are also provided to meet the them as well where students’ writing ability can be assessed appropriately. on the contrary, the topics of writing iv are not related with the description of it. the assessment of writing is also very limited that it cannot give aclear information about students’ ability in writing. 2. lecturer’s construction of speaking rubric in assessing students’ speaking the data finding of speaking rubric which was constructed and used by the lecturer was analytic scoring rubric. the lecturer admitted that they use this type of rubric since it is easy and ready used so they do not have to construct the new one while holistic scoring rubric is considered unclear and difficult to adjust students’ ability as bias might occur in doing it. when the lecturers said that they use a ready used analytic scoring rubric it signs that they use it just as it is but the result of interview is different. the interview also reveals that the lecturers did not set the range of point for each component of speaking that possible to be gained by students except lecturer a. he knows better about english franca vol 1 no 01 tahun 2017, stain curup page 14 p-issn 2580-3670, e-issn 2580-3689 the range of point for analytic scoring and annonated scoring for each component and the lowest and highest point of it. while the other two lecturers only said that the point or score is like the original one or one point for each but cannot explain what it means. it indicates that the lecturers, lecturer a and b, have lack of knowledge and practice about using analytic scoring rubric, how to use the range of point or score for each component, and adjusting the score. in one hand, changing one component in speaking rubric should be considered on what is the purpose, the urgent, and the contribution to speaking ability itself rather than saying that it can help students to get a high score. on the other hand, giving or deciding the score which is gained by students in each component of speaking should be through practice. so the lecturer will not produce a bias judgment over students’ speaking ability. a trained lecturer in using scoring rubric will give a valid result of students’ ability and weaknesses which allow students to develop their own ability. 3. writing rubric constructed by the lecturer in assessing students’ writing the finding towards writing rubric which was constructed and used by the lecturer shows that there are only two rubric was used; primary trait and analytic scoring rubric. lecturer a uses primary trait which indicates that she knows students’ weaknesses and would focus on them. it seems three components-content, grammar and coherenceare chosen as she is aware that the ability to deliver the ideas will be reflected through content and it can be read if it is written in correct grammar and has coherence. thus, her decision to use primary trait scoring rubric is well understood. it also describes that she knows much about not only teaching writing but also assessing it with appropriate rubric and scoring procedures which is proven by designing the range of point or score. lecturer b, on the other side, uses analytic scoring rubric which she as a ready used one. however, the component of her rubric is only three; content, organization, and language use while a ready use analytic rubric has five components; content, organization, grammar, vocabulary, and mechanic or language use. it seems that she would like to focus on those three english franca vol 1 no 01 tahun 2017, stain curup page 15 p-issn 2580-3670, e-issn 2580-3689 components but when she was asked about the reason and purpose of her decision she only says it based on students’ condition and it’s her decision. however deciding the writing component should be very careful as weir (1990: 73) states that the writing component of any test should concentrate on controlled writing tasks where features of audience, medium, setting, and purpose is chosen appropriately including the scoring criteria and trained examiner. it can be concluded that she has lack of knowledge about assessing writing and writing components and it strengthen by the fact that the score is not clearly distinct the lowest and highest achievement of students. the purpose of choosing or constructing the rubric for the lecturer a shows that she concerns about students’ progress and ability as she said that the rubric suits with students’ capability and learning goal. it is supported by o’malley and pierce (1995) that the purpose of writing assessment is to monitor students’ progress and determine if the changes in instruction are required to meet the students’ need. thus, what has been done by lecturer a and b is also affected by experience and eagerness to what they teach and students as well. 4. information from speaking and writing assessment used by lecturer as a feedback to students the finding toward the use of feedback for lecturer figures out that the feedback does not have much attention from the lecturers. moreover, all lecturers basically only use the feedback or the result of students’ assessment to calculate students’ final grade. their statement about the use of feedback is also very cliché that it uses to modeling learning target, motivating students, and assigning grade but they cannot explain more about the method or how to do it and there is no document. only lecturer a in speaking and writing subject who have complete document about the use of feedback and they can explain it very clear. the lecturers of speaking and writing subject do not use feedback as it is assigned in teaching and learning process. the lecturers actually have to use all the information to observe whether the learning goal has been achieved or not. as stated by locke and latham, 1984 in hattie and temperley (2011: 87) that the goals and associated feedback are also more likely to english franca vol 1 no 01 tahun 2017, stain curup page 16 p-issn 2580-3670, e-issn 2580-3689 include information about the criteria for success in attaining them. focusing on students’ attention, and feedback can be more directed on how and what they understand and misunderstand, finding directions and strategies that they must take to improve, and seeking assistance to understand the goals of the learning. for teachers, it means devising activities and questions that provide feedback to them about the effectiveness of their teaching, particularly so they know what to do next. conclusion and suggestion conclusion 1. there were 9 types of assessment-question and answer, instruction and direction, paraphrasing, role play, conversation, discussion, oral presentation, picture-cued storytelling and retelling storywhich were used by the lecturer in assessing students’ speaking in speaking i, ii, and iii subject. among those types, only two types that were used as summative assessment; paraphrasing (in speaking iii) and role play (in speaking i) while formative assessment used 9 types of speaking assessment which have been mention above. meanwhile, there were 5 types of assessment used by writing lecturer those are; paraphrasing, paragraph construction, strategic option, editing task and essay writing. only paragraph construction that was used as formative and summative assessment to assess students’ writing ability. 2. all lecturers who taught speaking i, ii, and iii constructed and used analytic rubric for speaking assessment. the components of speaking that mostly used were grammar, pronunciation, fluency, and pronunciation. . 3. two lecturers who taught writing, one of them (writing i) constructed and used primary trait rubric and another lecturer (writing iv) used analytic rubric. the components of writing i were content, coherence, grammatical (writing i) while writing iv were content, organization, and language use, but both were focused on content. the lecturers had stated and defined the range of point for each component but only one of them who clearly defined the point into lowest up to highest score. english franca vol 1 no 01 tahun 2017, stain curup page 17 p-issn 2580-3670, e-issn 2580-3689 4. it was found that most lecturers who taught speaking and writing committed that they used the result of students’ assessment as a feedback both for teacher and students. for the teacher, the result of students’ assessment was mainly used as assigning grade to students by speaking and writing lecturers. the feedback was also used as motivating students to learn much and get a better mark. suggestions 1. the lecturer should carefully choose the types of speaking and writing assessment that suit with the course objective and the learning target. 2. the rubric for assessing speaking and writing along with the components and point for each of it should be introduced and explained to the students so they know their own strengths and weaknesses and set the plan to overcome their weaknesses, improve their ability and finally get the highest score in those subject. 3. the lecturer should use the result of students’ assessment as the feedback for themselves and students as well. as modeling learning target, motivating students, and assigning the grade. short biography jumatul hidayah is a lecturer of stain curup-bengkulu. she received her m.pd in english language teaching from state university of padang, west of sumatera, indonesia. her main interests include language testing and evaluation, teaching listening references bachman, lyle f. (1990). fundamental considerations in language testing. oxford: oxford university press. brindley, geoff. (2003). “classroom-based assessment”. in nunan, david. (ed) practical english language teaching (p. 309-327). new york: mc. grow hill companies. english franca vol 1 no 01 tahun 2017, stain curup page 18 p-issn 2580-3670, e-issn 2580-3689 brown, h. douglas, and abeywickrama, priyanda. (2010). language assessment: principles and classroom practice. new york: pearson education inc. brookhart, susan m. (2008). how to give effective feedback to your students. virginia: ascd publishing brookhart, susan m. (2013). how to create and use rubric for formative assessment. virginia: ascd publishing. eral, lorna and katz, steven. (2006). rethinking classroom assessment with purposes in mind. manitoba: manitoba university hattie, j and timperley, h. (2007). the power of feedback. review of educational research.(http://rer.sagepub.com/content, retrieved on january 28th, 2015) hedge, tricia. (2007). teaching and learning in the language classroom. new york: oxford university press. hughes, a. (2003). testing for language teachers. cambridge: cambridge university press. knight, b. (1992). assessing speaking skills: a workshop for teacher development. elt journal,(online), volume 46, issue 3, (http://eltj.oxfordjournals.org/content/46, retrieved on january 7th, 2015). louma, sari. (2004). assessing speaking. cambridge: cambridge university press. nitko,anthony j. (1996). educational assessment of students. new jersey: university of arizona. o’malley, j. michael&pierce, lorraine valdes. (1996). authentic assessment for english language learners: practical approaches for teachers. new york: saddison-wesley publishing company. weigle, sara cushing. (2002). assessing writing. cambridge: cambridge university press weir, c. j. (1990). communicative language testing. london: prentice hall. http://rer.sagepub.com/content http://eltj.oxfordjournals.org/content/46 the figure above shows that the feedback was mostly used as assigning grades to students (71%) followed by motivating students (29%). none of the lecturer used feedback as modeling learning target since there was only lecturers’ statement but cannot ... english franca vol 1 no 01 tahun 2017 page 45 p-issn 1494238293, e-issn 1494237782 the effect of peer review on students’ argumentative essay writings yen polisda stba prayoga padang ypolisda@gmail.com abstract this article reports the effectiveness of peer review on students’ argumentative essay compared to teacher review. the rationale of conducting peer review is that students have problems in making use of the feedback given by teachers, and teachers have problems in giving feedback due the large class and time constraint. after carrying out this experimental research for two months, the research hypothesis was tested by applying t-test. the calculation revealed that t-observed could exceed the ttable. it means that the research hypothesis was statistically accepted, and null hypothesis was rejected. it proved that peer review was more effective on improving students’ argumentative essay writing. in addition, peer review facilitated collaborative learning and stress -reduced activity and helped students be self-reviewers as well. consequently, peer review improved student’s ability in writing argumentative essays. keywords: peer review; effect; argumentative essay writing introduction essay writing is at the center of teaching and learning in studying english as a foreign language. at university level, students’ knowledge and understanding are largely exhibited and valued through the medium of essay writing (coffin et al., 2003). this importance of the essay writing is due to a variety of purposes. it is used as assessment in which students are required to produce essays or to take written examination. it is an aid to critical thinking and understanding memory. it is to extend students’ learning beyond teachers and to improve students’ written communication skills. it is also to train students as future mailto:ypolisda@gmail.com english franca vol 1 no 01 tahun 2017 page 46 p-issn 1494238293, e-issn 1494237782 professionals in particular disciplines (goldfinch, 2006). in short, those five purposes make essay writing widely used at university level. however, writing essay is still difficult for some of the students.the interview conducted to stba prayoga strudents revealed that they faced four problems in the process of producing an essay. the first problem was that some students had nothing to write due to the anxiety of their spelling and their ability to construct sentences and paragraphs. the second problem was that some students are lack of familiarity with the criteria to make a good essay. the third one was that the students were not accustomed to reviewing their own writing. this self-review could be achieved as the students have experienced in reviewing other’s essay. the last one was that some students cannot make sense of the teacher feedback to their writing due to some reasons. first, teachers gave feedback only at the students’ final copy. as the result, students did not have any opportunity to revise their essay based on the teacher feedback and it is just ignored. second, the words used such as well made, good or poor were confusing. last, the feedback was given most on the mechanics of the language. in short, having nothing to say, lack of familiarity with the criteria, and being unable to make sense of the teacher feedback were some common problems faced by students in producing an essay. like students, teachers also faced some problems in giving feedback to the students’ essay due to the large class and time constraint. having many students in the classroom made teachers not have enough time to respond to the process of the students’ essay. this means that although they had a strong desire to respond to students’ essays individually while they were under the development. time limitation was a big problem. as the result, some teachers gave feedback to the final product only. giving feedback at the final copy only made teachers play a role as examiners who only marked the paper and make decision about the grade. therefore, some of them asked someone else to write for them or copy others’ essay just for a good mark. in relation to the problems above, involving students in reviewing each other’s essay, which is called peer review, needs to english franca vol 1 no 01 tahun 2017 page 47 p-issn 1494238293, e-issn 1494237782 be considered as one of the effective ways to improve students’ essay writing. peer review that allows students to respond and correct each other’s written output may make sense to many language teachers and student writers. this is based on the demand that the teachers should focus not only to the product, but also to the processthe steps taken by students to achieve a final copy. theoritical framework argumentative essay there have been some ideas of argumentative essay proposed by some experts. harmer (2004a) state that argumentative essay is one type of the essays with the purpose to convince readers by appealing readers’ logic and emotions. convincing needs proves and arguments (coffin, et al., 2003) to prove a particular point, demonstrate understanding, and show a perspective, a position or stance on something. without strong proves aand arguments, argumentative essay cannot meet its purpose, that is, to convince. arguments used to convince need students’ deep undertanding and analysis on one particular topic. therefore, this essay, according to coffin et al., (2003) is the most common labeled type of the essays in higher education for four reasons. the first one is that it expects students’ interpretation about a topic. the second one is that it requires students to seek for evidence for their arguments. the third one is that to arrive at an argument, students need to think across disciplines. the last one is that it should be persuasive. it is clear that the students’ interpretation, evidence for arguments, ideas synthesized from across disciplines, and persuasion are highly demanded at university level as university students need to actualize their understanding of subjects studies. displaying ideas in argumentative essays is organized in one of three ways. first, exposition, with the purpose to put forward a point of view, uses arguments and evidence to support the writer’s position. second, discussion, with the purpose to argue the case for two or more points of view, starts with a controversial issue. the english franca vol 1 no 01 tahun 2017 page 48 p-issn 1494238293, e-issn 1494237782 two or more perspectives forms of the issue are explored by reaching a position stated in the concluding paragraph. last, challenge, with the purpose to argue against a point of view or argument, contains a series of rebuttal arguments and supporting evidence before putting forward the writer’s overall arguments (coffin et al., 2003). in brief, an argumentative essay can be organized in one of the three ways; exposition, discussion, or challenge to show students’ interpretation on one subject or an issue. those three types are organized into at least three paragraphs consisting of introduction, body, and conclusion. harmer (2004) identifies the introductory paragraph, the body, and the concluding paragraph as the organization of the argumentative essay. the introductory paragraph shows the object of analysis, the background to the thesis statement, and the thesis statement. the body consists of some arguments and evidence to support the arguments. the conclusion can be arrived by retracing the steps, restating the thesis statement, and suggesting some points to make the arguments stronger. in conclusion, since an argumentative essay is the most widely used at university level, understanding its organization and its process is necessary. the argumentative essay organization includes the introductory paragraph with a thesis statement, the body to support the thesis statement, and the concluding paragraph.this argumentative essay organization is used as the indicators in framework for argumentative essay test. the argumentative essay, which has three types, should meet some criteriaintroductory paragraph, supporting reasons and arguments, evidence and examples, mechanic of writing, knowledge and understanding, and concluding paragraph. the process of the argumentative essay consists of prewriting, drafting with the revision of draft on development, organization, and elaboration of ideas, reflection, and editing on proofread. within those processes, peer review is done in drafting and in editing on proofreading. briefly, understanding the organization and the process of the argumentative essay aims at producing a good argumentative essay. english franca vol 1 no 01 tahun 2017 page 49 p-issn 1494238293, e-issn 1494237782 peer review some writers and researchers use different terms for peer review. it names peer response, peer suggestion, peer revision, peer comment and peer evaluation (ong & zhang, 2010). the terms for the student who reviews are the peer student ((ferris, 2007), the reviewer (coffin et al., 2003) and the peer reviewer (coffin et al., 2003). the terms for the student who writes the paper are the author (coffin et al., 2003), the student writer (harmer, 2004b); (coffin et al., 2003)). based on those different terms, the peer reviewer, for the student who reviews, and the student writer, for the student who writes, are used in this research. the importance of peer review in writing has been studied by some researchers. cowan (2004) observed that the involvement of peer in evaluation helped to reduce the students’ mistakes in the anthropology written exercise. ferris (2007) found that students agreed to apply peer preview on the first draft (vocabulary choice, organization, writing style, and ideas) and the final one (spelling, punctuation, and grammar). these studies students’ mistakes on the mechanics of language can be minimalized by conducting peer review activity. in relation to the importance of peer review in writing, other researchers have done some studies to find out the effect of peer review on students’ writing achievement. a study by topping, smith, swanson (2000) to students of psychology indicated that peer review had positive and negative effects. the positive effect was that it was effective in improving the quality of the students’ academic writing, while a time consuming was the negative one. a study by (min, 2005) to 18 taiwanese students found that peer review affected self-monitoring and confidence as readers and reduced the percentage of students’ surface level mistakes – noun, verb, punctuation, word form, and preposition. peer review is the students’ feedback to other students’ writing by responding and correcting (coffin et al., 2003) and (harmer, 2004b). in responding, students do not only say the weak points, but also the strong ones. these could be done by giving the english franca vol 1 no 01 tahun 2017 page 50 p-issn 1494238293, e-issn 1494237782 statements of compliment (for the strong points) and questions (for the weak points). “i enjoy reading your work, especially your solution to the problems” is an example for the strong points and “why did you start with the story about the bus late? you could have begun, instead, with the problem of public transport in general” is an example for the weak point. in correcting, students indicate other students’ mistakes by using symbols in syntax (word order), concord (grammatical agreement between subjects and verbs), collocation (words which live together) or word choices. chisholm (2006) suggests that correcting should come later as focusing too early mechanical aspects of writing detracts attention from rethinking and restructuring. in sum, responding and correcting in peer review facilitates students to give feedback to others’ writing in the form of discussion rather than in the form of judgment. the students’ discussion in peer review promotes confidence in students’ ability in writing. the confidence will be achieved as the students learn from the work of others. the students, then, can interpret and compare their own writing based on the review of others (coffin et al., 2003). in other words, students can learn by reviewing each other’s writing to improve their own writing. the review is usefully done in drafting and re-drafting ((harmer, 2004b); (diab, 2006); (russell, 2006)). in drafting or in the first draft, peer review is on vocabulary choice, organization, writing style, and ideas. in re-drafting, word order, concord, collocation, spelling, punctuation, and grammar are reviewed. in short, the peer review is conducted while the students’ writings are under development. the responses in peer review could be in written and spoken (chisholm, 2006). written responses allow the peer reviewer to create appropriate responses and the student writer to refer to them back after the review session. spoken responses stimulate more ideas and collaboration. furthermore, coffin et al., (2003) specify that responses given to student writer’s first and second drafts may take the form of oral or written comments for english franca vol 1 no 01 tahun 2017 page 51 p-issn 1494238293, e-issn 1494237782 revision. in short, two forms of responses in peer review are written and spoken to make a warm response. peer review in writing has some advantages. it provides an opportunity for the students to experience cooperative learning (chisholm, 2006). according to christison (2002), cooperative learning can certainly be done due to uniqueness of the brain. he further states that teachers can address this uniqueness by allowing students to work with peers to assess their own works. furthermore, in cooperative learning, the students share and defend ideas to one another and are motivated to increase the learning of others (ghaith, 2002).this sharing and defending ideas leads to cooperation to arrive at one idea, at correction, and at improvement the students’ own writing. in brief, peer review in writing allows students to experience the peer cooperation for the improvement of their own writing. moreover, peer review is a stress-reduced activity. students may check, discuss, and evaluate their work with peer students without being afraid of the grade from teachers (yang, badger, & yu, 2006). in such activities, students are free to share and defend their ideas for the improvement of their writing. if the students make many mistakes, for example, the mistakes will not influence their grade. briefly, peer review is an enjoyable activity. peer review also helps students be self-reviewer by correcting friends’ grammatical mistakes. some grammatical mistakes, for example, word forms, diction, spelling, functional position of words, punctuation, and conjunctions, are some common mistakes made by many students and are easily found and are corrected by peer students (diab, 2006). such mistakes make readers difficult to get the idea of the students’ overall writing (richard, 2002). the students, therefore, have to learn to reduce them through peer review. learning to reduce the grammatical mistakes in peer review can be done by finding and correcting friends’ mistakes. finding and correcting peer’ work is just like finding and correcting the students’ own mistakes. this idea is in line with the idea stated by (bruce, shanti and rafoth, 2004) who state that peer review helps students become proficient-self english franca vol 1 no 01 tahun 2017 page 52 p-issn 1494238293, e-issn 1494237782 editors. in conclusion, the aim of peer review in writing lies in helping students to be selfreviewer. teacher review teacher review is the feedback given by the teachers in commenting, responding, and correcting to student’ writing (coffin et al., 2003); harmer, 2004; (burgess, sally & head, 2005). this aims at suggesting ways for students to improve their writing. to achieve this aim, teachers spend much time and energy in providing feedback to students’ writings. comments on students’ essay can be in some words describing the quality of the students’ essay such as very well, quite well, ok, not very well, and badly (burgess, sally & head, 2005). however, coffin et al., (2003) who question the usefulness of such comments argue that they turn out students into confusion by two reasons. first, students do not recognize what they have done exactly relating to such comments. second, students do not know how to make sense such comment for the future essay. responding students’ essay is strongly suggested in oral form. one way is by using face-to-face discussion (coffin et al., 2003). however, burgess, & head (2005) argue that it is a timeconsuming. teachers are sometime uneasy spending much time talking with one student, while others are working individually in silence. the other way is one way-to whole class interaction as suggested by burgess & head (2005). after reading all of the students’ essays, the teacher tells the strong and weak points that most students have made on vocabulary choice, organization, writing style, and ideas. the teacher then gives suggestions to the weak points. unlike in responding, in correcting, the teacher concerns much on the mechanics of the language which can be done in seven ways. first, selective correction focuses on correcting certain aspects. in other words, not all mistakes are corrected. second, using marking scale means giving marks 10, for example, for each category chosen (such as grammar, vocabulary, coherence, or english franca vol 1 no 01 tahun 2017 page 53 p-issn 1494238293, e-issn 1494237782 cohesion). third, correction symbols such as s for spelling mistakes, and wo for a mistake in word order are used to encourage students to think about what the mistakes are, so that they can correct them themselves. fourth, reformulation is a way of showing to write more correctly. instead of asking them to find the mistakes and correct them, the teacher writes the correct ones. fifth, asking students to refer to a dictionary or a grammar book they have is also useful. if, for example, the student writes i am not interested with sailing, the teacher can suggest that the student consult grammar book see page 20. sixth, face-to-face interaction can be done by teachers if it is impossible to understand exactly what has been written. last, remedial teaching is done when many students make the same mistakes. among seven of kinds of corrections, marking is frequently used in a large class (harmer, 2004b). to achieve an effective teacher review, martin (2006) states the effective ways in which efl writing teachers can help students to be better writers. one is by helping students get rid of negative attitudes towards writing through the freewriting process. another is by giving them feasible writing assignment and complete with specific instruction. still another is by giving specific feedback and correction written and oral. the other is by giving patience and care. in short, those four ways need to be considered by teachers to help students to be better writers. research methodology in this experimental research, pretest-posttest control group design was used. a pretest was given to both groupsexperimental and control groupto see if the groups were essentially the same on at the start of this research. at the end of the treatment the posttest was administered to both groups receiving a different treatment, peer review and teacher review. the posttest scores of the experimental and control groups were compared to determine the effectiveness of the two treatment groups (gay & airasian, 2000). english franca vol 1 no 01 tahun 2017 page 54 p-issn 1494238293, e-issn 1494237782 the sample of this research, 27 students in experimental group and 30 students in control group, were selected by cluster random sampling. the instruments used in this research were pretest and posttest. the pretest was administered once on the topic about tv or not to see whether they were at the same ability at the start of this research or not. unlike the pretest, the posttests were administered twice with different topics. giving two different topics for the students in this research was the best choice to anticipate those sources of errors.the first topic was about fuel price increase. the topic for the second one was about reading fictional works. the sources for these two posttests were taken from the english news paper “the jakarta post” the data were collected through the students’ argumentative essay writing tests, made by the researcher, administered twice, and scored by different reviewers, from both groups after two months of different treatment. each of the students was asked to write an argumentative essay from each topic consisting of one introductory paragraph, not more three paragraphs in the body, one concluding paragraph, and references. as the data had been collected, they were analyzed by some analysesthe normality testing, the homogeneity testing, and the hypothesis testing. these three kinds of the testing need to be in analyzing the data in the research which are designed to see the effectiveness of the two group treatments (sugiono, 2006). results as the purpose of this research was to find out whether peer review was more effective than teacher review, statistically it was found that peer review gave better effect on improving students’ argumentative essay writing then teacher review. the calculation of t-test indicated that , tobserved yielded 2.94. the total case degree of freedom was 55 ((27-1) + (30-1)). ttable at the .05p level and 60 degree of freedom (the closest df) results in a figure of 2.00. this calculation reveals that t-observed could exceed the ttable. in short, the hypothesis testing was described in the following table: table 1. the result of the calculation of the hypothesis testing variable n mean the ttinterpretation english franca vol 1 no 01 tahun 2017 page 55 p-issn 1494238293, e-issn 1494237782 closest df observed table peer review 27 34.82 60 2.94 1.67 t. observed > t-table. therefore, there is a significance difference. teacher review 30 31.47 there are some possible explanations for the statistical result found in this research. first, the students treated in peer review were motivated to revise their first and second drafts. this was due to the opportunity to share and defend their ideas about their own essays. the student writer and peer reviewers eagerly told each other about what they had written and what they meant cooperatively. they were free to discuss each other’s weaknesses. as they had arrived at one idea, they started to improve their essays. unlike in peer review, in teacher review students did not have such opportunity since they had to revise by themselves based on the symbols given by the teacher. therefore, this finding is consistent with the theory proposed by (chisholm, 2006), (christison, 2002) and (ghaith, 2002) who confirm that peer review creates cooperative learning in order to improve students’ writing. it was also found that during peer review, whenever either the student writer or peer reviewers made mistakes, they were not afraid of the score from the teachers. they sometimes laughed at one another when they realized that they had made some mistakes. they also frequently shook hands to each other after they successful arrived at one idea by referring to the books they had. in other words, they really enjoyed revising their essays. however, in teacher review the students, who were worried about their marks or about the low marked written on their essays by the teacher, seemed not to enjoy revising their essays based on the symbols given by the teacher. in short, this finding supports theorists -(yan, 2005) who believes that peer review can lower the students’ filter in writing as it is stated in review of the related literature. english franca vol 1 no 01 tahun 2017 page 56 p-issn 1494238293, e-issn 1494237782 moreover, the finding indicated that the few weeks before this research ended, the majority of the students treated by peer review were able to revise their own writing. those students were more successful in reviewing friends’ argumentative essays, and they made more review to their own works. this was proved by the students’ final copies. their final copies were handed in only by little suggestion from the peer reviewers. even some of them were able to come directly to the final copy. contrary, the majority of the students treated by teacher review still made more mistakes in their final copy, especially in the mechanics of the writing. they sometime did not know how to improve their essay based on the symbols given by the teacher even though the teacher , in one to whole class interaction, had informed what mistakes they made most and how to improve them. in sum, this finding was relevant to the idea that peer review makes students skillful in reviewing their own essays as stated by (diab, 2006). in relevance to four problems in peer review stated by harmer (2004), and coffin et al., (2003), it was found that two problems existed only in the beginning of this research, one remained until this research ended, and the other was not discovered. one of two problems existed in the beginning of this research was that some students were reluctant to show their essays to others as well as to give impression to others’ essay for fear of hurting the other students’ feeling. the second one was that some students did not take into account the peer’s suggestions. these students came in front of the class asking for the teacher’s approval. in this case the teacher used the books that the students had to overcome such a problem. the problem remained was that few students were not focused on peer review activity. in this condition, peers just let them and joint another group. that not all students can work was not discovered in this research. this was because the students were free to choose their group members and they could change their group members any time. it was contrary to diab’s finding (diab, 2006) which indicated that vocabulary choice, organization, writing style, and ideas were reviewed on the first draft and spelling, punctuation, and grammar were reviewed on the second one. the students in this research were able to review at once. this was due the fact that english franca vol 1 no 01 tahun 2017 page 57 p-issn 1494238293, e-issn 1494237782 the students’ reviewers were able to make use of the review from the peer reviewers. concerning this condition, students only reviewed one another’s argumentative essay once only. therefore, in this research it only took only one meeting for peer review activity. to sum up, statistically, peer review is more significant than teacher review on students’ argumentative essay. out of this empirical finding, some findings support some theories, and some were not. collaborative learning, a stress-reduced activity, and selfreviewer were relevant to the theories. of four problems, three were found, and one was not discovered. the research finding about reviewing on the first and second drafts was contrary to the findings of this research. conclusions and suggestions after carrying out the experiment for two months, the finding indicates that peer review gives better effect on students’ argumentative essay than the teacher review. this effectiveness has been proved statistically by the calculation of t-test. the result of the calculation indicated that tobserved could exceed the ttable. referring to this result, the research hypothesis is accepted. in addition to such finding, other findings were that some theories were supported in this research, but some others were not. the benefits of peer review -collaborative learning, a stressreduced activity, and self-reviewerwere relevant to the theories. of four problems, two problems-reluctance of sharing expressions to others and rely on the teacher-s approvalexisted only in the beginning of this research. one problem-not focusing on peer review activityremained. the other problemnot willing to work with otherswas not discovered in this research. those benefts were achieved by training students what to look for, letting them know the criteria to evaluate, grouping, and having clear procedures. students, then, are also trained to identify strong points, not only the weak ones. consequently, peer review facilitates students to learn from each other for continuous improvement of their writing skill. english franca vol 1 no 01 tahun 2017 page 58 p-issn 1494238293, e-issn 1494237782 briefly, peer review was more effective than teacher review on students’ argumentative essay. involving students in reviewing each other’s essay, which is called peer review, needs to be considered as one of the effective ways to improve students’ essay writing. peer review that allows students to respond and correct each other’s written output may make sense to many language teachers and student writers. this is based on the demand that the teachers should focus not only to the product, but also to the processthe steps taken by students to achieve a final copy. short biography yen polisda is a native padangese educated in teaching english. she obtained her doctoral degree in education of science focused on teaching english from state university of padang. yen now lectures english at stba prayoga padang while continuing to develop the concept of fun with literacy. highly passionate with literacy, she enjoys teaching english for variuos purposes in the realm of promoting literacy while doing a number of research in writing. references bruce, shanti and rafoth, b. (2004). a guide for writing center tutors. portsmouth: boynton/cook publishers, inc. burgess, sally & head, s. (2005). how to teach for exams. london: pearson education limited. chisholm, r. m. (2006). introducing students to peer review of writing. writing across the curriculum, 3(1). retrieved from www.colostate.edu/journal/ vol 3/chisholm christison, m. a. (2002). brain-based research and language. teaching. english teaching forum., 40(2). coffin, c., curry, m. j., goodman, s., hewings, a., lillis, t. m., & swan, j. (2003). teaching academic writing a toolkit for higher english franca vol 1 no 01 tahun 2017 page 59 p-issn 1494238293, e-issn 1494237782 education. teaching academic writing. http://doi.org/10.1080/07294360701494286 coleman, c. (2003). simple steps to successful revision in l2 writing. writing across the curriculum, 3(1). cowan, j. (2004). building students’ writing and evaluation skills: developing reflective self and peer assessment. university of sussex, falmer, brighton. retrieved from http://www.csap.bhem.ac.uk/resources/project_reports/findings/ diab, r. l. (2006). error correction and feedback in the efl writing classroom. english teaching forum, 40(3). ferris, d. (2007). preparing teachers to respond to student writing. journal of second language writing, 16(3), 165–193. http://doi.org/10.1016/j.jslw.2007.07.003 gay, l.r. &airasian, p. (2000). educational research: competencies for analysis and application (6th ed.). new jersey: prenticehall, inc. ghaith, g. (2002). using cooperative learning to facilitate alternative assessmentno title. english teaching forum, 40(2). goldfinch, m. (2006). is academic writing another language to be learnt? retrieved from http//www.nceltr.mq.edu.au. harmer, j. (2004a). how to teach writing. edinburgh: pearson education limited. harmer, j. (2004b). how to teach writing. edinburgh: pearson education limited. martin, d. (2006). how to be an effective efl writing teacher. retrieved from http//www.elfress.com min, h.-t. (2005). training students to become successful peer reviewers. retrieved from http//min.edu.au/prospect/17/pros 17. english franca vol 1 no 01 tahun 2017 page 60 p-issn 1494238293, e-issn 1494237782 ong, j., & zhang, l. j. (2010). effects of task complexity on the fluency and lexical complexity in efl students’ argumentative writing. journal of second language writing, 19(4), 218–233. http://doi.org/10.1016/j.jslw.2010.10.003 richard, j. c. (2002). methodology in language teaching. cambridge: cambridgeuniversity press. russell, a. a. (2006). calibrated peer review: a writing and critical-thinking instruction tool. retrieved from www.aaas.org/publication/books-reports/ccli/pdfs/03sucpeds-russell sugiono. (2006). metode penelitian kuantitatif, kualitatif, and r&d. bandung: alfabeta bandung. topping, k. j., smith e.f, swanson, and e. (2000). formative peer assessment of academic writing between postgraduate students. assessment & evaluation in higher education, 25(2). yan, g. (2005). a process genre model for teaching writing. english teaching forum., 43(3). yang, m., badger, r., & yu, z. (2006). a comparative study of peer and teacher feedback in a chinese efl writing class. journal of second language writing, 15(3), 179–200. http://doi.org/10.1016/j.jslw.2006.09.004 english franca: academic journal of english language and education vol. 6, no. 2, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i2.4659 error analysis on noun phrase in students’ undergraduate theses tania syafutri bengkulu university taniajimin@yahoo.com syafriyadin bengkulu university syafryadin@unib.ac.id dedi sofyan bengkulu university dedisofyan73@gmail.com abstract the aim of this research is (1) to analyze the components of noun phrase errors that are often made by students in the introduction parts of their undergraduate theses, (2) to analyze the types of noun phrase errors that are often made by students in the introduction parts of their undergraduate theses, (3) to find out the differences between noun phrase errors made students in the introduction parts of their undergraduate theses. the method used in this research was mix method. the instrument comprised observation and documentation. the result of this research was as follows: (1) the most dominant component of noun phrase error made by upi and unib students in the introduction parts was a head error, (2) the most dominant type of error in noun phrases made by upi was addition error; however, the most dominant type of noun phrase errors among unib students was omission error, (3) the number of noun phrase errors in unib was higher than those in upi. it is recommended that students improve their mastery of noun phrases, that lecturers teach students how to write the introduction well, specifically on noun phrases, and that next researchers investigate additional aspects of noun phrases. keywords: error analysis, noun phrase, undergraduate thesis. mailto:taniajimin@yahoo.com mailto:syafryadin@unib.ac.id mailto:dedisofyan73@gmail.com 448 | english franca, vol. 6, no. 2, 2022 introduction one of the most important elements of writing a thesis is the introduction section because this chapter talks about the foundation of the problem and the reason why the researcher wants to do the research. according to hidayat (2015), the first chapter in the structure of a thesis is the introduction, which is divided into three sections: introduction and identification of study difficulties, discussion of previously done and relevant research, and discussion of data obtained during pre-research. according to pardede (2012), the introduction section provides background information about the study problem or what the researcher wants to communicate about their research. thus, the introduction section is one of the essential parts of the thesis but many undergraduate students in english education, who generally master english, sometimes make an error in their thesis writing, including in the introduction. even though grammar learning, especially on noun phrases, has been taught to english education students since the early stages of their education, noun phrase errors could still be discovered in many of their language activities, especially in writing. generally, the noun phrase errors that students develop are due to a lack of mastery of basic writing mechanics and noun phrase rules. the errors could appear minor and non-significant, and yet they could have a major impact on the quality of their writing. this is also supported by hidayat (2015), who stated that an error occurred in the introduction section of the thesis because students did not understand basic writing structure and grammar structure. the students can make errors in their writing, such as thesis, including chapter 1 until chapter 5. in chapter 1 there is the introduction. when the students write the introduction, they ought to make it by using good structures suitable to grammatical rules in a foreign language, especially on the noun phrase. otherwise, one of the grammatical errors that the students usually do in their thesis writing is noun phrase error. this is probably because students are influenced by their first language or mother tongue, carelessness, or translation factors (norrish, in rinata, 2018). the way to know about students’ errors is through error analysis. according to richard, in situmorang (2019), error analysis is the analysis of errors made by second and foreign-language speakers. thus, the reason that the researcher analyzed the noun phrase errors in students' undergraduate theses, especially in the introduction sections, is because this research and other articles have differences, namely, most previous studies focused on the error analysis of noun phrases in descriptive texts. however, this research focuses on noun tania, et.al: error analysis on noun phrase in students’ undergraduate theses 449 phrase forms of students' undergraduate theses, especially in the introduction sections. besides that, the previous studies used descriptive methods to analyze texts, but this research used the comparative method to investigate the noun phrases written by the students of the indonesia university of education, which has an "a" accreditation, especially for the english study program, and the students of bengkulu university, which have a "b" accreditation, particularly for the english study program. the similarity of this research to the previous studies, it mostly uses the same theories that are from dulay (1982) and greenbaum & nelson (2015). on the other hand, the reason that the researcher analyzed students’ undergraduate theses only in the introduction is that, in the chapter, the students write the introduction by combining their ideas with preliminary data and supporting theories. errors are more likely to occur in this section because they must build it by writing their thoughts and explanations (hidayat, 2015). in the introduction, the students tell about all of the basics of research, such as the foundation of the problem or the reason why they do the research, in their own words in english. because of that, sometimes they make errors, especially noun phrase errors, in a thesis introduction. three research objectives of this research, namely to analyze the components of noun phrase errors that are often made by the indonesia university of education and bengkulu university students in the introduction parts of their undergraduate theses, to analyze types of noun phrase errors that are often made by the indonesia university of education and bengkulu university students in the introduction parts of their undergraduate theses, and to find out the differences between noun phrase errors made by indonesia university of education and bengkulu university students in the introduction parts of their undergraduate theses. theoretical framework error analysis divsar and heydari (2017:143) state that error analysis (ea) is a method for gathering errors identified in students' language, determining whether the problems are systematic or not, and clarifying the causes for errors that are found in students. jabeen, kazemian, and mustafai (2015:53) contend that error analysis provides a comprehensive insight into the process of language learning that is performed by students. thus, error analysis is the way to identify the errors in students' language; it is also to know the causes of students’ errors in learning the language, and 450 | english franca, vol. 6, no. 2, 2022 it can give a comprehensive insight into the process of language learning that is performed by students. noun phrase according to swierzbin (2014), english learners must understand nouns, but it is much more essential to remember noun phrases for establishing a more particular meaning than the noun itself. moreover, the noun phrase could be used to express accurate information in a timely and precise way, because then the writing does not appear wordy in every sentence formed by the noun phrase. abdurrahman (2018) suggests that students at the university level ought to be able to master a foreign language, particularly english noun phrase forms. the component of a noun phrase there are three components of noun phrases. they are: a. head a noun is the most general head of a noun phrase. however, a noun phrase can be without any element and just consists of a noun; it is also called a bare noun phrase, such as "pencils", which is possible for plural nouns and mass. b. premodifier premodifier is the part of a noun phrase that occurs before the noun phrase or head. besides that, the premodifier is an adjective phrase, such as a blue motorcycle. according to jackson, in junaid (2018), a premodifier contains several word classes, such as a noun modifier and a numeral identifier/quantifier adjective. c. post-modifier post-modifier consists of a clause, adverb phrase, prepositional phrase, and adjective phrase. post-modifier has the function in english noun phrases as adjunct or complement. thesis introduction according to hidayat (2015), the first chapter in the structure of a thesis is the introduction. it is divided into three sections: introduction and identification of study difficulties, discussion of previously done and relevant research, and discussion of data obtained during the research. the introduction is one of the most important things in the thesis because it gives information to the readers about the thesis clearly and comprehensively. in the introduction, the students write the introduction by combining their ideas with preliminary data and supporting theories. errors are more likely to occur in this section because they must build it by writing their thoughts and explanations (hidayat, 2015). the students also tell about all of the basics of research in the introduction, such as the foundation of the problem or the reason why they do the research, in their own words in english. tania, et.al: error analysis on noun phrase in students’ undergraduate theses 451 noun phrase in a thesis introduction according to kusuma, sujoko, and sulistyowati (2014), a noun phrase is the structure of the head and its modifiers. a noun phrase also has the function to describe a person, a thing, or a place specifically. the introduction is one of the most difficult portions of writing a paper or thesis; here, writers need to focus on how to begin and what they precisely need to say. the introduction should be brief and compelling, and it should explain why the writer decided to conduct the research. noun phrase in the introduction is important because, if the students or writers want to explain specifically about something, they can use noun phrase to make the readers understand clearly what they want to deliver in the introduction section, without misleading or misunderstanding the meaning of sentences. research methodology the research method that was used in this research was a mixed method of quantitative and qualitative methods. in this research, the type of mixed method that the researcher used was an explanatory sequential design. according to creswell & clark (2017), an explanatory sequential design is composed of initially collecting quantitative data and afterward gathering qualitative data to further interpret or elaborate on the quantitative results. the reason was that the researcher focused on a quantitative method to answer the research question about the component and type of noun phrase errors that were most often made by students in their undergraduate thesis, and the researcher used the quantitative method because the data were also shown in the percentage of occurrence to answer the first and second research questions. on the other hand, the researcher used a comparative study because the researcher wanted to know the differences and similarities in noun phrase errors between students' undergraduate theses at bengkulu university and the indonesia university of education. the subjects of the research were the introduction parts (the backgrounds of the studies) of the theses of undergraduate students at english education in indonesia university of education and bengkulu university students in 2019. for the number of words in the introduction sections (backgrounds of the studies) that were analyzed by the researcher, there were just 1000 words of the introduction sections (backgrounds of the studies) to analyze the noun phrase errors here. it was because the introduction section (background of the study) in the indonesia university of education is mostly simple and brief, 452 | english franca, vol. 6, no. 2, 2022 namely, around 1000 words or even less than 1000 words. however, at bengkulu university, the introduction section (background of the study) is mostly around 1000 words or more than that. to collect the data, absolutely the researcher required several instruments to help the researcher. in this research, the researcher used observation and documentation. there were several steps in the procedure of the research, based on creswell (2014) that are identifying a research problem, reviewing the literature, specifying a purpose for research, collecting the data, evaluating and analyzing the data, and making the report. in the quantitative method, the researcher used cohen kappa (statistical analysis) to validate the data with the co-rater. however, in the qualitative method, the researcher used triangulation. the researcher analyzed the data by using dulay’s (1982) and nelson & greenbaum’s (2015) theories to find out the components and types of noun phrase errors. results & discussion there were 51 noun phrase errors in 10 thesis introductions of students at the indonesia university of education and 65 noun phrase errors in 10 thesis introductions of students at bengkulu university. thus, the total was 116 noun phrase errors. the researcher used cohen kappa theory to minimize subjectivity, where the researcher and a co-rater determined the agreement of the findings of components and types errors of noun phrases in students’ theses in the introduction parts (backgrounds of the studies). components of noun phrase errors in students’ introduction sections table 1 component of noun phrase errors made by the students component of noun phrase errors frequency percentage upi unib upi unib head error 28 39 54.9% 60% pre-modifier error 20 23 39.2% 35.4% post-modifier error 3 3 5.9% 4.6% total of noun phrase error 51 65 100% 100% the result of noun phrase error 51 65 3.9% 6.1% tania, et.al: error analysis on noun phrase in students’ undergraduate theses 453 total of a noun phrase 1,299 1,067 table 1 shows that indonesian university of education students (upi) made errors with the noun phrase components in the head, which amounted to 28 items (54.9%) of noun phrases in students' introductions, in which the frequency was often. table 2 the quality of components of noun phrases made by upi students frequency of noun phrase total of students’ noun phrases percentage category error correct 51 1,248 1,299 96.1% excellent based on the table above, the quality of components of noun phrases that indonesian university of education students made in their introduction sections was excellent, which was 96.1%. table 3 the quality of components of noun phrases made by unib students frequency of noun phrase total of students’ noun phrases percentage category error correct 65 1,002 1,067 94% excellent based on the table above, the quality of components of noun phrases that bengkulu university students made in their introduction sections was excellent, which was 94%. types of noun phrase errors in students’ introduction sections table 4 type of noun phrase errors made by the students type of errors frequency percentage upi unib upi unib omission error 19 32 37.3% 49.2% addition error 20 15 39.2% 23.1% misformation error 12 18 23.5% 27.7% misordering error 0 0 0 0 total of noun phrase errors 51 65 100% 100% 454 | english franca, vol. 6, no. 2, 2022 the results of noun phrase errors 51 65 3.9% 6.1% total of noun phrases 1,299 1,067 table 4 shows that indonesia university of education students (upi) made the type of error (omission error) in the noun phrase, which amounted to 19 items (37.3%), out of 1,299 noun phrases in students’ introductions, while the frequency was sometimes. however, bengkulu university students made the type of error (omission error) in the noun phrase, which amounted to 32 items (49.2%), out of 1,067 noun phrases in students' introductions, while the frequency was often. however, the total of types of noun phrase errors in indonesia university of education and bengkulu university students had differences in frequency and percentage, which for indonesia university of education students was 3.9% and for bengkulu university students was 6.1%. table 5 the quality of types of noun phrases made by upi students frequency of noun phrase total of students’ noun phrases percentage category error correct 51 1,248 1,299 96.1% excellent based on the table above, the quality of types of noun phrases that indonesian university of education students made in their introduction sections were excellent, which was 96.1%. table 6 the quality of types of noun phrases made byunib students frequency of noun phrase to tal of students’ noun phrases percent age categ ory err or corr ect 65 1,002 1,067 94% excellent based on the table above, the quality of the types of noun phrases that bengkulu university students made in their introduction sections were excellent, which was 94%. the differences between the number of noun phrase errors in upi and unib students’ introduction sections tania, et.al: error analysis on noun phrase in students’ undergraduate theses 455 figure 1 (bar chart 1) the differences between the number of noun phrase errors in upi and unib students’ introduction sections thus, from the bar chart, the students at the indonesia university of education and bengkulu university had differences in the number of noun phrase errors. the indonesia university of education students had 51 items, out of 1299 noun phrases, in components and types of noun phrase errors (3.9%), of which the frequency was rare; however, bengkulu university students had 65 items, out of 1,067 noun phrases in components and types of noun phrase errors (6.1%), of which the frequency was rarely. the result showed that the most frequent component of noun phrase errors made by indonesia university of education and bengkulu university students in the introduction parts of their undergraduate theses was a head error. this was probably because the students were still influenced by their first language (interlingual error). the differences in the systems of both languages make the learning process complicated and contribute to students' errors in learning languages. this was supported by the data when the students did not use suffixes in plural nouns; it meant that the students were still influenced by their first language, which is bahasa indonesia, in which bahasa does not use suffixes in the plural noun. this finding was in line with the finding by hmouma (2014), in which the component of noun phrase error that students often did was in the noun (head). in addition, the finding was also supported by the finding from novianti (2018), in which the result of her research was that the students often wrote noun phrases that contained head errors. although the students made some noun phrase errors, the quality of the components of noun phrases in their introduction sections was in the excellent category. the researcher discovered just 3 out of 4 noun phrase error types, based on dulay’s theory, in students’ undergraduate thesis introductions written by indonesia university of education students and bengkulu university students, in which they made the errors of the types of noun phrases in omission error, addition error, and misformation error. the most frequent type of noun phrase errors in introductions among indonesia university of education and bengkulu university students had a difference which, in the case of the indonesia university of education, was an addition error. this happened probably because the students who learned english as a foreign language were still confused or made errors 456 | english franca, vol. 6, no. 2, 2022 in noun phrase form. this statement was also supported by kurniawati, fauziati, & sutopo (2015), who said that students were still confused and did not master noun phrase forms because of the differences between indonesian and english forms in noun phrases. this is also known as intralingual error, based on james's theory (2001), and this happens when students are unfamiliar with a target language pattern at any standard or in any category. however, at bengkulu university it was an omission error. it was probably because of an interlingual error. the students are affected by their mother language's persistence when using the new language. based on the result of analyzing students’ undergraduate thesis introductions, the researcher discovered the omission of “s” for a plural noun. this was in line with erlangga, suarnajaya, and juniata (2019), who found that the omission of “s” for a plural noun was an interlingual error. this finding was supported by kusuma, sujoko, and sulistyowati (2014), whose research result showed that the most frequent type of noun phrase error was omission error. in addition, the finding was also supported by the result from sitorus and sipayung (2016), in which the most frequent type of noun phrase error was omission error. thus, students at the indonesia university of education and bengkulu university were influenced by intralingual and interlingual errors. although the students made some noun phrase errors, the quality of the types of students' noun phrases in their introduction sections was in the excellent category. the differences between noun phrase errors made by indonesia university of education and bengkulu university students in the introduction parts of their undergraduate theses, in which there were differences, such as the most frequent type of noun phrase error in the student's undergraduate thesis introductions. in the case of the indonesia university of education, the error, based on dulay’s theory, was an addition error. however, in the student's undergraduate thesis introductions at bengkulu university, concerning the noun phrase error, based on dulay’s theory, the most frequent type was omission error. besides `that, the number of noun phrase errors that occurred in students' undergraduate theses, in introduction sections, at bengkulu university was higher than at the indonesia university of education. this happened probably because the accreditation of the university, especially the study program, also influences students' outcomes; for example, in a university that has an "a” accreditation for its study program, its students’ undergraduate theses have fewer errors than those in a university which has a “b” or “c” accreditation for its study program. this is in line with kumar, shukla, & passey (2020), who stated that the development and tania, et.al: error analysis on noun phrase in students’ undergraduate theses 457 application of curriculum, as well as the achievement of academic results, were heavily reliant on qualified faculty. volkwein, in kumar, shukla, and passey (2020), discovered that accreditation was a major driving force in such a set of convergent variables that impacted academic programs and learning. ulker and bakioglu (2019) also supported that the accreditation had the greatest impact on the emphasis placed on academic results and also had an impact on the number of students graduating from a program. furthermore, another reason why indonesia university of education students had few noun phrase errors than bengkulu university students was probably that students' competitiveness at the indonesia university of education was higher than that in bengkulu university, because the indonesia university of education has stricter filtering, in accepting the students for its university or study program than bengkulu university. besides that, there were also several similarities between indonesia university of education and bengkulu university in students’ undergraduate thesis introductions, in which the most-frequent component of noun phrase errors in students' introductions in indonesia university of education and bengkulu university was a head error. then, the quality of the components of students' noun phrases in students' introduction sections at indonesia university of education and bengkulu university was in the excellent category. finally, there was no misordering error as one of the noun phrase error types in students' undergraduate thesis introductions at indonesia university of education and bengkulu university. conclusion based on 20 students' thesis introductions, which consisted of 10 students' thesis introductions from the indonesia university of education and 10 students' thesis introductions from bengkulu university, the researcher found the differences between noun phrase errors made by the indonesia university of education and bengkulu university students in the introduction parts of their undergraduate theses, the researcher found some differences and similarities. concerning the differences in the number of noun phrase errors, students at bengkulu university had a higher number than those at the indonesia university of education, in which there were 51 noun phrase errors in 10 theses' introductions of students in the indonesia university of education and 65 noun phrase errors in 10 theses' introductions of students in bengkulu university. the students at the indonesia university of education had the most frequent type of noun phrase error in addition error; however, students at bengkulu university had the most frequent type of noun phrase error in 458 | english franca, vol. 6, no. 2, 2022 omission error. even though they had a different results in the type of noun phrase error, students at indonesia university of education and bengkulu university still had a similarity in that the most frequent component of noun phrase error in these two universities was the head error. references creswell, j. w. (2014). educational research: planning, conducting, and evaluating quantitative and qualitative research. harlow: pearson. creswell, j. w., & plano clark, v. l. (2017). designing and conducting mixed methods research (3rd ed.). sage publications. dulay, h. (1982). language two. new york: oxford university press. erlangga, i. p. b., suarnajaya, i. w., & juniarta, p. a. k. (2019). an analysis of grammatical errors made by the seventh grade students of smp negeri 2 sukawati in writing descriptive texts in the academic year 2018/2019. language and education journal undiksha, 2(1), 1929. https://doi.org/10.23887/leju.v2i1.20276 https://ejournal.undiksha.ac.id/index.php/jjpbi/article/view/2 0276 greenbaum, s., & nelson, g. (2015). an introduction to english grammar (4th ed.). london, england: pearson education. hidayat, a. (2015). an analysis of students’errors in writing introduction of thesis of english department students of iain raden intan. english education: jurnal tadris bahasa inggris, 7(1), 23-41. https://doi.org/10.24042/ee-jtbi.v7i1.431. http://103.88.229.8/index.php/engedu/article/view/431 hmouma, m. (2014). interlanguage syntax of the noun phrase in english: an error analysis of third year high school students of english in zawiya, libya. iosr journal of humanities and social science. 19, 36-43. doi: 10.9790/0837-19543643. https://www.iosrjournals.org/iosr-jhss/papers/vol19issue5/version-4/g019543643.pdf james, c. (2001). errors in language learning and use: exploring error analysis. london, england: longman. kumar, p., shukla, b., & passey, d. (2020). impact of accreditation on quality and excellence of higher education institutions. revista investigacion operacional, 41(2), 151-167 https://eprints.lancs.ac.uk/id/eprint/141916/1/impact_of_accred itation_on_quality_and_excellence_of_heis.pdf https://doi.org/10.23887/leju.v2i1.20276 https://ejournal.undiksha.ac.id/index.php/jjpbi/article/view/20276 https://ejournal.undiksha.ac.id/index.php/jjpbi/article/view/20276 https://doi.org/10.24042/ee-jtbi.v7i1.431 http://103.88.229.8/index.php/engedu/article/view/431 https://www.iosrjournals.org/iosr-jhss/papers/vol19-issue5/version-4/g019543643.pdf https://www.iosrjournals.org/iosr-jhss/papers/vol19-issue5/version-4/g019543643.pdf https://eprints.lancs.ac.uk/id/eprint/141916/1/impact_of_accreditation_on_quality_and_excellence_of_heis.pdf https://eprints.lancs.ac.uk/id/eprint/141916/1/impact_of_accreditation_on_quality_and_excellence_of_heis.pdf tania, et.al: error analysis on noun phrase in students’ undergraduate theses 459 kurniawati, t., fauziati, e., & sutopo, a. (2015). error in translating indonesian noun phrases into english made by second semester students of english education department in muhammadiyah university of surakarta 2014/2015 academic year (doctoral dissertation, universitas muhammadiyah surakarta, surakarta, indonesia). http://eprints.ums.ac.id/38689/ kusuma., sujoko, & sulistyowati. (2014). an error analysis of noun phrase structure by the fifth semester students of english education. english education: jurnal pendidikan bahasa inggris universitas sebelas maret, 2(3), 388-393. https://jurnal.fkip.uns.ac.id/index.php/bhs_inggris/article/view /7948 novianti, s. (2018). students’grammatical errors in using noun phrases in descriptive text at the tenth grade of sma n 2 bandar lampung in the academic year 2017/2018 (doctoral dissertation, uin raden intan, lampung, bandar lampung, indonesia). http://repository.radenintan.ac.id/4761/ pardede, p. (2012). scientific articles structure. in scientific writing workshop (vol. 16), 1-15. https://eeduki.com/2012/04/01/scientific-articles-structure/ rinata, a. r. (2018). an analysis of students ’ error in writing interpersonal text in the eighth grades of smpn 2 lamongan. retain, 6(3), 211–219. https://ejournal.unesa.ac.id/index.php/retain/article/view/263 63/24143 sitorus, g.s., & sipayung, k. (2016). an error analysis of using phrase in writing recount text at tenth grade in sma parulian 2 medan. a journal of culture, english language, teaching & literature. 18(1), 80-88. https://doi.org/10.24167/celt.v18i1.562 http://journal.unika.ac.id/index.php/celt/article/view/562 ulker, n., & bakioglu, a. (2019). an international research on the influence of http://eprints.ums.ac.id/38689/ https://jurnal.fkip.uns.ac.id/index.php/bhs_inggris/article/view/7948 https://jurnal.fkip.uns.ac.id/index.php/bhs_inggris/article/view/7948 http://repository.radenintan.ac.id/4761/ https://eeduki.com/2012/04/01/scientific-articles-structure/ https://ejournal.unesa.ac.id/index.php/retain/article/view/26363/24143 https://ejournal.unesa.ac.id/index.php/retain/article/view/26363/24143 https://doi.org/10.24167/celt.v18i1.562 http://journal.unika.ac.id/index.php/celt/article/view/562 460 | english franca, vol. 6, no. 2, 2022 empty page “english franca” “academic journal of english language and education ” doi: 10.29240/ef.v7i1.5377 http://journal.iaincurup.ac.id/index.php/english/index eissn: 2580-3689; pissn: 2580-3670 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2022; received in revised form 10 april 2023; accepted 10 may 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-nc-sa 4.0 license gamification in duolingo app on improving english listening proficiency of junior high school students umniyah juman rosyidah1, ekaning dewanti laksmi2, mirjam anugerahwati3 1universitas negeri malang, malang, indonesia 2universitas negeri malang, malang, indonesia 3universitas negeri malang, malang, indonesia corresponding email: umniyah.rosyidah.1802216@students.um.ac.id introduction nowadays in globalization era, technology has been developed in every aspect of human being, from smartphone for easing communication and information gaining to robot for helping doctors (lestari, 2018). one of the aspects that appear because of the technology development is gamification. the name of “gamification” is created by nick pelling, a programmer from england, in 2002. initially, gamification was not welcomed by other people because it was seen as game tool only. however, in 2010, gamification was started to develop in educational sector (yordanova, 2019). gamification is an approach through game element or video game to solve non-game problems that has the purpose of motivating students in order to enjoy particular material during learning process and escalate their achievements (khaleel et al., 2020; sari et al., 2015). usually, gamification applied in educational sector is in a form of game application (jusuf, 2016). one application that applies gamification is duolingo app. duolingo is an application for learning some languages consisting some materials such as nouns, verbs, phrases, etc., which has various language modes that can be chosen by students such as english, arabic, spanish, or french (ajisoko, 2020). duolingo app is functioned to help students to enhance their motivation and achievement in learning language, especially english (nushi & eqbali, 2017). in duolingo, some features are provided to make students learning abstract. gamification is considered as a strategy to involve students in solving problems related to learning english, rather than playing games. duolingo, an application that uses gamification, is suitable for junior high school students as a formal classroom setting in english learning. this study aimed at investigating whether the use of gamification in duolingo app can improve the listening proficiency of junior high school students in english. this research uses quasi-experimental design with quantitative approach. the data is collected using test and observation and analyzed using spss 26 app. the results show that the sig. (2 tailed) indicated is 0.002 meaning that there is difference between post-test of experiment class and control class. it is concluded that gamification in duolingo app affects english listening proficiency of junior high school students. hence, duolingo app has the potential to serve as a valuable tool for educators to enhance their students' listening skills. additionally, gamification can form the foundation for the development of technological learning resources. however, this study has some limitations, and further research involving different educational levels, media, and longer experiment duration is necessary to obtain detailed and reliable results that can be applied to the broader population. keywords: gamification, duolingo app, english listening proficiency, junior high school students http://u.lipi.go.id/1613357132 http://u.lipi.go.id/1614254143 http://journal.iaincurup.ac.id/index.php/english mailto:umniyah.rosyidah.1802216@students.um.ac.id umniyah juman rosyidah, et. al., 2023 gamification in duolingo app on improving english listening proficiency of junior high school students 120 | vol. 7, no. 1, 2023 (119-132) english such as levels, points, leaderboard, progress bar, gift, and ranks that match gamification characteristics (al-azawi et al., 2016; huynh et al., 2016). duolingo can be used and given to everyone who wants to learn any particular language provided in it (teske, 2017), including junior high school students. it is because junior high school students are in the formal operational stage. the characteristics of students in formal operational stage is that they are able to acknowledge something abstract meaningfully and represent aspects imaginative, which is the utilization of game to associate it with language learning (dalle et al., 2017). according to the 2013 curriculum, junior high school is the first stage for students to learn english formally in class (mubarak, 2016; panjaitan, 2013). it is because english course in elementary school is omitted from compulsory course and it depends on each elementary school policy whether the school will give english or not to their students (maili & hestiningsih, 2017). it causes junior high school students get confused and assume that english is difficult as their ability in using english is considered low (romadhon & sungkar, 2020). therefore, the junior high school students need to be given a media such as duolingo, which can ease their learning and increase their english proficiency (listening, reading, speaking, and writing). the class in junior high school level that is considered to be the most urgent to be given a media to enhance their english proficiency is seventh grade (brian et al., 2018). it is because the seventh graders are new students who are in the transition period from elementary to junior high school (simmons & blyth, 2017). in addition, the fact that they never get english course in the formal class also becomes the reason why it is appropriate to give the seventh graders more attention and media. the use of media can introduce english, which will be a compulsory course taken, to the seventh graders (akbari, 2015). moreover, in the regular english learning class of seventh graders in smpn 1 jatiroto, the students only have textbooks to learn english. in addition, according to the english teacher for seventh grade, they are hardly ever taught listening. it is because the teacher thought that they have not been ready yet to learn english listening proficiency. it causes they have difficulties in understanding english, especially listening proficiency. in fact, several research such as gangaiamaran & pasupathi (2017), liperote (2006), pinter (2017), saxton (2017) stated that, in language learning, students have to listen several words before speaking or writing it. that statement is based on a circumstance that from baby, students listen to their mother tongue form their environment then speak it, followed by reading and writing. therefore, it is important to strength their listening proficiency in english as a basic for them to learn english to be more advance (gilakjani & sabouri, 2016). some researchers have conducted research to determine whether duolingo is effective for junior high school students. first is research conducted by wijaya et al. (2016) showing that duolingo can be used to improve students’ achievement in vocabulary. according to nurbainah et al. (2017), the use of duolingo game as a teaching method is effective in enhancing the grammar skills of seventh-grade students in the area of personal pronouns. similarly, niah (2019) found that utilizing duolingo for improving the speaking and listening skills of junior high school students has been demonstrated to be effective. other than that, some research is also conducted to know the effect of duolingo on english proficiency such as the study from hafifah (2021) indicates that the utilization of duolingo significantly enhances the speaking ability of tenth-grade students at ma bilingual batu during the 2019/2020 academic year. similarly, za (2017) reported in their research that duolingo can be an effective language learning app for students at iain zawiyah cot kala langsa to improve their english language proficiency. however, from the research that has been conducted, hardly any research discussing related to the effect of gamification in duolingo toward junior high school students’ listening proficiency in english. therefore, the researcher is interested to conduct research to determine whether the use of gamification in duolingo app will enhance the english listening proficiency for junior high school students. umniyah juman rosyidah, et. al., 2023 gamification in duolingo app on improving english listening proficiency of junior high school students 121 | vol. 7, no. 1, 2023 (119-132) theoretical framework english proficiency and the ability to listen owned by students as non-native english countries, students need to acquire certain level of fluency, accuracy, and proficiency. english proficiency leads to the skill of students to understand the english language in spoken and written communication contexts (ozowuba, 2018). this involves selecting appropriate vocabulary, constructing phrases, crafting concise sentences, composing short paragraphs (in written communication), and other linguistic elements that should be used depending on the context (dehghanzadeh et al., 2021). the benefits that students can reach because of having good english proficiency are understanding what people from other countries because english is the international language, accelerating people’s education since many aspects in education such us books use english, getting new information from internet and press as the majority of articles of information in internet and press use english, giving confidence to travell around the world, and giving opportunity to access a world of entertainment (nishanthi, 2018). english proficiency contains listening, reading, speaking, and writing (runde & nealer, 2017). the basic proficiency that students need to understand first is listening proficiency. it is because people learn language and know particular language from listening to something. the more frequently students listen to english language, the more they can differentiate between words spoken puimège & peters (2019). english proficiency of students can be measured by using some standard measurements, one of which is cefr (common european framework of framework of reference for language). cefr provides six different levels that can indicate the english proficiency of students from a1 for beginner and c2 for advanced students (suryani & amalia, 2018). however, because the subject of this research of junior high school students, the questions and difficulty level provided for conducting research are adapted. richards (2017) states that the objective of a listening proficiency exam is to showcase one's aptitude to comprehend different forms of spoken language that an english instructor would utilize for both educational and career growth purposes. the listening test usually involves three to four recordings of spoken discourse, which are played only once, and assesses both the input and output aspects of language proficiency. when students have high listening proficiency, they will have higher implementation of english as well. engaging class situation based on secondary students’ characteristics young et al., (2014) in richards (2017) noted that the importance of having qualified english language instructors with the requisite expertise and proficient language skills to teach english effectively, especially for elementary and high school students. when teachers are able to create teaching and learning, the outcomes of students in particular subject. this learning and teaching strategy should see the preference and the characteristics of the secondary students. the characteristics of the secondary school students, according to the ministry of national education, is that secondary school students experience adolescence, a period of development as a transition from childhood to adulthood. there are three characteristics development in secondary school students, one of which is cognitive aspect development (fadilah et al., 2020). cognitive aspects refer to intellectual or abilities, such as comprehension, information retention, and problem-solving skills. students experience an increase in the ability to express themselves. language ability become better and more sophisticated, more vocabulary. when adolescents reach maturity, they will have the ability to formulate rational reasons, apply information, implement knowledge, and analyze situations critically. thus, they need to have learning method that involves themselves in learning. it means, they need to put themselves as the main character when learning (komalasari & saripudin, 2018). in addition, primary school students are into the interactive things such as game. even, they are addicted to it. however, when teachers can use this shortcoming to motivate students umniyah juman rosyidah, et. al., 2023 gamification in duolingo app on improving english listening proficiency of junior high school students 122 | vol. 7, no. 1, 2023 (119-132) in language learning, they will reach out the outcomes expected (männikkö et al., 2018). therefore, using game in reaching the attention and motivation from primary school students are the best option. this is proven by the research conducted by buranda (2020) that stated game online can enhance the motivation of smpn 3 palopo students in learning. gamification and duolingo app to enhance language learning gamification is aimed at enhancing the motivation of students in learning a particular material such as language learning. in order to invite the students to have engagement in language learning, there are some aspects that need to maintain that game needs to be (1) fun (activity of choosing favorite character), (2) separate (has limit in time and place), (3) uncertain (the outcome or contents cannot be predicted), (4) governed by rules (having different rules from real life, and (5) fictitious (awareness of a different reality) (chen & hsu, 2020). not all game can be identified to have gamification. it is because gamification should contain aspects such as levels, badges, points, ranks, and scores to solve materials nongame. duolingo is an application that apply the gamification technique to help students learning some languages such as english, arabic, spanish, french, etc (ajisoko, 2020). there are some features in duolingo app that can enhance students’ motivation and achievement in language kearing according to kreisa & cristiano (2020), which are (1) it has organized and progressive lessons separated in levels, (2) users can have opportunity to strengthen their skills and give some tips to strengthen them, (3) immediate sentence building will be trained by duolingo app even when it is the first time users do the test, but the sentence will be the easiest to difficult one, (4) duolingo app contents gamification to make the learning a language like a game which it is because it has levels, points, and rankings on leaderboard to lead the real learning, (5) duolingo offers a bunch of add-ons for certain languages for practicing reading and listening comprehension through duolingo stories, (6) to practice listening skill, users are required to accomplish some questions such us listen-translating, listen-speaking, and listen-arranging words, and (7) it also has reminder on a certain date to make sure users learn consistently. figure 1. features in duolingo (researchers’ data) material and method research design this research aims to investigate whether gamification in duolingo can improve the listening proficiency english of the junior high school students. thus, this research is considered as experimental research. experimental research is research conducted to prove a hypothesis by involving manipulated variable(s), or independent variable(s), and measured variable(s), or dependent variable(s) (dindar et al., 2021); in which, it involves gamification in duolingo as the independent variable and listening proficiency in english of junior high school students as dependent variable. umniyah juman rosyidah, et. al., 2023 gamification in duolingo app on improving english listening proficiency of junior high school students 123 | vol. 7, no. 1, 2023 (119-132) this study utilizes a quasi-experimental research design with a nonequivalent group pre-test and post-test design. this type of design allows the researchers to provide distinct teaching and learning interventions to the experimental group, as compared to the control group, without randomly assigning the classes (anwar, 2019). research procedure this research is conducted by implementing (1) preliminary study, (2) research instrument development, (3) research data collection, (4) research data analysis, and (5) conclusion. research procedure is used by researchers to maintain research conducted to be structured, coherent, logical, and systematic (gushendra, 2017). the detail of every stage in this research procedure is identified in figure 2. figure 2. experimental research procedure (adapted from several sources, 2022) in every meeting, the research is conducted according to the lesson plan developed by the researchers in advance based on the basic competency for 3.4 of 2013 curriculum. both classes are given the same opportunity to improve their listening proficiency during research because the researchers want to see the different results of class with duolingo app usage and textbook usage whether the experiment class has higher outcomes than control class. in addition, they also have the same opportunity to ask questions if they have not understood with the material yet. the first meeting of experiment and control class is conducted by giving pre-test to the students to know their knowledge before giving treatment. after pre-test section, the students are given the descriptive text introduction such as what descriptive text, the function, and the examples of the descriptive text is. it aims to prepare students regarding preliminary knowledge of descriptive text. the activities in both experiment and control class remain the same in order to equalize the understanding and knowledge of the students. from the second to the fourth meeting, the learning activities between the experiment and control class are distinguished to determine the different results the utilization of duolingo toward the english listening proficiency of junior high school students in smpn 1 jatiroto. in addition, during the second to fourth meeting, the students are given instructions in english and they are invited to pronounce the descriptive sentences or words in order to make students used to listening to english. in the second meeting, students in control class are invited to read and understand the descriptive text in their textbook as well as to identify language features in which is simple present tense and adjective. meanwhile, in experiment class, the students are introduced the duolingo app, check their open levels by doing the test provided in the app, and introduce the language feature in which is simple present tense and adjective using the help of duolingo umniyah juman rosyidah, et. al., 2023 gamification in duolingo app on improving english listening proficiency of junior high school students 124 | vol. 7, no. 1, 2023 (119-132) app. in addition, the experiment class students are asked to play the duolingo app to open higher levels in their own home while experiment class students are asked to do several activities in their textbook. in the third meeting, control class students are invited to discuss about their previous meeting assignment. after that, they are given descriptive text structure material and invited to identify the text structure from the text provided in their textbook. however, the first activity for experiment class students is that they are invited to discuss regarding the question and answer presented in their levels of duolingo app about what they do not understand. after that, they are given material about social function and text structure and invited them to identify the structure and function of sentences in duolingo app. in the last meeting, the activities in experiment and control class are mostly rediscussing the previous material in the first to the third material given. the difference is that in experiment class, students are invited to discuss their answer in their levels of duolingo app about what they do not understand before discussing further about the descriptive text while control class students are invited to discuss their homework in their textbook. after finishing the session, the last activity in both classes is giving the students post-test to discover the score difference between students taught using duolingo app and students taught using conventional media such as textbook. research subject because this experimental research is conducted in formal school, in which the classes and its members cannot be assigned randomly, this research uses purposive sampling. purposive sampling is sampling technique in which it reflects a group of sampling technique that depends on the researcher’s consideration when determining the group(s) (sharma, 2017). thus, the population of this research is the junior high school students of smpn 1 jatiroto with the sample is the students of grade vii a and vii b with the total of 31 students for vii a and 32 students for vii b. vii a and vii b are selected to be the sample because, approximately, the students of vii a and vii b have similar characteristics in english ability and understanding level according to the english teacher for seventh graders. it is aimed at obtaining the fair outcomes or results from both classes. data collection the data in this research is collected using test and observation (during the treatment). test is a systematical measurement of a sample of behavior by giving a set of questions (lu, 2020). the test involved is pre-test and post-test. the total questions for pre-test and posttest used in this research are 10 questions. other than that, observation is aimed at investigating the progress of the students in experimental and control group every meeting. data analysis the data analysis uses quantitative approach utilizing spss (statistical package for the social sciences) 26 app to discover whether there are differences between the scores of pre and post-test of experimental and control group. the analysis procedure is (1) descriptive analysis test, (2) normality test, (3) homogeneity test, and (4) hypothesis test. results and discussion results instrument data analysis validity test a validity test is conducted to assess the reliability of the testing instrument used in a study. anastasi and urbina (1997, cited in sürücü & maslakçi (2020)) define validity test as a means to evaluate whether a measuring tool effectively assesses the behavior or quality it is designed to measure and determines how well it performs its intended function. an item in umniyah juman rosyidah, et. al., 2023 gamification in duolingo app on improving english listening proficiency of junior high school students 125 | vol. 7, no. 1, 2023 (119-132) a questionnaire is considered valid when the r-count value is greater than the r-table value. in this study, a validity test is conducted on the pre-test and post-test before administering them to the experimental and control groups. the tests are given to viic that have 32 students in total. table 3 in the following shows the results of the validity test. table 3 validity test result because the total students of viic is 32 students, the r-table identified is 0.349. from the table provided, it is determined that from 10 questions given, r-count of 10 questions of pre-test and 10 questions of post-test are more than r-table. therefore, all pre-test and posttest questions are considered valid. reliability test the term of "reliability" is defined as its ability to maintain stability and consistency of instruments throughout the time. in other words, reliability test is a test used whether instruments in research conducted is consistent, in which the test is reliable to produce stable and steady scores (sürücü & maslakçi, 2020). the instrument is considered reliable if the value of cronbach’s alpha is more than r-table. in this research, reliability test is used to test the pre-test and post-test before it is given to the experiment and control class. the tests are given to viic that have 32 students in total. the results of validity tests are written in table 4. table 4 reliability test result of pre-test and post-test from the table above, the cronbach’s alpha of pre-test and post-test are 0.598 and 0.572. it is identified that the results are more than r-table (0.598>0.349; 0.572>0.349). those scores indicate that the pre-test and post-test questions are reliable. because all pre-test and post-test questions are considered valid and reliable, thus, all instrument questions are involved in this research to test experiment and control class. test analysis descriptive analysis test descriptive analysis test is a test that is used to describe the existing data without intending to draw general conclusions or generalizations. in addition, the descriptive data umniyah juman rosyidah, et. al., 2023 gamification in duolingo app on improving english listening proficiency of junior high school students 126 | vol. 7, no. 1, 2023 (119-132) shown is the additional data to understand the research results (nassaji, 2015). the descriptive analysis result is shown in table 5. table 5 descriptive analysis test result n min max mean std. deviation experiment class pre-test 31 20 80 57.42 16.118 experiment class post-test 31 30 100 68.39 16.145 control class pre-test 31 20 70 51.29 14.316 control class post-test 31 20 90 55.81 15.005 valid n (listwise) 31 from the result of the descriptive analysis data, it is indicated that the minimum score of pre-test in experiment class is 20 and the maximum score is 80. in addition, after given the treatment using duolingo, the post-test becomes 30 for the minimum and 100 for the maximum, with the mean of 68.39. other than that, the control class gains 20 for the minimum score and 70 for the maximum score of pre-test. after given treatment using conventional media, the score becomes 20 or the minimum and 90 for the maximum scores of post-test. normality test to determine if the data is distributed normally, a normality test is performed. the kolmogorov-smirnov test is used to evaluate normality in this particular study. it is because the total sample in this research is 62, in which 31 from experiment class and 31 from control class. according to (le boedec, 2016), if the total sample involved is <50, the normality test method used is shapiro-wilk while if the total sample involved is >50, the normality test method used is kolmogorov-smirnov. the significance level implemented in this research is 0.05. the data is said to be normal if the output of sig. is more than 0.05 (p>0.05) and vice versa. the results of normality test result utilizing kolmogorov-smirnov method are shown in table 6. table 6 normality test result from table 6, it can be identified that the results of sig. in pre-test and post-test of experiment class and pre-test and post-test of control class are 0.230, 0.230, 0.183, 0.462. because the sig. results are more than 0.05 (0.230>0.05; 0.230>0.05; 0.183>0.05; 0.462>0.05), it means that all data are distributed normally. homogeneity test because all data are distributed normally, the next step to carry out is homogeneity test using levene test. the homogeneity test is utilized to ascertain if multiple data distributions in a study have equal variances. in this research, the significance level implemented is 0.05. the data is said to be homogeneous if the output of sig. is less than 0.05 (p>0.05) and vice versa (bloomfield & fisher, 2019). the results of homogeneity test result are shown in table 7. umniyah juman rosyidah, et. al., 2023 gamification in duolingo app on improving english listening proficiency of junior high school students 127 | vol. 7, no. 1, 2023 (119-132) table 7 homogeneity test result from table 8, it can be identified that the result of significant value is 0.841, in which is more than 0.05. this indicates that all of the data is similar in terms of variance. when the data is homogenous, the independent samples t-test can be used as a parametric statistical test to analyze the differences between the means of the experimental and control groups. hypothesis test hypothesis test is a test to determine if the findings of a survey or experiment are relevant and have meaningful result (gerald, 2018). in this research, the hypothesis utilized is independent sample t-test to test whether there is significant difference between experiment and control class. this method is utilized because the data is distributed normally and homogenous. the hypothesis formed is: h0 = there is no effect of gamification in duolingo app toward listening proficiency in english of the junior high school students h1 = there is an effect of gamification in duolingo app toward listening proficiency in english of the junior high school students according to santoso (2014) in sidik et al. (2020), the guidelines to decide in independent sample t-test based on significance level are in the following. 1. if the sig. (2 tailed) level is < 0.05, h1 is accepted and h0 is rejected; 2. if the sig. (2 tailed) level is > 0.05, h0 is accepted and h1 is rejected. the results of hypothesis test are shown in following table 8. table 8 hypothesis test result umniyah juman rosyidah, et. al., 2023 gamification in duolingo app on improving english listening proficiency of junior high school students 128 | vol. 7, no. 1, 2023 (119-132) based on the data presented in table 9, it can be inferred that the mean score of the post-test for the experimental group is 68.39 while for the control group is 55.81 (68.39 > 55.81). this indicates that the mean score of the experimental group is higher compared to the control group. other than that, the sig. (2 tailed) indicated in the table is 0.002. because the significance level is less than 0.05, it is identified that h0 is rejected and h1 is accepted. it means that there is difference in the english proficiency score between the use of duolingo app and conventional media which indicates that there is an effect of gamification in duolingo app toward english proficiency of junior high school students in smpn 1 jatiroto. discussion from the data analyzed in this research, it is obtained that the minimum score of experiment class before giving the treatment is 20 and the maximum score is 80; while the minimum score of control class before given treatment is 20 and the maximum score is 70. the scores show that the ability of the two classes is equal. after given treatment, the experiment class gains 30 for the minimum score and 100 for the maximum score while the control class gains 20 for the minimum score and 90 for the maximum class. these scores identify that the learning outcomes of experiment class increases more than the control class. moreover, from the hypothesis tested, the sig. (2 tailed) indicated in the table is 0.002 which means that there is difference between post-test of experiment class and control class indicating that there is an effect of gamification in duolingo app toward english proficiency of junior high school students. the above identification is proven by the observational note that in the first meeting, the act of students in experiment class and control class has the same characteristic which they seem to be quiet because they do not understand many parts of english learning. however, the different feedback between students in experiment class and control class starts to be seen in meeting two to meeting four. most of the students in control class do not even do the assignments given and still have less than five students can answer questions provided correctly while experiment class students can reach more than 90% of the students who do the assignments well and correctly. this study’s finding indicates that using the duolingo app in the experimental group led to better learning outcomes than the control group. in addition, the use of duolingo app can increase the english proficiency of junior high school students. the result of this research is supported by research conducted by niah (2019). they stated that the utilization of duolingo app can improve the eight graders’ listening skill in smp it al-hafit pekanbaru. other than that, according to purwanto et al. (2022), the duolingo app has been found to enhance the listening skills of both high and low-achieving students. in language learning, especially english, students need to have and achieve a certain level of proficiency. it will determine how well students can apply english in their daily life (rose et al., 2020). when they start learning english language, they need also to maintain their proficiency, including listening english proficiency. listening english proficiency focuses on mental processes of listeners (perception, parsing and utilization) (liu & yuan, 2021). this listening proficiency contributes the basic learning method in english language learning as humans will learn language from listening their environment. therefore, the proficiency that needs to develop first is listening proficiency (hsieh & huang, 2020). to enhance this listening proficiency, based on this research, the appropriate medium is using gamification. according to yulisa (2018), learning english listening proficiency can be a daunting task that induces stress and anxiety. it demands significant time and persistence to improve through regular practice. in the absence of sufficient motivation, students are more likely to abandon their efforts. however, incorporating gamification elements has demonstrated positive effects on student engagement, dedication, and motivation. furthermore, it has offered a visible record of the english listening proficiency learning journey (waluyo & bucol, 2021). umniyah juman rosyidah, et. al., 2023 gamification in duolingo app on improving english listening proficiency of junior high school students 129 | vol. 7, no. 1, 2023 (119-132) moreover, gamification entails integrating game concepts and elements into educational materials for learning a new language, with the aim of meeting high-level expectations (klemke et al., 2018). with the engagement rewards system, levels, and ranking can grow the competition spirit inside them to reach up their friends or their other opponents and become the number one (perry, 2021). therefore, when the students are given gamification, their motivation to learn and apply their listening proficiency will also increase (chen et al., 2020). most gamification tools make approach to content delivery in such environments, such as duolingo. the english language is not the only language that can be studied on duolingo; students have access to around 95 more languages (wagner, 2020). the user selects the target language and, if they have prior knowledge, takes the placement test. they choose a daily xp goal and are rewarded if they achieve it (su & zou, 2022). the atreak increases by one day for each achievement (lesson) completed, and resets to zero if no achievements are performed on any given day (reinforcement) (loewen et al., 2019). occasionally, the app will give the user with challenges, such as maintaining the streak for a predetermined amount of days, ranking their experience points relative to those of other users in different leagues, or unlocking a bonus upon completing the challenge (fun orientation and competition) (fauzan & kasim, 2020). with the help of duolingo to preserve the gamification existence, students can maximize the enhancement of the english listening proficiency (yana, 2021). from the description of how gamification in duolingo app can affect the increase of experiment class students’ learning outcomes, the duolingo app holds the potential to serve as a future tool for teachers and educators to enhance the english proficiency of junior high school students. with the technology advances in this globalization era, the utilization of duolingo app is able to be implemented in learning activities of junior high school students. in addition, with the material diversity in duolingo, this app can also be utilized in other levels of education to ease them in learning english. conclusion students are assigned tp control and experimental group to determine the gamification of duolingo app usage increases students’ english listening proficiency. from the experimental research conducted, it shows specific incrase of listening proficiency score of experimental class compared to control class. the score means of experimental class students increases from 57.42 to 68.39 indicating the 10.42-point increase. however, the score means of control class students only gain 4.52-point increase with scores of 51.29 to 55.81. moreover, from the hypothesis tested, the sig. (2 tailed) indicated in the table is 0.002 meaning that the difference between post-test of experiment class and control class existing indicate that there is an effect of gamification in duolingo app toward english proficiency of junior high school students. the study findings suggest that using gamification through the duolingo app in the experimental class led to better learning outcomes than the control group, as well as an improvement in english listening proficiency among junior high school students. as a result, the duolingo app holds promise as a future tool for teachers and educators to enhance the english proficiency of junior high school students, and it can potentially be used in other educational levels to facilitate english language learning. in addition, gamification can be one of the effective basic techniques for technological learning media development. this research has limitation that it only focuses on investigating the effect of gamification in duolingo app toward english proficiency of smpn 1 jatiroto students. other than that, the listening proficiency focused in this research is the ability of the students to listen that requires students to listen to recordings and answer the provided questions. due to the limitations of this research, further studies are required with different levels of education, media, and longer experiment durations. this would enable the production of more detailed and valid results that can be generalized to the entire population. umniyah juman rosyidah, et. al., 2023 gamification in duolingo app on improving english listening proficiency of junior high school students 130 | vol. 7, no. 1, 2023 (119-132) acknowledgement the best acknowledgement presents to universitas negeri malang for the opportunity for the researchers in conducting this research. in addition, the researchers thank smpn 1 jatiroto for the availability and allowance becoming the subject of this research. references ajisoko, p. (2020). the use of duolingo apps to improve english vocabulary learning. international journal of emerging technologies in learning (ijet), 15(7), 149–155. akbari, z. (2015). current challenges in teaching/learning english for efl learners: the case of junior high school and high school. procedia-social and behavioral sciences, 199, 394–401. al-azawi, r., al-faliti, f., & al-blushi, m. (2016). educational gamification vs. game based learning: comparative study. international journal of innovation, management and technology, 7(4), 132–136. anwar, a. d. i. k. (2019). the effectiveness of using thieves and csr strategies to improve the reading comprehension of grade 8 students of mtsn 2 jepara. bloomfield, j., & fisher, m. j. (2019). quantitative research design. journal of the australasian rehabilitation nurses association, 22(2), 27–30. brian, i. p. f. c. k., saputra, i. n. p. h., & wedhanti, n. k. (2018). the effect of teaching using audiovisual (video) media, on seventh grade students’listening comprehension at smp negeri 1 mengwi academic year 2017/2018. jurnal pendidikan bahasa inggris undiksha, 5(2). chen, s., zhang, s., qi, g. y., & yang, j. (2020). games literacy for teacher education. educational technology & society, 23(2), 77–92. dalle, j., hadi, s., & baharuddin, h. n. (2017). the development of interactive multimedia learning pyramid and prism for junior high school using macromedia authorware. the turkish online journal of educational technology, 16(3), 714–721. dindar, m., ren, l., & järvenoja, h. (2021). an experimental study on the effects of gamified cooperation and competition on english vocabulary learning. british journal of educational technology, 52(1), 142–159. gangaiamaran, r., & pasupathi, m. (2017). review on use of mobile apps for language learning. international journal of applied engineering research, 12(21), 11242–11251. gerald, b. (2018). a brief review of independent, dependent and one sample t-test. international journal of applied mathematics and theoretical physics, 4(2), 50–54. gilakjani, a. p., & sabouri, n. b. (2016). learners’ listening comprehension difficulties in english language learning: a literature review. english language teaching, 9(6), 123–133. gushendra, r. (2017). an experimental study: improving students’vocabulary mastery by using english songs. indonesian journal of integrated english language teaching, 3(1). hafifah, h. (2021). the effectiveness of duolingo in improving students’ speaking skill at madrasah aliyah bilingual batu school year 2019/2020. language-edu, 10(3). hsieh, y., & huang, s. (2020). using an e-book in the secondary english classroom: effects on efl reading and listening. education and information technologies, 25(2), 1285– 1301. huynh, d., zuo, l., & iida, h. (2016). analyzing gamification of “duolingo” with focus on its course structure. international conference on games and learning alliance, 268–277. jusuf, h. (2016). penggunaan gamifikasi dalam proses pembelajaran. jurnal ticom, 4(3), 92772. khaleel, f. l., ashaari, n. s., & wook, t. s. m. t. (2020). the impact of gamification on students learning engagement. international journal of electrical and computer umniyah juman rosyidah, et. al., 2023 gamification in duolingo app on improving english listening proficiency of junior high school students 131 | vol. 7, no. 1, 2023 (119-132) engineering, 10(5), 4965. klemke, r., eradze, m., & antonaci, a. (2018). the flipped mooc: using gamification and learning analytics in mooc design—a conceptual approach. education sciences, 8(1), 25. le boedec, k. (2016). sensitivity and specificity of normality tests and consequences on reference interval accuracy at small sample size: a computer‐simulation study. veterinary clinical pathology, 45(4), 648–656. lestari, s. (2018). peran teknologi dalam pendidikan di era globalisasi. edureligia: jurnal pendidikan agama islam, 2(2), 94–100. liperote, k. a. (2006). audiation for beginning instrumentalists: listen, speak, read, write. music educators journal, 93(1), 46–52. liu, m., & yuan, r. (2021). changes in and effects of foreign language classroom anxiety and listening anxiety on chinese undergraduate students’ english proficiency in the covid19 context. frontiers in psychology, 12, 670824. loewen, s., crowther, d., isbell, d. r., kim, k. m., maloney, j., miller, z. f., & rawal, h. (2019). mobile-assisted language learning: a duolingo case study. recall, 31(3), 293– 311. lu, k. (2020). experimental research of english teaching management model based on personalized multimedia technology. open access library journal, 7(4), 1–13. maili, s. n., & hestiningsih, w. (2017). masalah-masalah pembelajaran bahasa inggris pada sekolah dasar. media penelitian pendidikan: jurnal penelitian dalam bidang pendidikan dan pengajaran, 11(1). mubarak, a. z. (2016). the curriculum 2013 design: english teachers’voice and its impact toward teaching professionalism. siliwangi international english conference proceedings “engaging english learners in negotiated language learning,” 12. nassaji, h. (2015). qualitative and descriptive research: data type versus data analysis. in language teaching research (vol. 19, issue 2, pp. 129–132). sage publications sage uk: london, england. niah, s. (2019). the utilization of duolingo to improve the speaking and listening skills of junior high school students in pekanbaru. international conference of celscitech 2019-social sciences and humanities track (iccelst-ss 2019), 102–107. nurbainah, n., hafifah, g. n., & hesmatantya, v. (2017). the effectiveness of duolingo application to increase student grammar ability on personal pronoun for seventh grades of taruna jaya 1 junior high school surabaya. universitas muhammadiyah surabaya. nushi, m., & eqbali, m. h. (2017). duolingo: a mobile application to assist second language learning. teaching english with technology, 17(1), 89–98. panjaitan, m. (2013). analysis of content standards for english in junior secondary school and senior secondary school. pusat kurikulum dan perbukuan, 19, 140–155. perry, b. (2021). gamified mobile collaborative location-based language learning. frontiers in education, 6, 689599. pinter, a. (2017). teaching young language learners. oxford university press. purwanto, h. n., faridi, a., & rozi, f. (2022). the effect of duolingo and spada to teach listening to students with different achievement levels. english education journal, 12(1), 86–94. romadhon, s. a., & sungkar, m. s. (2020). peningkatan vocabulary dan grammar dengan menggunakan metode make a match bagi siswa panti asuhan putera muslimat brebes. jp3m: jurnal pendidikan, pembelajaran dan pemberdayaan masyarakat, 2(2), 175– 180. rose, h., curle, s., aizawa, i., & thompson, g. (2020). what drives success in english medium taught courses? the interplay between language proficiency, academic skills, and motivation. studies in higher education, 45(11), 2149–2161. sari, b. w., utami, e., & al fatta, h. (2015). penerapan konsep gamification pada umniyah juman rosyidah, et. al., 2023 gamification in duolingo app on improving english listening proficiency of junior high school students 132 | vol. 7, no. 1, 2023 (119-132) pembelajaran tenses bahasa inggris berbasis web. sisfotenika, 5(2), 155–166. saxton, m. (2017). child language: acquisition and development. sage. sharma, g. (2017). pros and cons of different sampling techniques. international journal of applied research, 3(7), 749–752. sidik, g. t., kelana, j. b., altaftazani, d. h., & firdaus, a. r. (2020). the effect of macromedia flash based learning media to improve the ability to calculate of students in elementary school. primaryedu-journal of primary education, 4 (2), 241. simmons, r. g., & blyth, d. a. (2017). moving into adolescence: the impact of pubertal change and school context. routledge. su, f., & zou, d. (2022). learning english with the mobile language learning application’duolingo’: the experiences of three working adults at different proficiency levels. international journal of mobile learning and organisation, 16(4), 409–428. sürücü, l., & maslakçi, a. (2020). validity and reliability in quantitative research. business & management studies: an international journal, 8(3), 2694–2726. teske, k. (2017). duolingo. calico journal, 34(3), 393–401. wagner, e. (2020). duolingo english test, revised version july 2019. language assessment quarterly, 17(3), 300–315. waluyo, b., & bucol, j. l. (2021). the impact of gamified vocabulary learning using quizlet on low-proficiency students. computer assisted language learning electronic journal, 22(1), 164–185. wijaya, r. k., yufrizal, h., & kadaryanto, b. (2016). improving vocabulary through duolingo application in call at the seventh grade of smp. u-jet, 5(1). yana, d. (2021). applying duolingo as english learning media: how do students perceive it? international journal of language pedagogy, 1(2), 62–66. yordanova, z. (2019). gamification as a tool for supporting artificial intelligence development– state of art. international conference on applied technologies, 313–324. yulisa, d. (2018). learning to listen: listening strategies and listening comprehension of islamic senior high school students. edukasi: jurnal pendidikan dan pengajaran, 5(1), 22–30. za, a. m. (2017). the implementation of duolingo as media to improve students’english language skill at iain langsa. institut agama islam negeri langsa. english franca vol 1 no 01 tahun 2017, stain curup page 19 p-issn 2580-3670, e-issn 2580-3689 foreign language reading anxiety among indonesian efl senior high school students azhari muhlis sebelas maret university, surakarta arimuhlis92@gmail.com abstract this study aims to investigate foreign language reading anxiety among indonesian efl senior high school students. thirty twostudents of grade eleven in a senior high school in bandung were involved as the participants. this study employed a survey research design. the data was collected by two types of questionnaires. the first finding revealed that most of the students perceived anxiety in medium level (71,9% students admitted). the second finding found that there were two major potential factors of foreign language reading anxiety namely text features and personal factors. under the concept of text features, there are three sources of foreign language reading anxiety including unknown vocabulary (49% students agreed), unfamiliar topic (40% students agreed), and unfamiliar culture (38% students agreed). on the other hand, under the concept of personal factors, there are two sources of foreign language reading anxiety including fear of making errors (39% students agreed), and worry about reading effects (28% students agreed). keywords: foreign language, reading anxiety senior high school students, introduction nowadays, literacy plays important role in education field. according to cameron (2001), such activities, in which reading and writing are involved are called “literacy event.” the literacy event should be enrolled in teaching and learning processes especially reading skill that has to be mastered by the students in dealing with national examination later. mailto:arimuhlis92@gmail.com english franca vol 1 no 01 tahun 2017, stain curup page 20 p-issn 2580-3670, e-issn 2580-3689 in fact, teaching students to read english text is not an easy thing. based on preliminary study in a senior high school in bandung, there were some problems experienced by students in reading activities at english as foreign language (efl) classroom, for instance, some students avoid activities in english reading class, or at least, they are not enthusiastic toward reading in english and in some cases they are avoid reading english materials (jalongo &hirsh, 2010). these manifestations are symptoms of foreign language anxiety in classroom (horwitz, horwitz, & cope, 1986). in some cases, foreign language reading anxiety has negative effect on reading comprehension and process (saito, horwitz, & garza, 1999; sellers, 2000). in indonesian context, researcher has noted that most research in fl anxiety has been conducted mainly on speaking, since speaking has long been viewed as the most anxiety-provoking skill for foreign language learners to acquire (horwitz et al., 1986). as a result, very little research has been conducted on fl reading anxiety in indonesian context, as can be observed from the prevalent use of the foreign language classroom anxiety scale (flcs) in fl anxiety research conducted in indonesia. developed by horwitz et al. (1986), the flcas was mostly used to investigate listening and speaking anxiety (saito et al., 1999). there is a need to investigate foreign language reading anxiety, particularly in indonesian context because the acquisition of foreign language is not only limited to the speaking skill. the acquisition of fl reading skill is important as well, especially in academic contexts, where the successful learning is preliminarily determined by one’ s ability to read (grabe, 2009; cited in liu, 2011). furthermore, from a review of previous studies on fl reading anxiety shows that most of previous studies concerning on examining the relationship between reading anxiety and reading performance (brantmeier, 2005; kuru-gonen, 2007; saito, et.al., 1999; sellers, 2000). how anxiety affects foreign language performance is only one issue to consider when discussing anxiety and language learning. there are other important issues that need to be considered for a better understanding toward the phenomenon of fl reading anxiety such as investigating different level of fl reading anxiety among students, and potential factors english franca vol 1 no 01 tahun 2017, stain curup page 21 p-issn 2580-3670, e-issn 2580-3689 that cause fl reading anxiety. those are related to the scope of this present study and to what extent this study is conducted. next, with respect to the selection of participants, the majority of participants recruited in previous reading anxiety studies were actually from university level. to understand how high-school students perceive fl reading anxiety, the recruitment of participants from high-school contexts, is therefore necessary. therefore, the present study attempts to fill the gap and explore this kind of phenomenon in senior high school level, especially in indonesian setting, where english is considered a foreign language and is learned and used primarily in classroom context. departing from the background of the study, this study has two objectives. the first is to know the level of reading anxiety perceived by indonesian senior high school students in english reading classroom. the second is to identify the potential factors that make them feel anxious when they read english text. this study is hopefully could give some benefits both in theory and practice. in term of theoretical benefits, the results of study are expected to enrich the literature and also give beneficial references for future study in term of foreign language reading anxiety, especially in providing the information about different level of reading anxiety, and potential factors that cause reading anxiety in indonesian efl context. in term of practical benefits, the results of study are expected to give more insights for teacher and student in foreign language learning and teaching, especially in reading area. the information could help teachers to understand more the different levels of reading anxiety perceived by students when they read in english. they also can get more information about the potential factors that cause foreign language reading anxiety which is considered beneficial in helping the teachers to conduct appropriate treatment regarding the reading anxiety of their students. for students, the results can give awareness toward anxiety issue in foreign language reading and anticipation towards potential factors that can trigger their anxious feeling in efl reading. english franca vol 1 no 01 tahun 2017, stain curup page 22 p-issn 2580-3670, e-issn 2580-3689 theoritical framework the literature review discusses some related theories and researches used in this article as the springboard and foundation of the study, covering the topics foreign language reading anxiety, potential factors that cause foreign language reading anxiety, and the previous studies about fl reading anxiety issue. foreign language reading anxiety foreign language reading anxiety refers to feeling of worry and apprehension when students try to read and comprehend foreign language text. zbornik (2001) defines reading anxiety as unpleasant feeling toward reading which caused by significant other disapproval in reading process. significant otheris defined as a person or people who have a significant emotional influence over the student’s behavior or belief system. in this case, the forms of disapproval are in the form of peers or teacher pressure as the significant others. these may trigger a sense of worry about reading effect among the students, which is influenced by their peer and teacher’s attitude regarding their reading performance. for example, students have made mistakes in pronunciation while reading and getting laughed by their peers and the teacher’s manner in correcting their mistakes, which seems to inhibit the chance of the students to perform their reading. foreign language reading anxiety, mistakenly deemed by teachers and practitioners as least anxiety-provoking, had not grabbed attention of researchers until saito et al. (1999) reveal that foreign language reading anxiety is a distinct phenomenon from foreign language anxiety in general. in their research, a new inventory to measure reading anxiety level was developed namely foreign language reading anxiety scale (flras). subsequently, horwitz et al (1986, cited in rajab et al, 2012) distinguished reading anxiety from general types of foreign language anxiety which related with oral performance. therefore, reading anxiety is a distinct phenomenon from foreign language anxiety in general. in addition, reading can be regarded as oral performance because the learners show their individual act to interact with a text. like speaking, student will feel anxious when they interact with others. meanwhile in reading process, the phenomenon of english franca vol 1 no 01 tahun 2017, stain curup page 23 p-issn 2580-3670, e-issn 2580-3689 anxiety exists among the learner, but most learners do not realize that during the progress of reading, anxiety has been stated as one of factors which can impede the reading process. precisely, anxiety happens when the learners try to decode or interpret a non-native language text (saito et al. 1999). potential factors of foreign language reading anxiety the present study uses the concept constructed by ahmad et al. (2013) who propose two broad factors of foreign language reading anxiety such as personal factors and text features. this is also in line with alderson (2005, cited in shariati & bordbar, 2009) who introduced factors that affect reading comprehension can derive from reader variables (internal to the reader) and text variables (external to the reader). foreign language reading anxiety caused by personal factors the current study uses the concept postulated by ahmad et al. (2013) which propose two sub factors under the concept of personal factors such as worry about reading effect and fear of making error. worry about reading effect worry about reading effect is the manifestation of anxiety toward reading aloud. according to jalongo & hirsh (2010) reading aloud is paired with anxious unconditioned stimulus, which brings a negative reaction. the case is when the students are asked to perform reading aloud in front of their classmate, they will feel worry and disrupt concentration in comprehending a text. if they fail to control their anxious feeling, it is difficult for them to demonstrate their idea about a text. moreover, they will forget what has been read. the anxious feeling will happen during and after the reading task. consequently, it will disturb both reading comprehension and performance (ahmad et al., 2013). fear of making error fear is substantially related with a matter of self-confidence. it is supported by several studies which stated that language anxiety is complexly intertwined with self-confidence though the latter is characterized as a positive component (brown, 2007). in some cases, those who lack of self-confidence will be afraid to make errors in learning. hence, the feeling of afraid to make error will lead students to be anxious in the act of reading. english franca vol 1 no 01 tahun 2017, stain curup page 24 p-issn 2580-3670, e-issn 2580-3689 foreign language reading anxiety caused by text features the current study used the concept postulated by ahmadet al (2013) which propose three factors under the concept of the text features such as unfamiliar culture, unfamiliar topic, and unfamiliar vocabulary. unfamiliar culture in considering reading task as a demanding activity, it is important to recognize that reading is not only interaction between the reader and the thoughts of the author, but also interaction between the reader and the shared knowledge of the cultural history in the printed materials (tomasello, 1999; as cited in ahmadet al., 2013). not being familiar with english or other cultures might inhibit students’ reading comprehension process and cause anxiety as the culture represented in the text is foreign to them (rajab et al.,2012). unfamiliar topic according to wallace (2001, cited in kuru-gonen, 2009), if the topic of a text is not interesting to a learner it is almost impossible for this learner to read for pleasure and consequently to become an effective reader. to put it another way, reading topic which suits with interest of a reader will elicit good response toward reading activity. it is supported by kuru-gonen (2009) that uninteresting topic in reading text is considered as a source of foreign language reading anxiety. unknown vocabulary according to rajab et al. (2012), unfamiliar vocabulary might impede learners’ comprehension and cause difficulty which in turn leads to anxiousness. moreover, in this case, english vocabulary completely differs from indonesian in terms of its pronunciation, because when the learners read english texts, the vocabulary do not exactly reflect the real pronunciation. it has been a matter for indonesian learner to recognize the meaning of vocabulary itself. in addition, william and dallas (1984, cited in shariati and bordbar, 2009) contends that vocabulary difficulty, especially the meanings of idiomatic expressions, make a text hard to read for second language readers. previous studies about foreign language reading anxiety saito et al. (1999) as the pioneer of measuring foreign language reading anxiety by developing standardized instrument english franca vol 1 no 01 tahun 2017, stain curup page 25 p-issn 2580-3670, e-issn 2580-3689 namely foreign language reading anxiety scale (flras). they used a five-point likert scale consisting of 20 items ranging from “strongly agree” to “strongly disagree”. in their preliminary study, they applied two types of instrument such as foreign language classroom anxiety scale (flcas) and foreign language reading anxiety scale (flras) to check reliability and validity. they investigated foreign language reading anxiety to 383 students enrolled in first-semester university french, japanese, and russian courses. with participants from different countries, they found that levels of reading anxiety vary by target language, and seem to be related to writing system. in addition, the findings also indicate that students with higher level of fl anxiety tended to have higher level fl reading anxiety and vice versa. horwitz et al. (1986) conducted an investigation of foreign language anxiety among 30 university students of japanese, spanish, and russian. from the study, it was found that reading anxiety influenced language learning performance of the students. the finding of the study showed that those who have lower level of reading anxiety tend to perform better than those who have high anxiety. based on the study also revealed that factor that most contribute to reading anxiety is related with writing systems. zhao (2008) investigated 125 learners of chinese as a foreign language in a public university in the u.s. the study gave some insights about some potential factors of reading anxiety such as unfamiliar scripts, unfamiliar topics, and worry about reading effect. the study employed correlational method which found that reading anxiety and foreign language reading performance have a significant negative correlation. the result shows that reading chinese text is anxiety-provoking to learners of non-western language like speaking activity. sellers (2000) investigated 89 university students from a third semester course and from an intermediate level conversation course in spanish at university level. the study indicated that reading anxiety is a distinct variable in foreign language learning. interesting result was found when the students felt anxious when they were asked to read in l2 compare with other activities. high anxious students tend to recall less passage content than those who belong to low anxious student. english franca vol 1 no 01 tahun 2017, stain curup page 26 p-issn 2580-3670, e-issn 2580-3689 young (2000) investigated second year spanish. the study found that there is negative correlation between high reading anxiety and recalls of learners. in the study, the instrument such as magazines, newspaper, etc. were employed. the result is still similar with the previous studies which found interrelationship between high reading anxiety and low proficiency in l2 reading comprehension. the findings from those previous research revealed that most studies which investigated phenomenon of reading anxiety concern more on investigating correlation between reading anxiety and reading performance by using correlation method. investigating the degree of reading anxiety and potential factors of foreign language reading anxiety are still new area of study especially in indonesian efl context. therefore, the position of present study attempts to fill the gap and explore this kind of phenomenon in indonesian efl senior high school context by using survey study and also the findings from those previous research will be compared with the finding in this research as an addition in the discussion of this research. research methodology research design to accommodate the investigation toward foreign language reading anxiety among senior high school students, this study was guided by a survey research design. according to nunan (1992, as cited in marungudzi, 2009) stated that “where a snapshot of conditions, attitudes, or events at a single point in time” need to be taken, the survey research design is the most suitable method. the survey research design is also suitable for this study because it provides “a broad overview of a representative sample” (mouton, 2001, as cited in marungudzi, 2009). it is also asserted by creswell (2012) that survey designs belongs to type of quantitative research that requires questionnaire distribution to representative of population (sample) to determine inclination of behaviors or characteristics of population. this kind of method had been commonly employed in previous studies related to foreign language anxiety (horwitz, et al., 1986; saito et al., 1999). by conducting a survey, all the data gained from the questionnaires were conveyed through descriptive english franca vol 1 no 01 tahun 2017, stain curup page 27 p-issn 2580-3670, e-issn 2580-3689 statistics. descriptive statistics is a medium for describing survey data in manageable form (babbie, 1973). sample of study to gather the data of the current study, purposive sampling was employed in selecting the sample of study. the researcher intentionally selected the participants to achieve the objective of the study (creswell, 2009). the population of study was students from a senior high school in bandung. from the first to the third grade, 32 second grade students were chosen to be the sample of studyby using purposive sampling with several criteria such as attitude toward english class, english reading proficiency, capability in representing idea, and accessibility during the study. after the data from the s questionnaire was collected, and the students’ reading anxiety level was determined. research instruments in order to measure the level of reading anxiety, the questionnaire used is the adaptation and translation of flras (foreign language reading anxiety scale) developed by saito et al. (1999). they also found that flras shows good internal reliability with internal consistency coefficient of .86 (cronbach alpha, n=383), the reliability score is relatively good compared to other instrument such as flcas with the score .94. flras, in its function to measure the level of reading anxiety perceived by foreign language learners has also been used by some researchers such as cetinkaya, 2011; kuru-gonen, 2005, 2009; shariati & bordbar, 2009; zhao, 2009). flras consists of 18 items (two items deleted from the original scale as a result of reliability and validity studies) with answers response option ranged from strongly agree, agree, neither agree nor disagree, disagree, and strongly disagree. therefore, if the points are summed up by adding each answer score of each statement, the score of students‟ reading anxiety scale would range from 18 to 90. the high score represents the high level of reading anxiety. subsequently, for measuring the potential factors of reading anxiety, the questionnaire utilized is the adaptation and translation of a developed questionnaire proposed by ahmad et al (2013). it was used to investigate potential factors of reading anxiety in english franca vol 1 no 01 tahun 2017, stain curup page 28 p-issn 2580-3670, e-issn 2580-3689 jordanian efl context. the validity of the instrument has been checked by giving to a jury of two doctors from the education department, five teachers from the language center, and two phd students in the field of foreign language teaching to review and comment on the layout and the statement. finally, from 40 items proposed,26 items were selected as the items of questionnaire. the instrument looked right, which reflected high quality of face validity and content validity. in relevance to reliability of the instrument, by using cronbach alpha, the reliability coefficient the final version of the instrument was 0,846, which still indicates the acceptable value in the educational research. this instrument is intended to investigate the trend of the potential factors of foreign language reading anxiety among foreign language learners. data collection firstly, two types of questionnaire were distributed to 32 second grade senior high school students in different meeting. secondly, the administered questionnaires were collected and the data from plspq questionnaires were analyzed by using spss to determine the mean and standard deviation score as matter of consideration to categorize the level of reading anxiety, and the second questionnaire was analyzed manually to determine the percentage of each item on the questionnaire as criterion to determine the dominant factor that causes reading anxiety. lastly, based on the result of analysis of reading anxiety level, students’ answer from flras questionnaire, and a developed questionnaire by al-shboul et al. (2013) were analyzed using some experts’ theory and compared with some studies results. data analysis in order to answer the research questions, a descriptive analysis was conducted. descriptive analysis refers to summarizing the data as well as the results and reporting these results in frequencies, percentage, means (average), and measures of variability such as standard deviation (johnson, 1992). in this study, descriptive analysis was computed to obtain the data about the anxiety level perceived by the students in reading english, and their potential sources of anxiety in reading english. english franca vol 1 no 01 tahun 2017, stain curup page 29 p-issn 2580-3670, e-issn 2580-3689 data findings and discussions students’ reading anxiety level this section presents the relevant data to the first research question which is students’ reading anxiety level. it provides participant’s response towards 18 flras questionnaire items. table 1 displays the descriptive statistics of the levels of reading anxiety of all participants. the level of reading anxiety for each participant is represented by the total score of every items (the sum of 18 items), and the possible range is 18 to 90. in this present study the score range was between 42 and 71 based on the table below. table 1. descriptive statistics for reading anxiety for the total sample n min max mean sd total 32 42 71 55,6 6,9 the thirty two students were classified into three different groups. following kuru-gonen (2007) criteria, the levels of students‟ reading anxiety were categorized into low, medium, and high. students with high anxiety were those whose score on flras was higher than the calculation of mean + standard deviation score based on the table 4.1 above. furthermore, it can be seen in table 4.2 below, students with scores > 63 were considered to have a high level of reading anxiety. secondly, students with low anxiety were those whose score on flras was lower than the calculation of mean – standard deviation score. they were the students with scores < 49. finally, students whose score on flras were between those two score were considered to have a medium level of anxiety. they were students whose scores were between 49 and 63. from the formulation above, the ranges of ra score in this current research were described in the table 2 below. table 2. levels of reading anxiety level range low level < 49 medium level 49 – 63 high level > 63 english franca vol 1 no 01 tahun 2017, stain curup page 30 p-issn 2580-3670, e-issn 2580-3689 to examine the distributions of the reading anxiety levels, the frequency of the scores of reading anxiety falling within each category was calculated. the result shows that six participants (18, 7%) fell in the low level, 23 participants (71, 9%) that fell in the medium level, and three participants (9, 4%) fell in the high level (see figure 1). figure 1. reading anxiety level distribution the distribution suggested that over half of the participants reported to be at medium level of reading anxiety with percentage of 71,9%. the result showed that reading anxiety perceived by the students in an english classroom was prevalent as only six students (18, 7%) who fell in the low level. such finding is consistent with saito et al. (1999), sellers (2000), lee, (1999), who revealed that reading anxiety actually does exist and rejected the theory by horwitz et al. (1986) who contends that foreign language anxiety center the difficulties caused by anxiety with respect to oral performances. it is understandable if indonesian learner find reading as an anxiety-provoking task, since the learners not only deal with unfamiliar spelling patterns, sentence structure, syntax, lexicons, and other complex semantic relations, but also cultural background knowledge in making meaning from text (rajab et al., 2012).” it is described more that anxiety happens when the learners try to decode or interpret a non-native language text (saito et al. 1999). several studies that investigate student’s anxiety in reading english text show almost similar result. for example, kuru-gonen (2007) and wu (2011) found most of their participants were in the medium level of anxiety. for example, wu (2011) found out 60 out english franca vol 1 no 01 tahun 2017, stain curup page 31 p-issn 2580-3670, e-issn 2580-3689 of 91 participants fell in “medium” level of reading anxiety (69, 2%). these studies indicate that anxiety inhabited students who learn english especially when they attempt to comprehend english text. therefore, this study must agree to what wu (2011) said that in spite of students’ anxiety level, these anxious language learners should get serious attention from the teachers. efl teacher should cope with student’s anxiety in order to improve reading comprehension performance of the students. potential factors of students’ reading anxiety the potential factors of reading anxiety were analyzed from students’ answers toward 26 items in the developed questionnaire by ahmad et al. (2013). from the questionnaire given to the participants, some potential factors of foreign language reading anxiety were found. these potential factors of reading anxiety are arranged in table 4.3 ranging from the most frequent to the less, descriptive statistics were used to present the results. table 3. the percentage of the specific domains of the potential factors of foreign language reading anxiety note: * n = neither disagree nor agree; a & sa = agree and strongly agree; d & sd = disagree and strongly disagree ** rank was determined based on the percentage of participant who choose strongly agree and agree toward the questionnaire items the table above showed the potential factors of students’ reading anxiety in efl classroom. being asked directly from the range themes d & sd n* a & sa rank** aspects 1-6 unknown vocabulary 10% 41% 49% 1 text features 7-10 unfamiliar topic 16% 44% 40% 2 11-15 unfamiliar culture 18% 44% 38% 3 16-20 fear of making errors 15% 46% 39% 1 personal factors 21-26 worry about reading effect 20% 52% 28% 2 english franca vol 1 no 01 tahun 2017, stain curup page 32 p-issn 2580-3670, e-issn 2580-3689 questionnaire, the students showed that their potential factors of anxiety in reading related to ahmad et al. (2013) theory. under the aspect of text features, it was found that 49% of the participants agree with unknown vocabulary that mostly causes reading anxiety. furthermore, unfamiliar topic was ranked as the second most frequent factor of reading anxiety with 40% of the participants agree with the factor. then, unfamiliar culture was ranked as the least frequently source of anxiety with 38% of the participants agree with the factor. subsequently, under the aspect of personal factors, it was found that 39% of the participants were anxious because of fear of making errors. furthermore, it was found that 28% participants were anxious because of worry about reading effect. unknown vocabulary table 4 below will represent item description related with unknown vocabulary aspects and frequency distributions in percentage of each item. table 4. the percentage of unknown vocabulary items item description 1* 2 3 4 5 1 when i am reading in english, i get very upset and worried whenever i encounter strange vocabulary. 0 5 6 18 3 0%** 15,62% 18,75% 56,25% 9,37% 2 i focus on words in reading english texts because if i know the terms, i can understand the text 0 4 20 7 1 0% 12,50% 62,50% 21,87% 3,12% 3 i feel anxious in reading english when i encounter series of three strange words. 0 4 15 10 3 0% 12,50% 46,87% 31,25% 9,38% 4 i enjoy reading a text in english when i know its translation. 0 0 9 21 2 0% 0% 28,12% 65,62% 6,25% 5 i do not like to read an english text that has lots of difficult words. 0 1 9 20 2 0% 3,12% 28,12% 63,00% 6,25% 6 when i am reading in english, i feel upset 0 5 19 7 1 0% 15,62% 59,37% 22,00% 3,12% english franca vol 1 no 01 tahun 2017, stain curup page 33 p-issn 2580-3670, e-issn 2580-3689 and anxious if i encounter strange vocabulary. note: * 1=strongly disagree; 2=disagree; 3=neutral; 4=agree; 5=strongly agree ** the frequency in percentages was rounded to the nearest whole number based on the developed questionnaire proposed by ahmad et al (2013), items 1-6 revolved around unknown vocabulary theme. it was found that 21 student (66%) agreed with item 1, which means that unknown vocabulary creates anxiety towards reading in the english language which ultimately lessens the students’ comprehension of english reading materials. 8 students (25%) confirmed item 2, which can be understood that students refer to vocabulary in reading as an important matter they must acquire to avoid reading anxiety in the english language. then, 13 students (41%) confirmed item 3, which can be concluded that not only knowing a word causes anxiety in reading english but also the unknown surrounding words make the act of reading more anxious and challenging. subsequently, 22 students (72%) confirmed item 4, which can be acknowledged that reading can be enjoyable task if all vocabulary were comprehended. the students also thought that clearly vocabulary matters which cause reading anxiety in dealing with english text as represented by 22 students (69%) confirmed item 5 and 8 students (25%) confirmed item 6. the findings show the great number of anxious students who consider that unknown vocabulary as the biggest factor that causes reading anxiety under the aspect of text features. the result of this study is in accordance with the study conducted by saito et al. (1999) who found that students’ level of anxiety is very much related to the writing systems, including unknown vocabulary. furthermore, unknown vocabulary was categorized to be one of five themes of anxiety caused by reading texts in the study of turkish students who were learning english language as a foreign language (kuru-gonen, 2009). it means that unknown vocabulary has been a main problem among foreign language learner in different context. . subsequently, rajab et al. (2012) convince that english franca vol 1 no 01 tahun 2017, stain curup page 34 p-issn 2580-3670, e-issn 2580-3689 unfamiliar vocabulary might impede learners’ comprehension and cause difficulty which in turn leads to anxiousness. unfamiliar topic table 5 below represents item description related with unfamiliar topic factors and frequency distributions in percentage of each item. table 5. the percentage of unfamiliar topic items item description 1* 2 3 4 5 7 i enjoy english reading when i understand at least some portion of the text. 0 5 17 8 2 0%** 15,62% 53,12% 25% 6,25% 8 i do not prefer reading unfamiliar topics, particularly in the english language. 0 7 17 6 2 0% 21,87% 53,12% 18,75% 6,25% 9 the most things i like to read in english are short stories because they have easy words, and their topics are common. 0 7 14 8 3 0% 21,87% 43,75% 25% 9,37% 10 i feel anxious when i am reading a topic in the english language which i have no idea about. 0 1 9 19 3 0% 3,12 % 28,12% 59,37% 9,37% note: * 1=strongly disagree; 2=disagree; 3=neutral; 4=agree; 5=strongly agree ** the frequency in percentages was rounded to the nearest whole number based on the developed questionnaire by ahmad et al. (2013), item 7-10 revolved around unfamiliar topic. 10 students (31%) agreed with item 7, which can be recognized that familiar topics are enjoyable in english reading. 8 students (25%) agreed with item 8, which can be acknowledged that previous knowledge about the topic can ease reading in foreign language. 11 students (34%) confirmed item 9, which can be understood that short stories are the preferred reading material in the english language english franca vol 1 no 01 tahun 2017, stain curup page 35 p-issn 2580-3670, e-issn 2580-3689 for the students due to the familiarity which makes it interesting. the last is 22 students (69%) confirmed item 10, which can be concluded that alien topics can cause reading anxiety in the english language. the finding showed some students consider unfamiliar topic can decrease their interest in reading which can also cause reading anxiety. unfamiliar topic can lose student’s curiosity and make the students lazy to read. when the student tried to avoid reading english text, anxiety will grow within their self. this belief has similarity to what kuru gonen (2009), zhao (2009), and kim (2010) found. it clearly shows that the participants feel anxious if they read topics and do not understand it. in addition, the result of this study is in accordance with the theory from wallace (2001, as cited in kuru-gonen, 2009), if the topic is unfamiliar for reader, it will make leaners uncomfortable in the reading process and hard to be effective reader. unfamiliar culture table 6 below represents item description related with unfamiliar culture factors and frequency distributions in percentage of each item. table 6. the percentage of unfamiliar culture items item description 1* 2 3 4 5 11 in reading english, i hardly understand the idea if there is more than one meaning for each word. 0 3 19 10 0 0%** 9,37% 59,37% 31,25% 0% 12 when i read english, i often understand the words, but i still cannot quite understand what the writer says. 0 3 13 14 2 0% 9,37% 40,62% 43,75% 6,25% 13 i usually translate word by word when i am reading 0 7 7 15 3 0% 21,87% 21,87% 46,87% 9,37% english franca vol 1 no 01 tahun 2017, stain curup page 36 p-issn 2580-3670, e-issn 2580-3689 english. 14 it is frustrating in reading english when one word is connected with another to change the meaning. 0 6 16 8 2 0% 18,75% 50% 25% 6,25% 15 i most often feel that i cannot understand an english text even though i know every word’s meaning. 1 9 16 5 1 3,12% 28,12% 50% 15,62% 3,12% note: * 1= strongly disagree; 2=disagree; 3=neutral; 4=agree; 5=strongly agree ** the frequency in percentages was rounded to the nearest whole number based on the result on the table above, 10 students (31%) agreed with item 11, which means student must consider the variety of meaning of each english word to connote the meaning accurately. 16 students (50%) agreed with item 12, which can be acknowledged that knowing the words does not necessarily lead to understand the text. 18 students (56%) confirmed item 13 which can be understood that regardless of knowing all vocabulary in the text, comprehension can’t be guaranteed. furthermore, 10 students (31%) confirmed item 14, which can be acknowledged that connected words may change the meaning and this provoke anxiety in reading english. the last is 6 students (19%) agreed with item 15, which can be understood that one may understand all the vocabulary but it can’t guarantee the comprehension of text. the finding showed if some students consider unfamiliar culture can inhibit their interest in reading which can also cause reading anxiety. unfamiliar culture can lose student’s curiosity of the text and make the students lazy to read. when the students are lazy to read, it could be anxiety provoking situation to some learners. this belief has similarity to what kuru-gonen (2009) and english franca vol 1 no 01 tahun 2017, stain curup page 37 p-issn 2580-3670, e-issn 2580-3689 razi (2004) found. this result is in accordance with theory proposed by rajab et al. (2012), that unfamiliar with the culture implied in the text might hamper reading comprehension and elicit anxiety, since the text seem foreign to them. it represents that reading process is not only interaction between the reader and the thoughts of the author, but also interaction between the reader and the cultural knowledge which is implicitly stated in the text (tomasello, 1999; as cited in ahmad et al., 2013). fear of making errors table 7 below will represent item description related with fear of making error factor and frequency distribution in percentage of each item. table 7. the percentage of fear of making errors items item description 1* 2 3 4 5 16 i feel anxious in reading aloud in fear of making errors. 0 7 15 8 2 0% 21,87% 46,87% 25% 6,25% 17 i feel embarrassed in front of others if i pronounce a simple and easy word wrongly. 2 2 13 13 2 6,25% 6,25% 40,62% 40,62% 6,25% 18 i prefer to prepare too much and search for the phonetic transcript prior to the class if i was expected to read in the class. 0 8 15 9 0 0% 25% 46,87% 28,12% 0% 19 i feel irritated if i encounter a word i do not know how it is pronounced. 0 4 17 9 2 0% 12,50% 53,12% 28,12% 6,25% 20 i prefer silent reading rather than reading 0 2 13 14 3 0% 6,25% 40,62% 43,75% 9,37% english franca vol 1 no 01 tahun 2017, stain curup page 38 p-issn 2580-3670, e-issn 2580-3689 aloud. note: * 1=strongly disagree; 2=disagree; 3=neutral; 4=agree; 5=strongly agree ** the frequency in percentages was rounded to the nearest whole number as the result above, item 16 20 in the developed questionnaire by ahmad et al. (2013) revolved around fear of making errors. 10 students (31%) agreed with item 16, which proved that students attempt to avoid reading aloud because of fear of making errors. 15 students (47%) confirmed item 17,which shows clearly the existence of anxiety in reading any word. then, 9 students (28%) agreed with item 18 can be assumed that students anxious more in term of pronunciation in reading. furthermore, 11 students (34%) agreed with item 19, which can be deduced that students worried about mispronouncing any word. the last is 17 students (53%) confirmed item 20, which can be understood that students consider reading aloud as not enjoyable task. it is evident that these participants avoided making errors in reading and understanding a text. in this study the participants expressed how they feel uncomfortable when they try to comprehend a text and pronounce the words in a text. in this study, fear of making errors is considered as the most frequent factor that causes reading anxiety under the aspect of personal factors, which means the result is in accordance with the theory proposed by jalongo and hirsh (2010) who contend that fears and phobias precipitated by reading tasks are a major impediment. furthermore, fear of making errors can be a consequence of having high expectations in learning to read. as stated by horwitz et al. (1986) that anxious students cannot tolerate a less than perfect performance, as a result, they put unrealistic demands on themselves and think of any performance lower than their ideal one, as a failure. in this case, students seem to avoid making errors in pronunciation or misreading any word in the text. worry about reading effect table 8 below will represent item description related withworry about reading and frequency distribution in percentage of each item. english franca vol 1 no 01 tahun 2017, stain curup page 39 p-issn 2580-3670, e-issn 2580-3689 table 8. worry about reading effect item description 1* 2 3 4 5 21 when i am reading aloud, i focus on reading correctly rather than focusing on understanding the text. 0 6 17 10 0 0% 15,60% 53,12% 31,25% 0% 22 in reading aloud in the class, i do not understand the text even though it is easy. 2 10 17 1 0 6,25% 37,50% 53,12% 3,13% 0% 23 i enjoy silent reading because i can easily understand the text. 0 3 12 15 2 0% 9,37% 37,50% 46,87% 6,25% 24 when reading english aloud in the class, i focus on word accent rather than understanding. 0 5 18 8 1 0% 15,62% 56,25% 25% 3,12% 25 i get upset when i am not sure whether i understand what i am reading in english or not. 0 5 16 9 2 0% 15,62% 50% 28,13% 6,25% 26 when reading english, i get disturbed and do not remember what i have read. 0 7 20 3 2 0% 21,87% 62,50% 9,37% 6,25% note: * 1=strongly disagree; 2=disagree; 3=neutral; 4=agree; 5=strongly agree ** the frequency in percentages was rounded to the nearest whole number english franca vol 1 no 01 tahun 2017, stain curup page 40 p-issn 2580-3670, e-issn 2580-3689 based on the result above, item 21-26 in the developed questionnaire by al-shboul et al. (2013) revolved around worry about reading effect theme.10 students (31%) agreed with item 21, which shows the phenomenon of worry about reading effect. therefore, the students more concentrate on the act of reading rather than comprehending the text. then, only 1 student (3%) agreed and 12 students (44%) rejected item 22, which confirms that in some cases students can understand the text if it is an easy text. furthermore, 17 students (53%) agreed with item 23, which proves that silent reading reduces worry about reading effect. 9 students (28%) confirmed item 24, which can be understood that students prefer focusing on performance rather than comprehension to avoid worry about reading effect. worry about reading effect has proved that it can debilitate students’ reading comprehension, as exemplified by 11 students (34%) confirmed item 25 and 5 students (16%) confirmed item 26. based on the finding showed that the participants showed a great concern of what their friends and teacher would react over their mistakes in reading aloud. this result is in accordance with the theory proposed by jalongo and hirsh (2010) who contend that reading aloud is a source of anxiety. it is described more that reading aloud is public speaking combined with the performance pressure of on-the-spot decoding accuracy, coupled with evaluation by teachers and peers (lynch, 2000; cited in jalongo and hirsh, 2010). no wonder, then, that when the students are called upon to read aloud in front of class, they concentrate on performance rather than comprehension. when they were asked again to deliver the gist of their reading, in most cases they would lose what has been read. subsequently, when the students were not sure in answering the questions related to their reading, they might feel more anxious during and after the reading task which creates anxiety as cause of lack of performance and comprehension in reading. congruent with the result of this study, the other studies conducted by zhao (2009), huang (2001), and kuru-gonen (2005, 2009) also revealed that worry about reading effect is a source of foreign language reading anxiety. english franca vol 1 no 01 tahun 2017, stain curup page 41 p-issn 2580-3670, e-issn 2580-3689 conclusions and suggestions in response to the first research question, it came to the conclusion that over half of the students experience reading anxiety in which 71,9% of the students fell in the medium level and 9,4% of the students fell in high level. it was also relevant to the underlying theory that reading anxiety does exist, precisely anxiety happens when the learner try to decode or interpret a foreign language text. furthermore, for the second research question, it can be concluded that in this study, anxiety in reading was provoked by two broad aspects namely text features and personal factors. under the concept of text feature, unknown vocabulary was considered as the most frequent factor that contribute to reading anxiety. it was followed by unfamiliar topic as the second most frequent factor. then, unfamiliar culture was considered as the least factor that contributes to reading anxiety. meanwhile, under the concept of personal factor, fear of making errors was ranked as the most frequent factor and then followed by worry about reading effect as the least factor. therefore, it is necessary for english teachers to take those potential factors of anxiety into consideration in teaching their students, since reading anxiety may impede comprehension while reading in english as foreign language. regarding suggestions for further studies, as both levels and sources of reading anxiety may vary in many different contexts, more studies are called for with different groups of learners in various situations to better understand the issue of english reading anxiety. in addition, further investigation towards strategies to cope with reading anxiety are also necessary for further studies to assist both teachers and students in foreign language reading process. short biography azhari muhlis was born in bandar lampung on september 7th 1992. he is alumnus of indonesia university of education, bandung, indonesia. now, he is a master graduate student of english education department at sebelas maret university, surakarta, indonesia. the writer’s main interest is doing research related to foreign language acquisition. in this opportunity, the english franca vol 1 no 01 tahun 2017, stain curup page 42 p-issn 2580-3670, e-issn 2580-3689 writer of this paper is interested to publish an article entitled “foreign language reading anxiety among indonesian efl senior high school students” that will be published in english franca: academic journal of english language and education of stain curup. references ahmad, i. s., al-shboul, m. m., nordin, m. s., rahman, z. a., burhan, m., madarsha, k. b. (2013). the potential sources of foreign language reading anxiety in a jordanian efl context: a theoretical framework. english language teaching, 6(11), 89110. doi: 10.5539/elt.v6n11p89. al-shboul, m. m., ahmad, i. s., nordin, m. s., rahman, z. a. (2013). foreign language reading anxiety in a jordanian efl context: a qualitative study. english language teaching, 6(6), 1-19. doi: 10.5539/elt.v6n6p38. brantmeier, c. (2005). anxiety about l2 reading or l2 reading tasks? a study with advanced language learners. the reading matrix, 5(2), 67–85. retrieved from cbrantme@artsci.wustl.edu. brown, d. (2007). principles of language learning and teaching (5th ed.). united states of america: pearson longman. creswell, j. w. (2009). research design: qualitative, quantitative, and mixed methods aprroaches. los angeles: sage. creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative, and qualitative research. (fourth edition). united states of america: pearson education. inc. horwitz, e.k. (2001). language anxiety and achievement. annual review of applied linguistics, 21, 112-126. horwitz, e.k., horwitz, m.b., & cope, j. (1986). foreign language classroom anxiety. the modern language journal, 70(2), 125132. retrieved from http://www.jstor.org/stable/327317 huang, h.y. (2001). chinese university foreign language students’ anxiety about reading in english. (doctoral dissertation). retrieved from proquest dissertation and theses. (umi 3051922) mailto:cbrantme@artsci.wustl.edu http://www.jstor.org/stable/327317 english franca vol 1 no 01 tahun 2017, stain curup page 43 p-issn 2580-3670, e-issn 2580-3689 jalongo, m. r., & hirsh, r. a. (2010). understanding reading anxiety: new insights from neuroscience. early childhood education journal, 37, 431-435. doi: 10.1007/s10643-010-0381-5 kim, h.o. (2012). factors associated with foreign language reading anxiety in the university academic setting. english language and linguistics, 18 (2), 27-48. retrieved from hokim67@ajou.ac.kr kuru-gonen, s. i. (2007). l2 reading anxiety: exploring the phenomenon. in k. bradford-watts (ed.), jalt2006 conference proceedings.tokyo: jalt. kuru-gonen, s. i. (2009). the sources of foreign language reading anxiety of students in a turkish efl context. paper presented at the 5th wseas/iasme international conference on educational technologies (edute' 09), spain. liu, y. h. (2011). syntactic differences and foreign language reading anxiety: an investigation of taiwanese university students. (unpublished doctoral dissertation). the ohio state university, columbus, ohio, united states. rajab, a., zakaria, w.z.w., rahman, h.a., hosni, a.d., hassani, s. (2012). reading anxiety among second language learners. procedia – social and behavioral sciences, 66, 362-369. saito,y., horwitz, e.k, & garza,t.j. (1999). foreign language reading anxiety. the modern language journal, 83, 202–218. sellers, v. (2000). anxiety and reading comprehension in spanish as a foreign language.foreign language annals, 33, 512–521. utami, b.a.p. (2007). reading anxiety of the students of management economics faculty of sanata dharma university. (unpublished bachelor’s paper). sanata dharma university, yogyakarta. wu, h. j. (2011). anxiety and reading comprehension performance in english as a foreign language. asian efl journal, 13(2), 273-307. young, d. (2000). an investigation into the relationship between l2 reading anxiety and l2 reading comprehension, and self– reported level of comprehension topic familiarity features of an l2 text and reading ability in the l1 and l2. current research on the acquisition of spanish (eds.). ron leow & cristina sanz. summerville: cascadilla press. mailto:hokim67@ajou.ac.kr english franca vol 1 no 01 tahun 2017, stain curup page 44 p-issn 2580-3670, e-issn 2580-3689 zbornik, j. (2001). reading anxiety manifest itself emotionally, intellectually. retrieved from http://www.lakewoodcityschools.com. zhao, a. (2008). foreign language reading anxiety: investigating english-speaking university students learning chinese as a foreign language in the united states. electronic theses, treatises and dissertations. retrieved from http://diginole.lib.fsu.edu/etd. english franca academic journal of english language and education doi: 10.29240/ef.v7i1.5871 http://journal.iaincurup.ac.id/index.php/english/index eissn: 2580-3689; pissn: 2580-3670 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2022; received in revised form 10 april 2023; accepted 10 may 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-nc-sa 4.0 license cipp evaluation model: online in-service teachers training program conducted at english language education study program of bengkulu university kasmaini¹, syukri hamzah², hadi winarto³ ¹ universitas bengkulu, bengkulu, indonesia ² universitas bengkulu, bengkulu, indonesia ³ universitas bengkulu, bengkulu, indonesia corresponding email: kasmaini@unib.ac.id introduction the teacher is the most important component of the teaching and learning process. to create great graduates, a teacher must teach professionally. when it comes to teacher quality, four skills are required: personal, educational, social, and professional competence (law of the republic of indonesia number 14 of 2005, item 8). professionalism may be achieved in a variety of methods, including through training, seminars, and lectures. the teacher professional education program (ppg) is one of the training programs in which teachers can engage. the government launched this program to address a variety of educational issues, including (1) a shortage of teachers (shortage), particularly in the outlying, leading, and lagging regions, (2) an unbalanced distribution, (3) under qualification), (4) teachers who are less competent (low competence), and (5) a mismatch between educational qualifications and the field in which they are in charge (mismatched). the ppg program is a result of law no. 20 of 2003 on the national education system and law no. 14 of 2005 on teachers and lecturers (uugd). according to article 1 of the abstract. this study aims to evaluate the implementation of the teacher professional education program for teachers in positions that are carried out online at the faculty of education and teacher training at the university of bengkulu. this research was conducted from september to november 2022 as a qualitative descriptive study. the instruments used were documentation, interviews, and questionnaires. interviews were conducted with lecturers, ppg students, tutors, and school/madrasah policyholders. the questionnaire is used to see student or participant responses to the implementation of the online learning process. the cipp evaluation model used focuses on evaluating the context, inputs, processes, and products. sources of data were obtained from program managers, supervisors, ppg students, school/madrasah principals, tutors, and monitoring and evaluation (monev) results. the data analysis technique used is descriptive data analysis by interpreting the data from each evaluated aspect, then compared with predetermined criteria. viewed from the context aspect, the fkip unib ppg study program is under the standard operating procedures as the organizer of ppg activities. from an input perspective, the ppg study program is supported by adequate human resources. all lecturers involved, educational staff, tutors, and students are by the program implementation guidelines. in the process aspect, the ppg fkip unib study program has carried out ppg program activities following the sop. this is evidenced by all the stages carried out in a structured and well-organized manner so that starting from the preparation and implementation processes go well. all well-patterned processes have an impact on the products produced. referring to the high passing percentage of ppg participants and achieving a passing percentage proves the success of the ppg fkip unib study program in implementing the ppg program. other successes of the ppg study program have been accredited superior. keywords: ppg, cipp model program evaluation. online english study program http://u.lipi.go.id/1613357132 http://u.lipi.go.id/1614254143 http://journal.iaincurup.ac.id/index.php/english mailto:kasmaini@unib.ac.id kasmaini, et. al., 2023 cipp evaluation model: online in-service teachers training program conducted at english language education study program of bengkulu university 106 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 0 5 1 1 8 ) uugd, teachers are professional educators whose primary responsibility is to educate, teach, guide, direct, train, assess, and evaluate students in early childhood education, basic education, and secondary education. furthermore, it is particularly controlled in government regulation number 74, article 2 of 2008 concerning teachers, which stipulates that teachers must have academic degrees, competencies, and educator certifications, as well as be physically and psychologically sound and capable of achieving national education goals. in this situation, the teacher must have a bachelor's degree and a professional educator credential gained via professional education. it is essential to evaluate the ppg program that has been and is currently being implemented. the evaluation is carried out to ensure that the entire series of activities beginning with the recruitment process, program implementation, and program results are carried out per applicable procedures and regulations, thereby controlling and maintaining the quality of ppg fkip bengkulu university graduates. there are two types of ppg programs, namely in-service ppg (ppg daljab) and pre-service ppg (ppg prajab). these two types of ppg differ only in the participants who participate in them. ppg daljab was attended by undergraduate students who already had teaching experience while ppg prajab was attended by undergraduate students who had no teaching experience. these two types of ppg are carried out by the ppg fkip unib study program. in connection with the ppg program, the university of bengkulu through the teaching and education faculty opened a special ppg study program. this study program is chaired by a program head who is assisted by some staff, both lecturers and administrative staff. this ppg study program has been accredited a in 2022 but there has been no evaluation of this study program. here the researcher will evaluate starting from the context, input, process, and results and analyze the findings to provide input or improvements that need to be carried out by this program in the future. researchers will only evaluate one of the study programs under pgg fkip unib, namely the online english education study program. this online system was carried out because of the covid 19 pandemic which did not allow participants and lecturers and tutors to meet offline. this online activity has taken place since 2020 until now (december 2022). therefore researchers will evaluate within that time. the execution of the teacher professional education programme (ppg), particularly the english education study program offered online by the faculty of teacher training and education at the university of bengkulu, must be evaluated. as a result, the goal of this study was to assess the implementation of the ppg program at bengkulu university's faculty of education and teacher training (fkip). the purpose of this study is to learn about the context, input, process, and result of executing the ppg program at fkip unib during the covid-19 pandemic, which runs from 2020 to 2022. theoretical framework the cipp (context, input, process, product) model the cipp model is one of the program assessment models that can be considered sufficient. daniel l. stufflebeam et al. (1967) created this model. context evaluation, input evaluation, process evaluation, and product assessment comprise cipp. the cipp methodology tries to define program objectives by monitoring program activity implementation (wrihatnolo, 2011). a program evaluation is a procedure that describes and assesses a program using certain criteria to aid in the formulation of better decisions and policies. the consideration is to facilitate the evaluator in describing and assessing the components being assessed, whether they comply with the provisions or not. program evaluation according to suharsimi arikunto (2008: 18) is an attempt to accurately determine the level of implementation of a policy by knowing the effectiveness of each of its components. meanwhile, cronbach (1963) defines program assessment as an endeavor to offer knowledge to decision-makers. based on the outcomes of implementing a decision program, four policies can be applied: a. stop the program since it is seen that the program has no advantages or cannot be executed as envisaged. a. revise kasmaini, et. al., 2023 cipp evaluation model: online in-service teachers training program conducted at english language education study program of bengkulu university 107 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 0 5 1 1 8 ) the program because some portions do not meet expectations (there are a few errors). c. continuing the program since the program's execution reveals that everything went as planned and provided meaningful outcomes. the cipp evaluation model, in general, serves four types of decisions: a. planning decisions that influence the selection of general and specialized goals. b. decisions on formation or structure, whose tasks include assuring the appropriate strategy and process design to fulfill the objectives determined from planning decisions. c. implementation decisions, in which evaluators seek the infrastructure to develop and enhance decisionmaking or execution, plans, techniques, and strategies to be picked. d. recycling choices decide whether a program is continued, modified, or discontinued depending on current criteria (tayibnapis, 2000:14). there are various kinds of evaluation models in the implementation of program-based evaluation besides the cipp model such as the evaluation of the kirkpatrick model, the evaluation of the wheel model from beebe, the evaluation of the provus model (discrepancy model) and the evaluation of the stake model (countenance model), (wrihatnolo, 2011). this means that other evaluation models can evaluate a program. talking about the cipp model, stufflebeam (1973) says there are four different stages in the evaluation of the cipp model in making a decision. namely: evaluation of the context that serves planning decisions, which helps plan decision choices, determines the needs be achieved and formulates goals, then evaluates input for structuring decisions, namely helping organize decisions to determine available resources, alternatives taken, plans and strategies for achieving needs, as well as work procedures to achieve the intended goals. furthermore, process evaluation serves implementation decisions, namely assisting decisions to what extent the program has been implemented, and finally, product evaluation serves recycling decisions. the evaluation context is the description and specification of the program environment, unmet requirements, demographic and individual characteristics, and program objectives. suharsimi (2008), by this, assembled various questions to realize this idea, including (a) what needs have not been addressed by program activities, (b) which development objectives are fulfilling needs, and (c) which goals are the simplest to attain. the second stage of the cipp model is input. here the meaning of the evaluator describes the initial abilities of students or participants, teaching staff, administrative staff, and people involved in the process later. here the evaluator manages decisions, determines existing sources, what alternatives are taken, and what are the plans and strategies to achieve needs. what is the working procedure to achieve it? in this case, the question could be: what are the teaching materials or curriculum provided to ppg participants to increase the percentage of graduates? how many participants felt helped by the curriculum being taught? how valuable is the material provided for the teaching needs of the participants in their schools? next is the process evaluation stage. this stage aims to see how far the application of a program plan has been carried out in the field. one of the goals is to provide feedback to managers (deans and program heads) and ppg staff about how many activities in the program on the schedule have been carried out, judging from the previous activity plan, using good resources and an efficient way. another aim of this stage is to guide in modifying the plan as needed because not all aspects of a plan can be determined by progress and also because some decisions will be made after that but not all need to know about them. furthermore, this stage aims to periodically assess how program implementers accept and can carry out their respective roles. according to worthen and sanders (1981 in wrihatnolo 2011), process assessment serves three purposes: identifying or forecasting the design of procedures during the implementation stage, giving information for program decisions, and ultimately serving as a record or archive of procedures that occur. in other words, process evaluation seeks to determine the extent to which the plan has been executed and which components require improvement. finally, they serve as a record or archive of procedures kasmaini, et. al., 2023 cipp evaluation model: online in-service teachers training program conducted at english language education study program of bengkulu university 108 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 0 5 1 1 8 ) that occur. in other words, process evaluation seeks to determine the extent to which the plan has been executed and which components require improvement. finally, they serve as a record or archive of procedures that occur. in other words, process evaluation seeks to determine the extent to which the plan has been executed and which components require improvement. the final stage is product or outcome evaluation. this evaluation aims to see the effect or benefits of the process. what changes can be seen from the initial entry and exit of participants? in line with this sax (1980) says "to allow the project to make decisions regarding continuation, termination, or modification of the program". that is, a product evaluation can state if an organization or object being evaluated wants to be continued, stopped or repaired, or modified. material and method this study is a qualitative descriptive study. the instruments used were documentation, interviews, and questionnaires. interviews were conducted with lecturers, ppg students, tutors, and school/madrasah policyholders. the questionnaire is used to see student or participant responses to the implementation of the online learning process. the cipp evaluation model used focuses on evaluating the context, inputs, processes, and products. sources of data were obtained from program managers, supervisors, ppg students, school/madrasah principals, tutors, and monitoring and evaluation (monev) results. the data analysis technique used is descriptive data analysis by interpreting the data from each evaluated aspect, then compared with predetermined criteria. figure 1 cipp model workflow a) identify the context being evaluated, namely the profile of the ppg study program fkip unib as the organizer of the ppg program, the background of the study program, the composition of the program management, and the background of the ppg participants. b) identify inputs, namely the ppg management team, criteria for lecturers who become teachers, tutor teachers, examiners, and ppg students. c) identify the process, namely the implementation of ppg; starting from ppg implementation procedures to knowledge test activities. kasmaini, et. al., 2023 cipp evaluation model: online in-service teachers training program conducted at english language education study program of bengkulu university 109 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 0 5 1 1 8 ) d) identify the product, namely ukin and up results, in the form of the average results of ukin and up teaching assessments the research location used in this study was the ppg fkip unib study program for interviews and taking documents while the questionnaire was distributed online with the google form application to ppg fkip unib participants. this study was carried out from october 2022 to december 2022. in this study, data was gathered through documentation, interviews, and questionnaires. to make it easier for researchers to evaluate the collected data, the researcher refers to the assessment indicators derived from the data components as follows: table 1 evaluation indicator context inputs process product ppg profile program background ppg manager participant background lecturer teacher tutor teacher examiner ppg students ppg implementation procedures workshop activities online activities monitoring and evaluation ppg guide ukin and up assessment results the expected results of this research are the disclosure of various information about the implementation of the teacher professional education program (ppg) at the faculty of tarbiyah and teacher training, bengkulu university, especially english language education study programs which are conducted online starting from 2020 until now. this information can then become one of the faculties' bases for determining ppg management policies in the future. results and discussion results in this section, the results and discussion are carried out simultaneously. each result will be immediately evaluated. based on the research that has been done through documentation, interviews, observations, and questionnaires, the following data are obtained: context fkip unib ppg study program profile the ppg study program was established on december 18 2018 with the implementation decree: 1137/kpt/i/2018 with study program code no. 86904. at the beginning of the establishment of this teacher professional education study program, there were six lecturers with the qualifications of three doctors and three masters. as a parent of professional programs under the faculty of teaching and education, there are several study programs under the ppg study program. there are nine study programs namely elementary school teacher education (pgsd) study program, english education, indonesian language education, chemistry education, biology education, mathematics education, guidance and counseling (bk), early childhood education (paud), and sports physical education and health (pjok). these study programs accept participants in positions and pre-positions. as is well known, the difference between ppg daljab and ppg prajab lies in the participants or students who take part. ppg daljab was attended by participants who already had teaching experience or who had already taught, while ppg prajab was attended by participants who had no teaching experience. the vision of the fkip unib ppg study program is becoming the leading teacher professional education study program in producing strong, competitive, and educational kasmaini, et. al., 2023 cipp evaluation model: online in-service teachers training program conducted at english language education study program of bengkulu university 110 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 0 5 1 1 8 ) professional teachers. the mission of the teacher professional education study program (ppg) is the teacher professional education study program is to prepare teaching professionals who can plan, manage resources and responsibly implement professional services according to standards, evaluate programs and services, and be able to carry out strategic development of professional organizations. ppg study program mission with details: a) organizing education and learning of the teaching profession that educates professionally. b) researching teacher professional education with the status of intellectual property rights (ipr). c) organizing community service based on the educational needs of the teaching profession. d) develop a professional, transparent, and accountable teacher education governance system. e) establish mutually beneficial partnerships with various parties following the needs of teacher professional education and community development. objectives of the teacher professional education study program (ppg) a) the implementation of teacher professional education and learning based on national teacher competency standards that produce teachers who are certified educators who have the following qualifications: a) professional teachers in primary and secondary education who can plan, implement, manage, evaluate, and carry out strategic development of professional organizations based on knowledge, character nation, innovative and accountable to improve the quality of education; b) practitioners of the teaching profession who can help the community individually or in groups in professionally alleviating problems based on knowledge, national character, innovative and accountable to improve the quality of effective everyday life; and c) teacher professional researchers who can design, implement. b) the implementation of education to produce prospective professional educators who are competent, independent, and have leadership and entrepreneurial spirit. c) produce the development of learning systems with the application of science and technology. d) the realization of expanding the network of partnerships with various parties in the fields of education, research, and community service. background of the fkip unib ppg study program the mandate of the 1945 constitution article 31 paragraph (3) as an amendment states that the government seeks and organizes a national education system that fosters religion, piety, and noble character in the framework of teaching the nation's life, which is governed by law. teachers are professional educators whose primary responsibility is to educate, teach, guide, lead, train, assess, and evaluate students in early childhood education, basic education, and secondary education. article 42 of ri law no. 20 of 2003 mandates educators to have minimal credentials and certification by a teaching authority, to be physically and psychologically sound, and to be capable of achieving national education goals. composition of ppg fkip unib management table 2 composition of ppg fkip unib management no name position 1 drs. m. arifin, m.pd chairman 2 ir. ahmad nezar vice chairman 3 irwandi ansori, m.sc secretary 4 rio kurniawan, m.pd academic coordinator kasmaini, et. al., 2023 cipp evaluation model: online in-service teachers training program conducted at english language education study program of bengkulu university 111 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 0 5 1 1 8 ) 5 ir. titin rachmawati cooperation coordinator 6 dr. i wayan dharmayana, m.psi quality assurance coordinator 7 ananda meidiyansyah, st institutional it coordinator 8 sandra francisco, sm financial manager 9 feri noferman, m.pd pgsd study coordinator 10 dr. nina kurniah, m.pd coordinator of paud studies 11 drs. tono sugihartono, m.pd coordinator of physical education studies 12 drs. bambang djunaidi, m.hum indonesian language study coordinator 13 ildi kurniawan, m.pd coordinator of english studies background of ppg fkip unib participants requirements for pre-service ppg student candidates in 2022 1. indonesian citizen (wni); 2. not or have never been registered as a teacher/school principal in basic data education (dapodik); 3. 32 (thirty-two) years of age on december 31 of the year of registration; 4. have a diploma with an undergraduate academic qualification (s-1) or diploma four (d-iv) which is registered on the higher education data base (pd-dikti) or recorded on the data unit basis of the foreign diploma equalization unit for graduates from overseas universities country; 5. have a cumulative grade point average (gpa) of at least 3.00 (three points zero); 6. have a certificate of physical and mental health (submitted at the time of reporting); 7. have a certificate of good behavior (submitted at the time of reporting); 8. have a certificate of being free from narcotics, psychotropics, and other addictive substances (napza) (submitted at the time of reporting); 9. signing an integrity pact; and following the selection stages, namely administrative selection, substantive tests, and interview tests. seeing the requirements of the participants above, it can be concluded that ppg fkip unib participants came from all regions in indonesia. particularly in the field of english study batch 1 category one. here you can see participants from bengkulu province (bengkulu city, muko-muko districts, lebong, rejang lebong, north bengkulu), west nusa tenggara province (dompu, west lombok, mataram), palembang province (muara enim). inputs all lecturers involved in teaching in the ppg program have met the criteria set by the ministry of education and culture as follows: a. minimum academic qualification is master or equivalent; b. have a background in the field of education/non-education per the field of science/expertise being taught; c. has the lowest academic functional position expert assistant; d. have an educator certificate/other certificate and/or be able to demonstrate specific expertise; e. preferably have teaching experience in school. the requirements to become a mentor teacher in the ppg study program are as follows: (1) have an educational qualification of at least an undergraduate or applied bachelor's degree that is the same or allied with the field of study of pgsd; (2) have an educator certificate in the field of pgsd/other certificates and/or be able to demonstrate expertise specific to the field of study of pgsd; (3) has a functional position as low as a young teacher. preference will be given to teachers who have the functional positions of primary teacher and middle teacher in elementary schools; and (4) preference will be given to having experience as a tutor, as evidenced by a certificate or certificate as a tutor. the requirements for becoming a lecturer/teacher from an educational practitioner element in the ppg study program are as follows: a. have an educational qualification of at least an undergraduate or applied kasmaini, et. al., 2023 cipp evaluation model: online in-service teachers training program conducted at english language education study program of bengkulu university 112 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 0 5 1 1 8 ) undergraduate degree; b. have specific expertise relevant to the ppg program; c. have teaching experience as a teacher/lecturer/teacher/tutor, at least 5 (five) years. students/participants of ppg fkip unib in the field of english studies. table 3 table of the number of online students in the field of english studies year amount 2020 61 2021 34 2022 67 process ppg implementation procedures 1. ppg implementation procedures in the early stages, the admin of ppg activities created learning accounts in the network that teachers and students could access in online learning interactions. after all account facilities are created, the activity admin informs all teachers and students to access their respective accounts accompanied by a password. during online learning through the lms application, the teacher guides the participants in completing assignments related to strengthening pedagogical and professional competencies. to ensure the entire online learning process, the activity committee provides the following guidelines: 1. informing several regulations related to education in general, then focusing on the teacher field, especially the 4 standards (skl, si, process standards, assessment standards); 2. observing the decree of the director general of islamic education no. 4504 of 2018 concerning the skl/cpl ppg program at ptki and attachments; 3. accompanying students studying/working to produce workshop outputs in the form of demonstrating teacher skills and competencies. the work is stored in the form of files (individual-group-class) on the flash disk provided by the committee; 4. providing ice-breaking/energizing (games, quizzes, etc.) in between activities to generate enthusiasm/motivation and eliminate boredom; 5. provide structured assignments and independent assignments for saturday to complete the task of strengthening these competencies and skills. 6. provide an assessment of the process and results of each student's workshop on the form provided by the committee. after all stages of the workshop learning have been completed, ppg students carry out field experience practice (ppl) activities for three weeks and then close with performance test testing activities. during this online ppg, students carry out ppl in their respective schools by recording or making videos of their teaching. the video is uploaded to the lms with two durations. the first is the real duration in the field (4 jp) and the second is a 15-minute edited video. the evaluation criteria are different for these two kinds of videos. the first one is to see the teaching process (pre, whilst, and postteaching) while the 15-minute one is to see the neatness of the classroom layout, audio, and the teacher's performance in teaching. 2. ppl system ppl applies a clinical supervision approach and reflective action with the principles of continuity, structure, and relevance to learning tools. clinical supervision is carried out via zoom where lecturers and tutors sit in. during the ppl activity, it was kasmaini, et. al., 2023 cipp evaluation model: online in-service teachers training program conducted at english language education study program of bengkulu university 113 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 0 5 1 1 8 ) attended by school principals from participating schools, tutor teachers, and advisory lecturers. 3. ppl procedures and activities ppl procedures and activities are carried out online. after students upload their videos, teachers, and lecturers through the lms provide guidance and reflection on their ppl. this ppl activity takes place two to four times with a duration of 2 to 4 hours once taught. 1. place of activity. this activity was carried out at each participant's school because this was done online 2. implementation stages ppl preparation includes the following activities: (1) determination of classes that will be students for ppl, (2) classroom arrangement and physical equipment in schools, (3) determination of supervisors;, (4) coordination with school principals, pamong teachers, and supervisors, and ppl implementation schedules, (5) debriefing of supervisors and pamong teachers; and (6) provision of ppl students. the assessment process, assessment components, and passing criteria for ppl activities are as follows: (1)the assessment is carried out during the ppl, which consists of process and product assessments. in general, the assessment components consist of (a) the ability to package learning tools, (b) teaching practices, (c) non-teaching activities, (d) social and personality competencies, (e) portfolios, (f) ppl reports, and (g) ) ptk report. all aspects of the assessment use assessment instruments accompanied by descriptors, (2) assessment is carried out by pamong teachers and supervisors, (3) students are declared to have passed ppl if they achieve a minimum average score of b (70), (4) the assessment is carried out during the ppl, which consists of process and product assessments.process assessment includes teaching practice, non-teaching activities, and social aspects of personality, (5) product assessment includes learning tools and ppl reports, and (6) evaluation of ppl processes and products is carried out by supervising lecturers and tutors through the lms. product the online ppg in the english field is carried out for one semester (3 months), with the following details: online learning (including the preparation of activities), workshop, ppl and ukin, and knowledge test (up). assessment of the process and learning outcomes of ppg study program students is carried out using benchmark reference assessment (pap). pap is intended to obtain an overview of the level of mastery of student learning outcomes.courses taken by students include: (1) material deepening, (2) development of learning devices, and (3) ppl. discussion context based on the documentation data regarding the context aspect, fkip unib ppg study program has a complete organization framework which is stated in its vision, mission, and objectives. a clear vision and mission are crucial for enhancing an organizations’s performance (oghojafor et al., 2011) including in non-profit organizations (mcdonald, 2007). lubis and hanum (2020) believe that organizational culture, which is reflected in the organization's vision, mission, and objectives, has a significant influence on generating the school's success. concerning those notions, a strong organizational culture that is reflected in the vision, mission, and objectives of the school can also shape the overall school climate and reputation. a positive culture can create a welcoming and inclusive environment that fosters positive relationships, mutual respect, and trust among all stakeholders, including kasmaini, et. al., 2023 cipp evaluation model: online in-service teachers training program conducted at english language education study program of bengkulu university 114 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 0 5 1 1 8 ) students, teachers, parents, and the broader community. this can result in a positive school image, enhanced community support, and improved student recruitment and retention. in addition, fkip unib ppg also has a clear organizational structure and management. its clear organizational structure and management can further support the school's success as it provides the framework for coordinating and directing faculty activities, ensuring that resources are allocated efficiently, roles and responsibilities are clearly defined, and decision-making processes are streamlined (abualoush et al., 2018). this clear organizational structure helps establish lines of authority and communication that facilitate coordination and collaboration among different units or departments within the department. it ensures a well-defined hierarchy of roles and responsibilities, with clear reporting lines and decision-making channels. this can help avoid confusion, duplication of efforts, and conflicts, and promote smooth operations and effective resource management. furthermore, a well-designed management system encompasses various aspects such as planning, organizing, directing, and controlling, and ensures that these functions are carried out effectively and efficiently (bhatia & awasthi, 2018). planning involves setting goals, defining strategies, and developing action plans to achieve the vision and mission of fkip unib ppg. organizing involves allocating resources, structuring tasks, and establishing systems and processes to achieve goals. directing involves leading and motivating faculty and staff, setting expectations, and providing feedback and support. controlling involves monitoring progress, evaluating performance, and taking corrective actions as needed. an effective organizational structure and management system also contribute to effective decision-making processes within fkip unib ppg. decisions related to curriculum development, student admissions, faculty hiring and retention, budgeting, and resource allocation, among others, need to be made in a timely and well-informed manner. a clear organizational structure and management system provides the framework for decisionmaking, ensuring that decisions are made by the appropriate individuals or teams, based on relevant information, and aligned with the overall goals and objectives of fkip unib ppg. furthermore, an effective organizational structure and management system also facilitate accountability and transparency within fkip unib ppg. clearly defined roles and responsibilities, performance expectations, and evaluation processes can help establish a culture of accountability, where individuals are responsible for their actions and outcomes. transparency in decision-making processes and communication can promote trust and confidence among faculty, staff, students, and other stakeholders, enhancing the overall effectiveness and success of the school. in other words, a clear organizational structure and management system are important factors that can contribute to the success of fkip unib ppg. they provide the framework for coordinating and directing the activities of the faculty, ensuring efficient use of resources, effective decision-making processes, and fostering a culture of accountability and transparency. when combined with a positive organizational culture, as reflected in the vision, mission, and objectives of the school, they can contribute to the overall success and effectiveness of fkip unib ppg in achieving its educational goals. inputs the data gathered for this aspect shows that the ppg program provides specific criteria and requirements for becoming a teacher in this program. these criteria and requirements are likely designed to ensure that teachers are qualified and capable of effectively delivering the program's curriculum and achieving its educational goals (bardach & klassen, 2020; khan et al., 2017; kim et al., 2019). having specific criteria and requirements for teachers is critical to maintaining the quality and effectiveness of a teacher education program like ppg. it ensures that teachers possess the necessary qualifications, knowledge, and skills to effectively teach and mentor aspiring teachers. these criteria and requirements may include some points: education and qualification, teaching experience, expertise in subject areas, pedagogical skills, and communication and interpersonal skills. kasmaini, et. al., 2023 cipp evaluation model: online in-service teachers training program conducted at english language education study program of bengkulu university 115 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 0 5 1 1 8 ) teachers require to hold relevant academic degrees, such as a master's or doctoral degree in education or a related field. they may also need to meet certain certification or licensure requirements, depending on the local education authorities regulations. in addition, teachers are expected to have a certain level of teaching experience, either at the primary or secondary level, to demonstrate their practical knowledge of teaching and classroom management. they also should have expertise in specific subject areas, such as mathematics, science, social studies, or language arts, depending on the ppg program specialization as well as demonstrate effective pedagogical skills, including lesson planning, instructional strategies, assessment methods, and classroom management techniques. furthermore, the teachers also need strong communication and interpersonal skills to effectively interact with students, colleagues, and other stakeholders in the ppg program. having specific criteria and requirements for teachers can help ensure that teachers are well-prepared and qualified to deliver high-quality instruction to aspiring teachers in the ppg program. it can also contribute to the overall success of the program in producing well-trained and competent teachers who are equipped to meet the demands of the education field. process in this process aspect, the detailed implementation procedures indicate that the instructional steps are well-designed. these procedures outline the systematic and structured approach teachers use to deliver effective instruction to aspiring teachers and can ensure that the teaching and learning process is organized, efficient, and aligned with the program's goals and objectives. some key features of well-designed instructional steps include (1) clear learning objectives, (2) sequential and logical organization, (3) appropriate instructional strategies, (4) clear instructions and materials, (5) assessment and feedback, and (6). differentiation and individualization (merriënboer & kirschner, 2017) instructional steps should clearly define the learning objectives or outcomes teachers aim to achieve. these objectives should be specific, measurable, and aligned with the overall goals and objectives of the ppg program. clear learning objectives provide a roadmap for teachers to guide instructional planning and delivery. in addition, instructional steps should be organized sequentially and logically, following a coherent instructional design. this may include starting with an introduction or warm-up activity, followed by a presentation of new content, guided practice, independent practice, and assessment or evaluation activities. a well-organized instructional sequence helps students build upon their prior knowledge and scaffold their learning progressively. appropriate instructional strategies also should incorporate appropriate instructional strategies that align with the learning objectives and students' needs. these may include lectures, discussions, demonstrations, hands-on activities, group work, or technology-based instruction, among others. instructional strategies should be chosen based on the content being taught, the characteristics of the learners, and the instructional goals. furthermore, clear instructions and materials: instructional steps should provide clear and concise instructions to guide teachers in delivering instruction effectively. this may include detailed lesson plans, teaching scripts, instructional materials, and resources needed for teaching. clear instructions and materials help teachers stay on track, ensure consistency in instruction, and provide a clear framework for students to follow. instructional steps should include assessment activities to gauge students' learning progress and provide feedback on their performance. this may include formative assessments, such as quizzes, assignments, or class discussions, as well as summative assessments, such as exams or projects. assessment and feedback help teachers monitor students' learning and adjust instruction as needed. instructional steps need also to incorporate strategies to differentiate instruction and meet students' diverse needs. this may include modifying instruction based on student's learning styles, abilities, interests, and backgrounds. differentiation and individualization of instruction can ensure that all students have equal opportunities to learn and succeed. therefore, well-designed instructional steps are an important aspect of the ppg program kasmaini, et. al., 2023 cipp evaluation model: online in-service teachers training program conducted at english language education study program of bengkulu university 116 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 0 5 1 1 8 ) implementation at fkip unib. they provide a clear and organized framework for teachers to deliver effective instruction to aspiring teachers, aligned with the program's goals and objectives which can contribute to the success of the ppg program by facilitating meaningful learning experiences for students and helping them achieve the desired learning outcomes. product the complete exam is an overall evaluation of pedagogic theory and knowledge of the topic of study, encompassing essential content, advanced material, and meaningfulness (what, why, how) generated from workshop learning tools and extended on tpack and hots features. the thorough test is designed to assess ppg study programme students' preparedness and adequacy of student competency before engaging in ppl (innovative learning practices). students use lesson plans and learning tools that were prepared during the development stage of learning tools to be studied as material for comprehensive exams. furthermore, the lecturer tests orally in an online manner which is carried out after peer teaching, ukin learning and ukin portfolio, and knowledge test (up). program participating students ppg in service passed if 1) passed all courses: deepening of pedagogic materials and fields of study, development of learning devices, and ppl. 2) pass ukm-ppg: performance test (ukin) and knowledge test (up). students who pass in-service teacher professional education obtain a nationally valid educator certificate. as is known, the graduation rate for the teaching profession program (ppg) fkip unib in 2022 in the field of english, especially category 1 batch 1, reached 80%. this is an achievement for the ppg fkip university of bengkulu program. furthermore, the ppg study program has also succeeded in national accreditation so this study program is accredited a which starts on august 2, 2022, and until august 2, 2027. conclusion the results of the research related to the evaluation of the implementation of the online ppg program in the field of english studies using the cipp method are summarized as follows: in terms of context, ppg fkip unib has a good profile, appropriate background, qualified lecturers and diverse student backgrounds from all over indonesia. each category was attended by various students from different provinces in indonesia. in terms of the input aspect, ppg fkip unib is supported by adequate human resources. all lecturers involved in becoming teachers for ppg activities meet the government's qualifications, which include identity as evidenced by nidn ownership, academic positions with a minimum rank of lecturer and more than 10 years of teaching experience, and having an examiner registration number. in terms of educational staff, fkip unib has adequate human resources. as for the tutor teacher who acts as ppl supervisor and ukin examiner, ppg fkip unib has a tutor teacher who is certified and has an examiner registration number. ppg participants are technically those who satisfy the qualifications for participation and pass the screening stage exam administered by the indonesian ministry of religion. in the process aspect, ppg fkip unib has carried out ppg program activities following the standard operating procedures issued by the ministry of research, technology, and higher education. this is evidenced by the well-structured and well-organized implementation of all stages so that starting from the preparation and implementation processes go well. ppg fkip unib directs all actions carried out by teachers and students with specific sops during the program implementation stage. this is evident in the activity guide handbook, supporting tools, and well organized activity schedules. (see the activity schedule). all well-planned and well-executed procedures in all ppg programs influence the goods produced. referring to the high passing rate of ppg participants and reaching a passing rate of 80%, particularly category 1 batch 1 in 2022. kasmaini, et. al., 2023 cipp evaluation model: online in-service teachers training program conducted at english language education study program of bengkulu university 117 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 0 5 1 1 8 ) acknowledgement the authors would like to express our gratitude to rector of bengkulu university, dean of fkip, head of doctoral study program, all of lecturers in doctoral study program. the authors also would like to express their gratitude to editor in chief, editorial board and reviewers of english franca for their valuable assistances and comments to revise the paper. references abualoush, s., masa'deh, r., bataineh, k., & alrowwad, a. (2018). the role of the knowledge management process and intellectual capital as intermediary variables between knowledge management infrastructure and organization performance. interdisciplinary journal of information, knowledge, and management, 13, 279–309. https://doi.org/10.28945/4088. bardach, l., & klassen, r. m. (2020). smart teachers, successful students? a systematic review of the literature on teachers’ cognitive abilities and teacher effectiveness. educational research review, 30(june 2019), 100312. https://doi.org/10.1016/j.edurev.2020.100312. bhatia, m. s., & awasthi, a. (2018). assessing the relationship between quality management systems and business performance and its mediators: sem approach. in international journal of quality and reliability management (vol. 35, issue 8). https://doi.org/10.1108/ijqrm-05-2017-0091. tayibnapis, f.y. (2000). program evaluation. jakarta: rineka cipta. mujiman, h. (2006). independent study-based training management. yogyakarta: student library. khan, a., khan, s., zia-ul-islam, s., & khan, m. (2017). communication skills of a teacher and its role in the development of the students’ academic success. journal of education and practice, 8(1), 18–21. kim, l. e., jörg, v., & klassen, r. m. (2019). a meta-analysis of the effects of teacher personality on teacher effectiveness and burnout. educational psychology review, 31(1), 163–195. https://doi.org/10.1007/s10648-018-9458-2. hammond, l.d. (2002). research and rhetoric on teacher certification: a response to teacher certification reconsidered. journal education policy analysis archives, volume 10(36). lubis, f. r., & hanum, f. (2020). prociding title: proceedings of the 2nd yogyakarta international conference on educational management/administration and pedagogy (yicemap 2019). atlantis press, 511(yicemap 2019), 88–91. https://doi.org/10.2991/assehr.k.201221.020. mcdonald, r. e. (2007). an investigation of innovation in nonprofit organizations: the role of organizational mission. nonprofit and voluntary sector quarterly, 36(2), 256–281. https://doi.org/10.1177/0899764006295996. mohamad fahmi, achmad maulana, and arief anshory yusuf. "teacher certification in indonesia: a confusion of means and ends" was published by the center for economics and development studies (ceds), padjadjaran university october, 2011. sudjana, n. (1989). educational research and assessment. bandung: new light. oghojafor, b. e. ., olayemi, o. ., & okonji, p. s. (2011). enhancing organization’s performance through effective vision and mission. chinese business review, 10(11), 1071–1075. https://doi.org/10.17265/1537-1506/2011.11.005. stufflebeam, d. l and chirs ls coryn, (2014). evaluation the theory, models, and application second edition. san francisco, jossey-bass. suparman, e and sangadji, k. (2019). evaluation of learning programs with the cipp model incollege a theoretical review. https://jurnal.unibrah.ac. id/index.php/ijeit. vol 2. no 1. december 2019. kasmaini, et. al., 2023 cipp evaluation model: online in-service teachers training program conducted at english language education study program of bengkulu university 118 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 0 5 1 1 8 ) van merriënboer, j. j., & kirschner, p. a. (2017). ten steps to complex learning: a systematic approach to four-component instructional design. routledge. wrihatnolo. (2011). rrs evaluation strategy: options and approaches. institute for dev and policy study. english franca : academic journal of english language and education vol. 3, no. 1, 2019, iain curup p-issn 2580-3670, e-issn 2580-3689 assessing students’ speaking skills at 2nd semester students of english study program iain curup desfitranita iain curup desfitranita@gmail.com bayu senjahari iain curup senjahari@gmail.com abstract speaking skill in english language learning is sometimes difficult for learners. some students in second semester in iain curup at english study program experienced errors in daily communication. this research tried to disclose what errors that the students did, to what extent the errors occurred. qualitative approach was considered appropriate in this research because it did not try to generalize the findings but to deepen the case. observation and open-ended interview were applied to gather the data. as the instruments, field notes and voice recorder were utilized. the result shows that the students made errors in the four categories namely error in the using of be + adjectives, misplace be ‘present time’ and ‘past time, missing verbs and error in applying preposition. errors occurred in the circumstances of choosing sentence verbs time signal and the lack of awareness in placing ‘be’ for a sentence. keywords: speaking errors, grammar, sentence construction mailto:desfitranita@gmail.com mailto:senjahari@gmail.com 42 | english franca, vol. 3, no. 1, 2019 introduction improving speaking skills is one of the aims of english language learners. this skill tends to be the primary motivation in language learning. it is truism that english language learners learn english because they desire to talk to native speakers of english. however, some learners might find that it is a problematic because unlike others, speaking requires at least good pronunciation, grammatical accuracy, appropriate words choice as well as fluency. language is about meaning, communication has relation with effort to across messages. thus, to perform good speaking ability, language learners are suggested to attain the required components in speaking. moreover, brown (2001) said that students speaking performance in the classroom should be achieved six kinds of oral production that are (1) imitative that focusing on specific characteristic of language, (2) intensive, that is higher than imitative where it is require the students to practice some language aspects, (3) responsive, the students is expected to respond for short conversation and replay to teacher or students-initiated question or comment, (4) transactional or dialog for exchange specific information as the wider of responsive, (5) interpersonal or dialog for maintaining social relationship purpose, (6) extensive for intermediate or advance level for the purpose or monologues, like summaries and oral report . by this standard of achievement, teacher can apply the variety of speaking activity in order to create speaking task properly. it is fact that some language learners make errors spontaneously. this is common things to occur and many teachers advise that students should learn from errors. yet, continuous and consistent errors should not be acceptable because it appears to become habit in the future. moreover, some researches suggest that language-learning habit may determine the overall output quality. thus, students could minimize the chance of making errors by providing correct input in language learning. in addition, errors in speaking look more perceptible than other skills in language. it shows how good someone in running communication. performing good pronunciation and using appropriate words choice are only some aspects that depict the whole speaking performance. grammatical errors such as the using of ‘be’, adjectives, preposition, verbs and tenses of time are noticeable. these errors affect meaning in conversation and eventually the performance of speaking ability. desfitranita & bayu senjahari: assessing students’ speaking skills at 2nd semester students of english study program iain curup|43 this paper tried to asses some learners of english language speaking skills. in particular, it examined errors in speaking of those students in the state islamic university (iain) curup at second semester. errors by definition, some grammatical forms, tenses, word choices etc. throughout this study, it is expected that students will be aware of their errors and other studies that concern about improving speaking skill should follow. in regard to this, this study was directed to answer the following questions: (1). what errors do the students experience in speaking english? (2). to what circumstances do the students present the errors in speaking english? theoritical framework a. a concise view of grammar grammar is a system of rules and structure of language and it has a function to help the readers to recognize words order and word form to use. for most of efl learners, the term of grammar is not a novel product and they know absolutely grammar as a language formula that construct the composition of words, phrases and clauses into variety of sentences. therefore, by understanding grammar, learners believe that they will have the ability to write and speak in english correctly as well as they will have an understanding on how to compose words into sentence to be meaningful language. morover, kumar (2013) stated that grammar is the study of words and the ways words work together; an invisible force that guides us as we put words together into sentences. any person who communicates using a particular language, consciously or unconsciously becomes aware of the grammar of that language. then, according to nordquist (2018) grammar is the systematic study and description of a language. it is also a set of rules and examples dealing with the syntax and word structures morphology. syntax and morphology are the study of linguistics. syntax studies about sentence construction while morphology is the study of word formation. an understanding of syntax and morphology can be a perfect beginner’s tool to better english. as learner, you might have learned the following: in addition, he also stated that grammar is a set of rules and examples dealing with the syntax and word structures (morphology) of language. without grammar, language would not work because 44 | english franca, vol. 3, no. 1, 2019 people could not communicate effectively. he added that the grammar of a language includes basic axioms such as the existence of tenses of verbs, articles and adjectives and their proper order, how questions are phrased, and more. to conclude, there are two essentially ways of thinking about grammar : view of grammar prescriptive descriptive what is grammar? a collection of rules that govern how people use a language observable patterns in the ways people use a language where does grammar come from? rule makers communities of language users grammar is … what i say it is what we make it 1. part of speech although some efl learners have never been introduced specifically with the term of part of speech defines, some literatures seem to agree that part of speech is a category of words that have similar grammatical properties and functions. commonly, there are eight parts of speech listed that are noun, verb, adjective, adverb, preposition, conjunction, and interjection. the meaning of each part, example and function with briefly discussed below: part of speech function examp le words example sentences verb action or state (to) be, have, do, like, work, sing, can, must englishclub.com is a web site. i like englishclub.com. noun thing or person pen, dog, work, music, town this is my dog. he lives in my house. adjective describes a noun a/an, the, some, good, big, red, well, interesting have two dogs. my dogs are big. i like big dogs. adverb describes a verb, adjective or adverb quickly, silently, well, badly, very, really my dog eats quickly. when he is very hungry, he eats really quickly. desfitranita & bayu senjahari: assessing students’ speaking skills at 2nd semester students of english study program iain curup|45 pronoun replaces a noun i, you, he, she, some tara is indian. she is beautiful. preposition links a noun to another word to, at, after, on, but we went to school on monday. conjunction joins clauses or sentences or words and, but, when i like dogs and i like cats. i like cats and dogs. i like dogs but i don't like cats. interjection short exclamation, sometimes inserted into a sentence oh!, ouch!, hi!, ouch! that hurts! hi! how are you? well, i don't know. 1.1. noun proper nouns are those that refer to a particular person, place, thing, or idea such as america, george bush, mr. bean and december. swick (2005) stated that noun could be proper and common. on the other hand, nouns that do not refer to the criteria mentioned namely common nouns. land, girls, money, test are the example of common nouns. noun can be used as the subject of the sentence or the word that is performing the action of the sentence. the subject could be from a proper and common noun and it can be in form of singular and plural noun. dora is my best friend proper noun the boys like to play soccer common noun where is the school? singular noun can also be used as direct and indirect objects. the direct object is the noun that receive the action of verb. in the sentences lina likes my brother the word lina and my brother are nouns; lina is as a subject of the sentence and my brother is direct object that has a function as noun. while, indirect object usually stands before the direct object in the sentence and it is the person to whom or for whom something is provided. for example, mother gives nathan 46 | english franca, vol. 3, no. 1, 2019 five dollars. nathan is as indirect object of the sentence and it is a noun. 1.2. verb a verb helps to connect nouns that describe an action or occurrence. it also directs our sentences along in a variety of ways. moreover, swick added that verbs are the words in a sentence that describe the action of a sentence or that introduce the condition or state of someone or something in a sentence. without a verb, a sentence is meaningless for example, a sentence “he washes his car” would have odd meaning in “he his car”. thus, verb is essential in a sentence. in english, verb is the only part of speech that has various forms or changed face. it defines the tense and the time happening. in general, there are six basic verb forms are used to create the entire tense system of english: base form, present, past, infinitive, present participle, and past participle. these forms are illustrated in the following chart: verb form reguler irreguler base form walk fly present walk/walk fly/flies past walked flew infinitive to walk to fly present participle walking flying past participle walked flown besides, there are also some other types of verbs called transitive verbs and intransitive verbs. transitive verbs are those that can have direct object while intransitive verbs are not followed by a direct object and these verbs are sometimes followed by a prepositional phrase. transitive verb arnold buys a newspaper desfitranita & bayu senjahari: assessing students’ speaking skills at 2nd semester students of english study program iain curup|47 intransitive verb the baby crawls on the floor 1.3. adjective adjectives are words that describe nouns or pronouns. they may come before the word they describe; usually noun/ noun phrase. it can also be placed at the end of a sentence if they describe the subject of a sentence. it usually occurs after the auxiliary verb (is/am/are and was/were) and linking verbs (sound, seem, look and get) (beare, 1999) example: that is a beautiful picture. he is a perfect man examples: that picture was beautiful the lecture looks great 1.4. adverb adverbs are words that modify everything but nouns and pronouns. they modify adjectives, verbs and other adverbs (strauss, 2011). it is the only part of speech that can come from everywhere in a sentence. adverbs can easily identify in a sentence because adverbs are often formed by adding suffix –ly to the corresponding adjectives quick-quickly, beautiful--beautifully, happy--happily, etc. however, not all adverbs are formed with –ly such as soon, well, then, there, fast, now have no regular corresponding adjectives forms. early, fast, hard, late and kindly are both adverbs and adjectives. the examples below illustrate how adverbs can modify verbs, adjectives, and other adverbs: verbs adjectives adverbs the man walked slowly anna writes carelessly dad drove home he is completely perfect man. it is an extremely strange idea he was partially dressed she ran very fast she sighed rather sadly he sang too quietly similar to adjectives, adverbs also have certain forms for comparative and superlative degrees. some adverbs will 48 | english franca, vol. 3, no. 1, 2019 put –er ending for comparative and –est to indicate superlative such as; early --earlier --the earliest, fast -- faster--the fastest and in general adverbs require more for comparative and most for superlative like beautifully --more beautifully --the most beautifully, and some adverb are irregular forms, for example well --better --the best, bad -- worse --the worst. 1.5. pronoun pronoun is the part of speech that substitutes for nouns or noun phrases and designates persons or things asked for, previously specified, or understood from the context. it is used to replace words that usually are names or things. the english personal pronouns are: singular plural first person second person third person i you he, she, it we you they in similar to nouns that have a gender, pronouns also do. the subjects i, we, and you can be used by males or females. subject he is for masculine, she for feminine and it for neuter. the plural form of the third person pronoun is always they; used for masculine, feminine, or neuter. the function of a pronoun in a sentence is to replace a noun with the same characteristics; singular or plural, the gender and the same used in the sentence (subject, direct object, or indirect object). 1.6. preposition some students sometimes neglect preposition in english and misplace it. preposition connects a certain word in a sentence to a noun or pronoun. essberger (1997) stated that preposition can be used in two ways; in a literal way and idiomatic way. in the literal way preposition use as exactly it expected. in the sentence, the boy run up the hill, the preposition up means that the boy went to the direction up rather than down. while, in idiomatic use the preposition desfitranita & bayu senjahari: assessing students’ speaking skills at 2nd semester students of english study program iain curup|49 occurs in idiomatic expression; that is, the meaning this expression has nothing to do with the literal meaning of preposition itself. in the sentence, i call up my friend the word up has nothing to do with the direction up. to call up someone means to telephone someone. there are many english preposition that should be remember, however, the common preposition (though errors often happen) that beginners should know is in, on, and at. similar with other part of speech, preposition has rules as well. it usually occurs before noun or noun phrase. the following table explains more about it (loos, 2004) at in on precise time months, years, centuries and long periods days and dates at 3 o'clock in may on sunday at 10.30am in summer on tuesdays at noon in the summer on 6 march at dinnertime in 1990 on 25 dec. 2010 at bedtime in the 1990s on mother day at sunrise in the next century on independence day at sunset in the ice age on my birthday at the moment in the past/future on new year's eve 1.7. conjunction conjunctions serve to link words, phrase and sentences and can be divided into coordinators or coordinating conjunction, correlative conjunction and subordinating conjunction (swick, 2005). a. coordinating conjunction is a word that connects words, phrases, or sentences together and when it joins together two sentences, the resulting sentence is called a 50 | english franca, vol. 3, no. 1, 2019 compound sentence. there are seven coordinating conjunctions: for, and, nor, but, or, yet, and so. the coordinate conjunctions in the following examples are italicized: john got up and walk out not paul, but bill failed his test b. correlative conjunction is a type of conjunction that functions in a pair of words that working together to balance words, phrases, or clauses. the most commonly used are both…and, either…or, neither…nor, and not only…but also. both yoko and marco have problems either you work hard or you leave c. subordinating conjunctions consist of a subject and a verb. these clauses usually cannot stand-alone. depend clauses are preceded by subordinating conjunction and combine with independent clause. an independent clause is essentially a clause that can exist by itself in a given sentence that means that it does not need any additional information to exist. although he was tired, he continued to run after she arrived, alberto was the first to greet her 1.8. interjection interjection is used to express emotion. although it is rarely heard by efl learners, interjection occurs in most writing work particularly comics or novel. in daily speaking, sometime interjection is not detectable though it is important to add sense/ feeling of the speakers’ mood. there are a lot of interjections in english, the following list is the commonly heard (jenning, 2005): 2. tense sometimes, tenses are identified as the most difficult thing to learn in english. many studies have tried to discover the best way to teach english tenses by using media, drilling and exercising. conventional teaching, my own experience as student, the teacher teaches tenses through demonstrating formula/ pattern following. however, few students are succeeded in understanding how the tenses are actually worked. they tend to use present tense to talk something about the past. https://www.toppr.com/guides/english/sentences/clauses/ https://www.toppr.com/guides/english/sentences/clauses/ desfitranita & bayu senjahari: assessing students’ speaking skills at 2nd semester students of english study program iain curup|51 unlike other language study, english shows time of happening by signaling tense thus by changing the verbs form. tense is a grammatical category, typically marked on the verb, that deictically refers to the time of the event or state denoted by the verb in relation to some other temporal reference point. richards (1990) stated that in general, there are three types of tense: present, past and future. examples: he washes the car (the time is at now/ at present or habitual) he washed the car (the time is in the past/ it already finished) he will wash the car (the activity does not happen yet) 3. sentence construction sentence construction is to develop good sentence or meaningful sentence. a good sentence should at least contain a subject and predicate. according to jennings, basic word order in english is subject ---predicate--and object. to put it simple, see the following sentence: sentence pattern subject predicate object a. jack like potatoes jack likes potatoes b. jimmy and shaun are rich students jimmy and shaun are rich students c. they always eat fruits they always eat fruits word order is very important in english because there is very little "case marking" --a subject and an object have the same form (except for pronouns). for example, the sentence “jack likes may." does not have the same meaning as "may likes jack." the subject (the person who "likes") comes before the verb. the object (the person who receives the action of the verb) comes after the verb. 52 | english franca, vol. 3, no. 1, 2019 the question that follows for most beginners is how to identify which are subject, predicate and object. there is no simple answer for this question, however, a quick way to know is to see the verb of the sentence. verb is the key to sentence construction where usually verb is between noun/noun phrase. it also indicates predicate in a sentence. for example: a. the expensive book is mine (“is” is an auxiliary verb so the word the expensive book and mine are the subject and object). b. the blue sky and the bright star are my favorite views (‘are’ is an auxiliary verb so the word the blue sky and the bright star as the subject and the word ‘my favorite view’ is the object). c. the beautiful student always go to the library (‘go’ is verb so the word ‘the beautiful student is the subject and the word ‘the library’ is the object). the above examples are shallow in sentence construction. in order to understand better, learners have to understand english syntax as well. knowledge about phrase and clause is necessary. the following examples show the general patterns for sentence formations are as follow: s = np + vp  the man + loves the queen s = np + adjp  the girl + is smart n p = det + n  the + teacher  the + book  an + apple v p = v + np  read + the book a djp = adj + n  nice + place  smart + student  tall + man note: s = sentence, np= noun phrase, vp= verb phrase, adjp= adjective phrase n = noun, v= verb, adj = adjectives desfitranita & bayu senjahari: assessing students’ speaking skills at 2nd semester students of english study program iain curup|53 to create a good sentence, speakers have to conform, at least, the above pattern. otherwise, the intended meaning will not be achieved. learn how to combine and understand part of speech that will help to construct a good sentence. b. common errors in speaking english for esl learners 1. grammatical errors some literatures state that error is a condition when learners have not learnt something correctly and consistently fail to achieve what should be done. richard (1990) also divided the errors into two categories namely inter-lingual error and intralingual error. intra-lingual error is produced by the interference of the native language l1 by which the learner tends to use their linguistic knowledge of l1 on some linguistic features in the target language. while, inter-lingual is an error occurring because of a particular misuse of target language. likewise, coder (1991) said that learners error arise because of the interference of native language and the specific strategies used l2 learners in the process of second language acquisition. moreover, dulay (1982) classified the error into two taxonomies called linguistics taxonomy error and surface strategy taxonomy error. linguistic taxonomy error is an error occurs due to the effect of particular linguistics constituent and language component such as phonology, syntax, morphology, semantic, and lexicon, discourse. further, surface strategy taxonomy emphasize on the way of surface structure altered. the most common types of this error are omission error, addition error, misinformation error, and disordering error. in addition, classification of intra-lingual error derives from richards (1990), he constructs some errors into five different categories namely; (1). error in the production group of verb, (2). error in the distribution of verb group, (3). miscellaneous error, (4) error the use of preposition, (5). error the use of articles and (5). error in use of questions. 2. errors in function 54 | english franca, vol. 3, no. 1, 2019 communication activities involve surrounding which are called as contexts. these factors affect the whole meaning of the utterances. context includes time, place, distance between speakers, topics and how the conversation gets along. chris identifies some common errors in conversation that eventually disturbs meaning (mccharthy, 2009): example 1: context: : at lunchtime asking a friend to go out for lunch incorrect a: "do you like to eat lunch with us today?" b: "yeah, sure. where do you go?" correct a: “would you like to eat lunch with us today?" or "do you want to eat lunch with us today?" (more informal) b: "yeah, sure. where are you going/are you going to go?" explanation: in english, the present simple using 'do you like to...' is not a request form. b's response asking for more information using the simple present sounds odd because the speakers are talking about 'right now.' thus, the appropriate question asking for more information about the plan for lunch would be "where are you going/are you going to go?" (present continuous/future plan). research methodology 1. approach to research this research adopts the qualitative approach. as gay (2000) defines ‘qualitative research seeks to probe deeply into the research setting in order to obtain understandings about the way things are, why they are that way, and how the teachers in the context perceive them’ (johnson, 2004). it also involved collecting, desfitranita & bayu senjahari: assessing students’ speaking skills at 2nd semester students of english study program iain curup|55 arranging and interpreting non-numerical information (yin, 2003). the data in this research was verbal responses that were taken from the interview. it focused on the natural setting of the teachers’ individual contexts. the research was a case study in a sense that only investigating a group of second semester students in iain curup who were enrolled in speaking ii subject at english study program. case study is “an empirical inquiry that investigates a contemporary phenomenon within its real-life context, especially when the boundaries between phenomenon and context are not clearly evident”. the advantage of a case study is that it can gain in-depth data and more focus to small sample population. according to neale (2006) “case study provides much more detailed information than what is available through other methods”, because it focuses on single person or group with the same bounded system. besides, it allows one to present data collected from multiple methods (i.e., surveys, interviews, document review, and observation) to provide the complete story. in addition, it permits a researcher to reveal the way a multiplicity of factors have interacted to produce the unique character of the entity that is the subject of the study (thomas, 1998). thus, case study is able to present detail data about particular subject where the uniqueness might occur. the qualitative approach helped me gain in-depth understanding about the research questions. the case study revealed the phenomena on some students in second semester that made common errors in speaking english when they were interview about personal information and daily activities. the research showed that these errors probably are caused by the lack of grammar understanding, part of speech and sentence formation. unlike other research approaches, the result of this research does not signify generalization. in turn, it spotted details on the indonesian efl teachers’ perceptions and challenge in teaching eil based on their own teaching contexts. thus, it is convinced qualitative approach was suitable on this research. 2. research design 2.1. participant selection this study was carried out in iain curup in speaking ii class. the participants were chosen through procedures as 56 | english franca, vol. 3, no. 1, 2019 follow: first, all students at second semester were asked to prepare the interview for about 30 minutes. second, each student was personally had an interview with the researcher. there were 112 students as the participants in this research, 20 males and 92 females. all of them were timed for approximately ten minutes interview in each session. averagely the participants were 19 years old and passed speaking i subject in the first semester. 2.2. data collection techniques and instruments the participants were asked to talk about personal information and daily activities for five minutes based on the chosen topics (gammidge, 2004). n o. topics questions sample 1 . home life and family : tell about your families how do you spend time together 2 . hobbies and interest : what do you usually like to do what was your first hobby 3 . health and fitness : how do you keep your health did you care about your body times ago 4 . work or study : dou you like your study how did you decide your major 5 . relaxing : do you spend free time for relaxing was your free time the same 6 . friends : do you have few or a lot of friends were having friends important to you desfitranita & bayu senjahari: assessing students’ speaking skills at 2nd semester students of english study program iain curup|57 7 . spirituality : how do you maintain your mental health how important prayer to you next, the researcher asked follow up questions to elaborate students talk. in each session, the researcher recorded while also took notes on students’ errors for analysis. the study used partially structured interview technique. gay states that partially structured interview enables the interviewer to randomly choose the order of the formulated questions. the interviewer may also add questions or modify them as deemed appropriate. questions are open-ended and responses are recorded nearly verbatim. it found that some students lost ideas on what to talk about, after listening to the questions; they were back on track and easy to express ideas. in addition, gay defines field notes as the instruments to collect data that is observer’s record on what he has seen, heard, experienced and thought during observation. it contains descriptive and reflective aspects that provide description of the setting. using field notes helped the researcher to write down students’ errors in speaking english while they talked about their personal information and daily activities. 2.3. technique of data analysis the data first transcribed and simplified into the analysis as the researcher can identify the specific issues corresponding to the investigation. it also employed categorization or coding process (cresswel, 2007). this process magnified the themes that occurred during the data analysis. in details, according to tailor the following were some stages that the researcher employed in analyzing the data (tailor, 2003): a). get to know data the first thing was get to know the qualitative data. actually, during the data collection, not all data were qualitative. sometimes, the provided information did not add meaning at all. in this research, open-ended interview by using interview guide sometimes made the students 58 | english franca, vol. 3, no. 1, 2019 answers came out from what the research needed. even though it was qualitative data, sometimes it was not necessary to put in the analysis. in this research, the researcher certainly realize that some students spoke topics that out of the boundaries that was the research questions. however, the researcher strived to put the students responses kept on track. sometimes, this caused difficulties due to limited time allocations. b). focus the analysis the next step was focusing on the analysis to the research questions. although qualitative research questions could change during the analysis, the key question will help where to get started. there are two common approaches to get the focus in analyzing. at first focus by topic, time or event and another way is focus by case, individual and group. the key words in this research were students’ errors, students meaning and errors suggestion. thus, the keywords are used to analyze starting points. c). categorize information the information in the data then categorized in to components such as ideas, concepts, behaviors, interaction, and incidents that be organized in to coherent categories. the focus of the categories depended on the purpose of the research. there were two categories found in this research namely: finding out students apparent errors describing students point of view d). identify patterns and connection within and between categories after making categories of the data, the next step was identifying patterns and connection between those categories to find themes. the categories were identified from smaller part; within two categories, among categories, and the relationship of all categories. there were four patterns in this research that is: the using of be+ adjectives misplace be ‘present time’ and ‘past time the missing verbs desfitranita & bayu senjahari: assessing students’ speaking skills at 2nd semester students of english study program iain curup|59 preposition problems e). interpretation the last step was making interpretation of the themes. it should lead to researcher finding in his research as a result of data categorization. the result would be describing the purpose of the research questions. sometimes, new finding which out of the research questions was found. finally, the researcher tried to interpret in which area that the students need to improve in order to avoid errors in speaking. then, to what starting points the students should move out to be better in english language learning eventually. finding and discussion in this part, the finding stated some errors that occurred by the students. the data were classified based on the seven themes: home life and family, hobbies and interest, health and fitness, work or study, relaxing, friends and spirituality. after decoding the transcript, it was found that there were 46 errors on students’ utterances. each error then analyzed to investigate the grammatical error types and situational errors. in the discussion section, the data were further explained and themed to disclose the research questions. a. findings n o. themes utterances 1 . home life and family i born in 1992 she school i am stay with my family he always hard work she have a married i always together my mother she was married with her husband 60 | english franca, vol. 3, no. 1, 2019 i have little family she have a child she have get married i come to my home in my village his work as merchant my father angry with me 2 . hobbies and interest i ever reading when i bored i am always to fill empty time she is hobby singing i am very like cooking her can make 3 . health and fitness for keep healthy in home healthy in weekend usually in home i am not eat on time 4 . work or study i am study in iain i school in iain i can learn experience someone the task must be finish 5 . relaxing if i have confuse i just sleepy at home it is very better to stay at home i like to listen music i have tired 6 . friends her is my best friend we are can story i am very like she desfitranita & bayu senjahari: assessing students’ speaking skills at 2nd semester students of english study program iain curup|61 we to can do she is make me happy i have much friend i thing they are is kind i not the same like other teenager i followed organization 7 . spirituality i can feel peaceful that’s mean peace i have yoga pray on home give people good b. discussion in this part, the writer restated the research questions and provided explanation based on two focuses. first, to find out what types of grammatical errors that the students committed in performing english speaking skills. second, he elaborated contextual cue that lead to meaning preferences in conversation. 1. students grammatical errors in speaking english 1.1 misplace be ‘present time’ and ‘past time’ tense in english language is very important. unlike bahasa where the time of happening is usually expressed by adding time signal only (adverb), english language needs certain change not only the addition of adverbs (every day, now, yesterday, tomorrow, a year ago) but also changing the verbs. for examples: go  went : i went to school yesterday want  wanted : she wanted the ice cream two days ago 62 | english franca, vol. 3, no. 1, 2019 clean  cleaned : they cleaned the room two hours see  saw : he saw the man a minute ago is/am/are  was/were : i was born ten years ago therefore, by misplace the verbs and or the adverbs (as the time signal) will only compose meaningless sentences. the followings are the examples: i go to school yesterday (everyday) she wanted (wants) the ice cream now they cleaned the room tomorrow (last week) he sees (saw) the man a minute ago i am (was) born ten years ago in speaking, speakers have to remember what the time of happening that he wants to express. if it is at present, speakers must make sure that the verbs (go, clean) and time signals are in present time (today, now, every morning etc). moreover, if the time is in the past, the verbs should be in the past form (went, wanted) that are followed by past time signal (yesterday, 2 weeks ago). by mixing the verbs and adverbs, the sentence will be confusing for hearers. 1.2 the missing verbs verbs are the most important part of speech to create meaningful sentences. a verb adds meaning between nouns so that without verbs there is no clear relation/ meaning between nouns. some students might be confused about verbs in english. to identify verbs in a sentence is quite clear. a verb always occurs after noun/ pronoun or noun phrase. for examples: they are teachers ‘are’ is an auxiliary verb placed after ‘they’ as pronoun desfitranita & bayu senjahari: assessing students’ speaking skills at 2nd semester students of english study program iain curup|63 john is crazy  ‘is’ is an auxiliary verb placed after ‘john’ as noun mike and michael go to the market  ‘go’ is a verb placed after ‘mike and michael’ as noun phrase the crazy man eats noodle  ‘eat’ is a verb placed after ‘the crazy man’ as noun phrase 1.3 errors the use of preposition preposition is the last thing that speakers notify in speaking. thus, it sometimes is neglected or forgotten. in fact, preposition is as important as other part of speech. the common prepositions that already learned for years are in/on/at/ that supposed never be errors anymore. however, some students sometimes misplace or even omit the preposition such as the following examples: i was born 1990  missing ‘in’ i put the pen in the table  misplace ‘in’ with ‘on’ he sticks the picture in the wall  misplaced ‘in’ with ‘on’ she lives on merdeka street  misplaced ‘on’ with ‘at’ the dog sleeps in night  misplaced ‘in’ with ‘at’ the good sentences should be: i was born in 1990 i put the pen on the table he sticks the picture on the wall she lives at merdeka street the dog sleeps at night 1.4 the using of be+ adjectives adjective is usually related to one’s feeling. for example, happy, sad, glad, curious, angry etc. it is easy to notify adjective in a sentence that typically adjective occurs before auxiliary verbs such as is/am/are or was/were. examples: she is angry they are happy 64 | english franca, vol. 3, no. 1, 2019 i am curious adjective can also be identified after particular words such as get/ like/ look/ sound/ seem and so on. after the words, adjectives must follow. examples: they look crazy he seems sad you sound lazy however, some adjectives such as bored, confused, tired and interested are problematic. students might misuse the function of these adjectives that they tend to apply the verbs form to express adjectives. some errors occur such as: i am bore he is confusing she is tire you are interesting 2. functional errors n o. utterances context explanation 1 a. when i senior high school the student wanted to express the time in the past when he was at high school in english, to be is very important to signify the time happening. it shows clear points whether the time is at present, past or future. b. when i was at senior high school 2 a . my father working in medan the student wanted to say that his father has a job out town using verb+-ing is always connected to present happening or on going process; it never relates to habitual. however, in tenses, speakers are rare to using ‘present continuous’ to state general truth such as job and daily b . my father works in medan desfitranita & bayu senjahari: assessing students’ speaking skills at 2nd semester students of english study program iain curup|65 activities. simple present tense is preferable 3 a . they are live in lebong the student wanted to say that he does not stay with his parents now and told that his parents live in lebong, his hometown. a meaningful sentence must have a verb. usually, verb is closely connected with pronoun/ noun. the ‘are’ is auxiliary verb that cannot be followed by another verb ‘live’. b . they live in lebong they are in lebong 4 a . i study college the student wanted to express that he is now actively as a student at university preposition is sometimes ignored in a sentence. however, it is equally important to define meanings between nouns. b . i study college 5 a . my hobby is read novel the student wanted to say that he has a hobby that relates to reading novel. auxiliary verb ‘is’ is usually followed by verb+-ing or a noun or an adjective. this sentence shows an activity as well that ‘present continuous’ should be the tense. b . my hobby is reading novel 6 a . if i tired the student wished to say the condition of his body; the time when he gets tired in his daily activities. the function of an adjective is to state one’s feeling. the construction should always be preceded by ‘be’ or ‘auxiliary verb’ such as ‘am, is, was etc’. b . if i am tired 7 a . he always watching tv the student expressed one of to express repeated activities, simple 66 | english franca, vol. 3, no. 1, 2019 b . he always watches tv his brother habits that are watching tv every night. present tense is preferable. present continuous which is usually contains verb+ing is used to express an activity that is happening now and not repeated regularly. 8 a . they are work as farmer the student wanted to state his parents’ job as a farmer. problem in using present tense sometimes deals with redundancy. after using a verb or auxiliary verb, a noun or noun phrase should follow. b . they are farmers they work as farmers 9 a . i interesting with novel the student wished to say one of his hobbies. he likes novel and loves reading it at all time. two problems with this sentence, first is the missing of ‘be’ prior to adjective, second, the misuse of preposition ‘with’. the adjective ‘interested’ is connected with preposition ‘in’. it is also known as colloquial language. b . i am interested in novel 1 0 a . every morning, he went to garden the student wanted to express his father daily activity. his father has a garden and look after the plants every morning all sentences that express regular activity usually apply ‘simple present’ tense. this sentence has time manner ‘every morning’ that shows daily activity so that the word ‘went’ (past form of b . every morning, he goes to garden desfitranita & bayu senjahari: assessing students’ speaking skills at 2nd semester students of english study program iain curup|67 ‘go’) should be replaced by the word ‘goes’ 1 1 a . i am born on 1993 the student wanted to say the year when he was born the word ‘born’ never connect with be ‘am’ because it happened in the past; be ‘was’ is better preference. preposition ‘on’ is not constructed with year manner; ‘in’ is appropriate. b . i was born in 1993 1 2 a . i am not understand the student showed his difficulty in understanding particular situation in his life. the word’ understand’ is a verb, thus, to negate the sentence, it needs to be ‘do/ does’ and not ‘is/am or are. auxiliary verb is followed by an adjective or noun. b . i do not understand notes: a= incorrect, b= correct it was found that situational errors that the students created were mostly about time signal. it seems that the students wanted to express their idea about past time, however, both present simple and continuous were often introduced instead of using past tense. in addition, the function of ‘to be’ and verb were also omitted; after noun phrase then directly came another noun phrase or adjectives. to sum up, the students’ errors were as the results of first language interference that might have different sentence construction with english, thus, likely affected the way the students delivered the sentences. 68 | english franca, vol. 3, no. 1, 2019 conclusion and suggestions errors are not taboo in learning, particularly learning language. it always occurs in language learners. based on the findings of this study, some students did errors in speaking. the possible causes of errors are: first, the students lack of knowledge in english language, particularly the sentence part of speech and how the rule of sentence construction. second, the students have difficulties in applying tense in english. they seem to experience confusion how verbs work in english sentence construction. english sentence depends on verbs for signaling time of happening. misplacing the incorrect verb forms will change the overall meaning. to suggest, speaking skill is the most complicated area in language learning. it needs a comprehensive understanding in grammar, syntax, semantics, morphology or pragmatics. many have agreed that to be better in speaking skills, learners are advised not only to be fluent but also accurate in speaking. further, in the coming research, it is suggested that researchers to investigate the use arabic linguistics knowledge to contribute in english language learning, by providing fact that the students at iain curup also study arabic. references beare, kenneth. (1999). how to use adjectives. new york times company: new york. retrieved aug, 3, 2012, from http://esl.about.com/od/grammarforbeginners/a/adjective_use.h tml. brown, h. d. (2001). teaching by principle: an interactive approach to language pedagogy (2nd ed.). san francisco: longman. corder, s.p. (1991) error analsysis and interlanguage. oxford: oxford university press. creswell, j. w. (2007). qualitative inquiry & research design. sage publications, inc: thousand oaks. dulay, h., burt, m., & krashen, s. (1982). language two. great britain: oxford university press essberger, josef. (1997). preposition of time: at, in, on. retrieved july, 27, 2012, from http://www.englishclub.com/grammar/prepositionsat-in-on-time.htm http://esl.about.com/od/grammarforbeginners/a/adjective_use.html http://esl.about.com/od/grammarforbeginners/a/adjective_use.html http://www.englishclub.com/grammar/prepositions-at-in-on-time.htm http://www.englishclub.com/grammar/prepositions-at-in-on-time.htm desfitranita & bayu senjahari: assessing students’ speaking skills at 2nd semester students of english study program iain curup|69 gammidge, mick. (2004). speaking extra. cambridge university press: cambridge. gay, l. r and peter, a. (2000). educational research: competencies for analysis and application (6thed.). prentice-hall: merrill publishing company jenning, sally. (2005). basic english sentence structure. retrieved aug, 15, 2012, from http://www.speak-readwrite.com/grammar1.html johnson, b and christensen, l. (2004). educational research: quantitative, qualitative and mixed approach. boston: pearson education kumar, pradeep debata. (2013). the importance of grammar in english language teaching: a reassessment. language in india. retrieved mei, 12, 2019, from www.languageinindia.com issn 1930-2940 vol. 13:5 may 2013 loos, eugene e. (2004). what is tense? retrieved 12, aug, 20012, from http://www.sil.org/linguistics/glossaryoflinguisticterms/whati stense.htm. mccarthy, chris. (2009). common errors in speaking and writing. retrieved july, 13, 2012, from http://www.ecenglish.com/learnenglish/lessons/commonerrors-speaking-and-writing. neale, p., shyam, t and carolyn, b. (2006). preparing a case study: a guide for designing and conducting a case study for evaluation input. pathfinder international. retrieved june, 3, 2008, from http://www.pathfind.org/site/docserver/m_e_tool_series_case_st udy.pdf? docid=6302. nordquist, richard (2018) . definitions, examples, and discussions of english grammar. retrieved may, 05, 2019, from https://www.thoughtco.com/what-is-grammar-1690909 richards, j. c. (1990). error analysis: perspectives on second language acquisition. routledge. tarigan, h. g. & tarigan, d straus, jane. (2011). adjectives and adverbs. the blue book of grammar and punctuation. retrieved aug, 7, 2012, from http://www.grammarbook.com/grammar/adjadv.asp http://www.sil.org/linguistics/glossaryoflinguisticterms/whatistense.htm http://www.sil.org/linguistics/glossaryoflinguisticterms/whatistense.htm http://www.ecenglish.com/learnenglish/lessons/common-errors-speaking-and-writing http://www.ecenglish.com/learnenglish/lessons/common-errors-speaking-and-writing 70 | english franca, vol. 3, no. 1, 2019 swick, ed. (2005). english grammar for esl learners: practice makes perfect. the mcgraw-hill companies, inc. usa tailor, e and powel, m. r. (2003). analyzing qualitative data. university of wisconsin: extension cooperative extension madison, wisconsin. retrieved december, 25, 2005, from http://www. s142412519.onlinehome.us/uw/pdfs/g3658_12.pdf thomas, r m. (1998). conducting educational research: a comparative view. bergin & garvey: london yin, r. k. (2003). case study research: design and methods. (3rd ed.). sage publications, inc: thousand oaks english franca: academic journal of english language and education vol. 5, no. 2, 2021, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v5i2.2704 investigating gender differences on the students’ attitudes and motivation toward english learning agus husein as sabiq english education department, iain purwokerto, indonesia husein@iainpurwokerto.ac.id siti hariroh arwi english education department, iain purwokerto, indonesia hariroharwi@gmail.com anisatul khusna english education department, iain purwokerto, indonesia anisatulkhusna1@gmail.com dhelvy ulfa shita adifia english education department, iain purwokerto, indonesia dhelvyulfasa@gmail.com dhea zabana qothrun nada english education department, iain purwokerto, indonesia nadadhea25@gmail.com abstract some researchers have researched to explore the effects of gender differences on learning outcomes. however, the interrelatedness of gender differences to attitudes and motivation needs to explore and investigate more. thus, this study aimed to investigate the students' attitudes toward the english language and their motivation toward english language teaching based on gender differences in a state junior high school in banyumas regency, central java, indonesia. there were 38 male and 32 female students who participated in this research. this research used a survey adapted from the attitude/motivation test battery (amtb) and interviews in collecting the data. the researchers mailto:husein@iainpurwokerto.ac.id mailto:hariroharwi@gmail.com mailto:anisatulkhusna1@gmail.com mailto:dhelvyulfasa@gmail.com mailto:nadadhea25@gmail.com 236 | english franca, vol. 5, no. 2, 2021 employed descriptive statistics and manova for quantitative data and the miles and huberman model for qualitative data analysis. the findings showed a significant difference and effect of gender differences on the students' attitudes and motivation. both male and female students revealed moderately high attitudes and motivation. however, female students showed a higher average score of the survey result. less practice in real-life communication and limited exposure was the reason why the male students' have lower results in their attitudes and motivation toward english learning. thus, providing authentic materials and exposure became some of the key points to improve meaningful learning experiences. keywords: attitude; english learning; gender differences; motivation; introduction english is first learned at school in the indonesian sense as a foreign language and replaced the netherlands after the dutch colonial secondary school (dardjowidjojo, 2000). since then, in different education stages in indonesia, english has been taught as a foreign language. however, english has never legally been used, not to speak as a second language, as a communication tool. indonesians seldom speak english outside the academic environments of the classroom. the lack of actual communication can lead to indonesians using the non-standard type of english (kirkpatrick, 2011). learners demonstrate varying degrees of proficiency, and individual variations between foreign language learners can affect foreign language learning. english as a foreign language should take account of those considerations that can hinder the language's proficiency. the servant wishes to inculcate character traits in pupils as well as increase their capacity to grasp english (gusmuliana, et. al, 2020). some variables influence language learning, such as input content and quantity, age, personality, skills, motivation, and anxiety (bidin et al., 2009; gömleksiz, 2010). since some adult learners are more successful than others at learning english as a foreign language, researchers have looked into human traits as predictors of successful foreign language acquisition. the learner mindset issue is recognized as an essential influence influencing language learning (fakeye, 2010). aside from viewpoints and values, students' attitudes toward learning have a noticeable impact on their actions and, as a result, their success (kara, 2009). students who are agus husein as sabiq, et.al: investigating gender differences on the students’ attitudes and motivation toward english learning 237 excited about language learning tend to have more positive attitudes towards language learning. attitudes toward target language culture have been studied within the context of the broader concept of motivation. according to gusmuliana (2020), motivation is one of the most important factors that can motivate students to speak english, and instructors' fans can assist encourage pupils to speak english. motivation is most likely one of the most important determinants of people's behavior (filgona et al., 2020). the desire to learn is closely related to the principle that previous actions to receive reward are more likely to be replicated than future behaviors to obtain reinforcement or punishment. the heart of learning experiences is motivation to learn. the guiding force that influences students' strenuous efforts is motivation to understand (dörnyei, 2003). concerns about students' attitudes and motivation are not recent. students generally need a proper attitude, since apathy can lead to pessimism and little or no attempt at participating in the learning process. according to the social learning view, students voluntarily participate in the learning process while being guided by the 'master' (ahmad et al., 2014) gender is a basic categorization that is recognized and followed in all human cultures as a source of defining a person and social identity. gender gaps are thought to affect mood and motivation, as well as the learning process. nowadays, scholars are eager to assign gender differences to sociocultural influences that place role models on females and promote a favorable outlook toward second language learning. motivation research on gender disparities in a foreign language learning setting has shown that females are more encouraged to study foreign languages than people (csizer & dornyei, 2005; heinzmann, 2009; qian, 2015; ruyffelaert & hadermann, 2012). some research has been conducted on students' attitudes and motivation based on gender perspectives. aldosari (2014) investigated the differences between 50 university students in the attitudinal and motivational patterns in efl learning. the results showed that female students have better positive attitudes and higher motivation. by researching a specific skill, murtafi’ah & putro (2020) also found that females higher attitude in both academic and recreational reading than males. a similar pattern was also recorded by frijters et al. (2019) that reading motivation and reading performance were affected by gender disparities. another study (akdemir, 2019) employed a mini amtb to determine the students' willingness to learn and revealed that females have a more meaningful willingness to listen l2. although many 238 | english franca, vol. 5, no. 2, 2021 researchers found the superiority of female students, several studies reported the different findings that there is no significant effect of gender disparities on attitudes and motivation toward efl learning (abu-rabia, 1997; bacon, 1992; niaz et al., 2018). however, this study explores the students' attitudes toward the english language and their motivation toward english language teaching based on gender differences in a state junior high school in banyumas regency, central java, indonesia this study aimed to investigate students' attitudes and motivation based on their gender differences and to determine the level of attitudes and motivation. the research questions of this paper are therefore formulated as follow: 1. how are the students' attitudes and motivation toward english language teaching based on their gender differences? 2. what are the levels of attitudes and motivation toward english language teaching based on their gender differences? theoretical framework attitude attitude is characterized by a well-established viewpoint (positive or negative response) or way of thinking and behavior (ajzen & fishbein, 2000; erwin, 2001). most people now agree that an attitude reflects an evaluative synthesis of knowledge and influences experienced objects. besides, attitudes are evaluative assessments incorporating these cognitive/affective responses to summarize them. these assessed abstractions differ in intensity, which in turn affect stability, resilience, and continuity in behavior (holland et al., 2002; petty et al., 2008). attitude involves someone's likes or dislikes and assessing if someone or something is pleasant, bad, helpful, negative, useful, or invaluable (saeed et al., 2014). therefore, attitude pertains to the fields of effects and knowledge. attitudes are essential elements that affect the academic skills of the learner and their attitudes to language learning to attain the objective language output. positive and pessimistic views decide whether or not language learning is effective in the target language group. the functional view states that behaviors are aimed at mediating between the internal needs of an individual (e.g. security and selfexpression) and external environments, which are packed with people and knowledge (karthikeyan, 2017). any behavior a person has can somehow allow him or her to fulfill his or her needs. according to katz (1960, cited in erwin, 2001), attitudes satisfied needs, and therefore attitudes functions, fell into four broad categories: the adaptive (or agus husein as sabiq, et.al: investigating gender differences on the students’ attitudes and motivation toward english learning 239 instrumental) function; the information function; a value (or egoexpressive) function; and an ego-defense function. the same mindset can serve somewhat different purposes, depending on who wears it and where it stands out. aspects of attitude include behavioral aspects of attitude, the cognitive aspect of attitude, and the emotional aspect of attitude. kara (2009) claimed that good attitudes contribute to better conduct for research courses, with learners absorbing themselves and trying to learn more. it is often found that these children are keen to solve problems, gain the knowledge and skills that are valuable for their daily lives, and participate emotionally. the cognitive component of attitude concerns the convictions of language students regarding their comprehension of the language they study. feng & chen (2009) stated that in the learning process, the mental component of behavior is an emotional process. diverse emotional aspects influence it. the teacher and his students collaborate in different emotional events and different emotional fruits. doing a course will allow students to say whether they like objects or scenarios around them or not. the inner thoughts and sentiments of fl learners affect their views and attitudes towards the target language (choy & troudi, 2006). gardner (1985; 2005) developed a socio-educational foreign language model, namely the attitude/motivation test battery. this amtb test distinguishes two attitudes (integrativeness and learning attitudes) from the third motivational component. the model shows that integrativeness and learning attitude are two associated factors, which enable people to learn a second language but are responsible for second language motivation. the attitude of learning can be positive because the historical, cultural, and economic background can influence students’ behaviors. it may also be a negative attitude; for example, some students dislike english and even its learning. this kind of student is therefore starting to demonstrate his harassment. social relationships between members of the society include the area of language (fatiha et al., 2014). the success of languages, particularly english, is linked to the attitude of the community towards the speaker of the languages. for these reasons language, social psychology has evolved into a field that is central to itself. motivation in educational psychology, defining what it is to be motivated is quite simple: "to be motivated is to be moved to do something" (ryan & deci, 2000; winke, 2005). motivation is a condition through which we 240 | english franca, vol. 5, no. 2, 2021 behave, drive-in certain ways, and partake in such behaviors. equally important to success are learning and motivation: learning allows us to gain new insights and abilities, which motivate us to demonstrate what we learned, and motivation provides the impetus for showing what we have learned. more motivated individuals generally reach higher levels (elliott, 2000). an inner mechanism that energetically sustains a certain behavior and guides action is a motive (reeve, 2005; zlate & cucui, 2015). however, reeve (2016) added that motivation could be inferred from its expression through a person's behavior, engagement, physiology, and self-report. gardner et al. (1985) characterized the motivation to learn a foreign language as a complex of buildings involving commitment and desire as well as a beneficial mindset for learning the language at hand in the socio-educational model of language acquisition. the socioeducational paradigm encouraged the idea that self-identification and identification with the language culture were crucial to the process of language learning. another significant factor influencing overall motivation is integrativeness. gardner (2006) has described it as a complex construction that expresses interest in studying the l2 culture in a foreign language. thus, the term refers to the attitudes towards foreign language learning and the category l2 in general and a desire of learners to communicate with l2 community members (dörnyei, 2003). attitudes towards the learning situation constitute the second component of gardner’s two-pronged theory of motivation. in the tesol context, dörnyei (2003) offers an l2-motivation system consisting of three levels: level of the language, level of the student, and level of the condition of learning. the standard of languages relates to these facets of l2 culture and society and their "intelligence and pragmatism" for the learner. the motivation concept is closely related to other educational and psychological principles, including attention constructs, desires, objectives, and interests, all of which help stimulate students to learn and to participate in specific tasks and accomplish different objectives (cook & artino jr, 2016). furthermore, daskalovska et al. (2012) claimed that not only are those with innate learning capabilities the successful learners but those with some traits, most of which are motivated. gender differences from the 1980s onwards, gender studies have become more and more critical and in the 1990s. butler (1989) recognized that gender is a social and cultural category in which the problem of the body is linked agus husein as sabiq, et.al: investigating gender differences on the students’ attitudes and motivation toward english learning 241 to daily social and cultural activities and discourses. meanwhile, litosseliti (2006) defines gender as male and female actions, beliefs, and attitudes; she argues that cultural constructions, collectively defined and alterable are the features assigned to make sexual differences. however, we have put this social category as "discourses of the multiplicities," to plan the courses and to consider the gender inequalities in education and possibilities for change (castaneda-pena, 2008). rubin (1975) has identified gender/sex as a series of structures whereby a culture converts biological sexuality into products of human interaction and fulfills these transformed sexual needs. whereas sex, as we know it, is itself a social product, including gender identity, sexual attraction, and imagination, childhood conceptions. sunderland (2000) ııotes that the difference between "sex" and "gender" is normally made; the former indicates biology, while the latter is a social one. hunim (1989) uses the word ‘gender’ to refer to males' and females' cultural characteristics. this socio-cultural differentiation has fascinated researchers in most areas who tried to detect gender differences. the gender gaps in the sla concerning sla attitudes and test results, leamer/learning strategies, and classroom behavior, and performance awareness were concerned in social and psycholinguistic studies. although sex and gender are interchangeably used, they are commonly viewed as synonymous. nevertheless, sex is explained as either male or female, and both men and women may be called a certain gender. the study of gender differences and language is an interdisciplinary academic field. both have quite a strong relation. flotow (1997) confirmed that in the late '60s and early '70s, the women's revolution sought to explain how women differed from men in certain ways because of the artificial assumptions in behaviors that have been linked to sexual conditions. these stereotypes should be reduced because they were artificial. language has a great connection with society, so if a change in society occurs, language changes. according to sunderland (2000), in the language classroom, no study has been conducted on gendered expression. even though gender has been extensively studied in foreign language education, relatively few genders and interaction studies still exist in the fl classroom. although this research will not concentrate on itself, there are some interesting insights about gender, particularly in the efl attitudes and motivation. sunderland clarified that there are explanations why the gendered essence of class dialogue depends on curriculum topics. the 242 | english franca, vol. 5, no. 2, 2021 different features can distinguish a foreign language classroom from another gender language subject, as, for example, there are used in the language classroom at least two languages, there is typically much more talk and the teacher may try to talk smaller than students to give students more opportunity to talk (sunderland, 2000). she claimed that this is why it is probably different when asked of the language classrooms that the response to the question "no topic-specific" such as "does the teacher pay more attention to girls or boys?" should be provided. in considering gender in the efl classroom, durán (2011) suggested that teachers need to be kept informed of problems such as gender, how they can manifest themselves and how they can be treated. in this way, they will be more attentive and monitored as language teachers and prevent their discrepancies in treatment. it is also important for them to understand how gender interactions exclude students and how language tends to replicate or strengthen behaviors allowing inequality and feelings to arise. research methodology the research design used qualitative and quantitative approaches that provide various research perspectives concerning the students' attitudes and motivation toward english language teaching based on gender differences. qualitative and quantitative approaches are for methodological triangulation because the types of data conducted are qualitative and quantitative. there were 70 students from a state junior high school in banyumas regency, central java, participating in this research. the researchers excluded six participants because of the zig-zag pattern or giving no responses. more than half of the participants were female students (55%). half of the participants were about 15 and 16 years. table 1 participants description aspect frequency percent survey (n) 64 gender male 35 55% female 29 45% age less than 12 6 9% 13 14 24 38% agus husein as sabiq, et.al: investigating gender differences on the students’ attitudes and motivation toward english learning 243 15 16 32 50% over 16 2 3% grade seventh 17 27% eighth 25 39% ninth 22 34% the quantitative data gathered used a survey to investigate students' attitudes and motivation toward english language teaching based on their gender differences. the survey employed the attitude/motivation test battery developed by gardner. the survey included five aspects, namely interest in english (1-10), attitudes toward english learning (11-20), motivational intensity (21-30), desire to learn (31-40), and orientation index (41). the qualitative data were gathered in interviews to explore the gender perspectives on english language learning attitudes and motivation. the researchers chose six students to interview, three male and three female. in analyzing the data, the survey items were measured using a 4point likert scale ranging from strongly agree, agree, disagree, and strongly disagree. the researchers did not use the middle answer to avoid difficult interpretations. then, the researchers employed descriptive and manova using spss 17.0 to reveal the effect of gender differences on the students' attitudes and motivation. the result of the reliability test revealed 0.925 so that the test was reliable for the analysis. table 2. reliability statistics of survey cronbach's alpha n of items .925 41 the researchers used the first language in delivering the interviews to avoid misunderstanding. the interview results were analyzed using the miles and huberman model, including coding the data, verifying the data, and building a conclusion. however, the researchers cross-checked the results of both surveys and interviews. results and discussion results (survey result) for preliminary analysis, normality and homogeneity were employed to determine the data were eligible to further analysis. the normality test result using kolmogorov-smirnov reached the significance level for four 244 | english franca, vol. 5, no. 2, 2021 aspects of motivation (>0.05). similar to the normality test result, the test of homogeneity of variances revealed the significance level at higher than 0.05 (table 3). both results performed that the data were distributed normally, homogenous, and eligible for inferential statistics. table 3. normality and homogeneity tests aspects gender kolmogorovsmirnova test of homogeneity of variances statistic df sig. levene statistic df1 df2 sig. interest in english male .105 35 .200* .921 1 62 .341 female .160 29 .055 attitudes toward english learning male .146 35 .056 .172 1 62 .680 female .152 29 .084 motivational intensity male .101 35 .200* .054 1 62 .818 female .136 29 .182 desire to learn male .138 35 .091 .409 1 62 .525 female .109 29 .200* table 4 described the mean difference scores of the result between male and female students. the male students tend to have lower mean scores in every aspect of attitudes and motivation than female students. even in the attitude toward english learning, the male students got an average low mean score (m = 2.98, sd = 0.25). the male students who got the highest mean score were in the aspect of motivational intensity. the female students also revealed the highest score in this aspect. it indicated that they have moderate-high motivation to learn english in terms of tasks done for a classroom assignment, plans to use, and study the language, although they have a moderate low attitude to learn english. however, overall the students in this school have a moderate-high level of attitude and motivation toward english learning (male = 3.06, female = 3.32). table 4. descriptive statistics of gender-based attitudes and motivation of the students aspects gender n mean std. dev. interest in english male 35 3.00 0.27 agus husein as sabiq, et.al: investigating gender differences on the students’ attitudes and motivation toward english learning 245 female 29 3.24 0.22 attitudes toward english learning male 35 2.98 0.25 female 29 3.25 0.24 motivational intensity male 35 3.23 0.41 female 29 3.48 0.42 desire to learn male 35 3.02 0.35 female 29 3.30 0.38 the multivariate analysis of variance was used to reveal the significance level (<0.05) in all aspects. it indicated that gender influenced all aspects of students’ attitudes and motivation toward english learning. however, the male students tend to have low levels of attitudes and motivation compared to the female students. table 5. the result of multivariate tests effect value f hypothesi s df error df sig. gender pillai's trace .293 6.124a 4.000 59.000 .000 wilks' lambda .707 6.124a 4.000 59.000 .000 hotelling's trace .415 6.124a 4.000 59.000 .000 roy's largest root .415 6.124a 4.000 59.000 .000 246 | english franca, vol. 5, no. 2, 2021 table 6. tests results of between-subjects effects source dependent variable type iii sum of squares df mean square f sig. gender interest in english .929 1 .929 14.533 .000 attitudes toward english learning 1.201 1 1.201 19.657 .000 motivational intensity .978 1 .978 5.510 .022 desire to learn 1.260 1 1.260 9.207 .004 in the aspect of the orientation index, the participants have presented six possible reasons for studying english. three responses stressed instrumental motivation and three stressed integrative motivation. the result revealed that the students tend to have instrumental motivation (79%), which meant that they learned english to improve their academic status, get a job, or pass the exam. 76% of male students had instrumental motivation, and 83% of female students also had instrumental motivation. figure 1. percentage of students’ orientation index interview results the researchers did the interviews with six students, three males, and three females. the interviews explored deeper data and information concerning the students' attitudes and motivation towards english 79% 21% orientation index instrumental motivation integrative motivation agus husein as sabiq, et.al: investigating gender differences on the students’ attitudes and motivation toward english learning 247 learning based on their gender. besides, the qualitative analysis was for strengthening the quantitative results of the survey. at the beginning of the interviews, both male and female interviewees agreed that english is a medium of communication across the world community. they showed positive attitudes toward english. however, a male student felt that english is like another subject so that he was not excited to learn english, although he agreed with his friends that english is one of the essential subjects to learn. furthermore, he explained that english learning in the class only learned basic english, not using it properly in real-life communication. at the same time, the female students reported that they liked english because of their future academic goals and careers. the other male students had a simple reason that they would be cool when mastering english. both male and female students reported that vocabulary mastery and pronunciation were the most challenging skill to master. student 6 (female) said, "the difficulty is when pronouncing the words, writing, and memorizing vocabulary." however, they responded that they felt excited when studying and living in a native speaker community. student 2 stated that he would be fluent in english if he lives in english speaking community because of habituation. to get deeper data about their attitudes toward the target language community, students' attitudes when meeting or speaking with native speakers were crucial to delivering. they realized that they were still limited to speaking, but they showed efforts to improve their proficiencies. even student 1 has experienced speaking with a native speaker and said that he could get direct exposure to understand what the native said. two male students reported that they would study after school when they have a good mood and one of these two students said that he usually goes to help his parents work in the ricefield so that he rarely studies after school. at the same time, all-female students studied english after school if they had homework from their teacher. student 1 (male) had a different experience than the others in which he kept studying english after school with his father, who worked with a native speaker. furthermore, he seemed to be a diligent student that he never skipped submitting the task on time like female students. contrastly, two male students said that they sometimes skipped doing homework for some reason. however, they agreed that asking the teacher or translating by google translate was the two things they would do to handle english learning difficulties. in the english classroom, the students stated that they will always have an effort to engage in the classroom activities, for example, by answering the teacher’s question using english as much as possible. 248 | english franca, vol. 5, no. 2, 2021 however, two male students preferred that the teacher used bahasa indonesia as language instruction, in contrast with the others who preferred that the teacher used english more. student 5 (female) said, “i prefer that the teacher speaks as much english as possible and interspersed with indonesian when needed.” although most of them preferred english to be language instruction, two males and two females stated that they felt the anxiety to speak english in the classroom. student 6 explained, “rarely. i am scared to make an error”. only two students (student 1 and student 4) claimed that they were confident to speak english in front of the class. the last question of the interview was to explore the students’ motivating factors in learning english. they responded with various answers. student 1 and student 4 tend to have an integrative motivation that they needed english to communicate with the international community and to live in other countries. student 1 said: “english is not to look cool, but english is to communicate too. besides, for me english is interesting, and english makes it easier for me to talk to foreigners such as tourists.” the other students showed that they have instrumental motivation in learning english. they believed that english is essential for their future careers besides an international language. as student 6 said, “because english is an international language and i believe it will come in handy one day when i am looking for a job.” discussion this study aimed to investigate the student's attitudes and motivation toward english language learning based on their differences and to determine the level of attitudes and motivation. the participants' percentage was pretty balanced between male (55%) and female (45%) students from a state junior high school. the grade and ages were also various that gave different perspectives on the analysis. however, this study focused on the students' gender differences in line with their attitudes and motivation. the survey results revealed a significant difference between male and female students in the attitudes and motivation toward efl learning. the female students have had higher average scores on the four constructs of attitudes and motivation. the male students got the lowest average score on the construct of attitudes toward learning english (2.98). the interview with one of the male students supported the survey agus husein as sabiq, et.al: investigating gender differences on the students’ attitudes and motivation toward english learning 249 results that they were not excited about english learning because of rarely used in real-life communication. conveying a similar instrument (amtb), akram & ghani (2013) found different findings that there was no significant difference between male and female pakistani students' attitudes and motivation toward english. for many teachers, designing efl classroom activities full of exposure is challenging to improve students’ motivation. it was challenging to achieve the english language to be addressed as teachers' lessons required by the students. the instructors with their "mixed language" seemed to overtake the class and the students seemed to stay quiet (yulia, 2013) even though providing enough exposure had a significant impact on second or foreign language acquisition (al-zoubi, 2018). besides, the students' positive attitude and high motivation will show their good discipline and eventually achieve valuable learning results (astuti, 2020). therefore, less practice and limited exposure would make the students have limited comprehensible input for language acquisition. both survey and interview results showed that the students have a high interest in english and a good attitude to the target language community. both male and female students have moderately high average scores in the construct of interest in english, motivational intensity, and desire to learn. however, female students have higher scores than male students in these three aspects. this finding was different from gajalakshmi (2013), who found that male senior high school had higher attitude and motivation than female students but in line with purbandari et al. (2018), who found that both male and female students have high positive attitudes and motivation toward learning to speak. the interviews also showed that they expected to communicate directly with the native speakers if they have an opportunity. they have a strong desire to practice their english skills with native speakers, although their proficiency was still limited. thus, allowing practicing reallife communication and providing authentic materials and exposures became key points for improving meaningful learning experiences. widyastuti (2017) proposed the combination of authentic materials and automatic strategies for english learning. the authentic materials will make the learning experience enjoyable and eradicate repetition as the information and subjects can be searched online to make it more immersive and visually useful. the automaticity principle will solve students' dilemma who need to remember words that make them bored and forget words quickly. the other advantage is that students can expose 250 | english franca, vol. 5, no. 2, 2021 the actual vocabulary used in a true sense and promote interactions in reality. gender differences interrelated with different ages raised different styles of the students thinking (qian, 2015). male students tend to think logically, pragmatically, and relaxed. as seen from the male students' interviews, they often paid no attention to learning after school or doing homework. they would do the task when they have a good mood or under pressure from the teacher. besides, environmental factors also affected the male students to be responsible as a boy as reported by one male student who reported that he should help his parents work in the rice field. language instruction preferences in the english classroom showed different learning styles, paying attention, memory, and thinking ability (qian, 2015). thus, in language learning, these characteristics would be the basic consideration for developing learning activities, especially providing comprehensible input for language acquisition. as sabiq (2020) concluded that teachers' perceptions of the most suitable language instruction implementation, instructional methods, learning materials, and media can lead them to facilitate learning adequately in improving students' english proficiency. by using the right teaching strategies, students can fix wrong learning behaviors, improve selflearning instruction, and enhance foreign language learning performance at any time. on the other hand, learning media used can also improve students' motivation to learn. some researchers reported that male students tend to be visual learners, and females tend to be auditory learners (astuti et al., 2020; nurkholida, 2016; viriya & sapsirin, 2014). therefore, the combination of visual and auditory media can improve both male and female students’ motivation (as sabiq, 2018; brian et al., 2017; fauziah et al., 2018; stasya et al., 2018). the findings confirmed that both male and female students have instrumental motivation (76% male students, 83% female students). they were motivated to learn english to improve their academic status, get a job, or pass the exam. however, male students have higher integrative motivation than female students. unlike al harthy (2017), he found that female students expressed higher integrative motivation than males. a positive attitude leads to positive behavior in terms of learning courses and a desire to understand the heart of learning. motivation for learning is the driving force behind the hard work of students. therefore, the teacher must consider the essence of the students’ attitudes and agus husein as sabiq, et.al: investigating gender differences on the students’ attitudes and motivation toward english learning 251 motivation in designing classroom activities, developing meaningful learning, and providing more language acquisition exposure. conclusion in this study, both male and female students expressed positive attitudes and moderately high motivation toward english language teaching. female students have a higher average score of attitudes and motivation than males. however, male students have higher integrative motivation than females. the students confirmed that they were motivated in english learning for educational purposes, future careers, and few of them were motivated to engage in the target language community. students’ socio-psychological backgrounds may lead them to construct their beliefs toward target language learning and community as well as motivation to learn. based on these outlined findings, the teachers are encouraged to consider the students' psychological backgrounds in developing learning materials, instructional media, and teaching strategies according to the students' attitudes, motivation, learning preferences, and styles. this study is limited to a state school and limited participants. therefore, the researchers recommend the other researchers for future research to explore more about the students' attitudes and motivation based on their differences (gender, age, aptitude, learning styles), school locality, and management. references abu-rabia, s. (1997). gender differences in arab students’ attitudes toward canadian society and second language learning. the journal of social psychology, 137(1), 125–128. https://doi.org/10.1080/00224549709595420 ahmad, i. s., abdullah, h., & a ghani, m. f. (2014). attitudes and motivation toward learning the english language among students from islamic education system background: exploring the views of teachers. journal of education and learning (edulearn), 8(3), 195– 208. https://doi.org/10.11591/edulearn.v8i3.262 ajzen, i., & fishbein, m. (2000). attitudes and the attitude-behavior relation: reasoned and automatic processes. european review of social psychology, 11(1), 1–33. https://doi.org/10.1080/14792779943000116 252 | english franca, vol. 5, no. 2, 2021 akdemir, a. s. (2019). age, gender, attitudes, and motivation as predictors of willingness to listen in l2. advances in language and literary studies, 10(4), 72. https://doi.org/10.7575/aiac.alls.v.10n.4p.72 akram, m., & ghani, m. (2013). gender and language learning motivation. academic research international, 4(2), 536–540. al-zoubi, s. m. (2018). the impact of exposure to the english language on language acquisition. journal of applied linguistics and language research, 5(4), 151–162. al harthy, s. r. (2017). english language motivation between gender and cultures. journal of educational and social research, 7(2), 123–132. https://doi.org/10.5901/jesr.2017.v7n2p123 aldosari, h. s. (2014). the entwined effects of attitude, motivation, and gender on efl learning: a correlation study. studies in literature and language, 8(1), 1–5. https://doi.org/10.3968/j.sll.1923156320140801.4183 as sabiq, a. h. (2018). improving students' motivation and reading skills in elt through audio-visual media. dikes, 25(1), 57–68. https://doi.org/10.21831/diksi.v25i1.16007 as sabiq, a. h. (2020). localized english for ngapak javanese speakers as language instruction. english franca : academic journal of english language and education, 4(2), 85–114. https://doi.org/10.29240/ef.v4i2.1818 astuti, d., sarwanto, & dan chumdari. (2020). the effect of gender on student learning style in class iv, sd n mangkuyudan. 3rd international conference on learning innovation and quality education (icliqe 2019), 397(icliqe 2019), 672–678. https://doi.org/10.2991/assehr.k.200129.084 astuti, p. (2020). relationship between motivation and discipline of students to student learning outcomes class xi vocational high school. english franca : academic journal of english language and education, 4(1), 1–16. https://doi.org/10.29240/ef.v4i1.951 bacon, s. m. (1992). the relationship between gender, comprehension, processing strategies, and cognitive and affective response in foreign language listening. the modern language journal, 76(2), 160–178. https://doi.org/10.2307/329769 bidin, s., jusoff, k., aziz, n. a., salleh, m. m., & tajudin, t. (2009). agus husein as sabiq, et.al: investigating gender differences on the students’ attitudes and motivation toward english learning 253 motivation and attitude in learning english among uitm students in the northern region of malaysia. english language teaching, 2(2), 16–20. https://doi.org/10.5539/elt.v2n2p16 brian, i. . p. f. c. k., saputra, i. n. p. h., & wdhanti, n. k. (2017). the effect of teaching using audiovisual (video) media, on seventh grade students’ listening comprehension at smp negeri 1 mengwi academic year 2017/2018. jurnal pendidikan bahasa inggris undiksha, 5(2), 1–11. https://doi.org/http://dx.doi.org/10.23887/jpbi.v5i2.14869 butler, j. (1989). gender trouble: feminism and the subversion of identity. routledge. castaneda-pena, h. (2008). positioning masculinities and femininities in preschool efll1 education. signo y pensamiento, 27, 314–326. choy, s. c., & troudi, s. (2006). an investigation into the changes in perceptions of and attitudes towards learning english in a malaysian college. the international journal of teaching and learning in higher education, 18(2), 120–130. cook, d. a., & artino jr, a. r. (2016). motivation to learn: an overview of contemporary theories. medical education, 50(10), 997–1014. https://doi.org/10.1111/medu.13074 csizer, k., & dornyei, z. (2005). the internal structure of language learning motivation and its relationship with language choice and learning effort. the modern language journal, 89(1), 19–36. https://doi.org/10.1111/j.0026-7902.2005.00263.x dardjowidjojo, s. (2000). english teaching in indonesia. ea journal. daskalovska, n., gudeva, l. k., & ivanovska, b. (2012). learner motivation and interest. procedia social and behavioral sciences, 46, 1187– 1191. https://doi.org/10.1016/j.sbspro.2012.05.272 dörnyei, z. (2003). attitudes, orientations, and motivations in language learning: advances in theory, research, and applications. language learning, 53(s1), 3–32. https://doi.org/10.1111/1467-9922.53222 durán, n. c. (2011). exploring gender differences in the efl classroom. colombian applied linguistics journal, 8, 123. https://doi.org/10.14483/22487085.174 elliott, s. n. (2000). educational psychology: effective teaching, effective learning. mcgraw-hill. 254 | english franca, vol. 5, no. 2, 2021 erwin, p. (2001). attitudes and persuasion. psychology press. https://books.google.co.id/books?id=ig2ypq3ew50c fakeye, d. o. (2010). students’ personal variables as correlates of academic achievement in english as a second language in nigeria. journal of social sciences, 22(3), 205–211. https://doi.org/10.1080/09718923.2010.11892803 fatiha, m., sliman, b., mustapha, b., & yahia, m. (2014). attitudes and motivation in learning english as a foreign language. international journal of arts and sciences, 7(3), 117–128. fauziah, f., rachmawati, e., & misbahudin. (2018). male-female efl students' perception on the use of audio-visual aids to improve their vocabulary mastery. journal of applied linguistics and literacy, 2(1), 25–39. feng, r., & chen, h. (2009). an analysis on the importance of motivation and strategy in postgraduates english acquisition. english language teaching, 2(3), 93–97. https://doi.org/10.5539/elt.v2n3p93 filgona, j., sakiyo, j., gwany, d. m., & okoronka, a. u. (2020). motivation in learning. asian journal of education and social studies, 10(4), 16– 37. https://doi.org/10.9734/ajess/2020/v10i430273 flotow, l. von. (1997). translation and gender. university of ottawa press. http://www.jstor.org/stable/j.ctt1cn6t97 frijters, j. c., brown, e., & greenberg, d. (2019). gender differences in the reading motivation of adults with low literacy skills. in d. perin (ed.), the wiley handbook of adult literacy (pp. 63–87). https://doi.org/https://doi.org/10.1002/9781119261407.ch3 gajalakshmi. (2013). high school students ’ attitude towards learning english language. international journal of scientific and research publications, 3(9), 1–7. gardner, r. (1985). the attitude/motivation test battery: technical report (issue july 2013). gardner, r. (2006). the socio-educational model of second language acquisition. eurosla yearbook, 6, 237–260. https://doi.org/10.1075/eurosla.6.14gar gardner, r.c., lalonde, r. n., & moorcroft, r. (1985). the role of attitudes and motivation in second language learning: correlational and experimental considerations. language learning, 35(2), 207–227. agus husein as sabiq, et.al: investigating gender differences on the students’ attitudes and motivation toward english learning 255 https://doi.org/10.1111/j.1467-1770.1985.tb01025.x gardner, robert c. (2005). attitude / motivation test battery : international amtb research project. in the university of western ontario. gömleksiz, m. n. (2010). an evaluation of students’ attitudes toward english language learning in terms of several variables. procedia social and behavioral sciences, 9, 913–918. https://doi.org/10.1016/j.sbspro.2010.12.258 gusmuliana, p., apriani, e., & karolina, a. (2020). islamic fefac as an interesting learning media to improve students’english ability and develop their character values in man rejang lebong. islamic fefac as an interesting learning media to improve students’english ability and develop their character values in man rejang lebong, 1(01), 36-44. gusmuliana, p., apriani, e., & syafryadin, s. (2021). improving students speaking motivation by using role play technique at institute islamic in indonesia. heinzmann, s. (2009). “girls are better at language learning than boys”: do stereotypic beliefs about language learning contribute to girls’ higher motivation to learn english in primary school? bulletin suisse de linguistique appliquee, 89(spring), 19–36. holland, r. w., verplanken, b., & van knippenberg, a. (2002). on the nature of attitude–behavior relations: the strong guide, the weak follow. european journal of social psychology, 32(6), 869–876. https://doi.org/https://doi.org/10.1002/ejsp.135 kara, a. (2009). the effect of a ‘learning theories’ unit on students’ attitudes toward learning. australian journal of teacher education, 34(3), 100–113. https://doi.org/10.14221/ajte.2009v34n3.5 karthikeyan, m. (2017). ethics, integrity and aptitude ebook. mcgraw-hill education. kirkpatrick, a. (2011). english as an asian lingua franca and the multilingual model of elt. language teaching, 44(2), 212–224. https://doi.org/10.1017/s0261444810000145 litosseliti, l. (2006). gender and language theory and practice. hodder arnold. https://doi.org/10.4324/9780203784792 murtafi’ah, b., & putro, n. h. p. s. (2020). gender differences in santri�s 256 | english franca, vol. 5, no. 2, 2021 reading attitude and motivation. edulite: journal of english education, literature and culture, 5(2), 251–262. https://doi.org/10.30659/e.5.2.251-262 niaz, s., memon, n., & umrani, s. (2018). gender differences in motivation level for learning english as an l2. 46(46), 27–34. nurkholida, e. (2016). gender differences on learning styles and learning strategies of english department students of stain kediri. realita, 14(2), 187–197. petty, r. e., tormala, z. l., & rucker, d. d. (2008). resisting persuasion by counterarguing: an attitude strength perspective. in j. t. jost, m. r. banaji, & d. a. prentice (eds.), perspectivism in social psychology: the yin and yang of scientific progress. (vol. 49, pp. 37–51). american psychological association. https://doi.org/10.1037/10750-004 purbandari, p., rachmawati, e., & febriani, r. b. (2018). male and female students’ attitudes toward english vocabulary mastery in learning speaking (a survey study at one of ma islamic boarding school in tasikmalaya). journal of applied linguistics and literacy, 2(2), 89– 100. qian, w. (2015). a study of the influence of gender differences on english learning of senior high school students. higher education of social science, 8(6), 66–69. https://doi.org/10.3968/7173 reeve, j. (2005). understanding motivation and emotion. wiley. reeve, johnmarshall. (2016). a grand theory of motivation: why not? motivation and emotion, 40(1), 31–35. https://doi.org/10.1007/s11031-015-9538-2 rubin, j. (1975). what a good language learners can teach us. tesol quarterly, 9(1), 41–51. http://www.jstor.org/stable/3586011 ruyffelaert, a., & hadermann, p. (2012). the impact of age and gender on the learners’ motivation and attitudes towards french in secondary education in flanders. inted proceedings, march, 159–165. ryan, r. m., & deci, e. l. (2000). intrinsic and extrinsic motivations: classic definitions and new directions. contemporary educational psychology, 25(1), 54–67. https://doi.org/https://doi.org/10.1006/ceps.1999.1020 saeed, m., iqbal, m., akhtar, m., & saleem, k. (2014). development of a scale to measure english language learning attitude of secondary agus husein as sabiq, et.al: investigating gender differences on the students’ attitudes and motivation toward english learning 257 school students. journal of educational research, 17(2), 17–42. stasya, a., sari, p., & pangaribuan, j. j. (2018). the combination of taskbased learning (tbl) approach and audio visual aids to improve students’ academic writing skills. jurnal liner, 1(3), 16–28. sunderland, j. (2000). issues of language and gender in second and foreign language education. language teaching, 33(4), 203–223. https://doi.org/doi: 10.1017/s0261444800015688 viriya, c., & sapsirin, s. (2014). gender differences in language learning style and language learning strategies. indonesian journal of applied linguistics, 3(2), 77–88. https://doi.org/10.17509/ijal.v3i2.270 widyastuti. (2017). authentic material and automaticity for teaching english. register journal, language & language teaching journals, 10(1), 1–17. winke, p. (2005). promoting motivation in the foreign language classroom. clear news, 9(2), 1–12. yulia, y. (2013). teaching challenges in indonesia: motivating students and teachers’ classroom language. indonesian journal of applied linguistics, 3(1), 1–16. https://doi.org/10.17509/ijal.v3i1.186 zlate, s., & cucui, g. (2015). motivation and performance in higher education. procedia social and behavioral sciences, 180(november 2014), 468–476. https://doi.org/10.1016/j.sbspro.2015.02.146 258 | english franca, vol. 5, no. 2, 2021 english franca : academic journal of english language and education vol. 4, no. 2, 2020, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: http://dx.doi.org/10.29240/ef.v4i2.1793, page 161-180 the implication of flipped learning model in tertiary critical reading class yunani atmanegara tridinanti university palembang yunaniatmanegara@univ-tridinanti.ac.id rahma dianti tridinanti university palembang rahma_dianti@univ-tridinanti.ac.id abstract this study investigated the implication of flipped learning model toward tertiary students’ critical reading skill. classroom action research was carried out to conduct the study. critical reading test, observation of students’ learning participation outside and inside class, and interview were administered to gather the data. this study used descriptive analysis. students’ prior critical reading skill was considerably low. they did not have self-initiative to practice their reading skill. after implementing this model for three cycles, progress on their critical reading could be noticed. flipped learning model could trigger students’ learning participation both outside and inside classrooms. yet, students still needed teacher’s assistance to direct their learning process. flipped model of instruction encouraged students to be able to analyze and evaluate the texts. however, students still had difficulty in internalizing the information to formulate ideas as creating skill needs more practice to achieve. appropriate learning materials, students’ awareness, and environmental supports influenced the implication of flipped learning model implementation. keywords: flipped learning model, critical reading skill, tertiary students introduction reading takes on a central role in higher education. students have to read a large number of resources not only books but also journal articles and academic papers to support their academic performance. academic reading is a mandatory activity for tertiary students to mailto:yunaniatmanegara@univ-tridinanti.ac.id mailto:rahma_dianti@univ-tridinanti.ac.id 162 | english franca, vol. 4, no. 2, 2020 achieve academic success. according to hermida (2009), reading is one of fundamental academic skills at university level as well as writing, critical thinking, oral presentation, and media literacy. nowadays, abundant yet complex reading passages can be easily accessed. moreover, technology innovation provides many conveniences in accessing various reading sources. ict as a new literacy now make students access reading sources easily (apriani, 2016). using ict in learning process can motivate (apriani, 2019), attract, and enhance the success of learners in studying english skill (apriani, 2019). therefore, students have to critically read passages to obtain relevant information according to their needs. cultivating tertiary students’ critical reading skill is very beneficial since this skill allows students to gain comprehensive understanding of written materials which will eventually help them analyze -strong evidence and well-reasoned argument provided in the texts. critical reading also emerges as developing behavior at the level of analysis, evaluation, and creation. readers apply their critical thinking in reading activity as they need to analyze, question, judge, and evaluate information obtained from texts (karaca & ogus, 2017; pardede, 2007; pirozzi 2003). in addition, critical readers use their cognitive competence and critical attitudes of reading such as careful, active, reflective, and analytic during reading process (asilioglu, 2008; kurland, 2000). they not only passively absorb all the information from the texts but also appropriately decide what to accept and believe. to grasp the sense of the text, critical reading activity involves higher order thinking skills (hots) that comprises three highest levels of thinking skills namely analyzing, evaluating, and creating. those skills enable students to selectively use the information from a lot of choices of sources. therefore, in this information and technological innovation era, critical reading ability becomes the foundational skill in high levels of education (ndethiu, 2017; kress, 2003; walz, 2001). furthermore, integrating hots into learning process helps students improve their critical thinking skill. reinforcing students’ critical thinking skill can give powerful effect on students’ success in learning. it is consistent with the education policy of indonesian government (2018) that requires yunani: the implication of flipped learning model in tertiary critical reading class |163 teachers to incorporate hots into their teaching practice to direct students to be able to think critically and creatively. hots oriented learning can improve the quality of smart and successful students. according to schleicher (2019), students are supposed to be able to read complex texts, select credible and valid sources of information, and update the accepted knowledge and practices. nevertheless, the latest survey of pisa 2018 revealed that students still encountered problems in reading even for the most basic reading tasks. the results of pisa 2018 showed that indonesia ranked 74 out of 79 countries in terms of reading skill. it indicated that indonesian students’ reading skill is still very poor. zin and eng (2014) added that asian students are categorized as non-critical readers and thinkers. different culture, language background, and learning styles might cause different critical reading abilities in tackling the texts while reading. apriani (2016) in her study also found that students’ in junior high school had problems in reading. meanwhile, muhlis (2017) confirms that most of senior high school students perceived medium level of foreign language reading anxiety. as the result, most university students were not prepared for academic setting environment that insists them to be critical in reading the texts, therefore they adopt a superficial approach in reading academic materials. some possible factors that could contribute to the students’ low skill in critical reading were teachers rarely stimulated students with high order level of questions (sunggingwati & nguyen, 2013), students lacked ability to apply analytical and inferential skills because of the low english language proficiency (zin, eng & rafik-galea, 2014), and students had low comprehension skill to infer the implicit argument and analyze the text tone (par, 2018; attaprecakul, 2013). furthermore, alghail and mahfoods (2016) found five academic reading difficulties faced by university students consisting of internalizing relevant information, summarizing the information using their owns’ words, decoding unfamiliar words, finding out supporting ideas and evidence, and managing the time for completing reading academic materials. in light of those problems, it is vital for the teachers to employ effective teaching variety that stimulates students’ critical reading skill. 164 | english franca, vol. 4, no. 2, 2020 inderawati, sofendi, purnomo, vianty, and suhendi (2019) claim that technology brings change in teaching and learning practice to be more effective and efficient. moreover, students need to develop their ict skills and collaborative learning to respond to the challenges of education 4.0. flipped learning model triggers students’ learning desire to integrate technology tools into their reading activities. it is one of the models in blended learning since it combines both face-to-face learning and online learning to facilitate teaching and learning process. flipped learning model offers students more opportunities to have self-paced learning. this model encourages students to learn theoretical parts outside the classroom, whereas the practical parts are taught face to face and interactively (chea & huan, 2019). flipped classroom positively affected students’ critical thinking (asmara, kusumaningrum, wulansari, munirah, & hersulastuti, 2019; deruisseau, 2016). furthermore, students’ higher order thinking skill, engagement, and satisfaction could be improved due to flipped model of instruction (alsowat, 2016). this learning model promotes students’ learning engagement through collaborative activity, peer discussion, and problem-based learning. students are encouraged to take control of their own learning and develop their critical thinking towards its implementation. sharples, adam, verguson, gaved, mcandrew, rientites, weller, and whitelock (2014) confirmed that flipped learning is an innovative pedagogical approach conveying high potential impact for higher education students. in reading class, karimi and hamzavi (2017) affirmed that flipped learning model had a significant positive effect on efl students’ reading comprehension development. a number of students became more confident and independent to learn in class since they had brainstormed the background knowledge or ideas at their own pace. lu (2016) added that implementing flipped classroom in english reading course gives opportunities for students to use various reading styles, access rich reading content, and get better comprehension. meanwhile, al-rowais (2014) affirmed that flipped learning model could improve students’ academic achievement and their learning attitudes. this model also builds peer interaction and collaboration in class session. yunani: the implication of flipped learning model in tertiary critical reading class |165 the above elaboration shows that flipped learning model can be a potential and beneficial choice to accommodate students’ critical reading practices since this model provides the students with two different learning modes, inside and outside the classroom. most of previous studies on reading skill cultivation only focused on exploring teaching varieties that gave deep exposure on reading practices through classroom instruction. very few studies had undertaken on exploring reading practice both inside and outside the classroom. meanwhile, practicing students to read critically for both inside and outside classroom instruction is really on demand especially for tertiary level. higher education requires students to be more responsible to take their own control during reading activities outside the classroom. they are supposed to have independence and self-initiative to read on their own. however, most students of english education study program at tridinanti university only performed reading practices when they participated in reading class. they had no self-initiative to do reading activities outside the class. as response to this condition, this study attempted to conduct a classroom action research focusing on investigating the implication of flipped learning model in empowering tertiary students’ critical reading skill. theoretical framework critical reading skill in tertiary level developing tertiary students’ critical reading skill is very important to lead them to get appropriate information according to their needs and discover meaning beyond the text. hudson (2007) defines critical reading skill as the skill that will help students to be able to analyze, synthesize, and evaluate what is read. the aim of critical reading is to assess whether the passage supported by strong evidence and a well-reasoned argument. students may not only passively agree with everything they read in an academic context but also compare, contrast, find fault with, agree, disagree, question and evaluate each and every text (university of technology sydney, 2017). 166 | english franca, vol. 4, no. 2, 2020 furthermore, students learning development university of leicester (2009) mention the characteristic features of critical reading as follows: 1. examine the evidence or arguments presented 2. check out any influences on the evidence or arguments 3. check out the limitations of study design or focus 4. examine the interpretations made 5. decide to what extent readers are prepared to accept the authors’ arguments, opinions, or conclusions. flipped learning model flipped learning model was developed in the 1990s. this model helps students to prepare and reflect on the learning materials before class and then use peer interaction during class time to encourage deeper understanding about the subject matters (crouch & mazur, 2001). flipped learning came into general use in the early mid-2000s and use technology tools to deliver materials to students before class. flipped learning network (2014) coins four pillars from the word “flip” as the framework of this model: 1. flexible environment – students choose when and where they learn 2. learning culture –the learning mode is shifted into a learnercentered approach, the topic is explored in greater depth in class. 3. intentional content –teachers determine what to teach and what materials students should explore on their own 4. professional educator – teacher serves as facilitator to enable flipped learning to occur. bishop and verleger (2013) point out two essentials learning sessions of flipped learning model: out-of-class and in-class sessions. students learn out-of-class to acquire the knowledge through educational technology while learning in-class session is conducted through interaction with peers and teachers. edmodo can be used as the online learning platform to mediate students’ learning in out-of-class session. compared to others’ learning platforms, edmodo deploys many advantages. it provides a simple way for teachers to create and manage an online classroom community as well as enables students to connect and work with their classmates and teachers anywhere and anytime (balasubramaniana, jaykumar & fukey, 2014). yunani: the implication of flipped learning model in tertiary critical reading class |167 research methodology research design research design administered in this study was classroom action research (car). stringer (2007) states that action research investigates a systematic approach to get effective solutions for the problems. this study aimed at investigating flipped learning model implementation in empowering students’ critical reading skill. this car was carried out in four stages: planning, action, observation, and reflection. it was conducted in 3 cycles (march 3 – may 31, 2019) consisting of four meetings in each cycle. researcher 1 served as lecturer while researcher 2 served as observer. population and sample the population of this study was the students of english education study program at tridinanti university palembang. in selecting the sample, purposive sampling technique was administered. 16 students who were taking critical reading course participated in this study. the students had taken the prerequisite reading courses including basic, literal, and interpretative reading courses. data collection the data were collected by using test, observation, and interview. the test was administered to collect the data about students’ critical reading skill before and after the action stage. the researchers observed the learning process both in-class and out-of-class by using observation sheet. interview was administered to get supplementary data to strengthen the observations results of this study. data analysis the data of critical reading test were calculated and analyzed by using percentage analysis. the improvement of students’ critical reading skill was shown by the increasing of percentage from the learning completeness and critical reading aspects (analyzing, evaluating, and creating). the standard of learning completeness used tridinanti university score standard (≥ 70) with the indicator of learning success was ≥85 %. mean scores of pre-cycle test, progress test 1, 2, and 3 were 168 | english franca, vol. 4, no. 2, 2020 compared to see the progress achieved by students in every cycle. meanwhile, the data from in-class and out-of-class observations were served in the form of diagram and descriptively analyzed. moreover, the interview results were used to support the description of observation. findings and discussion findings the result of preliminary studies the researchers did some preliminary studies to identify the students’ prior reading skill. the researchers investigated students’ reading achievement in the third semester for interpretive reading course since it was the prerequisite course to take critical reading subject. the mean score of students' interpretive reading was 64.14. it indicated that students reading ability was still below the standard. furthermore, researchers interviewed interpretive reading lecturer to know what problems encountered by lecturer and students during interpretive reading class. the lecturer reported some obstacles during teaching because students lacked decoding vocabulary skill. in addition, most students got difficulties in finding main ideas and making inferences of english reading texts. students could not read beyond the text and still comprehended the text literally. meanwhile, students did not have initiative to read on their own. they still needed lecturer’s assistant to practice their reading both inside and outside classroom. this condition showed that they were not active and independent in learning especially in reading. they did not realize that they were required to have independence in academic reading in higher education. results of critical reading test pre-cycle test at the beginning of the study, pre cycle test was given to the students to measure their critical reading skill before implementing flipped learning model. the results of pre cycle test showed that no student could reach the standard score (70) while the maximum score was 64, the minimum score was 24, and the mean score was 41.5. yunani: the implication of flipped learning model in tertiary critical reading class |169 furthermore, the results of critical reading sub-skills showed that students could answer 43.3% for analyzing, 47.9% for evaluating, and 31.3% for creating. progress test 1 after implementing flipped learning model in cycle 1, progress test 1 was given to the students to evaluate their critical reading skill progress. the result showed that learning completeness achieved 31.25% while the maximum score was 76, the minimum score was 32, and the mean score was 55.5. in addition, the results of critical reading sub-skills showed that students could answer 54.8% for analyzing, 67.7% for evaluating, and 44.8% for creating. mean difference between pre cycle test and progress test 1 was 14. it indicated that there was slightly improvement on students’ critical reading skill. since the results were still below the standard score and success indicator, the study was continued to cycle 2. progress test 2 at the end of cycle 2, progress test 2 was given to the students. it was found that learning completeness achieved 62.5% while the maximum score was 80, the minimum score was 45, and the mean score was 66.56. moreover, the results of critical reading sub-skills showed that students could answer 70.2% for analyzing, 69.8% for evaluating, and 55.2% for creating. mean difference between progress test 1 and progress test 2 was 11.06. it indicated that the improvement of students' critical reading skill did not exceed the success indicator. therefore, cycle 3 would be conducted. progress test 3 after administering progress test 3, it was found that 87.5% of the students achieved the learning completeness while the maximum score was 88, the minimum score was 61, and the mean score was 76.31. mean difference between progress test 2 and progress test 3 was 9.75. meanwhile, the results of critical reading sub-skills showed that students could answer 81.3% for analyzing, 77.1% for evaluating, and 64.6% for creating. the results exceeded the standard score and success indicator. in other words, the results had reached the target. it means 170 | english franca, vol. 4, no. 2, 2020 that flipped learning model could empower tertiary students’ critical reading skill. the summary of critical reading test results is presented in table 1. table 1. the summary of critical reading test results pre-cycle test progress test 1 progress test 2 progress test 3 learning completeness 0% 31.25% 62.5% 87.5% mean 41.5 55.5 66.56 76.31 maximum 64 76 80 88 minimum 24 32 45 61 analyzing 43.3% 54.8% 70.2% 81.3% evaluating 47.9% 67.7% 69.8% 77.1% creating 31.3% 44.8% 55.2% 64.6% observation results out-of-class observation this observation was conducted in every meeting to observe students’ learning participation outside the classroom. students were given one week to complete the worksheet and submit it back to edmodo. the results of observation revealed that 81.3% of the participants could complete the assignment before the due time, 6.3% exceeded the due time, and 6.3% undefined. it indicated that the implementation of flipped learning model could encourage the participants to be more responsible in managing their time in submitting the worksheet. in completing the worksheet, most of students used internet connection to find supporting learning resources from various websites or journals, youtube, wikipedia, encyclopedia, and electronic books. they used their own initiative to complete this. in addition, content became the hardest aspect to achieve. regarding to the content of the students’ answers, they gave less valid answers since they mostly used only one relevant and scientific resource to support their answer. yunani: the implication of flipped learning model in tertiary critical reading class |171 in-class observation classroom observation was administered at the end of each cycle. three aspects were observed during the implementation of flipped learning model: students’ learning performance, participation, and behavior. a. learning participation in cycle 1, students did not participate actively during in-class session. most of students (87.5%) still needed lecturer’s assistance to complete the reading assignments during in-class session. 68.75% of the students did not actively participate during class discussion, did not ask questions, did not answer the questions voluntarily, and did not have self-initiative in working with the tasks. only 43.75% of the students did the work thoroughly and interacted academically with their peers. in cycle 2, they showed better learning participation during inclass session. most of the students (87.5%) followed the lecturer’s direction well. 81.25% of the students academically interacted with their peers. 75% of the students did the work thoroughly and participated actively in class discussion. they also started to ask and answer questions voluntarily. however, students still needed teacher’s assistance and did not have self-initiative in working with the tasks. in cycle 3, students’ learning participation significantly improved. most students (93.75%) actively participated and interacted with their peers in class discussion. 87.5% of the students voluntarily answer the questions and did the works thoroughly. they also built their selfinitiative in working with the tasks and in answering the questions. unfortunately, 50% of the students still depended on teacher’s assistance during learning process. figure 1 depicts the result of in-class observation for learning participation. 172 | english franca, vol. 4, no. 2, 2020 figure 1. observation result of learning participation based on the results above, it could be said that flipped learning model implementation could significantly increase students’ learning participation. students actively participated during learning process in each class session. they could interact with peers in academic setting. however, they still needed lecturer’s assistance to direct them in doing peer discussion. b. learning performance there were 10 indicators observed related to students’ learning performance during flipped learning model implementation. in cycle 1, the students showed slow progress in their learning performance. based on the observation results, it indicated that mostly students (87.5%) still got problems in creating and summarizing their own ideas. they (75%) could not find strong evidences to support their ideas or answers during class discussion and completed the given tasks. 68.75% did not have good decision-making skill, could not express ideas clearly, and did not consider others’ suggestions. 50% of the students could finish and willingly work with reading assignment sincerely. the observation results in cycle 2 revealed that creating and summarizing skills still remained the problems. only 37.5% of the students could create and summarize the ideas. in addition, 50% of the students still had problems in their self-motivation, decision making skill, and finding appropriate evidences to support their ideas or answers. 68,8% of the students could consider others’ suggestion, work yunani: the implication of flipped learning model in tertiary critical reading class |173 willingly, and finish assignment with sincere effort. in cycle 3, students showed significant progress in their learning performance during the implementation of flipped learning model. unfortunately, the aspects of creating and summarizing and decisionmaking skills remain the problems. only 62.5% of the students could create and summarize their ideas, and make good decision in completing the reading tasks. figure 2 portrays the observation results of in-class session for learning performance. the results show that the implementation of flipped learning model could help students perform better in their reading practice. they were able to finish the assignment with sincere effort and could provide ideas with evidence. yet, they still got difficulty in creating and summarizing ideas in their own words. figure 2. observation result of learning performance c. learning behavior there were 6 indicators observed for learning behavior aspect. during the implementation of flipped learning model in cycle 1, the students still had problems in their learning behavior. all of the students could not work individually to complete the tasks. most of the students (69.75%) were also easily distracted in completing the reading tasks and not confident to report their work to the whole class. meanwhile, 62.5% of the students did not show integrity during learning process. 56.25% of the students did not try to complete the reading tasks 174 | english franca, vol. 4, no. 2, 2020 sincerely and were not responsible in their learning activities during inclass session. in cycle 2, students’ learning behavior slightly increased. most of the students (75%) showed high responsibility toward their learning activities. they (68.75) also showed integrity during learning process. 62.5% of the students were confident enough to report their work during class discussion and tried to complete the reading tasks with sincere effort. however, students still easily got distracted in completing the tasks. in cycle 3, students showed significant improvement in their learning behavior. most of students (87.5%) consistently did the reading tasks on their own, tried to complete the reading tasks with sincere effort, showed integrity during the learning process, and significantly built their responsibility toward their own learning. unfortunately, ict usage during the learning process still remained the problems. it became distraction for them when completing the tasks. figure 3 portrays the observation result of learning behavior during the implementation of flipped learning model. figure 3. observation result of learning behavior based on those findings, it indicated that the implementation of flipped learning model could encourage the students to be more responsible toward their own learning and build their self-confidence to deliver their work report to the whole class. however, they were easily distracted due to the use of ict devices during the learning process. yunani: the implication of flipped learning model in tertiary critical reading class |175 interview results the results of interview revealed that all students agreed they could use their learning time efficiently during flipped learning model implementation. in selecting the learning resources, 62.5% of the students could find appropriate materials. for the students’ learning participation out of class, 100% of the students completed the worksheet on their own initiative while 93.8% of the students actively participated during in-class discussion. moreover, students were able to analyze and evaluate the texts even though they struggled to grasp the meaning. finally, students could build their self-initiative to reflect their ideas and thoughts in implementing flipped learning model. discussion after implementing flipped learning model for three cycles on students’ critical reading class, some points could be discussed. flipped learning model could empower tertiary students’ critical reading skill. the final results had exceeded the success indicator of this study. two learning sessions of this model helped the students to understand more on the topic discussed. karimi and hamzavi (2017) confirm that students reading performance was better because of the flipped model of instruction. before implementing flipped learning model, students did not have self-initiative to practice their reading skill. the implementation of this model helped students manage their learning time to have more reading practice. this model could stimulate their independence to find various supporting learning sources to complete the reading worksheet. however, students could not provide rich content for the worksheet. they still lacked decision making skill to create and summarize the ideas. students got difficulty in internalizing the information to create their own ideas. in class learning session, the implementation of this model could encourage students’ learning participation. at the beginning of the study, students did not actively participate during class discussion. most of the students relied on the teachers’ assistance to participate in learning process. flipped learning model could increase students’ learning participation and motivate them to be critical in responding to 176 | english franca, vol. 4, no. 2, 2020 the text. they analyzed, questioned, judged, and evaluated the information obtained from texts. therefore, students could engage in peer discussion and were able to interact with peers in academic setting even tough teacher’s role is still needed to direct them in doing peer discussion. this model also encouraged students’ active participation in collaborative learning. wu, chen, and yang (2017) confirm that flipped classroom could develop peer interaction and collaboration. furthermore, flipped learning model could help students to perform better in analyzing and evaluating skill. during the in-class learning session, students could read the text more profoundly since they already constructed the knowledge about the topic discussed. they could give supporting ideas with evidence. hence, the implementation of this model could help them decide appropriate, credible, and valid information from the texts as critical readers used their cognitive competence and critical attitudes during their reading process (asilioglu, 2008; kurland 2000). nevertheless, creating skill remains the problem faced by the students. it might be caused by the students’ tendency to rely on the teacher’s confirmation in generating ideas since they were not confident enough to create new ideas. this condition might also be influenced by students’ reading comprehension. they still struggled to grasp the meaning beyond the text. consequently, lecturer spent more time to practice analyzing and evaluating skill rather than the creating skill during the implementation of flipped learning model. at last, the implementation of flipped learning model triggered students’ learning engagement. students showed positive learning attitude during the implementation of this model. it is in line with alrowais (2014) that flipped learning model can enhance students’ academic achievement and affect positive attitudes toward the learning course. meanwhile, students could comprehend the text better and involved their higher critical thinking skill during its implementation. it is consistent with lu (2016) that implementing flipped classroom in english reading class allowed students to use various reading style to access rich reading content. however, the use of ict devices during its implementation should be considered since students were easily distracted by the use of technology in completing the task. yunani: the implication of flipped learning model in tertiary critical reading class |177 conclusion the implementation of flipped learning model could empower tertiary students’ critical reading skill. this model could promote students learning engagement since it contains two learning sessions; out of class and in-class session. out of class activity helped students build background knowledge so that they could link the information to the topic discussed. this activity directed them to have deeper understanding in reading the text. therefore, students were able to analyze and evaluate the texts. however, they still need more reading practice to develop their creating skill. references alghail, a. a. a. & mahfoodh, o. h. a. (2016). academic reading difficulties encountered by international graduate students in a malaysian university. issues in educational research, 26(3), 369-386. al-rowais, a. s. (2014). the impact of flipped learning model on achievement and attitudes in higher education. international journal for cross-disciplinary subjects in education, 4(1), 1914-1921. alsowat, h. (2016) an efl flipped classroom teaching model: effects on english language higher-order thinking skills, student engagement, and satisfaction. journal of education and practice, 7(9), 108–121. apriani, e. (2016). a new literacy: the role of technology to develop student’s character. ta’dib:journal of islamic education (jurnal pendidikan islam), 21(1), 59 72. https://doi.org/https://doi.org/10.19109/tjie.v21i1.742. apriani, e. (2016). using the think-pair-share (tps) strategy to enhance students’ reading achievement of the seventh grade at mtsn lumpatan. belajea; jurnal pendidikan islam, 1(2). doi:http://dx.doi.org/10.29240/bjpi.v1i2.110. apriani, e., supardan, d., sartika, e., suparjo, s., & hakim, i. n. (2019). utilizing ict to develop student’s language ethic at islamic university. potensia: jurnal kependidikan islam, 5(1), 114. https://doi.org/https:/doi.org/10.19109/tjie.v21i1.742 http://dx.doi.org/10.29240/bjpi.v1i2.110 178 | english franca, vol. 4, no. 2, 2020 apriani, e., & hidayah, j. (2019). the ict used by the english lecturers for non-english study program students at iain curup. vision: journal for language and foreign language learning, 8(1), 26-37. asilioglu, b. (2008). importance and means of critical reading for cognitive learning. journal of d.u ziya gokalp faculty of education,10 11. asmara, r., kusumaningrum, w. r., wulansari, a., munirah. & hersulastuti. (2019). measuring the effect of flipped classroom model on critical thinking skills. 2nd workshop on language, literature and society for education. retrieved from http://dx.doi.org/10.4108/ eai.21-12-2018.2282743 attaprechakul, d. (2013). inference strategies to improve reading comprehension of challenging texts. english language teaching, 6(3), 82-91. balasubramaniana, k, jaykumar, v. & fukey, l. n. (2014). a study on “student preference toward the use of edmodo as a learning platform to create responsible learning environment”. procedia – social and behavioral sciences, 144, 416-422. bishop, j. l. & verleger, m. a. (2013). the flipped classroom: a survey of the research. 120th american society for engineering education conference annual conference and exposition, 30, 1-18. chea, c. c. & huan, j. t. j. (2019). higher education 4.0: the possibilities and challenges. journal of social science and humanities, 5(2), 81-85. crouch, c. h. & mazur, e. (2001). peer instruction: ten years of experience and results. american journal of physics, 69(9), 970-977. deruisseau, l. r. (2016). the flipped classroom allows for more class time devoted to critical thinking. advances in physiology education, 40(4), 522-528. flipped learning network. (2014). what is flipped learning? retrieved from https://flippedlearning.org/wp-content/uploads/2016/07/ flip handout_fnl_web.pdf hermida, j. (2009). the importance of teaching academic reading skills in first-year university courses. the international journal of research https://eudl.eu/proceedings/wol2sed/2018 https://eudl.eu/proceedings/wol2sed/2018 https://eudl.eu/proceedings/wol2sed/2018 http://dx.doi.org/10.4108/eai.21-12-2018.2282743 http://dx.doi.org/10.4108/eai.21-12-2018.2282743 http://dx.doi.org/10.4108/eai.21-12-2018.2282743 http://web.mit.edu/jbelcher/www/tealref/crouch_mazur.pdf http://web.mit.edu/jbelcher/www/tealref/crouch_mazur.pdf https://flippedlearning.org/wp-content/uploads/2016/07/%20flip%20handout_fnl_web.pdf https://flippedlearning.org/wp-content/uploads/2016/07/%20flip%20handout_fnl_web.pdf yunani: the implication of flipped learning model in tertiary critical reading class |179 and review, 3, 20-30. hudson, t. (2007). teaching second language reading. oxford: oxford university press. inderawati, r., sofendi, purnomo, m.e., vianty, m. & suhendi, d. (2019). students’ engagement in utilizing technology for learning support. english franca: academic journal of english language and education, 3(2). 181-196. karaca, p. o. & ogus, f. g. (2017). a conceptual evaluation on critical reading. iosr journal of humanities and social science (iosr-jhss), 22(12), 38-41. doi: 10.9790/0837-2212073841 karimi, m. & hamzavi, r. (2017). the effect of flipped model of instruction on efl learners’ reading comprehension: learners’ attitudes in focus. advances in language and literary studies, 8(1), 95-103. kress, g. (2003). literacy in the new media age. london: routledge. kurland, d. j. (2000). critical reading vs critical thinking. retrieved from http://www.criticalreading.com lu, s. (2016). a tentative research on the college english reading teaching mode based on the theory of the flipped classroom. 5th international conference on social science, education, and humanities research (ssehr). 1660-1663. ministry of education and culture. (2018). mendikbud imbau guru terus kembangkan model pembelajaran hots. retrieved from https://www.kemdikbud.go.id/. muhlis, a. (2017). foreign language reading anxiety among indonesian efl senior high school students. english franca: academic journal of english language and education, 1(1), 19-44. ndethiu, s. m. (2017). critical reading skills for the 21st century: the role of universities. iosr journal of humanities and social science (iosr-jhss), 22(12), 53-59. doi: 10.9790/0837-2212055359 par, l. (2018). the efl students’ critical reading skills across cognitive styles. journal of english education and linguistics studies, 5(1), 7396. http://www.criticalreading.com/ https://www.kemdikbud.go.id/ 180 | english franca, vol. 4, no. 2, 2020 pardede, p. (2007). developing critical reading in efl classroom. fkipuki english department bimonthly collegiate forum, 1(1), 1-16. pirozzi, r. (2003). critical reading, critical thinking (2nd ed.). new york. longman. schleischer, a. (2019). pisa 2018: insights and interpretations. paris: oecd publishing. sharples, m., adams, a., ferguson, r., gaved, m., mcandrew, p., rienties, b., weller, m. & whitelock, d. (2014). innovating pedagogy 2014: open university innovation report 3. retrieved from http://www. openuniversity.edu/sites/www.openuniversity.edu/files stringer, e.t. (2007). action research (3rd ed). california: sage publications inc. students learning development university of leicester. (2009). what is critical reading? retrieved from https://www2.le.ac.uk/offices/ld/ resources/studyguides-pdfs/writing-skills-pdfs/critical-readingv1%200.pdf sunggingwati, d. & nguyen, h. t. m. (2013). teachers’ questioning in reading lessons: a case study in indonesia. electronic journal of foreign language teaching, 10(1), 80-95. university technology of sydney. (2017). critical reading. retrieved from https://www.uts.edu.au/current-students/support/helps/self-help resources /reading/critical-reading walz, j. (2001). critical reading and the internet. the french review, 74(6), 1193-1205. wu, w. c. v., chen, h, j. s. & yang j. c. (2017). creating an online learning community in a flipped classroom to enhance efl learners’ oral proficiency. educational technology & society, 20(2), 142–157. zin, z. m. & eng, w. b. (2014). relationship between critical thinking dispositions and critical reading skills of malaysian esl learners. the asian efl journal quarterly, 16(3), 41-68. zin, z. m., eng, b. e. & rafik-galea, s. (2014). critical reading ability and its relation to l2 proficiency of malaysian esl learners. the southeast asian journal of english language studies, 20(2), 43-54. https://www2.le.ac.uk/offices/ld/ https://www.uts.edu.au/current-students/support/helps/self-help english franca: academic journal of english language and education vol. 6, no. 2, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i2.4774 off-record politeness strategies used by the efl teachers for blended classroom nur aeni universitas negeri makassar nur_aeni@unm.ac.id muthmainnah universitas al asyariah mandar muthmainnah@gmail.com john evar strid northern illinois university, usa jstrid@niu.edu eka apriani institut agama islam negeri (iain) curup eka.apriani@iaincurup.ac.id abstract the purpose of this study was to determine the politeness strategies used by teachers when teaching english in coeducational classrooms and the impact of these strategies on students. we focused on analyzing teachers' verbal perceptions of off-record politeness and explained the implications of politeness as found in two english lesson recordings. researchers employed targeted selection and informative qualitative studies to obtain data. data were collected through interviews and observations. researchers transcribed the conversation and applied the theory of brown and levinson to analyze it. the subjects of this study were high school english teachers in south sulawesi. researchers observed classrooms by recording teacher activity and analyzing it using the theory of etiquette techniques by brown and levinson. consequently, the effects on students in learning are motivation, student attitudes (emotional), respect for teachers, self-confidence, activity, participation in the teaching and learning process, and integrity. keywords: off record politeness, tefl, blended classroom mailto:nur_aeni@unm.ac.id mailto:muthmainnah@gmail.com mailto:jstrid@niu.edu mailto:eka.apriani@iaincurup.ac.id 342 | english franca, vol. 6, no. 2, 2022 introduction to generate productive classroom interactions, both students and educators rely on communication. teachers and students use language to communicate in both verbal and nonverbal forms. therefore, they must employ effective communication strategies to articulate their thoughts. many studies have demonstrated that both students and educators need to use effective communication techniques in the classroom (moazen, kafipour, & soori, 2016) teachers do things to others there are several methods you can use if you want to ask the first way is to say something, and the other way is to make a facial expression without saying anything. these two types of communication are known as the basis of communication strategies. specifically, salman & beti (2020), as it is also perceived as a polite strategy. both strategies are a result of people's tendency to fearlessly maintain their self-image. the first strategy is the most common and obvious. by saying something, people can easily express or express what they want to say. on the other hand, by saying nothing, people tend to use or apply certain gestures without even saying a word. in addition to the former strategy, people can formulate or express some intended utterances directly related to what they want to say. this scheme is known as an "on-record" strategy. when people say things that don't seem directly related to what they want to say, it means they are using covert strategies. i tend to use this strategy. the most popular method or approach in english teaching methodology in recent years is called the 'communicative approach. as the name of this approach suggests, it emphasizes the learner's ability to communicate and the communication itself. students usually learn languages so that they can communicate. their goal is to be able to express all kinds of verbal acts, including requests and apologies, which are essential to the subject of politeness. politeness is part of communication and therefore plays an important role in the languagelearning process and in teaching english as a second language. liyanage, i., walker, t., bartlett, b., and guo, x. (2015) report the failure of coursebooks to address taboo language, as well as the effects of sociolinguistic and cultural knowledge. we have discovered that there are other barriers to development. in classes, with english teachers, i also found myself having to deal with my insecurities about how to do it. since instructors are typically in charge of instructing l2, they must comprehend the meaning of what is being taught, even though textbooks and teacher materials for english reflect modern linguistic breakthroughs. nur aeni, et. al: off-record politeness strategies used by the efl teachers for blended classroom 343 in some situations, it is important to use the words "please" and "thank you" as forms of politeness, but according to fabio (2012), some countries do not have a universal model of politeness. so politeness does not depend solely on these words. he goes so far as to say that it is quite common for tourists to view the locals in foreign countries as being rude or impolite. as a result, he advises readers to be alert and cautious when meeting new people because there is no single definition of politeness, and if they ignore this fact, they risk drawing inaccurate conclusions. even if it's a little stupid, individuals frequently anticipate speaking to each other in a somewhat oblique manner. therefore, when communicating, people need a strategy of politeness to get a good response from the listener. he states that it means to speak, to understand the social values of society, and to understand aspects of form. politeness strategies are an important factor in teaching language or communication because there are individual differences that teachers need to consider when teaching. for individual differences in students, teachers should control and select the best phrases or instructions in the classroom to avoid misunderstandings and misunderstandings among students. therefore, the strategy should prioritize the communication of ideas and focus on the audience and the context in which the communication takes place. some scientists in indonesia are interested in the study of civility in classroom interactions. one such as mojo. (2021) research on politeness focused solely on learner demands as a way to express politeness but did not specifically examine potential strategies used by students in the classroom. did. the results show that the 10 tondano javanese used positive politeness methods in a language environment where the interlocutor was less than or equal to the speaker and the moderator and language partner were in an intimate relationship. increase. mahmud (2018) also looked at how english students perceived respect. however, the focus wasn't on a particular courtesy strategy— the off-the-record strategy. all previous research has not further investigated off-the-record strategies in mixed classroom interactions. yanti (2017) researched the covert methods used on the renowned american talk show "oprah winfrey show" to describe modesty in the discussion. the findings indicated that the context of the circumstance and violations of conversational rules had an impact on the choice of methods. the results also showed that there were several instances where characteristics involved in dialogue, like intonation, influenced the choice of tactic. additionally, it was found that several statements used multiple strategies. the use of off-the-record politeness 344 | english franca, vol. 6, no. 2, 2022 was studied in this study, but for this discussion, we have focused on a specific tactic: rhetorical inquiries. the purpose of this study was to investigate and analyze the polite language teachers use when teaching english in online and offline classrooms (mixed classrooms) and to recognize and evaluate the formal language that english teachers employ with their students when doing so. was to discuss how language has an impact. it was based on pragmatic research. the scope of the study will be limited to the use of polite expressions used verbally by teachers in english classes in coeducational classrooms. in this part, the researchers focused not only on the english expressions but also on the indonesian language (bahasa indonesia). some researchers have discussed off-record strategies, namely: hutahaean, herman, & girsang (2021) which uncovered 37 politeness in the talk show pesbukers. the politeness techniques used in pesbukers variety shows were then compared to the four etiquette approaches described by brown and levinson (1987). on the record, they were off the record 1, bald 6, positive politeness 26 (70%), and negative politeness 4 (11%). (3 percent). in pesbukers' variety program, positive politeness was the most prevalent type of politeness technique. the majority of pesbukers used positive civility to foster a pleasant atmosphere, forge wonderful relationships, and maintain good touch between speaker and hearer. resulting in a well-run discourse. in addition, terada, okazoe & gratch (2021) revealed that agents who utilized an off-the-record tactic were able to obtain more concessions from their human partners, whereas positive politeness, which does not put the other's face in danger, resulted in more equitable negotiated deals. the human participants were unafraid to take advantage of bots who lacked courtesy in their speech. politeness is one of the tools individuals employ to manage the social rewards and penalties that come with all encounters, and our research shows that agents can benefit from it. estaji & nejad (2021)found that teachers' attitudes and use of politeness methods in oral classroom discourse among iranian english as a foreign language (efl) teachers. 29 efl teachers were chosen, and their classroom talks with their pupils were audio-taped and observed as a result. in addition, ten teachers were interviewed to gain a better understanding of their attitudes toward civility. the findings demonstrated that in most of their contacts with their students, iranian efl teachers used positive politeness tactics to soften their tone and give more credit to their ideas, values, attitudes, and beliefs. these nur aeni, et. al: off-record politeness strategies used by the efl teachers for blended classroom 345 findings may have ramifications for instructors' classroom relationships and careers. those research findings discussed the same topic about offrecord strategy but they did not focus on the efl classroom context. regarding those previous research findings, the researchers intended to conduct the study about off-record strategies used by the teacher in teaching english in the blended classroom theoretical framework the face-threatening behaviors of addressees constitute affronts to the face, which must be remedied according to the politeness principle. the politeness theory, which was first developed in 1978 by penelope brown and stephen levinson, has since broadened academia's understanding of civility. the aim of the speaker to lessen face threats carried by certain face-threatening acts toward another is expressed through politeness (mills, 2003:6). although the purpose of politeness is to make everyone feel at ease and ease with one another, these culturally determined norms occasionally may be used to humiliate a particular party. therefore, being polite involves making an effort to maintain another's dignity. there are a few ways to act politely:1. using hedging and indirectness to convey uncertainty and ambiguity; 2. polite deceit; 3. using euphemisms, which exploit ambiguity and connotation to disguise meaning ( which make use of ambiguity as well connotation). conversely, if they find themselves in a group that is more focused on negative face wants, those who are used to attending to positive face wants and utilizing positive politeness methods may find that they come out as crude or vulgar. the analysis in this study is only applicable to those techniques' off-the-record tactics. it serves as a good example of indirect word use. it's interesting to see what individuals indicate when they want to be polite to someone else. four further ways do not go into detail on how they are structured. this study sought to better understand the teacher's off-the-record tactics in a hybrid classroom. research methodology the researcher used a qualitative descriptive design. this research aimed to find out the kinds of off-record polite expressions used by teachers in teaching english in the classroom and the effects on the students during the teaching and learning process in the classroom. the researcher used the purposive sampling technique in selecting the 346 | english franca, vol. 6, no. 2, 2022 participant in this study. the subject of this research was one english teacher at sman 1 makassar (one of my favorite schools in makassar, south sulawesi). this study was conducted in january-may of 2022. the instrument which was used in this research, as follows; observation and recording. researchers employed observation to gather reliable data by merely following participants' (educators) participation in educational activities. in this study, researchers recorded the teaching-learning process by observing activities outside the classroom and giving an audio recorder to the teacher to perform the teaching-learning process. also, when conducting observations, researchers used an observation checklist as an observation device. in addition, researchers recorded activity with a video recorder to more accurately determine data collection. it was suggested that the researchers focused solely on verbal communication, as well as the lecturer’s speech and expressions. additionally, audio recordings were also obtained from google meet sessions (synchronous learning) to support data from observations. results & discussion in person, the class was conducted at sman 1 makassar, south sulawesi. it is held on the 20th of april 2022. the researchers observed classroom interaction. here is the extract; extract 1 (20th of april, 2022) t: finish? t: assalamualaikum wr.wb. and good morning s1: waalaikumussalam wr. wb. good morning mam in the above extract, before starting the class, the teacher (t) asked the students "finish?" and then followed by the opening utterance "assalamu alaykum warahmatullahi wabarakatuh". when the teacher asked the question, it can be seen that the teacher (t) implied indicated information for the students to get focused because the class would be starting soon, this expression by the teacher contained a question with no intention of obtaining an answer, furthermore, the teacher intention was to attract the students to stop their activities and pay attention to the class which was about to be started. the students didn't answer the question but quickly realized that they were required to leave all the activities due to the opening of the lesson. therefore, depending on the brown and levinson-proposed politeness methods (1987), this question nur aeni, et. al: off-record politeness strategies used by the efl teachers for blended classroom 347 is categorized as a rhetorical question as one strategy of off-record politeness. these findings in line with other findings from mubarak & rhaif (2022), revealed that although american commencement speakers use a variety of these techniques, they primarily focus on pleasant civility to inspire and forge a bond with the graduates. they addressed the question which is not theoretical or the certain answer needed but they used subjective questions. extract 2 (20th of april, 2022) t: mail, memed, alling. alling what happens to your book? it's broken. as we can see in the extract above, the teacher (t) uttered a question “what happened to your book?” subsequently followed by another sentence “it’s like broken”. the teacher (t) genuinely meant to imply that the book was no longer suitable for use as a note when she said, "it's like broken," in the second sentence. the teacher tried to show the student about the breakage and intended to inform the student that it was time to change the book with the new one. based on the theory of brow & levinson, the utterance might imply criticism and it contains a presupposed expression. isabella et al findings . are from 2022, which showed that indirect language helps speakers avoid sounding oppressive, confirming this conclusion. for instance, a speaker who employs the indirect approach can simply remark, "wow, it's getting cold in here," without explicitly requesting that the audience get up and turn up the thermostat. other instances of similar tactics include: include hints "oh no, i forgot to go to the bank today and now i'm short on cash". extract 3 (22nd of april, 2022) t: who wants to answer number two? s3: the destination t: i thought you need to answer from the conversation above we can see that the teacher uttered "who wants to answer number two?" followed by the students' answer "the destination". after the students mentioned "the destination" subsequently followed by another utterance from the teacher (t) "i thought you need to answer". this sentence "i thought you need to answer" implies a warning to the students. the teacher intended to remind the students by using the utterance that it was an obligation for them to finish the homework and to do the exercises. despite saying 348 | english franca, vol. 6, no. 2, 2022 "have you finished your task" the teacher prefers to use the expression as a clue to the students that they are being warned to complete the task. based on the theory by brown & levinson, this utterance might imply an association clue. extract 4 (22nd of april, 2022) t: emmm, my mother? s3: is washing t: my mother? s3: is washing extract 5 (23rd of april 2022) so the answer from my mother is washing the dishes is? t: the dishes are being? s3: washed from the data above we can see that the utterance from the teacher (t) "so the answer from my mother is washing the dishes is?" was subsequently followed by another utterance "the dishes are being?". after the teacher mentioned the sentence, the students gave their answer "washed". practically, something more gets communicated than was said. according to the context, the utterance was intended to ask the students to give their correct answers. the students could get the points and finally respond to the teacher by giving the correct phrase "is washing". moreover, based on the theory of brown & levinson, the teacher applied a hint strategy which is considered one of the strategies in off-record politeness. from the extract above we can see that the teacher (t) said "emmmm, my mother?" with raising intonation and stressing the word "mother". it was followed by the student's" is washing". furthermore, the teacher (t) repeatedly uttered "my mother?" subsequently followed again by the student's" is washing ". the expression "my mother?" used by the teacher (t) indicated the desired action. the teacher produced the utterance with a raising intonation to show she expected the students to continue the word with true lexical and grammatical utterances. the students could get the points and finally respond to the teacher by giving the correct phrase "is washing". moreover, based on the theory of brown & levinson, the teacher applied to give a hint strategy which is considered one of the strategies in off-record politeness. this result was in line with the findings of salman & beti (2020), in their study covered the students tend to respond to the teacher's statement spontaneously while in casual interactions, the nur aeni, et. al: off-record politeness strategies used by the efl teachers for blended classroom 349 students are more polite, while in official interactions with their teacher and the department head, they are less polite and more threatening. in casual interactions, the students are more polite, while in official interactions with their teacher and the department head, they are less polite and more threatening. extract 6 (23rd of april 2022) t: the police officer s4: has t: has s4: caught t: the? s5: the thief from the data above we can see that the utterance from the teacher (t) "the police officer" was subsequently followed by another utterance "has" from the students. subsequently, the teacher continued with the utterance "has?" which was pursued by the students' utterance "caught". soon afterward the teacher (t) uttered "the?" which was followed by the students' answer "the thief". practically, the utterances "the police officer?", "has?", and "the?" according to the context, these utterances were intended to ask the students to give their correct answers. the students could get the points and finally respond to the teacher by giving the correct phrases "has", "caught", and "the thief". moreover, based on the theory of brown & levinson, the teacher applied a hint strategy which is considered one of the strategies in off-record politeness. because the teacher was trying to raise the issue so that the students were trying to give appropriate responses. there were two main findings in this session. initially, it was the outcome of two sessions that included some excerpts from the teacher's usage of off-the-record courteous language when teaching english in the classroom. additionally, the learning exercises were separated into three groups: opening, primary learning, and closing. there were various other off-the-record courteous remarks in this section, including giving hints, giving association clues, presupposing, and giving rhetorical metaphors, which were used by teachers in teaching english in the classroom. in addition, khasanah (2018), salman & beti (2020) indicated that the teacher uses the bald-on-record technique in the classroom to get an immediate response and grab the students' attention. mostly, it is used to give the students orders. by saying exactly what she intends, the teacher will prevent misunderstandings as she uses the bald-on-record 350 | english franca, vol. 6, no. 2, 2022 technique. this tactic is typically used when a teacher offers instructions to students. to get the data from the online session, the researcher joined as the observer and participant in the online class held by the teacher. the class was done via google meet and zoom cloud meeting. the utterances in an online class are as follows: extract 1: greeting (17th of may, 2022) (opening the class) t: assalamu’ alaikum warahmatullahi wabarakatu (god's peace be with you) s5: waalaikumsalam warahmatullahi wabarakatu t: alhamdulillah, i hope you are always in good condition s6: aamiin in part 1, the teacher begins the lesson by saying "assalamu' alaikum wa rahmatullah wabarakatu" (peace be upon you) before explaining the subject, and the students say "wa'alaikumsalam warahmatullahi wabarakatu (peace be upon you)". i answered with the words this type of greeting is an islamic greeting that is always uttered in muslim communities to share blessings with others. for example, while using islamic pleasantries is preferred, other forms of pleasantries are also acceptable. good morning and selamat pagi. the use of islamic utterances is beneficial in addition to a good relationship with god. the use of islamic greetings in this excerpt demonstrates the good behavior of the students and pupils, demonstrating politeness. extract 2 (18th of may, 2022) t: okay, firstly i would like to tell you a little bit about your task. now we come to the new discussion. in extract 2, the teacher started to elicit the students' difficulties regarding the task or assignment. the teacher reviewed the previous lesson before she dealt with a new topic. this activity was conducted to grasp the students' attention and focus on the lesson that the teacher was about to discuss. this extract showed the reflection from the teacher is a crucial part of the teaching and learning process. it leads the students to explore their experience and the obstacles that they faced in the classroom in the end, the teacher will be perceived as friendly and open to friendship as she practices positive politeness. she will also appear bright to students by giving praise, satisfy students' desire to participate actively in class activities by asking them questions, and emphasize that nur aeni, et. al: off-record politeness strategies used by the efl teachers for blended classroom 351 she and the students are in the same situation by including both of them in the activity. discussion the researchers acknowledge the friendliness in the relationship with the listener or listeners and their wish to be respected, according to brown and levinson's (1987) notion. it might be stated that when a teacher speaks to students, the instructor should examine all facets of what he or she is about to say. as a result, the conversation's goal will be clear and understandable to the interlocutor, and it will not contain any force. one of the etiquette methods is to express gratitude to students and teachers. the instructor has the obligation of training the kids' character by utilizing polite terms in all classroom talks. as a result, the researchers, based the method on brown and levinson's (1987) theory, which can be alternate terms that the instructor can employ in everyday classroom dialogue. yule (2002) argues that the teacher's expressions and the form of his or her face can represent the teacher's mood, actions, and feelings. discussing how the teacher employed expressions in the classroom to teach english, which can be seen at every meeting. based on the conditions, the teacher has utilized all of the terms. as the researcher, i observed the teacher's techniques in the first and second meetings, which differed significantly. it's the use of greetings, for example. furthermore, it is considered that using simple polite statements regularly can improve daily interactions and make people feel respected and valued. politeness is frequently implicitly taught to language learners as things they should and should not say and do when conversing in english. the interactive language framework should be linked to greetings so that the instructor can introduce social context and have the pupils explore different types of welcomes in their own culture and environment. aeni noted that the use of greetings in the opening session in the classroom at the start of the meeting must take into account the setting and the background of the students. as a moslem, she used to greet people with "assalamualaikum" (peace be upon you). the usage of greeting language such as "assalamualaikum" is an excellent way to start a conversation. however, in other religious elements, it might be a source of imposition for pupils of different faiths. as a result, she feels that all teachers should be aware of when to utilize greeting expressions such as the moslem greeting when they meet. as a result, students will appreciate the teaching-learning process if the teacher is aware of the classroom setting, such as nondiscrimination in each student. 352 | english franca, vol. 6, no. 2, 2022 fortunately, it can assist teachers in creating a positive environment for each kid in this manner. as a result, students will pay greater attention and participate more actively in all class activities. furthermore, it is a form of indirect advice to students on the subject. there are numerous factors that an educator must consider before teaching a lesson in the classroom. an educator must be cautious when utilizing a variety of languages during the teaching-learning process. as a guide, the teacher's attitude and words will be followed by the students. as a result, the instructor must exhibit a good attitude in both his or her actions and words. the usage of polite language in the teaching-learning process requires the teacher's attention. it can also be seen in two meetings when the teacher employed a variety of language and tactics. the greeting that the teacher used has been examined. conclusion in summary, teachers have the privilege of making students aware of behaviors and speech practices that are disproportionate across cultures. therefore, teachers should know when to use appropriate expressions to channel the personality of their students. this ensures a positive environment for the students. second, the findings show that teachers' use of polite language when teaching in the classroom has several important effects. a good strategy of discreet politeness employed by teachers in this study is avoidance, sarcasm, or joking. the student was able to keep the conversation polite. moreover, in this reality today, traditional (classical) methods of the way that students were treated during our earlier education as students cannot be extended to teaching and communication with students now. therefore, we found some important information about the impact on students. motivation to learn, student attitudes (emotional), respect for teachers, self-confidence, activity, participation in the teaching and learning process, and integrity. references bargiela-chiappini, f. (2003). face and politeness: new (insights) for old (concepts). journal of pragmatics, 35(10–11), 1453–1469. brown, p., levinson, s. c., & levinson, s. c. (1987). politeness: some universals in language usage (vol. 4). cambridge university press. creswell, j. (2013). qualitative, quantitative, and mixed methods approaches. research design, 1–26. http://scholar.google.com/scholar?hl=en&btng=search&q=intitl nur aeni, et. al: off-record politeness strategies used by the efl teachers for blended classroom 353 e:research+design++qualitative,+quantitative,+and+mixed+methods+approaches#. estaji, m., & nejad, p. g. (2021). typical patterning in efl teachers’ use of politeness strategies in the classroom: does perception of politeness make a difference? journal of classroom interaction, 56(1). fabio.teacher. (2012). how to be polite in english. english and literature journal. http://teacherfabio.com/2012/09/19/howtobe-polite-in-english/.accessed on december 25, 2014. fujii, k., & inoguchi, e. (n.d.). teaching politeness : esl / efl and jsl / jfl teachers ’ attitudes in comparative perspective. fukushima, s., & iwata, y. (1985). politeness in english. jalt, 17(1), 1–14. isabella, r. a., munthe, e. j. b., sigalingging, d. j. n., purba, r., & herman, h. (2022). learning how to be polite through a movie: a case on brown and levinson’s politeness strategies. indonesian efl journal, 8(2), 147-154. liyanage, i., walker, t., bartlett, b., & guo, x. (2015). accommodating taboo language in english language teaching: issues of appropriacy and authenticity. language, culture and curriculum, 28(2), 113–125. khasanah, a. (2018). an analysis on politeness strategy in studentteacher classroom interaction (a descriptive study in level two of english for active communication elti gramedia surakarta in academic year of 2015/2016). mahmud, m. (2018). the use of politeness strategies in the classroom context by english university students. indonesian journal of applied linguistics, 8(3), 597–606. https://doi.org/10.17509/ijal.v8i3.15258. mojo, j. k., tulung, g. j., kalangi, l. m. v., & imbang, d. (2021). positive politeness srategies of tonado javaness (jaton) community. linguistics and culture review, 5(s1), 1100–1109. https://doi.org/10.21744/lingcure.v5ns1.1493. mubarak, a. s. j., & rhaif, k. k. (2022). politeness strategies in motivational storytelling by american commencement speakers. journal of language and linguistic studies, 18(1), 22-39. partington, a. (2006). the linguistics of laughter: a corpus-assisted study of laughter-talk. routledge. ratnawati. (2014). an analysis of students’ politeness strategies in classroom interaction. universitas negeri makassar. 354 | english franca, vol. 6, no. 2, 2022 rauf, m. (2017). polite expressions used by teachers in teaching english in the classroom. english and literature journal, 2(1), 139–157. salman, h. s., & beti, m. j. (2020). politeness and face threatening acts in iraqi efl learners’ conversations. article in glossa a journal of general linguistics, 3(8), 2020. https://www.researchgate.net/publication/344637114. terada, k., okazoe, m., & gratch, j. (2021). effect of politeness strategies in dialogue on negotiation outcomes. proceedings of the 21st acm international conference on intelligent virtual agents, 195– 202. togi hutahaean, d., herman, & friska ferawati girsang, a. (2021). an analysis of the politeness strategies utilized by pesbukers in their variety show. wanastra : jurnal bahasa dan sastra , 13(1), 39–46. https://doi.org/10.31294/w.v12i1http://ejournal.bsi.ac.id/ejurn al/index.php/wanastra/39. yanti, r. (2017). an analysis of off record strategies reflecting politeness implicature in “oprah winfrey show.” jurnal arbitrer, 4(1), 52. https://doi.org/10.25077/ar.4.1.52-57.2017. english franca: academic journal of english language and education vol. 6, no. 2, 2021, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i2.5418 integrating local wisdom in project-based learning to improve post-pandemic english learning maila huda shofyana english language education, universitas muhammadiyah kendal batang, indonesia mailahs@mbstkip.ac.id madya giri aditama english language education, universitas muhammadiyah kendal batang, indonesia mgaditama@mbstkip.ac.id harliyandri iqbal nugroho english language education, universitas muhammadiyah kendal batang, indonesia hinugroho@gmail.com heri tri asmoro english language education, universitas muhammadiyah kendal batang, indonesia heritria12@gmail.com abstract the project-based learning (pjbl) method is the recommended method to be applied in the merdeka belajar curriculum. the application of projbl based on local wisdom allows students to freely express and maximize creativity in doing assignments and also as a medium for cultural preservation and the introduction of various kinds of local wisdom, as well as a socialization event in the environment. it is qualitative research with the purpose is to analyze the local wisdombased project based learning (pjbl) teaching method applied by english teachers at sma and smk levels in batang regency in postpandemic learning in the merdeka belajar curriculum. the objects of this study are 20 english teachers in batang regency. the result shows that mailto:mailahs@mbstkip.ac.id mailto:hinugroho@gmail.com mailto:heritria12@gmail.com 292 | english franca, vol. 6, no. 2, 2022 the application of pjbl based on local wisdom by teachers is commonly used in culture, tourism, peoples, local industry, entrepreneurship, folklore, and myth scopes. this study reveals several examples of the application pjbl in language learning, which can be referenced for readers and teachers. it is also found that this method can develop students’ soft skills such as sympathy, empathy, self-confidence, problem-solving, and teamwork; also this method can maximize students' & teachers’ competencies in learning. keywords: project based learning, local wisdom, independent learning introduction direct learning is starting to be applied after distance learning activity during the covid-19 pandemic by implementing health protocols. the merdeka belajar policy, which had been hampered, is now being aggressively implemented with a new educational paradigm. the application of the merdeka belajar curriculum with the purpose is to building the pancasila student profile must be implemented by educational institutions. in this process, teachers must apply the principles of active, innovative, fun learning and 4c (critical thinking, collaboration, creativity, communication) so that learning becomes meaningful. the concept of project-based learning is an effective method for developing these principles following the concept of merdeka belajar. project-based learning (pjbl) was a learning model which involves students doing activities that require problem-solving and provide opportunities to work autonomously in constructing their learning. pratiwi (2018) stated that project-based learning could increase learning activity and motivation. batang regency, which is located in the northern part of java island, has a unique topography consisting of the coast to the mountains, which gives rise to various characteristics and diverse local wisdom. various forms of people's livelihoods, natural resources, community beliefs, and local culture develop according to the character of the environment in their respective areas. for example, the "nyadran" local tradition is a form of gratitude tradition of the local people in batang but has a different way of implementation, in coastal areas it is done by sea alms or “larung laut” while in the mountains with earth alms “sedekah bumi”. such differences are faced by students. mulyani (2011) stated that local wisdom can be internalized in students because it has shofyana, et. al: integrating local wisdom in project-based learning to improve postpandemic english learning 293 advantages. these advantages are: 1) it can be a means of learning to become intelligent, clever, and wise individuals, and 2) the values of local wisdom are transformed in students to form positive personalities. the urgency of the current research is that the integration of project based learning on local wisdom is crucial to be applied to increase students' creativity, competence, and socialization skills after being hampered by the pandemic for a long time. english learning activities were chosen as the study object because learning english seemed to be one of the most difficult subjects for indonesian students. english should be one of the most important subjects to be mastered by students because it has 4 basic skills which are important to be acquired by the young generation in this global era namely: writing, reading, listening, and speaking; that’s why the role of english teachers was very crucial to equip a young generation in mastering competencies in the industrial revolution era. the implementation of proj-bl based on local wisdom can maximize these basic capabilities with practical and affordable examples. knowledge and development of local wisdom will increase cultural preservation and opportunities for regional tourism development. improving students' competence gives a good impact on the development of learning in the classroom (aditama & sugiharto, 2021). related to the themes and research topics above, several researchers have provided research results with various research objects and results, including masruroh in 2021 conducted research on increasing the activity and writing skills of ma kh syafi'i student report texts through a project-based learning model with media local wisdom videos. this study shows student learning outcomes have increased after the action (masruroh, 2021). zahroh, f., suwarsi, e., and ridlo (2021) also analyzed the effectiveness of the proj-bl learning model on plantae material at ma nu miftahul falah dawe kudus. by applying the analysis of the pre-test and post-test results in learning, this study showed that the level of effectiveness shows sufficient results with an n-gain value of 0.66. the sample t-test results showed a value of sig.0.0000 < = 0.05, which indicated a significant difference in the mean values of the pre-test and post-test. nugraha, tuken, and hakim 2021 researched the application of a project-based learning model in improving elementary school students learning outcomes. this was classroom action research (car) which 294 | english franca, vol. 6, no. 2, 2022 aimed to determine the process of implementing the proj-bl and to find out the improvement of learning outcomes for the socio-cultural diversity of the fifth-grade students with the application of the pjbl learning model. this study concluded that the pjbl learning model could improve the process and learning outcomes of the socio-cultural diversity of the fifth-grade students of uptd sdn 29 barru (nugraha, m i., tuken, r., hakim, 2021). s and anida & eliza (2021) conducted a study that produced a scientific approach based on the local wisdom model of learning for the cognitive development of children aged 5-6 years that was valid, practical, and effective. the research used the r&d method from addie following the stages of analysis, design, development, implementation, and evaluation. the results of valid validity and media feasibility results are very feasible to use. the results of the practicality test of the product were stated to be very practical, the product was declared to be very effective. the results of the development of this research were products that were declared to be valid, practical, and also effective. research on project based learning and local wisdom topics has been carried out by several researchers, but no one has investigated the application of project based learning based on local wisdom in learning english after the pandemic in the merdeka belajar curriculum so that it becomes a reference to enrich research discussions, as well as provide an overview about the differences with the current research. introducing local culture to the younger generation can foster self-awareness and empathy to preserve the culture. the pride in the local culture itself must be instilled from an early age and continuously passed down from the earlier generation to the next generation. the introduction of culture could increase and develop character education in students (m. aditama, r. amelia, 2022). the integration of character education in learning is very important to develop not only knowledge but also students' moral attitudes. implementing a teaching method that can improve and engage students in its activity will make the process of teaching-learning done well and actively. learning to be more fun and students' also teachers' competencies can be improved (aditama et al., 2022) with this background, this study has the objective to analyze the integration of project-based learning based on local wisdom implemented by teachers in post-pandemic english learning. it is shofyana, et. al: integrating local wisdom in project-based learning to improve postpandemic english learning 295 important to conduct this research because the integration of projectbased learning on local wisdom is crucial to be applied to increase students' creativity, competence, and socialization skills after being hampered by the pandemic for a long time. theoretical framework project based learning project-based learning (pjbl) was a learning activity that used projects as a process of learning to achieve learners’ attitudes, knowledge, and skill competencies. this learning activity emphasized student activities in problem-solving by applying some skills such as researching, analyzing, creating, and presenting real experience learning products of students. pjbl is the method that engages students actively in its process (aditama et al., 2022). kristanti, y. d., subiki., & handayani., r., (2016) explained that pjbl was a process-centered learning, relatively timed, problemfocused, meaningful learning unit by combining concepts and practices. the project-bl model was an innovative approach to the learning model that involved project work and guided students to do several activities like designing, problem-solving, and providing opportunities to work independently (putra, a p., & basuki, 2018). thus the project-based learning (pjbl) model of learning could be used as a learning model that was applied to develop students' abilities in planning, communicating, solving problems, and making the right decisions from the problems at hand (nurfitriyanti, 2016). so basically this method is a learning model where during the activity students can understand the concept and principle by conducting an investigation activity to a problem, then finding a solution and implementing it in a project so that students can experience a meaningful learning process and activities. addiin, i., redjeki, t., & ariani, (2014) explained the steps of the project based learning (pjbl) learning model activities as follows: 1) ask questions that are essential or basic. 2) designing project work that will be made by students. 3) develop the steps for making the project. 4) conduct regular monitoring of student project development. 5) assessing student work 6) evaluate the experience gained by students. titu (2015) explained the stages of the pjbl learning process consisting of the planning, creating, and processing stages. according to 296 | english franca, vol. 6, no. 2, 2022 the explanation above, it could be concluded that the stages of the pjbl learning model activity consist of 6 stages: 1) determining essential or basic questions, 2) making project designs, 3) developing project steps, 4) monitoring progress of the project, 5) evaluating results of the project, and 6) evaluation to the experience gained by students. local wisdom the diversity of culture and local wisdom in indonesia affects the behavior, attitudes, and patterns of human thought. so that humans have procedures, habits, rules/norms, and customs that are different from one another. diversity in indonesia appears and is reflected in the many races, regional languages , and cultures (hanum, f., & raharja, 2013) juita, s., & ginting, (2018) explained that education based on local wisdom was a conscious effort that is planned through exploring and utilizing local potential wisely to create a learning atmosphere, situation, and process so that students could actively develop their potential to have skills, knowledge, and attitudes to participate. and build the nation and state through local wisdom-based learning. this is reinforced by pingge (2017) who stated that local wisdom had pedagogical value to regulate behavior which was beneficial to the communities’ common interest, especially being able to equip students with great attitudes, knowledge, also spirituality in their area so that they can preserve and develop the advantages of local wisdom in their area. local wisdom could serve as a stimulus in learning to motivate and help students constructed their background knowledge (sumarni. w, 2018). nieto, c., & ling (2010) revealed that the integration of local wisdom in various professions was a determinant of the meaning of professional and educational services. sudarmin, mastur z, (2014) suggested that the local wisdom application can be used as a national identity. istiawati (2016)claimed that local wisdom was the way individuals view and act as a reaction to the progressions in the physical environment. local wisdom could be understood as wise local thoughts and had good value that was rooted in the society, believed and followed by its society members (anggraeni, 2017) local wisdom values can be integrated into learning (sarinah, 2019). the qualities contained in the social, local area, and environment can be maximized as a reference for knowledge(lestariningsih, n., & suardiman, sp, 2017). besides that the environment and local knowledge will be more developed if it is integrated into the curriculum and learned by students (haryanto. r, 2019). shofyana, et. al: integrating local wisdom in project-based learning to improve postpandemic english learning 297 several researchers analyzed project based learning and local wisdom, but no one has investigated the application of project-based learning based on integrating local wisdom applied in the teachinglearning process of english, especially after the pandemic and in the process of the merdeka belajar curriculum. it is really interesting to analyze the application of the merdeka belajar curriculum, especially in the process of learning. so that it becomes a reference to enrich research discussions, as well as provide an overview of the differences with the current research. research methodology this is a qualitative approach to research, it is postpositivismbased research, which examines natural objects (sugiyono, 2017). by using phenomenological methods, it attempts to describe a natural phenomenon from several sides such as the emphasis on the meaning, views, and participants’ experiences or objects of the research (albusaidi, 2008). the current study aims to examine and describe the application of project-based learning based on local wisdom in the merdeka belajar curriculum. focus group discussions (fgd) were conducted before data collection to provide an overview and align objectives in the implementation of pjbl. the technique of data collection of this research was carried out by observation, questionnaires, and interviews addressed to 20 high school and vocational high school english teachers in batang regency who had participated in the focus group discussion. the questionnaire is in the form of a set of written questions that are submitted to respondents to be filled out independently without interference and influence from other parties (john w creswell, 2016). the source of data in this study is the result of a questionnaire containing interview answers and descriptions of methods and documentation. then the last is to interpret the data that has been collected. in general, the analysis of the data was through several steps they are: 1) reduction of the data, 2) presentation of the data, and 3) conclusion (sugiyono., 2017) results & discussion based on the observation result, questionnaire, and interview with the object teachers, a total of 20 english language teachers taught in senior high schools and vocational high schools around batang regency were selected to be the subjects of this research. table 1. 298 | english franca, vol. 6, no. 2, 2022 distribution of participants. no school number of teachers 1 senior high school 12 2 vocational high school 8 total 20 fgd was conducted to align the objective of pjbl by teachers. most teachers are still confused about the implementation of pjbl properly. they thought that proj-bl was doing the project. after the fgd and practice to design the lesson strategy, they begin to understand and can modify also combine their learning process by using proj.bl is based on local wisdom. after being given an understanding of fgd and applying it in their class, teachers were given a questionnaire to evaluate and share their experiences in applying pjbl. local wisdom topics were chosen because students begin to be unaware of culture and environment, astuti (2016) said that local wisdom was the value of cultural wealth that was upheld by the community or a group. sulianti, a., safitri, r. m., & gunawan (2019) also stated that local wisdom was knowledge found by certain local communities by collecting the experiences trying and integrating with an understanding of the culture and its communities’ natural conditions. then suyadi, s., & selvi (2019) claimed the scope of local wisdom culture was divided into several parts, namely: (1) cultural heritage, (2) cultural infrastructure, (3) traditional clothing, (4) traditional ceremonies, (5) nature tourism, ( 6) traditional games, (7) cultural heritage, (8) museums, (9) crafts and arts (dance), (10) villages, (11) legends (stories), (12) cultural institutions, (13) cultural foods, (14) wayang, and finally (15) traditional transportation. according to those scopes, there are 5 questions in the questionnaire given to the teachers, they are 1) what is the topic of pjbl done by teachers? 2) what is the opening/preparation of the project? 3) what are the steps of the main process of the project? 4) what is the closing process of the project? and, 5) what are the students’ responses and the impacts on the students? those questions were given to lead the explanation of the teachers about the process of project-based learning method they applied in the process of learning. by using lighter questions to provoke a coherent explanation from the teacher, the following results were obtained some questionnaire answers about the shofyana, et. al: integrating local wisdom in project-based learning to improve postpandemic english learning 299 application of proj.bl is based on local wisdom by teachers, especially from the third question about the process of learning: data 06 “by collaborating in learning english with indonesian and cultural arts, students design a two-language drama show with stories and ideas about the lives of local people." this answer was also supported by the interview result of the teacher, she said: “collaboration with other subjects motivates children to be able to express themselves more optimally because they can combine their artistic skills to the maximum and are not afraid to make mistakes because there are teachers from each subject who guide them. project-based learning expands students' creativity and problem-solving ability. this kind of activity can maximize not only one lesson's competencies target but also other competencies. project-based learning model was a scientific approach that had been researched widely and claimed to be effective to increase scientific literacy (afriana, j., permanasari, a., & fitriani, a., 2016). data 19 “assigning students the task of observing tourist areas in their respective neighborhoods, triggers students to provide ideas and ideas about tourism development and promotion. the introduction and development of tourism objects among teenagers can provide real challenges and definite impacts that can be felt directly”. the interview result with the teacher stated that: “students feel happy because they are aware that in learning english one of the goals is to promote tourism potential to foreign countries. by observing the existing tourism potential, students try to think of ways to develop and promote it by following the latest language and trends. students' awareness of the environment is important. students will be more creative and understand their environment”. relationships in society also can be developed. society can influence students to be aware and active to contribute to social activities (suyitno, 2018). data 07 300 | english franca, vol. 6, no. 2, 2022 “observations to the batik-making industry and batik production centers give students an idea of entrepreneurship and medium and small-medium industries in the students' neighborhoods. as a result, students see obstacles and difficulties in promoting batik production. with mastery of english, students try to provide an international-oriented batik promotion development plan". the interview result stated by the teacher are: “batik is one of indonesia's distinctive cultures and has been recognized by unesco, but in its development, the batik industry is rarely occupied by the younger generation. today's young people do not know how to produce batik properly and are very less used among teenagers. by observing the batik industry, it is hoped that students will love batik motifs more and can think of ideas about batik that today's teenagers like." giving students real images of local industry gave students a clear vision to develop the lack and obstacles of the industry. this kind of activity emphasizes students' awareness, empathy, and problem-solving abilities. local product help students to know their environment and potential. many important things that can be understood by students in this era, knowledge in the real life are crucial so it can be called stimulating positive attitudes towards science (perdana, r., apriani, a. n., richardo r., rochaendi, e., & kusuma, 2021). data 12 “learning english texts based on legends and local culture is an interesting trigger for students. students give ideas by raising the theme of nyadran culture (alms of the earth) which is on the ujungnegoro beach, batang. the theme can be applied in various types of english texts so that competencies and learning objectives are achieved”. the interview result with the teacher stated that: “folklore, fairy tales, traditions, and legends are examples of simple local culture and must be owned by every region. in language learning, these themes can be raised and integrated into learning. not only competencies and lesson plans are achieved, but also students can get to know stories and folk traditions from the environment where they live.” shofyana, et. al: integrating local wisdom in project-based learning to improve postpandemic english learning 301 this assignment explores students' awareness of local culture. seeing and involve in the process and results, lead them to get new knowledge that existed in their local area. environmental science is the knowledge that deals with natural phenomena not only a collection of facts and concepts which exist in the surrounding environment but also about how they work (asrial et al., 2022). some examples of the results above represent teaching practices using project-based learning integrated into local wisdom. the majority scope of local wisdom integrated into learning by teachers is culture, tourism, local industry/entrepreneurship, and local tradition. those themes became favorite topics that can be integrated into learning. these findings show a new perspective on the application of projectbased learning teaching methods which are integrated into local wisdom. it gives new novelty to the research perspective compared to previous research. those examples of teachers’ real live practices and experiences prove that learning can be integrated into any topic, especially familiar topics for students such as local wisdom. not only the target of learning objectives were achieved in the learning process, but also it improves students' competencies and self-awareness in the environment. the key points in applicating project-based learning are students' willingness and independence in finishing the learning. doing a project can give a real example, experiences, and problem-solving activity. the integration of cultural values in learning can foster and develop character education in students so that the desired pancasila student profile according to learning objectives in indonesia can be achieved (m. aditama, r. amelia, 2022). conclusion integration of local wisdom into the english process of learning by using the project-based learning method was done well. the data show that teachers applied proj.bl teaching method to some aspects which run well. there are some favorite topics or themes used by students, they are culture, tourism, peoples, local industry, enterpreneurship, folklore, myth, etc. the projbl method can maximize students' ability, competencies, empathy, sympathy, self-awareness, and problem-solving ability. english learning is one of the important learning for indonesian students were crucial to be mastered to prepare the young generation to face and compete in the global and industrial revolution era. english teacher as the facilitator and key person to guide the young generation in mastering all skills in english has an important 302 | english franca, vol. 6, no. 2, 2022 role to conduct magnificent learning activities and create a fun learning atmosphere so students can learn happily and effectively. integrating local wisdom into proj.bl can be continuously applied to the teachinglearning process which should be a better impact and result in students achieving the competencies also learning goals. this method can be applied in all subjects and educational levels because it has several benefits such as it can introduce local knowledge to the young generation, and can promote self-awareness of students' environment. sympathy, empathy, self-confidence, self-awareness, problem-solving, and working in a group can be developed and maximized by using this method. improving learning and students' competencies also develop teachers' competencies (aditama et al., 2021). this research explores the real-live teachers’ experiences and application of project-based learning integrated into local wisdom at sma and smk levels in the merdeka belajar curriculum, hopefully, it can be used as a reference for teachers and future researchers who will conduct similar research about project-based learning and local wisdom. references addiin, i., redjeki, t., & ariani, s. r. d. (2014). penerapan model pembelajaran project based learning (pjbl) pada materi pokok larutan asam dan basa di kelas xi ipa 1 sma negeri 2 karanganyar tahun ajaran 2013/2014. jurnal pendidikan kimia (jpk), 3(4), 11. aditama, m. g., prasetyawan aji sugiharto, eki nurwulandari, & aisyiah happy hardiyani. (2021). meningkatkan kemampuan guru smk dalam pembelajaran jarak jauh melalui in-house training. bemas: jurnal bermasyarakat, 2(1), 53–59. https://doi.org/10.37373/bemas.v2i1.130. aditama, m. g., shofyana, m. h., muslim, r. i., & pamungkas, i. (2022). peningkatan kompetensi guru dalam project based learning melalui temu pendidik daerah. buletin kkn pendidikan, 4(1), 90– 98. https://doi.org/10.23917/bkkndik.v4i1. aditama, m. g., & sugiharto, p. a. (2021). implementation of 5m strategy in distance learning of english language teaching (elt). edutec : journal of education and technology, 5(1), 78–88. https://doi.org/10.29062/edu.v5i1.239. afriana, j., permanasari, a., & fitriani, a. (2016). project based learning integrated to stem to enhance school’s students scientific literacy. jurnal pendidikan ipa indonesia, 2, 261–267. al-busaidi, z. q. (2008). qualitative research and its uses in health care. shofyana, et. al: integrating local wisdom in project-based learning to improve postpandemic english learning 303 sultan qaboos university medical journal, 8(1), 11–19. anggraeni, p. (2017). character and local wisdom-based instructional model of bahasa indonesia in vocational high schools. journal of education and practice, 8(5), 23–29. anida & eliza, d. (2021). pengembangan model pembelajaran saintifik berbasis kearifan lokal untuk perkembangan kognitif anak usia 56 tahun. jurnal obsesi: jurnal pendidikan anak usia dini, 5(1). https://doi.org/doi: 10.31004/obsesi.v5i2.898. asrial, a., syahrial, s., sabil, h., kurniawan, d. a., & novianti, u. (2022). integrating local wisdom of nek pung dance in grade 4 elementary school science learning. 8(1), 60–73. https://doi.org/10.30870/jppi.v8i1.9330. astuti, s. d. (2016). transmisi budaya dan kearifan lokal pada pendidikan islam anak usia dini. jurnal penelitian, 13(1). https://doi.org/https://doi.org/10.28918/jupe.v13i1.1190. hanum, f., & raharja, s. (2013). pengembangan model pembelajaran multikultural terintegrasi mata pelajaran ips di sekolah dasar. jurnal penelitian ilmu pendidikan, 6(2), 39. haryanto. r, s. & w. (2019). pengembangan potensi bahan ajar pendidikan lingkungan berbasis potensi lokal provinsi riau di perguruan tinggi. jurnal ilmu bumi lingkungan, 9(6), 131–138. https://doi.org/. https://doi.org/10.7176/jees/9-612_. istiawati. (2016). pendidikan karakter berbasis nilai-nilai kearifan lokal adat ammatoa dalam menumbuhkan karakter konservasi. cendikia, 10(1), 1–18. john w creswell. (2016). pendekatan metode kualitatif, kuantitatif, dan campuran. p. uustaka pelajar. juita, s., & ginting, b. (2018). media pembelajaran berbasis kearifan lokal pada pembelajaran bahasa sastra indonesia di smp negeri 1 berastagi. prosiding seminar nasional pendidikan bahasa dan sastra indonesia, 95–101. kristanti, y. d., subiki., & handayani.,r., d. (2016). model pembelajaran berbasis proyek (project based learning model) pada pembelajaran. jurnal pembelajaran fisika, 5(2), 123. lestariningsih, n., & suardiman, sp. (2017). pengembangan bahan ajar tematik-integratif berbasis kearifan lokal untuk meningkatkan karakter peduli dan tanggung jawab. jurnal pendidikan karakter, 7(1). https://doi.org/https://doi.org/10.21831/jpk.v7i1.15503. m. aditama, r. amelia, and h. p. (2022). implementation of character education in english language learning for junior high school. jurnal education and development, 304 | english franca, vol. 6, no. 2, 2022 10(3), 367–370. https://doi.org/https://doi.org/10.37081/ed.v10i3.4097. masruroh, i. (2021). peningkatan keaktifan dan keterampilan menulis teks laporan siswa ma kh syafi’i melalui model project basedlearning dengan media video kearifan lokal. secondary: jurnal inovasi pendidikan menengah, 1(1), 2021. mukhlifida, n. (2021). meningkatkan hasil belajar bahasa inggris pada keterampilan speaking materi monolog descriptive lisan sederhana yang berterima melalui model project based learning. educational : jurnal inovasi pendidikan dan pengajaran, 1(1), 142–167. mulyani, mi. (2011). pembelajaran menulis berbasis kearifan lokal yang berorientasi pendidikan karakter studi kuasi eksperimen pada siswa smpn 2 kelas vii, windusari, magelang. pena, 1(1), 93–109. nieto, c., & ling, l. h. (2010). cultural competence: its influence in the teaching and learning of international education. journal of studies in international education, 14(4), 406–425. nugraha, m i., tuken, r., hakim, a. (2021). penerapan model pembelajaran project based learning untuk meningkatkan hasil belajar pada siswa sekolah dasar. pinisi: journal of education, 1(2), 142–167. nurfitriyanti, m. (2016). model pembelajaran project based learning terhadap kemampuan pemecahan masalah matematika. jurnal ilmiah pendidikan mipa, 6(2), 1. perdana, r., apriani, a. n., richardo r., rochaendi, e., & kusuma. (2021). elementary students’ attitudes towards stem and 21st-century skill. elementary students’ attitudes towards stem and 21st-century skill, 10(3), 1080–1088. pingge, h. d. (2017). kearifan lokal dan penerapannya di sekolah. jurnal edukasi sumba, 1(2), 128–135. pratiwi, k. p. (2018). penerapan model pembelajaran project based learning untuk meningkatkan keaktifan dan motivasi belajar siswa mata pelajaran simulasi dan komunikasi digital di smkn 2 klaten. respository uny. wib.https://eprints.uny.ac.id/58025/1. putra, a p., & basuki, i. (2018). pengembangan perangkat pembelajaran model pjbl berbantuan software ekts pada mapel iml di smkn 1 kediri. jurnal pendidikan teknik elektro, 7(4), 11–17. sarinah. (2019). peranan kearifan lokal dalam pendidikan karakter di sekolah dasar. 307–307. sudarmin, mastur z, & p. (2014). merekontruksi pengetahuan sains ilmiah berbasis budaya dan kearifan lokal di kepulauan shofyana, et. al: integrating local wisdom in project-based learning to improve postpandemic english learning 305 karimunjawa sebagai wahana penumbuhan soft skill konservasi. jurnal penelitian pendidikan, 31(1), 55–61. sugiyono. (2017). metode penelitian kuantitatif, kualitatif dan r&d. alfabeta. sugiyono. (2017). metode penelitian kuantitatif, kualitatif, dan r&d. alfabeta. sulianti, a., safitri, r. m., & gunawan, y. (2019). implementasi pendidikan kewarganegaraan berbasis kearifan lokal dalam membangun karakter generasi muda bangsa. integralistik, 30(2), 100–106. https://doi.org/https://doi.org/10.15294/integralistik.v30i2.2087 1. sumarni. w. (2018). pembelajaran kimia dalam kehidupan berbasis proyek terintegrasi etnosains bagi mahasiswa calon guru. in disertasi unnes. suyadi, s., & selvi, i. d. (2019). implementasi mainan susun balok seimbang berbasis kearifan lokal yogyakarta untuk anak usia dini. jurnal obsesi : jurnal pendidikan anak usia dini, 4(1), 385. https://doi.org/https://doi.org/10.31004/obsesi.v4i1.345. suyitno, i. (2018). pemanfaatan potensi lingkungan dan budaya lokal dalam pendidikan bagi generasi milenial. fkip e-proceedings universitas negeri malang, 1–14. titu, m. a. (2015). penerapan model pembelajaran project based learning (pjbl) untuk meningkatkan kreativitas siswa pada materi konsep masalah ekonomi. jurnal prosiding seminar nasional, 9(2), 179–180. zahroh, f., suwarsi, e., ridlo, s. (2021). the effectiveness of project based learning learning model based on local wisdom plantae material to improve students’ science literacy ability. journal of innovative science education, 138–142. 2 | english franca, vol. 5, no. x, 2022 nabila, ena, bram: investigating verbal jokes in selected mr. iglesias show episodes 3 investigating verbal jokes in selected mr. iglesias sitcom shows episodes kafa bella nabila sanata dharma university nabillakafa@gmail.com ouda teda ena sanata dharma university ouda@usd.ac.id barli bram sanata dharma university barli@usd.ac.id abstract humor can be found in people’s daily life, movie, and stand-up comedy. people use it to criticize and entertain at the same time. in entertaining and criticizing a situation, humor can be in a form of tv show and sitcom. this research focuses on verbal humor in a sitcom entitled mr. iglesias. the aims of this study are to figure out the types of verbal humor using the general theory of verbal humor (gtvh) by raskin (1984). this research examined five episodes of mr. iglesias’s shows from seasons 1 to 5 using a descriptive qualitative method. the results showed that this situation comedy has 58 expressions that employed linguistic humor. it could be classified into 8 of the 12 types of verbal jokes. the most verbal joke in this research is sarcasm. the six aspects of gtvh theory used to analyze the linguistic section were script opposition, logical mechanism, situation, target, narrative strategy, and language. keywords: verbal jokes, gtvh, sitcom, mr. iglesias introduction humor serves as an amusement to relieve the audience's psychological burden and as a tool for social criticism of all social inequalities in the area (damanik & mulyadi, 2020). detrianto (2018) also states that jokes or humor can make the conversation more interesting, friendly, relaxed, and lively. the implementation of humor can be found easily around social activities. putri & baskara (2019) find that humor in society can create a good relationship among others. they also add humor can be a short story about a funny situation that can make the audience or reader laugh. there are two types of common humor forms, in speaking and writing humor (sen, 2012). the spoken form can be found in the movie and stand-up comedies. then, comic strips and memes are examples of humor in written form. nugroho, faridi & hartono (2020) add that aside from actual social contact, the conception of humor is provided in the form of entertainment media such as television shows, movies, and drama. there are several basic theories of humor from raskin (1984) first, semantic script theory of humor (ssth), second is general verbal theory of humor (gtvh) from attardo & raskin (1991), and the newest one is from rayz (2020) about ontological semantic theory of humor (osth). ssth deals with the script, incongruity, superiority, and release or relief (attadaro & raskin, 2017). chilton, landay & weld (2015) mention that humor is the result of feeling superior to another person, humor is a release of tension that has been built up as a result of society's suppression of discussion, and humor is the discovery of an informational anomaly that causes laughter. after that, gtvh comes as the elaboration of ssth theory. meanwhile, osth accentuates the manner of constancy in humor. humor that represents people’s daily life that delivers naturally is the description of situation comedy (wahyuni & hamzah, 2019). then, hu (2012) describes a situation comedy as a form of tv series with specific actresses and similar characters in daily scenes. the actress in this comedy can get real-time feedback from the audience through laughter. wieczorek (2018) states that the sitcom is captured in a mockumentary style to portray fictional situations as if they were a true reflection of daily life. tsakona (2017) mentions that a sitcom is one example of humor with smaller embedded punch lines in the beginning and end sections. since the humor in sitcoms produces naturally with a daily life situation, it makes the humor unique. one of the famous sitcoms on netflix is mr. iglesias. mr. iglesias is a comedy series on netflix that was released in 2019 with three seasons until now. that american comedy series talks about a teacher named mr. iglesias who works in his alma mater. he teaches gifted students but underperformed. thus, he tries to create a different atmosphere of teaching and learning to build his students’ potential. the humor in this sitcom has an essential role in building a friendly situation in school. in that case, the production of humor by the teacher and the students can help the students brave in showing their potential.  some recent research about the use of humor can be analysed in both verbal and visual ways (fallianda, astiti & hanim, 2018). in their study, they choose newspaper comic strips to explore humor by using visual-verbal analysis. since they analysed comic strips, the use of images gives the situation of the text and supported humor on it. there are verbal metaphors, contradictions, parallelisms, so on as the humor on that media. on the other topic, damanik & mulyadi (2020) use the script semantic theory of humour (ssth) and the general theory of verbal humour (gtvh) to investigate humorous indonesian status in social media. from social media, people mostly laugh at others’ misfortune. still, it depends on the script opposition and situations. mulyadi, yusuf & siregar (2021) investigate verbal humor in stand-up comedy videos using the verbal theory of humor (gtvh). they found various logical mechanisms in the videos with simple narrative strategy and dialogue style used dominantly. some previous research discusses verbal humor in various media such as newspapers, social media, and stand-up comedy. there is no previous research that analyses verbal humor in situation comedy. thus, this research comes to fill the gaps between those previous researches. this research attempts to analyse verbal humor in mr. iglesias comedy series by applying the general verbal theory of humor. theoretical framework general theory of verbal humor (gtvh) attardo & raskin first presented the general theory of verbal humor in 1991 with six parameters of jokes known as knowledge resources (krs). through their research, damanik & mulyadi (2020) mention that the gtvh intends to become a joke interpretation pattern that includes all joke aspects, from the abstract joke concept defined by the ssth to the language in which it is expressed. the six parameters are language, narrative strategies, target, situation, logical mechanism, and script position. the first parameter is script position which indicates the humor's themes (al-badawi, sadeq, watab, 2021). the following parameter is a logical mechanism that explores the different scripts in the humor. the situation as the third parameter encompasses everything surrounding humor, i.e. the context eliciting and generating the framework in the humor discourse (ortega, 2013). the third parameter is the target of the joke. the following parameter is narrative strategies that refer to a text's narrative form (masaeli & heidari-shahreza, 2017). the last parameter is language. it talks about the actual text item, spoken or written, gestured, conveyed through costume, and so on, with all the options at the appropriate levels of linguistic analysis, e.g. syntax, and phonology (raskin, 2015). research methodology this research analyses the verbal humor in the mr. iglesias series. the verbal humor will be analyzed using a descriptive qualitative research method. one qualitative research method used in visual material for presenting certain characteristics of the visual material is a content analysis by adopting several basic steps in analyzing content from ary, jacobs, sorensen & walker (2014). the data will take from the first five episodes of season one of mr. iglesias series on netflix. qualitative research usually depends on a single data source but multiple forms of data (creswell & creswell, 2018). thus, the five titles of the episodes are some children left behind, summer school, full hearts clear backpacks, the wagon, and everybody.  the five titles above will adopt some procedures from creswell & creswell (2018) to interpret the data. watching the series and writing down the verbal humor transcript is the first step to making it more efficient. after that, code the transcript and put it in the table. to avoid over data, review the transcript and eliminate the redundant as the third step. the next step, start to interpret the transcript using six knowledge resources. the last step is to write the narrative for some data that will be put in the finding part.  table 1 episode title and duration no title duration 1 some children left behind 30 minutes 2 summer school 29 minutes 3 full hearts, clear backpacks 28 minutes 4 the wagon 31 minutes 5 everybody hates gabe 28 minutes results & discussion the use of gtvh analysis aimed to explore the joke representation in the context. knowledge resources parameters in this research were used to analyze the joke into the text. those six knowledge resource parameters are script opposition (so), logical mechanism (lm), situation (si), target (ta), narrative strategy (ns), and language (la). the transcript of five episode in mr. iglesias sitcom contained 58 verbal humors. it is categorized into 12 forms of verbal humor. however, from those five episodes, there were four types of verbal humor that have zero value: limerick, anecdote, farce, and tall tales. the number of verbal humor found in mr. iglesias sitcom shown in figure 2. figure 1 verbal humor in mr. iglesias season 1 1. pun milojkovic (2017) defines a pun as a play on words that sound the same (homonyms) or sound quite similar but have significantly different meanings. there were four puns from the five episodes, the researchers took 1 example to be analyzed. in the story, principal paula gave an explanation about the substitute teacher. in that room, ms. abby, mr. tony, and mr. gabe (mr. iglesias) as teachers had to prepare a syllabus for that class. while abby mentioned about her syllabus, mr. tony said “silly bus” to mock gabe. mr. tony’s statement “and gabe drives a silly-bus.” had the same sound as “syllabus” but was different in meaning. it is called a homophone. table 2. pun in mr. iglesias sitcom transcript: 11:14 principal paula: so, helen stone is taking early retirement this year, and one of you will be getting her honor students section this fall. abby: i’ll do it. i can have a syllabus ready by the end of lunch. tony: and gabe drives a silly-bus. kr script opposition syllabus vs. silly-bus logical mechanism twisting homophone situation abby will be ready with her syllabus, meanwhile tony says that gabe/mr. iglesias has a silly-bus. target principal paula narrative strategy dialogue language set up: principal paula: so, helen stone is taking early retirement this year, and one of you will be getting her honor students section this fall. ms. abby: i’ll do it. i can have a syllabus ready by the end of lunch. punch line: mr. tony: and gabe drives a silly-bus. based on the table above syllabus and silly-bus, as the script opposition for the pun. these two words have the same pronunciation /ˈsɪləbəs/ that makes the script had a twisting homophone. in this dialogue part, mr. tony was trying to mock mr. iglesias in front of principal paula, thus this pun’s target is principal paula. about this part, the punch line happened in the last sentence by mr. tony. 2. riddle kaivola-bregenhoj (2018) on the research mentions that a riddle has two functions, one as a question and one as an answer. from the conversation between mr. iglesias and mr. tony, it was detected how mr. iglesias gives response to mr. tony’s problem with his track. he says “oh, big surprise! you know who doesn’t have a bad year at the track? the track” table 3. riddle in mr. iglesias sitcom transcript: 07:09 mr. tony: i had another bad year at the track. mr. iglesias: oh, big surprise! you know who doesn’t have a bad year at the track? the track kr script opposition advice vs. fact logical mechanism word repetition situation mr iglesias is asking about the track target mr tony narrative strategy question and answer language set up mr. tony: i had another bad year at the track. punch line mr. iglesias: oh, big surprise! you know who doesn’t have a bad year at the track? the track the riddle from the table above used advice vs. fact script opposition. it used to give advice about mr. tony’s gambling track. the repetition of words on the riddle made this as the logical mechanism. with the script opposition and logical mechanism, this riddle had a specific situation and target. mr. iglesias gave advice specifically through the riddle to mr. tony. question and answer were the narrative strategy to show how the riddle performed. 3. joke this statement happened when mr. iglesias’s class did a protest on the use of clear bag in their school. principal paula forced the students to continue the class but, walt as one of the students said “we’re standing up for our beliefs.” the joke part was when he added that he wants to do the protest during the lesson hour to skip the geometry class. table 4. joke in mr. iglesias sitcom transcript: 09:08 walt: we’re standing up for our beliefs. and also missing geometry. win-win! kr script opposition normal vs. abnormal logical mechanism absurd interpretation situation walt is joining the protest to skip the class target none narrative strategy monologue language set up walt: we’re standing up for our beliefs. punch line and also missing geometry. win-win! the sentence by walt at minute 9:08 expressed his feeling to stand on their beliefs. however, he said “win-win” could be interpreted as a joke. it included in joke because he wanted to join the protest, because of the protest and the geometry class. it made the script opposition as normal vs. abnormal. from the script opposition, absurd interpretation became the logical mechanism. that interpretation made people laugh. both script opposition and logical mechanism happened in a specific situation where walt showed his reason. therefore, there was no certain target in that monologue. thus, the joke was constructed in this part. 4. satire the performance genre of satire serves as a tool for social control, a way to rein in individual, societal, or communal excesses (orji, 2018). on the other words, satire is used to attack and criticize people. mr. carlos as the pioneer of the clean bag program does not want to change the rule. so that, he says he will stay there with his rule. in order to respond to that statement, mr. iglesias said “there’ll be a lot of clawing, scratching, and crying.” table 5. satire in mr. iglesias sitcom transcript: 13:00 mr. carlos: very clever, mr. iglesias. you’ve bought them more time but i have not yet begun to fight. mr. iglesias: i imagine when you do, there’ll be a lot of clawing, scratching, and crying. kr script opposition strength vs. weakness logical mechanism insult/ put-down humor situation mr. carlos is trying to defend himself from the protest target mr. carlos narrative strategy conversation language set up mr. carlos: very clever, mr. iglesias. you’ve bought them more time but i have not yet begun to fight. punch line mr. iglesias: i imagine when you do, there’ll be a lot of clawing, scratching, and crying. the satire data above was using strength vs. weakness as the script opposition. since it used that so, insult/ put-down humor is applied in this scene. based on the scene, mr. iglesias was mocking at mr. carlos about his reaction towards the protest. the only target in this conversation was mr. carlos. that was how satire was constructed in this scene. 5. parody mikey is one of the students in me iglesias’s class. on the first day of school after summer, he came late. his reason was because he watched a movie from mr. iglesias recommendation. almost all of the students gave comments about the movie and the class became boisterous. mikey imitated one of abraham lincoln’s actions in that movie by saying “until every drop of blood drawn with the lash shall be paid by another drawn with the sword.” table 6. parody in mr. iglesias sitcom transcript: 02:54 mr. iglesias: yeah, the way he killed dracula with that ax handle. oh! very presidential. mikey: you know, in the—in the lincoln movie i watched, he said, [imitating lincoln] “until every drop of blood drawn with the lash shall be paid by another drawn with the sword.” kr script opposition actual vs. non-actual logical mechanism situation mikey is imitating abraham lincoln action from ‘abraham lincoln vampire hunters’ movie. target narrative strategy dialogue language set up mr. iglesias: yeah, the way he killed dracula with that ax handle. oh! very presidential. mikey: you know, in the—in the lincoln movie i watched, he said, punch line [imitating lincoln] “until every drop of blood drawn with the lash shall be paid by another drawn with the sword.” the parody in this scene demonstrated mikey as abraham lincoln in a movie. it used actual vs. non-actual as the script opposition without any logical mechanism. through the dialogue between mr. iglesias and mikey, the question and answer happened. so, the parody was built in this scene. 6. irony during lunchtime, principal paula spent her time alone and put it as ‘me-time’ with her salad. ms. abby, one of the teachers, gave a compliment about her lunch menu. by saying the awesome iceberg lettuce, the ironic situation happens. table 7. irony in mr. iglesias sitcom transcript: 13:05 ms. abby: oh, my god, that iceberg lettuce with no dressing looks awesome! principal paula: f this! kr script opposition actual vs. non-actual logical mechanism insult/put-down humor situation abby is mocking principal paula about her lunch target principal paula narrative strategy dialogue language punch line ms. abby: oh, my god, that iceberg lettuce with no dressing looks awesome! principal paula: f this! the irony scene was shown to see the actual vs. non-actual fact. from ms. abby’s compliment towards the lettuce was opposing the fact. it created the insult/put-down humor as the logical mechanism. after knowing the script opposition and logical mechanism, the ironic situation happened. what ms. abby said about principal paula’s lunch was opposite the fact. through this dialogue, the punch line was stated at the beginning of the dialogue. 7. sarcasm mr. carlos gave a win-win solution to grade some of mr. iglesias’s students. he got a compliment about the grading method but, mr. iglesias put him as the sarcasm target by saying “you don’t have any friends” as the punch line. table 8. sarcasm in mr. iglesias sitcom transcript: 07:22 mr. iglesias: look, my kids are gonna pass their final, and they’re gonna crush your dreams of expelling them. mr. carlos: okay, we are going to grade them the lakewood way. principal paula: yey, the lakewood way. what’s the lakewood way? mr. carlos: a different teacher will be grading gabriel’s class final, so there’s no malfeasance. mr. iglesias: “malfeasance”? somebody’s been playing words with friends. wait, yeah, you don’t have any friends. kr script opposition praising vs. insulting logical mechanism insult/put-down humor situation mr. carlos is giving one solution for the grading system target mr. carlos narrative strategy conversation language set up mr. iglesias: look, my kids are gonna pass their final, and they’re gonna crush your dreams of expelling them. mr. carlos: okay, we are going to grade them the lakewood way. principal paula: yey, the lakewood way. what’s the lakewood way? mr. carlos: a different teacher will be grading gabriel’s class final, so there’s no malfeasance. mr. iglesias: “malfeasance”? somebody’s been playing words with friends. punch line wait, yeah, you don’t have any friends. the sarcastic situation above presented praising vs. insulting as the script opposition. it presented the contrast that made it as an insult/ or put-down humor as the logical mechanism. according to the situation, mr. iglesias was mocking mr. carlos. thus, mr. carlos is the target of the conversation. 8. wit their class has a new student with high-expectation grades without getting any assignments. the new student believed that mr. iglesias will give him a good score since he was the school representative in a sport championship. in that case, marisol showed how students had to earn the score. lorenzo added a quick response that there were no free grades although they gave money to mr. iglesias. table 9. wit in mr. iglesias sitcom transcript: 06:53 marisol: in this class, we aren’t given our grades. we earn them. lorenzo: no matter how much we offer to pay mr. iglesias. kr script opposition possible vs. impossible logical mechanism fallacious reasoning situation marisol is giving explanation about the grades that they earn in the class. target none narrative strategy conversation language set up marisol: in this class, we aren’t given our grades. we earn them. punch line lorenzo: no matter how much we offer to pay mr iglesias. this section presented a wit action between marisol and lorenzo. the script opposition has shown the possible vs. impossible about the grades in class. it used fallacious reasoning between achieving the grades and paying mr. iglesias. with the script opposition and logical mechanism, the wit was built in a situation where lorenzo was saying how he tried to pay mr. iglesias for good grades. this wit happened in the middle of the conversation with the punch line at the last. thus, wit was presented in this scene. conclusion: this research found various results from the 5 episodes of a sitcom. according to the discussion, the researchers found 58 verbal humor in mr. iglesias series. the narrative strategy from the series is dialogue. from those 5 episodes, the researchers found sarcasm as the most type on that. since the dialogue that occurs in the school between teachers-students, students-students, and teacher-teacher, the sarcasm happened between them. this research has some limitations. this research focused on the verbal humor in a specific sitcom. meanwhile, there are some types of humor that can be found in another media. the future researchers can do a compare and contrast among different kinds of show. thus, linguistic research about humor can give a better understanding of sociolinguistic field. references al-badawi, m., sadeq, a., & hatab., w. a. (2021). gender identities in jordanian jokes. dirasat: human and social sciences, 48(2). attardo, s., & raskin, v. (1991). script theory revis(it)ed: joke similarity and joke representation model. humour-international journal of humour research, 4. https://doi.org/10.1515/humr.1991. 4.3-4.293. attardo, s., & raskin, v. (2017). linguistics and humor theory. in the routledge handbook of language and humor (pp. 49-63). routledge. ary, d., jacobs, l. c., sorensen, c. k., & walker, d. a. (2014). introduction to research in education (9th ed). cengange learning. chilton, l. b., landay, j. a., & weld, d. q. (2015). humortools: a microtask workflow for writing news satire. el paso, texas: acm creswell, j. w. & creswell, j. d. (2018). research design (5th edition). sage publication. damanik, s., & mulyadi. (2020). indonesian humorous status in social media: an applicator of script-based semantic theory of humor. studies in english language and education. studies in english language and education, 7(2). https://doi.org/10.24815/siele.v7i2.17237 detrianto, b. (2018). humorous effects on flouting conversational maxims found in indonesian drama comedy: a study of humor in language. people: international journal of social sciences, 4(2), 1262-1276. fallianda., astiti, r. y., & hanim, z. a. (2018). analyzing humor in newspaper comic strips using verbal-visual analysis. lingua cultura, 12(4). https://doi.org/ 10.21512/lc.v12i4.4911. hu, s. (2012). an analysis of humor in the big bang theory from pragmatic perspectives. theory and practice in language studies, 2(6). https://doi.org/10.4304/tpls.2.6.1185-1190 kaivola-bregenhoj, a. (2018). the riddle: form and performance, humanities, 7(49). https://doi.org/10.3390/h7020049 masaeli, b., & heidari-shahreza, m. a. (2017). a linguistic analysis of para-jokes and meta-jokes in persian verbal humor. journal of applied linguistics and language research, 4(1). milojkovic, m. (2017). subtext as humour: grammatical ‘hidden meaning’ as part of pun and metaphor in english. studying humour-international journal, 4. mulyadi, m., yusuf, m., & siregar, r. k. (2021) verbal humor in selected indonesian stand up comedian’s discourse: semantic analysis using gvth. cogent arts & humanities,8(1). https://doi.org/10.1080/23311983.2021.1943927. nugroho, a. p., faridi, a., & hartono, rudi. (2021). the non-observance of grice maxim in (the tv show) friends to create verbal humor, the journal of education dvevelopment, 9(1). orji, b. e. (2018). humour, satire and the emergent stand-up comedy: a diachronic appraisal of the contributions of the making tradition. european journal of humour research, 6(4). https://doi.org /10.7592/ejhr2018.6.4.orji ortega, m. b. a. (2013). an approach to verbal humor in interaction. procedia: social and behavioral sciences, 95. https://doi.org/10.1016/j.sbspro.2013.10.687 puri, a. d., & baskata, r. fx. (2019). analysis of humor on cartoon comics “be like bro”: pragmatics study. journal of pragmatics researcn, 1(1). raskin,v. (1984). semantic mechanisms of humor. annual meeting of the berkeley linguistics society, 5, 325–335. https://doi.org/10.3765/bls.v5i0.2164 raskin, v. (2015). funny words: verbal humour. oxford handbooks online. https://doi.org/10.1093/oxfordhb/9780199641604.013.45 rayz, j. t. (2020). script in the ontological semantic theory pf humor. in s. attardo (ed.), script-based semantic (pp. 229-256). de gruyter mouton. https:// doi.org/10.1515/9781501511707–011 sen, a. (2012). humour analysis and qualitative research. social research update. (63). tsakona, v. (2017). genres of humor. in the routledge handbook of language and humor (pp. 489-503). routledge. wahyuni, f., & hamzah, h. (2019). an analysis of verbal humor found in sitcom tetangga masa gitu. e-journal of english language & literature,8(3). wieczorek, m. (n.d.). different shades of viewship:a pragmatic analysis of humour in sitcom discourse. siedlce university of natural sciences and humanities. p.101-117. types of verbal jokes pun riddle joke satire limerick parody anecdote farce irony sarcasm tall tales wit 4 2 3 7 0 2 0 0 11 15 0 7 column2 pun riddle joke satire limerick parody anecdote farce irony sarcasm tall tales wit frequency english franca : academic journal of english language and education vol. 5, no. x, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: english franca academic journal of english language and education doi: 10.29240/ef.v7i1.6550 http://journal.iaincurup.ac.id/index.php/english/index eissn: 2580-3689; pissn: 2580-3670 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2022; received in revised form 10 april 2023; accepted 10 may 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-nc-sa 4.0 license students’ perception of the use of talkenglish.com in teaching speaking for esp class tiara nove ria1, sri lestari2*, ira mutiaraningrum3, nurfisi arriyani4 ¹ universitas pandanaran, semarang, indonesia ² universitas pgri madiun, indonesia ³ politeknik negeri sambas, indonesia 4universitas tamansiswa palembang, indonesia corresponding email: lestarisri@unipma.ac.id introduction the acquisition of english as an international language has become imperative for individuals, particularly students in higher education, who intend to enter the workforce. the utilization of english as a medium of communication in the professional realm has become increasingly prevalent. currently, the world of work has used english as a medium of communication because many companies are multinational based (setiawan, 2014). to adequately prepare students for the demands of the workplace, business english is taught at the economic faculty of pandanaran university to enhance students' proficiency in the language. in the current educational landscape, the integration of technology as a pedagogical tool has become crucial, particularly in light of the necessity for indonesia's educators, parents, and students to adopt online learning methods (chasanatun & lestari, 2021). given the farreaching effects of globalization on various aspects of life, including education, the implementation of an effective and relevant teaching approach is imperative (arriyani & pratama, 2021). one of the strategies and technologies utilized in learning is the implementation of web-based learning. web-based learning refers to the use of internet technology media to improve knowledge and performance on a larger scale (sibagariang, 2016). web-based abstract. the field of education has greatly benefited from the advancements in technology, resulting in more efficacious, interactive, comprehensive, and non-classroom-bound learning experiences. one such application is web-based learning, which employs the internet as a means to facilitate the educational process. this modality of instruction addresses various challenges that are inherent in traditional pedagogical approaches, such as the limited time allocated for lecturers and students in classroom settings. despite an abundance of literature that has investigated the incorporation of technology in the teaching of spoken english, there is a scarcity of studies that specifically examine the utilization of the website, talkenglish.com.specifically, in the context of teaching english for business, which necessitates students to develop proficient and precise oral proficiency in the language, the present study aims to investigate the students' perception of the efficacy of talkenglish.com in honing their speaking skills. this study employed a descriptive qualitative design, where ten students from the economic faculty at universitas pandanaran were selected as participants. these participants utilized the website talkenglish.com to improve their speaking skills. data was collected through a semi-interview approach and documentation method. the findings of the study indicate that the majority of the participants held a positive perception of talkenglish.com. keywords: talkenglish; english for specific purposes; teaching speaking http://u.lipi.go.id/1613357132 http://u.lipi.go.id/1614254143 http://journal.iaincurup.ac.id/index.php/english tiara nove ria, et. al., 2023 students’ perception of the use of talkenglish.com in teaching speaking for esp class 70 | v o l . 7 , n o . 1 , 2 0 2 3 ( 6 9 7 8 ) learning, also known as e-learning, particularly emphasizes the use of internet-based platforms such as websites, webmails, mailing lists, and bulletin boards to facilitate learning. website is one of the forms of web-based learning which can help students to improve students speaking skills. research has demonstrated that the incorporation of technology in the form of webbased learning can have a positive impact on improving students' speaking english skills. for second language learners or teachers in higher education, teaching and studying speaking through a website are extremely challenging. students will have different perceptions of using this media to support their learning. students' perceptions have a favorable influence on teaching and learning activities (yanti, 2021). it is implied that having a positive perspective on something or other people would be advantageous to the individual personally. perception is defined as how each person views an item (yunita & maisarah, 2020). it can also be defined as a viewpoint or comprehension of how people interpret or experience a specific item. a person's perspective of the thing they are looking at will affect the attitude they adopt. it implies that student perspectives may have an impact on how well they comprehend the material being used. therefore, it is crucial to understand how students see a platform that is used during the learning process. before this study, we have already conducted a need analysis for developing a business english syllabus. the data were taken from the students, the graduates, and the employers of some companies to support the result. the result showed that there are several materials used in the workplace which can be seen in table 1 below. table 1. materials used in the workplace (nove ria & malik, 2020) course objective mean to do a business presentation 3.6857 to understand spoken-work-related instruction 3.6571 to express opinions at business meetings 3.5857 to write a job application letter and personal data 3.5714 to negotiate 3.5714 to conduct business conversations over the phone 3.5571 to write a business email 3.5571 to conduct job interviews 3.5429 to write business letters 3.5286 to serve customers orally 3.4571 to write contract/ agreement document 3.4571 to write report documents (meetings/sales/finance, etc.) 3.4286 to read email 3.4143 to read work-related literature 3.4143 to read contract/ agreement document 3.4000 to read a business letter 3.3857 to write proposals (projects, plans, etc) 3.3714 to understand written work-related instructions 3.3286 based on table 1, speech is the most critical topic utilized in the workplace. consequently, to meet the requirements of the professional world, the acquisition of speaking skills by students in the business english course should be given emphasis. currently, the teaching of business english has been limited to traditional methods utilizing textbooks, which are constrained to the information they present. based on initial observations, the learning outcomes in speaking activities using english have been inadequate to reach their full potential. many students struggle with fluency and precision during question-and-answer sessions. therefore, instructors have attempted to utilize alternative learning mediums to enhance learning outcomes, to stimulate students' interest and motivate them to exert more effort to develop their speaking skills fluently and accurately. one such medium is the website tiara nove ria, et. al., 2023 students’ perception of the use of talkenglish.com in teaching speaking for esp class 71 | v o l . 7 , n o . 1 , 2 0 2 3 ( 6 9 7 8 ) talkenglish.com. students studying english can use this website to access theories and exercises (fitri & adnan, 2021) that cover various topics pertaining to business english used in the workplace, such as presentations, meetings, phone calls, communication with colleagues, and business trips. figure 1. talkenglish.com page according to basturkmen (2006), to provide students with the language and communication skills they need to succeed in their chosen fields of study, work, or profession. esp is primarily intended for professionals and focuses on vocabulary specific to specific situations. the goal of esp instruction is to prepare students for the types of english language demands they will face in their future careers, with a focus on providing knowledge that is relevant to their needs and interests (hutchinson & waters, 1991) and to meet the language requirements in their future careers (otilia, 2015). finally, esp might be defined as the process of transferring knowledge of english for specific purposes to prepare students to use business english effectively in the real world. language proficiency is a critical factor in facilitating international communication. the integration of technology in education has become a fundamental aspect of language instruction, with technology being utilized in virtually every language class. as a means of facilitating language acquisition for students, technology is becoming increasingly vital, as noted by ahmadi (2018). technology is becoming increasingly important as a tool to assist teachers in supporting their students' language acquisition. for language learning to be effective, i̇lter (2015) emphasized that teachers should assist students in selecting appropriate computer-based activities. in the realm of education, technology serves as a crucial component of the teaching and learning process, allowing for more efficient learning outcomes (cong-lem, 2018). in technology-based contexts, learning activities play a critical role in influencing learning outcomes. one example of technology-based learning is the usage of a website, often known as web-based learning. according to (sarica & cavus, 2008) web-based learning theory can be defined as education delivered solely through the internet, with no tangible learning materials distributed to students or actual face-to-face contact. this mode of instruction enables students and teachers to access learning materials from any location and at any time, enabling the compression of both time and space. previous studies have investigated the utility of technology in augmenting students' speaking proficiency. lian et al.(2021) conducted a study through the use of the "myscene tube" web channel, researchers looked into learners' confidence in using the english language. the findings demonstrate that "myscene tube" may help students perform better in speaking tasks. it is recommended that future research builds upon this investigation to examine the effectiveness of this technology in enhancing various english language skills. the other study from sosas (2021) revealed that incorporating technology into speaking instruction can foster rapport, boost fluency and precision, alleviate fear and tiara nove ria, et. al., 2023 students’ perception of the use of talkenglish.com in teaching speaking for esp class 71 | v o l . 7 , n o . 1 , 2 0 2 3 ( 6 9 7 8 ) uncertainty, and foster confidence in students. the technology used in the study included video conferencing, social media exchanges, emceeing, and public speaking performances. the researcher discovered that the technology used in teaching speaking can be combined with a communicative approach to education, allowing students to communicate effectively and confidently. salem (2019) conducted a study on the use of technology in ted talks to enhance students' oral presentation skills. the study's technology included video conferencing, social media exchanges, emceeing, and public speaking performances. the researcher discovered that speaking technology can be combined with a communicative approach to education, enabling students to communicate effectively and confidently. the use of youtube and audio tracks imitation (yati) also has a positive impact on students’ speaking skills, fluency, and pronunciation. this is the study conducted by hamad et al. (2019). yati was deemed a highly effective computer-assisted language learning (call) tool for enhancing speaking skills. another study utilizing the same platforms was conducted by syafiq et al.(2021). the use of youtube videos in speaking classes increased students' motivation to learn, according to this study, because the videos contain graphics and sound, which can help improve pronunciation, broaden vocabulary, and make it easier for students to generate ideas for sentences when speaking. furthermore, watching movies allows children to learn grammar in a more natural way. the other study was conducted by teodorescu (2015). the goal of this paper was to evaluate the efficacy of mobile learning and its impact on business english learning. the result showed that m-learning improves learning efficiency, knowledge transfer, and sharing, as well as learners' confidence and interest. the study discovered that students' use of digital technologies had a significant positive impact on their learning of business english, indicating that they not only accessed online resources but also improved their knowledge of the language by incorporating m-learning devices into their daily activities, both professionally and personally, as a means of continuously practicing and training. the integration of technology in the acquisition of knowledge is a widely acknowledged and widely used method of acquiring information, as it offers the quickest and most accessible method of getting information over a broad spectrum. however, despite the plethora of studies that have explored the use of technology in teaching speaking english, there is a paucity of research that specifically investigates the utilization of the website talkenglish.com. talkenglish.com distinguishes itself from other english language learning websites through its unique blend of content, teaching methods, target audience, lesson format, and interactive features. talkenglish.com provides a comprehensive and engaging learning experience for its users by providing a variety of instructional materials such as text, audio, and video, as well as opportunities for self-assessment through tests and exercises. there are a plethora of materials available for business english, with a particular emphasis on improving students' speaking skills. furthermore, there is a dearth of scholarly research examining the use of talkenglish.com in higher education, particularly in the context of english for specific purposes. this gap in the academic literature prompted the researcher to conduct this study. theoretical framework speaking for esp class english language exerts its dominance across diverse domains, encompassing disciplines such as business, education, technology, media, medicine, and research (alshayban, 2022). esp typically focuses on imparting language elements, abilities, text genres, and proficiencies essential for learners to excel in specialized fields such as business, engineering, science, technology, medicine, academia, community engagement, tourism, or various service-oriented positions (wette, 2018). wette (2018) further explains that esp instruction encompasses both monologic and interactive speaking skills, prioritizing domainspecific relevance such as seminar presentations and discussions in english for academic purposes (eap), medical case presentations and interviews, business-oriented telephone transactions, discussions, and meeting protocols, and scripted exchanges in aviation english. tiara nove ria, et. al., 2023 students’ perception of the use of talkenglish.com in teaching speaking for esp class 72 | v o l . 7 , n o . 1 , 2 0 2 3 ( 6 9 7 8 ) hence, esp embodies the education and development in the english language, serving as a means for personal advancement, professional enrichment, or general utilization in the business context (hafner & miller, 2018). in educational settings focused on esp instruction, it is imperative for business graduates to possess a comprehensive comprehension of the authentic communicative demands anticipated in their prospective professional environments (zanola, 2016). previously, xu and peng (2022), koval et al. (2022), and agustina (2019) studied learner motivation in mobile assisted business english speaking course. a study conducted by venkateswara and divya (2021) reveals that the students harbored diverse objectives in learning esp, with nearly half of them being driven by the desire to secure employment through acquiring technical english skills, while approximately one-third pursued english language proficiency for the purpose of achieving high grades in examinations, and over 20% engaged in learning for recreational purposes. dzięcioł-pędich and dudzik (2021) underlined the importance of using technology in teaching speaking for esp course particularly during pandemic. another study conducted by garcía laborda & litzler (2017) indicates that the students exhibited a strong inclination towards employing technology in their businessoriented foreign language courses, displaying high levels of motivation. thus, carraher wolverton and tanner (2019) suggest that as we progress deeper into the digital economy, wolverton proposes that instructors should strive to create courses that align with the evolving dynamics of the business landscape. talkenglish.com the integration of technology in the acquisition of knowledge is a widely acknowledged and widely used method of acquiring information, as it offers the quickest and most accessible method of getting information over a broad spectrum. it is generally accepted that technology is one of tools that teachers use compared with traditional techniques in teaching english (prayudi et al., 2021). internet is one of technologies that can be used in teaching english. it provides teachers so many resources. furthermore, the teachers can find their new way of teaching their students (erbas et al., 2021). talkenglish.com distinguishes itself from other english language learning websites through its unique blend of content, teaching methods, target audience, lesson format, and interactive features. talkenglish.com provides a comprehensive and engaging learning experience for its users by providing a variety of instructional materials such as text, audio, and video, as well as opportunities for self-assessment through tests and exercises. there is a plethora of materials available for business english, with a particular emphasis on improving students' speaking skills. material and method this study, utilizing a descriptive qualitative design, aimed to explore the perceptions of students regarding the utilization of web-based learning in teaching speaking. ten students from the economic faculty at universitas pandanaran were selected as participants, as they utilized the website talkenglish.com to enhance their speaking skills. all class members were included in the study, and all were willing to be interviewed. the participants were 19 to 20year-old male and female students. the researchers employed a semi-interview approach and documentation method to collect data for this study. the interview questions focused on the utilization of talkenglish.com for speaking proficiency, the benefits and difficulties encountered with the website, as well as the participants' overall views on the impact of the english website on their language acquisition. after gathering the data, the researchers then proceeded to (1) transcribe the interview responses, (2) assess the students' attitudes towards utilizing talkenglish.com for speaking instruction, and (3) determine the reasons for which students should utilize talkenglish.com to develop their speaking abilities. tiara nove ria, et. al., 2023 students’ perception of the use of talkenglish.com in teaching speaking for esp class 73 | v o l . 7 , n o . 1 , 2 0 2 3 ( 6 9 7 8 ) the interview was conducted via a face-to-face format through the use of zoom, as the class was being held online. individually, ten student participants were interviewed. the study's outcome pertains to the students' perceptions of the utilization of talkenglish.com for speaking instruction.there were several themes emerged from the interviews. no theme description 1 satisfaction fun, enjoyable learning; intending to use the website in the future; will recommend the website to other 2 time limit-free keep repeating the task in the website 3 learning autonomy regulate what, when, and where to study 4 english proficiency listening the native speaker 5 internet quota need extra quota; the data spent was too big results and discussion results during the ppt lesson, the teacher covered six common types of questions that are frequently asked in job interview sessions. additionally, the ppt slides provided examples of suitable responses to each question, as well as guidance on respond effectively and pronounce the phrases. based on the interview results, the participants generally held positive perspectives regarding the utilization of talkenglish.com in aiding their learning of the topic at hand, which was job interviews. on the website, the students were directed to access the topic of the study. before utilizing the website, the instructor provided instruction on the topic through the use of a powerpoint (ppt) presentation. the themes highlighted from the interviews consist of students satisfaction, time-limit fee, learning autonomy, english proficiency, and internet quota. student satisfaction of talkenglish.com student 4 uttered his opinion on how satisfied he was with talkenglish.com. he described that he intends to continue using the website. “i am happy using this website. i will use it again for my study.” student 7 even thinks that she will suggest her sister to use talkenglish.com. “i got lots of benefit from talkenglish.com. i will recommend this website to my sister.” time-limit free student 1 stated that by using the website in learning speaking, he can study over and over again without time limits like studying in class. “i can repeat the voice of the speaker from the website without the time limit. furthermore, i can stop the voice and repeat the part i need to repeat to practice my pronunciation.” student 8 added that: “i repeat the part i want to study again and again. i can do it as much as i do” learning autonomy student are given freedom to select what to study and when to study. it embraces students learning autonomy that students are given freedom to regulate their learning. a positive response was also said by student 2. “learning speaking through that website can help me to choose several examples of this material. the examples do not only one but there are some choices from short expressions to long expressions.” student 5 underlines that: “i have so many options what content of study i can choose and study.” student 8 further describes that: “i can study anywhere and anytime.” tiara nove ria, et. al., 2023 students’ perception of the use of talkenglish.com in teaching speaking for esp class 74 | v o l . 7 , n o . 1 , 2 0 2 3 ( 6 9 7 8 ) english proficiency the interview was recorded as follows: student 3 mentioned that using the website can add insight in addition to the information provided in textbooks. she said: “i can get more new knowledge offered by the website than in the book.” student 4 told that through the website he can get new vocabulary and know how to pronounce all the words easily. he said: “this website helps me to pronounce the words well and i got a lot of new words from there.” student 7 express her admiration to the native speaker talking in the website: “i learn (listen) directly form native speakers.” internet quota however, despite the positive effects that the students mentioned, they also said about the weakness of using the website. student 1 told that he needs an extra quota for downloading the voice from the website. he said: “i am happy with the website but it is needed an extra internet quota because the data downloaded were so big.” this problem also happened to student 2. she cannot easily download the data when the signal is not stable. she needs to go outside of her house to get the file fully downloaded. she said: “i need a strong signal to download some available data.” therefore, based on the interview results, it can be concluded that besides the positive sides of using talkenglish.com regarding the feature and content offered on that website, however, having internet data and an internet connection are the main problems faced by students. discussion in terms of the results, the researchers examined five different aspects or themes related to how students view the website talkenglish.com regarding overall satisfaction, unlimited time usage, the ability to learn independently, improvement in english skills, and the need for a sufficient internet allowance: satisfaction, time limit free, learning autonomy, english proficiency, and internet quota. in relation to students’ satisfaction with using talkenglish.com, it was found that they were quite content, as they stated they were happy with the website and would recommend it to others. this aligns with the findings of nugroho (2021) who posits that students' motivation in participating in supplementary digital language learning activities outside of the classroom can impact their level of involvement and enjoyment in the language learning process. next, the benefit of using talkenglish.com is related to the time-limit free. this finding confirms the assertion of gilakjani & sabouri (2016) that students can ensure comprehension of expressions on the learning site by repeatedly listening to the audio and repeating it. webbased learning, as a technology, can be utilized for instruction and acquisition through direct internet-based interactions between teacher and student or without face-to-face interactions, as it is accessible from any location at any time and offers a wide range of resources. online sites require adequate supporting technology. dealing with online learning requires the use of digital platform and device technology, including computers, mobile phones, data plans, and internet connection (ilmiani et al., 2021). it has to do with the accessibility of computers and internet connections, allowing for the use of websites for online learning (fitri & adnan, 2021). it has to do with the accessibility of computers and internet connections, allowing for the use of websites for online learning third, talkenglish.com also supports students’ learning autonomy. based on the feedback and observations from teachers and students, it is clear that they hold a positive tiara nove ria, et. al., 2023 students’ perception of the use of talkenglish.com in teaching speaking for esp class 75 | v o l . 7 , n o . 1 , 2 0 2 3 ( 6 9 7 8 ) view on the utilization of a website for spoken job interview preparation. the website's accessibility allows students to study at their own convenience, and review topics and improve their speaking skills without the need for in-person meetings with the instructor. the significance of the internet in education is widely recognized, and it can be argued that websites provide access to a wider range of information resources than traditional methods such as textbooks (khalaf, 2018). fourth, talkenglish.com helps students improve their english skills. this trend has shifted with the arrival of the digital era of free resource sharing and collaboration, which has made more interactive and free web-based tools and resources available. prior to the incorporation of technology in the classroom, most teachers relied solely on published materials or textbooks to guide their teaching and learning (isnawati, 2017). zakaria et al. (zakaria et al., 2019) said speaking ability is necessary for communicating knowledge or information from one individual to another. therefore, people need to talk clearly so that the listeners may comprehend all of the information being conveyed. speaking performance refers to a student's ability to deliver accurate and fluent spoken words (firman, 2012). speaking accuracy refers to how closely the language generated adheres to target language rules, such as proper pronunciation, vocabulary, and grammar (wang, 2014). students can also use the website to improve their vocabulary and pronunciation. it is supported by the study conducted by sinta and saftari (2021) which highlights the advantages of utilizing audio-visuals from the website for pronunciation instruction. such utilization leads to increased engagement and enthusiasm among students, as well as an improvement in confidence and enjoyment during class. additionally, the students are provided with ample practice opportunities and are less likely to experience boredom in the classroom setting. however, the signal problem and quota are the problems that mostly happened in the teaching and learning process through the internet (suryana et al., 2020). even though online resources are typically free and are accessible anywhere and at any time is just one benefit (jarvis & szymczyk, 2009), those problems are the challenges for the teacher to find problemsolving. teachers must be thoughtful, open, inventive, and change-adaptive in response to the difficulties they face (atmojo & nugroho, 2020), particularly in making students ready for new pedagogical instruction (mutiaraningrum & nugroho, 2021). given the clear potential of web-based learning, it has been keen to combine traditional language courses with web-based learning to better meet the needs of students. his integration would shift the focus of the web-based resource from teacher-centered instruction to student-centered learning, thereby enhancing their motivation to engage in english conversation practice. conclusion the results of the study suggest that students hold a positive view towards the utilization of the website, talkenglish.com, as a supplementary tool for learning english, particularly in the realm of spoken job interviews. the study revealed that talkenglish.com is advantageous for students of english for specific purposes (esp) as it simulates real-world scenarios, such as job interviews, which can aid in preparing students for their future careers. the website was found to be effective in augmenting students' pronunciation skills pertaining to this specific topic, and its accessibility allows for flexible, self-paced study and review. however, some participants reported facing obstacles such as limited internet connectivity and equipment-related issues while using the website. thus, it is imperative to pay attention to students’ preparation before the use of web-based media in learning english. future studies are expected to dig further into ideal learning situations that might optimize students' comprehension of speaking english. tiara nove ria, et. al., 2023 students’ perception of the use of talkenglish.com in teaching speaking for esp class 76 | v o l . 7 , n o . 1 , 2 0 2 3 ( 6 9 7 8 ) acknowledgement the authors would like to express their heartfel gratitude to bpi grant and university grant. also we would like to express our special thanks of gratitude to the students that had participated in this research. references ahmadi, m. r. (2018). the use of technology in english language learning: a literature review. international journal of research in english education, 3(2), 115–125. https://doi.org/10.29252/ijree.3.2.115. arriyani, n., & pratama, p. (2021). english virtual based learning: integrating technology and learning media through ‘assure’ teaching model. exposure : jurnal pendidikan bahasa inggris, 10(2), 421–429. https://doi.org/10.26618/exposure.v10i2.6054. atmojo, a. e. p., & nugroho, a. (2020). efl classes must go online! teaching activities and challenges during covid-19 pandemic in indonesia. register journal, 13(1), 49–76. https://doi.org/10.18326/rgt.v13i1.49-76. basturkmen, h. (2006). ideas and options in english for specific purposes. lawrence erlbaum associates, inc. chasanatun, t. w., & lestari, s. (2021). the use of camtasia video, youtube, and whatsapp in online teaching during pandemic situation. english teaching journal : a journal of english literature, language and education, 9(1), 34. https://doi.org/10.25273/etj.v9i1.8999. cong-lem, n. (2018). web-based language learning (wbll) for enhancing l2 speaking performance: a review. advances in language and literary studies, 9(4), 143. https://doi.org/10.7575/aiac.alls.v.9n.4p.143. erbas, i̇., çipuri, r., & joni, a. (2021). the impact of technology on teaching and teaching english to elementary school students. linguistics and culture review, 5(s3), 1316– 1336. https://doi.org/10.21744/lingcure.v5ns3.1815. firman, f. (2012). improving the students’ speaking accuracy through “lse 9.0 software version” (a classroom action research at the first year electric of smk negeri 1 pattallassang gowa). exposure journal, 2(1), 20–38. fitri, i. y., & adnan, a. (2021). the use of an online learning site (www. talkenglish. com) in teaching speaking for first grade of junior high school students. journal of english language teaching, 10(3), 327–333. https://doi.org/10.24036/jelt.v10i3.113671. gilakjani, a. p., & sabouri, n. b. (2016). learners’ listening comprehension difficulties in english language learning: a literature review. english language teaching, 9(6), 123. https://doi.org/10.5539/elt.v9n6p123. hamad, m. m., metwally, a. a., & alfaruque, s. y. (2019). the impact of using youtubes and audio tracks imitation yati on improving speaking skills of efl learners. english language teaching, 12(6), 191. https://doi.org/10.5539/elt.v12n6p191. hutchinson, t., & waters, a. (1991). english for specific purposes: a learning-centred approach. in cambridge university press. cambridge university press. https://doi.org/10.1016/0889-4906(88)90032-4. ilmiani, d., muamaroh, & nugroho, a. (2021). english online learning in the age of global pandemic: how do teachers and students feel? lingua, 18(2), 214–233. https://doi.org/10.30957/lingua.v18i2.712.may. i̇lter, b. g. (2015). how does technology affect language learning process at an early age? procedia social and behavioral sciences, 199, 311–316. https://doi.org/10.1016/j.sbspro.2015.07.552. isnawati, i. (2017). students’ views on the use of book and web-based materials for their elt classes: a study on ict-based education in indonesian context. lscac conference proceedings students’, 1(3). https://doi.org/10.18502/kss.v1i3.730. jarvis, h., & szymczyk, m. (2009). student views on learning grammar with web-and booktiara nove ria, et. al., 2023 students’ perception of the use of talkenglish.com in teaching speaking for esp class 77 | v o l . 7 , n o . 1 , 2 0 2 3 ( 6 9 7 8 ) based materials. elt journal, 64(1), 32–44. https://doi.org/10.1093/elt/ccp006. khalaf, a. j. (2018). the effectiveness of using internet in tefl learning. theory and practice in language studies, 8(9), 1114. https://doi.org/10.17507/tpls.0809.02. lian, c. k., kathiyaiah, d., hani, f., chanderan, v., & yunus, m. m. (2021). “myscene tube” a web channel to enhance english speaking skills in an esl classroom. journal of language and linguistic studies, 17(3), 1141–1156. https://doi.org/10.52462/jlls.81. mutiaraningrum, i., & nugroho, a. (2021). smartphone-based mobile assisted language learning application in higher vocational education in indonesia. jees (journal of english educators society), 6(1). https://doi.org/10.21070/jees.v6i1.793. nove ria, t., & malik, d. (2020). syllabus design in business english based on the needs of economics students. elt forum: journal of english language teaching, 9(2), 34–43. https://doi.org/10.15294/elt.v9i2.41714. nugroho, a. (2021). learners’ willingness to communicate in a foreign language: the role of informal digital learning of english. ele reviews: english language education reviews, 1(2), 125–133. https://doi.org/10.22515/ele-reviews.v1i2.4396. otilia, s. m. (2015). needs analysis in english for specific purposes. annals of the „constantin brâncuşi” university of târgu jiu, economy series, ii(1), 54–55. https://doi.org/10.4324/9781315671390-8. prayudi, r. a., hakiki, a. k., putra, n. r. d., anzka, t. o., & ihsan, m. t. (2021). the use of technology in english teaching & learning process. jurnal riset dan inovasi pembelajaran, 1(2), 102–111. https://doi.org/10.51574/jrip.v1i2.38. s, s., & saftari, m. (2021). increasing pronunciation skill using cambridge dictionary website at elc students’ isb atma luhur pangkalpinang. jurnal ilmiah bina bahasa, 14(2), 110– 119. https://doi.org/10.33557/binabahasa.v14i2.1496. salem, a. a. m. s. (2019). a sage on a stage, to express and impress: ted talks for improving oral presentation skills, vocabulary retention and its impact on reducing speaking anxiety in esp settings. english language teaching, 12(6), 146. https://doi.org/10.5539/elt.v12n6p146. sarica, g. n., & cavus, n. (2008). web-based english language learning. 8th international educational technology conference. setiawan, d. (2014). workplace english in indonesia. victoria university melbourne australia. sibagariang, s. (2016). pembelajaran berbasis multimedia dengan metode web based learning. jurnal mahajana informasi, 1(2), 64–73. sosas, r. v. (2021). technology in teaching speaking and its effects to students learning english. journal of language and linguistic studies, 17(2), 958–970. https://doi.org/10.52462/jlls.66. suryana, i., hidantikarnillah, v., & ikmi nur oktavianti. (2020). enhancing students’ english speaking skills through web-based teaching. eduvelop, 3(2), 90–104. https://doi.org/10.31605/eduvelop.v3i2.601. syafiq, a. n., rahmawati, a., anwari, a., & oktaviana, t. (2021). increasing speaking skill through youtube video as english learning material during online learning in pandemic covid-19. elsya : journal of english language studies, 3(1), 50–55. https://doi.org/10.31849/elsya.v3i1.6206. teodorescu, a. (2015). mobile earning and its impact on business english learning. procedia social and behavioral sciences, 180(november 2014), 1535–1540. https://doi.org/10.1016/j.sbspro.2015.02.303. wang, z. (2014). developing accuracy and fluency in spoken english of chinese efl learners. english language teaching, 7(2), 110–118. https://doi.org/10.5539/elt.v7n2p110. yanti, d. (2021). students’ perception on the effect of online learning during covid 19. acitya: journal of teaching and education, 3(2), 176–187. yunita, w., & maisarah, i. (2020). students’ perception on learning language at the graduate program of english education amids the covid 19 pandemic. linguists : journal of linguistics and language teaching, 6(2), 107–120. https://doi.org/10.29300/ling.v6i2.3718. tiara nove ria, et. al., 2023 students’ perception of the use of talkenglish.com in teaching speaking for esp class 78 | v o l . 7 , n o . 1 , 2 0 2 3 ( 6 9 7 8 ) zakaria, n., hashim, h., & yunus, m. m. (2019). a review of affective strategy and social strategy in developing students’ speaking skills. creative education, 10(12), 3082–3090. https://doi.org/10.4236/ce.2019.1012232. english franca academic journal of english language and education doi: 10.29240/ef.v7i1.6284 http://journal.iaincurup.ac.id/index.php/english/index eissn: 2580-3689; pissn: 2580-3670 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2022; received in revised form 10 april 2023; accepted 10 may 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-nc-sa 4.0 license the implementation of project based learning in blended learning system to improve english speaking skill of polytechnic students desti ariani¹, ade hidayat², adrianus surianto girikallo3 ¹ politeknik raflesia, rejang lebong, indonesia ² politeknik raflesia, rejang lebong, indonesia ² akademi maritim indonesia aipi makasar, indonesia corresponding email: arin_desti@yahoo.co.id introduction learning english at raflesia polytechnic, especially at the electrical engineering study program, focuses on efforts to improve students' communicative competence. the learning provides the students with the skills necessary to communicate in english in their future careers. therefore, the learning activities are mostly in the form of speaking practice emphasized to several aspects; enriching english vocabulary especially related to electrical engineering, pronuncing the vocabulary correctly, selecting and using the vocabulary appropriately according to context, and speaking fluently. however, the practice of speaking, which is frequently done in groups, is still carried out in a simple way where students are assigned a certain topic and they practice the speaking task in front of the class. this learning method seems to need updating because based on student scores in the past semester and the result of interview with several students, students' speaking skills are still unsatisfactory with several indications; limited vocabulary, incorrect pronunciation, and lack of self-confidence. students’ weakness on those aspects above is in line to the previous research done in electrical engineering study program. the research reveals some students’ problems in speaking english. first is in the term of pronunciation. some technical vocabularies that the students admitted are not familiar with are mispronounced by the students during the presentation that hence requires them to clarify the meaning. second is the problem of vocabulary. students are lack of both common and technical vocabularies. as the result, their speaking frequently ends in long pause or silence. third is the problem of anxiety which is reflected by the trembling voice the students made and by the students’ avoidance on classmates’ and lecturer’s attention during speaking. this anxiety is resulted from the feeling of nervous as well as the fear of making mistake and getting negative abstract. this classroom action research aims to determine the improvement in students' english speaking skill by implementing project based learning in a blended learning system. this model of learning was conducted in two cycles consisting of four meetings in each of the cycle. the research began with a pre-test to determine initial speaking skills and language aspects which became the weaknesses of polytechnic students in speaking english. the results of the pre-test then became the basis for implementing the project based learning model. online learning was conducted by using online media to observe the process of projects making and to submit those speaking projects which were regarded as post-test at the same time. face-to-face learning, on the other hand, was carried out to discuss the learning topics before the speaking project assignment. the results of the study showed an improvement in students' english speaking skills after the implementation of project based learning. in the pre-test, the average score of students' speaking skills was only 58.7. in post-test 1 of cycle 1, the average increased to 63.5 and in post-test 2 of cycle 2 it increased to 70.1. in addition, the study revealed that project based learning also succeeded in changing the students’ learning attitude and in promoting students’ creativity. keywords: project based learning, blended learning, online media, polytechnic http://u.lipi.go.id/1613357132 http://u.lipi.go.id/1614254143 http://journal.iaincurup.ac.id/index.php/english mailto:arin_desti@yahoo.co.id desti ariani, et. al., 2023 the implementation of project based learning in blended learning system to improve english speaking skill of polytechnic students 80 | v o l . 7 , n o . 1 , 2 0 2 3 ( 7 9 9 2 ) evaluation from both classmates and lecturer. those problems above then lead to condition in which students tend to postpone even avoid their turn in doing speaking task (ariani, 2019). in regard to the unsatisfactory of students’ english speaking skill of the electrical engineering students, it is necessary to apply a more effective learning model. this learning model is expected to increase students' learning motivation which will ultimately affect their english speaking skill. one of the appropriate learning models according to the researchers is project based learning. project-based learning is considered as an appropriate learning to help students to improve their speaking skill (kusumawati, 2019). this learning model has attracted a lot of interest from researchers recently due to its benefits and has been defined in various ways. riswandi (2018) proposes that project based learning is a learning that allows students to learn through a project which is decided and conducted by the students themselves associated by the teacher’s help. handrianto and rahman (2018) suggest that project based learning is one of experience-based learning presenting a meaningful experience for the students since the students go through every stage of project making started from planning, preparing, and completing project assignment. project based learning is a student-centered learning involving students actively in the process of project making as the learning outcomes. due to the ongoing of covid 19 pandemic and face-to-face learning restriction, project based learning can be implemented by taking the advantage of technology development. technology-based learning is well known as online learning or e-learning. this learning is at first intended for higher education by utilizing various online media available to achieve high quality and efficient learning (simamora, 2020). online learning offers flexible learning by the help of internet that can be access by students anywhere and anytime (dhawan, 2020). therefore, students’ involvement in the learning process will increase for the online learning is not limited by time and space. it is clear then that online learning can be regarded as distance learning where both educators and students are not in one particular location, so they need technology, especially the internet as the learning media. learning media can be said as tool used to convey material in the learning process (boove as cited in simamora, 2020). learning media is claimed to greatly affect the effectiveness of learning if it is selected and designed according to the right instructional method. in this study, however, project based learning was not fully applied in online learning but in blended. thus, the learning was conducted both offline and online. researchers conducted offline learning which emphasized to the explanation of subject matter by having face to face interaction with the students in the classroom. online learning, on the other hand, emphasized more to the students’ learning outcome in the form of speaking project video. in this online learning, researchers and students utilized three online learning media; whatsapp (wa), zoom meeting, and google classroom. these learning platforms were chosen with the consideration that all students own and master the use of each of them. theoritical framework project based learning project based learning refers to one of the student-oriented learning models (student centered). this learning model involves students actively in learning activities in the form of project assignment (praba, artini, & ramendra, 2018). students have more opportunities to explore their talent since the learning process is dominated by the students and the teachers just take part to facilitate, motivate and help the students whenever they face problems during the project making. hugerat (in kholis and aziz, 2019) defines project based learning as a method that enables students to carry out a project producing a product, publication, or presentation as the learning outcome. in the same tone, trisyagil, ahmad & kustiono (2020) propose project based learning as innovative learning involving the project creating done independently by the students. specifically in language learning class, the implementation of project based learning is believed to bring positive effects to students’ learning progress. lubis, lubis & ashadi (2018) point out that project based learning significantly develops not only students’ interpersonal desti ariani, et. al., 2023 the implementation of project based learning in blended learning system to improve english speaking skill of polytechnic students 81 | v o l . 7 , n o . 1 , 2 0 2 3 ( 7 9 9 2 ) communication but also their creativity. torres and rodriques (as cited in kurniawati, susanto & munir, 2019) propose that project based learning may improve students’ oral production through the development of their lexical competence. at last but not least, simbolon, haryudin, & efransyah (2019) state that project based learning is beneficial to improve students’ speaking skill for the students have the same speaking opportunity in presenting their project. according to kusumawati (2019), project-based learning implementation involves some steps. the first is speculation. at this step, teacher and students may discuss about the project which is suitable to the learning objectives and students’ need and condition. the second is designing the project activities including forming group, assigning role of group members, and planning how the project will be done. the third is conducting the project. in this step, the students do the project based on what has been planned before. they work in group, gather information, discuss with the members of their groups, and consult with their teacher whenever they encounter problems. the last step is performing and evaluating the project. these sequential steps are expected to enhance students’ interest, motivation, and engagement as well as to provide meaningful and contextual learning for the students to practice their english speaking. in this study, those steps mentioned above were applied by researchers. blended learning system the development of technology, nowadays, plays a significant role in shifting the models of learning process. thus, technology development has provided many online media that can be used for learning and may offers a different and an interesting circumstance for the students. one of learning models that takes the benefit of online media and frequently conducted by educaters especially on the going of covid 19 is blended learning. thorne (as cited in ali and sofa, 2018) defines blended learning as the strategy in combining the innovative and technological advancements of online learning with the interaction and participation of traditional learning, to meet the challenge of connecting learning and development to students' needs. almost in the same tone, simbolon, et all (2021) proposes blended learning in the term of hybrid mode of learning in which the learning process is the combination of conventional face to face interaction and online mode. these two ideas above clearly highlight that blended learning is the learning that takes the advantages of technology development by combining traditional face to face interaction with the online to support an interactive learning process. marsh (as cited in gumartifa, larasati, & aurelia, 2020) points out some benefits of blended learning; it offers a more individualized learning experience, encourages independent and group learning, boosts students’ engagement, accommodates a variety of learning styles, and offers an adaptable learning to meet the needs of students. from some opinions above, it can be inferred that blended learning can be one of alternative to provide a meaningful learning not only for the students but also for the teachers. on one side, it helps the students to have a better achievement through the combining face to face and online learning. on other side, it also helps the teachers to conduct the process of the learning itself. blended learning may solve the problem of distance and learning costs since the learning is not only held in the classroom but can be done elsewhere using online media. in fact, learning which is done only in the classroom limits the students’ space to explore their potential. however, learning by using online media has proven succeed in gaining students’ involvement and in avoiding the students’ boredom during the process of learning. online learning media media selection greatly affects the learning process. media help students to have better understanding on the lesson so the objective of the learning would be better achieved (trisyagil, ahmadi, & kustiono, 2020). for online learning, various learning media are available in the internet nowadays. both of teachers and students may access them anytime and anywhere to carry out the learning process. some of those which are popular recently are zoom meeting, whatsapp, and google classroom. zoom meeting is the platform provides video conferencing services that can be accessed from mobile devices, pcs or laptops. zoom meeting is basically desti ariani, et. al., 2023 the implementation of project based learning in blended learning system to improve english speaking skill of polytechnic students 82 | v o l . 7 , n o . 1 , 2 0 2 3 ( 7 9 9 2 ) an application for communicating via video. this application is provided free of charge for video conferences of up to 100 participants with a time limited of around 45 minutes. meanwhile, for an extension of time, users of this application must pay a monthly subscription fee. apart from being able to conduct meetings online, zoom meeting also provides a chat service that allows meeting participants to discuss as well as a share screen feature that can be used to display and share material. another application that is also popular today is whatsapp. due to students' familiarity with its use, whatsapp has emerged as a popular online tool for educational purposes (ristanti, 2020). whatsapp is not only used for communication but also as a learning medium for it provides many features to facilitate the learning process include group chat, share documents, and dropbox (prajana, 2017). whatsapp is an open source based online learning application by which teachers can provide materials, communicate, take attendance, and evaluate students. in english teaching class, whatsapp is considered giving more opportunities for students to practice their english language skills for free. besides, learning via whatsapp allows for stronger bonds between teachers and students so that students may become sociable persons (jasrial, 2018). next media which was introduced by google in 2014 and often used for online leaning is google classroom. google classroom is a web-friendly application-based online learning program that can be used to support learning by providing actual learning activities and tasks. furthermore, it makes the transferring and receiving knowledge simpler and grading tests paperless (islam, 2018). mafa (2018) mentions the benefits of using google classroom to support learning activities from the aspect of classroom management, flexibility, safety and security, and also collaboration. google classroom helps teachers create and manage classes easily, provide assignments and feedback to students more efficiently, and improve the quality of communication with students. the principal goal of google classroom is to streamline the process of sharing documents between educators and students. google classroom combines google drive to create and to submit assignment, google docs, sheets, and slides for writing, gmail for communication, and google calendar for scheduling (gumartifa, larasati, & aurelia, 2020). in this study, those three online media above are used to implement project based learning. material and method this classroom action research was conducted at electrical engineering study program of raflesia polytechnic and involved the first semester students of the odd academic year 2021/2022. considering the problems in speaking english that the students had, the researchers initiated to choose project based learning model to be implemented on “bahasa inggris teknik i” subject. this learning was carried out in a blended system; the combination of online and offline learning. online media was used in online learning observe students’ activities during the project making and to submit students' speaking project which at the same time functioned as post-test. while face-to-face learning was conducted at the classroom to discuss the topics before the speaking project assignment. the project based learning itself was conducted in two cycles with four meetings in each cycle. each cycle consisted of the stages of planning, action, observation, and also reflection. the data of the research were collected by doing test and observation. pre-test was given to students to see their initial english speaking skill. it was carried out by conducting a simple direct speaking test regarding "student self-introduction" and "reasons for students to enter the electrical engineering study program". the aspects assessed in the test were pronunciation, vocabulary, fluency and grammar. observation on the implementation of project based learning was carried out by using online learning media. this media were used in the process of determining the project, planning the schedule, facilitating and monitoring the process of project making, and sending the project. at last post-test was used to evaluate students’ learning outcomes after the implementation of project based learning. the post-test was carried out 2 times, namely post-test 1 in cycle 1 and post-test 2 in cycle 2. the post-test desti ariani, et. al., 2023 the implementation of project based learning in blended learning system to improve english speaking skill of polytechnic students 83 | v o l . 7 , n o . 1 , 2 0 2 3 ( 7 9 9 2 ) was in the form of video recording speaking project. the aspects seen in post-tests were the same with pre-test; pronunciation, vocabulary, fluency, and grammar. those aspects were assessed by using scoring rubric and the results were written in the assessment sheet. the scoring rubric used is as follow: table 1 rubric to assess speaking skill (scoring rubric) aspect description score pronunciation  very clear and easy to understand 4  easy to understand although the influence of mother tongue can be detected 3  there is a pronunciation problem so it is difficult to understand 2  there is a serious pronunciation problem so it can't be understood 1 vocabulary  using vocabulary like native speakers and rich in vocabulary 4  sometimes using inappropriate vocabulary so that the speaker has to explain again 3  having limited vocabulary and often use vocabulary incorrectly so it is difficult to understand 2  vocabulary is very limited and is not used properly so it is very difficult to understand 1 fluency  fluent as a native speaker 4  fairly fluent but a little disturbed by language problems 3  less fluent due to language limitation and often hesitate 2  not fluent and often stop for a long time 1 grammar  no or few grammatical errors 4  sometimes make grammatical errors but does not affect meaning 3  make many grammatical errors that affect the meaning 2  make grammatical errors so often that make it difficult to understand 1 after giving the score for each aspects of speaking, the researchers calculated the total score and the final value that each student obtained. the final value of the students’ speaking skill was then categorized into very good, good, enough, and low, with the following guidelines: table 2 students’ speaking skill category no. range of value category 1 85-100 very good 2 70-84 good 3 55-69 enough desti ariani, et. al., 2023 the implementation of project based learning in blended learning system to improve english speaking skill of polytechnic students 84 | v o l . 7 , n o . 1 , 2 0 2 3 ( 7 9 9 2 ) 4 0-54 low results and discussion results preliminary observation and pre-test preliminary observations of students' learning conditions in the classroom showed that students' motivation in learning english was still low. only a few students were willing and able to answer spoken questions given by the lecturer. students tended to be passive and dominant in accepting what was presented by the lecturer so that the learning atmosphere seemed monotonous and uninteractive. the above learning conditions affected students' skill, especially in communicating orally. based on the pre-test result, the average score of students' speaking skills was only 58.7, where the lowest score was 50 and the highest score was 75. furthermore, only 2 students (8.3%) got the good category. the pre-test revealed that students had very limited technical english vocabularies that resulted in very short time of presentation. the students also had problem in pronouncing the technical english vocabularies, especially those they were not accustomed to use and were not familiar with. in addition, students tended to neglect the use of appropriate grammar in their speaking. thus, the students’ speaking skill can be seen in the following table: table 3 pre-test result n lowest score highest score total value average 24 50 75 1409.3 58.7 table 4 the category of students’ speaking skill no. speaking skill category frequency percentage 1. very good 0 0 % 2. good 2 8.3 % 3. enough 16 66.7% 4. low 6 25% total 24 100% from the results of this pre-test, the researchers then took action to implement project based learning using online media in blended learning system with learning targets: 1) students are able to pronounce english vocabulary especially technical vocabulary related to electrical engineering correctly. 2) students are able to use appropriate and varied technical english vocabulary according to context. 3) students are able to apply correct grammar when speaking english. 4) students are able to communicate verbally in english more fluently. learning with this project based learning model was carried out in two cycles; cycle 1 cycle 2. desti ariani, et. al., 2023 the implementation of project based learning in blended learning system to improve english speaking skill of polytechnic students 85 | v o l . 7 , n o . 1 , 2 0 2 3 ( 7 9 9 2 ) cycle 1 in cycle 1, the project based learning focused on “english sentence patterns: nominal and verbal sentence”. the first and the second meeting were conducted to give the better understanding on how nominal sentence and verbal sentence can be used to describe or explaining something. written and spoken exercises were also given during the meetings to assure that the students had understood about the topics. written exercises given in the first meeting were aimed at enriching students’ vocabulary on verb, adjective, adverb, and noun related to electrical engineering and correcting their grammar. some vocabularies intended to be memorized by the students were “repair, fix, operate, work, loyal, hardworking, discipline, able, on time, technician, manual instruction, workshop”, etc. thus, the written exercises were in the form of creating sentences using vocabularies provided and answering questions based on the texts. spoken exercises conducted in the second meeting, on the other hand, were aimed at correcting students’ mispronunciation on those vocabularies found in the written exercises. the exercises were “repeat after me” and “reading aloud”. at the end of the second meeting, the researchers divided the students into several groups, explained about task 1 (speaking project 1), and assigned students to submit the project on topic "describing the electrical engineering study program of the polytechnic of raflesia" which was in the form of video recording in google classroom. the third meeting was an online learning focused on the project making. observation on the process of speaking project 1 making was done through wa group and zoom meeting. at this point, the researchers observed and discussed with students the process of doing project including confirmation of changes in group members, duration of video, technical and deadline for submitting project, and also solution to overcome the obstacles in sending the video, for an instance, the video could not be sent because the capacity was quite large. in the forth meeting, each of students’ speaking projects regarded as post-test 1 was shown in the classroom by using projector and was also scored in terms of pronunciation, vocabulary, fluency and grammar. the results of the post-test 1 show an improvement in students’ speaking skill. the average of students’ speaking skill increases from 58.7 to 63.5. moreover, 4 students have achieved “good” speaking skill category. post-test 1 result is as follow: table 5 post-test result of cycle 1 n lowest score highest score total value average 24 50 81.3 1523.2 63.5 table 6 the category of students’ speaking skill no. speaking skill category frequency percentage 1. very good 0 0% 2. good 4 16.7% 3. enough 15 62.5% 4. low 5 20.8 total 24 100% the improvement in students' speaking skill, although not significant, can be seen in the table above. after implementing the project based learning in cycle 1, the average score of students’ speaking skill increases from 58.7 to 63.5. in addition, 4 students (16.7%) have desti ariani, et. al., 2023 the implementation of project based learning in blended learning system to improve english speaking skill of polytechnic students 86 | v o l . 7 , n o . 1 , 2 0 2 3 ( 7 9 9 2 ) reached “good” speaking skill category. however, none of the students is able to be in “very” good category yet. analyzing post-test 1 served as the reflection of the implementation of project based learning at cycle 1. the results of post-test 1 were written on the assessment sheet and became the consideration in preparing learning at cycle 2. besides, the researchers also highlighted some problems that the students faced during the project and discussed those problems with the students as a continuation of reflection at cycle 1. some problems noticed from the video recording of students speaking project 1 were: 1) some students were still not able to pronounce the technical english vocabulary correctly and fluently. 2) the quality of the audio or sound produced in the video recording was not good in which the sound of video background was louder than the student's voice when presenting their speaking. 3) the speaking turn between one student and another student in the same group was not equal. 4) the duration of video recording was too short. cycle 2 at the beginning of cycle 2, the researchers created a blended learning scenario and designed a lesson plan for topic 2 "describing tools/ electrical appliances". after that, researchers prepared scoring, assessment sheet, and observation sheet which were the same as those used in cycle 1. researchers carried out face-to-face learning in accordance with the lesson plan that had been designed (conducted 2 meetings). at meeting 1, the researchers gave explanation about english sentence patterns which can be used to describe the physical characteristics of an object by using adjectives (describing physical features). written exercise was conducted to see how far the students understood the topic. the exercise was in the form of rearrange words to create meaningful sentences. at meeting 2, the researchers explained about english sentence patterns used to describe non-physical characteristics of an object (its function or use) by using certain verbs (describing non-physical features). written exercises were given along these meetings in the form of matching vocabularies to pictures provided and finding the synonym of words given. from these exercises, students could identify some vocabularies that they rarely used in speaking, such as “bulb” instead of “lamp”, “appliances” instead of “equipment”, “switch on/off” instead of “turn on/off”, “permit” instead of “enable” and some others. at the end of this meeting, speaking exercise was conducted to correct the mispronunciation of some vocabularies that the students’ learned in topic 2 or experienced in cycle 1. researchers played video of native speaker consisting of how those vocabularies should be correctly pronounced. after that, the students should do spoken exercise in the form of questions and answers related to the video. the researchers then divided the students into several groups and assigned speaking project 2 in google classroom. the researchers announced the division of groups and discussed the problems students faced in making speaking project 1 and the solutions in the wa group and zoom meeting. the researchers observed how students discussed speaking project 2 at the third meeting using wa group and zoom meeting. questions about how the process of making and sending speaking project 2 no longer existed because students already had experience going through the process in speaking project 1. the main discussion was only the determination of the tools/appliances to be presented in which there were different opinion among students of the same group. post-test 2 was conducted after the implementation of project based learning with several revisions of learning activities. post –test 2 was also in the form of speaking project video submitted to google classroom on topic "describing tool/ electrical appliances". the results of the speaking project then were scored and shown in the classroom at the forth meeting. all video recordings submitted then were also shown in the classroom at the forth desti ariani, et. al., 2023 the implementation of project based learning in blended learning system to improve english speaking skill of polytechnic students 87 | v o l . 7 , n o . 1 , 2 0 2 3 ( 7 9 9 2 ) meeting in order that the students could compare the previous with the recent one and take the lesson from it. based on the results of speaking project 2, students’ speaking skill once again shows an improvement. in cycle 1 the average student score is only 63.5 but in cycle 2 the average score rise to 70.1. in addition, there are 5 students reaching “very good” speaking skill category. the result of post-test 2 is clearly seen in the table below: table 7 post-test result of cycle 2 n min score max score total value average 24 50 93.8 1682.2 70.1 table 8 the category of students’ speaking skill no. speaking skill category frequency percentage 1. very good 5 20.8% 2. good 7 29.2% 3. enough 7 29.2% 4. low 5 20.8% total 24 100% after revising the actions in cycle 2, the students' speaking skills again showed an improvement. in cycle 1 the average student score was only 63.5 but in cycle 2 the average score rose to 70.1. in this cycle, there were 5 students (20.8%) reached “very good” speaking skill category. while 7 students (29.2%) are in the “good category”, 7 students (29.2%) are in “enough” category and 5 students (20.8%) are in the “low” category. the comparison of students' speaking skill from the beginning to the end is illustrated in the following table and figure: table 9 the comparison of students’ speaking skill pre-test post-test 1 post-test 2 max score 50 50 50 min scorel 75 81.3 93.8 average 58.7 63.5 70.1 speaking skill category: very good 0 % 0% 20.8% good 8.3 % 16.7% 29.2% enough 66.7% 62.5% 29.2% low 25% 20.8 20.8% desti ariani, et. al., 2023 the implementation of project based learning in blended learning system to improve english speaking skill of polytechnic students 88 | v o l . 7 , n o . 1 , 2 0 2 3 ( 7 9 9 2 ) figure 1. the comparison of students’ speaking skill reflection in cycle 2 was carried out by observing the students’ speaking post-test results. according to the post-test results, the students had achieved the improvement in every aspect of speaking. therefore, it can be concluded that the implementation of project based learning in blended learning system was effective and succeeded in improving english speaking skill of polytechnic students. discussion in this study, project based learning was implemented in four meetings in each cycle 1 and cycle 2. the first and the second meeting were direct face to face learning in the classroom intended to give the understanding on the learning topics. the third was online learning purposed to provide the students opportunity to apply knowledge from the previous meetings into a speaking project. the forth, in addition, was also conducted in the classroom to observe and to discuss the results of the speaking projects done in the previous meeting. the explanation of the implementation of project based learning in each cycle in the results section above indicates that this model of learning proves to bring an improvement in students’ speaking skill which can be seen by the increasing of average score from the pre-test, post-test 1 and post-test 2. among four aspects scored in students speaking (pronunciation, vocabulary, fluency, and grammar), vocabulary and fluency was found to have higher improvement in every cycle than two others. the numbers of common and technical vocabularies used by the students in their speaking projects were increased although some of those were repetition. in spite of the grammar which was found to be neglected by the students, these varied vocabularies in fact affected the students’ fluency in positive way in which the students were able to anticipate the long pause and even silence during their speaking. the result of this research is in line to riswandi’s research (2018). the implementation of pbl in teaching speaking may help the students to fulfill the criteria of speaking success. since the students work in group, they are less afraid and have a higher motivation to get involved in the learning. furthermore, working in group can help the students to train their pronunciation, enrich their vocabulary, and make them easier to find an idea in producing sentences while speaking. in addition, working on the project provides the students an authentic environment to practice their speaking skill (sirisrimangkorn, 2021). another remarkable point of this study is that this learning model succeeds in changing students’ learning attitudes. direct observations which were done in the classroom during the written and spoken exercises shows that student were interested and actively involved in the process of learning. the students were no longer afraid to answer the questions given by the researchers and they even had more confidence to ask something which they were still confused about. observation through wa group and zoom meeting during the speaking project making also shows the same thing in which the students looked excited in discussing, making, and submitting the project as well as solving the problems encountered during those processes. this condition, from students’ point of view, is resulted from some factors. first, students’ feel 58.7 63.5 70.1 average pre test post test 1 post test 2 desti ariani, et. al., 2023 the implementation of project based learning in blended learning system to improve english speaking skill of polytechnic students 89 | v o l . 7 , n o . 1 , 2 0 2 3 ( 7 9 9 2 ) more interested in learning the topic chosen by themselves. second, students’ prefer doing the speaking assignments in group so they can help each other whenever they have problems. at last, doing speaking project using online learning media is more challenging for the students than having common assignment usually done in the classroom. the changing in students’ learning attitude according to kusumawati (2019) was resulted from the learning designed appropriately to the students’ idea and need. therefore, students feel comfortable and interested during the learning process. in simple words, getting actively involved in all processes make the students not only get a good speaking achievement but also have extra skills which further contribute to the speaking achievement itself. simbolon (2019) proposed that project based learning is not only help the students to achieve better speaking skill but also make the students building their self-confidence and having critical thinking as well as good presentation skill. the project making is also found helping students to enlarge students’ creativity. encountering some problem appeared during the project encouraged and challenged the students to be more creative in finding the solution. as it is seen, the result of the video recording in speaking project 2 was presented so much better than the first video in speaking project 1 in terms of quality of the sound and the picture. related to this finding, lubis, lubis, & ashadi (2018) reported that project based learning combined with experiential learning is proven to improve their students’ interpersonal communication skill and their creativity in which the students successfully create creative video containing english persuasive text. similar result is exposed by praba, artini, & ramendra (2018). project based learning promotes students’ critical thinking and creativity that leads to improvement in stating ideas, constructing sentences, exhibiting various vocabularies, maintaining good structure, and making less error in spelling and pronunciation. conclusion from the description of the research data and discussion above, it can be concluded that the project based learning in a blended learning system by using online media can be applied in english learning class. this learning method is proven to improve the speaking skills of the first semester students of the electrical engineering study program of raflesia polytechnic. the improvement is especially noticeable in the aspects of enriching technical vocabulary in the field of electrical engineering and speaking fluently. through project based learning, students were able to use more varieties of vocabulary and to memorize them to be presented in their next project. thus the improvement can be seen in the increase of the average score of student speaking skills obtained in pre-test, post-test 1, and post-test 2. besides improving student speaking skills, this project based learning model is proven to increase students’ creativity as well which can be seen from the results of audio visual recordings of students’ speaking project 1 and speaking project 2. in addition, students engage actively and have high interest and motivation during the learning process through project based learning. this is due to the fact that the students involve in determining the project based on their interest, designing the project, conducting the project, and presenting it by the support of their classmates of the same group. acknowledgement ariani et al. prepared this journal article based on the report of the implementation of project based learning in blended learning system to improve english speaking skill of polytechnic students. this work was supported by lppm politeknik raflesia under the programme of research, and community service 2021. desti ariani, et. al., 2023 the implementation of project based learning in blended learning system to improve english speaking skill of polytechnic students 90 | v o l . 7 , n o . 1 , 2 0 2 3 ( 7 9 9 2 ) the opinions express here in are those of the authors and do not necessarily reflect the views of funding agency. references ali, f., sofa, e.m. (2018). students’ perceptions of the implementation of blended learning in a large english class. edulitics journal, 3 (1): 15-28. ariani, d. (2020). problems of electrical engineering students of polytechnic of raflesia in speaking english in group presentation. journal of english education and teaching (jeet), 4 (2), june 2020. dhawan, s. (2020). online learning: a panacea in the time of covid-19 crisis. journal of educational technology, 49(1), 5-22. gumartifa, a.,larasati, f., & aurelia, s. (2020). a blended learning in ict used for improving english language teaching. professional journal of english education, 3 (6): 796-804. handrianto, c and rahman, m.a (2018). project based learning: a review of literature on its outcomes and implementation issues. let: linguistics, literature and english teaching journal, 8 (2): 110-129 islam, s. (2018). bangladeshi university students’ perception on using google classroom for teaching english. international journal of psycho-educational sciences, 8(2), 1–9. jasrial, d. (2018). utilizing whatsapp application for teaching english language: why and how?. international seminar and annual meeting bks-ptn wilayah barat fields of language, literature, arts, and culture, 1 (1), 151-157. kholis, m and aziz, i.n. (2019). the effect of project-based learning on students vocabulary achievement at second grade of islamic junior high school. journal of english education and technology, 1 (1): 1-19. kurniawati, f.n., susanto., munir, a. (2019). promoting students’ communication skill through the application of project based learning. linguistic, english education and art (leea) journal, 3 (1): 26-44. kusumawati, i. (2019). the implementation of project-based learning’s speaking skill for tenth grade vocational high school students. a journal of culture, english language, teaching & literature, 19 (2): 377-392 lubis, n., lubis, a., ashadi, r.i. (2018). promoting students’ communication skill through the application 0f project based learning. international journal of education & literacy studies, 6 (4): 129-137. mafa, k. r. (2018). capabilities of google classroom as a teaching and learning tool in higher education. international journal of science technology & engineering |, 5(5): 1–6. praba, l.t, artini, l.p, & ramendra, d.p. (2018). project based learning and writing skill in efl: are they related? shs web conferences, 42(00059): 1-9. prajana, a. (2017). pemanfaatan aplikasi whatsapp dalam media pembelajaran di uin arraniry banda aceh. cyberspace: jurnal pendidikan teknologi informasi. vol. 1, no. 2. october 2017. riswandi, d. (2018). the implementation of project-based learning to improve students’ speaking skill. ijolte (international journal of language teaching and education), 5 (2): 32-40, march 2018. syafiq, a. n, et all. (2021). increasing speaking skill through youtube video as english learning material during online learning in pandemic covid-19. elsya : journal of english language studies, 3 (1): 50-55, february 2021. simamora, r. m. (2020). the challenges of online learning during the covid-19 pandemic; an essay analysis of performing arts education students. studies in learning and teaching, 1 (2), agustus 2020. desti ariani, et. al., 2023 the implementation of project based learning in blended learning system to improve english speaking skill of polytechnic students 91 | v o l . 7 , n o . 1 , 2 0 2 3 ( 7 9 9 2 ) simbolon, d.r.s., haryudin, a., & efransyah. (2019). improving students’ speaking skill through project based learning (pbl). project (professional journal of english education, 2 (2): 140-145, march 2019. simbolon, n.e. (2021). efl students’ perceptions of blended learning in english language course: learning experience and engagement. journal on english as a foreign language, 2 (1): 152-174, march 2021. sirisrimangkorn, l. (2021). improving efl undergraduate learners’ speaking skills through project-based learning using presentation. advances in language and literary studies, 12 (3): 65-72, june 2021 trisyagil, ahmadi, f., kustiono. (2020). the development of flash-based media in project based learning for english subject to increase students’ motivation and achievement at senior high school. innovative journal of curriculum and educational technology, 9 (2): 48-56. desti ariani, et. al., 2023 the implementation of project based learning in blended learning system to improve english speaking skill of polytechnic students 92 | v o l . 7 , n o . 1 , 2 0 2 3 ( 7 9 9 2 ) -----------empty page---------- english franca: academic journal of english language and education vol. 6, no. 2, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i2.5452 english teachers' perception of implementing projectbased learning in secondary schools utari dwi sartika university of bengkulu utaridwisartika1011@gmail.com syafryadin university of bengkulu syafryadin@unib.ac.id azwandi university of bengkulu azwandi22@gmail.com abstract this study is aimed to investigate english teachers' perceptions about the implementation of project-based learning and to analyze the challenges faced by english teachers in implementing project-based learning in secondary schools of bengkulu city. the subjects of the research were 14 senior high school english teachers and 16 junior high school english teachers. all teachers who have implemented project-based learning in their classes participated in this study. this research employed an explanatory sequential mixed method research. this research used a questionnaire in the first phase for gathering quantitative data. then, the researcher interviewed six english teachers in collecting qualitative data. it was to analyze the challenges of implementing project-based learning in english classrooms. the results show that the english teachers' had a positive perception of the implementation of project-based learning. if teachers have a positive perception, they are willing to implement project-based learning easily. still, it requires the teachers' readiness to plan and control the time so that english learning can be done well and students can achieve english competency knowledge. for the challenges, mailto:utaridwisartika1011@gmail.com mailto:syafryadin@unib.ac.id mailto:azwandi22@gmail.com 468 | english franca, vol. 6, no. 2, 2022 english teachers' suggested that 1) the teachers' lack of knowledge of project-based learning implementation, 2) inadequate time in using project-based learning, and 3) the situation of the pandemic has caused the implementation of project-based learning to be ineffective. further studies are expected to seek possible solutions regarding the challenges faced by english teachers in implementing project-based learning. keywords: perception, project-based learning, secondary schools introduction in indonesia, english instruction in primary and secondary schools is based on the 2013 curriculum, which is sponsored by the government and emphasizes students' character and skills. it demands active participation in acquiring and mastering four language abilities, namely listening, speaking, reading, and writing, which are all interwoven in language learning. curriculum 2013 strives to build an effective and meaningful teaching and learning process, necessitating consideration of several criteria and particular aspects. it stresses teachers' strategies and learning approaches initially. second, education should be democratic, open, coherent, and student-centered, emphasizing participation. third, the teaching and learning procedures are student-centered and contextualized to promote the development of the three qualities specified for each grade level (kemendikbud, 2012). to promote student learning in the 2013 curriculum, teachers should implement learning strategies such as discovery learning, problem-based learning, and project-based learning. considering the current state and growth of society, as well as the characteristics of students, these learning models are deemed appropriate and successful for implementing curriculum 2013. these models were also taught to teachers at diklat kurikulum 2013 in a systematic manner (mulyasa, 2014). curriculum 2013 suggests project-based learning as one of several learning approaches. this concept was initially promoted by john dewey, who advocated "learning by doing." patton (2012) described project-based learning as an instructional technique that enables students to plan, design, and conduct activities to create, publish, and exhibit a product. project-based learning aims to make english acquisition comparable to learning so that learning is more natural and utari, et.al: english teachers’ perception in implementing project-based learning in secondary schools 469 engaging and students are motivated to acquire english (sutomo, sarosa, & asrori, 2016). it is a learning strategy centered on complex projects involving activities based on challenging issues or obstacles. students participate in exploration, interpretation, and synthesis to achieve the learning objectives in the pjblbased teaching and learning process. using project-based learning, also known as integrative learning, the english teacher blends the four english skills (listening, speaking, reading, and writing) and develops indicators for each skill (nurkamto, 2012). moreover, teacher participation in project-based learning is essential. they are required to assume the position of facilitator. teachers should be able to advise or assist students in deciding what they already know, what they need to learn, and where they may obtain crucial information so that students understand what and why they need to study (bilgin, 2009). teachers can evaluate the teaching and learning process facilitated by project-based learning by gaining knowledge of their perceptions regarding its execution. the relevance of instructors' perspectives was highlighted by rosyida, stkip, and pringsewu (2016). she stated that teachers are among the most important educational people because they are on the front lines of education, are extensively involved in various teaching and learning activities, and are the major implementers of educational concepts and theories. additionally, instructors' classroom activities are influenced by their views. the method by which teachers provide corrective feedback on students' english ability is significantly influenced by their perspectives, knowledge, attitudes, and teaching experience (sujarwati, saleh, rukmini, & fitriati, 2019). however, in real practice, teachers had problems using project-based learning in efl classrooms. teachers found difficulties during implementation, such as the fact that pjbl takes a long time, while others worried to interrupt the learning process. in terms of assessment, teachers often have difficulty conducting authentic assessments of the learning process and results. while, project-based learning can help students develop their ability to integrate the attainment of competence in the areas of attitude, knowledge, and skills, it requires teachers to be prepared to plan and manage their time effectively so that 470 | english franca, vol. 6, no. 2, 2022 learning can occur effectively and students can acquire knowledge and understanding competency (trisdiono, 2014). several previous studies have shown that project-based learning positively affects the teaching and learning process. however, many educators consider that adopting pjbl still faces several challenges. among these is a study by guntur and retnawati (2020). this study revealed that respondents have positive perceptions of project-based learning; however, most of them lack knowledge and experience with it; consequently, they will encounter obstacles in implementing it, and there is a need for additional research on the topic. second, novitasari, wiyanarti, and jupri (2021) found that the pjbl method may assist students in developing a greater feeling of responsibility, such as being serious, engaged, and enthusiastic about the learning process. ahsin (2020) demonstrated that students taught using pbl-based vlogs had higher speaking ability scores than those taught using conventional techniques. meanwhile, cintang, setiowati, and handayani (2018) discovered that most teachers, even professional ones, would face challenges and impediments when trying to integrate project-based learning. however, competent teachers have other ways of overcoming the difficulties, enabling project-based learning to continue. aldabbuss (2018) observed that many schools lacked the essential infrastructure and could not employ pjbl due to various challenges, including a lack of time, noise, and financial support. based on the background and problems, the researcher concluded that project-based learning is the most appropriate teaching method suggested in curriculum 2013. it consists of effective methods and integrated processes that assist secondary school students in overcoming their english-learning difficulties. however, teachers continue to face obstacles while using these strategies. teachers may evaluate the teaching and learning process facilitated by project-based learning by gaining knowledge of their perceptions about its implementation. therefore, this study aimed to investigate teachers' perceptions and challenges in implementing project-based learning, particularly in the english subject. utari, et.al: english teachers’ perception in implementing project-based learning in secondary schools 471 theoretical framework teachers’ perception perception is essential to our lives because it enables us to comprehend the many activities in our environment. according to robbins (2003), perception is the process through which people organize and interpret sensory experiences to give meaning to their environment. in addition, according to slameto (2003), the human perception process continuously transmits signals or data to the human brain. following this, mulyana (2007) said that perception is an internal process that helps us to choose, organize, and interpret external information, which may influence our behavior. perception is how people acquire and evaluate environmental information that might influence their behavior. walgito (2011) has defined three perceptual phases; the first is the physical process, in which the individual receives various external stimuli. however, not all of them are analyzed or elicit a response. second, the physiological process through which people choose or filter incoming inputs (selection). some elements, such as experience, motivation, iq, etc., influence the psychological process by which the individual organizes the information to make meaning. he is thus aware and responsive to the input. two factors impact stimulus selection, which influences a person's perception. the first is due to internal psychological factors. it involves background, experience, personality, general attitude and belief, and self-acceptance. the second stimulus is an external factor. they are considered major stimuli selection influences. these components include intensity, size, contrast, movement, repetition, familiarity, and novelty. project-based learning john dewey introduced pbl in the early 1900s, promoting the essential premise of "learning by doing," which embodied constructivism's learning theory. constructivism is an ideology that believes students may create their understanding and knowledge by addressing real-world issues based on their life experiences. (suhendi & purwarno, 2018) thus, experience is the foundation for the development of knowledge. therefore, when students find something new throughout the learning process, they should relate it to their earlier concepts and experiences to create a more meaningful experience. project-based learning 472 | english franca, vol. 6, no. 2, 2022 (pjbl) is a student-centered approach in which students acquire information by participating in problem-solving activities throughout their studies (jumaat et al., 2017). students collaborate and accept their responsibilities as team members when pbl is used in the classroom. moreover, children connect what they are learning and events outside school. the objectives of pjbl are to help students build adaptive knowledge, effective problem-solving abilities, self-directed learning, successful collaboration, and self-efficacy. project-based learning may assist students in building critical thinking abilities and boost their self-confidence while learning english as a foreign language. project-based learning has three strengths, according to kethrine, gonzalez, molina, and cardona (2017): motivation, communicative competence, and oral communication. it may motivate students to study english. pbl is fun for students and teachers since it enhances motivation and participation in the learning process for all parties involved. markham (2003) provides the following reasons for the advantages of using pbl in teaching and learning activities: (1) improving academic performance. project-based learning gives students practical experience with the subject matter they are studying. students may make connections between the project's deep knowledge and the subject of their study. (2) increasing independent learning. as project-based learning allows students to study at their own pace, it also allows them to choose and establish their own learning goals. they develop knowledge of the issue by completing self-directed goals and assuming more responsibility for the learning process. (3) acquiring essential life skills through a project, students engage in various tasks that may include fieldwork, speaking directly with an expert, completing different observations, and gathering materials for the project. (4) promoting higher-order thinking. students have the chance to evaluate and interpret data and engage in other cognitive processes that lead to profound knowledge, which is one of the primary advantages of pbl. (5) enhancing motivation as students choose their projects and establish their own goals, they will see that their effort is essential to answering the issue, resolving the problem, or benefiting the community. they are directly engaged in the project and are exposed to hard work activity. utari, et.al: english teachers’ perception in implementing project-based learning in secondary schools 473 teachers’ perception of project-based learning implementation teachers have different understandings of project-based learning due to differences in experience, teaching subjects, and other factors. according to empirical investigations of teachers' perceptions of pjbl, teachers have positive pedagogical perspectives toward project-based learning (tamim & grant, 2013). teachers consider pbl a studentcentered strategy that promotes independent study (baysura, altun & toy, 2016). pbl demands self-regulation, enabling students to decide on the subject, identify their materials, and work independently at their speed, considering their interests and needs (ravitz, hixson, english, & mergendoller, 2012). teachers also understand their role as facilitators or supervisors, guiding and scaffolding students via teacher-student interactions, leading questions, peer counseling, and practice worksheets (grant, 2002; thomas & mergendoller, 2000). according to project-based learning instructors, the issue of classroom management varies greatly from other conventional teaching methods such as lectures, discussion, and seatwork. teachers do not apply teacher-centered techniques, convey material, or perform activities during project-based learning. students work in small groups by themselves most of the time. some teachers claim to feel more like their peers than classroom supervisors. teachers also perceive project-based learning as an authentic learning technique that requires students to make real end products (artifacts, presentations, or models) (grant, 2002). according to baysura et al. (2016) and tamim and grant (2013), the main motivator in pbl is the creation of the final product, which compels students to acquire skills and a better grasp of the subject matter to create the artifact. when their projects are complete, students and professionals can present them to real audiences (yam & rossini, 2010). moreover, according to beneke and ostrosky (2009), teachers perceive pbl as a chance for students to produce something big and valuable for the world. teachers distinguish pbl from other teaching methodologies in terms of assessment. pbl encourages teachers to use continuous assessment, considered an ongoing process of evaluation from the beginning to the completion of pbl, to show the high quality of the final result (hugerat, 2016). teachers adopting a project-based learning monitoring strategy oversee student progress throughout all project stages and provide timely, pertinent feedback (thomas & mergendoller, 2000). in addition, teachers use criteria-based evaluation, which is suitable for pbl since it enables them to provide students with clear goals 474 | english franca, vol. 6, no. 2, 2022 and expectations about project needs (grant, 2011, as cited in tamim & grant, 2013). pbl also incorporates self-evaluation and peer evaluation. in conclusion, a variety of foreign literature on pbl demonstrated the diversity of teachers' opinions. the study indicated teachers often see it as student-centered learning in which they function as facilitators rather than lecturers. in addition, it is regarded as a valuable tool for encouraging students to solve real-world problems and interact in groups, sharing ideas, and providing support. throughout the implementation phase, pbl is regarded as a good approach for evaluating students. the challenges of implementing project-based learning the transfer from conventional learning to pjbl is challenging despite these potential benefits. related to the implementation, the pjbl research may be confusing and "limited" (murray & savin-baden in tally, 2015). as a result, many teachers and students who adopt project-based learning often need help with its implementation. marx et al., as cited in thomas (2000), indicated that instructors' technical obstacles are (1) time. typically, projects take longer than anticipated. in addition, the time necessary to implement complex techniques such as project-based learning exacerbates teachers' difficulties when trying to incorporate pbl into class requirements. (2) classroom management. when the number of kids in a teacher's class approaches 60 or 70, and she is assigned two or three courses, it is easy to envision the sheer amount of work she must finish. assuming that each team comprises five students, there will be a minimum of twelve teams in each class and thirty-six teams throughout the three sessions. the teacher must then consider 36 different subjects. given the teacher's work to organize, supervise, and direct each team so they may finish their assignments effectively, (3) the dominant class for projectbased learning to be effective, learner autonomy must be strongly encouraged. several teachers fear they are losing control over the pupils as a result of this. teachers often feel the need to control the flow of information, despite their view that project-based learning requires students to develop their knowledge. (4) facilitating the learning of students. teachers need help scaffolding students' efforts, allowing them too much utari, et.al: english teachers’ perception in implementing project-based learning in secondary schools 475 or too little freedom, respectively, and inadequate modeling and feedback. (5) technology utilization in the classroom, especially as a cognitive aid, is difficult for educators. in addition, they indicated that certain students periodically lacked access to the necessary technologies for information-seeking; and (6) the students' evaluation. teachers need help designing assessments that require pupils to demonstrate understanding. they think their marks need to represent the amount of work they put into the project. they continued to believe that the course evaluation should contain components from the project (to push students to be concerned about the project). the teacher realizes the unfairness and acts accordingly. research methodology an explanatory sequential mixed-method design was used in this study. a sequential explanatory mixed-method design is a mixed-method research methodology that gathers quantitative data during the first phase and qualitative data during the second phase. 16 english teachers in senior high schools and 14 in junior high schools in the city of bengkulu who have adopted project-based learning are the subjects of this study. the english teachers were selected based on their knowledge and expertise in implementing project-based learning in the classroom. the researcher used two methods to gather data: a questionnaire and an interview. in this study, the following four-point likert scales are employed: strongly agree (sa), agree (a), disagree (d), and strongly disagree (sd) (sd). this study will exclude the uncertain (u) option to prevent teacher reluctance. in addition, including four alternative responses is meant to determine if respondents are likely to agree or disagree. the questionnaire included questions derived from wongdaeng and hajihama (2018the researcher provided the sample with a google form questionnaire with 17 closedended questions to ease the distribution procedure since meeting each individual in this pandemic situation is difficult. the researcher also interviewed english teachers who implemented project-based learning as a teaching approach to determine the problems of adopting project-based learning and clarify the questionnaire responses. after obtaining teachers' total percentage of perception scores, the researcher categorized 476 | english franca, vol. 6, no. 2, 2022 them into intervals. it was utilized to determine the answer's interpretation. the categorization of intervals for the response was calculated using the humburg method described in (yunita, 2004). following is a description of the interval and categorization of respondents' scores. table 1 the interval of respondents’ score interval classification 97,6 – 120 strongly positive 76 – 97,5 positive 52,6 – 75 negative 30 – 52,5 strongly negative results & discussion the questionnaire on teachers' perceptions consisted of 17 statements. they were divided into two factors, internal factors (8 items), external factors (5 items), and the teachers’ challenges (4 items). the questionnaire was analyzed with 30 english teachers as the respondents of the research. the total score and the percentage of teachers' perception of teaching english using project-based learning are shown as follows: table 2 teachers’ perception of project-based learning implementation teachers’ perception items sd a (1) d (2 ) a (3 ) sa (4 ) tota l resp . tota l scor e possibl e max. score catego ry internal factors (8 items) 1 32 14 1 66 240 752 960 positive external factors (5 items) 0 11 10 0 39 150 478 600 positive average score 95 360 123 0 1560 positiv e utari, et.al: english teachers’ perception in implementing project-based learning in secondary schools 477 table 5 presents most of the teachers had a positive perception of teaching english using project-based learning, with a total score of 1230. the average score was 95. it was in a positive category. the positive category was gained from the teachers' perceptions of teaching english using project-based learning from internal and external factors. the overall score for internal factors was 752, with the frequency of the strongly agreed choice was 141 of eight items. moreover, the frequency of strongly agree was 66. this category was positive. in addition, the external factors' total score was 478. the frequency of strongly agree choice was 100 of five items. the category was positive. these prove that the use of project-based learning is a learning method that can be used for learning english in efl secondary classrooms. a detailed description of the factors will be explained in the following sections. english teachers' perception of implementing project-based learning in secondary school from table 2, the first data showed a positive perception of implementing project-based learning in secondary schools from the internal factors. the statements consisted of 8 statements. most english teachers positively perceived the statement, with a total score of 752. the different perceptions came from one statement. statement number two, “the steps in project-based learning are very easy to implement in teaching english,” about 23 students, or 46 in the total score had chosen to disagree about that statement. it meant that the english teachers did not find it easier to implement the fundamental steps in project-based learning. the second data described the english teachers’ perception of external factors. it consisted of 5 statements, so the total score was getting 478. the score was in a positive category. it meant that the english teachers responded positively to the teachers' perceptions of the external factors. from all the data calculated, it is interpreted that english teachers’ perceptions of implementing project-based learning from the internal and external factors had a positive response. it was related to the previous research conducted by susanti, trisusana, and retnaningdyah (2019), which stated that teaching english through project-based learning obtains positive experience since the teacher can motivate the students to learn english. it can be used for teaching and learning english as a foreign language (efl classroom) to make learning english more 478 | english franca, vol. 6, no. 2, 2022 effective and meaningful. a positive perception leads to happiness that influences someone’s desire and action, including teachers’ desire and action in learning and teaching activities (soemanto, 2006). it means that when the teachers have a good perception, they will easily implement the project-based learning technique because their mind is happy while applying it. perceptions and beliefs not only directly affect their teaching practices and classroom behavior but are also related to the success of their students (anderson, 1991). because perception has an essential role in education, teachers have to accommodate the positive perception to the students to improve their happiness which leads to the student's desire and action in learning. english teachers’ challenges in implementing project-based learning in secondary schools in the questionnaires, this indicator consisted of 4 statements. it was shown that there were different categories. the statements “i have enough time to implement the steps in project-based learning during english lessons” and “coordination of tasks and students when using project-based learning does not take up much learning time” were in the negative category. the score was 70 and 63. meanwhile, the statement “i have sufficient knowledge about project-based learning” with a total score of 85. the statement “the use of technology in project-based learning makes it easier for me to achieve learning goals” with a total score of 88. both of them were in a positive category. but, the total score of the statement about the english teachers' challenges in implementing project-based learning in secondary schools showed 306 scores with was in a positive category. it can be concluded that the english teachers had a positive perception of challenges in implementing project-based learning in secondary schools. however, the english teachers had some problems teaching english using project-based learning. the interview result showed that the english teachers had insufficient knowledge in implementing the whole steps of project-based learning. first, the teachers had difficulty finding a fundamental question or brainstorming that enhance students' interests and was also appropriate to the topic to be conveyed. a fundamental question in project-based learning is the most important first step. if the teachers do not get an interesting topic, then students' attention will also be distracted. as stated by alves et al. (2016), utari, et.al: english teachers’ perception in implementing project-based learning in secondary schools 479 some teachers find it difficult to link the course material with the project topic because they are too concerned with the course material and believe that if they do not teach, students would not learn. it occurs because they are unwilling to relinquish their conventional position as a teacher and are unaware that they do not need to know everything or resolve all student questions. in addition, teachers also lack modules or information access to easily gain knowledge about project-based learning. as claimed by baghoussi and ouchdi (2019) in their research revealed that despite the information offered in the pedagogical literature, teachers neither understand nor use project-based learning effectively in the classroom. these obstacles exist due to a lack of professional training and a limited theoretical understanding of the many techniques, methods, and strategies associated with project-based learning. second, the teacher also has limited time to implement all the steps in project-based learning where each step must be a sequential, but the teachers have limited time in implementing all the steps of project-based learning in one meeting. therefore, sometimes some steps are missed to be implemented. this is in line with the results of the research conducted by cintang, setiowati, and handayani (2018) which stated that teachers also experience several obstacles, especially in terms of time management. time constraints are a key reason why teachers do not utilize project-based learning. the research findings indicated that all teachers agree that this is the most significant factor contributing to the failure of project-based learning implementation. furthermore, there are several materials and lessons for students to study. third, another difficulty experienced by teachers is that during the covid-19 pandemic, it was very difficult to implement project-based learning. this is because it is difficult to collect students in groups and it will require a longer time preparation. if the teacher does it online, sometimes there are problems with the students' internet network. . teachers unfamiliar with online project-based learning may difficult to motivate students to generate collaborative questions (tally, 2015). it may also be difficult for teachers to successfully monitor the progress of their students' work if they are unable to see them directly. without a physical connection between 480 | english franca, vol. 6, no. 2, 2022 students and teachers, it is impossible to analyze, reflect on, and monitor the students' development. in terms of technology, the internet connection was insufficient to allow online project-based learning. facilities are an essential aspect of good learning (hamalik, 2008). previously, irawan (2020) noted that internet connectivity was one of the disadvantages of online instruction. the internet network, the instability of the internet network, and the lack of internet credit were obstacles to online education in indonesia. moreover, when teachers are unfamiliar with the online project-based learning process as a whole, students and teachers lack knowledge of the available resources for the project-based learning process. in this case, both students and teachers are affected since it is the teacher who introduces students to the accessible software. in addition, the determination of kd that was simplified during the pandemic also made it difficult for teachers to implement project-based learning. this situation is related to the results of the research by trisdiono (2014) which stated that the disadvantages of project-based learning implementation are the difficulty to implement project-based learning of going and bring in students learning outside the classroom which is located not fused and also the difficulty of selecting the materials and determination of kd. conclusion this research aimed to determine english teachers' perceptions and to analyze the challenges in implementing project-based learning in secondary schools. in this study, the researcher only discussed the teacher's perception and teachers challenges in the implementation of project-based learning in english learning in general. the teachers have a positive perception of project-based learning implementation. the researcher found 3 challenges in implementing project-based learning; 1) inadequate time for english lessons in class, 2) the lack of sources of knowledge about project-based learning, 3) the situations during the pandemic has also become an obstacle in implementing project-based learning due to internet network constraints and difficulty gathering students in groups. the research findings have several important implications for future educational practices in implementing project-based learning. the following suggestion can be made in need of further utari, et.al: english teachers’ perception in implementing project-based learning in secondary schools 481 investigation of the possible solutions to overcome these challenges of project-based learning implementation. references agustina, n. (2016). assessment of project-based learning in science class. jurnal siliwangi, 2 (2), 137-150. https://doi.org/10.37058/jspendidikan.v2i2.95. ahsin, m. (2020). the effect of project based learning based vlog on students’ speaking skill across different personality. journal of english teaching and learning (language-edu), 9 (2): 13-24. https://www.riset.unisma.ac.id/index.php/lang/article/view/72 47/pdf. aldabbus, s. (2018). project-based learning: implementation and challenges. international journal of education, learning and development, 6 (3), 71-79. https://www.eajournals.org/wpcontent/uploads/project-based-learning-implementationchallenges.pdf. alves et al. (2016). managing pbl difficulties in an industrial engineering and management program. journal of industrial engineering and management, 9 (3), 586-611. https://doi.org/10.3926/jiem.1816. alwasilah, a.c. (2008). pokoknya kualitatif: dasar-dasar merancang dan melakukan penelitian kualitatif. pustaka jaya. alyani, a. a., ratmanida. (2021). students’ perception of project-based learning in microteaching class. journal of english language teaching, 10 (3), 436-448. https://doi.org/10.24036/jelt.v10i3.113874. andani, d. t., yulian, m. (2018). pengembangan bahan ajar electronic book menggunakan software kvisoft flipbook pada materi hukum dasar kimia di sma negeri 1 panton reu aceh barat. jurnal ipa dan pembelajaran ipa. 2 (1), 1-6. https://doi.org/10.24815/jipi.v2i1.10730. anderson, l.w., krathwohl, d. r. (2001). a taxonomy for learning, teaching, and assesing: a revision of bloom’s taxonomy of education objectives. addison wesley lonman inc. argawati, n. o., suryani, l. (2020). project-based learning in teaching writing: the implementation and students’ opinion. english review: journal of english education, 8 (2), 219-226. https://doi.org/10.25134/erjee.v8i2.2120. https://www.riset.unisma.ac.id/index.php/lang/article/view/7247/pdf https://www.riset.unisma.ac.id/index.php/lang/article/view/7247/pdf https://www.eajournals.org/wp-content/uploads/project-based https://www.eajournals.org/wp-content/uploads/project-based 482 | english franca, vol. 6, no. 2, 2022 arikunto, s. (2016). prosedur penelitian suatu pendekatan praktik. rineka cipta. azwar, s. (2008). sikap manusia: teori dan pengukurannya (4th ed). pustaka pelajar. badan pengembangan sumber daya manusia pendidikan dan kebudayaan dan penjaminan mutu pendidikan. (2013). strategi implementasi kurikulum 2013. kementrian pendidikan dan kebudayaan. baghoussi, m., el ouchdi, i. z. (2019). the implementation of the projectbased learning approach in the algerian efl context: curriculum designers’ expectations and teachers’ obstacles. arab world english journal, 10 (1), 271-282. https://doi.org/10.24093/awej/vol10no1.23. baysura, o. d., altun, s., & yucel-toy, b. (2015). perceptions of teacher candidates regarding project-based learning. eurasian journal of education research, 6 (2), 15-36. http://doi.org/10.14689/ejer.2016.623 bilgin, i. (2009). the effects of guided inquiry instruction incorporating a cooperative learning approach on university students’ achievement of acid and bases concepts and attitude toward guided inquiry instruction. scientific research and essay, 4 (10), 1038-1046. http://www.academicjournalss.org/sre. cintang, n., setyowati, d. l., & handayani, s. s. d. (2018). the obstacles and strategy of project based learning implementation in elementary school. journal of education and learning (edulearn), 12 (1), 7-15. https://doi.org/10.11591/edulearn.v12i1.7045. creswell, j. w., plano clark, v.l. (2011). designing and conducting mixed methods research (2nd ed). sage publication ltd. creswell, j.w. (2014). research design (qualitative, quantitative, and mixed method approaches) 4th ed. sage publications. dornyei, z., taguchi, t. (2010). questionnaires in second language research: construction, administration, and processing (2nd ed.). new york: routledge. elmiati, e., yelliza, y., & theresia, m., (2019). teachers’ perception of project-based learning on english textbook as the implementation of curriculum 2013 in indonesian [paper presentation]. proceedings of the 2nd international conference on language, literature and education (iclle). padang. http://doi.org/10.4108/eai.19-7-2019.2289492. graaff, e., & kolmos, a. (2007). history of problem-based learning and project-based learning. management of change: implementation of http://www.academicjournalss.org/sre https://doi.org/10.11591/edulearn.v12i1.7045 utari, et.al: english teachers’ perception in implementing project-based learning in secondary schools 483 problem-based and project-based learning in engineering, 2 (3), 1-8. https://doi.org/10.1163/9789087900922_022. gunantar, d.a. (2016). the impact of english as an international language on english language teaching in indonesia. language circle: journal of language and literature, 10 (2), 141-151. https://doi.org/10.15294/lc.v10i2.5621. guntur, m. i. s., retnawati, h. (2020). beginner teacher’s perception of application project-based learning in mathematics learning. jipm (jurnal ilmiah pendidikan matematika), 8 (2), 108-121. https://doi.org/10.2753/jipm.v8i2.5048. hamalik, o. (2014). teaching and learning process. jakarta: bumi aksara. harmer, n., stokes , a. (2014). the benefits and challenges of projectbased learning. plymouth university. irawan, r. (2020). exploring the strengths and weaknesses of teaching speaking by using lms-edmodo. eltics: journal of english language teaching and english linguistics, 5 (1). https://doi.org/10.31316.eltics.v5i1.528. irwanto. (2002). psikologi umum. jakarta: pt. prenhalindo. ismawati, i. (2022). penerapan kurikulum darurat pada masa pandemi covid-19 di sekolah kb-ra istiqomah sidoarjo jawa timur. undergraduate’s thesis. uin sunan ampel surabaya. jumaat, n. f., tasir, z., halim, n. d. a., & ashari, z. m. (2017). projectbased learning from constructivism point of view. journal of computational and theoretical nanoscience, 23 (8), 1-4. https://doi.org/10.1166/asl.2017.9605 kethrine, d. gonzalez, molina j. c., , & cardona, b. s. r. (2017). projectbased learning to develop oral production in english as a foreign language. international journal of education and information technologies, 11 (2), 87-96. https://www.semanticscholar.org/paper/project-basedlearning-to-develop-oral-production-a-molina-cardona/ latief, m. a. (2010) tanya jawab metode penelitian pembelajaran bahasa [questions and answers on research methods in language learning]. state university of malang (um) press. magdalena, i., yuliani, t., kurniawan, i., arief, s. (2020). kendala pembelajaran jarak jauh secara daring pada guru sekolah dasar di sdi al fattah. pensa: jurnal pendidikan dan ilmu sosial, 2 (3), 298306. https://ejournal.stitpn.ac.id/index.php/pensa. maysyaroh, s., dwikoranto. (2021). kajian pengaruh model project-based learning terhadap keterampilan berpikir kreatif peserta didik pada https://doi.org/10.15294/lc.v10i2.5621 https://doi.org/10.2753/jipm.v8i2.5048 484 | english franca, vol. 6, no. 2, 2022 pembelajaran fisika. orbita: jurnal kajian, inovasi, dan aplikasi pendidikan fisika, 7 (1), 44-53. https://doi.org/10.31764/orbita.v7i1.4433. mcmillan, j. h. (1993). research in education: a conceptual introduction (3rd ed.). new york: harper colllins. mishra, l., gupta, t., & shree, a. (2020). online teaching-learning in higher education during lockdown period of covid-19 pandemic. international journal of educational research open, 1 (2), 10-18. https://doi.org/10.1016/j.ijedro.2020.100012. mulyana, d. (2007). ilmu komunikasi: suatu pengantar. remaja rosdakarya. mulyasa, h.e. (2014). guru dalam implementasi kurikulum 2013. remaja rosdakarya. novitasari., wiyanarti, e., & jupri. (2018). the implementation of project based learning to improve students responsibility in social studies learning. international journal pedagogy of social studies, 3 (2), 1932. https://doi.org/10.17509/ijposs.v3i2.14468 nurkamto, j. (2012). modul model-model, media, dan evaluasi pembelajaran bahasa inggris. pp 46-48. patton, a. (2012). work that matters: the teacher’s guide to projectbased learning. the paul hanlyn foundation. robbins, s, p. (2003). perilaku organisasi (jilid i): edisi alih bahasa. indeks kelompok gramedia. rosyida, e., stkip, m. r., & pringsewu, m. (2016). teachers’ perception toward the use of english textbook. english education: jurnal tadris bahasa inggris, 9 (1), 43-54. https://doi.org/10.24042/eejtbi.9i.418. sari, r. a., musthafa, b., yusuf, f. n. (2021). persepsi guru terhadap pembelajaran berbasis proyek di sekolah menengah kejuruan. jurnal penelitian pendidikan, 21 (2), 1-11. https://doi.org/10.17509/jpp.v21i2.36972. soemanto, w. (2006). psikologi pendidikan. rineka cipta. slameto. (2003). belajar dan faktor-faktor yang mempengaruhinya. jakarta: rineka cipta. sobur, a. (2009). psikologi umum. pustaka setia. srinivasapai, p., chiplunkar, n. n., shrinivasarao, b. r. (2018). projectbased learning: issues faced by faculty for its effective implementation. journal of engineering education transformation, 31 (3), 9-16. https://doi.org/10.16920/jeet/2018/v31i3/120743. suhendi, a., purwarno. (2018). constructivist learning theory: the contribution to foreign language learning and teaching [paper https://doi.org/10.31764/orbita.v7i1.4433 https://doi.org/10.24042/ee-jtbi.9i.418 https://doi.org/10.24042/ee-jtbi.9i.418 https://doi.org/10.17509/jpp.v21i2.36972 utari, et.al: english teachers’ perception in implementing project-based learning in secondary schools 485 presentation]. the 1st annual international conference on language and literature. http://doi.org/10.18502/kss.v3i4.1921. sujarwati, i., saleh, m., rukmini, d., & fitriati, s. w. (2019). the shifting of lecturers beliefs in written corrective feedback [paper presentation]. in first international conference on administration science (icas 2019) (pp. 75-79). atlantis press. susanti, a., trisusana, a., & pratiwi, r. (2020). students’ perception toward the implementation of project-based learning for efl vocational high school. advances in social science, education and humanities research, 390 (5), 115-119. https://doi.org/10.2991/icacros-19.2020.24. sutomo, n., sarosa, t., & asrori, m. (2021). project-based learning (pbl) for teaching english in sma [paper presentation]. in 5th international conference on arts language and culture (icalc 2020) (pp. 142-146). atlantis press. tally, t. (2015). the challenges of implementing project-based learning in the 21st century classroom (master’s thesis). university of victoria, australia. thomas, j. w. (2000). a review of research on project-based learning. http://www.autodesk.com/foundation. trisdiono, h. project based-learning in teachers’ perspectives. dewantara international journal of education, 2 (5). 35-39. https://jurnal.fkip.uns.ac.id/index.php/dewantara/article/view/5 187. walgito, b. (2011). teori-teori psikologi sosial. yogyakarta: andi. wongdaeng, m., hajihama, s. perceptions of project-based learning on promoting 21st century skills and learning motivation in a thai efl setting. journal of studies in english language. 13 (2), 158-190. https://so04.tci-thaijo.org/index.php/jsel/article/view/113931. yunita, w. (2004). the non-english major students’ attitude to the teaching of english subject at university bengkulu. unpublished thesis. universitas bengkulu. https://jurnal.fkip.uns.ac.id/index.php/dewantara/article/view/5187 https://jurnal.fkip.uns.ac.id/index.php/dewantara/article/view/5187 486 | english franca, vol. 6, no. 2, 2022 empty page english franca: academic journal of english language and education vol. 5, no. 2, 2021, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v5i2.3364 the study of strategies in learning english and english academic achievement noor hayati sekolah tinggi agama islam samarinda yatielyaman@gmail.com usman madrasah aliyah negeri 2 samarinda usman.elyaman@gmail.com abstract english language learning is not a new thing in indonesia, many people want to learn english for different purposes. however, some students cannot achieve their goals easily or follow the learning process smoothly. one of the factors causing this problem is the strategy used in language learning. this research aimed at investigating the correlation between english language learning strategies and english academic achievement. this study used a descriptive and correlational design, as well as quantitative and qualitative methods. the english scores of the students on their study report (khs) and sill were used as the instrument. the participants in this study were fifty third-year english majors at iain samarinda. three students were also picked to participate in a semistructured interview. after that, descriptive and pearson product moment correlations were used to assess the research data. the pupils' preferred strategy was social strategy, according to the findings. the association between students' english language learning practices and english academic achievement was found to be significant at r=.436, p=.001.05. keywords: english academic achievement; english language learning strategy; strategies inventory for language learning (sill). mailto:yatielyaman@gmail.com mailto:usman.elyaman@gmail.com 348 | english franca, vol. 5, no. 2, 2021 introduction learning a language is the way to comprehend and be proficient in a certain language, certain people might learn very rapidly and well during the learning process while others have problems in learning, then both students and teacher should be able to find the solution for such problem. many factors influence the outcomes; one of them is learning strategy. if the students find the appropriate strategies to learn, they will be able to direct their education (griffiths, 2004). over the years, many researchers have shown some definitions of language learning strategies (lls). strategies are specialized approaches to a problem or modes of operation for accomplishing a specified and planned design for controlling and manipulating certain information. the method through which an instructor decides to deliver information and aid learning is referred to as a teaching strategy(apriani, 2017). rubin (1975:43) in (griffiths, 2004:2) defines that learning strategies referred to the techniques or devices used by the learner to obtain knowledge. learning strategies, according to oxford (1990) cited in (kuo lee, 2010), are the specific actions learners adopt to make learning more convenient, faster, pleasant, self-directed, successful, and applicable to other contexts. furthermore, (a. chamot, 2004) defines learning strategies as ideas and activities used to attain the goal of learning. lee offers another definition: learning strategy is the ability to learn, learn to learn, think critically, and solve problems. (kuo lee, 2010). then, (suwanarak, 2012) finds that strategies for language learning are the concerted effort that the learners do in learning language and it is related to the characteristics of the learners, the styles, and the achievement of learning. additionally, oxford (1990) in (d. h. brown, 2007; griffiths, 2004; rebecca l oxford, 2003a; richards et al., 2002; sioson, 2011; solak & cakir, 2015; m.-h. m. su, 2005; uslu et al., 2016) classifies learning strategies into two groups; direct strategy and indirect strategy, these two groups were then subdivided into six categories; memory, cognitive, and compensation strategy, metacognitive, affective, social strategy. according to (rebecca l oxford, 2003a), one of the most important aspects in deciding how and how successful individuals acquire a second or foreign language is their language learning strategy. it is the following (a. chamot, 2004) who states, according to several experts, students' learning strategies are an excellent way to assist struggling language students in improving their performance. (rebecca l oxford, 2003a) says, when the learner uses the appropriate learning style consciously, the strategies have proven to be an effective method for active, aware, and hayati, usman: the study of strategies in learning english and english academic achievement 349 purposeful learning self-regulation. in general, learning strategies are concerned with the reception, storage, and retrieval of signals from those around. similarly, abraham and vann (1987) and vann and abraham (1990) in (m.-h. m. su, 2005) believe that the degree of students' flexibility in selecting strategies and the learners' capacity to effectively use strategies in their learning setting is the distinction between successful and less successful learners. another point to note when conducting this research is that some academics have looked into the association between students' learning styles and academic accomplishment, but the results have been inconsistent. studies conducted by (al-hebaishi, 2012a; al-qahtani, 2013; angelianawati, 2012; ghavamnia et al., 2011; jhaish, 2010; solak & cakir, 2015; suwanarak, 2012; uslu et al., 2016), discovered that students' language learning practices affected significantly to the participants’ academic achievement. in contrast, the research by (sioson, 2011) has shown that in general, language learning strategies had an insignificant correlation with the academic speaking task. in the light of those considerations, the researcher has found clearly that it's critical to understand the learners' preferred strategies in learning language and practically encourage them to use appropriate strategies to get success in learning a certain language, in this case, english. also, this research is to verify whether the correlation exists between both variables in this study and, if so if the correlation will be significant or insignificant. theoretical framework academic achievement a classroom lesson, unit, or even the entire curriculum is directly related to an achievement test (d. brown, 2007). another definition is based on collin cobuild advanced learner’s english dictionary (2006) which states that someone's achievement is something they have accomplished, especially after spending a great deal of effort. students' achievement in university or higher education is usually reflected by their scores on formative tests – commonly given by lecturers after students have studied one or two basic competencies –, mid-semester tests – administered after three months of study –, and a final or semester test – usually administered at the end of the semester. the final achievement of students in each semester for each topic is usually measured by their score in the "kartu hasil study" report (khs). furthermore, students' final grades for all subjects in each semester are normally calculated using their grade point average (gpa), and students' cumulative grades for all semesters are 350 | english franca, vol. 5, no. 2, 2021 calculated using their cumulative grade point average (cgpa). the researcher used the students' fifth-semester english subject scores reflected on their study report (khs) as a measure of the english department students' achievement in this study. language learning strategy regarding language learning strategies, over the years, several scholars have defined the term language learning strategies (lls) in various ways. learning strategies, as defined by oxford (1990) and cited in (lee, 2010) learning strategies, as defined by oxford (1990) and cited in lee (2010), are learners' particular activities to make learning easier, faster, more pleasant, more self-directed, more productive, and more transferable to other settings learning strategies. furthermore, (a. chamot, 2004) are the ideas and activities people use to achieve a learning goal. learning skills, learning-to-learn skills, thinking skills, and problem-solving abilities are all defined as learning strategies (lee, 2010). moreover, (suwanarak, 2012) states that language learning strategies are what learners undertake to learn a language and are linked to learner qualities, learning styles, and achievement. in a brief, language-learning strategies are the specific actions that learners use to reach their learning goals in a more effective, enjoyable, faster, and easier manner. classification of language learning strategies oxford (1990 in (d. h. brown, 2007; griffiths, 2004; rebecca l oxford, 2003a; richards et al., 2002; sioson, 2011; m. m. su, 2005) classifies learning strategies into two major groups: direct and indirect, which are then further subdivided into six categories. direct strategy the term "direct strategy" refers to a strategy that directly involves the target language and necessitates mental processing of the language. this strategy assists learners in understanding, using, and producing language even when there is a knowledge gap or it is a new language. memory, cognitive, and compensation strategies are all part of the direct strategy. memory strategies aid learners in remembering new language items and correlating one language or concept with another, but they do not require indepth comprehension. this strategy includes making mental connections (grouping, associating/elaborating, inserting new words into context), utilizing visuals and sounds (using imagery, semantic mapping, keywords, representing sounds in memory), reviewing thoroughly (structured viewing), and acting (using physical response or expression and mechanical techniques). following that, a cognitive strategy allows learners to manipulate linguistic content in direct ways while also assisting them in thinking about and understanding the target language. cognitive strategies are classified into four types: (1) repetition, formal practice with sound and writing systems, hayati, usman: the study of strategies in learning english and english academic achievement 351 recognition and application of formulas and patterns, recombination, and naturalistic practice; (2) receiving and sending messages, such as getting the idea quickly and using resources for receiving and sending messages; (3) deductive thinking, analyzing expressions, analyzing contrastively-across languages, translating, and transferring; and (4) input and output structure creation, which includes taking notes, summarizing, and highlighting. as explained in rubin (1991), major direct and indirect cognitive processes are discussed in a classification system (m. m. su, 2005) clarification, confirmation, monitoring, remembering, guessing/inductive reasoning, deductive reasoning, and practice are all examples of the direct cognitive approach. creating opportunities for practice and using production methods such as communication strategies are examples of indirect cognitive approaches. the last strategy is compensation, which aids learners in compensating for a lack of or insufficient grasp of the target language, mainly through grammatical and vocabulary deficits. intelligent guessing (using linguistic or other cues) and overcoming speaking and writing limitations (switching to the mother tongue, getting help, using mime or gesture, avoiding communication partially or, selecting the topic, adjusting or approximating the message, coining words, using a circumlocution or synonym) are examples of these strategies in production, compensation mechanisms can also be used, especially when grammatical comprehension is lacking. indirect strategy the indirect strategy, which aids the learner in controlling the learning process, is the second major group of strategies. this strategy facilitates and oversees language acquisition without requiring direct participation. this category includes metacognitive, emotional, and social strategies. first, a metacognitive strategy that goes beyond the cognitive mechanism and allows learners to coordinate their learning as well as regulate their cognition and plan language learning efficiently. this strategy consists of organizing and planning (learning about language learning, organizing, setting goals and objectives, identifying the purpose of a language task, planning for a language task, seeking practice opportunities), and evaluating learning (overview and linking with previously known material, paying attention, delaying speech production to focus on listening) (self-monitoring and evaluating). students, for example, could develop a plan for tracking their progress by comparing their current level of competency to the course objectives in the curriculum. the next technique is affective strategy, which involves identifying one's mood, emotion, attitude, motivation, and anxiety level concerning learning a new language. this category contains three types of strategies: reducing anxiety (through progressive relaxation, deep breathing, or 352 | english franca, vol. 5, no. 2, 2021 meditation, as well as music and laughter), encouraging oneself (through positive statements, taking calculated risks, and rewarding oneself), and taking an emotional temperature (through positive statements, taking calculated risks, and rewarding oneself) (listening to your body, using a checklist, writing a language learning diary, discussing feeling with someone else). for example, students can read linguistically simplified books to foster a favorable attitude toward reading resources. finally, social strategy relates to the acts that learners use to interact with other language users, which aids learners in collaborating with others and comprehending both the target culture and the language. questions (asking for an explanation, verification, and correction), cooperating (working with others and adept users of the new language), and empathizing with others (building cultural understanding, becoming aware of others' ideas and feelings) are all part of this technique. students may, for example, actively seek out opportunities to speak the target language with native speakers. to sum up, language-learning strategies can be involved in the language-learning process either directly or indirectly. these two types complement one another, and learners must use both to learn a language effectively. as a result, identifying the strategies used by learners in language learning is critical for the teacher to correct negative or inappropriate strategies held by the students. factors affecting the use language learning strategy achievement or proficiency, course level, cultural background, age, and gender are all factors that influence language learners' choice and preference for learning strategies (suwanarak, 2012). according to oxford and nyikos (1989), as cited in (griffiths, 2004) f students' self-rating of proficiency levels is closely related to their use of language learning strategies. similarly, (suwanarak, 2012) discovered that students' english language learning achievement levels influenced the frequency of use and strategy selection. furthermore, griffiths (2003) in (griffiths, 2004) discovered that advanced students use language-learning strategies more frequently than elementary students, particularly in terms of interaction with others, vocabulary, reading, ambiguity tolerance, language system, management of feelings and learning, and utilization of available resources. other factors that influence the use of language learning strategies include cultural background and nationality. politzer & mcgroarty (1985) noticed that hispanic students exhibited more of the strategies expected of "good" language learners than asian students, while o'malley (1987) in (lee, 2010) attributes asian students' lack of success to the persistence of familiar strategies. in terms of gender, bacon's (1992) study, as cited in (d. h. brown, 2007) revealed that men and women used listening strategies differently. similarly, el-dib (2004) in hayati, usman: the study of strategies in learning english and english academic achievement 353 (a. u. chamot, 2004) discovered differences in strategy use between men and women in kuwait based on the type of strategy rather than an overall difference research methodology this research was a kind of descriptive and correlational, quantitative-qualitative study to look into how the participants learned english. additionally, this research is also to determine if there is a link between the strategies and academic accomplishment in english and if so, how significant the variables are related in a given population. 50 students of the third-year english education department students of iain samarinda were chosen as the target population and sample and 3 students with the minimum, medium, and maximum english scores as the interviewees in the hope that they will represent other students in giving and providing information in persons about language learning strategies. this study employed two types of data; quantitative and qualitative data. for quantitative data, students' english academic achievement measured by their fifth-semester scores of english taken from their study report (khs), while students' english learning strategies determined by the strategy inventory for language learning (sill) constructed by rebecca oxford (1990), in (griffiths, 2004). sill consists of 50 items grouped under six categories; memory, cognitive, compensation, metacognitive, affective, and social strategies. even though numerous scholars have employed sill extensively, (al-hebaishi, 2012b; angelianawati, 2012; ghavamnia et al., 2011; hong-nam & leavell, 2006; jhaish, 2010; lan, 2010; liao & chiang, 2004; saeb & zamani, 2013; sioson, 2011; solak & cakir, 2015; m.-h. m. su, 2005; suwanarak, 2012; uslu et al., 2016; yang, 1999), the researcher still firstly tried out this instrument, the cronbach's alpha was .919 which showed that validity and reliability of sill were in an excellent level. furthermore, for a better understanding of assessing the students' english language learning strategies and to get more information about the additional strategy they might have, the researcher used a semi-structured interview or in-depth personal interview for the qualitative data. strategy inventory for language learning (sill) was statistically analyzed using spss and each of the questionnaire items was answered on a five-point likert scale. pearson's product moment correlation was then used to determine the relationship between students' academic achievement in english and sill. the researcher used content analysis with flow activities to analyze the interview data, which includes three processes: data reduction, data display, and conclusion drawing. 354 | english franca, vol. 5, no. 2, 2021 results & discussion results the students’ preference of using english language learning strategies to determine the students' preferred english language strategies, descriptive statistics for direct and indirect strategies were calculated initially. diagram 1. two major categories of learning strategies the mean scores for overall sill were 3.49, direct strategies were 2.94, and indirect strategies were 3.63. the findings showed that indirect strategies have contributed to regulating the learning process of the learners i.e. social, metacognitive, and affective strategies were at the top of the participants' favored strategies list. while direct methods that help students learn, utilize, and generate language, such as compensation, were the least desired strategies by the participants, the result is shown in the graphic below, which deals with the most often employed strategies among the six categories.: 2.94 3,63 0 5 direct strategy indirect strategy two major categories of english language learning strategies hayati, usman: the study of strategies in learning english and english academic achievement 355 diagram 2. english language learning strategies as can be seen above, with a mean score of 3.66, the most chosen strategy was the social strategy. with a mean of 3.64, metacognitive strategy came in second, followed by affective strategy (mean = 3.57), memory strategy (mean = 3.46), cognitive strategy (mean = 3.40), and compensatory strategy (mean=3.25). discussion the findings were in contradiction to (uslu et al., 2016) but in line with (m.-h. m. su, 2005), who found that social strategy was the students' favorite strategy. one of the actions in this technique was to ask others to talk slowly or repeat words or sentences if they didn't understand what was being said, and if possible, to ask native speakers of english to assist or correct their language while speaking. additionally, learners may have preferred social methods due to the requirement to be a member of a group and collaborate with other students and teachers. especially at the level where the current study's subjects were, establishing a relationship with others was deemed important because they were in the third year of college life who required to employ their knowledge in the social life which called praktek pengalaman lapangan (ppl) and kuliah kerja nyata (kkn) in the fourth year, moreover after finishing their undergraduate program, they will need to participate more in their work area and society. the metacognitive strategy was the second most popular strategy; most students recognized their mistakes in speaking english and were eager to correct them; they worked to learn how to be better english learners. furthermore, most students stated that they had specific goals in mind to improve their english skills. the students' predilection for employing metacognitive strategies may be linked to their age and 3.46 3.4 3.25 3.64 3.57 3.66 3 3.2 3.4 3.6 3.8 english language learning strategies 356 | english franca, vol. 5, no. 2, 2021 educational level. (lightbown & spada, 2021) assume that adult learners use planning strategies and adjustment in learning, as observed in this study, where respondents were fourth-year undergraduate students. in short, older students are more efficient than younger students. the effective approach was the third most popular strategy. even though they were worried about their english skills, the students encouraged themselves to use english; they tried to relax anytime they were nervous about using english, and they frequently shared their feelings about learning english with others. in this study, the third-year college students' favored memory approach comprised forming connections between new current material and prior ones, between what they knew and what they didn't know, connecting a word's sound and visual, and employing new words in phrases. the fact that this type of strategy is less popular may be related to the participants' level. memory strategy is frequently linked to the learning strategies utilized at the beginning stage of language learning, according to (r l oxford, 2001). the participants in this study were not beginners when it came to english; the participants were third-year college students who had learned english for more than ten years since they were in elementary school, which is why this strategy was not frequently chosen and used by the participants. the participants' least favored strategies were cognitive and compensatory. imitating native speakers speaking and enjoying englishlanguage tv episodes or movies are all examples of cognitive strategies. finally, per (al-hebaishi, 2012b) according to researchers at taibah university, the last rank of english language learning strategies used by students was compensation strategy, which allows learners to use new information despite knowledge gaps. the compensation strategy includes using gestures to help english conversations run smoothly, inventing new vocabulary, as well as using synonyms for words or phrases that they do not know the correct ones in english. the participants' english environment may account for their lack of preference for these two strategies. english is a foreign language for the participants, which means they are surrounded by non-native speakers and are not forced to use english. in addition to the aforementioned strategies, in the interview, the researcher asked the participants about the best ways they used in learning english, how they coped with the difficulties of understanding or using english as well as the use of avoidance strategies as the strategies which were not included in sill questionnaire. the researcher classified their responses into two kinds of strategies; functional practice strategies and avoidance strategies. the three interviewees gave similar answers. hayati, usman: the study of strategies in learning english and english academic achievement 357 they said that they used to ask friends or lecturers, browse from the internet such as youtube and google translation, and use a dictionary. these are the excerpts of their responses in the interview: "listening to music is the best way of learning english". (s 14) “i usually ask my friend when getting difficulties to understand or using english”. (s 14) “having an english course, joining an english club, asking questions to the english lecturer or friends, using google translation might be the best ways of learning english but personally i like watch youtube about english grammar and pronunciation”. (s 35) “i usually write notes, guess from the context and dictionary to understand english better”. (s 15) it could be seen from the extracts above that the students had their ways for example listening to music, watching english youtube, writing notes, guessing meaning, having english course or english club, and using dictionary or google translation to understand english and to solve the problem they faced in understanding english. in short, the students actively found and created opportunities to use or practice english functionally. this strategy enabled students to understand english better and to increase their english skills. in other words, they seemed to use a functional practice strategy. during the interview, the researcher also asked the participants if they would avoid or abandon english messages, topics, or concepts due to language difficulties. in responding to this question, none of the responses of the students showed that they would avoid or abandon english even if they found difficulties in it. the answers of the students showed that they would try anyways to understand the messages or topic areas of english such as "i sometimes keep it in mind, write or underline the words or sentences then try to understand it better at home" (s 15). the other two responses also show the similar thing, "if i don't get the messages or topic of english being talked, i will ask my friend or find from the dictionary" (s 35), "i will try to understand it by myself then ask my friend whenever i get stuck" (s 14). based on the above citation, it is known that the students would try to understand english messages, topics areas, or concepts as possible as they could. it revealed that they would not avoid or abandon english whenever they got difficulties in it. overall, the students’ preference in using strategies should be highly related to the course level of the participants. the participants in the current research were in preintermediate-to-intermediate level and have been learning english for 358 | english franca, vol. 5, no. 2, 2021 about 10 years since they were in elementary school and griffiths (2003) in (griffiths, 2004) discovers that these students use learning strategies more frequently, particularly for interacting with others, utilizing available resources, and managing feelings and learning the current study's findings corroborated the previous study such as (al-hebaishi, 2012a; m.-h. m. su, 2005) where participants were also college students, the participants used social strategy as the most and compensation strategies as the least. however, the findings were not consistent with (chang, ching-yi & shen, 2010) who researched junior high school students and the compensation strategies found as the most preferred strategies. the correlation of english language learning strategies and academic achievement in english in determining the relationship between english language learning strategies and english academic achievement, it has been discovered that the scores of the strategy inventory for language learning (sill) correlate positively and significantly with the students' english scores (r=.463, p=.001.05). table 1 shows the relationship between sill scores and english fifth-semester grades. table 1. correlations sill_scores english_scores sill_scores pearson correlation 1 .463* sig. (2-tailed) .001 n 50 50 english_scores pearson correlation .463 1 sig. (2-tailed) .001 n 50 50 *correlation is significant at the 0.05 level (2-tailed). in general, the finding was in line with those of (al-hebaishi, 2012a; al-qahtani, 2013; angelianawati, 2012; jhaish, 2010; sioson, 2011; solak & cakir, 2015; m.-h. m. su, 2005; uslu et al., 2016) where all agreed that learning strategies helped students in learning and absorbing the english subjects, the more pupils employed learning strategies, the higher their english achievement. it was shown that the students who used strategies hayati, usman: the study of strategies in learning english and english academic achievement 359 more frequently and appropriately should have higher academic achievement in english. in a nutshell, strategy is one of the most important factors influencing students' academic performance. this finding supported (a. chamot, 2004) who states, some researchers find students' learning strategies are helpful ways to assist language students who are less successful in improving their performance. (rebecca l oxford, 2003a) emphasizes that when the learners consciously choose the appropriate strategies which met their learning style, these strategies then serve as an excellent toolkit for active, conscious, and intentional self-regulation of learning. the pearson correlation was also used to examine the relationship between the six learning strategy subcategories and english academic achievement. all of the learning strategies correlated positively with english scores. 360 | english franca, vol. 5, no. 2, 2021 table 4.6. the relationship between six types of learning strategies and academic achievement in english memory cognitive compens ation metacogn itive affective social english scores m em o ry pearson correlati on 1 .405 .401 .447 .452 .466 .236 sig(2tailed) .003 .004 .001 .001 .001 .099 n 50 50 50 50 50 50 50 c o gn it iv e pearson correlati on .405 1 .443 .608 .079 .530 .481* sig. (2tailed) .004 .001 .000 .587 .000 .000 n 50 50 50 50 50 50 50 c o m p en s at io n pearson correlati on .401 .443 1 .546 .101 .313 .389* sig. (2tailed) .004 .001 .000 .486 .027 .005 n 50 50 50 50 50 50 50 m et ac o gn it iv e pearson correlati on .447 .608 .546 1 .212 .531 .398* sig. (2tailed) .001 .000 .000 .139 .000 .004 n 50 50 50 50 50 50 50 a ff ec ti v e pearson correlati on .452 .079 .101 .212 1 .200 .064 sig. (2tailed) .001 .587 .486 .139 .164 .659 n 50 50 50 50 50 50 50 so ci al pearson correlati on .466 .530 .313 .531 .200 1 .262 sig. (2tailed) .001 .000 .027 .000 .164 .066 n 50 50 50 50 50 50 50 hayati, usman: the study of strategies in learning english and english academic achievement 361 e n g li sh _s co re s pearson correlati on .236 .481 .389 .396 .063 .262 1 sig. (2tailed) .099 .000 .005 .004 .662 .066 n 50 50 50 50 50 50 50 *correlation is significant at the 0.05 level (2-tailed). concerning each classification of language learning strategy, cognitive strategy was the most significant and had a positive relationship with english academic achievement. (r=.481, p=.000<.05) followed by metacognitive(r=.398, p=.004<.05), compensation (r= .389, p=.005<.05) strategies. however, social (r=.262, p=.066>.05), memory (r=.236, p=.099 >.05), and affective (r=.064, p=.659>.05) strategies were insignificantly related to the students’ english academic achievement students used cognitive strategies to manipulate language material indirect ways, allowing them to understand and analyze the target language. these strategies were found to be positively and significantly related to students' success in language learning (r =.481, p =.000 0.05). the findings were consistent with the findings of (solak & cakir, 2015) and ehrman and oxford (1995) in (griffiths, 2004). it was discovered that the more students used cognitive strategies including imitating english speakers speaking and writing new vocabulary, the greater their english accomplishment would be. another kind of language learning strategy that also correlated with the students’ english academic achievement positively and significantly (r = .398, p = .004 < 0.05) was the metacognitive strategy where the students used this strategy to manage their language. this study's findings of a strong and favorable relationship between metacognitive strategy and english educational success are consistent with those of o'malley et al (1985) in (griffiths, 2004), who discovered that students with higher levels of education used metacognitive strategy more frequently. furthermore, rubin and thompson (1982), as cited in (d. h. brown, 2007), assert that a good language student will seize and/or maximize all opportunities to practice english. inside and outside of the classroom, make errors work for them instead of against them, and organize language information compensation strategies were the third language learning strategy that significantly and positively correlated with students' english academic achievement. conducting similar research in 1995, oxford and ehrman as cited in (rebecca l oxford, 2003a) also demonstrated that 362 | english franca, vol. 5, no. 2, 2021 compensation strategy was significantly related to l2 proficiency. to sum up, compensation strategies like guessing the meaning from context utilizing linguistic or other key information, and resolving barriers in speaking and writing by switching to the native language, seeking assistance, using body gestures or expression, etc, all contributed to the students' academic achievement. furthermore, the researcher found that the social strategy was the fourth language learning strategy that had positive but insignificant to the english academic achievement of the students. learners' actions to assist students in working with others and understanding the culture of the target language, and the language itself, are referred to as social strategy. the insignificant correlation showed by the finding of the current study was not consistent with (uslu et al., 2016) who found this kind of strategies correlated significantly with the students’ outcomes. the causes for the disparities in performance could be linked to nationality where (uslu et al., 2016) the previous study was conducted on students from turkey, whereas the current study is being undertaken on indonesian students. (politzer & mcgroarty, 1985) and (o’malley et al., 1990) stated that the nationality of the learners might influence their choice of using strategies in learning a language. memory strategy was the fifth strongest strategy related to students' english academic achievement. this strategy assists students in connecting one language or concept to another. students who make mental associations, use images and sounds, review thoroughly, and take action are the types of memory strategies that were discovered to be the second strategy that was insignificantly correlated with english academic achievement. one possible explanation for the insignificant correlation is those memory strategies are typically used in the early stages of language learning, implying that learners rarely used such strategies as their vocabulary and structures grew larger. (rebecca l oxford, 2003b) . finally, effective strategies had the weakest relationship with students' academic achievement in the current study. affective strategies such as talking and writing about feelings, rewards, and anxiety levels were positively but insignificantly related to the students' english academic achievement. in contrast, mullins (1992) in (rebecca l oxford, 2003b) who conducted the study on thai efl students discovered that affective strategies linked negatively with some measures of students’ outcomes. one of the reasons was because, for some students who were in progress toward learning outcomes, the need of using effective strategies was not quite big anymore. hayati, usman: the study of strategies in learning english and english academic achievement 363 in brief, the current study agreed with some previous researches (al-hebaishi, 2012a; al-qahtani, 2013; angelianawati, 2012; jhaish, 2010; sioson, 2011; solak & cakir, 2015; m.-h. m. su, 2005; uslu et al., 2016) that the use of language learning strategies correlates with students' academic achievement in language. sterm (1975) in (griffiths, 2004) supports the findings of the recent study, stating that competent language learners have positive learning techniques. similarly, presley & associates (1990) in (rebecca l oxford, 2003b), claim that using learning strategies is demonstrably related to student accomplishment. the relationship between language learning strategies and language outcomes should be given more attention to help language students learn the target language more successfully and effectively. furthermore, teachers and parents should introduce or use a variety of learning strategies to assist students in locating the most appropriate english language learning strategies to help them improve their english achievement. as ehrman and oxford (1995) in (kuo lee, 2010) reports that successful students used multiple types of methods more frequently and appropriately than slow learners, conclusion the current study's findings clearly showed that third-year college students majoring in english at iain samarinda used an english language learning strategy. the students' favored strategy was the metacognitive technique, which includes indirect strategies. when it came to the association between english learning strategies and english academic accomplishment, both variables were shown to be positively connected. since the students had their own preferred strategies for learning english, and those strategies had a positive link with the students' english academic accomplishment, it is believed that the findings of this study will be useful in educational settings. reference al-hebaishi, s. m. (2012a). investigating the relationships between learning styles, strategies, and the academic performance of saudi english majors. international interdisciplinary journal of education, 1(1028), 1–11. 364 | english franca, vol. 5, no. 2, 2021 al-hebaishi, s. m. (2012b). investigating the relationships between learning styles, strategies and the academic performance of saudi english majors. international interdisciplinary journal of education, 1(8), 510–520. https://doi.org/10.12816/0002890 al-qahtani, m. f. (2013). relationship between english language, learning strategies, attitudes, motivation, and students’ academic achievement. education in medicine journal, 5(3). angelianawati, l. (2012). the contribution of students beliefs about language learning, learning styles, and language learning strategies toward the english achievement of the eleventh grade students of state senior high schools in singaraja. jurnal pendidikan dan pembelajaran bahasa indonesia, 1(2). apriani, e. (2017). utilizing preservice english teachers strategies and classroom management at junior high school in rejang lebong regency. english franca: academic journal of english language and education, 1(2), 149-194. brown, d. (2007). language assessment principles and classroom articles. san francisco: san francisco state university. brown, d. h. (2007). principles of language learning & teaching. (5th eds.). pearson: longman. chamot, a. (2004). issues in language learning strategy research and teaching. electronic journal of foreign language teaching, 1(1), 14– 26. chamot, a. u. (2004). issues in language learning strategy research and teaching. electronic journal of foreign language teaching, 1(1), 14– 26. chang, ching-yi & shen, m. (2010). the effects of beliefs about language learning and learning strategy use of junior high school efl learners in remote districts. research in higher education journal, 8(june), 1– 8. ghavamnia, m., kassaian, z., & dabaghi, a. (2011). the relationship between language learning strategies, language learning beliefs, motivation, and proficiency: a study of efl learners in iran. journal of language teaching & research, 2(5). griffiths, c. (2004). language-learning strategies: theory and research. ais st helens, centre for research in international education. hong-nam, k., & leavell, a. g. (2006). language learning strategy use of esl students in an intensive english learning context. the system, 34(3), 399–415. jhaish, m. a. (2010). the relationship among learning styles, language hayati, usman: the study of strategies in learning english and english academic achievement 365 learning strategies, and the academic achievement among the english majors at al-aqsa university. kuo lee, c. (2010). an overview of language learning strategies. articles, 7, 132–152. lan, y. t. (2010). a study of taiwanese 7th graders' foreign language anxiety, beliefs about language learning, and its relationship with their english achievement. unpublished ma thesis, ming chuan university. lee, c. k. (2010). an overview of language learning strategies. annual review of education, communication & language sciences, 7. liao, p.-s., & chiang, m.-y. (2004). how college students' beliefs about english learning relate to their strategy use. 新竹師院學報, 19, 137–154. lightbown, p. m., & spada, n. (2021). how languages are learned 5th edition. oxford university press. o’malley, j. m., o’malley, m. j., chamot, a. u., & o’malley, j. m. (1990). learning strategies in second language acquisition. cambridge university press. oxford, r l. (2001). language learning style and strategies; teaching english as a second or foreign language, edited by marianne celcemurcia. united states: heinle & heinle. oxford, rebecca l. (2003a). language learning styles and strategies : an overview. learning, 1–25. oxford, rebecca l. (2003b). language learning styles and strategies: an overview. politzer, r. l., & mcgroarty, m. (1985). an exploratory study of learning behaviors and their relationship to gains in linguistic and communicative competence. tesol quarterly, 19(1), 103–123. richards, j. c., richards, j. c., & renandya, w. a. (2002). methodology in language teaching: an anthology of current practice. cambridge university press. saeb, f., & zamani, e. (2013). language learning strategies and beliefs about language learning in high-school students and students attending english institutes: are they different?. english language teaching, 6(12), 79–86. sioson, i. c. (2011). language learning strategies, beliefs, and anxiety in the academic speaking task. philippine esl journal, 7(1), 3–27. solak, e., & cakir, r. (2015). language learning strategies of language elearners in turkey. e-learning and digital media, 12(1), 107–120. su, m.-h. m. (2005). a study of efl technological and vocational college students’ language learning strategies and their self-perceived 366 | english franca, vol. 5, no. 2, 2021 english proficiency. electronic journal of foreign language teaching, 2(1), 44–56. su, m. m. (2005). a study of efl technological and vocational college students’ language learning strategies and their self-perceived english proficiency. electronic journal of foreign language teaching, 2(1), 44–56. suwanarak, k. (2012). english language learning beliefs, learning strategies, and achievement of master's students in thailand. tesol in context, november 2012. uslu, m. e., sahin, e., & odemis, i. s. (2016). the effect of language learning strategies on academic achievement. journal of educational and instructional studies in the world, 6(3), 73–78. yang, n. d. (1999). the relationship between efl learners’ beliefs and learning strategy use. a system, 27(4), 515–535. https://doi.org/10.1016/s0346-251x(99)00048-2 hayati, usman: the study of strategies in learning english and english academic achievement 367 english franca: academic journal of english language and education vol. 6, no. 2, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i2.5442 zoom cloud meetings: online learning media in listening nurul maskana universitas sriwijaya email: nurulmaskana9@gmail.com ridha ilma© universitas islam negeri raden fatah palembang email: ridhailma_uin@radenfatah.ac.id manalulaili universitas islam negeri raden fatah palembang email: manalulaili_uin@radenfatah.ac.id abstract zoom cloud meetings is a web-based learning platform that was utilized during the covid-19 epidemic as a learning tool. the purpose of this study was to find out what students at uin raden fatah palembang felt about utilizing zoom cloud meetings as a medium for learning and listening during the epidemic. a qualitative case study research technique was used in this study. the participants in this study were third-semester efl students from uin raden fatah palembang's english education study program, with four students employing a deliberate sample using maximum variance sampling. the data was gathered using a semi-structured interview with open-ended questions. the theme analysis approach was used to analyze the data. the study's findings revealed the following benefits and drawbacks of using zoom cloud meetings for listening skill development: (1) the influence of the first language on listening skills, (2) zoom cloud meetings features, (3) internet connection, (4) security issues, (5) time limitation, (6) lack of vocabulary mastery, (7) homophone words, and (8) prior knowledge about the topics. as a result, the study's findings revealed the following benefits and drawbacks of using zoom cloud meetings in learning to listen: the influence of the first language on listening skills, zoom cloud mailto:nurulmaskana9@gmail.com mailto:ridhailma_uin@radenfatah.ac.id mailto:manalulaili_uin@radenfatah.ac.id 308 | english franca, vol. 6, no. 2, 2022 meetings features, internet connection, security issues, time constraints, lack of vocabulary mastery, homophone words, and prior knowledge about the topics. keywords: listening, students’ perception, zoom cloud meetings introduction for many decades, education has grown with technical assistance as an interconnected aspect, so students must be able to use a variety of online learning materials to learn during the pandemic period. machine learning, learning analytics, and data mining are all intimately tied to educational technology (chen et al. 2020). according to kumar and ahmad (2007), education may be defined in three ways: knowledge, topic, and process, or it can be defined as the process of infusing something into human beings. as information and communication technologies become more widely used, the role of educational technology in teaching is more crucial than ever (stosic, 2015). in three fields of purpose, education constantly operates qualification, socialization, and subjection (biesta, 2015). differently, furedi (2009) stated that education can promote values such as multiculturalism and environmental awareness. therefore, education is one of the important aspects that encourage people to learn. learning may take place anywhere and at any time, and it can be tailored to the requirements of the learners. learning media and systems are beginning to transition from traditional learning to the most recent learning procedure by utilizing technological help (febrianto et al., 2020). to date, four modes of learning have been implemented: traditional or known as face-to-face learning, online learning, remote learning, and blended learning. it is reinforced by watson (2008) that online programs progressed from conventional online programs, and remote learning featured communication lectures, video lectures, and real-time interactive video, and are now more convenient and efficient online delivery. furthermore, stansfield et al. (2004) said that the development and transformation of standard academic courses for online learning delivery provide a variety of options for both the academic institution and potential students. furthermore, the learning process in the age of ict now allows for the absence of teachers in the classroom (chen et al., 2020). the technology and pedagogies of the time, as well as socioeconomic contexts, have influenced how distance education is perceived and practiced, opening the way for new generations of distance educators nurul maskana, et. al: zoom cloud meetings: online learning media in listening 309 (saykili, 2018). in conclusion, online learning has become extensively employed in the digital era since it makes the teaching and learning process easier and more enjoyable, hence it has been applied in the educational area. online learning is accomplished via the use of electronic or online learning materials. furthermore, a computer transformed into a webbased system via a smartphone or android may be used to establish the internet, a network that allows the interactive presentation of the online learning process to run (suhery et al., 2020). zoom meetings, google meet, jitsi meet, whatsapp video calls, youtube live streaming, and many more online learning technologies provide video chat-like face-to-face communication (haqien & rahman, 2020). according to indiani (2020), there is no guarantee that the diverse media available for varied purposes will produce optimal results. furthermore, many things must be prepared in the online media education process for it to be optimized, not only from educator preparedness but also from the selection of online media applications, which is a significant component in the learning process's execution. as a result, social media has grown in popularity, particularly during the covid-19 outbreak. as a result, the covid-19 pandemic hit the traditional classroom meeting, resulting in nearly all school closures and schools switching to online meetings to prevent covid-19 spread. as a result, indonesian education minister nadiem anwar makarim (2020) advised all parties to complete their education at home. furthermore, covid-19 harms education, including study interruptions, limited access to educational and research facilities, and higher student loans. it led to the usage of online media to encourage people to continue learning, and one of the prominent meeting platforms for the teaching and learning process is zoom cloud meetings. this program may be used not only for studying but also for office and other purposes. this platform is free to use, with a time limit of roughly forty minutes if the account is premium, and there is no time limit if the account is free. nowadays, the fast growth of zoom cloud meetings as a learning media has shifted people's mindset that zoom cloud meetings might increase teachers' creativity during online learning (baron, 2020). it is because the zoom cloud meetings application could make people communicate directly with anyone via video the same as face-to-face interaction. therefore, it is suitable to be used as a learning medium for different learning purposes and subjects, including for efl learners to learn english. as one of the languages, english is a worldwide 310 | english franca, vol. 6, no. 2, 2022 communication tool and hence focuses on educating students to learn communication skills. therefore, english is important. the four basic language abilities are commonly regarded as speaking, listening, reading, and writing (sadiku, 2015). one of those is listening. listening is a receptive skill since the ear is used to receive information. furthermore, humans must learn linguistic acquisition as a receptive ability that inputs information and knowledge (bayani et al., 2018). siegel (2015)stated that recognizing is a listening competence that requires both top-down and bottom-up processing, as well as cognitive activities including activating lexical and background information and considering the context of the listening experience. as supported by hamouda (2013), listening is a fundamental language skill, and as such, it ought to be ranked as the highest priority among the four skill areas for language students. thus, before learning and developing other skills such as reading, speaking, and writing, students should first master listening. however, during the pandemic of covid-19, students worldwide might not be capable of expressing and optimizing their learning participation and the use of educational media such as zoom cloud meetings would be the choice to ensure the listening activity still could be conducted. based on a preliminary study conducted on efl learners in the faculty of tarbiyah and teaching science at uin raden fatah palembang on the 4th of october 2021 by using a google form to the third-semester students of the english education study program, there were nine students responded to the questions. it was found that the students had been familiar with the zoom meeting app and had used it since the pandemic of covid-19 for the teaching and learning process also they had found the benefits and weaknesses of that app in learning to listen. the researchers also confirmed the lecturers who had used zoom cloud meetings as media for teaching listening. thus, it strongly encouraged the researchers to explore more about students' thoughts and perceptions on the use of zoom cloud meetings in learning listening at uin raden fatah palembang. many comparable studies have been undertaken by certain experts to investigate the function of media technology in language learning. nuraziza et al. presented the first previous study (2021). there were various misunderstandings about using zoom to facilitate online learning were uncovered. some students stated that the implementation of e-learning should be improved regularly. surprisingly, it led to major gains in the learning and teaching processes, especially during the covidnurul maskana, et. al: zoom cloud meetings: online learning media in listening 311 19 era. nurkhamidah conducted the second study (2021). the impact of lecturers' materials on students' learning motivation, the usefulness of the material, level of difficulty and quantity of the material and activities, variety of material and activities, usefulness of preand post-listening activities, audio quality, and worksheet suitability was discovered. kinasih investigated the third related study (2021). when it came to students' perceptions of the use of online learning via zoom in public speaking classes, the findings revealed that they agreed with some statements, such as online learning via zoom was appropriate for the current situation because it could smooth the learning process, so students enjoyed the learning process and felt involved in the class. the researchers were intrigued by the above description and decided to perform the study "zoom cloud meetings: online learning media in listening," which focused on the impression of the usage of zoom cloud meetings as media in learning to listen for efl students. theoretical framework educational technology technology advancements in the educational field have led to the development of education technology(ali, 2020). ai, impact computing, adaptive or predictive software, clouds, and platforms are among the most significant data aggregation technologies emerging today. (macgilchrist et al., 2020). the creation of computerized learning modules allows for the systematic, real-time evaluation of students, and data mining and data analytic software can give both students and teachers immediate feedback on academic performance (west, 2012). the creation of computerized learning modules allows for the systematic, real-time evaluation of students, and data mining and data analytic software can give both students and teachers immediate feedback on academic performance. educational media educational media, which are learning media used by teachers to pique students' interest in learning, should be engaging and interactive throughout the teaching and learning process (said et al., 2018). the media had a huge and paradoxical impact on schooling during the covid19 pandemic. it is rapidly becoming a key component in socialization and social learning, as well as a means and source of formal and non-formal education (tsvietkova et al., 2020). as a result, one of the obstacles for students and instructors in using media in the teaching and learning 312 | english franca, vol. 6, no. 2, 2022 process has been the spread of the covid-19 pandemic, and zoom meetings are one of the media that may be utilized in the teaching and learning process (simamora, 2020). based on the above descriptions it can be concluded that the development of computerized learning modules enables systematic, realtime examination of students, and data mining and data analysis tools may provide rapid feedback on academic achievement to both students and teachers. furthermore, one of the problems for students and instructors to utilize media in the teaching and learning process has been the spread of the covid-19 pandemic, and zoom meetings are one of the media that may be used in the teaching and learning process. zoom cloud meetings zoom cloud meetings, located in san jose, california, is a videobased learning platform created in 2011 by eric yuan (gunawan et al., 2021). the transition from traditional schooling to the zoom platform has been a learning curve and, to some extent, difficult to utilize for many teachers and students (adam, 2020). consequently, it can be used effectively. it would be helpful to encourage students to use the zoom cloud meetings tool because it was a means of cooperation that they could use, especially when completing group projects without being constrained by time or place (hassan et al., 2020). therefore, it has thus served as a substitute for a learning medium for various learning objectives and courses, particularly for efl students. efl students language learners who study languages as a foreign language to be learned are referred to as efl (e.g. indonesian people who learn english in their country are efl learners). furthermore, efl denotes english as a foreign language, whereas esl denotes english as a second language (si, 2019). academics studying english as a foreign language have largely backed individuals and language-learning methodologies. marpaung and widyantoro (2020) language training would be offered to efl learners in indonesia through formal education such as school or non-formal education such as a language club or language course. the standard variety of english that indonesian students must learn in schools and colleges, however, is the one used in books and official events, so that they can compete globally. other types will be instructed using the media and the internet. (rini, 2014). as a result, language learners who study languages as a foreign language to be learned are referred to as efl learners who are learning and acquiring the languages. nurul maskana, et. al: zoom cloud meetings: online learning media in listening 313 the four fundamental skills that must be integrated by the instructor for english as a foreign language teaching to be successful are reading, listening, speaking, and writing. a teacher must also be knowledgeable about pedagogy, strategy, and approach. (hayati et al., 2021). listening is an important skill for efl students to acquire because it will help them become accustomed to the english environment. learning listening by using zoom cloud meetings cheung (2010) recently emphasized the significance of listening comprehension in learning english as a foreign language and advocated for a greater emphasis on listening comprehension. the basic purpose of language acquisition is to grasp the information presented as input (agustina, 2019). the input received in terms of listening ability is in the form of spoken language. as a result, developing the ability to listen should be a lifelong endeavor. because of zoom cloud meetings' screensharing features, the number of learning resources for listening courses has increased. additionally, a variety of websites, including randall's esl online listening lab, youglish, and news on levels, are accessible for use in the development of listening and pronunciation(kamalitdinovna, 2021). based on the description above, it can be inferred that learning to listen should be a lifelong endeavor. because of zoom cloud meetings' screen-sharing features, the choice of learning tools for listening classes has increased. several websites, like randall's esl online listening lab, youglish, and news on levels, are also available for use in the development of listening and pronunciation skills. research methodology the research design for this study was qualitative. the goal of qualitative research, according to cresswell (2014), is to examine and comprehend the fundamental concept of phenomena from individuals, groups, and individuals in society or people. according to the definition above, the purpose of this study was to discover how students perceived the use of zoom meetings in learning to listen. in this study, the role of technology and media in establishing student abilities in listening to english was investigated. for example, a case study was used within the context of qualitative research to discover efl students' perceptions at uin raden fatah palembang. furthermore, the interview was used to collect data for this study. detailed information was gathered over some time. 314 | english franca, vol. 6, no. 2, 2022 furthermore, four students were chosen using purposeful sampling, specifically maximal variation sampling, from a group of twenty-eight undergraduate efl students in the english education study program. purposive sampling, as dörnyei (2014) emphasizes, is used to find individuals who can provide rich and diverse insights into the phenomenon under investigation, maximizing our learning ability. the participants were chosen by the researchers based on their listening scores (low and high achievers) and lecturer recommendation. an interview was used to gather information for this investigation. according to adhabi and anozie (2017), one of the data collection techniques for qualitative researchers is the interview, which has distinct advantages over other methods. a semi-structured interview would be chosen to delve deeper into issues concerning respondents' perceptions of using zoom meeting in learning listening during the covid-19 pandemic. due to the pandemic of covid-19, it was conducted virtually via zoom by adapting four experts from a literature review. the researchers used the interview as an instrument to collect data. this type was possibly conducted because kamboj et al. (2021) stated that virtual interviews were acceptable. the researchers recorded the interview to store the data as the primary information. results & discussion results undergraduate efl students' impressions of the usage of zoom cloud meetings as learning material in learning listening at uin raden fatah palembang during the pandemic era were the research findings provided in this study. thematic analysis was used to examine the interview data. the following are the descriptions of the discoveries: table 1 themes and codes for students' perceptions of the use of zoom cloud meetings in learning listening themes codes nurul maskana, et. al: zoom cloud meetings: online learning media in listening 315 the influence of first language on listening skill students’ first language did not influence their listening comprehension since the languages were different so that there were no influences of students’ first language in listening comprehension the features of zoom cloudmeeting a. the majority of students thought that using zoom cloud meeting as a learning tool for language listening instruction was appropriate. one of them thought it was not effective. b. most students saw the value in zoom cloud meetings features for learning listening, such as the share screen and recording features, which helped them understand the material more easily. internet connection the students believed that if the environment did not support internet access, learning to listen would be difficult. security issues the link was not private, so other students could access the class even though they did not belong to it. time limitation since the lecturer's application was not a premium one, students were required to return after forty minutes or create a new one. lack of vocabulary mastery to understand the material, the students used google translate to look up the meanings of unfamiliar words. 316 | english franca, vol. 6, no. 2, 2022 homophone words by using zoom cloud meetings, most students perceived that homophone words could make it difficult for them to understand the material. prior knowledge of the topics each student used zoom cloud meetings to prepare for the listening class. discussion the researcher noted various viewpoints as a result of the use of zoom cloud meetings as a medium in learning listening to efl students at uin raden fatah palembang during the pandemic era, based on the findings of data analysis using thematic analysis. people's perceptions are as follows: first, the influence of their first language was the first impression of efl students as foreign language learners. listening is a simple task, according to rahmah (2021), unless the language used is foreign, as listening in a foreign language is more difficult than listening in a first or second language. it is related to the findings that were accepted during the interview session, in which the students stated that there was no relationship between the first language and listening. because the language delivered to the students was foreign, they needed a deep understanding of the language to interpret it rather than their understanding of their first language because it had been taught to them since they were children and was also supported by the environment. second, the features of zoom cloud meetings were the topic of the second perception. according to hassan et al. (2020), encouraging students to use the zoom cloud meetings application would be beneficial since it was a medium of cooperation that could include students, particularly in delivering group work regardless of distance or time constraints to meet physically. it is related to the findings that the majority of students thought the use of zoom cloud meetings in learning listening was adequate. furthermore, the zoom cloud meetings features aided students in learning to listen to comprehend the material. on the other hand, some students felt that using zoom cloud meetings for learning listening was inefficient because the material recorder occasionally stopped working. it would detract from the listening session. students may also have limited (or no) broadband connectivity, as supported by fudge and williams (2020), as well as a variety of technical challenges such as audio lag, freezing, or jitter. for example, in this case, the lecturer played the audio and the students were supposed nurul maskana, et. al: zoom cloud meetings: online learning media in listening 317 to answer the questions in the guidebook, but the audio lag distracted them. as a result, they perceived it as inefficient. third, the internet connection was the third perception. rinekso and muslim (2020) stated that slow internet connections and system errors inhibit them from writing and responding quickly because their chat is on hold. students with a supported environment or facilities where they could get a good internet connection or the devices were connected by wifi, on the other hand, perceived no problems with learning listening online with zoom cloud meetings as the media. according to dharma et al., (2017), internet speed determined the smoothness of the learning process. in this case, the listening activities required a strong internet connection to avoid misinterpretation of the material delivered. as a result, a good internet connection should be provided so that the class can proceed successfully. the fourth perception concerned security concerns. the meeting link was easily accessible, allowing anyone with the link to join the class. in this case, another student was admitted to the class without the lecturer's knowledge. to be fair, zoom made every effort to address issues that were brought to their attention (fudge & williams, 2020). furthermore, zoom provided a feature for participants to assist lecturers and students in checking attendance, and the host could easily kick out an unknown participant. the fifth perception was a time constraint. in this case, the zoom used by the lecturer was not a premium one, so it would expire after forty minutes. zoom cloud meetings has two types of accounts: premium and non-premium. even if the account is not premium, the new account will have unlimited time. non-premium users have only a 40-minute chance at each session, after which they must leave and reenter the room, and each meeting is limited to 100 participants, as supported by zulherman et al., (2021). the researcher discovered that students expected the institution to provide premium accounts for their classes. in other words, rent a special account for education to avoid time constraints, allowing the class to be completed in real-time according to the lesson plan. the lack of vocabulary mastery was the sixth perception. as they learned a foreign language, students would hear audio that was pronounced by english native speakers while learning to listen, particularly interpretive listening. they should also interpret it with their understanding. according to hamouda (2013), limited english 318 | english franca, vol. 6, no. 2, 2022 vocabulary interferes with listeners' listening comprehension because of unclear and limited vocabulary. as a result, to gain a better understanding, students should listen to the audio carefully. it would be difficult if they lacked vocabulary mastery in learning listening by using zoom cloud meetings. the researcher discovered that the students used google translate when they encountered unfamiliar words or asked the lecturer directly for clarification. the homophone words were the seventh perception. in this case, students sometimes recognized that some words have similar and dissimilar meanings and pronunciations. according to jiang (2009), students' inability to recognize words with similar sounds was influenced by unfamiliar pronunciation. based on the findings, the students used their methods to overcome the homophone words, such as focusing on the sentences they were listening to, checking them in a dictionary, opening youtube, and even guessing it directly. as a result, students not only understood the meaning of each word but also the material, allowing them to interpret the audio that played. prior knowledge about the topics was the eighth perception. before attending a listening class, students should prepare themselves to properly acquire knowledge. according to nurpahmi (2015), prior knowledge assisted listeners in acquiring spoken language, making sentences easier to understand, and building vocabulary related to the subject they were hearing. in this case, each student would prepare for the listening class in their unique way. they were also highly motivated to learn. during the pandemic era, these were students' perspectives on the use of zoom cloud meetings as a medium for learning listening at uin raden fatah palembang. conclusion zoom cloud meetings were perceived as a learning listening media for the students. the perceptions and interpretations are discussed here. perspectives of students on first language acquisition. the student's mother tongue did not affect the listening activity. otherwise, they should focus on what they just heard. accepting shown above explanation, the researchers concluded that to interpret what they had heard, they needed to understand the point of the sound. students' opinions about zoom cloud meetings' features. zoom cloud meeting has had a positive impact as an online learning tool in the pandemic era, despite its capabilities and uptake in language learning listening being notably unsuccessful. researchers discovered that when nurul maskana, et. al: zoom cloud meetings: online learning media in listening 319 teaching listening in an era of pandemics, students were already familiar with how zoom cloud meetings were used. in conclusion, using zoom cloud meetings to teach listening has both beneficial and detrimental consequences. based on the results it can be concluded that students perceived the use of zoom cloud meetings as learning media in the interpretive listening class had brought advantages and disadvantages for the efl learners during the covid-19 pandemic era. references adam s. (2020). the transition from classroom to zoom and how it has changed education. journal of social science research, 16, 33-40. https://doi.org/10.242 97/jssr.v16i.8789. adhabi, e. a. r., & anozie, c. b. l. (2017). literature review for the type of interview in qualitative research. international journal of education, 9(3), 86-87. https://doi.org/10.5296/ije.v9i3.11483. agustiana, v. (2019). listening anxiety among indonesian efl students. indonesian efl journal, 5(1), 13-26. https://doi.org/10.25134/ieflj. v5i1.1607. ali, m, i. (2020). importance of education technology in teachinglearning. our heritage, 68(1), 1–4. baron, r. (2020). students' perception of online application in speaking skill. veles voices of english language education society, (2), 213-221. h ttps://doi.org/https://doi.org/10.29408/veles.v4i 2.2543. bayani, m., masnun, t., & priajana, n. (2018). the effectiveness of voice of america news video as the teaching media of listening ability in the first grade of sman 1 babakan. elt echo : the journal of english language teaching in foreign lan guage context, 3(2), 159-168. https://doi.org/10.24235/eltecho.v3i 2.3633. biesta, g. (2015). what is education for? a good education, teacher judgment, and educational professionalism. european journal of education, research development and policy, 50 (1), 75-87. https://doi.org/https://doi.org/10.1111/ejed.12109 chen, l., chen, p., & lin, z. (2020). artificial intelligence in education: a https://doi.org/10.24297/jssr.v16i.8789 https://doi.org/10.24297/jssr.v16i.8789 https://doi.org/10.5296/ije.v9i3.11483 https://doi.org/10.25134/ieflj.v5i1.1607 https://doi.org/10.25134/ieflj.v5i1.1607 https://doi.org/https:/doi.org/10.29408/veles.v4i%202.2543 https://doi.org/https:/doi.org/10.29408/veles.v4i%202.2543 https://doi.org/10.24235/eltecho.v3i2.3633 https://doi.org/10.24235/eltecho.v3i2.3633 https://doi.org/https:/doi.org/10.1111/ejed.12109 320 | english franca, vol. 6, no. 2, 2022 review. ieee access, 8, 75264-75278. https://doi.org/10.1109/acc ess.2020.2988510. cheung, y. k. (2010). the importance of teaching listening in the efl classroom. online submission. cresswell, j, w. (2014). research design: qualitative, quantitative, and mixed methods approach (4th ed.). sage publications. dharma, c. h. r., asmarani, d., & dewi, u. p. (2017). basic japanese grammar and conversation e-learning through skype and zoom online applications. procedia computer science, 116, 267273. https://doi.org/https://doi.org/1 0.1016/j.procs.2017.10.055. dörnyei, z. l. t. (2014). researching complex dynamic systems: "retrodictive qualitative modeling" in the language classroom. language teaching., 47(1), 80–91. https://doi.org/https://doi.org/10.1017/s0261444811000516. erito, s. n. p. (2021). postgraduate students' on the use of zoom meetings in an online lecture during a pandemic. national seminar of pbi (english language education), 2021: national seminar of pbi (english language education), 151–158. febrianto, p. t., mas’udah, s., & megasari, l. a. (2020). implementation of online learning during the covid-19 pandemic on madura island, indonesia. international journal of learning, teaching and educational research, 19(8), 233–254. https://doi.org/10.26803/ijlter.19.8.13. fudge, t., & williams, l. (2020). zoom in (but fasten your seatbelt). international conference for media in education, 195–201. furedi, f. (2009). wasted: why education isn’t educating. bloomsbury. gunawan, g., kristiawan, m., risdianto, e., & monicha, r. e. (2021). application of the zoom meeting application in online learning during the pandemic. education quarterly reviews, 4(2), 26-32. https://doi.org/10.31014 /aior.1993.04.02.193. hamouda, a. (2013). an investigation of listening comprehension problems encountered by saudi students in the efl listening classroom. international journal of academic research in progressive education and development, 2(2), 113–155. https://doi.org/10.1109/access.2020.2988510 https://doi.org/10.1109/access.2020.2988510 https://doi.org/https:/doi.org/10.1016/j.procs.2017.10.055 https://doi.org/https:/doi.org/10.1016/j.procs.2017.10.055 https://doi.org/https:/doi.org/10.1017/s0261444811000516 https://doi.org/10.26803/ijlter.19.8.13 https://doi.org/10.31014/aior.1993.04.02.193 https://doi.org/10.31014/aior.1993.04.02.193 nurul maskana, et. al: zoom cloud meetings: online learning media in listening 321 haqien, d., & rahman, a. a. (2020). pemanfaatan zoom meeting untuk proses pembelajaran pada masa pandemi covid-19. sap (susunan artikel pendidikan), 5(1), 51–56. https://doi.org/10.30998/sap.v5i1.6511. hassan, a., tun, u., onn, h., hamzah, n., tun, u., & onn, h. (2020). students ’ perceptions of using zoom meet webinar during covid-19 in technical and vocational education. journal of critical reviews, 7(19), 5853–5858. hayati, a. r., afriani, z. l., & akbarjono, a. (2021). teacher’s teaching strategies in efl class. jadila: journal of development and innovation in language and literature education, 1(3), 330–341. https://doi.org/10.52690/jadila.v1i3.126 indiani, b. (2020). mengoptimalkan proses pembelajaran dengan media daring pada masa pandemi covid-19. sipatokkong bpsdm sulawesi selatan,1(3), 227–232. jiang, y. (2009). predicting strategy and listening comprehension. asian social science, 5(1), 93–97. kamalitdinovna, d. n. (2021). teaching listening skills with online digital tools. mental enlightment scientific_methodological journal, 1(4), 30–39. kamboj, a. k., raffals, l. e., martin, j. a., & chandrasekhara, v. (2021). virtual interviews during the covid-19 pandemic: a survey of advanced endoscopy fellowship applicants and programs. 23(2), 59-168.https://doi.org/1 0.1016/j.tige.2021.02.001. kinasih, t. (2021). the undergraduates’ perceptions about learning public speaking online by using zoom. etain (research on english language teaching in indonesia) (e-journal), 9(2), 195–201. kumar, s., & ahmad, s. (2007). meaning, aims and process of education. discipline course education in contemporary social context, 1–16. macgilchrist, f., allert, h., & bruch, a. (2020). students and society in the 2020s. three future ‘histories’ of education and technology. learning, media and technology, 45(1), 76-89. https://doi.org/10.1080/17439884.2 019.1656235. makarim, n. a. (2020). impact of corona virus pandemic on education. https://doi.org/10.30998/sap.v5i1.6511 https://doi.org/10.52690/jadila.v1i3.126 https://doi.org/10.1016/j.tige.2021.02.001 https://doi.org/10.1016/j.tige.2021.02.001 https://doi.org/10.1080/17439884.2019.1656235 https://doi.org/10.1080/17439884.2019.1656235 322 | english franca, vol. 6, no. 2, 2022 marpaung, d. v., & widyantoro, a. (2020). efl learners’ big five personalities, language learning strategies, and speaking skills. indonesian journal of efl and linguistics, 5(1), 73–96. https://doi.org/10.21462/ijefl.v5i1.224. nuraziza, n., oktaviani, l., & sari, f. m. (2021). efl learners’ perceptions on zoom application in the online classes. jambura journal of english teaching and literature, 2(1), 41–51. https://doi.org/10.37905/jetl.v2i1.7318. nurkhamidah, n. (2021). university students’ perspective on material and activities in english listening class during pandemic. elsya : journal of english language studies, 3(2), 94-105. https://doi.org/10.31849/elsya.v3i2.6777. nurpahmi, s. (2015). improving listening skill by activating students’ prior knowledge. english teaching learning and research journal (eternal), 1(1), 28–38. rahmah, a. (2021). the reason why listening in english is difficult from indonesian people point of view. june, 1–4. rinekso, a. b., & muslim, a. b. (2020). synchronous online discussion: teaching english in higher education amidst the covid-19 pandemic. jees (journal of english educators society), 5(2), 155-162. https://doi.org/https://d oi.org/10.21070/jees.v5i2.646. rini, j. e. (2014). english in indonesia. beyond words, 2(2), 19-39. https: //doi.org/10.33508/bw.v2i2.591. sadiku, l. m. (2015). the importance of four skills reading, speaking, writing, listening in a lesson hour. european journal of language and literature, 1(1), 29–31. https://doi.org/10.26417/ejls.v1i1.p29-31. said, k., kurniawan, a., & anton, o. (2018). development of media-based learning using android mobile learning. journal of theoretical and applied information technology, 96(3), 668–676. saykili, a. (2018). distance education: definitions, generations, key concepts and future directions. international journal of contemporary educational research, 5(1), 2–17. si, p. (2019). a study of the differences between efl and esl for english classroom teaching in china. ira international journal of education and https://doi.org/10.21462/ijefl.v5i1.224 https://doi.org/10.37905/jetl.v2i1.7318 https://doi.org/10.31849/elsya.v3i2.6777 https://doi.org/https:/doi.org/10.21070/jees.v5i2.646 https://doi.org/https:/doi.org/10.21070/jees.v5i2.646 https://doi.org/10.33508/bw.v2i2.591 https://doi.org/10.33508/bw.v2i2.591 https://doi.org/10.26417/ejls.v1i1.p29-31 nurul maskana, et. al: zoom cloud meetings: online learning media in listening 323 multidisciplinary studies, 15(1), 32-35. https://doi.org/10.21013/je ms.v15.n1.p4. siegel, j. (2015). exploring listening strategy instruction through action research. in exploring listening strategy instruction through action research. palgrave macmillan. https://doi.org/10.1057/9781137521903. simamora, r. m. (2020). the challenges of online learning during the covid-19 pandemic: an essay analysis of performing arts education students. studies in learning and teaching, 1(2), 86-103. https://doi.org/10.46627/s ilet.v1i2.38. stansfield, m., mclellan, e., & connolly, t. (2004). enhancing student performance in online learning and traditional face-to-face class delivery. journal of information technology education: research, 3, 173-188. https://doi.org/10.28945/296. stošić, l. (2015). the importance of educational technology in teaching. international journal of cognitive research in science, engineering and education, 3(1), 111-114. https://doi.org/10.23947/23348496-2015-3-1-111-114. suhery, s., putra, t. j., & jasmalinda, j. (2020). sosialisasi penggunaan aplikasi zoom meeting dan google classroom pada guru di sdn 17 mata air padang selatan. jurnal inovasi penelitian, 1(3), 129-132. https://doi.org/10. 47492/jip.v1i3.90. tsvietkova, h., beskorsa, o., & pryimenko, l. (2020). development of media education in canada: a brief history. shs web of conferences, 75, 1–10. https://doi.org/10.1051/shsconf/20207501001. watson, j. (2008). blending learning: the convergence of online and faceto-face education. usa: north american council. west, d. (2012). big data for education: data mining, data analytics, and web dashboards. governance studies at brookings, 4(1), 1–10. zulherman, nuryana, z pangarso, a, & zain, f, m. (2021). factor of zoom cloud meetings: technology adoption in the pandemic of covid-19. international journal of evaluation and research in education (ijere), 10(3), 816–825. https://doi.org/10.21013/jems.v15.n1.p4 https://doi.org/10.21013/jems.v15.n1.p4 https://doi.org/10.1057/9781137521903 https://doi.org/10.46627/silet.v1i2.38 https://doi.org/10.46627/silet.v1i2.38 https://doi.org/10.28945/296 https://doi.org/10.23947/2334-8496-2015-3-1-111-114 https://doi.org/10.23947/2334-8496-2015-3-1-111-114 https://doi.org/10.47492/jip.v1i3.90 https://doi.org/10.47492/jip.v1i3.90 https://doi.org/10.1051/shsconf/20207501001 324 | english franca, vol. 6, no. 2, 2022 empty page english franca academic journal of english language and education doi: 10.29240/ef.v7i1.5890 http://journal.iaincurup.ac.id/index.php/english/index eissn: 2580-3689; pissn: 2580-3670 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2022; received in revised form 10 april 2023; accepted 10 may 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-nc-sa 4.0 license abstract. short stories are considered an excellent and highly significant teaching approach in elementary level teaching and learning as they provide a useful and unique learning resource and encourage language acquisition, progress and personal interest. this study aims to better understand how primary school pupils see vocabulary development. a mixed-methods study was conducted with thirty sixth graders at sd it cahaya rabbani kepahiang to gather both quantitative and qualitative data. to collect quantitative data, a questionnaire was employed, and to collect qualitative data, interviews were used. using spss and excel, the data were descriptively examined. because short stories are engaging, practical, and simple to grasp, 80% of sd it cahaya rabbani kepahiang students highly agree and believe that using short story media can help students learn more words in english. the study's conclusions indicate that students are open to using short stories to broaden their vocabulary and find them engaging. therefore, english teachers should employ short stories to assist students learn vocabulary. the instructor should be mindful of the significance of selecting short stories wisely and doing it in a way that is both engaging and amusing. the selected short stories must also pay attention to the interests, needs, and skills of students. in this study, only a subset of children from the same school participated. information was only collected once, through questionnaires and interviews. as a result, only students in the same school can use the findings. additional research should include more people from various institutions to provide more thorough results. additionally, it is possible to investigate the effectiveness of using short stories to help students expand their vocabulary by using different research methodologies like experimental or action research. keywords: students’ perception; short story; vocabulary elementary school students' perceptions of learning vocabularies using short stories neris mayang ledy, iis sujarwati, syafryadin ¹ university of bengkulu, bengkulu, indonesia ² university of bengkulu, bengkulu, indonesia ³ university of bengkulu, bengkulu, indonesia corresponding email: nerismayangledy@gmail.com introduction in general, english instruction focuses on memorization rather than comprehension. this is felt to be lacking support in preparing someone to be able to use english to communicate with people from other countries. the habituation of students in the learning process necessitates special care in presenting authentic material, thus motivating students to improve their english abilities. english is not a required subject in schools, but it is used as local content in several elementary schools. but students must start learning english at a young age since development science and technology need it. learning english from a young age can be one strategy to keep kids from losing confidence. as a result, language instruction should be planned and tailored to the child's developmental stage so that learning is more meaningful and does not place an undue load on the participants. vocabulary is one of factor that support in english teaching learning process. english proficiency may be attained if there is more interaction by listening, reading, speaking, and writing and one of the important is vocabulary (liando et al., 2021). mastering vocabulary is essential to mastering the english language since it is the main tool for communication. lack http://u.lipi.go.id/1613357132 http://u.lipi.go.id/1614254143 http://journal.iaincurup.ac.id/index.php/english mailto:nerismayangledy@gmail.com neris mayang ledy, et. al., 2023 elementary school students' perceptions of learning vocabularies using short stories 164 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 6 3 1 7 4 ) of language will make it difficult for students to communicate with one another. students are taught vocabulary in both direct and indirect ways. they can share their views and understand those of others if they have a strong command of the language. since vocabulary is one of the most important aspects of learning english and is linked to other skills in a way that makes them all dependent on one another, it is challenging to learn a language without studying vocabulary (syafrizal & haerudin, 2018). learning new words is essential to mastering effective literacy and communication techniques. students can use language in their listening, speaking, reading, and writing. given the significance of vocabulary in both communication and language learning, every programme for teaching a language must put a strong emphasis on assisting students in building a broad vocabulary. students should be frequently introduced to vocabulary by utilizing appropriate approaches to grasp and utilize words properly (tahir et al., 2020). additionally, good reading has been linked to successful vocabulary acquisition. students that meet satisfactory or high standards often show high levels of reading comprehension, whereas students with weak language skills seem to have limited understanding of what they have read. for this reason, teachers should model a variety of engaging techniques in their lessons for kids who struggle to pick up terminology on their own (akdogan, 2018). some students struggle with their vocabulary when studying english, and when they don't have the words, they need to express what they're thinking or when they can't comprehend the meaning of the key terms used in the course materials, they become frustrated and bored. as a result, they quickly stop doing or practicing english speaking, writing, or reading assignments because they find them tiring, difficult, and boring. finding strategies to expand their vocabulary is very important to help children not get annoyed and bored easily. as such, we as educators must contribute to their success in some manner by utilising short stories to assist pupils expand their vocabulary. according to nazara (2019), a short story is a form of prose fiction that tells a story of an experience the main character has. short stories are frequently written in prose with a narrative arc and are shorter than novels. popular literature includes short stories; the best method for introducing students to literature is by using a short story. suryadi and nuryatin (2017) claim that the researched short stories highlight the value of tolerance and moral growth. short stories suggest that combining instruction and pleasure helps make learning more engaging and simpler. short stories elicit feelings from readers, instruct on behavior, and impart knowledge about human psychology. analysis of short stories aids students in developing their critical thinking abilities. short stories are enjoyable to read and debate as literary works. short stories are one of the literary genres that may be used in efl classrooms to increase students' motivation, language competency, and cultural awareness, according to abuzahra & farrah (2016). reading, writing, listening, and speaking abilities may all be practiced with short stories, which is beneficial for english language learners. according to pardede (2021), short tales can boost students’ vocabulary, reading comprehension, listening comprehension, writing ability, and enthusiasm for learning. in essence, short stories are life itself. people so naturally have a desire to appreciate hearing and telling stories. students might be motivated to emulate the heroic actions of the narrative's hero after reading or listening to a well-written story. short stories thus have strong emotional, intellectual, and social appeal by nature. because it enables us to comprehend the multitude of activities occurring around us, perception is crucial in our daily lives. sartika (2022) defines perception as the method through which people acquire and evaluate environmental information that could influence their behavior. most of the students' perceptions of using short stories in class have been identified. based on the findings of previous research by sambiring (2022), if students' perceptions of short stories are positive, this will increase vocabulary. perception is a crucial skill for pupils to develop, according to hafrizal et al. (2021). this element influences how students respond to learning and can make the difference between success and failure. perception is an internal process that aids in the selection, organization, and interpretation of outside information that may have an impact on our behavior. additionally, people gather and assess environmental neris mayang ledy, et. al., 2023 elementary school students' perceptions of learning vocabularies using short stories 165 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 6 3 1 7 4 ) data through perception, which may then be used to guide their behavior. in this study, researchers examine students' impressions of the influence of short stories on their vocabulary growth. because students' individual perceives things differently based on their responses and prior knowledge or experience to stimulate, interpret, and create meaning, each learner or individual may have a unique perspective on a certain phenomenon. perception is the term used to describe how the senses and the brain organize, interpret, analyze, and integrate signals. when we combine, arrange, and meaningfully interpret sensory input, perception occurs (hockenbury & hockenbury, 2013). as a result, everyone has an opinion about everything in this world. however, people perceive things differently. according to kazu et al. (2005), enabling students to pick and apply learning tools depending on their preferences and learning styles can help them learn more effectively. this is in line with bloom's theory of mastery learning. the opinions of students also affect all facets of learning. to make the most of using short stories to help students increase their vocabulary, it is crucial to consider the opinions of the students. numerous research has investigated how short stories might be used to teach and learn efl. the bulk of the research examined how short stories may be used to build language abilities (bartan, 2017) and teach language components (arjmandi & aladini, 2020). using short stories to enhance communication and critical thinking skills (heidari, tabrizi, & chalak, 2020). the benefits of utilising short stories to broaden one's vocabulary have also been the subject of several research (bhatti et al., 2020). several studies have also shown that it is useful to use short tales to help pupils increase their vocabulary. according to study by beno (2019), students can readily grasp and recall new language when it is taught to them through the use of short stories. nazara's research (2019) indicates that students are in favour of using short stories. they find short stories to be an engaging resource for vocabulary building. it is advised to use short stories to help students expand their vocabulary. according to earlier research by sembiring (2022), students had favourable attitudes about the usage of short stories to expand vocabulary. as a result, many students at regina caeli middle school in cileungsi think that using short stories to learn english vocabulary is engaging, practical, and simple. based on the findings of previous studies, researchers found differences from previous studies, namely from the research sample, location, and place of research as well as different questions from each study. therefore, this research will include interviews and observations with elementary school students about their perceptions of using short stories as a means of increasing their vocabulary. consider that several studies have shown how students use short stories to increase their vocabulary, and since this is one of the key elements of successful learning, researchers are interested to find out more. this theoretical foundation led this study to investigate three different questions: (1) what did students think about using short stories to help them improve their vocabulary? (2) does using short stories with students improve vocabulary development? and (3) how do elementary school students use short stories to expand their vocabulary? theoretical framework perception since perception enables us to comprehend the numerous actions taking place around us, it is essential to our survival. sartika (2022) defines perception as the method through which people acquire and evaluate environmental information that could influence their behavior. they also highlighted how people interpret their senses, personalize them, and alter what they see, hear, feel, and touch. this highlights how perception is subjective. regardless of their many varied personal traits, including gender, age, grade level, life experiences, and interests in certain subjects. however, perception is also a dynamic system with ever-changing behaviors. consequently, perception may also have an influence on a person's habit system. humans must pass through the phases of the perception process involving their sense organs and perception to accept inputs. results might be positive or negative. neris mayang ledy, et. al., 2023 elementary school students' perceptions of learning vocabularies using short stories 166 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 6 3 1 7 4 ) the word perception is frequently used synonymously with assumptions, images, and viewpoints since perception is a person's response to an idea or thing. there are many different ideas that fall under the umbrella of perception. according to the descriptions and judgements of several experts, the sensory process—also known as sensing—seems to be a step preceding perception. receiving stimulation through one's senses is a necessary step in this process. the premise being explored is that everyone interprets things differently and attempts to give them meaning, which causes them to give what they see or experience varied meanings. thus, the process by which a person gives anything meaning may be described as perception. this process is influenced by the individual's knowledge, experience, emotions, and goals. a person's views, attitudes, and actions towards a particular object might provide insight into the value that person places on that object. one psychological feature that influences human existence and how it responds to the numerous elements and symptoms present in its environment is perception. vocabulary vocabulary is one of factor that support in english teaching learning process. english proficiency may be attained if there is more interaction by listening, reading, speaking, and writing and one of the important is vocabulary (liando et al., 2021). mastering vocabulary is essential to mastering the english language since it is the main tool for communication. lack of language will make it difficult for students to communicate with one another. students are taught vocabulary in both direct and indirect ways. they can share their views and understand those of others if they have a strong command of the language. since vocabulary is one of the most important aspects of learning english and is linked to other skills in a way that makes them all dependent on one another, it is challenging to learn a language without studying vocabulary (syafrizal & haerudin, 2018). learning new words is essential to mastering effective literacy and communication techniques. students can use language in their listening, speaking, reading, and writing. given the significance of vocabulary in both communication and language learning, every programme for teaching a language must put a strong emphasis on assisting students in building a broad vocabulary. students should be frequently introduced to vocabulary by utilizing appropriate approaches to grasp and utilize words properly (tahir et al., 2020). short story a short story described by nazara (2019), is a type of prose fiction that describes an experience the main character undergoes. short stories are frequently written in prose with a narrative arc and are shorter than novels. popular literature includes short stories; the best method for introducing students to literature is by using a short story. suryadi and nuryatin (2017) claim that the researched short stories highlight the value of tolerance and moral growth. short stories suggest that combining instruction and pleasure helps make learning more engaging and simpler. short stories elicit feelings from readers, instruct on behavior, and impart knowledge about human psychology. analysis of short stories aids students in developing their critical thinking abilities. short stories are enjoyable to read and debate as literary works. short stories are one of the literary genres that may be used in efl classrooms to increase students' motivation, language competency, and cultural awareness, according to abuzahra & farrah (2016). material and method the study's explanatory sequential mixed methods design strives to provide pertinent information necessary to comprehend the study's problem (pardede, 2018). to better clarify or elaborate the quantitative results that had previously been gained, the study first collected quantitative data before moving on to qualitative data collecting. thirty sixth graders from sd it cahaya rabbani kepahiang took part in the study. a questionnaire with 18 statements and an interviewing protocol were among the study materials. due to their large sample sizes, surveys are usually seen as a more impartial research neris mayang ledy, et. al., 2023 elementary school students' perceptions of learning vocabularies using short stories 167 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 6 3 1 7 4 ) methodology that may result in consistent results, claim harris and brown (2010). it is made up of 18 statements that were validated with the cronbach's alpha test. the questionnaire coefficient was determined to be 0.854. as a result, it is regarded as a trustworthy instrument. there are three sections to the questionnaire. the first section is about demographic data. the second section focuses on how students perceive the value of, show interest in, and accept reading short stories. the third section contains some unanswered questions. students were asked to rate their level of agreement or disagreement with each statement on a 5-point likert scale, scored from strongly agree (five points), agree (four points), neutral (three points), disagree (two points), and severely disagree (one point). to collect qualitative data, an openended interview was undertaken. after completing the quantitative portions of the questionnaire, the themes that surfaced throughout the interview sessions were categorized. a random sample of ten students was chosen to participate in a fifteen-minute interview. the quantitative data was analyzed descriptively using means and percentages. a questionnaire was used to gather quantitative data, while interviews were employed to acquire qualitative data. the acquired data was descriptively analyzed using spss and excel. the criteria used to define the perception levels generated from the quantitative data analysis were as follows: table 1. perception level analysis criteria results and discussion results as previously indicated, students' evaluations of the usefulness, interest, and acceptability of using short tales in vocabulary acquisition were classified into three categories in this study. table 2 demonstrates this. table 2. the benefits of short stories on vocabulary learning (n=30) no the questionnaire sa a n da sd mean f (%) f (%) f (%) f (%) f (%) 1 i am motivated to learn vocabulary through short stories. 10 (33) 17 (57) 2 (7) 1 (3) 4,2 2 short stories make it easier for me to learn english. 8 (27) 14 (47) 6 (20) 2 (7) 4.0 3 short stories teach me a lot of language. 9 (30) 16 (53) 5 (17) 4,1 neris mayang ledy, et. al., 2023 elementary school students' perceptions of learning vocabularies using short stories 168 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 6 3 1 7 4 ) 4 short stories help me expand my vocabulary. 5 (17) 17 (57) 5 (17) 3 (10) 3,8 5 i am better at improving my pronunciation when i read short stories. 10 (33) 14 (47) 3 (10) 3 (10) 4,0 6 reading short stories assists me in expanding my vocabulary. 11 (37) 14 (47) 4 (13) 1 (10) 4,2 7 i usually increase my vocabulary by reading short stories. 5 (17) 15 (50) 5 (17) 5 (17) 3,7 total mean 4.0 students were delighted about using short stories to learn vocabulary, according to table 2 (m = 4.0). the indicator with the highest median score (m = 4.2) focuses on the use of short stories to engage students and help them acquire vocabulary (the questionnaire numbers 2 and 6). the statement "short stories help me extend my vocabulary, and i generally grow my vocabulary by reading short stories" has the lowest mean score (m = 3,7 and m = 3,8) and is connected to students' perceptions of increasing vocabulary through short stories (m = 3,7). no one gave a strongly disagree response to any of the seven questions. table 3. student interest in short story reading (n=30) no the questionnaire sa a n da sd mean f (%) f (%) f (%) f (%) f (%) 8 i liked learning short stories in english. 9 (30) 12 (40) 7 (23) 2 (7) 4,0 9 every day, i read a short story. 5 (17) 14 (47) 6 (20) 3 (10) 2 (7) 3,6 10 i like learning english reading short stories. 10 (33) 12 (40) 7 (23) 1 (10) 4,0 11 i enjoy reading short stories in my spare time. 7 (23) 14 (47) 6 (20) 3 (10) 3,8 12 when i begin reading a brand-new narrative or book, i become enthusiastic. 6 (20) 13 (43) 9 (30) 2 (7) 3,7 13 it is nice to learn english through short stories. 8 (27) 17 (37) 3 (10) 2 (7) 4,0 14 at home, i prefer to read short stories. 7 (23) 14 (47) 7 (23) 1 (10) 1 (10) 3,8 mean total 3,8 as seen in table 3, students agree that short stories are an effective instructional tool. based on the questions answered by elementary students like reading short stories and learning english through short stories. in fact, students also have enjoyable learning short stories, which can be seen from the average score (m = 4.0) is high from criteria of perception level analysis. in answer to the question, 80% of students said they agreed or strongly agreed. neris mayang ledy, et. al., 2023 elementary school students' perceptions of learning vocabularies using short stories 169 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 6 3 1 7 4 ) the interview results show that learning english through short stories is enjoyable for them to expand their vocabulary. short stories give students a range of new concepts as well as new vocabulary. table 4. student acceptance of short stories (n=30) no the questionnaire sa a n da sd mean f (%) f (%) f (%) f (%) f (%) 15 short stories are the most effective method for expanding my vocabulary. 7 (23) 20 (67) 3 (10) 4,1 16 it makes me comprehend more if i read what i enjoy. 11 (37) 13 (43) 3 (10) 4 (13) 4,1 17 when i don't understand a word, i skip it and look it up in the dictionary afterwards. 7 (23) 13 (43) 7 (23) 3 (10) 3,8 18 when i read, i attempt to understand the message by looking at the images in the text. 6 (20) 14 (47) 7 (23) 3 (10) 3,8 total mean 4.0 80% of participants strongly agreed or agreed that short stories are the best tool for increasing vocabulary and helping students understand concepts more fully if students choose what they enjoy reading using perception level analysis criteria (m=4,1), according to the findings of table 4's data on students' appreciation of short stories. the final two sentences, numbers 17 and 18, meet a high standard for perception level analysis (m=3,8). table 5. the interview questionnaire the respondents / students do you think short stories are a useful technique for building vocabulary? in any case, state why. student 1 yes, since i think learning with short stories is a good way to broaden vocabulary. student 2 i agree that it is easier to comprehend. student 3 absolutely, short tales are the best way for me to increase my vocabulary. student 4 i agree because i enjoy reading short stories in my spare time. student 5 i disagree since i still need to open the dictionary when i don't know the term. student 6 i agree since it can increase a student's motivation to learn. student 7 yes, as short stories are interesting and not monotonous. student 8 i agree that short stories are simpler to grasp. student 9 yes, it makes me comprehend and enjoy student 10 not really because reading short stories is time consuming neris mayang ledy, et. al., 2023 elementary school students' perceptions of learning vocabularies using short stories 170 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 6 3 1 7 4 ) the writer can group the explanations provided by the interviewees for the selection of the short story materials used in class based on the responses provided by the students to the previous interview questions. as can be seen, most students had good reactions to the short stories by nodding in agreement or giving affirmative answers. however, some of the students also included additional material because the students did not know the meaning of the short stories and had to open the dictionary at that time, and according to one student reading short stories was time consuming. based on the responses of the students, the writer can group the justifications offered by respondents to earlier interview questions on the choice of short story materials utilized in class. as can be seen, most students nodded in agreement or answered affirmatively when asked if short stories were a useful technique for expanding their vocabulary. however, some of the students also disagreed because they still must look at the dictionary when they don't understand the meaning and it takes time so according to them it is time spent studying. based on these findings, 8 students agreed and 2 disagreed that short stories are a useful method for expanding vocabulary. discussion the writers evaluate and trace the data findings in this part after the earlier results reported. the findings of 18 questions and interviews regarding students' perspectives of utilizing short tales to boost vocabulary provide evidence of this. a total of 30 students from sd it cahaya rabbani kepahiang participated in this study, all of whom were in the sixth grade. based on their positive responses, around 80% of participants agreed or strongly agreed that short stories can help students learn more vocabulary when they are studying english. short stories are a useful teaching method for students to expand their vocabulary since they make them feel cheerful and not bored while learning english. this indicates that short stories provide new concepts and add new vocabulary for students. as it paves the way for how effectively speakers can write, talk, listen, and read, vocabulary is an essential part of language proficiency (richard and rodgers, 2001). students' desire to develop their comprehension of the tale is provided for and supported by using stories. using stories to inspire, challenge, and have fun can help people adopt positive attitudes. from the results of questionnaires and interviews, the authors found that most students considered short stories useful in learning english to add to their vocabulary. students demonstrate this while utilizing short stories to study english; they are driven to broaden their vocabulary, learning is made simpler by using short stories, reading short stories improves pronunciation, and short stories assist students in increasing their vocabulary. short stories can help students improve vocabulary, reading comprehension, listening skills, writing skills, and enthusiasm for learning, according to pardede (2021). in essence, short stories are life itself. people naturally have a desire to value listening and telling stories. students may be motivated to imitate the heroic actions of narrative heroes after reading or listening to wellwritten stories. therefore, short stories have strong emotional, intellectual, and social appeal. however, from the results of the interviews, there were some students who disagreed because reading short stories would take up a lot of time and they had difficulties when they did not know the meaning of the word and they had to open a dictionary. short stories are both enjoyable and valuable to employ in language competency training and for personal enjoyment. this indicates that short stories are a useful method for successfully enhancing vocabulary. short stories help children acquire language in a fun and positive way. so, based on the second question, it is possible to conclude that the benefits of using short stories for elementary students to increase student vocabulary are extremely beneficial. by reading and learning short stories, students feel excited, happy, and enjoyable, with the emergence of a sense of enjoyment indicating that short stories can provide space as a tool for increasing students' vocabulary. if interest in reading short stories among grade vi students at sd it cahaya rabbani kepahiang is likewise high (m=3.8), it is seen in the table 3. for learners, reading a little tale makes learning english interesting and fun. it stimulates students' interest in the target culture and language. the brief narrative promotes linguistic awareness and neris mayang ledy, et. al., 2023 elementary school students' perceptions of learning vocabularies using short stories 171 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 6 3 1 7 4 ) learning (nazara, 2019). reading short stories is fun and can be used in language contest practice. short stories help students acquire vocabulary in a fun and positive way. therefore, using short tales to increase vocabulary is particularly helpful for pupils in primary school. the emergence of a sense of fun and interest in students indicates that short stories provide space to increase student vocabulary. this is shown from the results of the researchers' research on elementary school students that students enjoy learning short stories, which can be seen from the high average value (m = 4.0) of the perception level analysis criterion. because it creates the foundation for students' success in speaking, writing, and reading, vocabulary development is essential to language acquisition. from the results of this study, the answer to the third question is that students can add to their vocabulary by using short stories and reading them which students find fun, interesting and inspiring when learning to use short stories. the authors' discovery that using short stories is beneficial and can boost students' vocabulary to be utilized in learning with the teacher throughout the process of learning english in the classroom can be deduced from the study data. short stories are the most effective method for expanding student vocabulary. this is proven and shown from the results of research by researchers that as many as 28 students out of 30 elementary school students answered strongly agree and agree with the score (m=4.0), if reading short stories helps readers expand their vocabulary. conclusion considering the information and comments above, it is possible to infer that the participants in this study had a good attitude about learning vocabulary through short tales. most of them find short tales beneficial and engaging, and around 80% are enthusiastic about adopting short story reading for learning and increasing pupils' vocabulary. short stories help children improve their vocabulary since the context of the story provides valuable indications for comprehending the meaning of new phrases. students became more interested, motivated, and enthusiastic about acquiring language since they appreciated stories short by reading short stories. through learning short stories, students can be more responsive in any learning context such as increasing and adding to students' vocabulary. story is a literary work in the form of prose. short stories can present human problems with the twists and turns of life. the results of the study suggest that students have favorable impressions of using short stories to broaden their vocabulary and think they are both useful and fun. as a result, english teachers should utilize short stories as often as possible to aid students in expanding their vocabulary. when doing so, the instructor must bear in mind the importance of selecting short tales with care, taking care to choose stories that are both engaging and amusing. the short tales chosen must also take the students' interests, needs, and skills into account. in this study, only a subset of kids from the same school participated. the information was gathered once only through a questionnaire and an interview. as a result, only students at the same school may use the findings. future research should include more participants from different schools in order to obtain more through results. additionally, different study methodologies, including experimental or action research, might be used to examine how short stories can help kids' vocabulary growth. acknowledgements we appreciate the participation of the students in this research. the researchers expressed their gratitude to the instructors who supported this research by allowing it to be conducted in their courses. references abuzahra, n., & farrah, m. (2016). using short stories in the efl classroom. iug journal of humanities research peer-reviewed journal of islamic university-gaza, 11–42. neris mayang ledy, et. al., 2023 elementary school students' perceptions of learning vocabularies using short stories 172 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 6 3 1 7 4 ) https://journals.iugaza.edu.ps/index.php/iugjhr/article/view/1550/1485. akdogan, e. (2018). developing vocabulary in game activities and game materials. journal of teaching and education, 31-66. https://eric.ed.gov/?id=ed617641. arjmandi, m., & aladini, f. (2020). improving efl learners’ vocabulary learning through short story oriented strategy (ssos). theory and practice in language studies, 833– 841. http://dx.doi.org/10.17507/tpls.1007.16. bartan, ö. ş. (2017). the effects of reading short stories in improving foreign language writing skills. the reading matrix: an international online journal, 59–74. https://www.researchgate.net/publication/315714627_the_effects_of_readi ng_short_stories_in_improving_foreign_language_writing_skills. beno, h. (2019). the effectiveness of using short story to improve students’vocabulary mastery. journal of linguistics, literature, and language education, 33-34. https://doi.org/10.5281/zenodo.3542295. bhatti, m. s., arshad, a., & mukhtar, r. (2020). improving vocabulary through short stories at elementary level. organization & advisory committee, 55–62. https://scholar.google.com/citations?user=kvazozgaaaaj&hl=en. hafrizal, u. kasim, & i. a. samad. (2021). students’ perception toward english subject and their learning outcome. english education journal, 477-495. https://doi.org/10.24815/eej.v12i3.19251. harris, l., & brown, g. (2010). mixing interview and questionnaire methods: practical problems in aligning data. practical assessment research & evaluation. 1-19. https://doi.org/10.7275/959j-ky83. heidari, a., tabrizi, h. h., & chalak, a. (2020). using short stories vs. video clips to improve upper intermediate efl students’ sociopragmatic knowledge: speech acts in focus. cogent arts & humanities, 1-28. https://doi.org/10.1080/23311983.2020.1778977. hockenbury, d. h., & hockenbury, s. e. (2013). psychology (6th ed.). new york, ny: worth. kazu, i., kazu, h., & ozdemir, o. (2005). the effects of mastery learning model on the success of students who attended "usage of basic information technologies" course. educational technology and society, 233-243. https://www.jstor.org/stable/jeductechsoci.8.4.233. liando, nitha v. f., mangare, a. r. d., & olii, s. t. (2021). using bright–english for beginners application to enrich students’ vocabu ary. jurnal pendidikan bahasa inggris undiksha, 290–297. https://doi.org/10.23887/jpbi.v9i3.39126 nazara, p. (2019). learning vocabularies using short stories at primary school: students perception. journal of english teaching, 157-165. https://doi.org/10.33541/jet.v5i3.1308. pardede, p. (2021) action research on using short stories to boost efl learners’ performance: a systematic review. journal of english education and applied linguistics, 165-182. http://dx.doi.org/10.24127/pj.v10i2.3620. pardede, p. (2018). improving efl students’ english pronunciation byusing the explicit teaching approach. journal of english teaching, 143-155. https://doi.org/10.33541/jet.v4i3.852. parvareshbar, fatemeh., & ghoorchaei, behrooz. (2016). the effect of using short stories on vocabulary leraning of iranian efl learners. theory and practice in language studies, 1476-1483. http://dx.doi.org/10.17507/tpls.0607.20. richard, j.c., & rodgers, t.s. (2001). approaches and methods in language teaching. cambridge: cambridge university press. sambiring, marcelia. (2022). students’ perception on using short story to develop vocabulary at smp regina caeli cileungsi. journal of english teaching, 145-155. https://doi.org/10.33541/jet.v8i1.3775. sariana, s., dollah, s., & talib, a. (2022). using local short stories to improve students’ vocabulary. journal of excellence in english language education, 11–21. https://ojs.unm.ac.id/joeele/article/view/31231/14436. sarika, u. d. (2022). english teachers' perception of implementing project-based learning in https://journals.iugaza.edu.ps/index.php/iugjhr/article/view/1550/1485 https://eric.ed.gov/?id=ed617641 http://dx.doi.org/10.17507/tpls.1007.16 https://www.researchgate.net/publication/315714627_the_effects_of_reading_short_stories_in_improving_foreign_language_writing_skills https://www.researchgate.net/publication/315714627_the_effects_of_reading_short_stories_in_improving_foreign_language_writing_skills https://doi.org/10.5281/zenodo.3542295 https://scholar.google.com/citations?user=kvazozgaaaaj&hl=en https://doi.org/10.24815/eej.v12i3.19251 https://doi.org/10.7275/959j-ky83 https://doi.org/10.1080/23311983.2020.1778977 https://www.jstor.org/stable/jeductechsoci.8.4.233 https://doi.org/10.23887/jpbi.v9i3.39126 https://doi.org/10.33541/jet.v5i3.1308 http://dx.doi.org/10.24127/pj.v10i2.3620 https://doi.org/10.33541/jet.v4i3.852 http://dx.doi.org/10.17507/tpls.0607.20 https://doi.org/10.33541/jet.v8i1.3775 https://ojs.unm.ac.id/joeele/article/view/31231/14436 neris mayang ledy, et. al., 2023 elementary school students' perceptions of learning vocabularies using short stories 173 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 6 3 1 7 4 ) secondary schools. english franca: academic journal of english language and education, 467-486. https://doi.org/10.29240/ef.v6i2.5452. suryadi, r., & nuryatin, a. (2017). nilai pendidikan karakter dalam antologi cerpen senyum karyamin karya ahmad tohari. seloka, 314-322. https://doi.org/10.15294/seloka.v6i3.20261. syafrizal & haerudin. (2018). the implementation of vocabulary building strategy in teaching english vocabulary to young learners. journal of english language teaching, 40-48. http://ojs.ikipmataram.ac.id/index.php/joelt. tahir, m. h. m., albakri, i. s. m. a., adnan, a. h. m., & karim, r. a. (2020). the effects of explicit vocabulary instructions on secondary esl students’ vocabulary learning. 3l: language, linguistics, literature. the southeast asian journal of english language studies, 158-172. http://ejournal.ukm.my/3l/issue/view/1282. https://doi.org/10.29240/ef.v6i2.5452 https://doi.org/10.15294/seloka.v6i3.20261 http://ojs.ikipmataram.ac.id/index.php/joelt http://ejournal.ukm.my/3l/issue/view/1282 neris mayang ledy, et. al., 2023 elementary school students' perceptions of learning vocabularies using short stories 174 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 6 3 1 7 4 ) -----------empty page---------- english franca: academic journal of english language and education vol.5, no.2, 2021,iaincurup p-issn2580-3670, e-issn2580-3689 doi: 10.29240/ef.v5i2.3246 the application of collaborative writing strategy in teaching composition in a public junior high school windy puspitasari suparto pascasarjana universitas negeri makassar windypuspitasari10@gmail.com yusmah universitas muhammadiyah sidenreng rappang yusmah.umsrappang@gmail.com nuraini kasman universitas muhammadiyah sidenreng rappang nurainikasman@gmail.com muhammad amir uin alauddin makassar dpk stai ddi pinrang, muhamir0823@gmail.com abdul wafi iain madura abdulwafi@iainmadura.ac.id abstract the qualitative descriptive method was used by the researcher in this study. the term "qualitative descriptive research" refers to a survey study that determined and described the use of a collaborative writing strategy in teaching composition. the study's objectives are to learn how the teacher uses the collaborative writing strategy in teaching composition in a public junior high school, as well as the students' reactions to the strategies used by the teacher in teaching writing in a public junior high school. the teachers and students of upt smp negeri 6 makassar's ninth grade were the study's subjects. as a result, the researcher chose one of the two teachers at this school who could use microsoft 365 and two classes, bi.2 and 9. a, as the subjects of the study. according to the findings, the english teacher at upt smp negeri 6 makassar frequently mailto:windypuspitasari10@gmail.com mailto:yusmah.umsrappang@gmail.com mailto:nurainikasman@gmail.com mailto:muhamir0823@gmail.com mailto:abdulwafi@iainmadura.ac.id 300 |english franca, vol. 5, no. 2, 2021 employs three of five strategies, including horizontal division parallel writing, stratified division parallel writing, and reactive writing strategy. furthermore, the researcher discovered that students' responses to the strategies that the teacher implemented in teaching writing of collaborative writing gave a positive response toward the collaborative writing strategy that the teacher used, and students' responses to the strategies that the teacher implemented in teaching writing tend to prefer groups in the form of group discussions rather than writing alone because they cannot exchange information and understanding. because the students' background knowledge is still insufficient, the researcher discovered that group single author writing and sequential single writing are rarely used by the teacher during the research process. keywords: collaborative writing strategy, teaching writing, teaching composition. introduction the collaborative writing strategy is one of the most important writing strategies that students must learn (cws). this ability is used in the academic context to assess students' collaborative writing proficiency, such as writing academic essays or curriculum-related texts. group, pair, or individual work can be emphasized in composition instruction. according to majlinda (2017), writing is a mode of speech that entails rational intervention in the printing of ideas and thoughts. writing, according to iskandar (2020, p.44), is the most difficult skill to teach when compared to other skills because when we teach writing, we also teach all other skills. sanjaya, et al. (2020) claimed that writing is more than just a vehicle for communication; it also requires students to organize their information and put their ideas and thoughts into written form. writing may also extend the author's expertise, allowing pupils to express their views more freely. there are many sorts of writing that students should concentrate on. there are four forms of writing: persuasive, descriptive, expository, and narrative (oktavianti, et. al, 2021). this research contributes to a better understanding of the pedagogical approaches that teachers may employ depending on their particular context and the circumstances of their students. the collaborative writing strategy research of cristopher m. and russell (2011, p.5) discovered that review a collaborative writing methodology designed for the authors' efl university classes in which windy, et.al: the application of collaborative writing strategy in teaching composition in a public junior high school 301 students work in pairs to produce co-authored paragraphs and essays. as a result, grgonic (2005) discovered that collaborative writing is an effective writing technique that promotes cooperation, critical thinking, peer learning, and active participation in the creation of a final product. as a result, stroch (2011) defines collaborative writing as the production of a text by two or more writers in collaboration. furthermore, rollinson (2005) claims that the collaborative process can foster more independent writers by teaching them how to self-edit and revise their work. collaborative writing allows students to learn multiple language skills more effectively than working alone. one of the primary causes of this phenomenon is that researchers overestimated theoretical assumptions and the reality gap. the study was carried out by ninth-grade students at upt smp negeri 6 makassar. the researcher discovered a phenomenon in the collaborative writing strategy learning process in which students struggle with writing because they have not been able to develop this writing supported by students who still have a limited english vocabulary. meanwhile, students have not received much information about the topics on which they wish to write; however, when they are grouped and discussed, students are better able to express their ideas and are more willing to share their knowledge. this study includes a review of related works of literature, the methodology of the study, and the results of the students' writing achievement after being taught the collaborative writing strategy. to summarize, a collaborative writing strategy is the ability to convey meanings to the reader through clear text as a result of some letter formation activity such as preparing, producing, and editing the text, which includes vocabulary, grammar, content, and mechanics. it is possible to conclude that a collaborative writing strategy is a discovery process involving a series of steps, and those steps are frequently a zigzag journey. the most important aspect of writing is that students are eager to learn how to write effectively. it means that through practice and the process of learning how to write, students can master writing skills. as a result, students can work together to create a good composition with their peers. the researchers classified the research questions based on the context as follows: 302 |english franca, vol. 5, no. 2, 2021 1. how does the teacher apply the collaborative writing strategy in teaching composition at the ninth-grade students of upt smp negeri 6 makassar? 2. how are students’ responses to the strategies that the teacher implemented in teaching writing at the ninth-grade students of upt smp negeri 6 makassar? the objective of this research is to know how the teacher applies the collaborative writing strategy in teaching composition at the ninth-grade students of upt smp negeri 6 makassar and to know the students’ responses to the strategies that the teacher implemented in teaching writing at the ninth-grade students of upt smp negeri 6 makassar. this research is expected to offer some benefits to students, english teachers, and future researchers. for the students, it can be a reference, if they want to conduct research related to the collaborative writing strategy. for english teachers hopefully, the result of this research can give information and to be good guidance in developing writing strategies. the research can be useful for the next researchers and provide additional information to the existing literature about the application of collaborative writing strategy in teaching composition at the ninth-grade students of upt smp negeri 6 makassar. theoretical framework collaborative writing collaborative writing is a method of teaching writing in which students write in groups, read and discuss their work, and evaluate it. it employs educational structures in which adolescents collaborate to plan, draft, rewrite, and revise their compositions. collaborative writing entails developing teaching arrangements that allow teens to collaborate on the preparation, drafting, rewriting and editing of their writings. according to bosley (1989), collaborative writing occurs when a small group of people collaborates to create a paper and a role clarification for the final product. in many cases, collaborative writing, according to hadjerrouit (2011), creates opportunities for research studies or promotes thought, information exchange, or logical analysis. according to nurhidayat et al. (2021), when writing a paragraph, authors should concentrate on the primary draft of the paragraph. graham and perin (2007) discovered that a collaborative writing strategy necessitates the development of educational strategies in which teenagers collaborate to prepare, script, rewrite, and change written work. a collaborative writing strategy, according to the definitions above, is the ability to communicate intended implications, windy, et.al: the application of collaborative writing strategy in teaching composition in a public junior high school 303 ideas, and purposes to the reader through thinking, studying, developing, organizing, producing, revising, and editing the product. in terms of collaborative writing tasks, lunsford (1991) proposes three types of collaborative tasks that can be found in group projects in sukirman (2016, p.34). here are a few examples of collaborative writing assignments: 1. higher-order reasoning group members must define, discuss, and debate complex problems to solve them. 2. division of labor: jobs that are too large for one person to complete in a reasonable amount of time must be divided. 3. tasks requiring specialized knowledge or expertise, in which each collaborator brings a unique set of skills to the table. the procedure of collaborative writing mulligan (2011) discovered the following procedure for implementing collaborative writing: 1. students chose their partners and exchanged contact information so that they could meet outside of class. 2. during class, pairs brainstormed ideas for the target topic and organized the information into coherent clusters. 3. groups agreed to meet outside of class to do research and collect data for their papers. 4. students worked in groups in class to create an outline, plan, and write the first draft. 5. the outlines were returned to the instructor, along with relevant comments. 6. work on the first draft began. 7. the instructor reviewed the drafts, pointing out structural and organizational flaws as well as making comments and suggestions. 8. work on the second draft has begun. for this section, students a and b switched roles. this time, student b was tasked with typing the revision, while student a was tasked with editing it. the second draft was then turned in. 9. students received a single grade based on their overall effort and essay quality. 10. to ensure fairness, if a student was assigned the role of a for the next writing assignment, they switched to the role of b, and vice versa. 11. the elements of writing 304 |english franca, vol. 5, no. 2, 2021 to do good writing, certain aspects of writing are useful, and it is very important to be existing with us to do good writing. nina (2016) has proved that there are crucial parts in a piece of writing, such as: 12. ideas can take the form of an opinion, an experience, a feeling, knowledge, and so on. 13. it can be expressed in the form of an exposé and argumentation narrative. 14. organization, 15. communication methods or tools such as vocabulary, grammar, and style. types of collaborative writing strategy several teachers have used collaborative writing in their writing classes. when implementing this strategy, they typically use a variety of collaborative writing strategies. in other words, they have opposing views on collaborative writing strategies. the following collaborative writing strategies have been proposed by some experts: lowry (2004) distinguishes five types of collaborative writing strategies: 1) group single-author writing it is a single person's writing that includes planning, drafting, and reviewing. even if it is carried out by a single person, it is still a form of collaborative writing because it involves a group that works toward a collective consensus that is reflected in a document written by one of the team members. this happens when one of the team members writes as the team's representative. if the writing task is simple, this style of writing can be used. the structure of group single-author writing is depicted in the figure below. 2) sequential single writing one group member writes at a time in sequential singleauthor writing. each member of the group is assigned a section of the document, writes their section, and then passes the document on to the next member of the group. 3) horizontal division parallel writing when a group divides an assignment or document into sections and each member works on their assigned section at the same time, this occurs. horizontal division parallel writing is possible if members of the group divide the task into sections, with each member responsible for developing the section to which they have been assigned. windy, et.al: the application of collaborative writing strategy in teaching composition in a public junior high school 305 4) stratified division parallel writing it has been implemented if group members divide the responsibility of creating the product by assigning different roles to different members. author, editor, facilitator, or team leader are some examples of roles that a member could be assigned. 5) reactive writing it occurs when members of teamwork are in unison to create a product. members of the team react to and adjust each other's contributions as they occur. finally, mixed-mode collaborative writing entails combining two or more of the previously described collaborative writing strategies. research methodology in this study, the researcher employed the qualitative descriptive method. a survey study that determined and described the use of a collaborative writing strategy in teaching composition is referred to as "qualitative descriptive research." the goal of this research is to learn about the use of collaborative writing strategies in the composition classroom at upt smp negeri 6 makassar. the teachers and students of upt smp negeri 6 makassar's ninth grade are the subjects of the study. during the covid-19 pandemic, a lot of technology was used in the teaching and learning process. as a result, teachers must be able to use technology media in the teaching and learning process. not all teachers have access to technology media, particularly microsoft 365. as a result, the researcher chose one of the two teachers at this school who is capable of using microsoft 365 and two classes, namely bi.2 and 9. the subjects of the study are a classes. there are four kinds of instruments used in this research, they are: 1) researcher in this research, the researcher herself acted as a nonparticipant observer who watched and observed directly the students’ assignments in collaborative writing strategy but did not involve and interact with the students. 2) observation checklist observation checklist aimed at finding the teaching strategies used by the teachers. each statement of the observation checklist offered two changes of scale namely: yes and no. 3) video recording data on the students’ utterances in their writing activities were used to classify collaborative writing strategies. the 306 |english franca, vol. 5, no. 2, 2021 students’ utterances were recorded by using video recordings. then, the researcher described the application used by the teacher in applying the collaborative writing strategy and students’ responses to the collaborative writing strategies that the teacher implemented in teaching writing and reflective information. the researcher described the unexpected phenomena about the students’ responses in collaborative writing strategy during the learning process. 4) interview questions interview questions were used to confirm teachers' and students' responses to the teacher's writing strategies. the purpose of the interview was to discover the teaching-learning process of collaborative writing strategy and to ask students about the different types of learning processes in collaborative writing strategy. each interview statement included five questions for the teacher and five questions for the students. it sought to ascertain the factors of the learning process in collaborative writing strategy, as well as the students' reactions to the strategies used by the teacher in collaborative writing strategy in teaching composition. the researcher analyzed the data by using the theory of miles and huberman models in sugiyono (2016, p.338-345), namely: 1. data reduction data reduction referred to the process, where the mass of qualitative data she obtained from the observation checklist, video recording, and interview questions. 2. data display to conclude the mass data, miles and huberman suggest that a good display of data, in the form of tables, charts, networks, and other graphical formats is essential. this is a continual process, rather than just one to be carried out at the end of the data collection. 3. data verification the research analysis allowed the researcher to begin to develop conclusions regarding her study. these initial conclusions can then be verified, that is their validity examined through reference to the researcher’s existing field notes of further data collection. windy, et.al: the application of collaborative writing strategy in teaching composition in a public junior high school 307 results and discussion results teacher’s application of collaborative writing this section presents the findings of the research's observation checklist. the findings on the type of collaborative writing used by the teacher in the classroom at upt smp negeri 6 makassar. three collaborative writing strategies were used, namely horizontal division parallel writing, stratified division parallel writing, and reactive writing strategy. horizontal division parallel writing a. teacher’s understanding of horizontal division parallel writing according to the researcher's observations, the activities during the teaching and learning process were successful. the teacher was very good at managing the class. he could create a positive learning environment in the classroom. this was demonstrated by the students' eagerness to complete the teacher's assignments. he went through each step of the horizontal division parallel writing process step by step. b. teacher’s application of horizontal division parallel writing the result of the observation concerning with teacher’s application of horizontal division parallel writing, it was true that the teacher applied the strategy very well. stratified division parallel writing a. teacher’s understanding of stratified division parallel writing to determine whether or not the teacher had a good understanding of stratified division parallel writing, the researcher directly observed how the teacher thought about the students in the classroom. to determine whether or not the procedures for implementing this strategy are followed. the researcher discovered that the activities that occurred during the teaching and learning process went well. in the classroom, he was effective. in the classroom, he was able to foster a positive learning environment. the students worked well in groups and completed the assignments assigned by the teacher. he excelled at every stage of stratified division parallel writing. the researcher discovered that the teaching activities utilizing the stratified division parallel writing strategy were successful after observing the teaching and learning process. the strategy's implementation steps went off without a hitch. the class was in session, and the students were fired up. he made the classroom a lively place. the 308 |english franca, vol. 5, no. 2, 2021 teacher is knowledgeable about stratified division parallel writing. b. teacher’s application of stratified division parallel writing the ability to apply the stratified division parallel writing could be proved by the result of the observation concerning this strategy applied by the teacher. the has proved that the teacher applied the strategy very well. reactive writing a. teacher’s understanding of reactive writing the researcher conducted this observation to learn about the teacher's understanding of reactive writing. the researcher was confident that the teacher understood reactive writing because he observed how the teacher thought about the students in the classroom. to determine whether or not the procedures for putting this strategy into action are followed. the researcher discovered that the activities that took place during the teaching and learning process were successful. the classroom was clean and well-organized. the students took advantage of the pleasant classroom atmosphere. they were overjoyed with the teacher's assignments. every step of the reactive writing process went off without a hitch. it meant that the teaching and learning process for the reactive writing strategy had been a success. it occurs when members of teamwork are in unison to create a product. members of the team react to and adjust each other's contributions as they occur. finally, the use of two or more of the previously discussed collaborative writing strategies is referred to as mixed mode. one of the most important things teachers should do before choosing one of the previously mentioned collaborative writing strategies is weighed the benefits and drawbacks of each strategy. lowry (2004, p.81) discovered that to assist teachers in considering them, the researcher presents the table below, which discusses the advantages and disadvantages of the collaborative writing strategies proposed. b. teacher’s application of reactive writing looking at the results of the researcher's observation reveals how the teacher used the reactive writing strategy. the researcher was convinced that the teacher was an expert at using the reactive writing strategy. it could be windy, et.al: the application of collaborative writing strategy in teaching composition in a public junior high school 309 demonstrated by the outcome of the teacher's observation of this strategy. she demonstrated that the teacher used the strategy effectively. findings from the interviews with the teacher a. the teacher’s understanding of collaborative writing strategy the teacher was asked five questions during the interview. the purpose of the data analysis was to learn more about the teacher's use of a collaborative writing strategy when teaching composition. according to the interview, the teacher believed that the collaborative writing strategy was one of the recommended writing strategies for teaching composition in public junior high schools. the following collaborative writing strategies were used by the teacher: group single author writing, sequential single writing, horizontal division parallel writing, stratified division parallel writing, and reactive writing. the teacher was confident that if the collaborative writing strategy is used correctly in teaching composition at upt smp negeri 6 makassar, it will provide numerous benefits. b. teacher’s application of collaborative writing strategy the researcher discovered several opinions from the teacher in applying the collaborative writing strategy in teaching writing for the ninth-grade students of upt smp negeri 6 makassar from the interviews conducted on thursday, 8th april 2021 at 01.00-02.30 p.m. here are the teacher's responses to five questions posed by the researcher about the collaborative writing strategy that he used in teaching writing to students. montero demonstrated that the collaborative writing strategy was not only a highly motivating learning experience for efl/esl students but also a creative pedagogical tool for teachers (2005, p.38). horizontal division parallel writing occurs when a group divides an assignment or document into separate parts and all members work on their assigned part at the same time, according to lowry (2004, p.74–81). as a result, lowry (2004, pp.74–81) discovered that stratified division parallel writing is used when group members divide responsibility for product creation by assigning different members 310 |english franca, vol. 5, no. 2, 2021 with different roles. some examples of roles that a member could be assigned are author, editor, facilitator, or team leader. because of the stratified division of writing abilities, the teacher believed that each person plays a role in the project's composition process (lowry, 2004). it indicates that the stratified division writing strategy was used by the teacher when teaching composition. the teachers' testimony indicates that they have a thorough understanding of the collaborative writing strategy and its components, as well as sufficient knowledge of how to implement collaboration in their classrooms. students’ responses to the strategies that the teacher implemented in teaching writing findings from the interviews with the students the researcher conducted interviews with students from class 9.a. and class 9.bi.2 on april 15, 2021, between 12.15 and 01.15 p.m. five questions were asked of four students during the interview. the purpose of the data analysis was to discover the related and information about the teacher's use of collaborative writing strategy in composition teaching. from the first question of the interview, here are the students' responses to the teacher's strategies for teaching writing. the students stated that they understood the collaborative writing strategy used in learning writing, where they completed assignments in groups. it was simpler for them to do it in groups because they could share each other's work instead of doing it individually. because individual and group assignments are the same. students stated that they understood the collaborative writing strategy in learning writing and preferred to complete assignments in groups in response to the second question. it was more convenient for them to do it in groups because they could share and discuss it with their friends rather than doing it individually. because the assignments for individual work are the same as those for group work, they should work in groups. the teacher used this method by grouping students to work together to complete their assignments. they easily understood the assignments because the teacher would clearly explain the process instructions through a video conversation before they were given the assignments. windy, et.al: the application of collaborative writing strategy in teaching composition in a public junior high school 311 in response to the third question, students stated that they were very familiar with the teacher's collaborative writing strategy for teaching writing. the teacher divided the students into several groups and then asked them to write some texts of the materials individually based on their understanding and then combine them with the ones that their group mates had written so that they could get a complete text. they preferred working on the assignments in groups because it allowed them to discuss, share, and correct each other when they encountered difficulties or disagreements. students stated that they understood the teacher's learning strategy in response to the fourth question. they could perform admirably on the teacher's assignments if he assigned them in groups. it would be easier, particularly if you combined ideas from other friends. it was advantageous to form good working relationships with friends. they understood the teacher's assignments, whether handwritten or typed on a computer. in response to the fifth question, the student stated that they never had a problem completing the assignments assigned by the teacher because they did it in groups. if they were having difficulties, they would seek assistance from the teacher or their peers. the teacher employed three strategies: horizontal division of parallel writing, stratified division of parallel writing, and reactive writing. the teacher rarely used sequential single writing and group single author writing. the use of a collaborative writing strategy in teaching composition at upt smp negeri 6 makassar is critical to reducing student boredom. discussion the researcher presented a discussion of the findings after analyzing the data. in terms of the findings data, the researcher discovered that the information was gathered through the teacher's responses in the interview. the researcher examined each interview question to reach a comprehensive conclusion. the following is the analysis: the instructional principles and strategies comprise a teaching composition. sukirman (2016, p.34) proposes three types of collaborative tasks that should be included in group projects, according to lunsford. examples of collaborative writing tasks include: higherorder thinking to solve complex problems, members of a group must define, discuss, and debate. labor division: large jobs that cannot be 312 |english franca, vol. 5, no. 2, 2021 completed by one person in a reasonable amount of time must be divided. specialist or expertise-based tasks, each collaborator brings a unique set of skills to the table. the collaborative writing strategy used in composition classes is heavily influenced by the information taught, but it can also be influenced by the student's aptitude and enthusiasm. the researcher concluded the first meeting, which took place on thursday, march 25th, 2021 from 09.30 a.m. until 12 a.m. that is the teacher in class 9. a had a good understanding of how to use horizontal division parallel writing in teaching writing. lowry et al. (2004, pp.74– 81) discovered that occurs when a group divides an assignment or document into separate parts and all members work on their assigned part simultaneously. it means that horizontal division parallel writing is feasible if group members divide the task into sections, with each member responsible for the development of his or her assigned section. as a result, the researcher discovered that horizontal division parallel writing occurs when each person completes one part of a larger project and then compiles it. the teacher has been informed that stratified division parallel writing will be used in the second meeting on thursday, april 1st, 2021, beginning at 09.30 a.m. until 12 a.m. in 9th grade. a. lowry et al. (2004, pp.74–81) discovered that stratified division parallel writing is used when members of a group divide responsibility for product creation by assigning different roles to different members. author, editor, facilitator, or team leader are some examples of roles that a member could be assigned. furthermore, according to the researcher, stratified division writing is a process in which each person contributes to the composition of a project based on their abilities. reactive writing will be used in the third meeting, which will begin at 9:30 a.m. on thursday, april 8, 2021. until midnight in 9th grade bi.2. according to lowry et al. (2004, p.74–81), reactive writing occurs when team members collaborate synchronously to develop their product. members of the team react to and adjust each other's contributions as they occur. finally, the use of two or more of the previously discussed collaborative writing strategies is referred to as mixed mode. conclusion the researcher discovered, based on the findings and discussions, that lowry et al. (2004, p.74–81) proposed five types of collaborative writing strategies, namely: group single author writing, sequential single writing strategy, horizontal division parallel writing, windy, et.al: the application of collaborative writing strategy in teaching composition in a public junior high school 313 stratified division parallel writing, and reactive writing strategy, that the application of collaborative writing strategy in teaching composition in a public junior high school. according to research, three of five methods are frequently used by the english teacher at upt smp negeri 6 makassar, including horizontal division parallel writing, stratified division parallel writing, and reactive writing strategy. furthermore, the researcher discovered that students' responses to the strategies that the teacher used in teaching writing of collaborative writing gave a positive response toward the collaborative writing strategy that the teacher used, and students' responses to the strategies that the teacher used in teaching writing tend to prefer groups in the form of group discussions rather than writing alone because they cannot exchange information and understanding. finally, the researcher discovered that teachers rarely use group single author writing and sequential single writing during the research process because students' background knowledge is still insufficient. references applebee, a. (1986). the problem in process approaches. in anthony r. petrosky and david bartholomae (eds.),the teaching of writing. distributed by the university of chicago press. bosley, d. s. (1989). a national study of the uses of collaborative writing in business communication courses among members of the abc [unpublished doctoral dissertation]. illinois state university. graham, s., & perin, d. (2007). a meta-analysis of writing instruction for adolescent students. manuscript submitted for publication. grgonic, natalija, raden, & orgjen. (2005). classroom practice: collaborative writing. engl. hadjerrouit, s. (2011). a collaborative writing approach to wikis: design, implementation, and evaluation. issues in informing science and information technology, 8, 431–449. hayes, j. r., & flower, l. s. (1980). identifying the organization of writing processes. in lee w. gregg & erwin r. steinberg (eds.), cognitive processing writing. lawrence erlbaum. hayes, j. r., & flower, l. s. (1983). uncovering cognitive processes in writing: an introduction to protocol analysis. in peter mosenthal, l. tamor, & s. a. walmsley (eds.), research on writing: principles and methods. longman. 314 |english franca, vol. 5, no. 2, 2021 knudson, r. e. (1991). effects of instructional strategies, grade, and sex on students’ persuasive writing. journal of experimental education, 59, 141– 152. lika. majlinda. (2017). ijaedu – international e – journal of advances in education. retrieved from: http://ijaedu.ocerintjournals.org.com. lowry, p. b., curtis, a., & lowry, m. r. (2004). building a taxonomy and nomenclature of collaborative writing to improve interdisciplinary research and practice. journal of business communication, 41(66), 74–81. lunsford, a. (1991). collaboration, control, and the idea of a writing center. the writing center journal, 12(1), 3–10. nagin, c. (2003). because writing matters: improving student writing in our schools. san francisco, ca: jossey-bass. nina, k. v. (2016). teaching writing skills by using brain writing. okara:journal of languages and literature, 1(1). montero, a. (2005). what a feeling! motivating efl students through collaborative writing with poems. english teaching forum, 43(3), 36–38. mulligan, christopher, & garofalo, r. (2011). a collaborative writing approach: methodology and students assessment. nina, k. v. (2016). teaching writing skills by using brainwriting. okara: journal of languages and literature, 1. nurhidayat, e. f., apriani, e., & edy, s. (2021). the analysis of cohesive devices used by tertiary english students in writing english paragraphs. international journal of multicultural and multireligious understanding, 8(4), 70-81. oktavianti, d., gusmuliana, p., & apriani, e. (2021). the students’ strategies in developing their ideas in writing essay. jadila: journal of development and innovation in language and literature education, 1(4), 389-406. oxford. r. l. (1990). language learning strategies: what every teacher should know. new york: newbury house. rohman, d. g., & wlecke, a. o. (1965). pre-writing: the construction andapplication of models for concept formation in writing (u.s. office of education cooperative research project no. 2174). rollinson, p. (2005). using peer feedback in the esl writing class. elt journal. saddler, b., & graham, s. (2005). the effects of peer-assisted sentence combining instruction on the writing performance of more and less skilled young writers. journal of educational psychology, 97, 43 54. http://ijaedu.ocerintjournals.org.com/ windy, et.al: the application of collaborative writing strategy in teaching composition in a public junior high school 315 sanjaya, h. k., apriani, e., & edy, s. (2020). using web blogs in teaching writing for efl students. journal of english education and teaching (jeet), 4(4), 516-535. stroch, n. (2011). annual review of applied linguistic. cambridgeuniversitypress. 316 |english franca, vol. 5, no. 2, 2021 english franca : academic journal of english language and education vol. 5, no. 2, 2021, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v5i2.2619 an analysis of code mixing in the movie “from london to bali” andi asrifan universitas muhammadiyah sidenreng rappang, indonesia andiasrifan@gmail.com harun abdullah stie indonesia makasar, indonesia abdullahharun434@gmail.com muthmainnah universitas al asyariah mandar, indonesia muthmainnahunasman@gmail.com muhammad yunus universitas muhammadiyah sidenreng rappang, indonesia muhammadyunusmaiwa@gmail.com atul patil school of holistic development, mit art, design & technology university, pune, india atul.patil@mituniversity.edu.in abstract this study aims to analyze the code-mixing from london to bali movies. what was be examined is the types and level code-mixing. in types and level code-mixing, researchers used the suwito theory. as for the types of code-mixing, including inner code-mixing and outer code-mixing, while in code-mixing level consists of six words: word-level code-mixing, phrase-level code-mixing, clause level code, baster level codemixing, repetition level code-mixing, and code-mixing level idioms. this research design used is qualitative research. qualitative research, among others, is descriptive. the data is collected more in the form of words or pictures rather than numbers. the qualitative descriptive method is a method that researchers can use to analyze by doing fact-finding with the right interpretation. qualitative research is closely associated with the context. based on the results of the analysis from london to bali, the data was obtained for types of code-mixing consisting of inner code-mixing 115 data, outer codemixing 46 data, and level code-mixing consisting of word-level code-mixing 145 data, phrase level code-mixing 10 data, code-mixing clause level 4 data, baster level codemixing 1 data, repetition level code-mixing 3 data, idiom level code-mixing 0 data. mailto:andiasrifan@gmail.com mailto:abdullahharun434@gmail.com mailto:muthmainnahunasman@gmail.com mailto:muhammadyunusmaiwa@gmail.com mailto:atul.patil@mituniversity.edu.in 318 |english franca, vol. 5, no. 2, 2021 keywords: analysis, code-mixing, movie introduction software applications, television, telephone, cd rom, audio or movie, computer, and internet are all examples of ict. the movie as an example of how ict may be used as a communication medium takes a role as a communication medium (apriani, et. al, 2019). the movie is the work of most people who cooperated in making works of art to display on the screen, such as the cinema and other communications tools. to make a movie in need of hard work to work a movie that was being created. this is caused because the start of wrote a story movie, the place of movie, the main cast and supported, and it's a lot of other needs in need in the made of a movie (rohrbach, torabi, rohrbach, tandon, & ..., 2017). all this is done to get the results that work the best to show to the broader community. the success of work can be determined by how enthusiastically people watch the work, particularly a movie. it is a tool of mass communication, a tool for disseminating various message types in modern civilization is, in the use of other movies, be a tool for the artists of the movie to express ideas, through insight into beauty (mendiburu, 2012). the most important thing in the making of the movie is the storyline that was explained in the movie and the background such as popular movies, actors and actresses who play the movie, and the use of language in the making of the movie (angarita, 2007; moretti, 2011). with the advancement of communication media, the use of language today will spread more quickly, resulting in this type of code-mixing. code-mixing can be found in magazines, novels, newspapers, radio broadcasts, social media, and movies. it's a fascinating phenomenon in indonesia today, especially the use of indonesian-english code-mixing in films. movies are no longer just made to entertain people; they are also used to convey messages. language messages are communicated through the medium. people use the language in a variety of ways. code-mixing is one of them. teenagers frequently use code-mixing. they frequently use a combination of indonesian and english. one of the factors that cause teenagers to mix languages is the influence of movies, particularly popular films that contain code-mixing so that the movies influence language use (adrean, daud, & kismullah, 2019). then, the most prominent in the film is the cast that will play the characters because most people were interested in who was portraying the characters in the film (butler, wulff, stanley, and black). aside from the cast, the majority of the views were used for filming. the film itself is a form of entertainment for the larger community to fill in spare time with family at home, at the movies, or wherever it is on the sidelines, busy with work draining. the movie's groove or story depicts the interactions that exist in the film. and the movie, which is frequently seen by many people now that the grooves are present in the film, used code-mixing (zhang & skiena, 2009). code-mixing is used to make the film appear elegant, interesting to watch, and improve the film's grade (busby & klug, andi asrifan, et. al: an analysis of code-mixing in the movie “from london to bali” 319 2001). the more a groove is interested in a movie to be made, the more likely the audience is to watch the movie. in indonesian films, there is frequently a mix of languages in use, either through code-mixing or subtitles. code-mixing is the process of switching from one language to another using the same word or in the same oral or written text (poudel, 2019). when someone uses a word or phrase from another language, it indicates that he or she is code-mixing (poudel, 2019). all of the above, especially for a movie in use in indonesia, often used code-mixing and code-switching because in indonesia, known with the bilingual community or community who can use two languages. namely the regional languages as mother tongue and language and indonesian as the national language and even a lot of the public who already know two languages from other countries especially english as an international language. this is because indonesia consists of many tribes' customs and cultural backgrounds are different. that is cause almost every region in indonesia has a local language respectively. therefore, indonesia, known to the public is bilingual. it is the use of two or more languages sufficiently to carry on a limited casual conversation. from the community bilingual which causes code-mixing and codeswitching in indonesia. in addition, almost every interaction in the community already uses code-mixing and code-switching in interacting well at home, market, and school wherever it is. (harya, 2018) some studies done with a similar analysis found out the type of code-mixing used in dialogue in the professionals movie. the sources of data were the dialogue of the professionals movie. the authors analyze the type of code-mixing. the results of the analysis will be displayed and analyzed. the author uses 127 pieces of data from the artist's dialogue in the movie that is sufficient to represent each code. the analysis focuses on five types of code-mixing: code-mixing informs of word insertion, phrase insertion, hybrid insertion, idiom, and clause insertion. the results of the analysis reveal that 127 dialogues are code-mixing, five forms of code-mixing: word insertion (47,24%), phrase insertion (18,11%), hybrid insertion (1,57%), idiom insertion (3,14%) and clause insertion (29,92% ) (silviyani, 2018). another researcher, s. rasul, discovered that code-mixing is common in social media content generated by multilingual users in his study. the processing of such data for linguistic analysis and computational modeling is difficult due to the linguistic complexity caused by the nature of the mixing, as well as the presence of non-standard spellings, grammar, and transliteration. our analysis demonstrates the extent to which code-mixing occurs in english-hindi data. the classification of code mixed words based on the frequency and linguistic typology emphasizes that, while there are easily identifiable cases of borrowing and mixing at both ends, the vast majority of the words form a continuum in the middle, emphasizing the need to handle these at different levels for automatic data processing. (rasul, 2013) it's not the case with hamsia, who discovered because multilingual speakers frequently switch between languages, automatic language identification becomes both a necessary and difficult task. a simple unsupervised dictionary-based approach 320 |english franca, vol. 5, no. 2, 2021 supervised word-level classification with and without contextual clues, and sequence labeling using conditional random fields are all used. he discovered that the dictionary-based approach is outperformed by supervised classification and sequence labeling and that contextual cues must be considered (hamsia, 2015). other researchers argue that it should also take into account movie viewing habits on devices other than televisions. (nair et al., 2019; auerbach et al., 2019; skerlos et al., 2019) what distinguishes this research is that it will examine the movie in the case to learn more about the code-mixing that appears in the research subject, by watching the movie that was quite interesting used by the movie's actor from london to bali. its purpose is to broaden the research and educate the public about what code-mixing entails. theoritical framework about sociolinguistic as a part of linguistics, it is an interdisciplinary study with sociology, with the object of the research in which it relates language and social factors found in society (mesthrie, 2009; meyerhoff, n.d.) sociolinguistics can be used in communication or interaction that provides guidelines in communicating by showing what language, language variety, or language style should be used when talking to certain people(holmes, 2013; hymes, 1971). as an object in sociolinguistics, language is not seen or approached as a language but rather as a means of interaction or communication in human society bilingual the beginning of the formation of bilingualism lies in the existence of a language community which means the agreed language community as a communication tool. from the language community, a new theory will emerge regarding bilingualism and monolingual. monolingual is a language community that uses one language, while bilingualism is the habit of using two languages in interactions with others(blommaert, 2010; trudgill, 2000) code in human interaction with the other, they usually take differences in codes in differences in fettles. code is a particular dialect or language that is used in every opportunity to communicate between two or more parties(trudgill, 2000). as a general rule, code usage during a conversation has occurred commonly in bilingual societies. they can use some code in thanks. can talk about who is talking to them. the decision codes are in various languages. it can be referred to all types of systems used by two or more people for communication. andi asrifan, et. al: an analysis of code-mixing in the movie “from london to bali” 321 code-mixing code-mixing was a phenomenon of bilingual that exists in the community are bilingual or multilingual. this is because people who use two languages or more often insert words that have no grammatical elements in them. in another word, say clause or phrase in use is composed of clauses ( hybrid clauses, hybrid phrases) and each clause or phrase no longer support the functions of its own then the events that happened is the code-mixing(pitaloka, n.d.; wray, 1998) types of code-mixing there are several types of code-mixing said; there are three types of code-mixing based on syntactical pattern (sotiloye, 1992) as follows : a) intra lexical code-mixing b) intra sentential code-mixing c) involving a change in pronunciation meanwhile, others divide the two code-mixing types: inner code-mixing and outer code-mixing(bhatia & ritchie, 2014). a) inner code-mixing code-mixing the code in the is to mix a language with its language. usually, it happens in indonesia, because indonesia was many traditional languages in each region utter code-mixing b) outer code-mixing it is the mixing of languages derived from a foreign language. that is, speakers, mix the language of their nation with a foreign language. english is a foreign language which common people mix the language of their country with the english language. c) level of code-mixing while in the context of the level of code-mixing, it divides the types of codemixing into some words, phrases, baster, repetitive words, idioms and clauses. movie the film is an audio-visual communication medium to convey a message to a group of people gathered in a certain place(ainslie, drèze, & zufryden, 2005). movie messages on mass communication can take any form depending on the film's mission. however, generally, a film can include a variety of messages, be it educational, entertainment, or information messages. the message in the film is to use the symbolic mechanism that exists in the human mind in the form of message content, sound, speech, conversation, and so on. 322 |english franca, vol. 5, no. 2, 2021 films are also considered as a powerful communication medium for the masses they target, because of their audio-visual nature, namely living images and sounds. with pictures and sound, films can tell a lot in a short time(ainslie et al., 2005; angarita, 2007; mateer & li, 2008; reinstein & snyder, 2005; sang & xu, 2010). when watching a film, the audience seems to be able to penetrate space and time that can tell the life and can even influence the audience. films can be grouped into two basic divisions, namely the category of story films and non-story films(sklar, 2012). other opinions classify it into fiction and non-fiction films. feature films are films that are produced based on stories composed and played by actors and actresses. in general, feature films are commercial in nature, meaning they are shown in theaters with a certain ticket price or shown on television with the support of certain advertising sponsors. non-story films are films that take reality as the subject, namely recording reality rather than fiction about reality. in its development, story films and non-story films influence each other and give birth to various types of films that have their characteristics, styles, and patterns. story films to keep the audience's interest must be responsive to the times, meaning that the story must be better, professional processing with increasingly sophisticated editing techniques so that the audience does not feel cheated by certain tricks even as if the audience is an actor/actress in the film the. in making story films, a thought process and technical process are needed, namely in the form of searching for ideas, ideas, or stories that are worked on, while the technical process is in the form of artistic skills to turn any idea, idea, or story into a film that is ready to watch research methodology the research method used in this research is the descriptive qualitative research method. descriptive research is meant to identify, analyze, and describe data. the descriptive research method is research that is solely based on existing facts or phenomena that are empirically alive in the speakers so that the data produced or recorded is in the form of exposure. furthermore, descriptive research does not consider whether or not the use of language by its speakers is true, because this is its first and foremost characteristic (creswell, 2013). instruments the basic technique used is listening to the use of the language spoken by the characters. while the advanced technology used is the listening technique, listen and watching the movie, again and again, the listening method is the provision of data by listening to the use of the language used by the characters. then, data collection techniques were also carried out by recording techniques, recording words in speech sentences classified as mixed codes, and then analyzed. the recording was only done on data that would support this research andi asrifan, et. al: an analysis of code-mixing in the movie “from london to bali” 323 data analysis procedures data analysis was carried out while data collection was in progress. this means that the data that has been obtained is directly analyzed. cresswell in qualitative research said that researchers should not wait and let the data accumulate to then analyze it. this method is taken to avoid data accumulation. resultss and discussion results the data is classified in this section based on the type and level of code-mixing. the data obtained from the london to bali film is the subject of the study. researchers discovered different types of code-mixing as well as different levels of code-mixing. the researcher analyzes the types of code-mixing and the level of code-mixing found in the movie using theory. according to suwito theory, there are two types of code-mixing, namely inner code-mixing, and outer code-mixing. meanwhile, suwito's level of codemixing includes word-level code-mixing, phrase-level code-mixing, clause-level codemixing, baster-level code-mixing, repetition of word-level code-mixing, and idiom-level code-mixing. table 1. the findings example inner code-mixing no inner code-mixing analysis 1. ini teh maksudnya apa yah the function of word teh is an affirmation on the sentence 2. mungkin sekitar 4 tahun, tenang aja kita masih bisa kontek-kontekan the word "aja" is a betawi dialect commensurate with the word "saja" in the indonesian 3. aku masih ngak nyangka deh kayak mimpi rasanya the word "ngak" is equivalent to the word "tidak", the word "no" is a language that creates relaxation to friendship 4. kebetulan kalau begitu rumah kita kan kosong cuma ada pembantu nah kamu jagain aja sampai kita pulang nanti yah "jagain" is equivalent to the word "jaga" in indonesian, the use of language is influenced by the balinese dialect which is added by the suffix -in in the narrative 5. mamang loe kepeleset di tangga bambu. bambunya licin terus nafasnya sesak kambu? the word "loe" is equivalent to “kamu” word in indonesian 6. gue mau bawa dia ke rumah sakit dia ngak mau mesti nunggu elu the word "gue" is commensurate with “saya” words in indonesian, this is to create relaxation or closeness 324 |english franca, vol. 5, no. 2, 2021 no inner code-mixing analysis 7. ngak papa bokap kerja di prancis nyokap tinggal jadinya ikutan lah aku tinggal sendirian, lagian aku lebih nyaman ngobrol dengan orang indonesia the word "bokap" is a slang meaning "bapak" in indonesian, this describes the relaxed conditions 8. masa mobilnya bagus kayak gini bensinnya abis the word "abis" from the betawi dialect is equivalent to the word "habis" in indonesian 9. hei kok di konci, loe bohongin gue hah the word konci is a dialect betawi equivalent to the word " kunci" in indonesian 10. nih kalau di benarin bisa abis 3 juta 702 rebu lah the word rebu comes from the sundanese dialect which means ribu in indonesian 11. buat die nih nih ngopi, emang ngak ngopi orang gimana sih loe the word die is a betawi dialect which is commensurate with “die” word in indonesian 12. kang atuh di bantulah kang, tolongin lah kang di apain gitu? the word "tolongin" is commensurate with the word tolong in indonesian, in speech add the suffix in which is influenced by the balinese dialect 13. gue mau ceritain sedikit tentang bali yah jadi turis-turis di sini ngabisin uangnya itu untuk kesenangan dan kepuasannya mereka, anak-anak pantai di sini meraup uang dari turis itu. contohnya itu di sana awalnya sih mijit malemnya langsung di lilit dapet duit tuh bocah jelek. terus yang di sana modusnya suh ngajarin selancar abis itu selancar di kamar dapet dollar dan satu lagi tuh di sebelah sana tuh bule udah ke patil ama si kurus duit ngalir terus the word "bocah" is betawi dialect which means "little child" in indonesian 14. loe tuh bego atau gimana sih katanya loe mau ngikutin cara kerja gue , sekarang terserah loe deh, loe mau jadi gembel juga boleh the word "bego" comes from the betawi dialect which is commensurate with the "sangat bodoh" in the indonesian language which causes icm andi asrifan, et. al: an analysis of code-mixing in the movie “from london to bali” 325 no inner code-mixing analysis 15. cakep tuh hehehe, satu lagi mulai sekarang loe harus panggil gue bos? ok the word "cakep" is a betawi dialect which means "bagus" in indonesian 16. pekerjaan ini sangat menyenangkan dan menguntungkan ya udah bawel the word “bawel” is a betawi dialect which if interpreted in indonesian means "banyak bicara" 17. udah loe ngak usah mikirin isi kontraknya udah tanda tangan aja the word "mikirin" is commensurate with the word "memikirkan" in indonesian, in the speech plus the suffix in which is influenced by the balinese language 18. kenalin ini sodikin dan ini bambang nih satu angkatan sama loe the word "kenalin" is commensurate with the word "perkenalkan" in indonesian, in the speech plus the suffix in which is influenced by the balinese dialect 19. kalian perhatiin gue yah ! 20. nah sekarang kalian harus banyak olahraga supaya badan jadi kekar dan seksi, dan sekarang juga harus bisa kenalan dan ajak cewek bule , ngerti kalian "ajak" comes from the betawi dialect which is equivalent to the word "meminta" in indonesian table 2. the findings outer code-mixing no outer code-mixing analysis 1. aku tau kamu masih ngak rela aku pergi tapi kalau kamu emang sayang sama aku harusnya kamu support aku in addition to being categorized in the ocm because there is a word of support in the speech that is inserted between indonesian languages, this shows that the speaker is an educated person 2. keep in touch keep smile and keep talking sama pembantu the process besides being categorized in ocm because the speaker uses english as the main code then uses indonesian as a second language which is only fragments in the use of the language 3. ya udah di gadai 500 yah tapi 2 (dua ) bulan kalau ngak di tebus nih motor milik gua, deal? the word "deal" is an english word that means to "sepakat" in indonesian, the word deal has been used in the indonesian language 326 |english franca, vol. 5, no. 2, 2021 no outer code-mixing analysis 4. no, just boyfriend, hey this is london bukan indonesia in addition to being categorized in ocm because speakers use english as the main code and then insert the word "bukan" which is indonesian 5. we haha welcome to bali surga dunia.sini minum dulu loe kan capek in addition to being categorized in ocm because there is the word welcome to in a speech that is inserted between indonesian languages. this is used by speakers to make it easier for opponents to understand 6. maaf aku baru sempat balas, kemarin aku dapat surprise party in addition to being categorized in the ocm because there is the word “surprise party” in the narrative that is inserted between indonesian languages, this shows that the speaker is an educated person 7. selamat datang di basecamp kuta koboi, mulai hari ini lu akan menjalankan hidup loe yang menyenangkan dan banyak funnya gi mana asik kan yuk in addition to being categorized in the ocm because there is a word” base camp” in the narrative that is inserted between indonesian languages, aims to create a friendly and relaxed atmosphere 8. sekarang peraturan nomor 2 harus nurut jadi tamu minta apa aja lo turutin kalau tamu complaint loh ngak dapat dit sepeser pun. in addition to being categorized in the ocm, there is the word complaint in the word which means complaining but this is done because there is no right word to use in the word 9. we haha welcome to bali surga dunia.sini minum dulu loe kan capek categorized in ocm because two languages are used in each other in which indonesian is the main code than english 10. harus pake hp ini karena hp ini sudah di install buat kerjaan loe nanti the word install is used because there is no equivalent word that can be used in indonesian 11. halo sodikin nama ku tapi you can call me dik saja the speaker said “you can call me” to make a look familiar and friendly 12. pekerjaan escort itu pekerjaan yang sangat mulia kita berada di garda terdepan untuk memberikan impresi yang baik buat para turis di bali the word escort is an english word meaning escort in indonesian, the word escort is used because of the name of a job andi asrifan, et. al: an analysis of code-mixing in the movie “from london to bali” 327 no outer code-mixing analysis 13. ini role model kalian , kalian mesti belajar sama dia. categorized in ocm because there are foreign languages spoken in the language 14. lihat elu kalau gue udah six pack bapak elu datang mohon-mohon gue tolak elu, sombong elu. the word "six-pack " categorize as ocm because the word from english slipped into indonesian 15. nah baru sejam foto loe gue upload udah aja pelanggan loe, emang kalau muka ganteng itu ngak bisa boong hehehe , bamabang sodikin tenang aja kalau muka jelek ngak bisa boong the word “upload” comes from english which is inserted between indonesian languages so that it is categorized in ocm, the word upload is used because there is no equivalent word 16. sorry for kentut the word "kentut" is indonesian which is slipped in between english, this shows that the speaker can use indonesian 17. lukman selamat yah kemarin loe itu ceo dari perusahaan deodorant ternama di luar negeri dan masih single hehehe nih, aits ini langsung gue potong buat bayar hutang, gue cuma mau ngasih lihat kalau loe dapat duit banyak the word ceo comes from english namely chief executive officer which means " direktur utama" in indonesian, this word is used so that the interlocutor understands more quickly what is meant. then there is the word deodorant and single on the speaker said because nothing commensurate to that word. 18. ini klien loe itu masuk penjara jadi ngak dapat tip, tapi jangan sedih memang kalau anggota baru itu kebanyakan apes. good berarti sekarang gue mau pamit ke jakarta untuk urusan yang lain. ok, take care and have fun, ok guys categorized in ocm because speakers use indonesian and then mix with sentences from english, this illustrates that speakers of educated people 19. eh astagfirullah maaf-maaf. categorized in ocm because speakers mix in arabic, this is done because of language requirements 20. itung-itung aku fitnest biar perut aku ini six pack the word fitness is used because there is no equivalent word 21. itung-itung aku fitnest biar perut aku ini six pack the word fitnest is used because there is no equivalent word 328 |english franca, vol. 5, no. 2, 2021 table 3. word level code-mixing no context level of codemixing analysis 1. loe tuh bego atau gimana sih katanya loe mau ngikutin cara kerja gue , sekarang terserah loe deh loe mau jadi gembel juga boleh wlcm there is the word "stupid" which is categorized as mixing basic word codes because it has not undergone any morphological processes 2. cakep tuh hehehe, satu lagi mulai sekarang loe harus panggil gue bos? ok wlcm the word "cakep " is classified in the basic word because it can’t be broken into smaller 3. pekerjaan ini sangat menyenangkan dan menguntungkan ya udah bawel wlcm the word "bawel" is basic because the word cannot be broken down into smaller / simpler elements. 4. pekerjaan escort itu pekerjaan yang sangat mulia kita berada di garda terdepan untuk memberikan impresi yang baik buat para turis di bali wlcm the word "escort" can be categorized as a basic word because the word cannot be broken down into smaller / simpler elements. 5. nah sekarang kalian harus banyak olahraga supaya badan jadi kekar dan seksi, dan sekarang juga harus bisa kenalan dan ajak cewek bule , ngerti kalian wlcm the word "ajak" can be classified into basic words because they are the basis for the formation of more complex words. in addition, the word cannot be broken down anymore. 6. nah baru sejam foto loe gue upload udah aja pelanggan loe, emang kalau muka ganteng itu ngak bisa boong hehehe , bambang sodikin tenang aja kalau muka jelek ngak bisa boong wlcm the word upload can be classified as compound words because the word comes from the word up + load. 7. sorry for kentut wlcm the word" kentut" is basic because the word cannot be broken down andi asrifan, et. al: an analysis of code-mixing in the movie “from london to bali” 329 no context level of codemixing analysis into smaller / simpler elements. 8. ini klien loe itu masuk penjara jadi ngak dapat tip, tapi jangan sedih memang kalau anggota baru itu kebanyakan apes. good berarti sekarang gue mau pamit ke wlcm the word "good" can be categorized as a basic word because the word cannot be broken down into smaller / simpler elements. 9. gue pengen banyak duit, gue pengen jadi orang kaya, berangkatin orang tua ke mekkah yah pokonya supaya ngak di remehin orang. wlcm the word pengen is basic because the word cannot be broken down into smaller / simpler elements. 10. mane teh ngotor-ngotorin bali aja wlcm the word "mane" is basic because the word cannot be broken down into smaller / simpler elements. 11. udah loe ngak usah mikirin isi kontraknya udah tanda tangan aja wlcm “mikirin” of wlcm is categorized as having an impact because the word comes from the word base mikir added the suffix-in 12. ah bule gelo mane teh ngak bisa naik motor wlcm the word "gelo" is basic, because the word cannot be broken down into smaller / simpler elements. 13. ngak, anter ke rumah paman ku nah dia bisa ngurut wlcm the word "anter" is basic because the word cannot be broken down into smaller / simpler elements. 14. ya udah atuh kamu tunjukin jalannya yah wlcm the word "atuh" is basic because the word cannot be broken down into smaller / simpler elements. 330 |english franca, vol. 5, no. 2, 2021 no context level of codemixing analysis 15. sampun, untung lansung di bawa ke sini wlcm the word "sampun" is basic because the word cannot be broken down into smaller / simpler elements. 16. udah aku antarin lagi wlcm categorized as a word with an impact because the word “antarin” comes from an “antar” base word added the suffix -in 17. ya udah entar kalau kamu mau pake motor kamu telpon aku aja wlcm the word "use" is classified in the basic word because it cannot be changed again in a simple form 18. mane teh cari mejanya di pojok aja, kalau ada kipas angin pinjem beli lakban yah wlcm the pinjem "use" is classified in the basic word because it cannot be changed again in a simple form 19. jadi kamu jauh-jauh ke sini cuma mau tanyain itu doang wlcm the doang "use" is classified in the basic word because it cannot be changed again in a simple form 20. jangan-jangan bukan ji itu klien mu wlcm the word "ji" is classified in the basic word because it cannot be changed again in a simple form 21. ngak papa, jatoh dari tempat tidur wlcm the word "jatoh" is classified in the basic word because it cannot be changed again in a simple form 22. lukman please, biarin aku jalanin hidup aku yang baru wlcm the word "please" is grouped in the basic word because it cannot be broken. it becomes simpler andi asrifan, et. al: an analysis of code-mixing in the movie “from london to bali” 331 no context level of codemixing analysis 23. kalian tuh harus makan banyak biar gede badannya! wlcm the word "please" is grouped in the basic word because it cannot be broken. it becomes simpler 24. putu, kebetulan nih makan bareng sini sini. putu kenalin ini lukman anggota baru gue wlcm the word "please" is grouped in the basic word because it cannot be broken. it becomes simpler 25. aduh seruisan ini atuh kalau ada yang ngelangar gimana? wlcm categorized as a word with an impact because the word "ngelanggar" comes from a "langgar" base word added the prefix – nge table 4. phrase-level code-mixing in the movie “from london to bali no speech level of codemixing analysis 1. innalillahi wainnailaihi rajiun mamang loe ude ngak ade plcm innalilllahi wainna ilaihi rajiun is categorized in phrases because it doesn't have a combination of subject and predicate but already has meaning 2. maaf aku baru sempat balas, kemarin aku dapat surprise party plcm surprise parties are classified in phrases because they have no subject and predicate but have meaning 3. ini role model kalian , kalien mesti belajar sama dia plcm role models are classified in phrases because they have no subject and predicate but have meaning 4. keep contact yah plcm keep contact are classified in phrases 332 |english franca, vol. 5, no. 2, 2021 no speech level of codemixing analysis because they have no subject and predicate but have meaning 5. ini klien loe itu masuk penjara jadi ngak dapat tip, tapi jangan sedih memang kalau anggota baru itu kebanyakan apes. good berarti sekarang gue mau pamit ke jakarta untuk urusan yang lain. ok, take care and have fun, ok guys plcm take care and have fun categorized in phrases because it doesn’t have a combination of subject and predicate but already has meaning 6. eh astagfirullah maaf-maaf. plcm astagfirullah is categorized in the phrase form description of the entry of the arabic language of speech 7. lukman i’m serious kaki kamu kenapa kayak gini? plcm i'm seriously categorized in phrases because it doesn't have a combination of subject and predicate but already has meaning 8. welcome to bali surga dunia.sini minum dulu loe kan capek plcm categorized in phrases because it doesn’t have a combination of subject and predicate but already has meaning 9. from london to bali tujuan kamu tuh apa sih? plcm categorized in phrases because it doesn’t have a combination of subject and predicate but already has meaning table 5. clause level code-mixing in the movie “from london to bali no speech level of codemixing analysis 1. halo sodikin nama ku tapi you can call me dik saja clcm you can call me categorized in clause because it consists of a andi asrifan, et. al: an analysis of code-mixing in the movie “from london to bali” 333 no speech level of codemixing analysis combination of words that have subject and predicate 2. hai, i miss you so much akhhirnya kita bisa ketemu lagi sama kamu. aku tuh nunggu udah lama banget untuk ketemu sama kamu clcm i miss you so much categorized in independent clause because the sentence can stand alone and already has a complete meaning 3. wacth your mouth, emang teh ngerti saya ngomong apaan, sini atuh berdiri clcm what your mouth categorized in independent clause because the sentence can stand alone and already has a complete meaning 4. i think it, ngak ada apa-apanya di banding kecantikan kamu clcm i think it is categorized in clause because it has elements of subject and predicate table 6. baster level code-mixing in the movie “from london to bali no speech level of codemixing analysis 1. selamat datang di basecamp kuta koboi, mulai hari ini lu akan menjalankan hidup loe yangn menyenangkan dan banyak funnya gi mana asik kan yuk blcm there is the word "fun" in the story which when viewed the word fun comes from english and then -nya from indonesian this is what causes blcm table 7. repetition word-level code-mixing in the movie “from london to bali no speech level of codemixing analysis 1. itung-itung aku fitnest biar perut aku ini sixpack rwcm from the side is a repeated word repeating all the basic forms 334 |english franca, vol. 5, no. 2, 2021 2. saya teh nyesal saya udah nyianyiain hidup saya untuk pekerjaan yang ngak benar rwcm from the side is a repeat word that gets an affix 3. kita kan masih bisa kontekkontekan rwcm from the side is a repeat word that gets an affix discussion finally, the researchers discussed the findings from london to bali movie through a long process. for types of code-mixing that are often used are inner codemixing (icm) then outer code-mixing (ocm). in from london to bali movie uses language that is more relaxed and more intimate, this is done to attract the interest of the audience, both adults and adolescents watching from london to bali movie, because it uses language that tends to be relaxed in its narrative. then the level of code-mixing from london to bali is not all code-mixing is used, of the six code-mixing levels examined only idioms of the level of code-mixing are not used in the form london to bali movie. the most widely used level of code-mixing is the word level of code-mixing. it is obtained from the insertion of words in a sentence spoken from london to bali this movie can be seen from the conditions, culture, and location of the shoot or the situation at the time of filming. the second level is the phrase code level mixing (plcm) obtained in from london to bali movie, then the third is a clause then followed by a repetition of the word level code-mixing after that baster code-mixing. in leech's opinion, politeness refers to forms of action that people follow to preserve their committees or create an environment of general harmony. according to the leech theory, the use of euphemism is thus a maxim of negative politeness, aimed at preventing conflict rather than finding consensus. euphemism helps prevent concepts that may trigger conflict in language which are threatening to face. the code change is often used to establish comedy from formal to slang, or urban. humor is intended to minimize the severity of the hiv and aids topic that deals with serious issues such as disease and death by laughing. in mashiri and as lederer (1997: 4) cited. al. (2002: 231) quite rightly argued that 'slang helps us to crack the ice through cheaper and friendlier equipment' in skido for example, it produces a humorous effect, saying "i like this one with a large backbone." the bits of slang used in a formal language is intended to draw the audience's attention with hilariousness since the intention is to laugh and learn. this approach takes the form of edutaining contact in the sense of the film, which andi asrifan, et. al: an analysis of code-mixing in the movie “from london to bali” 335 simultaneously provides for and educates. it is a compelling tactic to encourage people to listen, understand and potentially change their risky sexual behavior. the switch of code between languages serves various purposes of communication. it can be a way of claiming a common identity and a method used by two people to create relationships among the interlocutors. in the above example, when the gardener becomes black, tiyane switches to shona. shona is used in this scenario to assert the same ethnic identity with the gardens, thus eliminating barriers to contact between the two. there is friction initially between the two aliens, but when they turn to shona this is minimized. similarly, adriane-los (1997) of asian americans researched code-switching to classify ethnic groups. code shift was made. these occurrences are much closer to the truth of the cinema's vocabulary as they reflect the same condition as in society. tisane speaks in english to juliet and her mother, but when he talks with the gardener, she returns to shona. in this regard, the change of code is intended to accommodate a person not competent in a certain language, as with the gardener who is not competent in the english language. concerning indonesia's socio-cultural today, socio-cultural value is a foundation of every person's life because it is associated with fundamental values such as good or bad, right or wrong, usual or unusual, and is thought to be important in ensuring a society's longterm development (koentjaraningrat, 1974). it has a significant impact on and determines the knowledge system (way of thinking) and how individuals and groups act and behave. the socio-cultural values that will be explored in this paper will primarily be in education, which is a deliberate effort and is intended to develop the individual potential to develop community, nation, and even the state. conclusion finally, the researchers discussed the findings from london to bali movie through a long process. for types of code-mixing that are often used are inner codemixing (icm) then outer code-mixing (ocm). in from london to bali movie uses language that is more relaxed and more intimate, this is done to attract the interest of the audience, both adults and adolescents watching from london to bali movie, because it uses language that tends to be relaxed in its narrative. references adrean, m. r., daud, b., & kismullah, k. (2019). an analysis of code-mixing in 336 |english franca, vol. 5, no. 2, 2021 indonesian movie cek toko sebelah. research in english and …. retrieved from http://www.jim.unsyiah.ac.id/read/article/view/14122/0. ainslie, a., drèze, x., & zufryden, f. (2005). modeling movie life cycles and market share. marketing science. retrieved from https://pubsonline.informs.org/doi/abs/10.1287/mksc.1040.0106. angarita, o. e. p. (2007). movie player. us patent app. 29/255,450. retrieved from https://patents.google.com/patent/usd552054s1/en. apriani, e., supardan, d., sartika, e., suparjo, s., & hakim, i. n. (2019). utilizing ict to develop student’s language ethic at islamic university. potensia: jurnal kependidikan islam, 5(1), 1-14. bhatia, t. k., & ritchie, w. c. (2014). the handbook of bilingualism and multilingualism. retrieved from https://books.google.com/books?hl=en&lr=&id=b3pyawaaqbaj&oi=fnd&pg=p r11&dq=the+handbook+of+bilingualism+and+multilingualism&ots=gulzjjvg61 &sig=xcj5mbdmu9p4be7uxagr3dffyww. blommaert, j. (2010). the sociolinguistics of globalization. retrieved from https://books.google.com/books?hl=en&lr=&id=yqwyvlywa8mc&oi=fnd&pg=p r7&dq=introducing+sociolinguistic&ots=xagqvtih3v&sig=5ecbilsztydatayhxltga6lu54. busby, g., & klug, j. (2001). movie-induced tourism: the challenge of measurement and other issues. journal of vacation marketing. retrieved from https://journals.sagepub.com/doi/abs/10.1177/135676670100700403. butler, d. j., wulff, j., stanley, g. b., & black, m. j. (2012). a naturalistic open source movie for optical flow evaluation. european conference on …. retrieved from https://link.springer.com/chapter/10.1007/978-3-642-33783-3_44. creswell, j. w. (2013). research design: qualitative, quantitative, and mixed methods approaches, 4th edition (4th edition). thousand oaks: sage publications, inc. gabler, n. (2000). life the movie: how entertainment conquered reality. vintage. hamsia, w. (2015). code-mixing and code switching in umar kayam’s novel para priyayi. didaktis: jurnal pendidikan dan ilmu pengetahuan. retrieved from http://103.114.35.30/index.php/didaktis/article/view/42. harya, t. d. (2018). sociolinguistics (code: code-switching and codemixing). lentera: jurnal ilmiah kependidikan. retrieved from http://jurnal.stkippgribl.ac.id/index.php/lentera/article/view/74. holmes, j. (2013). an introduction to sociolinguistics. retrieved from https://books.google.com/books?hl=en&lr=&id=iv_faqaaqbaj&oi=fnd&pg=pp1 &dq=introducing+sociolinguistic&ots=nnbecozxyq&sig=rmz3ek_f8zfdji4ajvjjk sr9mkk. hymes, d. (1971). sociolinguistics and the ethnography of speaking. social anthropology and language. retrieved from https://books.google.com/books?hl=en&lr=&id=m0eebntsmoc&oi=fnd&pg=pa47&dq=introducing+sociolinguistic&ots=vbgbngoa_y &sig=7ri5wqe2rosbfngmovc_oh0yy1k. andi asrifan, et. al: an analysis of code-mixing in the movie “from london to bali” 337 koentjaraningrat. 1974. manusia dan kebudayaan di indonesia. djakarta: djambatan. leech, g. n. (1983). principles of pragmatics. london: longman. mashiri, p., mawomo, k., & iom, p. (2002) naming the pandemic: semantic and ethical foundations of hiv/aids shona vocabulary. (university of zimbabwe zambezia journal 2002, xx1x, ii) mateer, g. d., & li, h. (2008). movie scenes for economics. the journal of economic education. retrieved from https://www.tandfonline.com/doi/pdf/10.3200/jece.39.3.303 mendiburu, b. (2012). 3d movie making: stereoscopic digital cinema from script to screen. retrieved from https://books.google.com/books?hl=en&lr=&id=36b5agaaqbaj&oi=fnd&pg=pp 1&dq=movie&ots=r18o2hmnhk&sig=wxtj1_zf_zqcjolgw8v6zi7g2lk mesthrie, r. (2009). introducing sociolinguistics. retrieved from https://books.google.com/books?hl=en&lr=&id=sjikdqaaqbaj&oi=fnd&pg=pp1 &dq=introducing+sociolinguistic&ots=qjoipwj16a&sig=xkdodjlxyk8t_kgfg5h oridmyso meyerhoff, m. (n.d.). introducing sociolinguistics. moretti, e. (2011). social learning and peer effects in consumption: evidence from movie sales. the review of economic studies. retrieved from https://academic.oup.com/restud/article-abstract/78/1/356/1536231. nair, a., auerbach, g., & skerlos, s. j. (2019). environmental impacts of shifting from movie disc media to movie streaming: case study and sensitivity analysis. procedia cirp, 80, 393–398. https://doi.org/https://doi.org/10.1016/j.procir.2019.01.102. pitaloka, a. (n.d.). an analysis of code-mixing used in instagram by the students of english language education. content of table. retrieved from https://www.academia.edu/download/61695212/proceedings_paper__pbi4_semester_720200106-65319-91jue0.pdf#page=5. poudel, s. (2019). code-mixing and literal translation in nepal’s english newspapers. journal of nelta. retrieved from https://www.nepjol.info/index.php/nelta/article/view/27692. rasul, s. (2013). borrowing and code-mixing in pakistani children’s magazines: practices and functions. pakistaniaat: a journal of pakistan studies. retrieved from http://www.academia.edu/download/57044741/228-article_text-419-2-1020131006.pdf. reinstein, d. a., & snyder, c. m. (2005). the influence of expert reviews on consumer demand for experience goods: a case study of movie critics*. the journal of industrial economics. retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1111/j.0022-1821.2005.00244.x. rohrbach, a., torabi, a., rohrbach, m., tandon, n., & ... (2017). movie description. international journal of …. retrieved from 338 |english franca, vol. 5, no. 2, 2021 https://link.springer.com/content/pdf/10.1007/s11263-016-0987-1.pdf. sang, j., & xu, c. (2010). character-based movie summarization. proceedings of the 18th acm international conference …. retrieved from https://dl.acm.org/doi/abs/10.1145/1873951.1874096?casa_token=jedgtgvqn 3iaaaaa:8yzew9dnjc5umcfxzljhudm1r1xzspyjmoy03pztw74gpqr5usbwebssyicons3v_eljsp1zggt. silviyani, e. (2018). an analysis of code-mixing used in the professional movie. retrieved from http://eprints.uty.ac.id/918/. sklar, r. (2012). movie-made america: a cultural history of american movies. retrieved from https://books.google.com/books?hl=en&lr=&id=isyqgvm7nwqc&oi=fnd&pg=pa 1&dq=movie&ots=f2xvmhrt7w&sig=xs4kadzklsffvd043trltb2oqdw. sotiloye, b. (1992). sociolinguistic: introduction to linguistics. yusuf. ed. ilorin: university press. trudgill, p. (2000). sociolinguistics: an introduction to language and society. penguin uk. wray, a. (1998). an introduction to sociolinguistic. new york: blackwell. zhang, w., & skiena, s. (2009). improving movie gross prediction through news analysis. 2009 ieee/wic/acm international joint …. retrieved from https://ieeexplore.ieee.org/abstract/document/5286056/. english franca: academic journal of english language and education vol. 6, no. 1, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i1.4116 ict-based learning in new normal era: viewed from practice and impact in elt classroom jumatul hidayah institut agama islam negeri (iain) curup hidayah_jumatul@yahoo.com prihantoro institut agama islam negeri (iain) curup prihantoro@iaincurup.ac.id abstract the covid-19 outbreak has caused a sudden transformation of learning from offline to online modes. such a transformation raises the importance of ict as an integral constituent of online learning. hence, the present mixed-method study aimed to probe into the use of ict in elt and the perceived impacts of ict use on students’ betterment in learning. eleven english lecturers from the state islamic institute of curup were incorporated as the participants. the quantitative data on the two foci were garnered from a set of an online questionnaires, and the qualitative data were gathered using observations and interviews. this study revealed that the english lecturers used ict for several pedagogical purposes, such as preparing materials, browsing materials for their lessons, preparing material presentations, and evaluating alongside giving feedback on students' learning. subsequently, all lecturers perceived that ict had positive, beneficial, and contributive impacts on students’ betterment in learning especially in terms of enhancing students’ growth mindsets, metacognition, and learning engagement. further studies are expected to conduct psychometric analyses to examine the interplay among growth mindsets, metacognition, and learning engagement as latent variables within the circle of ict use in elt. keywords: ict, impacts of ict, growth mindsets, metacognition, learning engagement introduction the outbreak of the covid-19 pandemic unavoidably has resulted in disruptive changes in almost all sectors of human life including education (fitri & putro, 2021). in the field of education, the threat of covid-19 has forced educational institutions to change teaching-learning mailto:hidayah_jumatul@yahoo.com mailto:prihantoro@iaincurup.ac.id 38 | english franca, vol. 6, no. 1, 2022 activities from offline platforms to online platforms. face-to-face classes at all levels of education have to be suspended to avoid the spread of the disease. in this regard, many governments took measures to avoid spreading the virus and to ensure the continuity of the educational process (coman et al., 2020). in addressing the issues of face-to-face class suspension, various alternatives in maintaining the continuity of the educational process have been opted (unidas & nations, 2020). within this framework, one of the most prominent options is maintaining education through online resources. distance learning modalities which are mediated by information and communication technology (ict) provide ideal platforms to bring schools and learning processes closer to homes and students in a pandemic era (lawrence & tar, 2018). as technical tools and resources, ict through the use of the internet and intranet becomes media to communicate as well as generate, transmit, store, and manage information (oztemel & gursev, 2018) in the teaching learning process during covid 19 pandemic. as far as the study of ict is concerned, some findings have affirmed that ict facilitate learners in their teaching-learning process. it provides rich and varied learning resources and materials. additionally, ict creates a fun and interactive classroom atmosphere (alsaleem, 2013). learning using ict creates student-centeredness activities. ict is more flexible, and it can also improve interaction sustainability (marinoni et al., 2020). additionally, ict accelerates students to gain and organize information (ma et al., 2020). according to apriani and hidayah (2019), pupils can obtain a lot of knowledge at once because of the many types of technology that are employed. it is worth pointing out that ict is also useful to expand the range of teaching tools. the internet enables communication between teachers and students in both synchronous and asynchronous ways, thus facilitating e-learning (bryson & andres, 2020). it is for that reason, that in covid 19 pandemic era, ict plays a crucial role in maintaining the continuity of the educational process. however, the unexpected transition from offline platform to online platform mediated by ict to a certain extent is the source of insecurity and apprehension for both teachers and students (marchlik et al., 2021). teachers suddenly are forced to teach under unusual circumstances which they have not prepared for beforehand. within this situation, teachers need time to adjust to the new modality of online teaching. under the above circumstances, it is interesting to explore the use of ict by english lecturers during the covid 19 pandemic (new era) in jumatul hidayah & prihantoro: ict-based learning in new normal era: viewed from practice and impact in elt classroom -39 which they have to shift from offline platforms to online platforms. a scientific exploration as the foregoing is critical since indonesian english lecturers need some data-based references which address the complexities of the use alongside the impact of ict in english teaching and learning. therefore, this study specifically tries to investigate how english lecturers use ict and the perceived impacts of ict on students' betterment in learning. this study is guided by the following research questions: 1) how do english lecturers use ict in the teaching and learning process in elt classroom? and 2) what are the perceived impacts of ict on students’ betterment in elt classroom? theoretical framework ict ict is an abbreviation for information and communication technology, and it refers to a diverse range of technical tools and resources used to communicate as well as generate, transmit, store, and manage information (oztemel & gursev, 2018). these technologies consider the internet, computers, and broadcasting technologies such as radio, television, and telephone. however, because of the development of technology and demand, the internet and computer have gained more attention to be used as instructional tools in education compared to others. with ict, web-based learning in second language teaching and learning has come to the fore especially in the english language as webbased learning provides the learners with a variety of hyperlinked multimedia documents and a variety of tools or programs that can support language teachers to integrate a variety of resources into the language classroom (sher ryn & sc, 2020). according to sanjaya et al. (2020), the influence of ict in all aspects of life, including education, cannot be overlooked nowadays. in the era of the covid-19 pandemic, ict integration is part of the 'new normal, as the teaching and learning process has gone online, thus, it is necessary for more research on teachers' practices of ict use in the language learning classroom. in addition, according to asabere and enguah (2012), information and communication technology (ict) is the tools, facilities, processes, and equipment that provide the essential environment with the physical infrastructure and services for the generation, transmission, processing, storage, and distribution of information in all forms, including speech, text, data, pictures, and videos. ict includes computers, computerassisted language learning (call) software, office software (word 40 | english franca, vol. 6, no. 1, 2022 processing, presentation software, drawing tools, and so on), the internet–websites and downloadable software, and commercial course books. ict also subsumes cd-roms, dvd players, mobile phones, electronic dictionaries, digital cameras and movies, dat recorders, document cameras, data projectors, electronic dictionaries, and all examples of data storage devices. according to livingstone (2012), ict comprises school-specific technology (e.g., interactive whiteboards) as well as applications utilized beyond borders, whether official or informal (e.g., education games), and networked technology. lecturers’ practices of using ict in elt the use of ict in the classroom teaching and learning process is essential because it allows instructors and students to operate, store, control, and retrieve data, in addition to promoting self-regulated and active learning (ali, haolader & muhammad, 2013 as cited in hussain et al., 2017). ict-based learning involves a broader proclivity for more than merely in a single classroom, collaborative learning among learners and teachers. in contrast to the typical learning environment, for example, distance learning allows instructors and students to continue studying outside school hours (hussain et al., 2017). the system assists teachers in planning and preparing classes, as well as design resources such as course content (hussain et al., 2017). the rapid expansion of this system has sparked a learning revolution, as new technological breakthroughs in education have required a re-examination of new teaching methodologies and instruments. the use of ict in the classroom will result in a range of english content, situations, and pedagogical techniques. educators have diverse perspectives on using technology to improve literacy. some educators worry that recent advancements will fundamentally alter literacy education (apriani, 2016). the use of information and communication technology (ict) makes the english language environment more dynamic, adaptable, and inventive (wen-cheng et al., 2011). the use of computer technology in language teaching produces a learner-centered learning environment. it enables course administrators and teachers to adjust lesson presentation styles to encourage students with various interests, provides learning opportunities outside of the classroom, and is regarded to be more accommodating to individual needs and diversity. because students are digital natives, using technology in language education decreases teacher-centered comprehension and language learning anxiety can be reduced by encouraging students to take risks and practice the target language (huang & hong, 2015). the good impacts of ict for elt are classified by jayanthi and kumar (2016) into the following jumatul hidayah & prihantoro: ict-based learning in new normal era: viewed from practice and impact in elt classroom -41 major categories: material availability, student attitudes, learner autonomy, authenticity, aiding teachers, student-centered, and selfassessment. the availability of a vast corpus of authentic materials, such as images, animation, audio, and video clips, promotes language presentation and practice. icts improve student attitudes and motivation. students are highly motivated to learn a language because they have positive attitudes about language learning since they utilize a computer and learn in a stress-free environment. furthermore, ict promotes learner autonomy by allowing learners to take responsibility for their learning via the use of ict tools. students are allowed to select the content that best suits their learning preferences. in addition, ict delivers actual circumstances and a real-world learning environment. because icts provide a variety of facilities and teaching resources, efl teachers only recommend and create these tools as supplemental teaching resources. in contrast to traditional learning environments, ict promotes student-centered learning and teacher-student interaction. in terms of assessment, icts provide for the easy and successful evaluation of both receptive and productive abilities. the instructor may choose and create appropriate resources to assess pupils' success in all abilities. furthermore, when using ict to aid foreign language training, the following impacts tend to be the most obvious: 1) the ability to flexibly alter educational materials based on conditions, learner requirements, and reaction; 2) ict provides for the reaction to and utilization of recent/daily news, as well as access to legitimate content on the internet; 3) possibility of combining/using (basic) skills alternately (text and images, audio and video clip); 4) lectures become more entertaining and less mundane, increasing student engagement; and 5) ict allows you to concentrate on one aspect of the lesson at a time (bozkurt & uygan, 2020). students’ betterment enhanced by ict ict provides a greater chance for students to enhance their capacity for their language learning, it is essential to integrate ict with methods and techniques of english language teaching and learning. furthermore, according to unecsco (2000) as cited in unidas and nations (2020), one of its goals, which is ‘education for all goals’, stated that improving all aspects of education such as its quality and ensuring an excellent education for all, encourages the involvement of ict in education, particularly in english language learning and teaching. there 42 | english franca, vol. 6, no. 1, 2022 is no doubt that the role of ict in english language teaching has positive effects on the process of learning and teaching. the following points show how ict plays an important role in language. first, it creates the ability to easily modify educational materials to situations, learners' needs, and replies. second, it provides for reaction to and usage of current materials, as well as access to realworld items on the internet. third, it allows you to combine/use four fundamental skills integration. fourth, it also enables focus on one specific aspect of the lesson (pronunciation, vocabulary, etc.) (uzun, 2016) the impacts of ict on english students’ betterment in learning have been proven by many studies across many aspects of learning betterment. chouthaiwale and alkamel (2018) in their study revealed that the use of ict espouses english learners to acquire modernized learning skills, in which the students become more skillful at dealing with vast internet-based learning resources. khanh (2021) conducted a review study and highlighted that the use of ict has been scientifically proven, in either experimental or phenomenological ways, to enhance students’ english speaking skills. metruk (2019) confirmed in his study that the use of ict, such as english movies and tv programs, paves the way for helping english learners improve their listening skills. huang and hong (2016) experimented and scientifically proved that the use of ict through the application of flipped learning affects students' english reading skills. according to apriani et al. (2021), students have a good attitude toward the deployment of ict since it may help them study. also, bakeer (2018) in his study indicated that the use of ict, e.g. social media as a learning tool, can enhance students’ english writing skills. the aforesaid studies have confirmed that the use of ict affects the improvement of english students’ betterment in learning in terms of both learning skills and english skills per se. research methodology this research used a concurrent-embedded mixed-method design to scientifically work on two research foci, namely the use of ict in elt and the perceived impacts of ict use on students’ betterment in learning. 11 english lecturers from the state institute of curup were engaged as the participants. there were a couple of criteria assigned as the indicators for selecting the lecturer participants. first, they were the permanent and active lecturers in the english department of the state institute of curup. second, they were experienced lecturers who had been teaching english across several subjects. third, they were all voluntarily willing to be jumatul hidayah & prihantoro: ict-based learning in new normal era: viewed from practice and impact in elt classroom -43 recruited as the participants in this study. the researchers deployed a set of valid and reliable questionnaires to collect the quantitative data on the use of ict and the perceived impacts of using ict on students' betterment in learning. concerning the questionnaire about the use of ict and the impacts of using ict, the researchers reviewed several related papers having been published by alsaleem (2013), marinoni et al. (2020), rapanta et al. (2020), rinekso et al. (2021), and sher ryn and sc's (2020). the reviews resulted in three coded indicators of using ict which could be developed into 32 items. subsequently, two indicators were also coded that represented the impacts of using ict, and such indicators could be developed into 18 items. the total items were 50 items. in detail, the first indicator was concerned with the use of ict materials (4 items). the second indicator was associated with the portrayal of teaching and learning activities using ict (11 items). the third indicator pertained to the use of ict according to its functions or purposes (17 items). the fourth indicator represented several possible perceptions to be or not to be agreed by respondents (7 items). the fifth indicator represented some possible benefits of using ict during teaching and learning to be negotiated by respondents (9 items). the 50 items had been validated using both content and construct validity principles, and their reliability had been examined. in reaching the content validity, three experts, doctoral lecturers of research method, educational technology, and english education, were involved to help evaluate the items. the researchers revised some items as suggested by the validators. getting sufficient agreement from validators, the researchers continued to examine the construct validity by letting 10 english lecturers from another university help fill in the questionnaires. the piloting data were computed using the bivariate pearson formula, and the computation indicated that the items were valid because the value of r exceeded the r-table of 0.4438. the reliability of the questionnaire was pursued by computing the items using the cronbach alpha formula. the computation revealed that the alpha was 0.82 higher than 0.7. the foregoing result indicated that the items were reliable. for collecting the qualitative data on ict use, the researchers applied an observation technique. the observations were undertaken online in a way that the researchers joined every online class held by the english lecturer participants. subsequently, the qualitative data on the perceived impacts of ict use on students' betterment were garnered using interviews with all lecturer participants. 44 | english franca, vol. 6, no. 1, 2022 the researchers used two techniques for analyzing the data. in processing the quantitative data, the researchers used a descriptivestatistic technique to present and distribute the data solicited from the online questionnaire. subsequently, the qualitative data obtained from both observations and interviews were analyzed interactively by adopting miles et al. (2014) model. this model worked on four interrelated components, the so-called data collection, data condensation, data display, and conclusion drawing. as explained in prior, the qualitative data were collected from observations and interviews. the raw data of observations and interviews were further condensed by grouping them according to the emerging themes. the process of data condensation in some ways could also be called the data coding process. the researchers also applied an inter-coder reliability technique to reach relevant coded themes. drawing upon o’connor and joffe (2020), intercoder reliability is of importance due to constructing good coding, which is done collaboratively among the researchers. we, the researchers in this study, firstly codified the raw qualitative data respectively. our respective results of data codification were further compared and analyzed with one another to reach the most relevant coding results as the final themes to be presented. subsequently, in terms of data presentation, the qualitative data were presented in the form of tables containing data codification results, data illustration, interview transcripts, data interpretation, and both argumentative and theoretical discussions. lastly, the discussed data were concluded in a comprehensive and representative way. results & discussion the use of ict in elt the quantitative data on the use of ict in teaching-learning indicated that most of the lecturers used ict to prepare materials for their teaching activities. six out of eleven respondents involved in the study several times used ict to browse material for their lessons. additionally, half of the respondents often used ict to prepare a presentation for their lessons. this suggests that the respondents of the present study have awareness of using ict as resources for them to browse, download and prepare teaching materials. this data echoed what alsaleem (2013) had mentioned that ict provided rich and varied learning resources and materials. interestingly, the respondents of this study also used ict as media to evaluate students’ learning. seven out of eleven respondents several times used ict to give feedback on students' works. the descriptive data jumatul hidayah & prihantoro: ict-based learning in new normal era: viewed from practice and impact in elt classroom -45 in this discourse can be seen in the following histogram is presented in figure 1. figure 1. histogram of lecturers’ use of ict in teaching and learning in terms of teaching materials that the respondents used, the data from the questionnaire indicated that most of the respondents made use of ict to convey material that they had searched on the internet. furthermore, they also relied on existing online materials from established educational sources. the descriptive data in this discourse can be seen in the following histogram as displayed in figure 2. figure 2. histogram of the material types used during teaching with ict 46 | english franca, vol. 6, no. 1, 2022 when using ict in learning activities, the data gained from the questionnaire indicated that ict facilitated more learner-centered learning activities. the respondents conveyed that, a lot of times, they used ict to make students learn autonomously and also work cooperatively in a group. this is relevant to marinoni et al. (2020) postulation that ict creates learner-centeredness. the descriptive data in this discourse can be viewed in the following histogram presented in figure 3. figure 3. histogram of functional use of ict it was also found from the data that very often the lecturers used ict to present, demonstrate, and explain the materials to the whole class. ict allowed the lecturers to deliver materials and to transfer knowledge to students who could not meet physically, as has also been postulated by rapanta et al. (2020). the qualitative data garnered from observations confirmed the survey data on the use of ict in teaching and learning processes. the observational data were codified as presented in table 1. table 1 coded observational data on the use of ict no the use of ict portrayals 1 to prepare materials  designing the material presentation using ppt  making use of g-drive to prepare easily accessed materials according to students' needs jumatul hidayah & prihantoro: ict-based learning in new normal era: viewed from practice and impact in elt classroom -47  making use of google scholar to map theoretical resources of teaching and learning materials 2 to browse materials  making use of youtube to browse the ready-made materials 3 to download materials  using computers and smartphones to download materials from the internet 4 to present materials  using videos and films to present materials 5 to evaluate students’ learning  using an e-rater website to evaluate students’ english accuracy as displayed in table 1, first, the english lecturers used ict to prepare materials. as observed, there were a couple of activities demonstrating the use of ict in the sense of preparing materials. for example, to represent others having similar classroom staging, the english-speaking lecturer used the powerpoint application to prepare the presentation of english-speaking materials. his slides were constructed in a theory-to-practice way. the theoretical materials were constructed to acquaint students with the socio-cultural nature of english speaking, and the practical materials were set in the form of video clips showing how natural english-speaking activities were taking place. it could be interpreted that the use of ict, such as powerpoint, alongside instilling other ict sources such as videos, could help the english-speaking lecturer prepare his material presented in a well-managed way. the use of ict as portrayed in the english-speaking lecturer's classroom echoed the usefulness of ict delineated by kobis and tomatala (2020). in their study, they emphasized that ict paves the way for educators to be more creative and innovative, especially in terms of preparing attractive lessons. that is why seferoglu and celen's (2020) study took the meaningfulness of ict use more seriously by addressing the professional development program based on ict to help educators be capable of designing learning materials oriented towards students' interests. an exciting learning medium for increasing students' learning attitudes and motivation while also enhancing students' english abilities (apriani, 2020). 48 | english franca, vol. 6, no. 1, 2022 another portrayal of the use of ict to prepare learning materials was codified by the english lecturer who taught an english grammar subject. this lecturer used google drive as an ict tool to prepare a set of easily accessed materials that she had considered relevant to students' needs. in this way, the lecturer had already collected a couple of handouts and modules that she had compiled resting upon the curricular standards. those materials were then uploaded to her google drive. she proceeded to share the google drive link with her students alongside telling students some instructions for what to do with the link. she took into account that this way could save time and could mediate an effective delivery of materials. after the students downloaded the materials she already shared, the students could open the materials using their own devices, and the lecturer could scaffold the students by giving detailed explanations about the materials. an interesting point shown by the english grammar lecturer here is that the use of ict helps her to make an effort to prepare learning materials that conform to the students' needs. this echoes sher ryn and sc's (2020) study which highlighted the benefits of using ict. one of which is to make a convincing case for the educators to conceptualize and design materials in a student-centered fashion. the other portrayal of the use of ict to prepare learning materials was depicted by the english academic writing lecturer. as observed, the english writing lecturer made use of google scholar as an ict source to map theoretical resources for teaching and learning materials. during online observations, the writing lecturer was teaching the academic writing subject with complex theoretical and practical contents. to help him find it easier to prepare material, for example, the material about rhetorical moves for writing a research background, the lecturer had made use of google scholar to collect as many articles addressing rhetorical moves as possible. he then made a mind map to draw the lines and create a conceptualization. he proceeded to make his module about rhetorical moves alongside the research background examples for the ease of students' understanding when accessing his materials. the academic writing lecturer in this sense has done something slightly different from firmansyah et al. (2020) in their study. firmansyah et al. (2020) in their study exemplified an innovation in which, to help prepare desired materials, educators can create or develop an ict-based application. however, the english academic writing lecturer in the present study made use of the existing ict resource to help him design his material in the form of a module packed into a pdf file for ease of dissemination via students' social media. jumatul hidayah & prihantoro: ict-based learning in new normal era: viewed from practice and impact in elt classroom -49 the second data codified from observations demonstrated that the english lecturers used ict to browse learning materials. as to represent others, the researchers highlighted the portrayal of the activity of a lecturer who taught english phonology subjects. during observations, this phonology lecturer was teaching the material about allophones whose orientation extended to guiding students to comprehend the pronunciation differences of one single phoneme, such as d/ed sounds and s/es sounds. it was clear that the lecturer had already browsed his video presentation from youtube because the video he presented via zoom was identical to a youtube-driven source. browsing relevant material from a ready-made video provider is a good solution because a great number of videos on youtube if selected considerably, had already met the standardized indicators of the desired material. this is what was done by the english phonology lecturer. a previous study has also depicted a similar notion about the use of ict to browse materials. for example, a study conducted by rinekso et al. (2021) demonstrated that their participants made use of ict, such as the google search engine, to browse materials. the phonology lecturer in the present study has done a good way by making use of youtube to browse his materials because audio-visual aids, such as videos, are the best mediator for learning phonological input. the capability of searching or browsing teaching materials is part of the pedagogical competence every educator has to possess. that is why kumar jena et al. (2020) in their study took this case seriously by providing training for educators to be able to browse a bunch of relevant materials using ict tools. the capability of browsing effective materials is of paramount importance considering the more complex the subjects are taught, the more in-depth and critical the materials demand. the third data codified from observations demonstrated that the english lecturers made use of ict to download materials. to represent others with similar staging, the researchers highlighted a lecturer who taught an english evaluation subject. she made use of her computer and smartphone to download the already-made materials from varied websites she had considered relevant due to the conformity of material content and the curricular indicators. she used her computer and smartphone for downloading the materials because she considered that the downloaded materials could be easily disseminated to students via whatsapp groups. what she did illustrates hinostroza's (2018) argumentation that the usefulness of ict can exceed the horizon of 50 | english franca, vol. 6, no. 1, 2022 classroom boundaries, in which learning processes can be held effectively across distances while still maintaining the quality of learning per se. the fourth data gathered from observations indicated that the english lecturers used ict to present the materials. as to represent others doing a similar thing, the researchers would like to portray activities delivered by an english literature lecturer. as observed, the english literature lecturer utilized drama videos and drama-based films to present his english literature materials. he selected audio-visual aids as such to help students not only understand the materials but also get the emotional sense of drama that later on the students would perform. audio-visual aids are indeed effective because such aids provide all multimodal components which can help students get engaged more deeply either cognitively or emotionally in the materials they learn. the effectiveness of multimodal resources in teaching english has been confirmed by prior studies. for instance, raisanen (2020) highlighted the effectiveness of multimodal resources to help their participants enhance their competencies in english as a lingua franca. unsworth and mills (2020) addressed the use of multimodal resources to help english students be more engaged in the processes of meaning-making during english interactions. an intriguing learning medium for improving students' english skills as well as developing students' learning attitudes and motivation (apriani, 2020). also, jiang et al. (2020) highlighted the benefits of multimodal resources to empower minority chinese students who learn english. the fifth data codified from observations showed that the english lecturers utilized ict to evaluate students' learning. to represent others doing a similar thing, the researchers would like to highlight an activity undertaken by an english creative writing lecturer. the creative writing lecturer made use of an e-rater website to assess and evaluate students' written works, especially in terms of word choice, grammar, and mechanics. this website was useful for making assessment processes effective because the feedback given was accurate and automatic. ict helped this lecturer to save time and receive accurate assessment results. according to torres-madroñero et al. (2020), ict-based assessment has to consider the pedagogical approach adopted for a certain learning subject, so that the assessment results will not contribute to deviating from the ideal essence of learning. the english creative writing lecturer in the present study seems to have considered making use of an e-rater website according to the product approach adopted for teaching writing. the product approach addresses students' works based on two domains, namely ideational organization and language texture (vocabulary and jumatul hidayah & prihantoro: ict-based learning in new normal era: viewed from practice and impact in elt classroom -51 grammar). the e-rater website helped the lecturer in terms of assessing students' english texture in their written works. in the meantime, the lecturer still used a proofreading technique to assess students' ideational dimension, such as to see the organization of rhetorical moves. the portrayals of ict use as undertaken by english lecturers during teaching have confirmed the data already collected from the questionnaire. it means that the observational data and the questionnaire data associated with the use of ict go hand in hand in a linear way. the data are credible and can avoid bias. the perceived impacts of ict on students' betterment in terms of respondents' perspectives on the impacts of ict, the quantitative results of the questionnaire indicated several findings. first, respondents perceived that ict made students try harder in their learning. ict enabled them to be autonomous learners who were responsible for their learning. second, the respondents also perceived that the use of ict could make students easy to understand and remember the learned materials. it seems that the modality of the materials presented in a multimodal way makes students easy to comprehend and store the materials in their memory. the descriptive data in this discourse can be seen in the following histogram presented in figure 4. figure 4. histogram of the perceived impacts of ict use on students’ betterment third, the finding also indicated that the respondents perceived the impact of ict use on students' autonomous learning. they indicated 52 | english franca, vol. 6, no. 1, 2022 that ict-based teaching could make students have self-control and responsibility for their learning. additionally, ict was perceived as having a positive impact on student's motivation. finally, the respondents also indicated that the use of ict could equip students with skills needed in the 21st century. the descriptive data in this discourse can be viewed in the following histogram is presented in figure 5. figure 5. histogram of the impactful use of ict the qualitative data garnered from interviews confirmed the survey data on english lecturers’ perceived impacts of itc. it is worth noting that the lecturers’ names presented in this section are made anonymous by labeling them with lecturers 1, 2, 3, and so on. the interview data were codified into several themes as presented in table 2. table 2 coded interview data on the perceived impacts of ict on students’ betterment no the perceived impacts of ict themes codified from interview data 1 the use of ict makes students learn harder  ict enhances students’ growth mindsets 2 the use of ict leads students to autonomous and responsible learning  ict enhances students’ metacognitive awareness 3 the use of ict makes students easily remember and comprehend the learned materials  ict with its multimodal nature enhances students’ active engagement in learning jumatul hidayah & prihantoro: ict-based learning in new normal era: viewed from practice and impact in elt classroom -53 as displayed in table 3, first, the perceived impact of ict use was identical to the notion that ict made students learn harder. the foregoing discourse could be identified from the following interview transcripts selected from lecturers 3, 5, 7, and 10 as follows. my students seem to be able to try harder in learning when i teach online using ict media. covid-19's condition and the reality that the learning system they must go through has been transformed into an online learning system essentially have served as a trigger for changing their mindsets. before the covid-19, they thus far have been receptive to whatever the lecturer has conveyed; but now they must be more independent learners. they appear to be aware of this reality, and as a result, they are more active in independent learning alongside following my online learning flow (interview with lecturer 3). in my opinion, my students become more diligent in studying because they use various ict media as a tool to access information (interview with lecturer 5). i teach an academic writing subject. conceptually, this subject is very complex because not only do students have to be competent in scientific writing using good english, but they also have to be masterful at research methodology including things related to the epistemology of research itself. at first, i was quite pessimistic because reflecting on face-to-face learning with the previous batch of students before the covid-19 period, teaching this academic writing course required extra effort to engage students. but, after going through online learning using ict media during this covid19 condition, my students seem to have started to adapt. they seemed capable of trying harder. one thing that made me happy is when my students were voluntarily willing to read materials related to rhetorical moves in writing research-based papers. at first, i was a bit pessimistic that they would not willingly interact with these difficult materials merely based on my guidance online. they could follow my flow (interview with lecturer 7). in my opinion, my students are trained to be tougher because of online learning that uses ict media. for example, they are better prepared for a set of presentation materials. they even seem to have had enough practice before presenting materials in online 54 | english franca, vol. 6, no. 1, 2022 discussions via zoom. seemingly, the use of ict media, which tends to be complex, triggers students' enthusiasm to study harder (interview with lecturer 10). four interview transcripts above basically demonstrated the lecturers' perceived impacts of ict use on students' betterment in learning especially in terms of changing their growth mindsets. theoretically, a growth mindset can be defined as one's belief that a goal can be attained by investing hard efforts (truax, 2018). growth mindsets are part of a motivational variable in the discourse of learning (bai & wang, 2020). the data of the present study echoed that the use of ict contributed to the enhancement of students’ growth mindsets, leading to students’ more investments in learning. similar findings have been addressed by bai et al. (2019) in the context of hong kong and kench et al. (2016) in the context of south africa. according to apriani et al., ict not only enhances students' achievement and motivation but also their personalities (2019). the second interview data indicated that the use of ict led students to autonomous and responsible learning. the data in this discourse are portrayed in the following transcripts of interviews with lecturers 1, 2, 6, and 8. learning with ict, in my opinion, has an impact on students' ability to become self-directed learners. in my class, online learning involves students actively browsing materials at home. in addition, i teach english phonology classes. especially for the material section related to pronunciation practice, it is essentially difficult to do via online learning that only relies on the zoom application, and even then communication tends to be one-way because students frequently do not turn on their zoom audios. hence, for practical materials, i assign students to do independent practice with various videos from youtube that i recommend. i advise students to create a timeline for their pronunciation practice so that i can assess their works (interview with lecturer 1). from what i perceive, learning using ict makes my students more responsible for the learning materials they receive (interview with lecturer 2). in my opinion, the use of ict in online learning makes students more serious about completing college assignments. it can be seen jumatul hidayah & prihantoro: ict-based learning in new normal era: viewed from practice and impact in elt classroom -55 that the use of ict triggers them to become more responsible students (interview with lecturer 6). i see that teaching using ict helps shape students to be more autonomous. for example, when they are involved in class discussions, students seem to be getting used to navigating materials on google for building up their argumentations during online discussions. so, the discussion discourse is not merely limited to the curricular content. learning becomes more interactive and widespread (interviews with lecturers 8). the cores of information highlighted in the four transcripts above basically have common ground echoing the notion that ict enhances students’ metacognitive awareness. the term metacognitive awareness in many ways is used interchangeably with the term metacognition. according to kaur (2020), metacognitive awareness represents two primary domains, namely cognitive knowledge and cognitive regulation. the domain of cognitive knowledge is what has led students in the present study to autonomous learning as negotiated by lecturers 1 and 8. it means that the use of ict helps students improve the domain of their cognitive knowledge which has been embodied in their autonomous learning. teng (2020) elucidated that cognitive knowledge subsumes three sets of knowledge extending to declarative knowledge (knowledge about what to be learned and what to be comprehended), procedural knowledge (knowledge about various strategies which can be applied during learning), and conditional knowledge (knowledge about when and how to select some strategies from the existing bank of strategies according to conditional consideration). the present study has successfully demonstrated that ict is perceived as a source triggering students to increase the aforesaid varieties of knowledge, leading them to be autonomous learners. the other domain of metacognitive awareness is cognitive regulation. this domain is what has been stimulated by ict in the present study so that lecturers 2 and 6 perceived that their students become more responsible for their learning. according to karlen (2017), cognitive regulation entails three areas of controlled learning, namely planning, monitoring, and evaluating. conceptually, drawing upon the socio-cognitive theory as explained by michaelis et al. (2021), it could be interpreted that the lecturers 2's and 6's students in the present study have gone through the independent learning steps of planning, 56 | english franca, vol. 6, no. 1, 2022 monitoring, and evaluating so that their responsible attitudes towards the materials learned can be naturally established. the third interview data showed that the use of ict was perceived to make students easily remember and comprehend the learned materials. this discourse could be identified from the following transcripts of interviews with lecturers 4, 9, and 11. when teaching in an english listening class, i used audio-visual material that i downloaded from youtube. it seemed that this audio-visual input material made it easier for students to understand the material discourse because they not only relied on their senses of hearing to interpret the messages from the input material but also digested the material input using their senses of sight when watching the videos presented (interview with lecturer 4). i think the ict source that i use, such as the british council website, makes it easier for students to remember the information they read because the texts presented on the website provide input and emotion for stories that are displayed in the form of creative pictures (interview with lecturer 9). in addition to using e-books, in the morphology course, i also use some materials from youtube that i have chosen according to the content of the morphological curriculum. in my opinion, ict sources such as youtube help students to easily understand the flow of the morphology e-book (interviews with 11 lecturers). three lecturers as depicted in the above interview transcripts to some extent addressed the essence of ict in terms of providing multimodal input which could boost students’ memory-related and comprehension-related skills. the present study’s findings at some point support the previous study executed by grandisson sanguino and lenguas (2020) which highlighted the merit of ict, such as videos, as a multimodal resource that potentially enhances students' skills at meaning-making. the sense of meaning-making here is similar to the sense of meaning construction done by the students in the present study's portrayal to remember and comprehend the lecturers' materials. images and movies, for example, can assist learners to escape from text screens and improve their instructional value by engaging the eyes (apriani & hidayah, 2019). another study conducted by ganapathy and seetharam (2016) is also aligned with the present study’s findings on the merit of jumatul hidayah & prihantoro: ict-based learning in new normal era: viewed from practice and impact in elt classroom -57 ict in terms of its multimodal components which help students understand their lessons better. conclusion drawing upon the application of a concurrent-embedded mixedmethod design to scientifically work on two research problems, oriented towards the use of ict in elt and the perceived impacts of ict use on students' betterment, the present study has revealed solid and credible data in the epistemological perspectives of both positivism and constructivism. the data processing results and data discussions have cast light on several conclusive points as follows: first, concerning the use of ict in elt, english lecturers at the state islamic institute of curup have used ict for several pedagogical purposes, such as preparing materials, browsing materials for their lessons, preparing material presentations, and evaluating alongside giving feedback on students' learning. there are several portrayals of the application of ict according to the aforementioned pedagogical purposes. to prepare materials, the lecturers design the material presentation using ppt, make use of g-drive to prepare easily accessed materials according to students' needs, and make use of google scholar to map theoretical resources of teaching and learning materials. to browse materials, the lecturers make use of youtube due to the provision of ready-made sources. to download materials, the lecturers use computers and smartphones to download materials from the internet. to present materials, the lecturers use videos and films. to evaluate and give feedback on students' learning, the lecturers use websites, such as e-rater websites, to receive automatic but accurate results to check students' work. second, all english lecturers have perceived that ict has positive, beneficial, and contributive impacts on students’ betterment in learning. the lecturers perceive that the use of ict makes students learn harder and be more motivated in learning. ict in this sense enhances students’ growth mindsets. the lecturers continuously perceive that the use of ict leads students to autonomous and responsible learning. ict in this respect enhances students’ metacognitive awareness. lastly, the lecturers perceive that the use of ict makes students easily remember and comprehend the learned materials. ict with its multimodal nature in this regard enhances students’ active engagement in learning. our findings in this line are interesting because the findings draw the 58 | english franca, vol. 6, no. 1, 2022 contributions of ict to students' growth mindsets, metacognition, and learning engagement. references alsaleem, b. (2013). the effect of “whatsapp” electronic dialogue journaling on improving writing vocabulary word choice and voice of efl undergraduate saudi students. arab world english journal, 4(3), 213–225. apriani, e. (2016). a new literacy: the role of technology to develop student’s character. ta'dib, 21(1), 59. https://doi.org/10.19109/td.v21i1.742. apriani, e., supardan, d., sartika, e., suparjo, s., & hakim, i. n. (2019). utilizing ict to develop student’s language ethic at islamic university. potensia: jurnal kependidikan islam, 5(1), 1. https://doi.org/10.24014/potensia.v5i1.6279. apriani, e., & hidayah, j. (2019). the ict used by the english lecturers for non english study program students at stain curup. vision: journal for language and foreign language learning, 8(1), 26. https://doi.org/10.21580/vjv8i13280. apriani, e., syafryadin, s., inderawati, r., arianti, a., wati, s., hakim, i. n., & noermanzah, n. (2021). implementing e-learning training toward english virtual lecturers: the process, perspectives, challenges and solutions. international journal of emerging technologies in learning (ijet), 16(04), 240. https://doi.org/10.3991/ijet.v16i04.14125. asabere, n. y., & enguah, s. e. (2012). integration of expert systems in mobile learning. international journal of information and communication technology research, 2(1), 55–61. bai, b., & wang, j. (2020). the role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and english language learning achievements. language teaching research, 1–22. https://doi.org/10.1177/1362168820933190. bai, b., wang, j., & chai, c. s. (2019). understanding hong kong primary school english teachers’ continuance intention to teach with ict. https://doi.org/10.1080/09588221.2019.1627459, 34(4), 528–551. https://doi.org/10.1080/09588221.2019.1627459. jumatul hidayah & prihantoro: ict-based learning in new normal era: viewed from practice and impact in elt classroom -59 bakeer, d. a. m. (2018). effects of information and communication technology and social media in developing students’ writing skill: a case of al-quds open university. international journal of humanities and social science, 8(5), 45–53. https://doi.org/10.30845/ijhss.v8n5a5. bozkurt, g., & uygan, c. (2020). lesson hiccups during the development of teaching schemes: a novice technology-using mathematics teacher’s professional instrumental genesis of dynamic geometry. zdm 2020 52:7, 52(7), 1349–1363. https://doi.org/10.1007/s11858-020-01184-4. bryson, j. r., & andres, l. (2020). covid-19 and rapid adoption and improvisation of online teaching: curating resources for extensive versus intensive online learning experiences. journal of geography in higher education, 44(4), 608–623. https://doi.org/10.1080/03098265.2020.1807478. chouthaiwale, d. s. s., & alkamel, m. a. (2018). the positive effect of ict on the english language learning and teaching. dialoguing borders: vital issues in humanities, commerce, it and management, 1(november), 1–8. coman, c., țîru, l. g., meseșan-schmitz, l., stanciu, c., & bularca, m. c. (2020). online teaching and learning in higher education during the coronavirus pandemic: students’ perspective. sustainability 2020, vol. 12, page 10367, 12(24), 10367. https://doi.org/10.3390/su122410367. firmansyah, f. h., sari, i. p., permana, f. c., & hernawan, a. h. (2020). development of interactive learning media based on google application for distance learning in universitas pendidikan indonesia. 401(iceri 2019), 185–190. https://doi.org/10.2991/assehr.k.200204.034. fitri, y., & putro, n. h. p. s. (2021). efl teachers’ perception of the effectiveness of ict-elt integration during the covid-19 pandemic. proceedings of the international conference on educational sciences and teacher profession (icetep 2020), 532(532), 502–508. https://doi.org/10.2991/assehr.k.210227.086. ganapathy, m., & seetharam, s. a. (2016). the effects of using multimodal approaches in meaning-making of 21st century literacy texts 60 | english franca, vol. 6, no. 1, 2022 among esl students in a private school in malaysia. advances in language and literary studies, 7(2), 143–155. https://doi.org/10.7575/aiac.alls.v.7n.2p.143. grandisson sanguino, d. m., & lenguas, m. en p. de a. y e. de s. (2020). using video materials to help efl learners facilitate their listening comprehension skill. instname:universidad pontificia bolivariana. https://repository.upb.edu.co/handle/20.500.11912/5212. hinostroza, j. e. (2018). ict-supported innovations in small countries and developing regions. ict-supported innovations in small countries and developing regions, 99–119. https://doi.org/10.1007/978-3-319-67657-9. huang, y. n., & hong, z. r. (2015). the effects of a flipped english classroom intervention on students’ information and communication technology and english reading comprehension. educational technology research and development 2015 64:2, 64(2), 175–193. https://doi.org/10.1007/s11423-015-9412-7. huang, y. n., & hong, z. r. (2016). the effects of a flipped english classroom intervention on students’ information and communication technology and english reading comprehension. educational technology research and development, 64(2), 175–193. https://doi.org/10.1007/s11423-015-9412-7. hussain, i., suleman, q., ud din, m. n., & shafique, f. (2017). effects of information and communication technology (ict) on students’ academic achievement and retention in chemistry at secondary level. journal of education and educational development, 4(1), 73– 93. jayanthi, n. s., & kumar, r. v. (2016). use of ict in english language teaching and learning. journal of english language and literature (joell), 3(2), 34–38. jiang, l., yang, m., & yu, s. (2020). chinese ethnic minority students’ investment in english learning empowered by digital multimodal composing. tesol quarterly, 54(4), 954–979. https://doi.org/10.1002/tesq.566. karlen, y. (2017). the development of a new instrument to assess metacognitive strategy knowledge about academic writing and its relation to self-regulated writing and writing performance. journal of writing research, 9(1), 61–86. https://doi.org/10.17239/jowr2017.09.01.03. jumatul hidayah & prihantoro: ict-based learning in new normal era: viewed from practice and impact in elt classroom -61 kaur, n. (2020). metacognitive awareness in lexical learning among malaysian students. international journal of english language and literature studies, 9(3), 161–171. https://doi.org/10.18488/journal.23.2020.93.161.171. kench, d., hazelhurst, s., & otulaja, f. (2016). grit and growth mindset among high school students in a computer programming project: a mixed methods study. communications in computer and information science, 642, 187–194. https://doi.org/10.1007/978-3-319-476803_18. khanh, c. g. (2021). the effect of ict on learners’ speaking skills development. international journal of tesol & education, 1(1), 22– 29. kobis, d. c., & tomatala, m. f. (2020). the implementation of ict in teaching english as foreign language: a case study of premary school english teachers in kotamobagu, north sulawesi. lingua : jurnal ilmiah, 16(1), 58–75. https://doi.org/10.35962/lingua.v16i1.34. kumar jena, a., bhattacharjee, s., devi, j., & barman, m. (2020). effects of web 2.0 technology assisted slideshare, youtub and whatsapp on individual and collaborative learning performance and retention in tissues system. online submission, 8(1), 25–36. www.tojdel.net. lawrence, j. e., & tar, u. a. (2018). factors that influence teachers’ adoption and integration of ict in teaching/learning process. https://doi.org/10.1080/09523987.2018.1439712, 55(1), 79–105. https://doi.org/10.1080/09523987.2018.1439712. livingstone, s. (2012). critical reflections on the benefits of ict in education. https://doi.org/10.1080/03054985.2011.577938, 38(1), 9–24. https://doi.org/10.1080/03054985.2011.577938. ma, m., chen, j., zheng, p., & wu, y. (2020). factors affecting efl teachers’ affordance transfer of ict resources in china. interactive learning environments. https://doi.org/10.1080/10494820.2019.1709210. marchlik, p., wichrowska, k., & zubala, e. (2021). the use of ict by esl teachers working with young learners during the early covid-19 pandemic in poland. education and information technologies, 26(6), 7107–7131. https://doi.org/10.1007/s10639-021-1055662 | english franca, vol. 6, no. 1, 2022 6/figures/1. marinoni, g., van’t land, h., & jensen, t. (2020). the impact of covid-19 on higher education around the world.iau global survey report. in iau-aiu.net. https://www.iauaiu.net/img/pdf/iau_covid19_and_he_survey_report_final_may_202 0.pdf. metruk, r. (2019). using english movies and tv programs for developing listening. information technologies and learning tools, 70(2), 227– 236. michaelis, t. l., pollack, j. m., hu, x. (judy), carr, j. c., & mckelvie, a. (2021). metacognition and entrepreneurial action: the mediating role of a strategic mindset on promoting effort and innovative behavior in frugal entrepreneurs. journal of business venturing insights, 16, e00283. https://doi.org/10.1016/j.jbvi.2021.e00283. miles, m. b., huberman, a. m., & saldana, j. (2014). qualitative data analysis: a methods sourcebook. sage publications, inc. o’connor, c., & joffe, h. (2020). intercoder reliability in qualitative research: debates and practical guidelines. international journal of qualitative methods, 19, 1–13. https://doi.org/10.1177/1609406919899220. oztemel, e., & gursev, s. (2018). literature review of industry 4.0 and related technologies. journal of intelligent manufacturing 2018 31:1, 31(1), 127–182. https://doi.org/10.1007/s10845-018-1433-8. raisanen, t. (2020). the use of multimodal resources by technical managers and their peers in meetings using english as the business lingua franca. ieee transactions on professional communication, 63(2), 172–187. https://doi.org/10.1109/tpc.2020.2988759. rapanta, c., botturi, l., goodyear, p., guàrdia, l., & koole, m. (2020). online university teaching during and after the covid-19 crisis: refocusing teacher presence and learning activity. postdigital science and education 2020 2:3, 2(3), 923–945. https://doi.org/10.1007/s42438-020-00155-y. rinekso, a. b., rodliyah, r. s., & pertiwi, i. (2021). digital literacy practices in tertiary education: a case of efl postgraduate students. studies in english language and education, 8(2), 622–641. https://doi.org/10.24815/siele.v8i2.18863. sanjaya, h. k., apriani, e., & edy, s. (2020). using web blog for efl jumatul hidayah & prihantoro: ict-based learning in new normal era: viewed from practice and impact in elt classroom -63 students in writing class. journal of english education and teaching, 4(4), 516-535. https://doi.org/10.33369/jeet.4.4.516-535. seferoglu, s. s., & celen, f. k. (2020). improving the use of ict through online professional development platform based on metacognitive strategies. global journal of information technology: emerging technologies, 10(1), 45–59. https://doi.org/10.18844/gjit.v10i1.4747. sher ryn, a., & sc, s. (2020). teachers’ practices and perceptions of the use of ict in elt classrooms in the pre-covid 19 pandemic era and suggestions for the “new normal.” lsp international journal, 7(1), 99–119. https://doi.org/10.11113/lspi.v7n1.100. teng, f. (2020). the benefits of metacognitive reading strategy awareness instruction for young learners of english as a second language. literacy, 54(1), 29–39. https://doi.org/10.1111/lit.12181. torres-madroñero, e. m., torres-madroñero, m. c., & botero, l. d. r. (2020). challenges and possibilities of ict-mediated assessment in virtual teaching and learning processes. future internet, 12(12), 1– 20. https://doi.org/10.3390/fi12120232. truax, m. l. (2018). the impact of teacher language and growth mindset feedback on writing motivation. literacy research and instruction, 57(2), 135–157. https://doi.org/10.1080/19388071.2017.1340529. unidas, n., & nations, u. (2020). education in the time of covid-19. https://repositorio.cepal.org/handle/11362/45905. unsworth, l., & mills, k. a. (2020). english language teaching of attitude and emotion in digital multimodal composition. journal of second language writing, 47(february 2019), 100712. https://doi.org/10.1016/j.jslw.2020.100712. uzun, l. (2016). the educational and technical courses in the elt program in turkey: do they contribute to ict skills? cogent education, 3(1), 1–12. https://doi.org/10.1080/2331186x.2016.1141454. wen-cheng, w., chien-hung, l., & chung-chieh, l. (2011). thinking of the textbook in the esl/efl classroom. english language teaching, 4(2), 91–96. https://doi.org/10.5539/elt.v4n2p91. 64 | english franca, vol. 6, no. 1, 2022 empty page english franca: academic journal of english language and education vol. 6, no. 2, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i2.5451 the rhetorical structure of students’ presentation in speaking class heryanti novitasari universitas bengkulu novitasariheryanti@gmail.com syafryadin universitas bengkulu syafryadin@unib.ac.id dedi sofyan universitas bengkulu dedisofyan@unib.ac.id abstract this study aims to find the rhetorical structure of move and step which are often found in the speaking for presentation class. additionally, this research looks into the typical pattern of students’ presentations in the speaking for presentation class. this study used a mixed-method research strategy that incorporates qualitative and quantitative data. the object of the research is 30 video presentations of 4th-semester english education students from the speaking for presentation class at bengkulu university. from this study, it was found that the rhetorical structures of the moves and steps that are most often found in students' presentations in the speaking for presentation class are greeting the audience, introduction of oneself/other speakers, announcing the topic of oral presentation, hortatory/narration, summarizing the points/conclusion, and thanking/thank you. then, the second of the moves and the steps that are most often found in students' presentations in the speaking for presentation class are leading the audience into the content and suggestion. furthermore, the typical patterns found in student presentations are obligatory and conventional. keywords: rhetorical structure, oral presentation, students presentation mailto:novitasariheryanti@gmail.com mailto:syafryadin@unib.ac.id mailto:dedisofyan@unib.ac.id 264 | english franca, vol. 6, no. 2, 2022 introduction nowadays, language is very important. language is often used as a tool to communicate. through language, people can communicate with each other. as a communication tool, a language is a tool of social interaction that helps an individual to state something or express to his or her interlocutor in a social group to communicate. language can be a reflection of someone's thoughts (noermanzah, wahyuni, astuti, wardhana, syafryadin, 2020). kosasih (2003) added that feelings of happiness, joy, sadness, hope, and other feelings can be expressed through language (as cited in noermanzah, et al., 2020). considering the many benefits of a language, it is better if language learning is held. according to noermanzah et al. (2020), learning a language is divided into four aspects, namely listening, speaking, writing, and reading. speaking has the closest bond with a language. bailey (2008) revealed that speaking is a language skill that requires the creation and delivery of verbal messages or meanings through the production of verbal utterances that are carried out systematically (cited in aliyu, korau, and basiru, 2019). therefore, speaking is a language that requires expertise. as stated by noermanzah, wahyuni, astuti, wardhana, and syafryadin (2020), speaking requires ability, especially when doing public speaking. one of the most common public speaking activities done by students is oral presentation. students will often do oral presentations in all the courses they take. this is in line with the existing curriculum at the faculty of english education teacher training for undergraduates at the university of bengkulu. this study program has compulsory subjects to be followed by all undergraduate students majoring in english in the fourth semester, namely the speaking for presentation class. this course is an important oral genre for undergraduate students at universities. to present a good oral presentation, several stages must be done by students. from this course, undergraduate students in the academic field can find out the stages that must be carried out at the time of presentation that help undergraduate students deliver the material successfully, these stages are called rhetorical structures (sing and ali, 2019). raharjo and nirmala (2016) have conducted research on the generic structure and cohesive devices in the presentation of the final project report submitted in english by polynes accounting students. previous research also discusses the rhetorical structure in the introductory chapters of postgraduate theses and journal articles heryanti novitasari, et. al: the rhetorical structure of students’ presentation in speaking class 265 (muhtadin and noermanzah, 2017; pujiyanti, arsyad, and arono, 2018). another study investigated the generic structure and its pedagogical implications for thesis defense examinations conducted by undergraduate students (samad and adnan, 2018). then, another research on rhetorical movements and linguistic features was used in academic oral presentations in the introductory section by singh and ali (2019). viera (2019) has also examined the rhetorical structure in the abstract of the research article. previous studies also discuss the rhetorical structure in speech (noermanzah, wardhana, friantary & arsyad, 2019; noermanzah et al., 2020). then, there was research on the rhetorical structure of the master ceremony of the akikah event by noermanzah, syafryadin, castrena, and abid (2020). some of the relevant studies above show that there is still little research on the rhetorical structure of oral presentations. especially the rhetorical structure in oral presentations in the speaking for presentation class. in addition, the rhetorical structure that will be examined in this study includes the introduction, body, and conclusion. so, from the results of this study, it will be known what kind of rhetorical structure (moves and steps) is often found in the students' presentations in speaking classes. then, this study also investigates the typical patterns of students' presentation in speaking for presentation classes. as has been shown from previous studies, the rhetorical structure has been extensively studied. however, there are still few studies that discuss the rhetorical structure of oral presentations. especially, the rhetorical structure that discusses the whole moves and steps in an oral presentation. several studies that have discussed the rhetorical structure in oral presentations only cover a few parts, such as the introduction section. therefore, this study will discuss the rhetorical structure in the students' oral presentations as a whole, starting from the introduction, body, and conclusion sections. this study investigates the rhetorical structure of english undergraduate students' presentations in speaking class at bengkulu university. this is because no previous researcher has conducted a study on the rhetorical structure of english undergraduate students at bengkulu university. to be precise, this study will be conducted on undergraduate students in the speaking for presentation class. the rhetorical structure that will be investigated by undergraduate students will be carried out thoroughly. starting from the beginning of the presentation to the end of the presentation. in addition, the typical 266 | english franca, vol. 6, no. 2, 2022 patterns of students’ presentation in speaking classes will also be investigated. theoretical framework the rhetorical structure is a descriptive theory of a major aspect of the natural organization of the text (mann and thompson, 1992, as cited in widodo 2020). noermanzah et al. (2020) add that rhetoric is needed by everyone who communicates and makes a language a forum for unified behavior. this is because language has the potential to shape and succeed in understanding, so it requires cultivation and art in its delivery. bailey (2008) defines speaking as a language skill that involves the production and delivery of messages or meanings orally through the systematic production of verbal utterances (as cited in aliyu, korau, and basiru, 2019). one of the most crucial talents that students need for higher education and future professions is presenting skills, namely oral presentations, according to this survey (nouh, kareem, and taqi, 2015). referring to levin and topping (2006), a structured speech that requires rehearsal in which a speaker introduces a subject to the audience is known as an oral presentation (as cited in gurbuz and cabaroglu, 2021). oral presentations are important in learning english, especially for undergraduate students. as a highly routine classroom activity for students, oral presentations have proven beneficial for the development of second language learners and related personal skills. presentations are a crucial way to communicate information to others, yet they can be dry and tedious at times. when people are bored, their brains wander and they fail to pay attention to the information they need to comprehend. a successful presentation may easily communicate all of the relevant information by capturing the audience's attention. for this reason, careful preparation is needed to get satisfactory results from a presentation. one of the things that can make a presentation successful is the use of a rhetorical structure. less successful presentations are usually due to the unpreparedness of a presenter. things that cause a less successful presentation such as not involving the audience at the beginning of the presentation, the information presented is not well organized, the delivery of information is not clear, there is no preparation, and others. looking at the first model of the rhetorical structure of singh and ali (2019), it certainly cannot fulfill the wishes of the researcher. the moves and steps in the rhetorical structure model of singh and ali (2019) are appropriate to be used as guidelines for analyzing the heryanti novitasari, et. al: the rhetorical structure of students’ presentation in speaking class 267 rhetorical structure in oral presentations, it's just that the moves and steps used do not yet exist for the body section and closing section. therefore, the researcher took moves and steps for the body section and the closing section of the model used by raharjo and nirmala (2016) and seliman (1996). in short, the researcher proposes a model adapted from the three previous models. as can be seen in the figure below: 1. introduction move 1a: listener orientation step 1a – greeting the audience step 1b – reciting prayer step 1c – introduction of oneself/other speaker(s) move 1b: content orientation step 1d – leading audience into the content step 1e – announcing the topic of the oral presentation step 1f – outline structure/indicate the scope 2. body move 2: body step 2 hortatory/narration 3. conclusion move 3: conclusion step 3a – summarizing the points/conclusion step 3b suggestion step 3c – invite question step 3d thanking furthermore, the researcher has also prepared several examples of the rhetorical structure of moves and steps taken from several previous studies that have been adapted in the figure above. the example is shown below: introduction the introduction is a very crucial subgenre in research. the introduction section is considered to be a fairly important part because of the introduction for most researchers and the obstacles in the main rhetorical structure. especially for novice researchers, the introduction feels more intimidating (burgess, 2002). in this section, readers can determine whether they want to continue reading or not. therefore, this section is considered important enough to be made as interesting as possible. the parts of the introduction to this study are: listener orientation / m1a the first part is about listener orientation. referring to rowleyjolivet and carter-thomas (2005), oral presentations typically start 268 | english franca, vol. 6, no. 2, 2022 with move 1 – listener orientation. this move is also often referred to as the 'interpersonal framework' in their studies. the function of the move is to direct audiences. in addition, this move also has a function to prepare listeners for presentation topics that will be delivered and discussed. move 1 listener orientation is divided into 3 steps, step 1a – greeting the audience, step 1b – reciting prayer, and step 1c introduction of oneself/another speaker (s). the explanations and examples of these 3 steps can be seen below: step 1a – greeting the audience example: assalamu’alaikum (arabic greeting) very good morning to . . . (singh and ali, 2019) the first step is to greet the audience. this step aims to orient or prepare the audience when the presentation will begin. when greeting the audience, we can use the greeting in arabic as in the example above. then, after greeting the audience, the next step is reciting a prayer or in this study, it is called step 1b reciting prayer. for more details, see the example below: step 1b – reciting prayer example: before we begin our presentation, let's begin with surah alfatihah. (singh and ali, 2019) after greeting the audience, the next step is reading a prayer. in this step, the presenter will invite the audience to pray to god before starting the presentation. the prayer reading before starting the presentation aims to ask god for guidance so that the activities run smoothly. based on research conducted by singh and ali (2019), this step involves reciting verses from the qur'an that appear in 25% (5 out of 20). then, after reciting a prayer, a very important step is to introduce yourself when you are going to carry out the presentation. this step is referred to as step 1c introduction of oneself/other speakers (s). the explanation is below: step 1c – introduction of oneself/other speaker(s) example: okay, my name is ………..(name) i am the first presenter. my name is ………(name) i am the second presenter. i am ……… (name) the third presenter and i am …….. (name) the last presenter (singh and ali, 2019). heryanti novitasari, et. al: the rhetorical structure of students’ presentation in speaking class 269 in this step, the presenter will introduce himself or herself. in addition to introducing themselves, they will also introduce other presenters if a presentation is done in groups and not individually. this step is a must-do so that the audience knows the speakers well. then, after listener orientation, there is also content orientation. if listener orientation is the stage used to introduce presenters to the audience, then content orientation has the aim of being able to give a summary of the presentation's substance that will be discussed by the presenters. content orientation / m1b if listener orientation is the stage used to introduce presenters to the audience, then content orientation has the aim of being able to provide an overview of the content of the presentation that will be discussed by the presenters. the function of m1b content orientation is to prepare the listener for the oral presentation's substance (singh and ali, 2019). then, this move is divided into 3 steps, 1d – leading the audience into the content, 1e – announcing the topic of the oral presentation, and 1f – outlining structure/indicating scope. the explanation can be seen below: step 1d – leading the audience into the content example: for your information do you know what is al mudarabah? no? it is an islamic concept of insurance and we apply this concept in our company (singh and ali, 2019). this step is called leading the audience into the content. the presenter attempts to draw the audience into the discussion of the presentation topic at this point. the goal of this stage is to guide the audience toward the presentation's main point of discussion. in addition, this maneuver might help draw the audience member's attention to the subject being discussed. then, the next step is announcing the topic of the oral presentation. the explanation is as follows: step 1e – announcing the topic of the oral presentation example: today i would like to share the proposal that our team has come up with… (singh and ali, 2019). in this step, the presenter informs the audience about the topic to be discussed. this aims to emphasize the topic that will be discussed with the audience. when the audience knows about the topic to be discussed, they will find it easier to follow the presentation. next, step m1sf outlining structure/indicating scope. the explanation is as follows: 270 | english franca, vol. 6, no. 2, 2022 step 1f – outlining structure/indicating scope example: first… firstly we will explain to you our purpose… objective of this work… next, we will tell you about the problem statement of this project… then we tell what are the benefits of this project, what precautions are kept in mind when implementing it, operation, our budget and last but not least we will explain how it works (singh and ali, 2019). the next step is to introduce the outline of the presentation material that will be discussed. in this step, presenters will provide an outline of their presentation material. this stage tries to inform the audience about the general organization or layout of the presentation topic (singh and ali, 2019). as a result, the audience is aware of the key messages that the presenters will transmit about the presentations that will be addressed. after the introduction, there is also the core part of a presentation, the body. this section contains the gist of the topics discussed in a presentation. the discussion can be seen below: body the body of the oral presentation holds the content and essence of a presentation presented by the presenter, and it must be presented effectively to reach its audience (seliman and naitm, 2010). then, seliman (1996) added that because the body of the discourse was meant to be the key circumstance of the topic which needed the visuals most, that was the explanation offered before. according to seliman (1996), the oral presentation's body was where the support of text appeared in the form of visual representations of the text. the explanation of this move can be seen below: body / m2 step 2 – hortatory/narration example: well, (the topic) of course is . . . the definition of . . . based on the . . .(the topic) is . . . this step is useful for explaining the core of the topics covered in the presentation. the presenters elaborated widely on the points mentioned in the outline. in this move, the presenter usually always starts by defining the topic that will be brought up. then, the presenters will add definitions supported by several experts to strengthen their explanation of the topics discussed. in this section, the audience will be given an understanding of the material topics heryanti novitasari, et. al: the rhetorical structure of students’ presentation in speaking class 271 presented by the presenters. last, move 3 is the conclusion. explanations and examples of this move can be seen below: conclusion this move is the last stage of a presentation. at this stage, the presenter will provide a conclusion from the presentation topic. then, the presenter also gave suggestions to the audience. followed by a question and answer session by the presenters and audience. and ends with a thank you from the speaker to the audience. therefore, in this study, this move itself is divided into 4 steps, m3sa – summarizing the points/conclusion, m3sb – suggestion, m3sc – invite question, m3sd – thanking/thank you. for that, let's look at the explanation and examples below: conclusion / m3 step 3a – summarizing the points/conclusion example: so, (the topic) is one of the important . . . this step is an activity to make conclusions from the presentation material. the presenters provide points that contain a collection of conclusions from the topic that have been discussed. this conclusion has an important role. in a presentation, the presenter must be able to convey a brief but complete conclusion. this conclusion is made by answering the problems at the beginning of the presentation. that way, the audience becomes more aware and can capture the content of the presentation that has been delivered. step 3b suggestion example: from the results of this presentation, we recommend that you . . . after the conclusion, there are suggestions. suggestions can be defined as input from presenters directed at the audience by the created theme. this is so that audiences who intend to research the same theme can more easily and effectively create and develop themes/topics. in this step, the presenters will provide recommendations for the audience. recommendations are given following the conclusions of the topics discussed in the presentation. next is the question and answer section between the presenter and the audience. step 3c – invite question example: ok, now we would like to invite you to give us a question . . . 272 | english franca, vol. 6, no. 2, 2022 this step is called an invite question. in this step, presenters provide an opportunity for the audience to ask questions related to the topic of their presentation. in this step, the presenter invites the audience for a question-and-answer session. then, the presenter allows the audience to voice their opinion and clarify any confusion they have about a topic that has been discussed previously. the goal is for the audience to have a deeper understanding of the topics discussed by the presenter. step 3d – thanking/thank you example: thank you for your attention . . . the next step is thanking/thanking you. this step is the final step of the presentation. the presenters thanked the audience as a sign of the end of the presentation. this step is also a signal from the presenter to the audience that the presentation has ended. research methodology this study used a mixed-method research design as its methodology. to better understand a research problem, creswell and clark (2011) define mixed method research design as a process for gathering, analyzing, and "mixing" quantitative and qualitative methodologies in one study or series of studies (quoted in creswell, 2012). using a qualitative approach, the first research topic was addressed. while the second research question is answered by quantitative methods. this study focuses on exploratory design. based on cresswell (2011), a method in which the researcher first investigates and analyzes qualitative data before applying the findings in a quantitative phase. the main goal of exploratory research is to understand a problem or situation better. this is a great way to provide a basis for further study or rigorous study at a later date. the non-probability sample is the method of sampling that was employed in this investigation. the researcher targeted a specific group, well aware that it does not represent the larger population but only itself, and this intentional targeting resulted in the selectivity built into the non-probability sample. this is frequently the case with small-scale research, where no attempt is made to generalize the desired results, such as with one or two schools, two or three groups of pupils, or a specific group of teachers. this is frequently the situation in some ethnographic, action, or case study research (cohen, manion, and morisson, 2005). heryanti novitasari, et. al: the rhetorical structure of students’ presentation in speaking class 273 purposive sampling is the kind of non-probability sample employed in this investigation. based on cohen, manion, and morisson (2005) in purposive sampling, based on their evaluation of their typicality, researchers select the instances to be included in the research sample. they construct samples in this manner to meet their particular demands. later, cohen, manion, and morisson (2005) emphasized that while this form of the sample may serve the researcher's need to collect data, it is purposefully and blatantly biased and does not claim to be representative of the larger population. in this study, the data used were taken from presentations made by undergraduate students in the speaking for presentation class. the performance of the undergraduate student presentation was recorded. then, the recorded video of the presentation was analyzed by the researcher. the researcher will analyze the pattern of the rhetorical structure found in the video presentation by using the adapted model by singh and ali (2019), raharjo and nirmala (2016), and seliman (1996). following that, each piece of evidence will be further detailed and examined in light of the theories covered in the preceding chapter. this research was conducted in the english language undergraduate study program, at bengkulu university. the researcher chooses the english education study program at bengkulu university because, in this study program, the speaking for presentation class is a compulsory subject for students to take. the target population in this study is the fourth-semester undergraduate students majoring in english education at bengkulu university the total class is 3 classes. then, from the 3 classes, only a few students will be the samples in this study. cohen, manion, and morrison (2011) defined a sample as a smaller group or subset. according to arikunto (2010), sampling for research should be done if the subject has less than 100 participants. if the subject has more than 100 participants, 10-15%, 20-25%, or more can be sampled. the total of students that took the speaking for presentation class was 115 students. however, only 30 students will be the sample of this study. then, these 30 students will be taken 10 students from each class as representatives, where the total number of classes is 3. the reason the researcher decided that each class would have 10 students as representatives so that each class had the same number of representatives. 274 | english franca, vol. 6, no. 2, 2022 results & discussion 4.1. a. the frequency of moves and steps in the students’ presentation in speaking class table 1 the frequency of moves and steps in the students’ presentation in speaking class moves steps students’ presentation frequency percentage introduction m1a – listener orientation step 1a – greeting the audience 30 100% step 1b – reciting prayer 0 0% step 1c – introduction of oneself /another speaker 30 100% m1b – content orientation step 1d – leading the audience into the content 20 67% step 1e – announcing the topic of the oral presentation 30 100% step 1f – outlining structure/ indicating scope 11 36% body m2 – body step 2a – hortatory/ narration 30 100% conclusion m3 – conclusion step 3a – summarizing the points/ conclusion 30 100% step 3b – suggestion 26 86% step 3c – invite question 7 23% step 3d – thank you 30 100% as indicated in the table above, three moves existed in students' presentation videos. firstly, move 1 (m1) – introduction (listeners orientation and content orientation has consisted of two sub-moves such as mia (listeners orientation) and mib (content orientation). next, the researcher found that move 2 ( m2) – body and move 3 (m3) – heryanti novitasari, et. al: the rhetorical structure of students’ presentation in speaking class 275 conclusion. all the moves that existed in the table above, just like m1 – introduction (listeners orientation and content orientation), m2 – body, and m3 – conclusion has their steps for each of them and their frequency of occurrence. based on the table above move 1 – listener orientation has 3 steps, namely misa – greeting the audience, m1sb – reciting a prayer, and m1sc – introducing oneself/another speaker. the study discovered that the speaker always starts the presentation with m1a – listener orientation, from the three processes previously indicated. it was proved that m1sa – greeting the audience reached 100% or 30 times occurred in a total of 30 data analyzed. the researcher then discovered that all 30 of the studied data had a step that never appeared. the step has never occurred (0%), the step is m1sb – reciting a prayer. then, m1sc introduction of oneself/another speaker, this step has 30 frequencies. moreover, the m1b – content orientation has 3 steps such as misd – leading the audience into the content with 67% frequency of occurrence, m1se – announcing the topic of oral presentation, and the next step hitting 100% frequency of occurrence. the last step in the m1sf – outlining structure/indicating scope appeared 11 times or 36% frequency occurrence. as seen in the following example below: example 1 of m1sa – greeting the audience assalamualaikum warahmatullahiwabarokatuh, ladies and gentlemen. (students 1) good afternoon ladies and gentlemen. first of all, let me thank you for being here today. (student 2) assalamualaikum, hello everyone. let me introduce myself. (student 4) based on the example above, several ways can be used to greet the audience the word bold and underlined above such as “assalamualaikum warahmatullahiwabarokatuh” and “good afternoon” as a linguistic cue indicating the speaker welcomed the audience or viewers before beginning the speech as an oral presentation. oral presentation often begins with "m1a – listening orientation", the speaker greeted the audience which belongs in the step of m1sa – greeting the audience. furthermore, the greeting function is an attention-getting device and an important part of communication 276 | english franca, vol. 6, no. 2, 2022 competence. another step in m1sc was a step that aimed to introduce yourself and the group members or m1sc – introduction of oneself/other speaker. this is an essential step. as seen in the following example below: example 2 of m1sc – introduction of oneself/another speaker as you probably know, my name is . . . i'm a student at college in . . . (student 3) let me introduce myself. my name is . . . and i am a student at . . . (student 4) first of all, let me introduce myself. my name is . . . i'm a student at . . . (student 5) the phrase “my name is . . .” indicated that this kind of step was the speaker tell about themselves. the common expression “my name is . . .” which existed in all of the entire student presentation videos, the steps that proved to be quite important in the m1 – introduction section. in the spoken genre the speaker needs to prepare the audience for the content of the oral presentation and capture the audience's attention. this step is called m1sd – leading the audience into the content. as shown below: example 3 of step m1sd – leading the audience into the content in the speaking for presentation class, i learned about how to be a perfect presentation. i would like us to learn the roles of presentation. first, we learn about opening a presentation in class we have a formula for opening a presentation. we call this a w-i-s-e formula. (student 5) here i want you to take a look at my screen. imagine the student doesn't have much money, he's not rich and needs to get a job as soon as possible after he has done his school. which institution matches him? senior high school or vocational school? (student 7) based on the example above, the step of m1sd – leading the audience into the content reached a 73% frequency or percentage. in this step, the speaker is instructed to engage the audience and direct them to the topic to be discussed in the oral presentation. one of the other steps in m1b is the step that aims to announce the topic of the presentation to heryanti novitasari, et. al: the rhetorical structure of students’ presentation in speaking class 277 the audience or viewers, m1se – announcing the topic of the oral presentation. as seen in the following example below: example 4 of m1se – announcing the topic of the oral presentation today i would like to present about climate change. it is very important for us because we lived on earth and we must care about it. (student 1) so, at this moment i would like to explain public speaking anxiety. so, we're going to the main point of this topic. (student 4) what i like to present to you today is about indonesian unemployed people from the vocational school. (student 7) the phrase “today, i would like to present about” "so, at this moment i would like to explain about" or “what i like to present to you today is about” shows that in this kind of step the speaker presents the topic orally to the audience. the common expression “i would like to present about” which were present throughout the entire presentation, the steps that were most significant in the m1 introduction section. in the spoken genre, the speaker needs to orient the audience and arrange the presentation framework to be delivered to the audience. another one finds found in students' presentation videos m1alistener orientation was m1sf – outlining structure/indicating scope. this step reached 36% percent or has appeared 11 times out of 30. this step serves to indicate the components of the topic to be discussed and provide information about the outline of the presentation topic. as shown below: example 5 of step m1sf – outlining structure/indicating scope i'll begin by explaining the definition of extensive listening. then i'll start by explaining to you the background of podcasting and vodcasting in a second language context and after that, i'll move on to my next point which is showing you the results of the question. (student 2) today’s presentation will have two discussions. the first is about factors of the teaching profession that are less desirable. the second is teachers' perception of the teaching profession. (student 3). 278 | english franca, vol. 6, no. 2, 2022 based on the examples above, the step of m1sf – outlining structure/indicating scope was not only an indicator for speakers to share ideas or topics to be presented but also this step helps speakers show the scope of the topic when it is their turn to present if the topic is presented by more than one speaker. as a whole of a presentation, the content of the speech was the most important one, it contained the main points or ideas of knowledge from a presentation to be delivered. as can be noted in the table above, the steps in move 2 (m2) proved that the content of the students' speaking presentation, move 2 (m2) – body contained much information on the topic of the student's presentation videos discussed. it was proved by the step frequency in the m2 reached up to 30 times with a 100% occurrence percentage. as shown in the following example below: example 6 of m2 – sa – hortatory/narration climate change simply is changing of weather patterns. it could be natural. (student 1) increased exposure to a large amount of comprehensible overall input is called extensive listening or el. their practices can be both teacher and learner initiatives and can be conducted outside the classroom. (student 2) according to . . , when anxiety is related to learning a second or foreign language learned process it is known as second or foreign language anxiety. young added that language anxiety involves a complex multi-factor reality which . . . (student 4) above are examples of m2 – body. in the example above, it was found that most of the speakers will start this step by defining the topic they will discuss and convey to their audience. submission of the definition will usually be followed by some support from experts to strengthen the speaker's statement. furthermore, in analyzing students' presentation videos, the last part of the speech was quite important. because the speaker's final comment emphasized a key point, viewers or listeners can learn a valuable lesson from it. according to what is clear from the table above, the m3sa – summarizing the points/conclusion in students' presentation the move 3 hit 30 times occurred or 100% existed in the all data analyzed. it indicates that the presenters brought up a crucial point that could have improved audiences' or viewers' understanding of the subject. the m3sb heryanti novitasari, et. al: the rhetorical structure of students’ presentation in speaking class 279 – suggestion has occurred 26 times or 86% of students' presentations. next, the m3sc – invite question has occurred 7 times or 23% of the data in students' presentations. the last, m3sd – thanking/thank you was an obligatory category. it has occurred 30 times or 100% from all the data of students' presentations in speaking class. examples can be seen below: example 7 of m3sa – summarizing the points/conclusion in conclusion, i hope we could change our minds to take care of the environment. (student 1) so the next slide is a summary. anxiety can be both good and bad. (student 4) let me tell you that overall my presentation today, as i said if using technology in our relationships can give us two things. (student 8) the sentence in bold and italics above indicated that the speaker was about to conclude the speech as an oral presentation. the examples above are a point of emphasis to conclude the topics that have been discussed, m3sa – summarizing the point. the next step is m3sb – suggestion. like in the following illustration: example 8 of m3sb – suggestion in addition, i would therefore suggest language teachers and learners become familiar with the digital resources available such as podcast and vodcast . . . in addition, i would therefore suggest language teachers and learners become familiar with the digital resources available such as podcast and vodcast. (student 2) it was also suggested that instead of the formal classroom settings one of them might an informal situation where even high students can feel relaxed and be more willing to participate. (student 4) as can be concluded from the example above, m3sb – suggestion. it indicates that some of the speakers suggested this in the presentation. speakers will use the word "suggest" when they intend to give their suggestions to the audience regarding the topic they are discussing. this step has the role to give some suggestions to the audience. then, another step is m3sc – invite questions. for more details see the example below: example 9 of m3sc – invite question 280 | english franca, vol. 6, no. 2, 2022 okay, that's all. okay, are there any questions? ( student 15) thank you for your attention. you can ask me if you have any questions. (student 21) and of course, do you have any questions? (student 27) above are some examples of m3sc – invite questions. this step is an opportunity given by the presenter to the audience who wants to ask a question related to the presentation topic. this step appears 7 times or 23% of students' presentations and is categorized as optional. the last step that will be discussed is about m3sd – thanking. as shown below: example 10 of m3sd – thanking in the end, thank you all for listening to my presentation. (student 2) ok, that’s it from me. thank you for your attention. (student 4 hope this is useful to you. bye bye. thank you, everyone. bye. (student 24) thank you for your attention. as can be concluded from the example above, m3sd – thanking. it indicates that the speaker ended the presentation by valuing the audience or the viewer by saying “thank you”. in conclusion from the foregoing explanation, the analysis showed that the 30 video transcripts used as the research data had the rhetorical structure of the motions and steps in the students' presentation videos. in addition to the frequency of moves and steps in students' presentations in the speaking for presentation class, the researcher also found a typical pattern possessed by students when presenting in the speaking presentation class. 4.1. b. the typical pattern of students’ presentation in speaking class table 5. the typical pattern of the students’ presentation in speaking class no moves and steps typical pattern 1. move 1 – introduction obligatory step 1a – greeting the audience obligatory step 1b – reciting prayer optional heryanti novitasari, et. al: the rhetorical structure of students’ presentation in speaking class 281 step 1c – introduction of oneself/other speakers obligatory step 1d leading the audience into the content conventional step 1e announcing the topic of the oral presentation obligatory step 1f outlining structure/ indicating scope optional 2. move 2 – body obligatory step 2a – hortatory/narration obligatory 3. move 3 – conclusion obligatory step 3a – summarizing the points/conclusion obligatory step 3b – suggestion conventional step 3c – invite question optional step 4d – thanking/thank you obligatory from the table above, it can be seen that there are 3 typical patterns in students' presentations in the speaking for presentation class found in this study. the three typical patterns are obligatory, conventional, and optional. however, this study only focuses on the typical patterns of obligatory and conventional. starting from move 1 introduction which has a typical pattern in the form of obligatory. followed by move 2 body which also has a typical pattern as an obligatory. finally, move 3 conclusion also has a typical pattern in the form of an obligatory. thus, it can be said that of the 30 data that have been analyzed in this study, all of them have move 1 – introduction, move 2 – body, and move 3 – conclusion. furthermore, each move has several steps. these steps also have their typical pattern. move 1 the introduction has six steps. of these six steps, there are 3 steps whose typical pattern is obligatory, m1sa – greeting the audience, m1sc – introduction of oneself/other speakers, and m1se – announcing topic of oral presentation. then, m1sd – leads the audience into the content, and m1sf – outlines structure/ indicating scope has a typical pattern as conventional. in move 2 – body, there is only one step, namely m2sa – hortatory/narration. it is known that this step has a typical pattern as obligatory. furthermore, in move 3 conclusion, there are 4 steps. of these 4 steps, it was found 2 steps that have a typical 282 | english franca, vol. 6, no. 2, 2022 pattern as obligatory, m3sa – summarizing the points/ conclusion and m3sd – thanking/thank you. in addition, there is also one step that has a typical pattern as conventional, m3sb – suggestion. for clarity, below is the examples of an essay on moves and steps: essay 1: good afternoon. first of all, let me thank you for being today. i'm glad that so many of you could come. (m1sa) let me introduce myself, my name is .... and i'm a student in the english education study program. (m1sc) my field of study focuses on writing, speaking, reading, and listening. but humans tend to listen more than they read, they carry but listening is hard in the language-learning process. (m1sd) so i will share my file of powerpoint and its related to listening which is improving listening skills with extensive listening using podcasts and vodcasts. so this topic is particularly relevant to the watch who will get the role of english educators. (m1se) i'll begin by explaining the definition of extensive listening. then i'll start by explaining to you the background of podcasting and vodcasting in a second language context and after that, i'll move on to my next point which is showing you the results of the question. (m1sf) and please feel free to interrupt me at any time with questions or don't worry about taking notes because i'll be handing out copies of my powerpoint slides. (m3sc) so, as an english student, i experienced that listening to a second language is hardly difficult, but generally because listening skills can be hollowed by extensive listening practices beyond the classroom. so what is extensive listening? increased exposure to a large amount of comprehensible overall input is called extensive listening or el. their practices can be both teacher and learner initiatives and can be conducted outside the classroom. there are three important principles for effective el practice variety, frequency, and repetition. second language learners need to listen to a variety of listening materials on various topics and then they become familiar with the structures of different listening tips. but thanks to technology, podcast and vodcast are available to help our listening skills with more creative play. okay, first let me quickly explain the graph. meanwhile, heryanti novitasari, et. al: the rhetorical structure of students’ presentation in speaking class 283 the line on the right presents the number of proficiency posttest also from the range zero to 100. the colorful line is representative of learners and as a whole, it can be seen that no learners experience the decline. instead, every learner's hectic pervasive increases even with the traumatic increase or slight increase instead of the data result. there are two main points of the graph that we all should know. the positive effects given by learners are the expression as i improve and i learned or i realized that sharing they got the benefit or positive impact of the listening test. furthermore, listening loves to help them to develop listening skills significantly. however, there are also negative effects as learners strongly relate to the speed of the speakers and unfamiliar friends. but in the tale, some of them also think that the struggle is good for their learning process and makes them grow better. (m2sa) now, i'm at the end of my talk about listening to podcasts and vodcast for second language learning. just to summarize the main points of my talk, as might be expected, smartphones were the most prepared device for the students while doing extensive learning. this also leads us to the reason why learners choose podcasts and vodcast because it is not very convenient to watch a podcast on a small screen device, isn't it? and secondly, the yearlong extensive listening practice with podcasts and vodcasts has a significantly positive influence on the development of listening skills. the data in the graph proved this point by showing there are no requirements for the proficiency of learners. (m3sa) in addition, i would therefore suggest language teachers and learners become familiar with the digital resources available such as podcast and vodcast sets of all four languages to post. because as we know, many new digital avenues for second language listening to podcasts and vodcasts are now available for language learners and educators. the finding and the study can help language teachers and learners recognize the educational power of podcasting and vodcasting technology in developing second-language listening skills. (m3sb) in the end, thank you all to listen to my presentation. wassalamualaikum wr wb. (m3sd) essay 2: 284 | english franca, vol. 6, no. 2, 2022 assalamualaikum warahmatullahiwabarokatuh, ladies and gentlemen. first things first i wanna say thank you to those of you who could make it today. (m1sa) my name is. (m1sc) today i would like to present about climate change. (m1se) it is very important for us because we live on earth and we must care about it. (m1sd) okay, let's have a look at the next slide. climate change simply is changing of weather patterns. it could be natural but humans made it faster. it was caused by many factors such as pollution, forest cutting, and other human activity. climate change could influence human life. for instance, climate change can make sea levels rise and it makes many towns lower land would have flowed. then i want to draw your attention to the next slide. when someone talks about climate change, they always talk about the safety of earth. but how do people react when they say it? they would ignore it because they don't have a judgment of the word earth. they would think someone will do something about it. we have no contribution to prevent climate change. but if we change the term to safe our habitat how can you not have engagement with your habitat? you live in there to save your soul. you must keep your habitat, and stay safe and healthy. (m2sa) and then this leads us to the end of my presentation. in conclusion, i hope we could change our minds to take care of the environment. (m3sa) let's now make a real effort to prevent climate change. (m3sb) that’s all, thank you. (m3sd) essay 3: assalamualaikum wr wb. hello everyone, let me introduce myself. (m1sa) my name is and my npm is i am a student at the university of bengkulu. (m1sc) so, at this moment i would like to explain public speaking anxiety in the thai efl context. (m1se) so, we're going to the main point of this topic. so the first is a review of the literature, on language anxiety. according to hasmi and abbasi, when anxiety is related to learning a second or foreign language learned process it is known as second or foreign language anxiety and young added that heryanti novitasari, et. al: the rhetorical structure of students’ presentation in speaking class 285 language anxiety involves a complex multi-factor reality that may affect the learners in terms of the culture. the previous longest learning process, characters, and classroom environment. so let's move on to the next topic. so the next is speaking anxiety and fear of public speaking. macintyre and carre added that when speaking students are required to process linguistic inputs while producing outputs, stimulus, and harmer as cited in cagatay added that such skills are considered the most anxiety profiquing part of language education. it is fear of public speaking, particularly in an unfamiliar language that provokes language anxiety. okay, the next topic is factors associated with foreign language society also found that they study that among all difficulties related to linguistic items that along with learners may face with vocabulary, it is the most prominent one because lack of vocabulary in the target leads to anxiety. when learners cannot use suitable words in the lattice due to a lack of language or cannot remember the word, they become ancestry. therefore, when learners face difficulty in understanding and using the linguistic components of a foreign language or have a lack of knowledge about these items they may feel anxious and the effect and factors of language anxiety. aydin added that several negative effects have been observed to have an impact on one language learning process including loss of vocabulary and synthetic structure knowledge while speaking more anxious language learners are therefore more prone to mistakes when pronouncing the target language. the last is alleviating language anxiety. as can be seen, language anxiety is a major cause of trouble for many language learners. for example, their unwillingness to participate in the veil to start a conversation. the important thing is to address what can be done to evaluate language society and help language learners improve their experience learning the target language from the literature several solutions have been proposed. language anxiety stems from the lack of practice. (m2sa) therefore suggests that more opportunities to practice should be given to students. it was also suggested that instead of the formal classroom settings one of them might an informal 286 | english franca, vol. 6, no. 2, 2022 situation where even highly si students can feel relaxed and be more willing to participate. okay, let's do the next slide. (m3sb) so the next slide is a summary. anxiety can be both good and bad and thus facilitating or debilitating as a confidence booster or as a demotivator. anxiety is worth investigating because it is a factor that influences perceive competence. the present study investigates public speaking anxiety problems faced by thai efl students from their own and the research perspective to achieve their objectives. (m3sa) okay, that's it from me. thank you for your attention. be helpful and thank you. wassalamualaikum wr wb. (m3sd) above are some examples of essays on moves and steps found in students' presentations in presentation class. essay 1 is an example that has complete moves and steps. essay 2 is an example that has incomplete moves and steps. in essay 2, no m1sf and m3sc steps were found. similar to essay 2, essay 3 is also an example where the moves and steps are not complete. in essay 3, the steps m1sd, m1sf, and m3sc are not found. discussion the first research question in this study is to find the most common moves and steps found in students' presentations in speaking class. after processing the data, it was found that m1sa – greeting the audience, m1sc – introduction of oneself/another speaker, m1se – announcing topic of oral presentation, m2sa – hortatory/narration, m3sa – summarizing the points/conclusion, and m3sd – thanking/thank you are the most common moves and steps found in students’ presentation in speaking for presentation class. it is known that these steps have a frequency of 30 times with a percentage of 100%. the same thing was also found in research by singh and ali (2019) argue that step m1sa greeting the audience has the potential to attract the attention of the audience. this step is mandatory and frequent because the findings show that this step occurs 100% in the introduction section. the second is often found in the steps of m1sd – leading the audience into the content which appears 20 times with a percentage of 67% and m3sb – suggestion appears 26 times with a percentage of 86%. the second finding in this study is about the typical pattern in students' presentations in speaking class. referring to kenoksilapatham (2005), this typical pattern is divided into 3, obligatory, conventional, and optional. however, this study only focuses on two kinds of typical heryanti novitasari, et. al: the rhetorical structure of students’ presentation in speaking class 287 patterns, namely obligatory and conventional. it is known that 100% of the moves and steps that appear are classified as obligatory. meanwhile, the moves and steps that appear between 60% 99% are classified as conventional. it was found that step m1sa – greeting the audience is obligatory. in addition, m1sc – introduction of oneself /other speaker is also obligatory. these steps appear 30 times or 100% percentage. in line with singh and ali (2019) stated that steps 1a greeting the audience and step 1c introducing oneself or other speakers were found in all data where the frequency of occurrence was also 100% for research data as an introduction was required. there is also step m1se announcing the topic of the oral presentation which is obligatory. then, m2sa hortatory/narration which is also obligatory. in move 3 conclusion, there are two steps with a typical pattern as obligatory, m3sa – summarizing the points/conclusion and m3sd – thanking/thank you. the findings in previous research from raharjo and nirmala (2016) revealed that most presenters developed their presentations using a summary/conclusion. the steps above are categorized as obligatory because they have appeared 30 times with a percentage of 100%. then, this study also found a typical pattern in the form of conventional. one step that has a typical pattern in the form of conventional is m1sd leading the audience into the content which has a percentage of 67%. different results are obtained from the research of singh and ali (2019) where the step of m1sd leading the audience into the content is considered optional because of its low frequency of appearance. then, m3sb suggestion is also conventional with a percentage of 86%. conclusion the goal of this investigation is to find out the moves and steps often found in students' presentations in speaking class. additionally, this research looks into the typical pattern of students' presentations in speaking class. based on the results of data analysis from research that has been done about the rhetorical structure of students' presentations in speaking class, it can be concluded as follows: first, three moves in the rhetorical structure are found in the student's presentation in speaking class. the first move is move 1 (m1) consists of an introduction – listener orientation and content orientation. the second is move 2 (m2) body. the last is move 3 (m3) – conclusion. then, the steps that are often found in students' presentations in speaking class are m1sa – greeting the audience, m1sc – introduction of oneself/another speaker, m1se announcing topic of oral presentation, m2sa – hortatory/narration, m3sa – summarizing the 288 | english franca, vol. 6, no. 2, 2022 points/conclusion, and m3sd – thanking/thank you. then, the second most often found in students' presentations in speaking class are m1sd – leading the audience into the content and m3sb – suggestion. second, the typical patterns found in the presentation of students in the speaking class are obligatory and conventional. the steps that are categorized as obligatory are m1sa greeting the audience, m1sc introduction of oneself/another speaker, m1se announcing the topic of oral presentation, m2sa hortatory/narration, m3sa summarizing the points/conclusion and m3sd thanking/thank you. these steps are categorized as obligatory because they appear 30 times with a percentage of 100%. then, some steps are classified as conventional typical patterns. these steps reached around 60 – 90% percentages. they are m1sd leading the audience into the content and m3sb – suggestion. references aliyu, m. m., korau, s. m., & basiru, a. (2019). reducing undergraduates speaking anxiety through class interactions and oral presentations. asian journal of contemporary education, 3(1), 36-43. doi: 10.18488/journal.137.2019.31.36.43 cohen, l., manion, l., & morrison, k. (2011). research methods in education (7th ed.). london: routledge. creswell, j., w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research. pearson education. creswell, j. w., & plano clark, v. l. (2011). designing and conducting mixed methods research (2nd ed.). london: sage publications ltd. gürbüz, c., & cabaroğlu, n. (2021). efl students’ perceptions of oral presentations: implications for motivation, language ability and speech anxiety. journal of language and linguistic studies, 17(1), 600-614. doi: 10.52462/jlls.41. muhtadin, & noermanzah. (2017). rhetorical structure and linguistic features in introduction parts of research in indonesian legal science journal. lingua didaktika, 11(2), 205-215. doi: 10.24036/ld.v11i1.8373. noermanzah, syafryadin, castrena, o. w., & abid, s. 2020. rhetoric structure of the master of ceremony and the function of the heryanti novitasari, et. al: the rhetorical structure of students’ presentation in speaking class 289 akikah event in lubuklinggau city. journal of english education and teaching (jeet), 4(2), 232-247. noermanzah, wahyuni, s., astuti, t., & wardhana, d. e. c., syafryadin. (2020). the rhetorical structure of the lubuklinggau mayor's speech in building community trust. international journal of progressive sciences and technologies (ijpsat), 19(2), 146-154. nouh, n. a. a., kareem, m. m. a., & taqi, h. a. (2015). efl college students’ perceptions of the difficulties in oral presentation as a form of assessment. international journal of higher education, 4(1), 136-150. doi:10.5430/ijhe.v4n1p136 doi: http://dx.doi.org/10.14710/parole.v6i2.16885. pujiyanti, i. a., arsyad, s., & arono . (2018). rhetorical structure analysis on introduction chapters of english master theses by indonesian postgraduate students. indonesian journal of english education, 5(2), 143-164. doi: http://dx.doi.org/10.15408/ijee.v5i2.8423. raharjo, s., & nirmala, d. (2016). generic structure and cohesive devices: a study on the final project report presentation of the accounting students of polines semarang. parole: journal of linguistics and education, 6(2), 27-40. samad, i. a., & adnan, z. (2018). generic structure of an important, but neglected, academic genre, undergraduate thesis defence examination, and its pedagogic implications. a collective case study at four universities in aceh and north sumatra provinces, indonesia. tesol international journal, 13(10), 54-75. seliman, s. (1996). the genre and the genre expectations of engineering oral presentation related to academic and profesional context. unpublished dissertation, university of stirling. sing, k. k. m., & ali, a., m. (2019). a genre-based investigation of the introduction sections of academic oral presentations. asian journal of university education, 15(2), 95-125. doi:10.24191/ajue.v15i2.7559. widodo, i. (2020). the rhetorical structure of short lecture by famaous applied linguists jack c. richards posted on youtube [thesis]. bengkulu university. http://dx.doi.org/10.14710/parole.v6i2.16885 http://dx.doi.org/10.15408/ijee.v5i2.8423 290 | english franca, vol. 6, no. 2, 2022 empty page english franca academic journal of english language and education doi:10.29240/ef.v621.5242 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670; eissn: 2580-3689; vol 7, no 2, 2023, page 357-368 article info: http://journal.iaincurup.ac.id/index.php/english received 24 april 2023; received in revised form 10 july 2023; accepted 24 august 2023, avalaible online 30 november 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open access article under the cc by-sa license copyright (c) 2023 author the use of blooket: a study of student’s perception enhancing english vocabulary mastery kiki dwi sartika¹, dwi fita heriyawati², sonny elfianto³ ¹ smpn 5 sumbernanjing wetan satu atap, malang, indonesia ² universitas islam malang, malang, indonesia ³ universitas islam malang, malang, indonesia corresponding email: kikidwisartika88@gmail.com to cite this article author (2023) “the use of blooket: a study of student’s perception enhancing english vocabulary mastery”: sartika, k., heriyawati, d., & elfianto, s. (2023). the use of blooket: a study of student’s perception enhancing english vocabulary mastery. english franca : academic journal of english language and education, 7(2). doi:http://dx.doi.org/10.29240/ef.v7i2.7406 introduction lack of vocabulary is big trouble for efl students, however, vocabulary plays an essential role in a language without it, a communique is a “huge zero” with no means and sense of expression it stands with (cinar, 2019) vocabulary is a building block to prepare sentence in a language and its use to talk with peoples. vocabulary is more important to learn because as in (schmitt, 2000), vocabulary acquisition is proof that a foreign learner knows the words in spoken and written forms, grammatical, and collocations, function, and meaning, its important through the other 4 skills (listening, speaking, reading and writing). nowadays, almost all junior high school students struggle with pronouncing words, writing properly, and spelling. the distinctive grammatical concision of a phrase known as an inflection also contributes to student's struggles with vocabulary acquisition., as said in (alqahtani 2015) said that due to the fact that limited vocabulary in an esl student interferes with effective communication, vocabulary proficiency is frequently seen as a crucial tool for a second language learner..they have little motivation in gaining knowledge of english, particularly in vocabulary big number of them feel confused to switch word in english and the abstract. memorizing vocabulary is hard for certain students; this conventional strategy has so many weaknesses. therefore, technology plays a significant role in the scope of teaching and learning efl. engaging students’ habits with their gadgets, especially in the game-based-learning strategy “blooket.com” is a new way to help improve students’ mastery of vocabulary. this study stands to examine the use of educational games-based learning to enhance students’ english vocabulary. a qualitative study will be carried out as a study-based design and focus on students’ perception of playing the blooket game. 40 students (7,8 and 9 grades of public junior high school students) were involved as a subject of research. students were given a questionnaire using google forms, and information was gathered in the form of numbers and percentages, which were then interpreted in a qualitative sentence. the result shows that using blooket can enhance students’ motivation in learning vocabulary because it makes them fun, and competitive, and understand the vocabulary easier than the conventional method. blooket also has weak speed and accuracy because of the internet connection and the gadget’s performance. therefore, this can be used as an alternative to breaking the old way of learning vocabulary. keywords: vocabulary mastery, blooket, student’s perception file:///c:/users/user/downloads/cccccc http://journal.iaincurup.ac.id/index.php/english/index http://u.lipi.go.id/1614254143 http://u.lipi.go.id/1613357132 http://journal.iaincurup.ac.id/index.php/english mailto:kikidwisartika88@gmail.com http://dx.doi.org/10.29240/ef.v7i2.7406 kiki dwi sartika, et. al., 2023 the use of blooket: a study of student’s perception enhancing english vocabulary mastery 358 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 5 9 3 7 0 ) definition of that word (berliani, 2021) and (ling & abdul aziz, 2022) state that the negatives of effective learning include difficulties with language retention, restricted access to learning materials, and a lack of interest and drive brought on by drill-and-repeat instruction and rote memorization. many efl learners report that their issue is that they become tired of learning vocabulary through traditional methods like studying, putting phrases on paper, or passively absorbing explanations from teachers since there are so many vocabularies. it is difficult to teach vocabulary using the traditional chalk-and-talk method.. however, studies have proven that teaching vocabulary the use of the traditional chalk-and-talk approach is hard. thus, some teachers use various strategies and methods to enhance junior high school students’ vocabulary mastery it means that engaging in teaching vocabulary and various teaching strategies is very important to attract students’ motivation to learn vocabulary. students lose interest in studying and struggle to remember the words they have learned. as an end result, games are extensively used inside the school room to educate. (ling & abdul aziz 2022). in the 21st century teaching really needs to take advantage of technological advances, especially to foster students' motivation in learning english. in ordinary existence, students are very familiar with the modern-day era, especially android, including online games, it becomes excessively extreme for adolescent’s lifestyle now (sahi, 2019) nowadays, kids of all ages truly live in a culture that is greatly influenced by media and has access to a variety of digital devices that may be used both at home and elsewhere, like school.. students are familiar with modern gaming apps that are more intriguing, motivating, and pleasant as a result of children spending the majority of their free time on technology, which contributes to issues in the classroom. in the classroom, games are frequently used to teach vocabulary. (ling & abdul aziz, 2022) by utilizing interactive games based on computer technology, english language skills, especially vocabulary, can improve and make students enthusiastic while playing. game-based learning can help the students feel a new way of learning by using digital game-based also a vital difficulty for efl and overseas language contexts (ahmed 2022) in addition (rosyidah, et. al., 2023) gamification aims to increase students' interest for studying a particular subject, like learning a language. nowadays educators often found students' challenges in speaking or writing, they don’t want and even cannot speak english because they haven’t enough vocabulary. in the case of students’ lower motivation in learning english, here the students have difficulty memorizing vocabulary and creating it into sentences, students are not enjoying learning english when they are asked to make a sentence or a paragraph, they often finish the task in a long period of time. in the classroom when the teacher tries to speak english, they are not paying attention because they are not having a “building block” in vocabulary and do even not understand what the teacher said. classes during the learning process are crowded and always make the class unconducive. as said by (gamlo, 2019) effective english learning competence was determined to require more than only instrumental and necessary motives. the lack of students’ motivation in learning english can be caused by several things such as: (1) the teacher teaches without giving motivation to the students, (2) the students dislike the subject, (3) low intrinsic motivation, (4) students have a certain problem, (5) lack of parental attention, and (6) the students lack of vocabulary mastery. to overcome these problems, an interesting, fun, and challenging activity in learning is needed. in this case, technology becomes an alternative to make the classroom more interactive. seeing this situation and condition the researcher tries to apply blooket as game-based learning to attract their motivation, especially in learning vocabulary. a certain game mode called “racing” was used this game mode offer a fun and competitive experience (www.blooket.com). the student's responses were very enthusiastic, the class became a little noisy in doing the task or question because the quiz was packaged in interactive games with a competitive atmosphere. to follow up on this situation the researcher conducts research to find students' perspectives of learning using blooket. a platform for learning through games called blooket allows teachers become the host of the games through arrangement questions and students can answer on their own kiki dwi sartika, et. al., 2023 the use of blooket: a study of student’s perception enhancing english vocabulary mastery 359 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 5 9 3 7 0 ) devices (mobile phones or computer). blooket is a useful and user-friendly online playing tool that almost anyone can be a user of and take benefit from it. blooket has various of game models, its makes learning more interactive and users more interested in learning the language (susilo, 2022). there are many different types of english vocabulary games available, including quizizz, quizlet, socrative, kahoot!, and plickers, etc. in this study, the researcher applies blooket game as a technique to enhancing students’ vocabulary mastery blooket is a review and trivia application that enables teachers to "level up classroom engagement" (www.blooket.com).\ recent research shows that blooket is a helpful and user-friendly online gaming application that virtually anybody can utilize. (thu, tran & dan, thai. 2023). another study also agrees that gamification can enhance the quality of students’ learning activities. some students are satisfied with the way of gamification and in another language subject, (susilo, 2022) aims that blooket methods working along with games based learning are effective in developing and memorizing chinese vocabulary. the preceding study become involved with the effectiveness of using gamification consisting of kahoot, quizzes, wordwall, and so on. and really view for a study approximately specific game applications that focus on students’ belief in mastering vocabulary through using blooket, using blooket is a solutive idea to engage students’ activeness in mastering vocabulary. in line with technological development in the scope of education, it’s time for the teacher to try new things to make learning more enjoyable and meaningful. the previous study was taken on the same variable but very rare information about another study in the blooket application. different from previous research here, this research intended to investigate students’ perception of learning vocabulary by using blooket in another subject and the level of the student. this research was conducted to find the answer to the following questions: (1) how are the public junior high school students' perceptions of the effectiveness of the blooket application in improving their vocabulary mastery?, (2) what are the public junior high school student’s perceptions of specific game mode of blooket that students perceive as beneficial for improving vocabulary mastery? theoretical framework perception perspective is a way of thinking when people think about something then perception is a process of acquiring and processing information (barry, 2004). sartika (2022) the process through which people acquire and evaluate environmental facts that might have an influence on their behavior is referred to as perception.. perception has an influence on someone's habits. they also emphasized how people personalize, interpret, and change what they see through their senses. according to the definition given above, perception is the process of interpreting, and perspective is a method of looking at something information needed to describe and comprehend the surroundings. furthermore, perspective is a way of looking at something, and perception is the act of interpreting. information required to understand and characterize the environment. student’s perception of using blooket as a medium in learning english vocabulary is how the student's way of thinking about their habit in playing blooket. vocabulary definition of vocabulary, literally the term vocabulary refers to all of the words used in a language in general or for a specific purpose. vocabulary itself from the latin language “vocabulum” means “to name” or “to call”. vocabulary is known as a “wordstock”, lexicon, and lexis. by mastering vocabulary, it will be easier to find the right word according to the context. based on hatch & brown (1995), vocabulary is a term used to describe a list of terms for a given language or a list of words that most native speakers of that language use. from the statement, vocabulary may be seen as all the terms that are widely recognized or utilized. further, (hornby,1995) defines vocabulary as "the total number of http://www.blooket.com)./ kiki dwi sartika, et. al., 2023 the use of blooket: a study of student’s perception enhancing english vocabulary mastery 360 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 5 9 3 7 0 ) words in a language; vocabulary is a list of words with their meanings". to communicate effectively the role of vocabulary is important (neuman & dwyer, 2009) words we must know to communicate effectively; words in speaking (expressive vocabulary) and words in listening (receptive vocabulary)'. in addition, ur (1988) defines “vocabulary as the word we teach in the foreign language. however, vocabulary is a part of language learning as in (coady and huckin, 1998) vocabulary is essential to language and fundamental to the learning of most languages. from that explanation from experts, we can infer that a vocabulary is a collection of words are crucial for linguistic communication in order to convey ideas and comprehend what is being said, hence vocabulary is crucial. vocabulary mastery vocabulary must be learned by students in order to comprehend the language. to express an idea and be able to understand communicative language with others. (thornbury, 2002) explains that without proper grammar and adequate vocabulary, communication will be limited. when learning a foreign language, students must master a huge amount of vocabulary before they can use it in everyday conversation. according to (webster,1992) mastery means the authority of a master, dominion, the upper hand in a contest or competition; superiority, ascendancy. master also means possession or display or great skill or technique, skill or knowledge that makes one master of a subject comment. then (hornby, 1995) states mastery is complete knowledge or complete skill. from those definitions, the term "mastery" refers to having in-depth knowledge of a subject or exceptional competence. people’s mastering of vocabulary depends on their motivation, desires, and the need for the word’s scope (hahtch and brown, 1995). on their word mastering in vocabulary means it kind ability in processing words into the language. to increase someone's ability in mastering vocabulary, one’s responsibilities are crucial things to improve their knowledge. motivation and interest in words are required to larger the number of vocabulary mastery. from the explanation above, we can conclude that an individual’s considerable proficiency in utilizing words in a language is known as vocabulary mastery, and it is achieved depending on their own interest, requirements, and drive. vocabulary proficiency is crucial for the four language skills are important, and it must be concerned that vocabulary mastery is one of those part. teaching vocabulary teaching vocabulary as a foreign language needs various strategies, as schmitt and mccarthy (1997) identify learning vocabulary as follows: (1) assuming from the context, (2) employing mnemonic techniques and word components to help memorize words, (3) use vocabulary cards to remember word pairings from both foreign and native languages. there are so many techniques in teaching vocabulary as stated by (brewster et al, 2003) such as (1) using objects, real-life examples, visual aids, and demonstrations are all used while employing this strategy. due to the high reliability of human memory for objects and images and the ability of visual cues to aid in word retention, they can aid students in learning vocabulary more effectively. (2) drawing, both flash cards and the blackboard can be used to draw objects. if they are constructed out of cards and covered in plastic, the latter can be utilized repeatedly in various settings. young learners can easily comprehend and understand the key ideas they have gained knowledge in class. (3) contrast, words contrasting an opposite can be a way to explain some words easily to the students. (4) enumeration, when every item of words collection is complete. it can be employed to convey a message. in other words, it's useful when some word is difficult to explain.(5) mime, expressions, and gestures many second language instructors who include gestures in their lesson plans claim that their students benefit from their assistance in memorization of vocabulary. many of them have observed that students can recall a word with ease.(6) guessing from context, this approach encourages learners to take a chance and do their kiki dwi sartika, et. al., 2023 the use of blooket: a study of student’s perception enhancing english vocabulary mastery 361 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 5 9 3 7 0 ) best to figure out what unknown terminology this will enable them to gain more selfassurance and engage in exercise. (7) eliciting, giving students a list of terms to study makes this method more engaging and memorable.(10) translation, this technique can help us to save a lot of time, because there are always certain words that need to be translated. blooket.com blooket is a free website that provides educational games for study and exercise. the games are arranged according to theme, grade level, and subject.. blooket was designed to make teachers easy make assessments, vocabulary practice, drill material, etc. blooket uses a number of gamification components, including leaderboards, points, levels, and badges. these characteristics encourage students' intrinsic motivation, enhancing the fun and satisfaction of the learning process. blooket games are competitive, which encourages engagement and a sense of accomplishment as kids compete to outperform their peers and raise their scores. blooket elevates learning into a fun, game-like experience, making it more engaging and fun for students. (thu, tran & dan, thai, 2023) state that blooket isa fascinating and entertaining puzzle game website, an innovative online resource, and a platform for acquiring foreign languages online. it is ideal for developing interactive language learning evaluations including tests, debates, and surveys. figure 1. blooket game application (taken from www.blooket.com) figure 2. player’s screen display and host’s display (taken from www.blooket.com) blooket was different from other quiz application platforms such as kahoot, wordwall, quizizz, etc blooket has unusual play techniques to make the quizzes more http://www.blooket.com/ http://www.blooket.com/ kiki dwi sartika, et. al., 2023 the use of blooket: a study of student’s perception enhancing english vocabulary mastery 362 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 5 9 3 7 0 ) challenging and to help students think more rapidly, teachers can adjust the time allotted for responses to each question. as a result, students learn while having fun and are more likely to engage in class activities. blooket can be played solo or in teams, integrated with various contexts, and have its own theme and rules. with some basic features, for both teacher and students, blooket is free. in order for students to participate, teachers merely need to sign in using their google accounts. players don't need to log in they just click “join” the game or scan the barcode, enter the game id, and choose the avatar. the avatar will move forward to show progress when players (students) answer the question as seen in fig.2. blooket can be played solo (individually) or with multiple players, 60 people can play numerous players at once in this game or quiz. for a premium feature, blooket provides rates of usd 35 annually and usd 4.99 monthly. teachers can compose and organize a set of questions. blooket itself has 13 online game types, including conventional gaming modes, risky games like gold quest and fishing frenzy, one-on-one battle modes like battle royale, and tactics-heavy modes like need for speed: most wanted, which may be played with the class or individually as given exercises. tower of doom, crazy kingdom, racing, and tower defense. blooket provides immediate feedback to students, allowing them to monitor their progress and identify areas for improvement. instant feedback enhances the gaming experience, as students can adjust their strategies and make progress in real-time. the feedback loop in blooket reinforces the idea that learning is a continuous process and encourages students to persevere and strive for improvement. the ability to track progress and witness their own growth motivates students and ads to the overall enjoyment of using blooket as educational media. materials and method this study used a descriptive quantitative approach design (sugiyono 2008). which is implemented to investigate and describe the result of students’ opinions about learning vocabulary through the blooket game application. in this research, the participant was 40 students of public junior high school grade 7, 8, and 9 they consist of 18 males and 22 females. they had been recruited through the teacher primarily based on data on individual gadgets, additionally; they come from any degree of english skill ability. the data collected in this research utilized an integration questionnaire adopted and modified from a previous study conducted by (anggraeni et al, 2019). a total of 12 statements were given to the participant through google forms to see students’ perception of using blooket to enhance their vocabulary mastery. content analysis was utilized to identify students’ opinions related to their perception of vocabulary mastery through the blooket game. the data was obtained through close-ended questionnaires that were analyzed using microsoft excel and spss 2.6. the scale used in testing is the linkert scale with an interval of one five, from strongly disagree, agree, neutral, disagree, and strongly agree. 12 statements were given to get the respondent’s perceptions or opinions. to determine the status of something provided and presented in the form of a percentage, the data obtained in the form of numbers is then computed in the form of a percentage and then interpreted into a qualitative language. the only purpose of numbering qualitative data is to make it simpler to integrate two or more variables; when the final findings are received, the data is re-qualified. this method is sometimes referred to as a qualitative descriptive approach using percentages. the statistical package for social science (spss) version 26 was used to enter and calculate the data. data were analyzed using descriptive statistics to get the mean, standard deviation, frequency, and percentage. the validity of the data instrument was calculated using pearson product moment correlation at a 5% level of significance, 40 students are the participant of this research to answer 12 questions of the questionnaire. the result from rc (count) from 12 questions is higher than rt(table) 0.312, which means that the items of the questionnaire were valid. cronbach's alpha score, which was 0.836 and greater than 0.7, was used to determine the reliability of the 12 items statement of the questionnaire. this kiki dwi sartika, et. al., 2023 the use of blooket: a study of student’s perception enhancing english vocabulary mastery 363 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 5 9 3 7 0 ) means that the instrument for collecting data was reliable. therefore, the research instruments were valid and reliable. table 1 shows the frequency and the converted score. table 1. the converted score of the frequency no frequency the converted score 1 strongly disagree 1 2 disagree 2 3 neutral 3 4 agree 4 5 strongly agree 5 the score ranged from 1 to 5. the formula as follows: score = (σ[(f.1]+(f.2)+(f.3)+(f.4)+(f.5)])/σn note : f : the number of students based on the degree of frequency σ : the number of total participants. results and discussion the data below show the student's perceptions of using blooket to enhance their vocabulary mastery. the questionnaire classifies into two categories acceptable and beneficial. acceptable here means good enough to be used for a particular purpose, the purpose was to comprehend and understand vocabulary while playing blooket and benefit means the application can help the students and also give the student's good effect experience in learning vocabulary. the total of students (n) was 40 consisting of 7,8,9 grade students of public junior high schools. below are the data collected while studying and discussing them. table 2. distribution of student’s opinions about the acceptable of learning vocabulary through blooket game application no statement answers and score value sd d n a sa mean 1 i understand the meaning of new by figuring out a word's definition while playing the blooket game. 4 (10%) 7 (17.5%) 9 (22.5%) 10 (25%) 10 (25%) 3.4 2 i understand the meaning of new words when playing blooket games 1 (2.5%) 9 (22.5 %) 7 (17.5%) 8 (20%) 15 (37.5%) 3.7 4 while playing the blooket game, i tried to memorize the new word by finding synonyms for it. 6 (15%) 6 (15%) 10 (25%) 13 (32%) 5 (12.5%) 3.1 5 playing blooket games helps me 7 (17.5%) 9 (22.5%) 6 (15%) 9 (22.5%) 9 (22.5%) 3.1 kiki dwi sartika, et. al., 2023 the use of blooket, a study of student’s perception enhancing english vocabulary mastery 364 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 5 7 3 6 8 ) recall new phrases by speaking 9 i recorded a new word from what i saw in the blooket games 6 (15%) 7 (17.5%) 13 (32.5%) 5 (12.5%) 9 (22.5%) 3.1 10 other internet games taught me new words. 10 (25%) 5 (12.5%) 5 (12.5%) 8 (20%) 12 (30%) 3.2 11 when i play blooket games, i use dictionaries to look for new word definitions. 11 (27.5%) 7 (17.5%) 6 (15%) 7 (17.5%) 9 (22.5%) 2.9 total mean: 3.2 based on the data in table 2. statement 1 understanding the meaning of new vocabulary by guessing or inferring from the context in the blooket game is a commonly used strategy it shows that a significant number of students (47.5%) agree and strongly agree, while a smaller percentage (27.5%) are neutral. according to the statistics, the majority of students concur that they can comprehend the meaning of some terms by guesses. this indicates that utilizing blooket as a tool to improve vocabulary mastery has positive implications, similar to one of (brewster et al.'s (2003) strategies in teaching vocabulary. guessing from context: this approach encourages students to take risks and do their best to determine the meanings of unknown terminology. statement 2 since the majority of students (57.5%) agree and strongly agree with this statement, blooket is successful in assisting students in understanding the meaning of new vocabulary. this shows that blooket games are an excellent tool for vocabulary learning. understanding the meaning of a word through blooket as in the previous study (thu, tran & dan, thai, 2023) states that the students will be easier to absorb vocabulary in games that they played. in the fourth statement, a quarter of the students (25%) agree and strongly agree with this statement, while an equal percentage (25%) disagree or strongly disagree. it indicates that finding synonyms to remember new vocabulary from the blooket game is a moderately employed strategy. in statement 5, around 45% of respondents agree or strongly agree, while 40% are neutral or disagree. remembering new vocabulary through spelling in blooket games is a moderately successful approach. because the game was used as a free account, so access to get audio in answers will be difficult, therefore only half of the students can remember vocabulary through listening to the audio. (thu, tran & dan, thai, 2023) blooket free does not support audio but students can use other sources to listening some audio. the next statement (9) shows that (45%) of the students agree and strongly agree, while 30% disagree and strongly disagree, it indicates that recording new vocabulary encountered in blooket games is moderately practiced. almost half of the students have the opinion that recording a new vocabulary from blooket is a positive way of learning vocabulary they can memorize the new word that appears in the game and record it to increase their vocabulary. the calculating result of the 10th statement indicates that the majority of students (55 percent agree and strongly agree) feel that learning vocabulary through online games is useful, however, 45 percent of students are unsure about this. so many game-based learning applications are available in the form of digital. students also can learn vocabulary from other sources. the positive answers indicate that based on students' opinions using blooket as media in learning english is a good way. in response to the eleventh statement, 45% of students disagree, while 45% agree and strongly agree that players occasionally consult dictionaries to learn new vocabulary terms when playing kiki dwi sartika, et. al., 2023 the use of blooket, a study of student’s perception enhancing english vocabulary mastery 365 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 5 7 3 6 8 ) blooket games. it will be a little difficult to play blooket while opening the dictionary, it needs a period of time, and time is run while playing the game. while playing the game, students are not very enthusiastic about using the dictionary table 3. distribution of student’s opinions about the benefit of learning vocabulary through the blooket game application no statement answers and score value sd d n a sa mean 3 while playing blooket games, i created a new word and sentence list. 5 (12.5%) 8 (20%) 11 (27.5%) 9 (22.5%) 7 (17.5%) 3.1 6 when i see images in the blooket game, learning a new word is easy for me. 1 (2.5%) 7 (17.5%) 3 (7.5%) 11 (27.5%) 18 (45%) 3.9 7 i use new vocabulary into my phrases that i have learned from playing blooket games. 1 (2.5%) 5 (12.5%) 9 (22.5%) 13 (32.5%) 12 (30%) 3.7 8 i created a new word list and translated it into bahasa indonesia. 4 (10%) 9 (22.5%) 5 (12.5%) 12 (30%) 10 (25%) 3.4 12 i set out to learn new words by playing blooket games. 0 (0%) 7 (17.5%) 6 (15%) 9 (22.5%) 18 (45%) 3.9 total mean: 3.6 based on the data in table 3 shows that there is a positive perception of using blooket as a beneficial thing in learning english vocabulary that shows in the third statement, a significant percentage (50%) of students agree or strongly agree that making a new vocabulary list while playing blooket games is a popular practice among the students, showing that creating a vocabulary list is considered beneficial. a high-data in statement 6, shows that the students (72.5% agree and strongly agree). however, a smaller proportion (10%) disagree and strongly disagree. it indicates that the presence of images in blooket games aids in mastering new vocabulary. this is the positive result of images on blooket. as in (brewster et al, 2003) one of the techniques in teaching english by using objects, real-life examples, visual aids, and demonstrations are all used while employing this strategy, visuals of blooket can make students improve their mastery of vocabulary. the visualization or image in the blooket give them benefit in mastering english vocabulary for the seventh statement, a significant number (62.5%) agree and strongly agree with this statement. it can be said that using new words in sentences learned from blooket games is a common practice among participants. most of the students agree that the new word apply in blooket give them a positive learning experience, while they ask to answer the question they also use new words from blooket in sentences that i know from playing kiki dwi sartika, et. al., 2023 the use of blooket, a study of student’s perception enhancing english vocabulary mastery 366 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 5 7 3 6 8 ) blooket games. this case is in line with a previous study that game-based learning strategies are believed to enhance vocabulary learning and retention compared to conventional rote memorization (argit et al., 2020). thus, in statement 8, 55% of the students agree and strongly agree, while a smaller percentage (22.5%) disagree and strongly disagree that creating a new vocabulary list and writing translations in indonesian is a moderately utilized strategy. in general, students are familiar with words list, they often make a list of words from a text or sentence that they want to memorize those words. this way is called translation, based on (brewster et al.,2003) theory in teaching vocabulary this technique can help us to save a lot of time, because there are always certain words that need to be translated. and the last statement shows that 67.5% of respondents agree and strongly agree, while 15% are neutral in creating a learning plan specifically for acquiring new vocabulary through blooket games as a popular approach. most of the students agree that they made a plan to learn new words through blooket games. because playing blooket can be addictive for certain students they can play individually. improving vocabulary also self conclusion based on data analysis, blooket games are generally effective in aiding the understanding and acquisition of new vocabulary. based on students' perceptions, using blooket to enhance students’ vocabulary mastery is fun, competitive, and comprehensible. participants frequently use techniques including guessing from context, making vocabulary lists, utilizing synonyms, and using visuals. participants actively use new words in sentences and make learning plans, showcasing their dedication to expanding their vocabulary through blooket games. the popular item is displaying an image on the blooket game implies of the students easier learn english vocabulary through it. blooket provides immediate feedback to students, allowing them to monitor their progress and identify areas for improvement, especially in vocabulary mastery. instant feedback enhances the gaming experience, as students can adjust their strategies and make progress in real-time. the feedback loop in blooket reinforces the idea that learning is a continuous process and encourages students to persevere and strive for improvement. additionally, respondents actively use new words in sentences and make learning plans, showcasing their dedication to expanding their vocabulary through blooket games. the popular item is displaying an image on the blooket game implies of the students easier learn english vocabulary through it. furthermore, the teacher can easier to create materials or quizzes and apply them, the teacher also can use the discover option to use various quiz materials and teach vocabulary acknowledgement this research was supported by our lectures from universitas islam malang, we also thank the reviewer of our article submission for suggestions for this additional analysis. references ahmed, a. a. a., ampry, e. s., komariah, a., hassan, i., thahir, i., hussein ali, m., fawzi faisal, a., & zafarani, p. (2022). investigating the effect of using game-based learning on efl learners’ motivation and anxiety. education research international, 2022. https://doi.org/10.1155/2022/6503139. a. s. hornby, 1995, oxford advanced learners’ dictionary of current english, fifth edition, new york: oxford university press. alqahtani, m. (2015). the importance of vocabulary in language learning and how to be taught. international journal of teaching and education, iii(3), 21–34. https://doi.org/10.20472/te.2015.3.3.002. argit, g., demirel, e. e., & koksal, o. (2020). teaching vocabulary through games: a comparative study of the 4th and the 7th grades. research on education and kiki dwi sartika, et. al., 2023 the use of blooket, a study of student’s perception enhancing english vocabulary mastery 367 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 5 7 3 6 8 ) psychology (rep), 4(1): 41-53. ashrafa, h., ghanei, f., & salamie, m. (2022). the impact of online games on learning english vocabulary. jet (journal of english teaching), 8(1), 33–36. http://www.sciencedirect.com/science/article/pii/s1877042814025099. barry, a. m. (2004). perception theory. in handbook of visual communication (pp. 67-84). routledge. basuki, y., & hidayati, y. (2019). kahoot! or quizizz: the students’ perspectives. https://doi.org/10.4108/eai.27-4-2019.2285331. berliani, n. a., & katemba, c. v. (2021). the art of enhancing vocabulary through technology. jurnal smart, 7(1), 35–45. https://doi.org/10.52657/js.v7i1.1340. brewster, j., ellis, g. and girard, d. 2003. the primary english teacher's guide. (new edition). london: penguin bookscoady, j., &huckin, t. (eds.).(1997). second language vocabulary acquisition. cambridge: cambridge university press. gamlo, n. (2019). the impact of mobile game-based language learning apps on efl learners’ motivation. english language teaching, 12(4), 49. https://doi.org/10.5539/elt.v12n4p49. hatch, e., & brown, c. (1995). vocabulary, semantics, and language education. cambridge university press, 40 west 20th street, new york, ny 10011-4211 (hardback: isbn-0521-47409-4; paperback: isbn-0-521-47942-8).. h.douglas brown. (2000). [h._douglas_brown]_teaching_by_principles,_second_(bookfi.org).pdf. in teaching by principles an interactive approach to language pedagogy (p. 491). ledy, n. m., sujarwati, i., & syafryadin, s. (2023). elementary school students' perceptions of learning vocabularies using short stories. english franca: academic journal of english language and education, 7(1), 163-174. ling, n. s., & abdul aziz, a. (2022). the effectiveness of game-based learning strategies on primary esl learners’ vocabulary learning. international journal of academic research in progressive education and development, 11(2). https://doi.org/10.6007/ijarped/v11-i2/13266. meyer, l. l., & schmitt, n. (2002). vocabulary in language teaching. tesol quarterly, 36(2), 235. https://doi.org/10.2307/3588334. nawawi, m. i., pathuddin, h., syukri, n., alfidayanti, a., poppysari, s., saputri, s., ramdani, m., jun, m., & marsuki, i. (2021). pengaruh game mobile legends terhadap minat belajar mahasiswa/i fakultas sains dan teknologi uin alauddin makassar. al ma’arief : jurnal pendidikan sosial dan budaya, 3(1), 46–54. https://doi.org/10.35905/almaarief.v3i1.2039. rosyidah, u. j., laksmi, e. d., & anugerahwati, m. (2023). gamification in duolingo app on improving english listening proficiency of junior high school students. english franca: academic journal of english language and education, 7(1), 119-132. sahi, m., & bhagat, g. (2019). journal of critical reviews positive effects of online games: a review. journal of critical reviews, 6(3), 60–70. sarika, u. d. (2022). english teachers' perception of implementing project-based learning in secondary schools. english franca: academic journal of english language and education, 467-486. schmitt, n. (2000). vocabulary in language teaching. cambridge: cambridge university press. schmitt, n., and m. j. mccarthy (eds.) (1997).vocabulary: description, acquisition and pedagogy. cambridge: cambridge university press. susilo, p. m., theresia, t., nathania, c., & merrino, r. (2022). using blooket to improve chinese vocabulary study for 11 th grade students in high school. iccd (international conference on community development), 4(1), 501–506. thornbury, s. (2002). how to teach vocabulary. person education limited. thu, t. t. m., & dan, t. c. (2023). students’ perceptions on english vocabulary teaching kiki dwi sartika, et. al., 2023 the use of blooket, a study of student’s perception enhancing english vocabulary mastery 368 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 5 7 3 6 8 ) and learning by using blooket: a case study / nhận thức của sinh viên về việc dạy và học từ vựng tiếng anh bằng blooket: một nghiên cứu tình huống. european journal of applied linguistics studies, 6(1), 45–98. https://doi.org/10.46827/ejals.v6i1.321. wulansari, n. m. d. (2017). didiklah anak sesuai zamannya: mengoptimalkan potensi anak di era digital. visimedia. zhang, q., & yu, z. (2021). a literature review on the influence of kahoot! on learning outcomes, interaction, and collaboration. education and information technologies, 26(4), 4507–4535. https://doi.org/10.1007/s10639-021-10459-6. english franca: academic journal of english language and education vol. 6, no. 2, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i2.5445 the linguistic characteristics of article titles in applied linguistics published in accredited national journals of different sinta scores noni apriani university of bengkulu noniapriani94@gmail.com safnil arsyad university of bengkulu safnil@unib.ac.id abstract the journal article (henceforth ja) title is regarded as an advertisement to promote the content of the research article to potential readers. the authors must write and organize their titles to be attractive by paying attention to the syntactic features of titles. this research aims to investing the average length, syntactic features, and the differences of ja titles in applied linguistics at different sinta scores. the method used in this research was a mixed method with an exploratory sequential design. 120 ja titles were included as corpora of this research taken from six journals at different sinta scores. the analyses of data were conducted following cheng et al. (2012)'s framework on the syntactic features, while the analysis of the average length of ja titles by counting the parts of speech of the titles. the results show that the average length of ja titles was in the range of 10.5 to 13.55 words. moreover, there are three types of syntactic features of ja titles found in this research, namely nominal structure, compound structure, and verbing phrases. furthermore, all groups of journals in applied linguistics at different sinta scores tended to have the same average length and syntactic features of ja titles. the findings of this research give useful significance for indonesian authors in applied linguistics especially new or novice authors who should learn and use the common syntactic features of ja titles when writing an mailto:noniapriani94@gmail.com mailto:safnil@unib.ac.id 220 | english franca, vol. 6, no. 2, 2022 article in english to be submitted to reputable international journals. keywords: applied linguistics, journal article titles, sinta scores introduction in the article structure, a title is the first part of the journal article that the readers may write when writing a research article. also, it is the first part of the article read by readers when they want to find out the literature (lang, 2010 wager et al., 2016). moreover, the readers could decide whether they continue or stop reading the whole part of the article after reading the journal article title (tullu, 2019 yang, 2019). in other words, the ja title has an important function although it is written in terms of the sentence that contains some words. the ja title is regarded as an advertisement to promote the content of the research article to potential readers. the authors must write and organize their ja titles to be attractive by paying attention to some factors. jamali and nikzad (2011) suggest that several factors may affect readers' interest in a particular article; among other things 1) the quality of the journal where the article is published, 2) the accessibility of the article to wide readers, 3) the topic or subject of the article, 4) the popularity of the author/s writing the article, and 5) the attractiveness of the article title. therefore, authors must choose the words included in a title very carefully and the meaning connections between the words must be organized carefully. several researchers have conducted studies related to ja titles across disciplines in terms of the length of word count. anthony (2001) investigated the characteristic features of research article titles, including length, punctuation usage, word frequency, and preposition usage. this study included 600 research articles from six journals of the ieee computer society. in terms of the length of the titles, this study found that the average length of the titles in the field of computer science is between 8.0 to 9.9 words. soler (2007) examined the most recurrent structural constructions of titles in two different genres, namely, review papers (rvp) and research papers (rp) in two fields: biological sciences and social sciences. the corpus of this study consisted of 570 titles, of which 480 were rp titles and the remaining 90 titles were rvp titles, all covering the period 1996–2002. the results of the study revealed that the average length of ja titles in prihantoror: the linguistic characteristics of article titles in applied linguistics published in accredited national journals of different sinta scores 221 biology, medicine, and biochemistry is 14.15 to 15.48 words while in soft sciences 7.98 words for linguistics and 12.63 for psychology. moattarian and alibabaee (2015) found a longer ja title in applied linguistics articles (12.88 words), dentistry (10.38 words), and civil engineering (13.54 words). according to moattarian and alababaee, the shorter titles in dentistry are because they contain more compound words and, unlike in social and hard sciences, authors in dentistry as in other medical sciences do not need to give detailed information on the study. according to cheng et al. (2012), ja titles in applied linguistics are constructed using at least five different syntactic structures: compound, nominal, full-sentence, v-ing phrase, and prepositional phrases. according to cheng et al., among the five different structures, compound titles constitute the most dominant titles followed by nominal titles. cheng et al. suggest that this is probably because the compound titles allow authors to connect two or more important variables in a study and provide greater flexibility in organizing information. yang (2019) investigated ja titles in applied linguistics published from 1990 to 2016 by international reputable journals indexed by the web of science and organized by thomson reuters. yang found that the titles became longer over time, containing more keywords to expand the visibility of the jas and improve their citations. it is because from 2011 to 2016 research interests in applied linguistics became much more diverse and as a result, more keywords were used to accommodate the diverse research topics. doykova (2016) investigated 500 ja titles in the field of medicine and dental medicine written in english by bulgarian authors. this study found that the most dominant title type was the nominal title. other types of titles are also found in the study, such as compound, prepositional phrase, full-sentence, question, and v-ing type titles. scholars have investigated the length and the syntactic structure of ja titles written in english by native and non-native speakers. however, as far as we are concerned, no study compared the syntactic features of ja titles published in different ranking journals such as different quartile values, impact factors, and sinta scores. this is the rationale for this study to investigate the length and syntactic structures of ja titles published in different-ranking indonesian journals. by knowing the differences in length and syntactic structures of titles of the two groups of jas, indonesian authors such as university students and lecturers can be familiar with the length and syntactic 222 | english franca, vol. 6, no. 2, 2022 structures of each journal with a different ranking. the research questions addressed in this research are as follows: 1) what is the average length of ja titles in applied linguistics published in indonesian accredited journals at different sinta scores? 2) what syntactic features are often used in the ja titles in applied linguistics published in indonesian accredited journals at different sinta scores? and 3) what are the differences between ja titles in applied linguistics published in indonesian accredited journals of different sinta scores? theoretical framework scholars have suggested the specific characteristics of a good ja article. bavdekar (2016), for example, argues that a good ja title can represent the research work to the fullest extent but concisely. the concise manner means that the ja title is written in a good syntactic structure by considering the use of part of speech, and the number of words. in terms of the length of the title, ‘longer titles contain more words and, therefore, more potential keywords, thus increasing the potential for retrieval’ (milojevic, 2017, p. 2). on the other hand, ja that has longer titles may be more difficult to digest and may reduce the attraction factor (hudson, 2016). therefore, the length of ja is suggested to not write too long and short, but it is informative, attractive, and concise. if it does not represent those factors, the ja will be a poorly written article. according to fox and burn (2015), a poorly written article title will be difficult to discover and read by potential readers. moreover, the author should write a title with appropriate syntactic structure concerning the use of certain features related to the content of the article. jacques and sebire (2010) claim that certain features related to the title of a scientific article influence the number of subsequent citations it receives. it assumes that there is a strong association between the length of the ja title and the title structure on citation rate and attracts potential readers. this shows that making an informative, attractive, and concise title seems a challenging task for some authors, especially indonesian authors in applied linguistics. the problem is that most of the article titles are too broad and they do not contest the information contained in the article (belcher, 2009). this may be one of the factors why articles were often declined by journal prihantoror: the linguistic characteristics of article titles in applied linguistics published in accredited national journals of different sinta scores 223 editors. it is emphasized by the statement of ehara and takahashi (2007), adnan (2009), renandya (2014), jasrial et al. (2019), that the cause of manuscripts is declined by journal editors or reviewers because the language barrier, discourse structure, poorly writing quality, language errors, scope, and aims of the journals do not match and follow the submission's guidelines. those factors include the ja title's structure and length of word count. moreover, the ja title is often changed by the reviewer to make it suitable for the ja content. therefore, indonesian authors (e.g., university students or novice authors) should learn and be familiar with the length and syntactic structure of ja titles for their journal articles when they want to publish in accredited indonesian journals in applied linguistics that have been ranked by science and technology index (sinta) of indonesia. research methodology the method of this research was mixed-method. gay et al. (2011) point out that mixed-method is the combination of quantitative and qualitative approaches and the data of the study must be in form of quantitative and qualitative. the use of the mixed method in research activity aims at obtaining data to be more focused, valid, reliable, and objective (sugiyono, 2011). the type of mixed method used in this research is exploratory sequential design. the exploratory sequential mixed method research design is where the qualitative data is first collected and analyzed, and themes are used to drive the development of a quantitative instrument to further explore the research problem (creswell & plano, 2011). further, nicolau et al. (2015) state that the exploratory sequential mixed method research design is research that transfers or generalizes qualitative results using quantitative results. 1.1. the corpus of the research the corpus of this research consisted of 120 research article titles published in applied linguistics in an accredited national journal at different sinta scores. as stated by corder and foreman (2009) and the author et al. (2020), the minimum requirement of the corpus includes for genre analysis is 30 texts. for this reason, the total corpus involved in this study is 120 ja titles to fulfill the requirements of samples of this research. the detailed corpus was presented in the following table, table 1: the distribution of the corpus of the research no name of journal sinta code f p 224 | english franca, vol. 6, no. 2, 2022 value 1 siele (studies in language and education) sinta-1 a 20 16.67% 2 jefl (journal of english as a foreign language) sinta-2 b 20 16.67% 3 joall (journal of applied linguistics and literature) sinta-3 c 20 16.67% 4 elt worldwide: journal of english language teaching sinta-4 d 20 16.67% 5 jelt (journal of english language teaching) sinta-5 e 20 16.67% 6 jele (journal of english language and education) sinta-6 f 20 16.67% total 120 100% as shown in table 1, the total corpus of this study was 120 titles taken from six journals with different sinta scores. the technique of sampling used in this research was purposive sampling. sugiyono (2017) states that purposive sampling is based on certain considerations. the considerations in taking the samples of this research were; 1) the journals were indexed in sinta (values of 1-6). 2) the scope of journals published articles in the field of english applied linguistics. 3) the journals were open-access and the researcher can download the articles for free. 4) the articles were published in 2021. the recent articles published in those journals were to represent the updated information about the syntactic structures of article titles published in those journals. 1.2. the instrument of the research this study used an observation sheet to obtain information about the average length and syntactic structures of article titles in the corpus of the study. the observation sheet consisted of two types; these are observation sheets for syntactic structure and compound structure patterns (see appendix 1 for the instrument). the instrument was developed following the description and classification of ja title types suggested by cheng et al. (2012). 1.3. data analysis techniques prihantoror: the linguistic characteristics of article titles in applied linguistics published in accredited national journals of different sinta scores 225 the function words such as definite articles (e.g., the) and indefinite article (e.g., a, and an) are not counted in this study because they are not content words (al-sulaimaan & alsinjari, 2018). the compound word (e.g., self-voicing), abbreviation, and an acronym, such as efl were counted as a single word in this study. yule (1965) suggests that a compound word is a joining of two separated words to produce a single word. an abbreviation is constructed by taking initial letters of multi-word sequences to become a new word, while an acronym is part of the abbreviation which is also the process of a new word formed from the initial letters of the constituent words of a phrase or sentence (zapata, 2007 & pujiyanti, 2019). 1.4. analyzing the syntactics structure types of article titles to answer the second question, we followed the theory of cheng et al. (2012). cheng informs that the syntactic classifications are nominal, compound, full-sentence, v-ing phrase, and prepositional phrase. to analyze the type of syntactic features of ja titles, the researcher saw the keywords of each type of syntactic structure. moreover, the researcher also saw the colon, dash, question mark, or period of the ja titles. the types, descriptions, and examples of these five different syntactic features are given in the table below. a general description of the research is important to show the basis of the research. it is a very brief introduction to the methodology section. table 3: syntactic structure types of the journal article titles (adopted from cheng et al., 2012) syntactic structure types description examples nominal it consists of one or more nouns i.e., that is, a head/s that can be preceded by premodifiers or followed by post-modifiers the effects of a phonological awareness intervention on the oral english proficiency of spanish-speaking kindergarten children compound it consists of two parts separated by a colon, dash, question mark, or period voice of efl mentor teachers: mentorship for mutual professional development. 226 | english franca, vol. 6, no. 2, 2022 full sentences it comprises a complete sentence or clause, including both declarative structures when grammar instruction undermines cohesion in l2 spanish classroom discourse, and interrogative structures, e.g., is there an academic vocabulary? v-ing phrases it is the –ing form of one or more verbs, followed by objects or modifiers of the verb(s). identifying the teaching of english to early young learners at stepping stones school surabaya prepositional phrases it starts with a preposition that is followed by the object of the preposition. toward a socioliterate approach to second language teacher education 2.5. inter-rater reliability analysis the data validation technique used in this research was by involving an independent co-rater. the co-rater was an alumnus of the postgraduate program of english education at the university of bengkulu who knows the structure of the research article and has a good command of discourse analysis. the reason for choosing her as a co-rater was that she did a similar study in the same field. to get a better understanding and analysis results, she was trained until she understood how to analyze the syntactic and the length of ja titles using the instrument. if there is any difference in analysis results, a discussion was held to achieve an agreement. after, the rater and co-rater finished analyzing the syntactic structure types in all article titles; the findings of each rater were compared to develop a broader and deeper understanding of how the different raters analyzed the ja titles. the analysis results between the two raters were analyzed using cohen’s kappa statistical analysis. the maximum score in the kohen kappa analysis is 1.00, and the minimum score was 0.00. if the final score of analysis from the rater and co-rater had been obtained, then the score was interpreted in the range score cohen‘s kappa value. cohen’s kappa statistics were calculated as percent agreement, in which it was the number of agreed scores divided by the total number of scores and multiplied by a hundred percent. the cohen’s kappa agreement score obtained was 0.82. several discussions were held between the two raters on the differences in the analysis results to get a full agreement. prihantoror: the linguistic characteristics of article titles in applied linguistics published in accredited national journals of different sinta scores 227 results & discussion 3.1. results 3.1.1. the average length of ja titles the first analysis of this research was on the length of the titles in terms of the number of words. the results are presented in the following table. table 4. the average length of ja titles in word count no name of journal sinta value number of ja titles the average length of titles in word count 1 siele (studies in language and education) sinta-1 20 11.7 2 jefl (journal of english as a foreign language) sinta-2 20 13.4 3 joall (journal of applied linguistics and literature) sinta-3 20 12.5 4 elt worldwide: journal of english language teaching sinta-4 20 12.4 5 jelt (journal of english language teaching) sinta-5 20 13.6 6 jele (journal of english language and education) sinta-6 20 10.5 total 120 12.3 as presented in table 6, the average length of ja titles in all groups of indonesian-accredited national journals was 12.33 words. moreover, the longest ja title was found in jelt (sinta-5) with a length of 13.55 words, followed by jefl (sinta-2) with a length of 13.4 words, joal (sinta-3) with a length of 12.5 words, elt worldwide (sinta-4) with the length of 12.4 words, and siele (sinta-1) with the length of 11.65 words. moreover, the shortest ja title was found in jele (sinta-6) with a length of 10.5 words. the examples are as follows: extract 1: a ja with 10 words 228 | english franca, vol. 6, no. 2, 2022 english teachers’ instructional practice in pandemic outbreaks: efforts and challenges (jele-1) example 1 is a ja that consists of ten words. the words counted in this title are only parts of speech. thus, the article “the” is not counted as a word. extract 2: a ja with 11 words students’ perspective toward english learning for non-efl students in higher education (jelt-13) example 2 is a ja that consists of eleven words. the combined word such as “non-efl” is counted as a word. extract 3: a ja with 12 words teachers’ perception in google forms-based english assessment in an indonesian vocational high school (elt worldwide-18) example 3 is a ja that consists of twelve words. the combined word such as “non-efl” is counted as a word, while the article “an” is not counted as a word or not part of speech. extract 4: a ja with 14 words grammatical errors in thesis abstracts written by the undergraduate students of the management study program (joall-5) example 4 is a ja that consists of thirteen words. the article “the” is not counted as a word or not part of speech. 3.1.2. the syntactic feature types of ja titles the second analysis of this research was on the syntactic feature type of the ja titles. the results are presented in the following table. table 5. the average frequency of syntactic features of the ja titles no syntacti c features siele n=20 jefl n=20 joall n=20 elt worl dwid e n=20 jelt n=20 jele n=20 total n=120 % http://ejournal.unp.ac.id/index.php/jelt/article/view/114388 http://ejournal.unp.ac.id/index.php/jelt/article/view/114388 https://ojs.unm.ac.id/elt/article/view/22145 https://ojs.unm.ac.id/elt/article/view/22145 prihantoror: the linguistic characteristics of article titles in applied linguistics published in accredited national journals of different sinta scores 229 s-1 s-2 s-3 s-4 s-5 s-6 1 nomina l structu re 5 (25 %) 8 (40 %) 16 (80% ) 6 (30 %) 17 (85% ) 15 (75%) 67 55.8 2 v-ing phrases 6 (30 %) 2 (10 %) 1 (5%) 6 (30 %) 1 (5 %) 3 (15 ) 19 15.8 3 compoun d structur e 9 (45 %) 10 (50 %) 3 (15%) 8 (40 %) 2 (10% ) 2 (10 %) 34 28.3 4 full sentence s 0 0 0 0 0 0 0 0 5 prepositi onal phrases 0 0 0 0 0 0 0 0 total 120 100 table 6 shows that there were three syntactic features found in applied linguistics in accredited national journals at different values, namely nominal structure, v-ing phrases, and compound structure. of the three syntactic features, the nominal structure was the most frequent title type used in all groups of ja titles (67 or 55.83%) followed by compound structure type (34 or 28.33%) and v-ing phrase structure type (19 or 15.83). in addition, full sentences and prepositional phrases were not found in all groups of journals. below are examples of ja types taken from the data of the study. extract 5 (nominal structure) the sustainable impacts of teacher action research on efl teachers in indonesia (siele-3) the word "the sustainable impacts" in extract 5 is a noun phrase as the head of the 'impacts' so it is categorized as a nominal structure title. the point of this title is the impact of teacher action research on efl teachers. in addition, the word “students’ perceptions” in extract 6 is a noun phrase at the head of the construction so it is categorized as a 230 | english franca, vol. 6, no. 2, 2022 nominal structure title. this title describes the study about the perceptions of the students on teacher feedback in efl class. extract 6 (verbing phrase) incorporating cefr bands and ict competencies in grammar syllabuses of the english language education study program in indonesia (jefl-16) ‘incorporating’ or verb-ing form in extract 12 denotes that this title is classified as having a v-ing structure title. it is about the use of cefr bands and ict competencies in grammar syllabuses for english majors in indonesia. 3.1.3. compound structure title the third type of syntactic feature found on the ja titles in applied linguistics published in accredited national journals at different values was v-ing phrases. as presented in table 5, the most frequently used compound structure ja title was jefl (sinta-2) with a frequency of 10 or 50%. it was followed by siele (sinta-1) with a frequency of 9 or 45%), elt worldwide (sinta-4) with a frequency of 8 or 40%, joall (sinta-3) with a frequency of 3 or 15%, and jelt (sinta-5) and jele (sinta-6) with the frequency of 2 or 10%. it is presented in the following table. table 6. the patterns of compound structure title no compo und structu re siele (n=9) jefl (n=1 0) joall (n=3) elt worldw ide n=7) jelt (n=2) jele (n=2) total % s-1 s-2 s-3 s-4 s-5 s-6 1 nomin al + v-ing phrase s 1 (11.11 %) 0 (0% ) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 1 2.9 4 2 nomin al + nomin al 6 (66.67 %) 6 (60 %) 3 (100 %) 5 (62.50 % 1 (50 %) 1 (50 %) 2 2 64. 71 https://e-journal.iain-palangkaraya.ac.id/index.php/jefl/article/view/2863 https://e-journal.iain-palangkaraya.ac.id/index.php/jefl/article/view/2863 https://e-journal.iain-palangkaraya.ac.id/index.php/jefl/article/view/2863 https://e-journal.iain-palangkaraya.ac.id/index.php/jefl/article/view/2863 https://e-journal.iain-palangkaraya.ac.id/index.php/jefl/article/view/2863 https://e-journal.iain-palangkaraya.ac.id/index.php/jefl/article/view/2863 prihantoror: the linguistic characteristics of article titles in applied linguistics published in accredited national journals of different sinta scores 231 3 v-ing phrases + nominal 1 (11.11 %) 4 (40 %) 0 (0%) 2 (25%) 0 (0%) 0 (0%) 7 20. 59 4 nominal + full sentenc e 1 (11.11 %) 0 (0% ) 0 (0%) 0 (0%) 1 (50%) 1 (50 %) 3 8.8 2 5 full sentenc e + ving phrases 0 (0%) 0 (0% ) 0 (0%) 1 (12.50 %) 0 (0%) 0 (0%) 1 2.9 4 total 3 4 10 0 as described in table 8, there were five patterns of compound structure titles found in applied linguistics published in national accredited journals at different sinta scores. the patterns were nominal + v-ing phrases, nominal + nominal, v-ing phrases + nominal, nominal + full sentence, and full sentence + v-ing phrases. the most frequent type of compound structure title was nominal + nominal pattern (22 or 64.71%), followed by v-ing phrases + nominal (7 or 20.59%), nominal + full sentence (3 or 8.82%), nominal + v-ing phrases (1 or 2.94%), and full sentence + v-ing phrases (1 or 2.94%). the examples are as follows; extract 7 (verb-ing phrase+nominal structure) mentoring practice during practicum: the perspectives of malaysian pre-service english language teachers (siele-14) the use of punctuation marks or colons after the word ‘practicum’ in extract 17 is an indicator that this title has a compound structure even though the title starts with a verb-ing of ‘mentoring’. the pattern of the compound structure of this title was “v-ing phrases + nominal. this title contains the study of the pre-service english teachers’ perspective on mentoring practice during practicum. extract 8 (nominal structure+nominal structure) 232 | english franca, vol. 6, no. 2, 2022 online instructional strategies for english language learning during covid-19 pandemic: a case from a creative teacher (joall-6) the use of punctuation marks or colons after the word 'covid-19 pandemic' in extract 19 is an indicator that this title has a compound structure even though the title starts with a noun phrase of 'online instructional strategies. the pattern of the compound structure of this title was "nominal + nominal". this title contains the teachers' strategies for english language learning during the covid-19 pandemic. extract 8 (nominal structure+full sentence) music and seventh graders’ listening proficiency: does islamic song works? (jele-20) the use of punctuation marks or a colon after the word ‘proficiency’ in extract 22 is an indicator that this title has a compound structure even though the title has the sentence with a complete sentence of 'does islamic song work?'. the pattern of the compound structure of this title was nominal + full-sentence. this title contains the use of islamic songs for teaching listening skills. extract 9 (full sentence+verb-ing phrase) purposive communication is not enough: exploring english language learning from the perspectives of english majors in a philippine higher education institution (elt worldwide-19) the use of punctuation marks or a colon after the word ‘enough’ in extract 22 is an indicator that this title has a compound structure even though the title has a sentence with a complete sentence of purposive communication is not enough. the pattern of the compound structure of this title was “full-sentence + v-ing phrases”. this title contains the perspectives of english students on english language learning in a university. 3.1.4. the syntactic features of ja titles of different sinta scores. the last analysis of this research was on the differences in syntactic features of ja titles in terms of length and the syntactic feature type. the differences are described in the following chart. https://ojs.unm.ac.id/elt/article/view/23094 https://ojs.unm.ac.id/elt/article/view/23094 https://ojs.unm.ac.id/elt/article/view/23094 prihantoror: the linguistic characteristics of article titles in applied linguistics published in accredited national journals of different sinta scores 233 figure 1. syntactic structure of ja titles of different sinta scores as presented in chart 2, the compound structure was the most frequent type of ja used in siele (sinta-1), jefl (sinta-2), and elt worldwide (sinta-4). the nominal structure was the most frequent ja title type used in joall (sinta-3), jelt (sinta-5), and jele (sinta 6). 3.2. discussion the first analysis of this research was about the average length of ja titles. the results show that each journal of different values has a different average length of ja title with a range of 10 to 14 words. the lowest value of the sinta rank was the shortest length of the ja title, while the longest one was in the sinta-5 journal. it implies the length of the ja title depends on the content of the study so that the author includes some important points to show the keywords of the study. however, the average length of ja titles in all groups (sinta-1 to sinta-6) of indonesian-accredited national journals was 12.33 words. a ja title ideally consists of 10 to 15 words, and if it is a very long title, the readers may get confused about reading or understanding (shah, 2014). likewise, bavdekar (2016) and hudson (2016) assert that the ja that has a very long title avert readers from reading it in full because readers 25% 40% 80% 30% 85% 75% 30% 10% 5% 30% 5% 15% 45% 50% 15% 40% 10% 10% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% sinta 1 (siele) sinta 2 (jefl) sinta 3 (joall) sinta 4 (elt worldwide) sinta 5 (jelt) sinta 6 (jele) nominal structure v-ing phrases compound structure 234 | english franca, vol. 6, no. 2, 2022 tend to lose the information focus of the title when they read the title. the possible reason why titles are lengthened is due to the use of colons; authors use colons to elaborate their titles (fumani et al., 2015). other reasons may be due to there being no limitation on the number of words for a title in a journal, or the authors do not know the ideal length of the ja title. in addition, writing a longer ja title has some benefits. yang (2019) claims that longer titles can address more research focuses or keywords and these titles tend to attract more attention from journal editors and reviewers, enlarge the visibility of the articles and boost citations. it means that there are strengths and weaknesses between short and long ja titles. the most important thing is a good ja title can represent the research work to the fullest extent but concisely (bavdekar, 2016). it must be able to attract readers' attention, and it is easier to find on the internet through the keywords used in the title. in general, the results of this research are similar to moatarian and alibabaee (2015) who reported that the average length of article titles in applied linguistics written by international authors and published in high-rank international journals such as those indexed by elsevier and sage is 12.88 words. likewise, soler (2007) reported that the average length of ja titles in linguistics is 12.63 words. in contrast, xiang and li (2020) found that the length of ja titles in linguistics and literary journals across periods such as 1998, 2008, and 2018 was 11.2 words/title. it can be concluded that the average length of ja titles found in this research at different sinta scores is common and not significantly different from the findings of previous studies. the second analysis of this research was about the syntactic feature of ja titles. the results of the research shows that there were three types of syntactic features of ja titles in applied linguistics found in each indonesian accredited national journal at different values; nominal structure, v-ing phrase, and compound structure. the most dominant type of ja title was compound structure, followed by v-ing phrase, and nominal structure. it indicates that the authors prefer expressing the content and scope of their research in two sections. it may aim to inform the content and scope of the study. it is in line with the statement of cianflone (2010) and morales et al. (2020) that the function of the first part of the title is to inform about the topic, while the second part is to offer more specific information about the topic, scope (participants, sample, environment, place, and area), or method of the study. writing the ja title into two sections, it will make the readers easier to find the keywords of the study. also, using two sections of a prihantoror: the linguistic characteristics of article titles in applied linguistics published in accredited national journals of different sinta scores 235 title (compound structure) will allow the authors to express the detailed content and scope of their research in two sections and nominal structure is used to stand out the purpose of the study. the second most dominant type of ja title used by authors was the nominal structure title. it implies that these authors prefer allowing the authors to write the ja titles by starting with nominal heads in terms of pre-and-post modifiers. also, it is possibly caused by the heads in nominal titles usually functioning to inform readers of the general focus of the study and they often need further specification and nominal group construction provides a compressed structure, (cheng et al., 2012). further, cheng et al. stated that the nominal structure type of ja title allows authors to include as many specific messages as possible employing preand post-modifiers qualifying the head nouns as the focus of research. thus, a noun phrase as a title used by authors aims to address several important pieces of information about the study written in the article. the third dominant structure is v-ing phrases in all groups of journals although not as frequently as the other two types of title features (nominal and compound). the verb-ing phrase ja title has a predictive function, and it is used to show a sense of continuity, and to express the activity that is still in progress (morales, 2020). this reason may be why the authors and journal reviewers and editors are reluctant to follow or suggest this format. the finding of this study is, however, different from that of doykova (2016) and nagano (2015). doykova found five syntactic feature types of ja titles in the field of medicine and dental medicine journals written by non-native speakers of english. nagano (2015) also found five types of syntactic features of ja titles in the eight disciplines (botany, fluid engineering, geology, medicine, economics, education, history, and sociology). this implies that the syntactic structures of ja titles published in indonesian accredited national journals at different values in the field of applied linguistics are not varied as like as journals outside indonesia. the last analysis of this research was about the differences in syntactic features of ja titles published in indonesian accredited journals at different sinta scores. the results show that there is no relationship between the length and the quality of journals viewed from sinta scores in terms of the average length of ja titles. it depends on the content and scope of the study that the authors write in the ja titles. the average length of ja titles in the same disciplines with different ranks or 236 | english franca, vol. 6, no. 2, 2022 values of the journals is not much different. this is in line with the findings from soler (2007) who examined the most recurrent structural constructions of titles in two different genres in two fields of biological sciences and social sciences. this study found that the average length of ja titles in biological sciences such as biology, medicine, and biochemistry is 14.15 to 15.48 words while in soft sciences 7.98 words for linguistics and 12.63 for psychology. it means that the same disciplines tend to have the same average length of ja titles although they are published in different-ranking journals. in terms of syntactic features, the results of the analysis show that all groups’ journals have three types of features, and those are the same. the difference is only about the dominant syntactic feature in each journal of different sinta scores. these findings imply that the same disciplines with different journal sinta values also tended to have the same and common syntactic feature types of titles. this is in line with the findings of appiah et al. (2019) who investigated ja titles in business which was extensively dominated by compound titles and compound titles were also commonly found in gynaecology/obstetrics and law. based on the results of this research, it can be seen that journal titles are parts of the genre in the area of independent discourse units (haggan, 2004). how authors use language properly and appropriately to create ja titles for their manuscript should consider some aspects of languages, such as the number of words and the syntactic structure. it aims to make scholars from the same community easier to find the article through the keywords included in the title. they can retrieve from online search platforms like google search. the ja titles can catch attention and influence researchers’ decision to read on by informing on the topic, the methods, the findings, and the impact on everyday practice (goodman et al., 2001). as a result, the authors’ articles may have a chance to have more citations from the other authors. a title should also offer readers as much information as possible with a limited and appropriate number of words. this is a necessity in contemporary research settings, where 11 million papers can be accessed online, and now in 2021; it may be more than 11 million papers found on the internet. if the titles are not written based on the standards of reputable applied linguistics journals such as the noninformative, or wordy/too-long, the title may go unnoticed. thus, for these reasons, the data obtained from this analysis should be considered a snapshot of contemporary applied linguistics practices. the results of this research also show how applied linguistics researchers prihantoror: the linguistic characteristics of article titles in applied linguistics published in accredited national journals of different sinta scores 237 communicate findings by concise titles of 12 words and by the use of three common formats: nominal, compound, and v-ing phrase titles. conclusion this research investigated the average length, the syntactic feature, and differences of syntactic features of ja titles in applied linguistics published in nationally accredited journals at different sinta scores. based on the results, the conclusions of the research are addressed as follows: 1) in terms of the length of the ja titles, the average length of ja titles in all groups of journals is in the range of 10.5 to 13.55 words. in general, the average length of all groups of journals is 12.33 words; 2) in terms of syntactic features, all groups of journals have three types of syntactic features, namely nominal structure, compound structure, and v-ing phrases. for compound structure title, the most frequent type of pattern found in the compound structure title was nominal + nominal, and 3) in terms of differences, the longest ja title is sinta-5 (jelt), while the shortest one is sinta-6 (jele). among the three types of syntactic features, the most frequent type of ja title used by authors in sinta-1 (siele), sinta-2 (jefl), and sinta-4 (elt worldwide) is compound structure. the nominal structure is the most frequently ja title type used by authors in sinta-3 (joall), sinta-5 (jelt), and sinta-6 (jele). the implication of the findings of this research is important for both experienced and novice authors in the field of applied linguistics. they will be familiar with the display of how to construct their titles when writing a journal article. now, the authors can choose one of the three syntactic features or the most dominant syntactic feature among them found in this research to construct titles for publications in indonesian accredited national journals at different sinta scores. the last, the lecturers of the english education study program of universitas bengkulu can use the findings of this research as a reference when teaching academic writing courses to improve ja title construction. references adnan, z. (2009). some potential problems for research articles written by indonesian academics when submitted to international english language journals. the asian efl journal quarterly, 11(1), 107-125. 238 | english franca, vol. 6, no. 2, 2022 al-sulaimaan, m. m. d, & alsinjari, a. r. (2018). problems of translating definite and indefinite articles from english into arabic. international journal of english literature and social sciences, 3(6), 1076-1031. https://dx.doi.org/10.22161/ijels.3.6.25. anthony, l. (2001). characteristic features of research article titles in computer science. ieeeieee transactions on professional communication, 44(3), 187-194. doi: 10.1109/47.946464 appiah, k. r., ankomah, c., osei, h. y., & hattoh-ahiaduvor, t. (2019). structural organization of research article titles: a comparative study of titles of business, gynaecology and law. advances in language and literary studies, 10(3), 145-154. http://dx.doi.org/10.7575/aiac.alls.v.10n.3p.145. the author, s., purwo, b. k., & adnan, z. (2020). the argument style in research article discussions to support research findings in language studies. studies in english language and education, 7(2), 290-307. bhatia, v. k. (1991). a genre-based approach to esp materials. world englishes, 10, 2, 153-166. bavdekar, s. b. (2016). formulating the right title for a research article, journal of the association of physicians of india, 64, 53-56. https://www.researchgate.net/publication/292976399 cheng, stephanie w. , kuo, chih-wei, and kuo, chih-hua (2012). research article titles in applied linguistics, journal of academic language & learning, 6(1), 1-14. https://www.researchgate.net/publication/277104233 cianflone, e. (2012). titles in veterinary medicine research articles. círculo de lingüística aplicada a la comunicación 52, 3-20. http://www.ucm.es/info/circulo/no52/cianflone.pdf doi http://dx.org/10.5209/rev_clac.2012.v52.41091 corder, g. w., & foreman, d. i. (2009). nonparametric statistics for nonstatistician: a step-by-step approach. john willey and sons. https://dx.doi.org/10.22161/ijels.3.6.25 http://dx.doi.org/10.7575/aiac.alls.v.10n.3p.145 https://www.researchgate.net/publication/292976399 https://www.researchgate.net/publication/277104233 http://dx.org/10.5209/rev_clac.2012.v52.41091 prihantoror: the linguistic characteristics of article titles in applied linguistics published in accredited national journals of different sinta scores 239 creswell, j. w. & plano, c. v. l. (2011). designing and conducting mixed methods research (2nd edition). sage publications, los angeles. doykova, ilina tsvetanova (2016). title structure in research articles (emp), conference: 10th jubilee international scientfic conference ''the power of knowledge'', agia triada, greece. https://www.researchgate.net/publication/315760130. ehara, s., & takahashi, k. (2007). reasons for rejection of manuscripts submitted to ajr by international authors. american journal roentgenology, 188(2), 113-116. fox, c. w. & burn, c. s. (2015). the relationship between manuscript title structure and success: editorial decisions and citation performance for an ecological journal, ecology and evolution, 5(10), 1970–1980. https://www.researchgate.net/publication/275102894 fumani, m. r. f. q., goltaji, m. & parto, p. (2015). the impact of title length and punctuation marks on article citations. annals of library and information studies, 62(1), 126-132 gay, l., mills, g. e., & airasian, p. w. (2011). educational research competencies for analysis and application [10th ed.]. pearson. goodman, r. a., thacker, s. b., & siegel, p. z. (2001). what’s in a title? a descriptive study of article titles in peer-reviewed medical journals. science editor, 24, 74-78 haggan, m. (2004): “research paper titles in literature, linguistics and science: dimensions of attraction”. journal of pragmatics 36(2), 293–317. doi:10.1016/s0378-2166(03)00090-0. hudson, j. (2016). an analysis of the titles of papers submitted to the uk ref in 2014: authors, disciplines, and stylistic details. scientometrics, 109, 871–889. doi:10.1007/s11192-016-2081-4. jacques, t. s., & sebire, n. j. (2010). the impact of article titles on citation hits: an analysis of general and specialist medical journals. https://www.researchgate.net/publication/315760130 https://www.researchgate.net/publication/275102894 240 | english franca, vol. 6, no. 2, 2022 journal of the royal society of medicine short reports, 1(2), 1-5. doi 10.1258/shorts.2009.100020. jamali, h. r., & nikzad, m. (2011) article title type and its relation with the number of downloads and citation, scientometrics, 88 (2):653661. doi: 10.1007/s11192-011-0412-z. jasrial, d., the author, s., & arono. (2019). the effect of genre-based mentoring on linguistics features quality of research article abstracts by indonesian lecturers in social sciences and humanities. joall (journal of applied linguistics and literature), 4(2), 146-161. http://dx.doi.org/10.33369/joall.v4i2.7780. lang, t. a. (2010). how to write, publish, and present in the health sciences: a guide for clinicians and laboratory researchers. acp press. milojevic, s. (2017) the length and semantic structure of article titlesevolving disciplinary practices and correlations with impact. frontiers in research metrics and analytics, 2(2), 1-10. doi: 10.3389/frma.2017.00002. moattarian, a., & alibabaee, a. (2015). syntactic structures in research article titles from three different disciplines: applied linguistics, civil engineering, and dentistry. the journal of teaching language skills (jtls), 7(1), 78-4. https://tesl.shirazu.ac.ir/article_3530_07553f04315fe20411a6fae 800e230fb.pdf. morales, o. a., perdomo, b., cassany, d., tovar, r . m., & izarra , é. (2020). linguistic structures and functions of thesis and dissertation titles in dentistry. lebende sprachen, 65(1), 49–73. https://doi.org/10.1515/les-2020-0003. nagano, r. l. (2015). research article titles and disciplinary conventions: a corpus study of eight disciplines. journal of academic writing, 5(1), 133-144. https://doi.org/10.18552/joaw.v5i1.168 nicolau, b., castonguay, g., levine, a., hond, q.n. hong., & pluye, p. (2017). applied mixed methods in oral health research: http://dx.doi.org/10.33369/joall.v4i2.7780 https://doi.org/10.1515/les-2020-0003 https://doi.org/10.18552/joaw.v5i1.168 prihantoror: the linguistic characteristics of article titles in applied linguistics published in accredited national journals of different sinta scores 241 importance and example of a training program. jdr clinical & translational research, xx(x), 1-5. doi: 10.1177/2380084417705823. pujiyanti, a., senowarsito, & ardini, s. n. (2019). analysis of acronym and abbreviations in ijal journal. journal of english language learning (jell), 3(2), 9-21. http://dx.doi.org/10.31949/jell.v3i2.1596. renandya, w. (2014). choosing the right international journal in tesol and applied linguistics. english language teaching, 6, 2-17. shah, j. n. (2014). writing good effective title for journal article. journal of patan academy of health sciences,1(2),1-3. https://www.nepjol.info/index.php/jpahs/article/view/16635/ 13485. soler, v. (2007). writing titles in science: an exploratory study. english for specific purposes 26, 90–102. https://doi.org/10.1016/j.esp.2006.08.001. sugiyono. (2011). metode penelitian kuantitatif, kualitatif, and r & [quantitative, qualitative, and r & d research method], jakarta; alfabeta. tullu, m. s. (2019). writing the title and abstract for a research paper: being concise, precise, and meticulous is the key, saudi journal of anesthesia, 13(1), 12-17. [downloaded free from http://www.saudija.org on saturday, october 24, 2020, ip: 110.137.75.221]. wager, e., altman, d. g, simera, i., &, toma, t. p. (2016). do declarative titles affect readers’ perceptions of research findings? a randomized trial. research integrity and peer review, 1(11), 1-5. doi 10.1186/s41073-016-0018-3. wang, y., & bai, y. (2007): a corpus-based syntactic study of medical research article titles”. system 35(3), 388–399. http://dx.doi.org/10.1016/j.system.2007.01.005. http://dx.doi.org/10.31949/jell.v3i2.1596 https://www.nepjol.info/index.php/jpahs/article/view/16635/13485 https://www.nepjol.info/index.php/jpahs/article/view/16635/13485 http://dx.doi.org/10.1016/j.system.2007.01.005 242 | english franca, vol. 6, no. 2, 2022 xiang, x., & li, j. (2020). a diachronic comparative study of research article titles in linguistics and literature journals. scientometrics, 122:847–866 https://doi.org/10.1007/s11192-019-03329-z. yang, w. (2019). a diachronic keywords analysis in research title and cited article title in applied linguistics from 1990-2016, english text construction, 12(1), 84-102. https://www.jbeplatform.com/content/journals/10.1075/etc.00019.yan. yule, g. (1985). the study of language, [2nd edition]. the press syndicate of university cambridge. zapata, a. (2007). types of words and word-formation processes in english. escuela de idiomas modernos. http://webdelprofesor.ula.ve/humanidades/azapata/materias/en glish_4/unit_1_types_of_words_and_word_formation_processes.pd f. https://www.jbe-platform.com/content/journals/10.1075/etc.00019.yan https://www.jbe-platform.com/content/journals/10.1075/etc.00019.yan http://webdelprofesor.ula.ve/humanidades/azapata/materias/english_4/unit_1_types_of_words_and_word_formation_processes.pdf http://webdelprofesor.ula.ve/humanidades/azapata/materias/english_4/unit_1_types_of_words_and_word_formation_processes.pdf http://webdelprofesor.ula.ve/humanidades/azapata/materias/english_4/unit_1_types_of_words_and_word_formation_processes.pdf english franca academic journal of english language and education doi:10.29240/ef.v621.5242 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 7, no 2, 2023, page 277-290 article info: http://journal.iaincurup.ac.id/index.php/english received 24 april 2023; received in revised form 10 july 2023; accepted 24 august 2023, avalaible online 30 november 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open access article under the cc by-sa license copyright (c) 2023 author perceptions of saudi efl teachers on the adequacy of textbooks maryam hassan somaili¹, munassir alhamami² ¹ english department, faculty of languages and translation, king khalid university, abha, saudi arabia ² english department, faculty of languages and translation, king khalid university, abha, saudi arabia corresponding email: munassir7@gmail.com to cite this article author (2023) “perceptions of saudi efl teachers on the adequacy of textbooks”: lhamami, m., & somaili, m. (2023). perceptions of saudi efl teachers on the adequacy of textbooks. english franca : academic journal of english language and education, 7(2). doi:http://dx.doi.org/10.29240/ef.v7i2.8450 introduction in the absence of adequate language learning materials, commercial textbooks published by international publishers are commonly used in most efl programs (alhamami & ahmad, 2018). textbooks are considered the primary source of input that students receive during their schooling years. language teachers build their lessons, activities, and assignments based on the textbooks they use in their classrooms (vitta, 2021). alhamami and ahmad (2018) classify instructional materials into two broadly categories: printed content (textbooks, workbooks, coursebooks, and alternative materials) and non-printed content (audios, videos, and computer-based materials). these materials are considered the backbone of any efl program. of all these study materials, textbooks are considered the most important component of any teaching/learning process. a positive attitude towards textbooks by teachers is essential for the effective attainment of actual teaching and learning objectives. conversely, reservations about textbooks can undermine the entire learning process. it is also important to measure teachers' attitudes towards textbooks because they can provide valuable insights for curriculum designers and material developers (orfan, et al., 2021). these insights can be used to create and develop new abstract. this research assesses the effectiveness of the "we can series," a set of efl textbooks used in saudi arabian elementary schools, from the viewpoints of male and female teachers. employing a quantitative methodology, the study gathered data via a questionnaire adapted from alharbi (2017), encompassing 49 items across five evaluation criteria: layout and design, textbook objectives, language methods and activities, language skills, and general evaluation. the questionnaire was distributed online to 51 primary school teachers using google forms. findings indicate that while the series excels in layout and design, with clear objectives, comprehensive language skills coverage, and a sufficient number of activities, it falls short in aligning with learners' needs, lesson quantity, logical topic progression, and the availability of supplemental materials. the study also identified issues with cohesion and sequencing across the series. consequently, the researchers propose several improvements, including revising objectives and exercises to better meet learner needs, increasing lesson frequency, ensuring logical topic progression, and developing additional materials like test models. the study concludes that while the "we can series" has potential as an effective efl resource, significant revisions are necessary to enhance its suitability for saudi arabian elementary education. these recommendations, if implemented, could substantially improve the series' effectiveness. keywords: efl textbooks; textbook evaluation, we can series; elementary school teachers; english as a foreign language file:///c:/users/user/downloads/cccccc http://journal.iaincurup.ac.id/index.php/english/index https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:munassir7@gmail.com http://dx.doi.org/10.29240/ef.v7i2.8450 maryam hassan somaili & munassir alhamami, 2023 perceptions of saudi efl teachers on the adequacy of textbooks 278 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 3 1 2 3 8 ) teaching materials that are more effective and engaging. in addition, teachers' attitudes towards textbooks can help to identify the strengths and weaknesses of these materials. this data may be used to enhance the textbooks and make them more appropriate for implementation in efl courses. textbooks are essential in efl programs. teachers' favorable disposition towards textbooks is crucial for optimal learning outcomes, and assessing these attitudes may provide significant information for curriculum designers and material creators. the significance of english in saudi arabia is widely acknowledged due to the country's enormous global economic connections. the economic utility attributed to english is a key factor contributing to its significance within the saudi arabian education system (moskovsky & picard, 2018). furthermore, english is the primary foreign language that is taught in both public and private schools as well as institutions in saudi arabia. consequently, english has been included as a compulsory subject at all levels of school. the implementation of english language instruction (elt) in saudi arabia has seen significant changes during the last century. the introduction of english language instruction dates back to the 1920s; however, it was not until the 2000s that it became integrated into the primary school curriculum. english was included in the syllabus for grades 5 and 6 in 2003 and then shifted to grade 4 in 2012. nevertheless, the most notable alteration took place in 2021, when the saudi ministry of education (moe) declared that english language teaching (elt) would be included in the curriculum for first-grade students in primary school. this decision was taken because of the increasing significance of english in the global economy. english has become the dominant language of commerce, science, and technology, making it crucial for saudi students to possess a solid grasp of the language in order to thrive in the future. the ministry of education (moe) has been diligently preparing for this transition. new textbooks and training materials have been designed for teachers, along with the creation of a new evaluation system to gauge student development. the first indications are encouraging. the students are exhibiting positive receptiveness to the new curriculum, and they are demonstrating commendable progress. undoubtedly, this decision will undeniably have favorable consequences for the future of saudi arabia. this transformation is noteworthy due to its substantial impact on the pedagogy of english language instruction in saudi arabia. historically, english was regarded as a foreign language only taught to students with a desire to pursue education in other countries. nevertheless, the updated curriculum highlights the significance of english as a worldwide language that is crucial for effective communication and cooperation. implementing english language teaching (elt) in the first grade of primary school is a courageous decision; however, it is an imperative one for saudi arabia to enhance its competitiveness in the global economy. the first indications are encouraging, and it is evident that this decision will have a beneficial influence on the nation's future. according to tomlinson (2023), textbooks are an essential element of the majority of language programs. they often function as the main source for a substantial amount of the language material that students acquire and the language practice that occurs in the classroom. the main objective of this research is to investigate the perspectives of saudi arabian teachers on english as a foreign language (efl) elementary textbooks. in this study, the textbooks we can series 1, 2, and 3, published by mcgraw hill, were evaluated: we can 1 for first grade, we can 2 for second, third, fourth, and fifth grade, and we can 3 for sixth grade. theoretical framework richard (2001) posits that the widespread use of commercial textbooks is fundamental to language instruction globally. rahimpour and heshami (2011) concur, stating that textbooks are indispensable in language classes worldwide, regardless of the educational institution. radic-bojanic and tapalove (2016) identify several roles of textbooks in efl education, including providing linked information about grammar, vocabulary, and culture; serving as a blueprint for structured curriculum; and offering maryam hassan somaili & munassir alhamami, 2023 perceptions of saudi efl teachers on the adequacy of textbooks 279 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 3 1 2 3 8 ) materials and exercises to teachers. hanifa (2018) expands on this by highlighting the textbook's role in providing instructional materials, language instructions, and achievement activities. tomlinson (2023) notes that textbooks help students catch up on missed classes and enable lesson planning. cunningusgsworth (1995) outlines various roles of textbooks in tefl, including providing presentation materials, offering communication contexts, serving as a reference, supplying the course syllabus, and assisting in self-directed learning. amerian and khaivar (2014) conclude that textbooks are fundamental references for language instruction tasks, helping students achieve goals, focus, and stay motivated. the "we can" series by mcgraw hill is the official efl textbook series for primary education in saudi arabia. alshumrani and al-ahmadi (2022) explain that the series comprises six textbooks of increasing difficulty, each designed for a different grade level. the authors of the "we can" series claim that by completing level six, students will have english proficiency equivalent to the eiken pre-2 level and the cambridge young learners english test movers level. each textbook includes a balanced mix of reading, writing, listening, speaking, and vocabulary tasks. pajares (1992) notes the difficulty in defining 'beliefs' due to its study across diverse fields, resulting in various meanings, including attitudes, perceptions, and perspectives. teachers' beliefs significantly influence their teaching, assessment, and facilitation of student learning (alhamami & ahmed, 2018). rosyida (2016) emphasizes the importance of considering teachers' perspectives on textbook use to enhance their effectiveness. tok (2010) argues that teachers should participate in textbook evaluation since they can best identify materials' strengths and weaknesses based on their students' needs and levels (alghamdi, 2021). rezaeian and zamanian (2015) stress the importance of considering teachers' perspectives on the convenience and effectiveness of textbooks to understand their benefits and drawbacks in specific educational settings. textbook evaluation is crucial for determining a textbook's appropriateness for the educational context, students' needs, and its positive and negative aspects (amerian & khaivar, 2014). evaluators must establish and apply contextually suitable criteria for evaluating textbooks. litz (2005) suggests that evaluations should analyze linguistic items, functions, grammar, skills, cultural and gender components, and their relevance to students, teachers, and institutions. various scholars, including cunningusgsworth (1995), miekley (2005), sheldon (1988), and alharbi (2017), have proposed different evaluation criteria and checklists, emphasizing the need for adaptation to specific contexts. several empirical studies suggest that while textbooks often have effective content and design, they frequently do not align with students' proficiency levels, lack necessary support or supplementary materials, and have physical or academic weaknesses that need addressing (alhamami, 2022). for example, aljouei and alsuhaibani (2018) investigated teachers' beliefs about the secondary school efl textbooks in saudi arabia (traveller). they found that the layout, activities, skills, and accessibility of the textbook are efficient, but it does not meet the student's proficiency level in the english language. susiati and mufidati (2020) investigated teachers' views about the quality english textbook "when english rings a bell" at secondary schools in indonesia. they found that the textbook meets cunningsworth's criteria for a good textbook in some parts. however, they also found that there is still a need for teachers to explain how the textbook works for students and that other supporting materials may be required. alghamdi (2021) evaluated the 'super goal series" of saudi intermediate english textbooks from the perspective of efl teachers. they found that the textbook materials are effective and have a clear and appropriate design. the activities are also effective because they provide a balance of activities that promote productive communication and meaningful practices. nevertheless, acquiring the student book, teacher's handbook, and audio materials is not readily accessible. bhandri (2022) investigated the viewpoints of teachers about the physical and intellectual components of the english textbook provided to tenth-grade students in the kalili area of nepal. it was discovered that the textbook had both positive attributes and negative aspects. the merits of the material include an appealing front page, unbiased maryam hassan somaili & munassir alhamami, 2023 perceptions of saudi efl teachers on the adequacy of textbooks 280 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 3 1 2 3 8 ) language, easily comprehensible terminology, appropriate exercises, and well-stated goals. weaknesses of the product include subpar paper quality, inadequate binding, insufficient attention to exercises, absence of visuals, lack of references and extra resources, and the omission of a teacher's handbook. collectively, the results indicate that there is no one textbook that impeccably fulfills the requirements of every teacher and learner. nevertheless, the studies provide valuable insights into the key elements that teachers deem significant when evaluating an english textbook, including its layout and design, the variety and effectiveness of its exercises, the breadth of abilities it covers, and the language used. teachers should take into account many elements when assessing an english textbook, including its adherence to the curriculum, cultural suitability, affordability, and the presence of additional resources.the we can series textbooks have been recently included in the english as a foreign language (efl) curriculum in saudi arabia for elementary grades. consequently, there has been a lack of previous studies examining teachers' opinions towards them. hence, it is important to assess the efficacy of the most recent iteration of the english textbooks from the teachers' standpoint. the main objective of this research is to investigate teachers' perspectives on textbooks. this study aims to assess the efficacy of existing textbooks by evaluating their pedagogical approaches, instructional tactics, aesthetic appeal, appropriateness for students, and alignment with educational goals. consequently, curriculum creators have the ability to extend and refine these texts. in addition, teachers have the ability to assess the merits and shortcomings of these textbooks and include their own resources to enhance the caliber of the instructional procedure. the importance of this research lies in its capacity to enhance the quality of english as a foreign language (efl) elementary textbooks in saudi arabia. the research aims to analyze teachers' perceptions of these textbooks in order to determine their merits and drawbacks and then provide suggestions for enhancing their quality. the research has significance for two primary reasons. initially, it will provide material creators and curriculum designers with helpful perspectives on the fundamental components that teachers see as crucial in a high-quality efl textbook. this data may be used to enhance the design and substance of forthcoming textbooks, making them more efficient for both teachers and students. furthermore, the research would enhance teachers' understanding of the present condition of english as a foreign language (efl) elementary textbooks in saudi arabia. the research aims to assist teachers in adjusting their teaching approaches by detecting the omissions and errors present in these textbooks. ultimately, this will result in enhanced educational achievements for children. this research has the capacity to have a substantial impact on the area of english as a foreign language (efl) education in saudi arabia. by examining teachers' beliefs about primary-level textbooks, the study will identify areas for improvement and provide recommendations for how these textbooks can be made more effective. the main objective of this study is to evaluate efl textbooks (we can series) used at primary levels in saudi arabia based on teachers' beliefs. more specifically, the study will tackle the following research questions q 1. what is the perception of primary-level efl teachers in saudi arabia towards the layout and design of the efl textbooks? q 2. what is the perception of primary-level efl teachers in saudi arabia towards the objectives of the efl textbooks? q 3. what is the perception of primary-level efl teachers in saudi arabia towards the teaching methods and activities presented in the efl textbooks? q 4. what is the perception of primary-level efl teachers in saudi arabia towards the language skills emphasized in the efl textbooks? q 5. what is the perception of primary-level efl teachers in saudi arabia towards the evaluation and progress assessment methods used in the efl textbooks? maryam hassan somaili & munassir alhamami, 2023 perceptions of saudi efl teachers on the adequacy of textbooks 281 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 3 1 2 3 8 ) materials and method context and design the study was conducted with a sample of primary efl teachers in the southern region of saudi arabia, where the we can series textbooks are included as a compulsory subject in schools' curricula for english language teaching. a descriptive research approach was used in this study to survey teachers' perceptions of efl textbooks in saudi primary schools. a quantitative method was employed by administering a questionnaire. questionnaires are an appropriate tool for examining the attitudes of teachers towards primary school textbooks. dornyei (2003) asserts that questionnaires are particularly useful for assessing people's beliefs, including their attitudes, perspectives, convictions, interests, and principles. the survey utilized in this research was modified from alharbi's investigation and comprised of 49 closed-ended statements to assess teachers' perspectives regarding primary-stage english as a foreign language (efl) textbooks. the evaluation was based on five dimensions: layout and design, textbook objectives, language skills, teaching methods and activities, and general evaluation. participants' replies were analyzed using a 5-point likert scale. the survey was created using an internet-based application (google forms) and disseminated to participants via whatsapp groups. the data collection procedures the data gathering processes were conducted over a span of three weeks. data was gathered in the second semester of the 2023 academic year from randomly chosen efl elementary-level teachers in jazan primary schools. the collection of quantitative study data included the creation of online questionnaires using google forms, which were then disseminated to efl primary-stage teachers using whatsapp groups. the questionnaires were distributed with the aid of an educational supervisor affiliated with the jazan ministry of education. the questionnaires were attached to a cover letter that explained the purpose of the study, informed participants that the data collected about them was completely confidential, that no names would be used, that the data would be used for academic purposes without mentioning anyone by name or specifically identifying them, and that no one other than the researcher would have access to the data. an arabic translation of the surveys was also provided. instruments the present research used a quantitative approach, using a questionnaire as the primary tool for data collection. questionnaires are a suitable approach for acquiring profound and gratifying outcomes when discernible trends are identified among a substantial number of participants. moreover, surveys serve as valuable instruments for scrutinizing individuals' attitudes, beliefs, and actions pertaining to language acquisition and instruction (gu, 2016). the research used a questionnaire derived from alharbi's (2017) work as a tool for data collection. 51 questionnaires were issued at random to efl primary school teachers, consisting of 32 men and 19 females. the poll questions used a 5-point likert scale, with the following options: 1) strongly disagree, 2) disagree, 3) uncertain, 4) agree, 5) strongly agree. the questionnaire was partitioned into two sections: the first section included contextual details on the participants, including their gender, credentials, and experiences. the second portion had a textbook assessment criteria of 49 statements. the statements were categorized into five distinct groups: 1. layout and design (11 statements) 2. six statements outlining the aims of the textbook. 3. methods and activities for teaching (13 assertions) 4. proficiency in the english language (12 assertions) 5. assessment (consisting of 7 statements) maryam hassan somaili & munassir alhamami, 2023 perceptions of saudi efl teachers on the adequacy of textbooks 282 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 3 1 2 3 8 ) participants a sample of 51 efl teachers (32 male and 19 female) was randomly drawn from basic public schools in jazan, saudi arabia. the participants were categorized according to the independent variables of gender, qualification, and years of experience.the participants were distributed according to gender as follows: the male population accounted for 62.7% (32 individuals), while the female population accounted for 37.3% (19 individuals). the participants' qualifications were distributed as follows: out of the whole sample, 41.2% (21 individuals) had a bachelor of arts degree in english language with educational preparation, while 31.4% (16 individuals) held a bachelor of arts degree in english language alone. additionally, 19.6% (10 individuals) had a master of arts degree in english, and 7.8% (4 individuals) had a master of arts degree in education. the participants' experience was distributed as follows: 25.5% (13) have 1 to 5 years of experience in english teaching, 23.5% (12) possess 5 to 10 years of experience, and 51% (26) possess over 10 years of experience. results and discussion results this section provides the findings of the survey that investigated the viewpoints of elementary school teachers on english as a foreign language (efl) textbooks. a. research question (1): what is the view of primary-level english as a foreign language (efl) teachers in saudi arabia about the style and appearance of efl textbooks? table 1. the results of the first section of the questionnaire table 1 teachers' opinions about the textbook's design and layout. slightly disagreeing (sd) to strongly agreeing (sa) items sd d un a sa 1. cover appealing, content accurately indicated. 15.7% 3.9% 35.3% 33.3% 11.8% 2. font and size stage-appropriate. 17.6% 7.8% 11.8% 37.3% 25.5% 3. intro page guides textbook usage. 15.7% 17.6% 23.5% 23.5% 19.6% 4. textbook has detailed contents list. 9.8% 15.7% 5.9% 37.3% 31.4% 5. every lesson has a title. 7.8% 7.8% 5.9% 35.3% 43.1% 6. paper quality fits this stage. 5.9% 3.9% 19.6% 43.1% 27.5% 7. textbook features diverse designs. 9.8% 19.6% 13.7% 37.3% 19.6% 8. ample line-spacing ensures clarity. 7.8% 13.7% 15.7% 45.1% 17.6% 9. consistent titles, symbols used. 9.8% 15.7% 19.6% 37.3% 17.6% 10. diverse, appealing textbook illustrations. 9.8% 11.8% 19.6% 41.2% 17.6% 11. pictures aid student learning. 15.7% 9.8% 9.8% 45.1% 19.6% table 1 displays the results of the first phase of the survey pertaining to the core inquiry of the research: how do primary-level efl teachers in saudi arabia perceive the layout and style of efl textbooks? this section has eleven components that are derived from the arrangement and aesthetic of the textbook. over 60% of teachers expressed agreement or strong agreement with all items, whereas more than 40% agreed or strongly maryam hassan somaili & munassir alhamami, 2023 perceptions of saudi efl teachers on the adequacy of textbooks 283 | v o l . 1 , n o . 1 , 2 0 2 1 ( 2 7 7 2 9 0 ) agreed with items 1 and 3. nearly 60% of teachers agreed or strongly agreed on items 7, 9, and 10. more than 60% of the polled individuals agreed or strongly agreed with items 2, 4, 5, 6, 8, and 11.the findings indicate that efl teachers at the primary level in saudi arabia have a favorable view of the layout and appearance of efl textbooks. they hold the belief that the textbooks possess an appealing aesthetic, are efficiently structured, and are user-friendly. in addition, they hold the belief that the textbooks include a multitude of characteristics that will facilitate students' acquisition of knowledge. the elements that received the greatest consensus were the aesthetic appeal of the cover, the suitability of the font type and size, and the inclusion of a comprehensive table of contents. the areas that received the least consensus were the inclusion of a page providing instructions to students on how to use the textbook and the uniformity in the usage of titles, designations, and symbols. overall, the results suggest that the primary-level efl teachers in saudi arabia are satisfied with the layout and design of efl textbooks. b. question (2): what is the perception of primary-level efl teachers in saudi arabia towards the objectives of the efl textbooks? this table shows the results of a survey of primary-level efl teachers in saudi arabia about their perceptions of the objectives of efl textbooks. the survey consisted of 6 items, each of which was rated on a scale of 1 to 5, with 1 being "strongly disagree" and 5 being "strongly agree." table 2. the results of the first section of the questionnaire table 2 teachers' beliefs about the textbook objectives. ranging from strongly disagree (sd) to strongly agree (sa) items sd d un a sa 1. textbook objectives clear to me. 11.8% 21.6% 13.7% 35.3% 17.6% 2. goals measurable and verifiable. 15.7% 9.8% 25.5% 33.3% 15.7% 3. content aligns with objectives. 11.8% 7.8% 31.4% 27.5% 21.6% 4. objectives suit learner needs. 33.3% 17.6% 17.6% 19.6% 11.8% 5. objectives stated at start. 9.8% 15.7% 29.4% 21.6% 23.5% 6. lesson objectives upfront. 17.6% 21.6% 13.7% 31.4% 15.7% table 2 shows the results of the second section of the questionnaire about the research's second question: what is the perception of primary-level efl teachers in saudi arabia towards the objectives of the efl textbooks? this section contains sixth items that are based on the textbook objectives. nearly half of the respondents agreed or strongly agreed with all items except for item 4. this item, which asks whether the textbook objectives reflect the needs of learners at this stage, was disagreed with by almost 50% of respondents. the most agreed-upon items were the clarity of the textbook objectives and the presence of the objectives at the beginning of each lesson. the issue that received the least consensus was the degree to which the textbook goals align with the requirements of learners at this particular level. in general, the findings indicate that efl teachers at the primary level in saudi arabia have a mostly favorable view of the goals set out in efl textbooks. nevertheless, they contend that the goals may be enhanced by better aligning them with the requirements of learners at this particular level. c. question (3): how do primary-level efl teachers in saudi arabia perceive the teaching techniques and activities offered in the efl textbooks?the offered table displays the results of a survey conducted among primary-level efl teachers in saudi arabia on their views of maryam hassan somaili & munassir alhamami, 2023 perceptions of saudi efl teachers on the adequacy of textbooks 284 | v o l . 1 , n o . 1 , 2 0 2 1 ( 2 7 7 2 9 0 ) the teaching techniques and activities included in efl textbooks. the poll consisted of 13 questions, each of which was assessed on a scale ranging from 1 to 5, where 1 denoted "strongly disagree" and 5 represented "strongly agree." table 3. the results of the first segment of the questionnaire table 3 teachers' perspectives on the pedagogical approaches and exercises included in the textbook. items sa d un a sa 1. logical progression of topics considered. 27.5 % 19.6 % 17.6 % 25.5 % 9.8% 2. integrates with previous stages. 31.4 % 19.6 % 19.6 % 15.7 % 13.7 % 3. content modern and scientifically accurate. 11.8 % 11.8 % 23.5 % 35.3 % 17.6 % 4. information relates to student environment. 11.8 % 37.3 % 19.6 % 21.6 % 9.8% 5. allows diverse teaching methods. 11.8 % 15.7 % 15.7 % 45.1 % 11.8 % 6. links teaching theories and practices. 17.6 % 17.6 % 23.5 % 27.5 % 13.7 % 7. supports constructivist learning theory. 9.8% 13.7 % 31.4 % 29.4 % 15.7 % 8. enables realistic classroom applications. 7.8% 17.6 % 25.5 % 31.4 % 17.6 % 9. suits teaching and teacher development. 15.7 % 13.7 % 25.5 % 27.5 % 17.6 % 10. teacher handbook guides instruction. 11.8 % 11.8 % 13.7 % 35.3 % 27.5 % 11. encourages modern technology use. 7.8% 13.7 % 21.6 % 41.2 % 15.7 % 12. fits students' scientific level. 27.5 % 21.6 % 19.6 % 11.8 % 19.6 % 13. content aligns with weekly lessons. 19.6 % 41.2 % 13.7 % 9.8% 15.7 % the survey results indicate that a significant proportion of teachers (60% or more) express agreement or strong agreement with the following statements: the textbook promotes the use of contemporary technology, such as the internet, for learners. the material in the textbook is relevant to the students' surroundings. the material in the textbook facilitates the use of various instructional approaches. the textbook content connects teaching theories and practices. the textbook content is useful for constructivist learning. the textbook content supports realistic applications in the classroom. over half of the teachers (40% or more) also agree or strongly agree with the following items: the textbook content is characterized by modernity and scientific accuracy. the textbook content enables the link between teaching theories and practices. the textbook content is appropriate for the teaching process and teacher professional development. there is a teacher handbook that describes how to teach this book to students. however, nearly half of the teachers disagree or strongly disagree with the following items: the textbook material takes into account the coherent progression of information. the textbook information is seamlessly incorporated with prior levels. the textbook material is suitable for students at this level. the material in the textbook aligns with the maryam hassan somaili & munassir alhamami, 2023 perceptions of saudi efl teachers on the adequacy of textbooks 285 | v o l . 1 , n o . 1 , 2 0 2 1 ( 2 7 7 2 9 0 ) designated number of lessons assigned for each week.in general, the results indicate that primary-level english as a foreign language (efl) teachers in saudi arabia have a mostly favorable impression of the teaching techniques and activities that are included in efl textbooks. nevertheless, they hold the belief that the textbooks might be enhanced in some aspects, such as their coherent sequence of subjects and their alignment with the allotted number of sessions per week.the topics that garnered the highest level of favorable feedback are those pertaining to the textbook's incorporation of contemporary technologies, its promotion of learners' use of technology, and its content's alignment with the students' surroundings. the factors that garnered the least favorable feedback pertain to the textbook's coherence in presenting themes, its alignment with prior stages, and its suitability in terms of the number of lessons assigned each week. the results indicate that efl teachers at the elementary level in saudi arabia are receptive to incorporating contemporary technology into their classrooms and hold the belief that these technologies have the potential to improve the learning process. the results also indicate that teachers prioritize textbooks that are relevant to the students' surroundings and can effectively bridge the gap between theoretical concepts and practical application.most teachers expressed agreement or strong agreement with items 10, 11, and 3. these factors pertain to the textbook's use of contemporary technologies, its promotion of learners' engagement with technology, and its content's alignment with the students' surroundings.more than 50% of the teachers agreed or strongly concurred with questions 5, 6, 7, and 8. these criteria pertain to the textbook's capacity to enhance teaching techniques via diversification, its connection to teaching theories and practices, its use for constructivist learning, and its support for practical applications in the classroom. nevertheless, over 50% of the teachers expressed disagreement or significant disagreement with issues 1, 2, 4, 12, and 13. these factors pertain to the textbook's coherent sequence of themes, its incorporation of prior stages, its content suitability for students at this level, and its alignment with the allotted number of weekly sessions.in general, the findings indicate that primary-level english as a foreign language (efl) teachers in saudi arabia have a mostly favorable impression of the teaching techniques and activities that are included in efl textbooks. nevertheless, they hold the belief that the textbooks might be enhanced in some aspects, such as their coherent sequencing of subjects and their alignment with the designated number of sessions per week. d. question (4): what is the perception of primary-level efl teachers in saudi arabia towards the language skills emphasized in the efl textbooks? this table shows the results of a survey of primary-level efl teachers in saudi arabia about their perceptions of the language skills emphasized in efl textbooks. the survey asked teachers to rate their agreement with a series of statements, using a scale of 1 (strongly disagree) to 5 (strongly agree). table 4. the results of the first section of the questionnaire table.4 teachers' beliefs about the textbook language skills. ranging from strongly disagree (sd) to strongly agree (sa) items sd d un a sa 1. improves learners' listening skills. 9.80 % 9.80 % 17.60 % 41.20 % 21.60 % 2. enhances pronunciation through exercises. 15.70 % 11.80 % 19.60 % 37.30 % 15.70 % 3. enhances students' proficiency in spoken english. 13.70 % 11.80 % 29.40 % 31.40 % 13.70 % 4. easily clarifies english grammar. 15.70 % 17.60 % 15.70 % 27.50 % 23.50 % maryam hassan somaili & munassir alhamami, 2023 perceptions of saudi efl teachers on the adequacy of textbooks 286 | v o l . 1 , n o . 1 , 2 0 2 1 ( 2 7 7 2 9 0 ) 5. provides a wide range of reading subjects. 7.80 % 19.60 % 21.60 % 29.40 % 21.60 % 6. enhances proficiency in english reading. 33.30 % 21.60 % 15.70 % 11.80 % 17.60 % 7. conforms to the requirements and preferences of the students. 23.50 % 33.30 % 11.80 % 19.60 % 11.80 % 8. improves students' cognitive abilities. 17.60 % 15.70 % 23.50 % 29.40 % 13.70 % 9. promotes active engagement of students. 13.70 % 15.70 % 13.70 % 39.20 % 17.60 % 10. promotes everyday english use. 19.60 % 31.40 % 21.60 % 9.80 % 17.60 % 11. balances academic, home duties. 13.70 % 11.80 % 25.50 % 37.30 % 11.80 % 12. better than previous textbooks. 15.70 % 15.70 % 21.60 % 19.60 % 27.50 % over half of the teachers (91.65%) either agreed or strongly agreed that the textbook material enhances listening abilities (41.25%), facilitates the pronunciation of words (50.4%), and aids in the acquisition of english grammar (50%). however, respondents expressed less optimism about the textbook's efficacy in improving students' reading comprehension of english texts (11.8%) and its capacity to connect the material with students' specific needs and goals (38.8%). the textbook obtained a lower level of approval in terms of its efficacy in motivating students to use english in authentic situations (9.8%).in general, most teachers expressed contentment with the textbook's treatment of language skills, except for reading, vocabulary, and thinking abilities, which they found unsatisfactory. the textbook earned the least favorable response, specifically for its material on the application of english in real-life situations. the results indicate potential areas for improvement in the textbook: the textbook would benefit from including more exercises that specifically target the development of reading comprehension skills. the textbook should be better tailored to meet the specific requirements and preferences of the students. the textbook would benefit from including more exercises that actively challenge students to use their english language skills in authentic situations. e. question 5: how do primary-level efl teachers in saudi arabia perceive the evaluation and progress assessment techniques used in efl textbooks? table 5 shows the results of the fifth section of the questionnaire, which asked teachers about their perceptions of the evaluation and progress assessment methods used in efl textbooks. the section contains seven items, each of which was rated on a scale of 1 (strongly disagree) to 5 (strongly agree). table 5. the results of the first section of the questionnaire table 5 teachers' beliefs about the textbook general evaluation. ranging from strongly disagree (sd) to strongly agree (sa) items sd d un a sa 1. varied exercises for vocabulary, skills. 17.60 % 7.80 % 19.60 % 41.20 % 13.70 % 2. aids real-life english communication. 37.30 % 15.70 % 23.50 % 9.80 % 13.70 % 3. clear instructions for all activities. 13.70 % 9.80 % 21.60 % 35.30 % 19.60 % 4. exercise count suits content. 11.80 17.60 21.60 29.40 19.60 maryam hassan somaili & munassir alhamami, 2023 perceptions of saudi efl teachers on the adequacy of textbooks 287 | v o l . 1 , n o . 1 , 2 0 2 1 ( 2 7 7 2 9 0 ) % % % % % 5. includes valid test questions. 17.60 % 7.80 % 47.10 % 11.80 % 15.70 % 6. contains periodic diagnostic reviews. 19.60 % 9.80 % 33.30 % 25.50 % 11.80 % 7. quarterly, final test models included. 35.30 % 11.80 % 21.60 % 19.60 % 11.80 % variety of exercises and activities: 55% of teachers agreed that the textbook offers a variety of exercises and activities for vocabulary and skill practice, while 19.6% were undecided, and 25.4% disagreed. only 23.5% agreed that the textbook provides exercises and activities helping students communicate in real-life english tasks, while 23.5% were undecided, and 53% disagreed. about 55% agreed that the textbook provides clear instructions for all activities, while 21.6% were undecided, and 23.5% disagreed. nearly 49% agreed that the number of exercises and activities is appropriate for the textbook content, while 21.6% were undecided, and 29.4% disagreed. only 27.5% agreed that there are valid test questions in the textbook, while 47.1% were undecided, and 25.4% disagreed. about 37.3% agreed that the textbook contains periodic reviews for diagnostic assessment, while 33.3% were undecided, and 29.4% disagreed. only 31.4% agreed that there are models for quarterly and final tests, while 21.6% were undecided, and 47.6% disagreed. about 50% of teachers generally agree with the variety of exercises, clarity of instructions, and appropriateness of exercises (items 1, 3, and 4), while 40% agree with the inclusion of periodic reviews (item 6). however, there is considerable uncertainty (47.1%) about the validity of test questions (item 5), and nearly half of the teachers disagree with the provision of real-life communication tasks and models for quarterly and final tests (items 2 and 7). this highlights mixed perceptions about the general evaluation of the textbook, with notable concerns about real-life communication tasks, test question validity, and the availability of test models. discussion the study aimed to scrutinize the beliefs held by saudi efl teachers concerning the textbooks employed at the primary educational level. perceptions on textbook layout and design the study's first question aimed to explore the perception of primary-level efl teachers in saudi arabia towards the layout and design of efl textbooks. the results indicate a generally positive perception among teachers. more than 60% of participants expressed agreement or strong agreement about the well-crafted nature of the textbooks, specifically highlighting the appeal of the cover, the suitability of the font style and size, and the inclusion of a comprehensive table of contents. nevertheless, there was a lack of agreement over the existence of a reference page for students and the uniformity in the use of titles and symbols. this implies that while the textbooks are mostly successful in their organization and aesthetics, there is potential for enhancing the provision of more thorough instructions for students and maintaining uniformity in design components.the research indicates that teachers typically have a positive perception of textbook layout and design. approximately 78% of participants agreed that every lesson in the textbook had a clearly labeled title, which makes it easier to navigate through the information. this is consistent with other studies conducted by aljouei and alsuhaibani (2018) and alghamdi (2012), which also concluded that textbooks exhibit a high level of design quality. nevertheless, these findings contrast with the results of bhandri's 2022 research on nepalese grade-ten textbooks, which discovered several deficiencies in their design. maryam hassan somaili & munassir alhamami, 2023 perceptions of saudi efl teachers on the adequacy of textbooks 288 | v o l . 1 , n o . 1 , 2 0 2 1 ( 2 7 7 2 9 0 ) perceptions on textbook objectives the second inquiry centered on teachers' perspectives about the goals delineated in the english as a foreign language (efl) course materials. the research indicates that teachers typically see the goals as clear and precisely articulated, with the exception of their congruence with the learners' needs. approximately half of the participants expressed dissent over the alignment of the goals with the learners' requirements at this particular level. there is a need for textbook designers to carefully fit the goals with the particular requirements and situations of the learners. the majority of teachers affirmed that the goals outlined in the textbooks were unambiguous and relevant, aligning with the conclusions stated by susiati and mufidati (2020) and bhandari (2022). however, there was a significant deviation from the majority opinion, as most people believed that the textbooks adequately catered to the requirements of students. this view was also reflected in the findings of aljouei and alsuhaibani's research conducted in 2018. perceptions on teaching methods and activities the third inquiry explored the pedagogical approaches and instructional exercises included in the textbooks. the results indicate that teachers are typically happy with the integration of contemporary technology and the relevance of the curriculum to students' surroundings. nevertheless, many voiced apprehensions about the coherence of the subject matter's sequence and its incorporation with prior educational phases. this indicates that while the textbooks have strengths in some areas, they might be improved by a more cohesive arrangement of information and a closer connection with previous learning stages.the textbook's educational techniques elicited varied responses among teachers. although the presence of a teacher's handbook was praised, other components were not as positively assessed. this aligns with previous research but differs from studies such as alghamdi (2021) and bhandri (2022), which identified a scarcity of instructional resources for teachers. perceptions on language skills emphasis the fourth inquiry investigated teachers' perspectives on the linguistic proficiencies addressed in the instructional materials. teachers were generally content with the attention given to hearing and pronunciation, although they had concerns over the emphasis placed on reading skills and the textbook's suitability for meeting students' requirements. this implies that the next versions of the textbooks might be improved by adopting a more equitable approach to language skills, namely by boosting reading comprehension exercises and matching the material with the requirements of the students. the textbooks' emphasis on language skills was well-received by teachers, which is consistent with prior research (aljouei & alsuhaibani, 2018; alghamdi, 2021; bhandri, 2022). nevertheless, they voiced concerns over the textbooks' applicability to daily language use, a topic that was also acknowledged in alghamdi's 2021 research. perceptions on evaluation and assessment methods the purpose of the fifth question was to ascertain teachers' perspectives about the evaluation and assessment techniques used in the textbooks. the findings indicate a combination of positive and negative sentiments among teachers. although there was consensus on the range of exercises and the clarity of instructions, there was considerable doubt over the authenticity of test questions and a dearth of practical communication activities. approximately 50% of the teachers expressed their disagreement over the inclusion of models for both quarterly and final assessments. this underscores the need for a more all-encompassing and pragmatic approach to evaluation and assessment in the next versions of textbooks.teachers had divergent opinions on evaluation procedures. although many features received appreciation, others, such as the lack of practical relevance, faced criticism. this aligns with bhandri's 2022 research, which emphasized the need for additional resources. maryam hassan somaili & munassir alhamami, 2023 perceptions of saudi efl teachers on the adequacy of textbooks 289 | v o l . 1 , n o . 1 , 2 0 2 1 ( 2 7 7 2 9 0 ) conclusion the study offers useful insights into the advantages and disadvantages of english as a foreign language (efl) textbooks from the perspective of primary-level teachers in saudi arabia. although the textbooks are generally praised for their layout, design, and objectives, there are areas that could be improved. specifically, there is a need to better align the objectives and content with the learners' needs, improve the logical progression of topics, and achieve a more balanced emphasis on various language skills. incorporating more authentic activities and offering clearer testing rules might enhance the evaluation and assessment procedures. the research aimed to assess the effectiveness of english as a foreign language (efl) textbooks at the primary level in saudi arabia, using a multicriteria approach. the data indicates that while the textbooks demonstrate excellence in their style and design, they do not adequately address the demands of students, which supports the findings of litz's 2005 research. based on the results, various suggestions arise to improve the effectiveness of english as a foreign language (efl) textbooks at the primary level in saudi arabia. it is crucial to review the goals of the textbooks to ensure they are more closely matched with the unique requirements and real-life situations of the students. simultaneously, it is important to focus on resolving the lack of curricular integration in the "we can" series in order to provide a more unified learning experience. furthermore, it is essential to carefully choose and organize the information in a way that strongly connects with the learners' surroundings, thereby enhancing the relevance and appeal of the instructional material. in order to achieve this objective, it would be advantageous to augment the quantity of lessons to sufficiently include the extensive scope and complexity of the subject. furthermore, the textbooks might be greatly enhanced by including models for quarterly and final examinations, thereby offering teachers and students important resources for evaluating and monitoring progress. the study's scope was restricted to the saudi setting, hence limiting its generalizability. furthermore, the limited sample size and methodology may not adequately encompass the breadth of teacher perspectives. to enhance our comprehension of teacher opinions, future research endeavors might use mixed-methods methodologies, such as including interviews. including a broader and more varied sample in the research might further improve the validity of the results. subsequent investigations may prioritize the viewpoints of students to provide a more comprehensive assessment of the textbook's efficacy. furthermore, doing a comparison analysis that includes several editions or kinds of textbooks might provide further understanding of the characteristics that best enhance language acquisition. to enhance the quality and appeal of learning materials, textbook designers and curriculum planners should focus on these specific areas. this will result in the creation of more efficient resources that cater to the requirements of both teachers and learners. acknowledgement the researchers wish to extend their gratitude and utmost appreciation to all individuals and organizations who have participated and made significant contributions to this study. references al harbi, a. a. m. (2017). evaluation study for secondary stage efl textbook: efl teachers’ perspectives. elt journal. 10(3), 26-39. doi: 10.5539/elt.v10n3p26. alghamdi, a. a. (2021). the evaluation of saudi intermediate english textbooks: from efl teachers’ perspective. 435-409 ,(1)64 ,المجلة الدولية للعلوم التربوية والنفسية. alhamami, m. (2022). google books corpus and designing english for specific purposes materials. journal on english as a foreign language, 12(2), 421-457. https://doi.org/10.23971/jefl.v12i2.4254. maryam hassan somaili & munassir alhamami, 2023 perceptions of saudi efl teachers on the adequacy of textbooks 290 | v o l . 1 , n o . 1 , 2 0 2 1 ( 2 7 7 2 9 0 ) alhamami, m., & ahmad, j. (2018). efl teachers’ attitudes toward commercial textbooks in efl programs. arab world en.glish journal, 9 (4), 6987. doi: https://dx.doi.org/10.24093/awej/vol9no4.5 aljouei, k. f., & alsuhaibani, y. a. (2018). evaluating traveller english textbook series from saudi secondary school efl teachers’ perspectives. english language teaching, 11(12),138. https://doi.org/10.5539/elt.v11n12p138. alshumrani, h. a., & al-ahmadi, n. m. (2022). the representation of vocabulary knowledge aspects in saudi efl textbooks. arab world english journal, 13(4). amerian, m., & khaivar, a. (2014). textbook selection, evaluation, and adaptation procedures, international. journal of language learning and applied linguistics world, 6(1), 523-533. cunningsworth, a. (1995). choosing your coursebook. oxford: heinemann. dorneyi, z. (2003) questionnaires in second language research. london: lawrence erlbaum. gu, p. y. (2016). questionaires in language teaching research language teaching research,20, (5), 567-570. hanifa, r. (2018). efl published materials: an evaluation of english textbooks for junior high school in indonesia. advances in language and literary studies, 9(2), 166-174. litz, d. r. (2005). textbook evaluation and elt management: a south korean case study. asian efl journal, 6(4), 12-20. miekley, j. (2005). esl textbook evaluation checklist. the reading matrix, 5(2), 9-17. moskovsky, c., & picard, m. (2018). english as a foreign language in saudi arabia: new insights into teaching and learning english. routledge, new york. mufidati, e., susaiti, s, (2020). an evaluation of indonesian english textbook for secondary school: teachers’ perspective. in the 5th progressive and fun education international conference (pfeic 2020),379, 157-161. https://doi.org/10.2991/assehr.k.201015.024. orfan, s. n., noori, a. q., & akramy, s. a. (2021). afghan efl teachers’ perceptions of english textbooks. heliyon, 7(11). pajares, m. (1992). teachers' beliefs and educational research: cleaning up a messy construct. review of educational research, 62(3), 307-332. rahimpour,m &hashemi,r.,(2011). textbook selection and evaluation in efl context. world journal of education, 1 (2), 62-68. rezaeian, m., & zamanian, m. (2015). textbook evaluation: elt teachers’ perspectives on “learning to read english for pre-university students”. international journal of research studies in language learning, 4(2), 105-118. richards, j. c. (2001). the role of textbooks in a language program. cambridge university press. rosyida, e. r. (2016). teachers’ perceptions toward the use of english textbook. english education: jurnal tadris bahasa inggris. 9(1),43-54. sheldon, l. e. (1988). evaluating elt textbooks and materials. elt journal 42(4), 237-246 susiati, s., & mufidati, e. (2020). an indonesian national english textbook for secondary level: is it qualified enough? jurnal varidika, 32(1), 118–124. https://doi.org/10.23917/varidika.v32i1.11511. tok, h. (2010). tefl textbook evaluation: from teachers’ perspectives. educational research and review, 5(9), 508-517. tomlinson, b. (ed.). (2023). materials development in language teaching (3rd edition). cambridge university press. vitta, j. p. (2021). the functions and features of elt textbooks and textbook analysis: a concise review. relc journal. https://doi.org/10.1177/00336882211035826. bhandari, p. p. (2022). teachers’ perception on english textbook for grade ten. journal of tikapur multiple campus, 5,14-28. https://doi.org/10.3126/jotmc.v5i1.46512. https://doi.org/10.5539/elt.v11n12p138 https://dx.doi.org/10.2991/assehr.k.201015.024 https://doi.org/10.23917/varidika.v32i1.11511 english franca: academic journal of english language and education vol. 6, no. 1, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i1.4210 using a cognitive therapy to enhance slow learners’ competence: teacher’s strategy rabi’atun adawiyah universitas islam negeri sumatera utara rabiatunadawiyah@uinsu.ac.id sholihatul hamidah daulay universitas islam negeri sumatera utara sholihatulhamidah@uinsu.ac.id abstract the purpose of this study is to look at the capacity of slow learners in elementary school to improve their memory using cognitive therapy. the study was carried out at sdlb gunung louser gayo lues, the key organizer of inclusion. this study's sample consisted of pupils who are classified as slow learners among children with special needs (slow learners). this study's sample size was 20 students. in qualitative research, data is collected in natural settings and from original sources. more participatory observation (participatory observation), in-depth interviews (in-depth interviews), and recording are used in data collecting procedures. in addition, data collection techniques in qualitative research can also be done by recording data in intensive field notes. based on the results of data analysis, it was found that there were differences in children's memory abilities before being given therapy with after being given therapy to slow learner children in elementary school. so the hypothesis proposed is that there is a difference in children's memory abilities before being given therapy with after being given therapy to slow learner children in elementary school children. keywords: the ability of memory, cognitive therapy, slow learner introduction every human being can remember, but each individual will have different memory abilities (individual differences). in this process, the incoming stimulation is stored in memory, but not all incoming stimuli are stored in memory. this of course depends on how much a person's attention to the stimulus received by the individual. the memory mailto:rabiatunadawiyah@uinsu.ac.id mailto:sholihatulhamidah@uinsu.ac.id 20 | english franca, vol. 6, no. 1, 2022 process will take place when there is attention from the individual to a stimulus. individuals will have attention to light, sound, smell, physical contact with other people and certain objects, and other visual forms. the existence of the ability to remember in humans shows that humans can store and reproduce what they have experienced. what has been experienced by humans is stored in the process of thinking and if one day it is needed again then what has been stored will be reappeared. but not everything that has been experienced will remain embedded in his memory and can be brought back because memory is a limited ability. furthermore, santrock, j.w. (2008) states that when it comes to memory, it will be different between individuals. sooner or later a person enters what is learned is a memory property related to the ability to enter. the amount of material that can be memorized or can be entered so that it can be recalled is part of the memory span of the individual. slow learners have been alluded to in international literature using various terms, such as slow learners borah (2013) and low achievers. in the learning process, the most decisive thing is the memory ability of students, because most of the school lessons are remembered. remembering plays an important role in everyday life. however, what is more, important in the role of the learning process is the ability of students to reproduce the knowledge they have received, for example during an exam, students must reproduce the knowledge and understanding gained during the lesson. this will be seen in children who have learning difficulties in the criteria of slow learners (slow learners). these children will have difficulty remembering, as revealed in research. based on the results of the identification of learning disabilities in elementary school children, most of the children experience a slow learner condition. to get an improvement in the lives of children who have learning disorders can occur if (1) the introduction of the nature of the disorder is so complex (cognitive, biological, and social aspects are considered) and (2) a more precise analysis of the child's learning environments have a learning disorder. based on the description presented, the researcher put forward the hypothesis that there is a difference in memory abilities in children after being given cognitive therapy for slow learners’ children. theoretical framework learning is a necessary but difficult process that one must pursue throughout one's life. change is unavoidable in the education industry, rabi’atun adawiyah & sholihatul hamidah daulay: using a cognitive therapy to enhance slow learners’ competence: teacher’s strategy-21 just as it is in any other field. in the educational world, educators also have an important role. educators serve as the controller and decisionmakers in the teaching and learning process. they are responsible for the success of the teaching and learning process. from the way the teacher teaches their students to the way, the teacher manages their pupils in class (apriani, 2017). while educators have praised technology advancements, many schools continue to promote the traditional onesize-fits-all educational method. the disadvantage of this approach is that not all students can acclimatize to a rigorous and fast-paced learning environment. as a result, there is a gap between their true potential and their performance level, and these children are characterized as slow learners. contrary to common assumption, slow learning is not a learning disorder. it refers to a student who may master all academic abilities more slowly than the average student. a slow learner requires more time, repetition, and resources from teachers in order to succeed. these students do not have intellectual disabilities, but they take longer to learn and comprehend topics. parental and teacher criticism should be avoided at all costs. these negative comments impair children's learning by instilling in them the belief that they are incapable of learning. to accommodate students' ability to remember the lessons given not only use lectures which some students will have difficulty with, especially for children who experience learning barriers such as slow learners, for we need learning methods and methods that prioritize aspects of learning that are fun but without aware that children are brought to active and creative learning patterns so that children's psychological development can develop, especially for children who are slow learners (sugianto, et. al, 2021). the approach to learning through behavior change should be explained through observable experience. behavior is described as everything that is done and seen directly by students that will affect mental processes in children. the learning process carried out can be in the form of associative learning when children associate or associate pleasant events with learning at school so that they make children more active in managing their cognitive and psychomotor development. thus the learning process by doing cognitive treatment can stimulate the ability of children who are slow to learn to develop their memory skills, so that children's abilities no longer experience delays in receiving lessons, especially in remembering lessons. the goal of this study was to see how 22 | english franca, vol. 6, no. 1, 2022 cognitive therapy affected the memory skills of slow learner children in elementary school. by holding this research is expected to provide benefits, namely: (1) broaden the knowledge of psychological theory, especially related to memory and cognition problems; (2) improve children's memory skills, and slow learners, through cognitive therapy; (3) can provide input to the world of education on methods and models of effective learning. the ability to accept what has been experienced by the individual is the ability to think and the ability to remember. people can remember an event, then it is stored and the event is brought back, which is a process of remembering. memory is the ability of the soul to learn (learning), retain (retention), and bring back (remember) the things of the past. quick memory means it is easy to memorize something without encountering difficulty. faithful memory is what has been received will be stored properly, and will not change, so it remains under the circumstances when it was received. strong memory means that it can keep an impression for a long time, it is not easy to forget. large memory means that it can store many impressions. ready memory means that it is easy to reproduce the impression it has received. from the description above, it can be stated that memory is a process of the individual's ability to receive input and then record or store in the mind and re-create things that have been remembered. there are several types of people who receive a stimulus, namely: 1. visual type, namely the person will be faster to receive external stimuli by looking at objects. 2. audio type, namely people will more quickly receive stimuli from outside by listening to the object. 3. textual type, namely people will more quickly receive stimuli from outside by touching the object. 4. mixed type, namely people are faster in receiving the stimulus through a combination of the three types above. divide memories based on the length of time the stimulus can be reappeared, namely: 1. short term memory (short term memory). short-term memory (short time memory) is a storage system that can store a limited amount of information for a few seconds. this is the part of memory, where the information that is now a thought is stored. a person's mind consciously on some events will persist in short-term memory. when a person stops thinking about something, the information will be removed from memory. rabi’atun adawiyah & sholihatul hamidah daulay: using a cognitive therapy to enhance slow learners’ competence: teacher’s strategy-23 2. long term memory. long-term memory is part of a person's memory system, where information is stored for long periods. longterm memory has a large capacity, storing information for a very long time. many theories hold that individuals never forget information in long-term memory; rather, the individual simply loses the ability to locate information in memory. investigating memory provides several methods for researching memory problems, namely; 1. the learning time method is a method to investigate memory skills by seeing the extent of the time required by the subject to master the material well. 2. relearning method, which is a method to investigate memory by relearning material that has reached certain criteria. 3. the reconstruction method is a method in which the subject is asked to reconstruct the material that has been given to certain criteria. for example, the subject reconstructs the arrangement of images that have been cut into pieces. 4. the introduction method is a method of recognizing the material that has been given to the subject. the subject is given a material then to find out how far the material can be remembered, it is given a multiple-choice form to choose the right one. 5. the remembering method is a method for recalling the material that has been given. for example, the subject is asked to answer questions in the form of an essay or an essay. 6. paired association method, which is a method for remembering the materials given in pairs, is intended to determine the ability to remember the given stimulus pair. by knowing the method used to investigate a person's memory ability, it will be easier to research a person's memory ability. ivan pavlov, a russian psychologist, was the first to suggest classical conditioning. this is a sort of learning in classical conditioning in which an organism learns to associate or associate a stimulus. neutral stimuli are connected with meaningful stimuli in classical conditioning and stimulate the potential to elicit the same reaction. to comprehend classical conditioning theory, one must first comprehend two types of stimuli and two types of responses: unconditioned stimulus (us), unconditioned response (ur), conditioned stimulus (cs), and conditioned response (cr) (santrock, 2008). operant conditioning was 24 | english franca, vol. 6, no. 1, 2022 first proposed by skinner. operant conditioning is a form of learning in which the consequences of behavior result in changes in the probability data of the behavior to be repeated. cognitive therapy is done by stimulating a person's behavior. according to santrock (2008), applied behavior is the application of operant conditioning principles to change human behavior. there are three important applied behaviors in the field of education, namely: 1) increasing desired behavior, 2) using encouragement and formation, 3) and reducing unwanted behavior. he further suggested strategies to improve the expected behavior of children, namely 1) choosing effective reinforcement, 2) making reinforcement continuous and timely, 3) choosing the best reinforcement schedule, 4) and using negative reinforcement effectively. there are four skills to improve student learning, namely: listening, planning, working, and checking. according to meichenbaum, in modifying cognitive behavior, students can be taught how to use selfinstruction, this can be done by including dialogue and interaction between teachers and students, modeling, motivational strategies, feedback, and task alignment according to student development. the challenges faced by slow learners schools are typically of physical age to guarantee equal growth and are built on the assumption that students of the same grade level have the same intelligence, aptitude, and potential. simultaneously, the curriculum is often overburdened and tough, making it impossible for the system to appropriately adjust to the growth of individual children. it also admits the general inadequacies of the educational pedagogical method. as a result, it was recognized very early on that poor prior preparation of pupils to learn to read was the main cause of learning problems in later grades, wray and medwell (2019). aside from schoolrelated variables, racial, ethnic, social, economic, linguistic, and civil law inequalities, as well as student family circumstances, were limited to their sluggish growth in school. accountable for success. students from poor circumstances, for example, frequently lack access to formal school instruction, as well as learning tools and constructive interactions that may help them develop their thinking abilities. however, underline that the problem is readily rectified by determining the source of the delayed learning and taking necessary action. the purpose of regular classroom learning is to acquire new abilities based on previously taught principles. when the bulk of the pupils learns at a higher rate, the slow learner is likely to fall behind. this results in a knowledge gap in basic concepts and skills, as well as rabi’atun adawiyah & sholihatul hamidah daulay: using a cognitive therapy to enhance slow learners’ competence: teacher’s strategy-25 decreased understanding ability across a broad range of academic disciplines. a child who is sluggish to learn has not just academic but also social and personal difficulties. they struggle to connect with other kids their age and are usually excluded from extracurricular activities, sports, and other activities. this aggravates the issue since they are more prone to suffer worry and, as a result, have a negative self-image. they may feel less than others as a result of their inability to keep up with their classmates' learning rates. this will have an impact on their self-esteem and confidence. there are several methods for assisting a youngster who is a slow learner. here are a few techniques that have been shown to aid slow learners: 1. praise and rewards: for sluggish learners, praise and rewards work miracles. it is critical to recognize even the slightest victory and provide rewards for each milestone to encourage them to continue learning. 2. create realistic expectations and smaller goals: as a parent or instructor, you must understand what is achievable for your child and create objectives appropriately. 3. encourage slow learners to learn from their mistakes: slow learners should be encouraged to make errors and learn from them. they should be encouraged to discover and learn at their own pace until they reach their objectives. parents and teachers should be vocal in their support for their children and teach them through speech tasks that are appropriate for their level of competence. 4. encourage peer tutoring: one of the most successful solutions for sluggish students is peer tutoring. slow learners should be encouraged to study in groups by their parents and teachers. the more a youngster interacts with peers his or her own age, the more confident he or she becomes. 5. encourage multiple intelligence: it is critical to support the child if he or she has an interest in a co-curricular activity. this enhances their self-esteem, and they begin to feel accepted in society. 6. encourage oral communication and interaction: it is important to encourage slow learners to speak up. parents should inquire about their children's school days and engage them in discussions about tv shows, sports, and music. 26 | english franca, vol. 6, no. 1, 2022 teachers and parents should focus on developing the child's understanding capacity by delivering brief commands that may be repeated and obeyed from time to time to maintain a healthy level of confidence. parents and educators must provide more assistance to slow learners. they often feel neglected and begin to despise school if sufficient direction is not offered. they adopt a negative outlook, which has an impact on their academic achievement. it is vital to maintain a positive attitude and give help to slow learners in order to prevent numerous factors that impede learning, such as distractions, disagreeable peers, a rapid classroom pace, and a competitive atmosphere. as a result, education can play a key role in assisting slow learners in becoming well-rounded persons. research methodology the qualitative technique was applied in this investigation. qualitative research seeks to comprehend the phenomena encountered by study subjects holistically, employing descriptions in the form of words and language in a specific natural setting, and employing a variety of scientific approaches (lexy j. moleong, 2012: 6). sugiyono (2009: 9) also added that the results of qualitative research emphasize meaning rather than generalizations. qualitative research in this study uses the case study method or case studies. the case study method is a way of examining social phenomena by analyzing one case in-depth and in its entirety. based on the problems and formulation of the research problems raised, this research is categorized as experimental quantitative research, namely research conducted by applying a treatment and analyzed based on data to obtain results and conclusions. the sample is part of the population that will be the subject of research. the sample in this study were elementary school students who experienced slow learner disorders at sdlb gunung louser gayo lues . the basis for choosing the place of this research is: 1. sdlb gunung louser gayo lues is an elementary school appointed by the department of education, youth and sports, sdlb gunung louser gayo lues is an inclusive elementary school program, namely an elementary school with children with special needs. 2. the identification of children with special needs including slow learners has been carried out. rabi’atun adawiyah & sholihatul hamidah daulay: using a cognitive therapy to enhance slow learners’ competence: teacher’s strategy-27 in qualitative research, data is collected in natural settings and from original sources. more participatory observation (participatory observation), in-depth interviews (in-depth interviews), and documenting sugiyono are used in data collecting approaches. (2009). in addition, data collection techniques in qualitative research can also be done by recording data in intensive field notes lexy j. moleong, (2012). data collection techniques in this study are as follows: 1. observation observations in this study are participatory observations of participatory observations. observations were made on the five components of the slow learner's learning strategy with their respective aspects, including a) pre-learning activities; b) information delivery; c) student engagement; d) learning assessment; and e) follow-up activities 2. interview qualitative research often incorporates observational techniques participatory with in-depth interviews. interviews in this study were conducted with several sources who could provide in-depth information about the five components of the slow learner's learning strategy with each of its aspects, including a) preliminary learning activities; b) delivery of information; c) student participation; d) learning assessment, and e) follow-up activities. 3. documentation the documentation technique in this study was used to complement the use of observation and interview techniques and to increase the credibility of the research results. the documentation in this study consisted of documents and photographs relating to the five components of the slow learner's learning strategy with each of its aspects, including a) pre-learning activities; b) information delivery; c) student engagement; d) learning assessment; and e) follow-up activities results & discussion a variety of worldwide literature discusses the significance of elementary education as the foundation for total human development, and notably as the foundation for national economic and social growth in reducing poverty and boosting the productivity of the country's workforce. the institution has proven it. galton and alan blyth, 2018 (2018). according to the world bank (1991), "as the gap between 28 | english franca, vol. 6, no. 1, 2022 educated and uneducated people increases, this trend restricts international competitiveness and forces the vast majority of the world's population into poverty." (2). primary education plays a vital part in vietnam's education law (national assembly 2005), where elementary schools are not only cognitive but also social, physical, emotional, and cultural. it is established from a standpoint that pupils must be trained. qualifications for further education (2005 education act, article 27). vietnam has shown significant achievements in the statewide implementation of universal primary education. teachers in choosing learning methods in inclusive schools not only consider aspects of conformity with the subject matter and learning objectives but also consider aspects of the different characteristics of students and differences in the learning characteristics of students. students have different characteristics, interests, talents, habits, motivations, social situations, family environments, and hopes for the future. differences in students from psychological aspects such as being quiet, superactive, closed, open, cheerful, and moody, some even show behaviors that are difficult to recognize. all these differences will affect the determination of learning methods. the differences in the characteristics of students and the learning characteristics of students in inclusive schools are of course aimed at the differences between normal children and children with special needs. so, even though there are fewer children with special needs than normal children, teachers should not ignore them. because they have the same learning rights as normal children, teachers must also modify the learning methods used so that they are more flexible and easily accepted by all students, both normal students and children with special needs. learning activities must be designed by taking into account the weaknesses of the students. this means that the method used by the teacher must be able to overcome the weaknesses of students and take advantage of the strengths that exist in them. for example, students with visual impairments must emphasize the sound that can be heard, while the deaf students must emphasize visual activities that can be seen. for slow learners, the emphasis is on the simplicity of the delivery method so that it is easy to understand. the teacher can control the classroom atmosphere by mastering the material so that students pay attention and listen to how the teacher speaks. the teacher in delivering the material is the same between slow learners and normal students. however, the slow learners explain to them while being given examples, and after explaining the teacher always asks again what the teacher has said. when using the lecture rabi’atun adawiyah & sholihatul hamidah daulay: using a cognitive therapy to enhance slow learners’ competence: teacher’s strategy-29 method, the slow learner child was deliberately asked by the teacher to sit alone without a seatmate. this is intended so that teachers can provide direction, guidance, and special attention freely to slow learner children. based on the findings of the data analysis, the hypothesis suggested is that there is a difference in memory capacity for slow learner children before and after treatment, specifically that slow learner children's memory ability is higher after treatment than before treatment. these findings show that there is a considerable gap between the memory abilities of slow learner children in elementary school students and that slow learner students have better memory skills after being given cognitive therapy than before being given treatment. this shows that giving special treatment to students who are slow learners influences students' memory abilities. this is as expressed by santrock (2008), applied behavior is the application of operant conditioning principles to change human behavior. there are three important applied behaviors in the field of education, namely: 1) increasing desired behavior, 2) using encouragement and formation, 3) and reducing unwanted behavior. furthermore, santrock (2008) suggests strategies to improve the expected behavior of children, namely; choosing effective reinforcement, making reinforcement continuous and timely, choosing the best reinforcement schedule, and using negative reinforcement effectively. in modifying cognitive behavior, students can be taught how to use selfinstruction woolfolk, (2009). this can be done by incorporating dialogue and interactions between teachers and students, modeling, motivational strategies, feedback, and task alignment according to student development. executive control processes (metacognitive strategies) such as planning, organizing, and adjusting are critical for individuals with learning impairments; other ways teach skills directly by leveraging memory (deshler et al, in woolfolk. (2009). presley woolfolk. (2009), developed a cognitive strategy model as a guide for developing students' metacognitive strategies. research on learning strategies for slow learners was carried out at sdlb leuser, especially in grades iii and v. in both classes, there were children with special needs who were assessed as slow learners. the two classroom teachers who were the subject of the study faced different conditions from one another in designing and implementing learning strategies for slow learners. these conditions are the state of 30 | english franca, vol. 6, no. 1, 2022 the classroom environment, the number of normal students and special needs in the classroom, the number of slow learners in the classroom, and the presence of a special guiding teacher. the following table shows the presence of slow learners in grade iii and class v based on the results of the assessment of children with special needs. based on data from interviews, observations, and documentation results, the results of research on the learning strategies of slow learners in class iii and class v at sdlb leuser in terms of the five components of learning strategies are as follows: implementation of preliminary learning activities for children’s slow learning the result is that instructors must address the issue of slow learners through their educational methodologies and classroom activities such as adaptation, developmental education, correctional education, and correctional education. slow learners gain from learning time, repetition, resources, and other types of assistance and motivation that allow them the confidence to learn because of their cognitive, personal, and emotional traits. leung (2006), borah (2013), and muppudathi (2014) these elements are included into intervention programs for slow learners. it gives instant response as well as continual monitoring. recognize and correct fundamental misconceptions. provide a practice drill for preparedness. and encourage them to work hard by coordinating their attention and conduct. educators all across the world may use these similar aspects to learn slowly, including through tailored education programs, intelligent anti-habitual learning, and tutorial assistance systems. we offer or implement a variety of instructional initiatives for students. skill-based training (yadav and tiwari 2017), the multi-model vs. uni-model approach, or the application of gardner's multi-intelligence theory these coordinated academic intervention tactics have been shown to be helpful in enhancing conceptual grasp of what is being taught by slow learners and generating a good learning experience for them, to varying degrees. furthermore, wilder (2017) calls for the sharing of duties between teachers and parents, stressing that kids require parental assistance at home to improve their academic performance. i'm highlighting something. the preliminary learning activities in this study focused on five aspects, including a) giving apperception; b) explanation of specific learning objectives; c) checking of prerequisite skills; d) writing down the main points of the material in the form of a chart, and e) repetition of rabi’atun adawiyah & sholihatul hamidah daulay: using a cognitive therapy to enhance slow learners’ competence: teacher’s strategy-31 the previous material to relate it to the material to be studied. the following is a further description of the implementation of preliminary learning activities for slow learners in class iii and class v in terms of these five aspects. a. giving apperception the method used by the three classroom teachers in giving apperception is the same for all students, including slow learners. special teacher one gives apperception through question and answer to connect the material with students' daily lives and allows students to ask questions about the learning material and invite all students to sing. special teacher two provides apperception through questions and answers about the application of the material in everyday life, the benefits of the material in everyday life, and allows students to ask questions about learning materials. special teacher three gives apperception through question and answer to show examples of the application of the material in students' daily lives, invites all students to sing, and through stories. b. prerequisite skill check the second aspect is checking the prerequisite skills. prerequisite skills that slow learners must have at school in class iii are adjusted to the ability of slow learners, while in class v the prerequisite skills that slow learners must have are the same as other students. however, special teachers provide an individual approach so that slow learners can achieve the same prerequisite skills as other students. the individual approach is to provide an understanding of the material that as much as possible can help slow learners to master the required prerequisite skills. special teacher one and special teacher three check the prerequisite skills of slow learners just like other students through an oral test or question and answer, while special teacher two checks the prerequisite skills of slow learners through light introduction questions both orally and in writing. special teacher one carries out a question and answer activity with several students, including slow learners, while the special teacher three conducts questions and answers classically. if students, including slow learners, have not been able to master the prerequisite skills well, special teacher one and special teacher three provide repetition. 32 | english franca, vol. 6, no. 1, 2022 c. writing the main materials in the form of a chart the third aspect is to write down the main points of the material in the form of a chart. special teacher one and special teacher two do not write down the main points of material that will be delivered in the form of a chart, while special teacher two writes down the main points of material that will be studied by students in the form of a chart on the blackboard. this can be shown by the following excerpts from interviews with special teachers, “yes, there is miss. given first, according to the first theme, and then developed. it would be better if we use a concept or structure map, and the students will fill in what parts are conveyed.” d. repetition of material at the previous meeting the fourth aspect is the repetition of material from the previous meeting. the three classroom teachers who studied repeated the material at the previous meeting to link the material to be studied with the previous material. before giving the repetition of the material, the three-class teachers also conducted a question and answer session with the students. special teacher one and special teacher two conduct questions and answer classically and individually with slow learners. for special teacher two, the results of observations also show that in giving repetition, special teacher three invites students to repeat or remember the sequence of unit length conversions by singing two syllables in each unit length. from this description, it can be concluded that the implementation of preliminary learning activities carried out by classroom teachers for slow learners is the same as preliminary learning activities for normal students and other special needs, except for special teacher three who provides an individual approach so that slow learners can master the same prerequisite skills as other students. conclusion in the learning process, the most decisive thing is the memory ability of students, because most of the school lessons are remembered. remembering plays an important role in everyday life. however, what is more, important in the role of the learning process is the ability of students to reproduce the knowledge they have received, for example during an exam, students must reproduce the knowledge and understanding gained during the lesson. this will be seen in children who have learning difficulties in the criteria of slow learners (slow learners). these children will have difficulty remembering, as revealed rabi’atun adawiyah & sholihatul hamidah daulay: using a cognitive therapy to enhance slow learners’ competence: teacher’s strategy-33 in research. the results of the identification of learning disabilities in elementary school children, most of the children experience a slow learner condition. based on the results of data analysis, it was found that there were differences in children's memory abilities before being given therapy with after being given therapy to slow learner children in elementary school. so, the hypothesis proposed is that there is a difference in children's memory abilities before being given therapy with after being given therapy to slow learner children in elementary school children. to improve the expected behavior of children, namely 1) choosing an effective reinforcement, 2) making reinforcement continuous and timely, 3) choosing the best reinforcement schedule, and 4) using negative reinforcement effectively. executive control processes (metacognitive strategies) such as planning, organizing, and adjusting are critical for kids with learning difficulties; some ways teach skills directly by employing memory deshler et al, in woolfolk. (2009). presley woolfolk. (2009), developed a cognitive strategy model as a guide for developing students' metacognitive strategies. references ahmadi, a. (1991). psikologi belajar. jakarta: rineka cipta. apriani, e. (2017). utilizing preservice english teachers strategies and classroom management at junior high school in rejang lebong regency. english franca : academic journal of english language and education, 1(2), 149. https://doi.org/10.29240/ef.v1i2.291. azwar, s. (2000). metode penelitian. yogyakarta : pustaka pelajar. beck, a. t., rush, a. j., shaw, b. f., & emery, g. (1979). cognitive therapy of depression. new york: guilford. blyth, alan. 2018. development, experience and curriculum in primary education. 3rd ed. oxon: routledge. borah, rashmi rekha. 2013. “slow learners: role of teachers and guardians in honing their hidden skills.” international journal of educational planning & administration 3 (2): 139–143. chauhan, s. (2011). slow learner: their psychology and educational programmes. international journal of multidiciplinary reseach, vo. 1(8). 34 | english franca, vol. 6, no. 1, 2022 daulay, sh., (2019). language and society. medan: lembaga peduli pengembangan pendidikan indonesia (lpppi). isbn. 978-62390653-3-1. daulay, s. h., dalimunte, m., & ningrum, d. w. (2021). the importance of linguistics for teachers in english language teaching. english franca: academic journal of english language and education, 5(2), 339-346. http://journal.iaincurup.ac.id/index.php/english/article/downlo ad/2721/pdf ingram cl'. (1960). education of the slow learning child, (3rd ed.), new york: ronald. johnson gd. (1963). education for slow learners, englewood cliffs, nj: prentice hall. knott hm. (1987). slow learner, in c.r. reynolds and l mann (eds.), encyclopedia of special education, wiley inter science publication. john wiley and sons. moleong, lexy j. 2012. metodologi penelitian kualitatif, bandung: remaja rosdakarya. medwell, jane, and david wray. 2019. “primary homework in england: the beliefs and practices of teachers in primary schools.” education 3-13 47 (2): 191–204. muppudathi, g. 2014. “role of teacher’s: helping slow learners to bring out hidden skills.” journal of research & method in education 6 (6): 23–26. pasaribu, g., daulay, s. h., nasution, p. (2022). pragmatics principles of english teachers in islamic elementary school. journal of pragmatics research. 4(1). 29-40. doi:https://doi.org/10.18326/jopr.v4i1.29-40. peraturan mentri pendidikan nasional nomor 70 ayat 2 tahun 2009 tentang pendidikan inklusif. raharjo, t. (2010). identifikasi learning disability pada anak sekolah dasar. (hasil penelitian) kudus. fak. psikologi universitas muria kudus. santrock, j.w. (1995). life span development. terjemahan ahmad chusairi. jakarta: erlangga. santrock, j.w. (2008). psikologi pendidikan. terjemahan tri aribowo. jakarta: kencana prenada media group. sugianto, s., defitranita, d., apriani, e., & syafryadin, s. (2021). portraying efl students individual different in learning english. international journal of education research and development, 1(1), 31-59. https://doi.org/10.52760/ijerd.v1i1.1. http://journal.iaincurup.ac.id/index.php/english/article/download/2721/pdf http://journal.iaincurup.ac.id/index.php/english/article/download/2721/pdf rabi’atun adawiyah & sholihatul hamidah daulay: using a cognitive therapy to enhance slow learners’ competence: teacher’s strategy-35 sugiono, 2009. metode penelitian kuantitatif, kualitatif dan r&d. bandung: alfabeta. wilder, s. 2017. “parental involvement in mathematics: giving parents a voice.” education 3-13 45 (1): 104–121. woolfolk, a. (2009). educational psychology. edisi pertama. penerjemah sutjipto, h.p. yogyakarta: pustaka pelajar. --. 2009. educational psychology. edisi kedua. yadav, bajrangi, and ram kalap tiwari. 2017. “effect of skill based training on slow learner’s science and mathematics ability.” international inventive multidisciplinary journal 5 (9): 52–64. 36 | english franca, vol. 6, no. 1, 2022 empty page english franca academic journal of english language and education doi: 10.29240/ef.v7i1.6936 http://journal.iaincurup.ac.id/index.php/english/index eissn: 2580-3689; pissn: 2580-3670 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2022; received in revised form 10 april 2023; accepted 10 may 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-nc-sa 4.0 license vocational school students’ perceptions of learning extensive listening through youtube videos zalfa nabilah dzihnie¹, agus gozali² ¹ universitas brawijaya, malang, indonesia ² universitas brawijaya, malang, indonesia corresponding email: zalvanabilah02@student.ub.ac.id introduction in learning english, one of the main goals of students is to be able to listen to english effectively. flor and by (2006) stated that listening comprehension is contemplated the toughest skill to learn from the other skills. listening as an approachable skill is the ability to recognize and interpret information from a speaker. howatt and dakin (1974) state that listening is a process that involves understanding the speaker's vocabulary and grammar, the speaker's pronunciation and accent, and getting the meaning of each sentence or phrase. a good listener must have good hearing, vocabulary mastery, and concentration to get accurate information. listening is among the most crucial phases of language teaching and learning because it has a big role in communication. brownell (2016) believes that the only english skill that can promote personal and professional development is listening because it can affect an individual's effectiveness both at school and in the surrounding environment. rost (2002) states that listening skills are very important in language classes. listening is also recognized as the most difficult receptive skill because students have to recognize and interpret information while they cannot control the speaker's speech rate and do not have the opportunity to ask the speaker to repeat or clarify information. however, lestary and seriadi (2019) stated that elt teachers in indonesia tend to prioritize other skills over listening skills. students also feel disinterested and bored when the teacher always proposes the same type of audio and teaching technique. this condition is exacerbated by the fact that most indonesian students are shy, quiet, passive, and full of anxiety (exley. 2005). one interesting listening-teaching approach attention in recent years is extensive listening (el). the success of extensive listening is based on easy access to appropriate material. extensive listening gives students the chance to broaden their knowledge, actualize vocabulary, and direct attention to understanding spoken text. the toughest task of an english abstract. this study aims to examine and describe vocational school students' perceptions of learning extensive listening through youtube videos. the researcher used a mixed methods design to test students' perceptions of learning extensive listening through youtube videos. data were analysed quantitatively obtained from questionnaires and qualitatively obtained from the interview method. this study collected data from 36 students from smkn 12 malang. the results of the current study indicate students show positive perceptions of learning extensive listening through youtube videos. a large number of students revealed that youtube videos can enhance and motivate them to learn to listen extensively. the conclusions of the interviews were strengthened by the results, which that revealed students agreed among the application of youtube videos for teaching extensive listening. in addition, students believe that youtube videos are more useful when learning english, especially in teaching extensive listening. keywords: extensive listening, youtube videos, students’ perception http://u.lipi.go.id/1613357132 http://u.lipi.go.id/1614254143 http://journal.iaincurup.ac.id/index.php/english mailto:zalvanabilah02@student.ub.ac.id zalfa nabilah dzihnie, et. al., 2023 vocational school students’ perceptions of learning extensive listening through youtube videos. 192 | vol. 7, no. 1, 2023 (191-202) teacher is teaching extensive listening because the teacher must provide assistance and input to students in communicating. most students are not interested in the way the teacher teaches them. it can be a problem for them to understand the material to listen in class. this problem can be solved by using interesting and fun media to enhance student’s motivation in listening class. choosing the best learning media for teaching extensive listening is very important. the situation of teachers using certain textbooks contained in the learning curriculum, without trying to find other appropriate sources. students will find it more difficult to maximize their listening skills if they only learn to use textbooks. according to miranty (2017), effective teaching is one of the keys to teacher success in meeting student goals. that is why the use of the medium in teaching extensive listening is needed because it can provide convenience for english teachers so that students understand. several types of media can be applied in the teaching and learning activity, namely audio-visual medium, audio medium, and also visual medium. audiovisual or video has been used in the field of language education since world war ii (lumsdaine, 1963). from there, the video became the favorite technology medium used in language education. teaching extensive listening using general videos in class, can make students feel uninterested in paying attention to the teacher. teachers should consider the types of videos that can attract students to listen in class. benmeddah (2017) states that the use of ict can assist teachers in improve educational standards in various methods by increase student motivation and engage them by facilitating access to fundamental ability. in addition, bilyalova (2017) defines how ict applied in educational activities can enhance students' interest and motivation in learning a language. listening skills will be more successful if they are supported by attractive, inexpensive, efficient media, and keep up with rapid technological developments (loren, andayani, and setiawan, 2017). youtube is one of the websites that provides a large collection of videos uploaded by an innovative and creative team called youtubers. nourozi (2017) states that youtube itself is a popular platform that shares a network of videos for the world to see. as youtube contains any educational videos, teachers can utilize youtube videos as a media in listening classes, especially in extensive listening. research conducted by al jawad and mansour (2021) shows that the use of youtube can change students' perception of english listening. students are hugely excited in increasing their listening ability through youtube. therefore, the writer can consider that the use of youtube is one type of media that will be interesting students and stimulate their listening skills. to reduce problems that occur between language students, teachers are advised to use teaching media to facilitate teaching and learning to listen. so, youtube videos are a suitable tool for use in language teaching which provides audiovisual information in teaching extensive listening. several youtube channels are commonly used by teachers such as easy english, english class 101, and the ruang guru channel. in addition to the youtube video technique applied in class, this research was conducted to explore the vocational school students' perceptions of the utilization of youtube videos on learning extensive listening. theoretical framework extensive listening extensive listening can be said as a method to enhance listening skills practice listening to accessible texts (waring, 2008). extensive listening consists of suitable materials for students. the success of extensive listening is based on easy access to appropriate material. extensive listening gives students the chance to broaden their knowledge, actualize vocabulary, and direct attention to understanding spoken text. extensive listening involves students select and listen to their interests from the resources offered by the teacher. zalfa nabilah dzihnie, et. al., 2023 vocational school students’ perceptions of learning extensive listening through youtube videos. 193 | vol. 7, no. 1, 2023 (191-202) students’ perception perception is a feeling about how an individual organizes and interprets something that they have experienced in their environment. bennett (2016) states that how individuals observe, understand, interpret, and evaluate references to objects, actions, policies, or the results of what they experience is the notion of perception. from the definition above, it can be assumed that student perception is a process or activity in which students share feelings about something they experience in their environment. in the world of education, student perceptions are very important to support the quality of education. this can be an indicator of student behavior and understanding. student perception is a process that provides the basis for understanding, learning, and knowledge or to motivate certain actions or reactions. youtube videos youtube can be interpreted as a web 2.0 site formulated for sharing, commenting on, and viewing videos. according to a static report on youtube, there are more than one billion monthly views and thousands of videos with various themes, issues, and languages uploaded on youtube. for the most part, a creative teacher can choose the type of video on youtube to use in the classroom by requiring english listening, speaking, writing, and reading skills indeed students feel interested and encouraged when learning from youtube, and when listening to youtube videos, the emotional sieve drops and the cognitive load is reduced, and, therefore, learning occur more rapidly (barreto, 2018). moreover, according to brook (2011), youtube increases students' self-confidence and motivate student participation in class. material and method a mix-method design was used by the researcher in this study. maxwell (2016) states that the a mix-method research design has its own analytical assumptions and is integrated qualitative and quantitative statistics in equally approach that the research problem is described in a meaningful way. in particular, the kind of mixed method applied in this study is an explanatory sequential mixed method. the researcher completed the quantitative data first and then continued with the collection of qualitative data. according to creswell (2014) the mixed explanatory sequential methods signify collecting and examining quantitative data first, followed by qualitative data. in addition, this research was managed to explore the vocational school student’s perceptions towards the utilization of youtube videos on extensive listening. the research was carried out at smkn 12 malang. before deciding on the participants of this research, the researcher has already done a preliminary study in smkn 12 malang when the researcher did the teaching internship program there. the researcher was allowed to teach grade x dkv 1 class with 36 students, and coincidentally the first grade was already experienced studying english by using youtube. they have experienced studying english by using youtube videos as the medium in improving their extensive listening skill in their class. as they have experienced studying english, especially in extensive listening skills by using youtube interactive learning videos, the researcher believed that they have already known about youtube videos in the language classroom. this means that class x dkv1 students of smkn 12 malang is a suitable population for this study. in addition, there are two instruments utilized in this study, namely questionnaires, and interviews. the questionnaire is a combination of the questionnaire by elyas & kabooha (2015) and kilis & balbay (2017), which consists of four dimensions, namely the students' listening knowledge and skill aspect, the perception of students learning english through youtube videos, students' perception on the utilization of youtube videos as a media for teaching and learning extensive listening and students' perspectives in terms of listening elements. in addition, the interview phase consists of three aspects, namely experience, efficiency, and interest. the questionnaire contains of 15 questions, and the interview phase contains of three questions. the questionnaire was written in indonesian to make it easier for students to know the questions contained in the questionnaire. the questionnaire is about whether youtube zalfa nabilah dzihnie, et. al., 2023 vocational school students’ perceptions of learning extensive listening through youtube videos. 194 | vol. 7, no. 1, 2023 (191-202) videos could assist students to enhance their listening skills or not. the data from vocational school students' perceptions of learning extensive listening through youtube videos were carried out by administering the online and offline questionnaires. the reason of the researcher using questionnaire in two forms (online and offline) is to maximize the result of primary data. the online questionnaire are not effective and the researcher decide to replace the questionnaire to another form. the results of the questionnaire will become a general reference for making interview guidelines. therefore, interviews were carried out in more detail how students perceive when utilizing youtube videos for extensive listening. as the final process to analyze the data from questionnaire and interview, the researcher uses the triangulation technique to combine the main data (questionnaire) and supporting data (interview). results and discussion results 1. quantitative data to acquire students' perceptions of the utilization of youtube videos, the researchers used a questionnaire that was administered to 36 students. the questionnaire consisted of 15 accurate closed-ended questions and was separated into four dimensions: the students' listening knowledge and skill aspect, the perspective of students learning english through youtube videos, students' perspectives on applying youtube videos as a medium for learning extensive listening and students' perspectives in terms of listening elements. the kind of questionnaire utilized in the current study was a likert-type with four phases of agreement, namely strongly disagree (sd), disagree (d), agree (a), and strongly agree (sa). data results will be treated under the guise of percentages. figure 1. the students' listening knowledge and skill aspect additional information of the figure 1: 1: using youtube videos enriches my english listening knowledge 2: using youtube videos has improved my listening skills and the quality of my english listening skills. 3: using youtube videos is very important to improve my english listening skills. 4: using youtube videos has a beneficial effect in developing my english listening skills. 5: using youtube videos helps me improve my pronunciation of english words figure 1 shows aspects of students' knowledge and listening skills if the teacher uses youtube videos in teaching extensive listening in class. the first statement, "using youtube videos enriches my english listening knowledge", demonstrated the benefits of utilizing youtube videos in terms of listening knowledge. the data demonstrate that 0.0% chose 0% 50% 100% 1 2 3 4 5 1 2 3 4 5 sd 0% 0% 0% 0% 2.80% d 0% 0% 0% 0% 0% a 19.4% 22.2% 22.9% 25.0% 22.2% sa 80.6% 77.8% 77.1% 75.0% 75.0% zalfa nabilah dzihnie, et. al., 2023 vocational school students’ perceptions of learning extensive listening through youtube videos. 195 | vol. 7, no. 1, 2023 (191-202) strongly disagree and disagree, and 19.4% chose to agree, while the rest of the students (80.6%) chose strongly agree. the findings show that youtube videos can help students' english knowledge a lot. the second statement, using youtube videos has improved my listening skills and the quality of my english listening skills", cope with students' experiences of utilizing youtube videos to enhance students’ english listening comprehension and quality. the data shows that there are no students who choose strongly disagree or disagree, 22,2% chose to agree, and the 77,8% of students chose strongly agree. the findings show that youtube videos can improve the quality of students' listening skills. the next statement, "using youtube videos is very important to improve my english listening skills", revealed revealed the significance of using youtube videos in english learning. the result of that statement is 0,0% of students chose strongly disagree or agree, 22,9% of students chose to agree, and the 77,1% students chose strongly agree. the results from the figure 1 showed that youtube videos are a crucial medium in helping improve students' listening skills. the fourth statement, "using youtube videos has a beneficial effect in developing my english listening skills", shows the advantages of utilizing youtube videos to increase their listening comprehension. the data reveals that there are no students who choose strongly disagree or disagree. while, others (25,0%) chose to agree, and the rest of the students (75%) chose strongly agree. from these data, it can be perceived that most students agree that using youtube videos is beneficial in enhancing students' listening skills. the last statement, "using youtube videos helps me improve my pronunciation of english words", points out another benefit of using youtube videos in terms of developing students' pronunciation. figure 1 showed that 2,80% of students strongly disagree with the utterance, while 0,0% of students disagree with the utterance. on the other hand, 22,2% chose to agree, and 75% strongly agree. to wrap things out, to help improve pronunciation, students can use youtube videos, although two of them chose to strongly disagree with the statement. figure 2. perspective of students learning english through youtube videos figure 2 displayed perspective of students learning english through youtube videos. this aspect contains 2 item statements. the sixth statement, “using youtube videos makes it easier to english listening”, exhibited the reinforcement of youtube videos in english learning. the statistic in figure 2 showed that 5,60% of respondents chose strongly disagree, and 0,0% chose to disagree. meanwhile, 16,75% of respondents chose to agree, and 77,8% of respondents chose strongly agree. from the statistic, it can be summarized that youtube videos are suitable medium used in english learning. the seventh statement, “using youtube videos can be an interesting learning medium that can help in learning english listening”, discussed use of youtube videos to reinforce listening lessons in the classroom. the statistics presented show that none of the students chose strongly disagree or agree. in contrast, 16,7% chose to agree, and 83,3% of 0.00% 20.00% 40.00% 60.00% 80.00% 100.00% 6 7 sd 5.60% 0.0% d 0.0% 0.0% a 16.7% 16.7% sa 77.8% 83.3% zalfa nabilah dzihnie, et. al., 2023 vocational school students’ perceptions of learning extensive listening through youtube videos. 196 | vol. 7, no. 1, 2023 (191-202) them chose strongly agree. from the result, it could be assumed that youtube videos are exciting to use in english learning. figure 3. students' perspectives on using youtube videos as a listening learning medium figure 3 presented students' experiences in utilizing youtube videos as a listening learning medium. the eighth statement, “i enjoy using youtube videos as learning media, especially in learning listening”, presented students' perceptions of using youtube videos for listening lessons. statement eight conveys that 0.0% of students chose both strongly disagree and disagree. while 19,4% chose to agree, and 80,6% chose strongly agree. the finding showed that most students like utilizing youtube videos as listening learning media. the next statement, “youtube videos are a great medium to support learning listening”, indicates that youtube videos are suitable media for listening activities. the statistic in figure 3 revealed that 0,0% of the respondents select strongly disagree or disagree. in contrast, 25,0% select to agree, and 75% select strongly agree. the findings from these data, point out that youtube videos are a good medium that supports learning listening. the tenth statement, “using youtube videos could motivated me to learn english listening”, was about utilizing youtube videos to motivate students to learn english listening in class. the statistic in figure 3 pointed out that 2,8% of respondents strongly disagree, and 0,0% of them chose disagree. contrarily, 22,2% chose to agree, while 75% chose strongly agree. the data above indicates that youtube videos have a big role in motivating students to learn to listen. figure 4. students' perspectives in terms of listening elements figure 4 presents data on student perceptions in terms of the listening element. the eleventh statement, “using videos on youtube i study lots of collocations, pronunciations, idiom, humor and sarcasm, vocabulary and grammar in english listening”. statement eleven pointed out that there are no students chose strongly disagree or agree. meanwhile, 22,2% 0.0% 20.0% 40.0% 60.0% 80.0% 100.0% 8 9 10 sd 0.0% 0.0% 2.80% d 0.0% 0.0% 0.0% a 19.4% 25.0% 22.2% sa 80.6% 75.0% 75.0% a xi s ti tl e 0.0% 20.0% 40.0% 60.0% 80.0% 100.0% 11 12 13 14 15 sd 0.0% 0.0% 3.0% 0.0% 0.0% d 0.0% 0.0% 0.0% 0.0% 0.0% a 22.2% 25.0% 17.0% 25.0% 19.4% sa 77.8% 75.0% 80.0% 75.0% 80.6% a xi s ti tl e zalfa nabilah dzihnie, et. al., 2023 vocational school students’ perceptions of learning extensive listening through youtube videos. 197 | vol. 7, no. 1, 2023 (191-202) chose to agree, and 77,8% chose to disagree. it can be inferred that youtube videos are beneficial for listening elements. the twelfth statement, “using youtube videos in class influence my listening competence”, was about the advantages of using youtube videos in class. the data revealed that, no students chose strongly disagree, or disagree. contrarily, 25% chose to agree, and 75% chose strongly agree. it indicated that youtube videos could influence students’ listening competence. the next statement, “using youtube videos increase my understanding of english listening learning materials.” as stated above, 3,0% of students select strongly disagree, and 0,0% select to disagree. in contrast, 17% chose to agree, and 80% chose strongly agree. the findings showed that youtube videos could increase students’ retention of material. the fourteenth statement, “using youtube videos could help me enhance my listening skills quickly.” figure 4 revealed that none of the students chose strongly disagree or disagree. in addition, 25% chose to agree, and 75% chose strongly agree. from that, it is noticeable that youtube videos could improve students’ listening skills quickly. the last statement in this aspect, “using youtube videos to learn listening helps me remember some words”, was about the benefit of youtube videos. the data shows that it is still 0,0% chose strongly disagree or disagree. besides, 19,4% chose agree, and 80,6% chose strongly agree. the results show that youtube videos could help students remember some words. according to the results of the questionnaire, perceptibly that students of smk negeri 12 malang have a positive perception of learning extensive listening through youtube videos. the aspects applied in the questionnaire revealed that students agree with statements with a huge percentage of agreement. nevertheless, to strengthen the findings of the questionnaire, researchers carried out interviews. 2. qualitative data this phase provides qualitative data from three students who were picked according to these several criteria, namely: s1 (high achieving student), s2 (mid achieving student), and s3 (low achieving student). data collection is done by interview. this phase has three dimensions experience, efficiency, and interest. 2.1. experience in the first section of the interview process, the researcher asks the experience to the students. as a result, three students gave positive responses about using youtube. it can be seen from the response from first students until third students. “... i think, learning extensive listening using youtube videos is very fun, and not boring, so you can better understand listening material. apart from that, i can also repeat videos without any restrictions, so i can understand better vocabulary, pronunciation, and even grammar.” (s1/experience) in addition, s2 said that learning extensive listening using youtube videos makes her really enjoy and it could help improve her listening skills. “…i really like learning listening, especially extensive listening. youtube videos are a lot of fun, and not boring. i really enjoyed every video played by the teacher. because learning using videos on youtube, i feel that my english listening skills could improve.” (s2/experience) additionally, s3 said that his experience using youtube videos in listening class was quite fun and exciting. “…at first, i was not interested in learning english, let alone listening, but because the learning media used youtube i became interested. youtube videos have really zalfa nabilah dzihnie, et. al., 2023 vocational school students’ perceptions of learning extensive listening through youtube videos. 198 | vol. 7, no. 1, 2023 (191-202) helped me improve my listening skills. i can choose videos that i like to learn listening and it was really fun.” (s3/experience) from the interview results, it can be inferred that the utilization of youtube videos as an extensive listening learning media can encourage students to learn and improve their listening comprehension. students also become eager about learning the elements of listening, such as collocation, pronunciation, grammar, and so on. 2.2. efficient in the second section of the interview process, the researcher asks the efficient. as a result, three students gave two positive responses and 1 positive with important notes. it can be seen from the response from first students until third students. “…in my opinion, it is very efficient. learning extensive listening using youtube videos is easy. if i do not know what the speakers are saying, i'm looking at the speakers, and phrases in the contents of the video. besides that, as i said earlier, we can watch the video over and over again, so that can be very helpful.” (s1/efficient) “… i think it is efficient because it can help improve my listening skills. there are many features that can be used on youtube videos so that it makes it easier for me.” (s2/efficient) “…i think it is quite efficient. but sometimes i have a bit of trouble when i hear some accents from the speakers. when i find it difficult to hear the accent, sometimes i observe it from the movement of the speaker's mouth, if it's still not resolved, i can choose another video where i feel the accent is easy to understand.” (s3/efficient) according to s1, learning listening using youtube videos is very efficient. youtube videos can be watched repeatedly so that it makes him understand more about the contents of the video. if he does not understand what the speakers are then he will see every movement made by the speaker. eventually, he knows what the speakers are saying, he also knows how to pronounce those words. furthermore, s2 states that youtube videos are efficient. youtube videos could help her to improve her listening skills. she also said that there are many features offered by youtube, so that can makes it easier for her. on the other hand, s3 said that youtube is quite efficient. youtube sometimes confuses him with multiple speaker accents. he said that lots of accents from the speakers which are difficult to understand. however, he added that youtube helped him too. when he finds it difficult, he always used the features provided by youtube, so it can make him easier. from the results above it can be seen that learning extensive listening through youtube videos is very efficient. there are many features offered by youtube, make it easy for students to learn english listening. in addition, youtube videos can improve students' listening skills. 2.3. interest in the third section of the interview process, the researcher asks about the interest. as a result, three students gave three positive response about their interest on youtube. it can be seen from the response from first students until third students. “…i am very interested in learning listening using the videos on youtube. i do not mind if every class has to use youtube because it's a very exciting atmosphere.” (s1/interest) zalfa nabilah dzihnie, et. al., 2023 vocational school students’ perceptions of learning extensive listening through youtube videos. 199 | vol. 7, no. 1, 2023 (191-202) “…youtube video is very helpful for me. there is virtual fun, and it helps me to understand quickly what the speaker says by looking at the video.” (s2/interest) “…in my opinion, it is exciting. it really motivated me to learn english listening.” (s3/interest) s1 said that he was quite happy when listening to youtube videos. he does not mind having to use youtube in every listening class because it is fun and can help him improve his listening skills. in order with the opinion of s1, s2 and s3 also feel happy, and exciting. youtube videos can improve their listening skill. even though they find it difficult at first, over time the efficiency of youtube videos can really help them. from the results of the interviews above, students were very interested in using youtube videos for extensive listening learning. apart from motivating students, the features on youtube can make students more enthusiastic and excited to improve their listening abilities. discussion the research problem of this study is: is there any remarkable result of utilizing youtube videos on students' interest and motivation in learning extensive listening? after collecting all the data findings, researchers can answer the questions mentioned above. following the findings discussed previously, the researcher analyze the data findings in this section. based on the large percentage of questionnaire respondents, class x students of smkn 12 malang have a positive perception of extensive listening through youtube videos. the results of the questionnaire also show that the utilization of youtube videos in class enhances students' listening skills and learning motivation. this is also in obedience to the results of the interviews that most students agree with the utilization of youtube videos because the atmosphere is interesting, exciting, and fun the findings also reveal that youtube videos make students more happy and fascinated to learn extensive listening in class. students also appear to be more motivated in learning extensive listening. in addition, the application of youtube videos requires opportunities for students to learn english as if challenged by native speakers in a sedentary setting where learning takes place. the results of the study are also similar to what had been studied by rizkan et.al (2018) entitled "the effect of using youtube videos as the teaching media on the students’ listening skills". he found that youtube videos made learning situations in the classroom more fun, motivating, interesting, creative, cooperative, and productive. students tend to be eager to learn extensive listening. from the results of the questionnaire, the writers found that there is a slight disparity in the percentage of students' perceptual feedback, but the findings prove that implementing youtube videos has a positive impact on students. this strengthen by a huge number of students considered youtube videos as a great medium for learning listening. this is shown in students when using youtube videos in learning extensive listening, students feel happy and enthusiastic. therefore, youtube videos could improve students’ listening skills. furthermore, the results of the study show that respondents get a more accurate description of the appearance of subtitles and visual appearance on youtube videos. this finding is supported by napikul, cedar, & roongrattanakool (2018). they assert that learning english through subtitles can help students understand english better. it also helps students to think of the meaning of various vocabulary words. in addition, students get more knowledge after watching english videos with subtitles. ` however, the current research shows that there are some students who still experience difficulties in learning extensive listening through youtube videos. some of them were still not enthusiastic about participating in the extensive listening lessons. some of the difficulties that students may face in the process of listening comprehension are the quality of recorded material, cultural differences, speakers' accents, unfamiliar vocabulary, length, and listening zalfa nabilah dzihnie, et. al., 2023 vocational school students’ perceptions of learning extensive listening through youtube videos. 200 | vol. 7, no. 1, 2023 (191-202) speed. they need to watch the video twice to finally understand what they are listening to. in line with what putri et al (2019) said in their research that a background of poor understanding and experience in a subject can make it difficult for students to interpret the language they hear. all in all, youtube videos are beneficial for students as learning media, where they can get material easily and freely. since watching youtube videos is part of extensive listening, students can adapt the material in the youtube videos they watch to their own needs and preferences. this is in line with the results of rahayu (2020) which found that students prefer to use youtube videos because youtube media sources can be accessed easily. youtube can be accessed anywhere and anytime. this is useful for students because they can spend their free time watching youtube videos to practice their listening skills without any rules about what to watch, the type of video, length of video, and level of difficulty. the frequency of watching youtube videos can reduce the problems respondents face in gaining extensive listening comprehension. although there are few students who disagreed also strongly disagreed with the utilization of youtube videos in teaching and learning extensive listening. therefore, it is the teacher's duty to make it possible to utilize youtube videos as a listening learning medium and adapt them to their level of preference, so that later students will not face difficulties. conclusion this study looked at the perceptions of vocational students towards learning extensive listening through youtube videos in english classes. perceptions on learning extensive listening through youtube videos. they perceive that youtube videos can motivate them to learn extensive listening because videos are a fun way to practice their listening skills. in addition, youtube videos also help the rest of the students to enhance their listening skills, vocabulary, spelling, pronunciation, and even grammar. youtube videos also help the rest of the students in remembering some words and enhancing their class participation. additionally, the rest of them are very enthusiastic when learning listening skills through youtube videos, and they agree that youtube can be a resource for learning and practicing good listening skills. however, some students still disagree with the utilization of youtube videos in teaching and learning extensive listening. it happens because they feel that sometimes youtube makes them confused, because several accents from the speakers are difficult to understand so they think that youtube videos do not make it easier to learn how to listen to english. additionally, sometimes they find that youtube is not enough to help improve their pronunciation of english words. this condition can be solved by providing suitable videos for students.therefore, it can be concluded that learning extensive listening through youtube videos has a positive impact on improving students’ listening skills. in addition, youtube videos also make students more motivated to learn english listening. nevertheless, it is required to choose a suitable video to be applied in the teaching and learning activity, to reduce student difficulties. acknowledgment the writer would like to thank the supervising lecturers who have supported and helped in the process of this research. so that the writer can finish this research properly. this research is supported by the english education program at brawijaya university. in addition, the researcher would like to thank smkn 12 malang for the availability and allowance as the subject of this research. references aktaruzzaman, m., shamim, m. r., & clement, c. k. (2011). trends and issues to integrate ict in teaching learning for the future world of education. balbay, s., & kilis, s. (2017). students’ perceptions of the use of a youtube channel specifically designed for an academic speaking skills course. eurasian journal of zalfa nabilah dzihnie, et. al., 2023 vocational school students’ perceptions of learning extensive listening through youtube videos. 201 | vol. 7, no. 1, 2023 (191-202) applied linguistics, 3(2), 235–251. https://doi.org/10.32601/ejal.461003. benmeddah, w. (2017). the use of ict in developing the speaking skill in efl classes : case of first year efl students at the university of tlemcen. 5–73. http://dspace.univ-tlemcen.dz/bitstream/112/11177/1/wafaa-benmeddah.pdf bennett, n. j. (2016). using perceptions as evidence to improve conservation and environmental management. 00(0), 1–11. https://doi.org/10.1111/cobi.12681 bilyalova, a. (2017). ict in teaching a foreign language in high school. procedia social and behavioral sciences, 237(june 2016), 175–181. https://doi.org/10.1016/j.sbspro.2017.02.060. brown, r., & waring, r. (2008). incidental vocabulary acquisition from reading , readingwhile-listening , and listening to stories. 20(2), 136–163. brownell, j. (2017). listening: attitudes, principles, and skills, sixth edition. in listening: attitudes, principles, and skills, sixth edition. https://doi.org/10.4324/9781315441764. cahyana, a. a. c. (2020). the use of youtube video in teaching english for foreign language at vocational high school. jurnal pendidikan bahasa inggris indonesia, 8(2), 1–11. https://doi.org/10.23887/jpbi.v8i2.3399. exley, b. (2005). learner characteristics of “asian” efl students: exceptions to the “norm.” proceedings pleasure passion provocation joint national conference aate & alea 2005, 1–16. https://eprints.qut.edu.au/1792/. faramarzi, s., tabrizi, h. h., & chalak, a. (2019). the effect of vodcasting tasks on efl listening comprehension progress in an online program. international journal of instruction, 12(1), 1263–1280. https://doi.org/10.29333/iji.2019.12181. kabooha, r., & elyas, t. (2018). the effects of youtube in multimedia instruction for vocabulary learning: perceptions of efl students and teachers. english language teaching, 11(2), 72. https://doi.org/10.5539/elt.v11n2p72. lestary, n. l. g. w. (2019). the use of songs to improve students’ listening comprehension ability. yavana bhasha : journal of english language education, 2(2), 34. https://doi.org/10.25078/yb.v2i2.1024. maritza, a., & barreto, r. (2018). motivating english language use by using the benefits of. 16(16), 117–140. martínez-flor, a., & usó-juan, e. (2006). towards acquiring communicative competence through listening. in e. usó-juan & a. martínez-flor (eds.), current trends in the development and teaching of the four language skills (pp. 29–46). de gruyter mouton. https://doi.org/doi:10.1515/9783110197778.2.29. maxwell, j. a. (2016). expanding the history and range of mixed methods research. journal of mixed methods research, 10(1), 12–27. https://doi.org/10.1177/1558689815571132. miranty, d., & tirtayasa, s. a. (2017). students ’ perception of using randall ’ s esl cyber listening lab in the interpretive listening class. 02(02), 209–215. pemberton, r. (2004). teaching and researching listening. in system (vol. 32, issue 1). https://doi.org/10.1016/j.system.2003.11.004. polrodi, s., & pourhosein gilakjani, a. (2021). the effect of audiolingual-based versus communicative language teaching-oriented techniques on intermediate efl learners’ listening comprehension. llt journal: a journal on language and language teaching, 24(2), 493–513. https://doi.org/10.24071/llt.v24i2.3492. ramadhianti, a., & somba, s. (2021). listening comprehension difficulties in indonesian efl students. journal of learning and instructional studies, 1(3), 111–121. https://doi.org/10.32601/ejal.461003 https://doi.org/10.1016/j.sbspro.2017.02.060 https://doi.org/10.4324/9781315441764 https://doi.org/10.23887/jpbi.v8i2.3399 https://eprints.qut.edu.au/1792/ https://doi.org/10.29333/iji.2019.12181 https://doi.org/10.5539/elt.v11n2p72 https://doi.org/10.25078/yb.v2i2.1024 https://doi.org/doi:10.1515/9783110197778.2.29 https://doi.org/10.1177/1558689815571132 https://doi.org/10.1016/j.system.2003.11.004 https://doi.org/10.24071/llt.v24i2.3492 zalfa nabilah dzihnie, et. al., 2023 vocational school students’ perceptions of learning extensive listening through youtube videos. 202 | vol. 7, no. 1, 2023 (191-202) sanoussi, a., al jawad, h., & mansour, a. a. (2021). international journal of linguistics studies (ijls) the significance of using youtube as an academic tool to improve students’ listening skill in libyan universities. c, 58–70. www.alkindipublisher.com/index.php/ijls sejdiu, s. (2017). are listening skills best enhanced through the use of multimedia technology. 32, 60–72. subramaniam, g. k. j., abdullah, f. p., & harun, r. n. s. r. (2013). polytechnic students’ perceptions of youtube usage in the english oral communication classroom. international journal of asian social science, 3(9), 1962–1966. testy, f., loren, a., setiawan, b., sebelas, u., & surakarta, m. (2017). the use of learning media on listening skill in pemakaian media pembelajaran keterampilan menyimak dalam pembelajaran bahasa indonesia bagi. 11(1), 1–12. https://doi.org/10.24036/ld.v11i1.7625. the affordances of youtube for language learning and teaching jennifer brook what is youtube ? (2011). 9, 37–56. yee, l. s., & hu, t. k. (2022). implementation of youtube in teaching writing: perception of malaysian primary school english teachers. international journal of advanced research in education and society, 4(1), 23–29. https://doi.org/10.55057/ijares.2022.4.1.4. https://doi.org/10.24036/ld.v11i1.7625 https://doi.org/10.55057/ijares.2022.4.1.4 english franca: academic journal of english language and education vol. 6, no. 2, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i2.5709 teaching english by using canva: students’ and lecturers’ voice erfin wijayanti iain fattahul muluk papua erfinsunaryo05@gmail.com abstract this research discovers students' and lecturers' voices on using canva in english language teaching. this research employed a quantitative descriptive method with 31 english foreign language (efl) students and 5 lecturers. the data are gained from 31 students and 5 lecturers of the english department at iain fattahul muluk papua. students and lecturers are given a series of questions to complete using canva. the researcher next analyzed the students' and lecturers' responses by tallying their frequency and proportion. based on three indications presented by the researcher, the outcomes of this study indicated that the majority of students and lecturers had a good attitude about utilizing canva in english language education. usefulness, ease to use, and easy access. this research revealed that canva is a useful tool for english language teaching. canva is also ease of used tool for english language teaching which is easy to use, effective, improves the teaching and learning process, and is easy to distribute. in the end, canva has easy access because canva provides everything for the teaching and learning process such as video, images, and colors. besides, canva becomes an interesting app and a good choice for the learning and teaching process. keywords: elt, canva, students’ and teachers’ voice introduction learning english is one of the important subjects that must be mastered by students from an early age. learning english can hone students' thinking that they can learn many things. there are many reasons why learning english is very useful in students' daily lives being mailto:erfinsunaryo05@gmail.com 412 | english franca, vol. 6, no. 2, 2022 able to master more than one language, sharpen speaking skills well, explore various places, and able to communicate with foreigners. then, it is also one of the important things because the era of globalization directs us to be able to communicate in foreign languages so as not to be left behind. the english language is really important to spread to the modern world for communication and technology, science, fact that english is the language of international communication, business, and trade, intercultural understanding along with entertainment and use in almost all fields, therefore, english must be the priority to be learned among other foreign languages. many strategies can be used in learning english. one of the interesting strategies is using learning media. learning media is used to support the learning process to attain learning objectives. according to musfiqon (2012), learning media is defined as a physical or nonphysical medium used by teachers to deliver information to students more effectively and efficiently. it means that the learning materials are created to be accepted by the student more quickly and to entice them to learn more. learning media has been combined with technology in the twenty-first century. in many disciplines, including education, technology is a major concern. this is because technology has become a medium of knowledge transfer in the majority of countries. schools and other educational institutions charged with educating students for life in the "knowledge community" must consider incorporating ict into their curricula as part of this (ghavifekr, afshari &amp; amla salleh, 2012). according to tinio as cited in apriani, et al (2019), information and communication technologies, or ict, are a type of technology. information and communication technologies (ict) encompass a diverse collection of technical assets and instruments used to exchange, create, distribute, store, and manage data. ict may be used in many aspects of education, including lesson design, methodologies, processes, media, content, and assessment (apriani et al., 2020). then, cabrera-solano et al., (2020) utter that ict will encourage and enthuse students as a teaching tool, enhancing their capacity for active learning. lecturers must understand that using ict in the classroom can make adults learner more effective and productive. lecturers should personally instruct, encourage, and train students to assist them to reach their learning goals (manangsa et al., 2020). adult students can erfin wijayanti: teaching english by using canva: students’ and teachers’ voice 413 utilize ict as one of their learning platforms. the internet, wireless networks, cell phones, smartphones, laptop computers, and other communication mediums are all examples of ict (apriani et al., 2019; apriani & hidayah, 2019; sanjaya et al., 2020). this communication gadget is available for download at any time and from any location. the use of ict in english teaching and learning promotes the enhancement of teaching and learning quality. the term "ict integration in education" refers to a technologybased teaching and learning process that is closely related to the use of educational technology in classrooms. because students are accustomed to technology and will learn more effectively in a technologically based environment, the issue of ict integration in schools, particularly in the classroom, is critical. this is because utilizing technology in the classroom greatly benefits pedagogy, as doing so will enable the use of ict to facilitate effective learning using ict components and elements (jamieson-procter et al., 2013). ict may be used to help professors and students learn about their chosen topics of study in a variety of ways. educational movies, stimulation, data storage, database use, mind mapping, guided exploration, brainstorming, music, and the world wide web are just a few of the engaging strategies available in technology-based teaching and learning that will make learning more interesting and relevant (www). students will benefit from ict integration when they are not constrained by a constrained curriculum and resources and are instead able to direct activities in technology-based courses that are intended to help them stimulate their understanding of the subject. furthermore, it assists teachers in developing engaging, innovative, and appealing lesson plans to promote active student learning. canva is the teaching and learning material employed in this example. canva is an online graphic design tool that provides drag-anddrop access to over a million pictures, graphics, and fonts. there are hundreds of typefaces, millions of photos, photo filters, icons, and free shapes to choose from (canva, n.d.). canva is a website that provides visual content that may be utilized as a link to the world outside language training, as well as a collection of easily available real resources. students and teachers' learning can be promoted by using canva. smaldino et al. (2015) claim that using visuals in the classroom, such as canva, can accomplish several goals, such as generating concrete interpretations of abstract concepts, inspiring students, directing their attention, repeating information, helping them remember what they 414 | english franca, vol. 6, no. 2, 2022 already know, and improving learning. canva is thought to be a tool that can transform abstract ideas into concrete sitemaps in just a few clicks. furthermore, it may establish a pleasant learning atmosphere through the amenities given, impacting students' focus, memory, and attitudes. students that are upbeat about their condition will be upbeat about what they are doing and are more likely to participate in the learning process through direct attention. teachers are developing a range of technology-based instructional tools to meet these learning objectives. teachers may utilize canva's capabilities to produce instructional material (smaldino et al., 2015). there are some previous studies, the first was research by martinus heris himawan (2018) from sanata dharma university yogyakarta. the researcher had researched "designing online learning reading materials using canvas platform for eight grade students of smp maria assumpta klaten" as a result, the researcher recognizes the need of improving classroom learning methods. then, gozen cecem (2020) investigated tertiary level efl students' perceptions regarding the use of edmodo, quizlet, and canva within the technology acceptance model (tam), finding that lower-level students had more positive opinions about using the tools individually or collectively than higher-level students. then, jumami (2021), using canva in teaching writing to efl classroom students, as a result, the students have a favorable opinion of using canva for creative writing, and the program makes learning english easier, more enjoyable, and more motivating for the students because it is simple to use and the students were drawn to the application's image. therefore, this study intends to find out the students’ and teachers’ voices in teaching and learning english by using canva at the university level, especially at iain fattahul muluk papua. the previous studies are done at the research at the school level, so the researcher is wondering about the teachers' and students' voices when it is applied at the university level. theoretical framework multimedia hofstetter (2001), as stated in noor et al. (2009), defines multimedia as "the use of a computer to show and integrate text, images, audio, and video with linkages and tools that enable user navigation, interaction, production, and communication." vaughan (2008), on the erfin wijayanti: teaching english by using canva: students’ and teachers’ voice 415 other hand, defines multimedia as "any mix of text, art, music, animation, and video provided to consumers via computer or other electronic or digitally modified means." these definitions imply that multimedia is a collection of numerous media components. multimedia is essential for teachers to employ in the teaching and learning process to help students grasp english as a foreign language. canva according to al-khoeri (2021), canva is an online graphic design tool that students to effortlessly create a variety of unique elt materials. it defined that canva is an application web that has design tools to create various types of interesting learning videos. second, according to smaldino (2015), canva and other images in the classroom may be used to: generate tangible abstract concepts, inspire students, provide direct attention, repeat information, retain past knowledge, and make learning more engaging. canva is a graphic design that can be used to produce a new video to attract student's attention and make learning more interesting. canva is capable of more sophisticated designs for print media (e.g., flyers, posters, invitation cards, brochures, etc (navarre, 2018). canva helps the user demonstrate an understanding of a variety of topics through individual or collaborative development of posters, presentations, flyers, infographics, book covers, newsletters, programs, reports, media kits, and more (waring, 2021). according to martin (2016), canva provides instructors and students with a simple new way to design. its drag-and-drop functionality allows you to create presentations, posters, single-page documents, and social media posts. from those experts above, it can be concluded that canva is an application base web that contains fonts, animation, images, videos, shapes, and text that are free to use for the teaching and learning process for teachers and students in class. can one of the choices to create learning activities in classes be more interesting? according to arunachalam & munisamy (2022), canvas gives quite a flexible platform. both the teachers and the student can tailor the system to their teaching and learning activities. the emphasis is placed on communication between the educator and the student, which enables their collaboration during the learning process. canvas lms enables students to get alerts, submit their papers, and engage with the assigned learning resources. integrating canvas accounts with social media accounts. canvas enables instructors to offer comments, integrate videos, blogs, wikis, and other educational channels, and track their students' progress. canvas offers great built-in audio and video 416 | english franca, vol. 6, no. 2, 2022 recording capabilities. this function has several applications, including homework, tests, and course materials. canva promotes extensive creative flexibility and experimentation. it might be tempting for educators to believe that their students are creatively adept and at ease (atherton, 2018). creating a free canva account grants access to hundreds of pictures and icons that can be incorporated into current templates or used to create a design from scratch. canva is ideal for basic graphics (like a thumbs-up icon for a statement announcing the outcomes of a class project, a bold arrow to highlight a portion of our assignment's instructions, or a photo of your class with the date imprinted on it). when our design is complete, we can save it as an image file and post it straight to our course website or learning management system (lms), or we can share it using the url supplied by canva. therefore, students' and teachers' learning can be promoted by using canva. smaldino et al. (2015) claim that using visuals in the classroom, such as canva, can accomplish several goals, such as generating concrete interpretations of abstract concepts, inspiring students, directing their attention, repeating information, helping them remember what they already know, and improving learning. canva is thought to be a tool that can transform abstract ideas into concrete sitemaps in just a few clicks. furthermore, it may establish a pleasant learning atmosphere through the amenities given, impacting students' focus, memory, and attitudes. students that are upbeat about their condition will be upbeat about what they are doing and are more likely to participate in the learning process through direct attention. teachers are developing a range of technology-based instructional tools to meet these learning objectives. teachers may utilize canva's capabilities to produce instructional material (smaldino et al., 2015). perceptions the consciousness of specific tangible objects that are physically present to the senses has been described as perception on occasion. an organism's ability to perceive is how it gathers specific information about its surroundings (febrianara, 2015). people organize and interpret the patterns of environmental stimuli through a process called perception (atkinson & adolphs, 2005). perception is the first step in comprehending an idea. the process of perception is the name given to the information gathered from the environment. in other words, the erfin wijayanti: teaching english by using canva: students’ and teachers’ voice 417 perception of the information around us influences how we process information. research methodology the researcher employed the descriptive quantitative method in this study. that method was used by the researcher to describe students' and teachers' perceptions of canva's use in language teaching. when data was described objectively or using a questionnaire. the participants in this study were 31 third-semester 2021 students and 5 lecturers from the english education department at iain fattahul muluk papua. questionnaires were used as the research instrument for gathering data. sugiyono (2017) claims that a questionnaire is a method of gathering data in which a set of questions or written questions are provided to the respondents. using google forms, the researcher in this study used the direct distribution of questionnaires to participants. the questionnaire was used to measure the students' and teachers' perceptions of the use of canva in language learning. this questionnaire consisted of three categories, namely usefulness items, ease of use items, and access items of canva. the questionnaire was applied by the researcher using pearson productmoment to check the validity, with the result t table being 0.4 and t count >0.4 which indicates that the questionnaire was valid. besides, for reliability, the researcher used alpha cronbach, with the result >0.7 which indicates that the questionnaire was reliable to use. questionnaires are scaled with a likert scale and then used using spss or excel to process or calculate the data. the questionnaire items were measured with statistical-numerical results ranging from 1 – 4: 1: strongly disagree 2: disagree 3: agree 4: strongly agree, results & discussion results this study found out about teaching english with canva: students' and lecturers' voices at iain fattahul muluk papua. this study made use of questionnaires that were distributed to participants via google forms. questionnaires are graded on a four-point scale or a likert scale and then analyzed with spss or excel. the researcher provides twelve questions, but the results in this section have been 418 | english franca, vol. 6, no. 2, 2022 divided into three sections: canva usefulness items, canva ease of use items, and canva access items. table 1. the students’ voice on using canva as means to be a useful tool in english language teaching no. items statements 1 2 3 4 % 1. usefulness items canva is great for creating learning media 0 2 17 11 79.8 canva application is easy to understand 1 3 18 9 78.2 canva facilitated teachers and students to be more creative 0 2 11 18 87.9 total 1 7 46 38 81.9 the data above revealed that two students selected disagree, seventeen selected agree, and eleven selected strongly agree for statement 1. the overall percentage is 79.8% and the score is 99. statement 2 showed that nine students strongly agreed, nine students agreed, one student disagreed, three disagreed, eighteen agreed, and one student strongly disagreed. the overall percentage is 78.2% and the score is 97. according to statement 3, two students selected disagree, eleven selected agree, and eighteen selected strongly agree. with an overall percentage of 87.9%, the score is 109. with a total percentage of 81.9%, it can be inferred from the description above that the majority of students view the use of canva as a useful tool in the teaching of the english language. table 2. the students' voice on using canva as means to ease of use tool in english language teaching no. items statements 1 2 3 4 % 2. ease of use items canva makes learning and teaching simple. 1 4 19 7 75.8 canva application enhances online instruction and learning 1 9 14 7 71.7 effectively enhances learning media with the canva application 0 8 15 8 75 distributing canva's 1 4 16 10 78.2 erfin wijayanti: teaching english by using canva: students’ and teachers’ voice 419 educational materials is simple. the technology requirement can be helped by the canva application. 0 3 20 8 79 total 3 28 84 40 75.9 the data above show that for statement 1, 1 student selected strongly disagree, 4 selected disagree, 19 selected agree, and 7 selected strongly agree. the overall percentage is 75.8% and the score is 94. according to statement 2, 1 student selected strongly disagree, 9 selected disagree, 14 selected agree, and 7 selected strongly agree. 89 out of 100 is the final score or 71.7%. statement 3 showed that 15 students selected agree, 8 selected strongly agree, and 8 selected disagree. 75% of the total score, or 93, is earned. in response to statement 4, 1 student selected strongly disagree, 4 selected disagree, 16 selected agree, and 10 selected strongly agree. the overall percentage is 78.2% and the score is 97. statement 5 showed that 8 students strongly agreed, 20 students agreed, and 3 students disagreed. with a percentage of 79%, the overall score is 95. as can be inferred from the summary above, 75.9% of students view canva favorably as an approachable tool for teaching english. table 3. the students’ voice on using canva as means to be an easy to access tool in english language teaching no. items statements 1 2 3 4 % 3. access items canva is an interesting application to use 0 3 13 15 84.6 canva is one of the best choices for learning application 0 4 21 6 76.6 the images, fonts, colors, and videos in canva are very attractive. 0 3 8 20 88.7 i like to try exploring the canva application. 0 2 14 15 85.4 total 0 12 56 56 83.8 by the aforementioned data, statement 1 indicated that two students selected disagree, thirteen selected agree, and fifteen selected strongly agree. the overall grade is 105 and the percentage is 84.6%. statement 2 showed that six students strongly agreed, twenty-one 420 | english franca, vol. 6, no. 2, 2022 agreed, and four students disagreed. with a percentage of 76.6%, the overall score is 95. statement 3 showed that twenty students strongly agreed, eight agreed, and three students disagreed. with an 88.7% percentage, the final score is 110. according to statement 4, 2 students selected disagree, 14 selected agree, and 15 selected strongly agree. with a percentage of 85.4%, the overall score is 104. based on the description above, it can be concluded that the majority of students, with an overall percentage of 83.8%, have a positive perception of canva as an easy-to-use tool in english language teaching. according to the three items above regarding the students’ voice on using canva in english language teaching, the researcher concludes them all into one diagram below: diagram 1. total all percentage of the students' voice on using canva in english language teaching from the diagram above, the researcher concludes that the three items of using canva in english language teaching have a positive perception on students of fattahul muluk papua. the percentage of used items is 81.90%, ease of use items is 75.90%, and access items are 83.80%. table 4. the teachers’ voice on using canva as means to be a useful tool in english language teaching no. items statements 1 2 3 4 % 1. usefulness items canva is great for creating learning media 0 0 3 2 70 canva application is easy to understand 0 1 2 2 80 usefulness items, 81.90% ease to use items, 75.90% access items, 83.80% usefulness items ease to use items access items erfin wijayanti: teaching english by using canva: students’ and teachers’ voice 421 canva facilitated teachers and students to be more creative 0 0 1 4 95 total 0 1 6 8 81.6 according to the data presented above, statement 1 indicated that three lecturers chose to agree and two chose strongly agree. the final score is 17 with a percentage of 70%. statement 2 stated that one lecturer disagreed, two lecturers agreed, and two lecturers strongly agreed. the overall score is 16, with an 80% success rate. statement 3 indicated that one lecturer selected agree and four selected strongly agree. the overall score is 19 out of a possible 20, and the percentage is 95%. based on the description above, it can be concluded that the majority of lecturers, with a total percentage of 81.6%, have a positive perception of canva as a useful tool in english language teaching. table 5. the teachers’ voice on using canva as means to ease of use tool in english language teaching no. items statements 1 2 3 4 % 2. ease of use items canva makes learning and teaching simple. 0 0 4 1 80 canva application enhances online instruction and learning 0 0 2 3 90 effectively enhances learning media with the canva application 0 0 2 3 90 distributing canva's educational materials is simple. 0 0 4 1 80 the technology requirement can be helped by the canva application. 0 0 1 4 95 total 0 0 13 12 87 according to the data above, statement 1 showed that four lecturers chose to agree and one chose strongly agree. the overall score is 16 with an 80% percentage. according to statement 2, two academics agreed and three lecturers strongly agreed. the total score is 18 out of a possible 100. according to statement 3, two professors chose to agree, while three picked strongly agree. the total score is 18 out of a possible 100. according to statement 4, four lecturers agreed and one strongly agreed. the overall score is 16 with an 80% percentage. according to 422 | english franca, vol. 6, no. 2, 2022 statement 5, one lecturer agreed and four others strongly agreed. the overall score is 19 and the percentage is 95%. with an overall percentage of 87%, it can be inferred from the description above that most lecturers have a favorable opinion of canva as an approach to being an easy-to-use tool in english language teaching. table 6. the teachers’ voice on using canva as means to be an easy access tool in english language teaching no. items statements 1 2 3 4 % 3. access items canva is an interesting application to use 0 0 2 3 90 canva is one of the best choices for learning application 0 2 3 0 65 the images, fonts, colors, and videos in canva are very attractive. 0 0 1 4 95 i like to try exploring the canva application. 0 0 2 3 90 total 0 2 8 10 85 following the information above, statement 1 revealed that two lecturers selected agree and three selected strongly agree. the percentage is 90% with a total score of 18. statement 2 showed that three lecturers agreed while two chose to disagree. the percentage is 65% and the overall score is 10. statement 3 showed that 1 lecturer selected agree, while 4 selected strongly agree. nineteen is the total score, and the percentage is 95. statement 4 showed that two professors selected agree, and three selected strongly agree. the percentage is 90% with a total score of 18. according to the description above, 85% of lecturers have a favorable opinion of canva as a tool that is simple to use and accessible for teaching the english language. according to the three items above regarding the lecturers’ voice on using canva in english language teaching, the researcher concludes them all into one diagram below: erfin wijayanti: teaching english by using canva: students’ and teachers’ voice 423 diagram 2. total of all percentage of the lecturers’ voice on using canva in english language teaching from the diagram above, the researcher concludes that the three items of using canva in english language teaching have a positive perception on lecturers of fattahul muluk papua. the percentage of used items is 81.60%, ease of use items is 87%, and access items are 85% discussion according to the data which have been processed and calculated, the researcher found that the students' and teachers' voices on using canva in english language teaching in iain fattahul muluk papua are in positive perception. based on the findings of the twelve questionnaires, the majority of the 31 students and 5 professors agree that canva is an excellent application for english language instruction. this is consistent with smaldino et al. (2015)'s argument that canva provides capabilities that teachers may utilize to create instructional material. as a result, this study supports smaldino's hypothesis that the canva program may be utilized as an english teaching tool. as means useful tool in english language teaching, lecturers and students have a positive perception when they this application during the teaching and learning process. which, canva is good for learning, easy to understand, and makes teaching and learning more creative. in line with smaldino (2015), he stated that canva and other graphics in the classroom can be used to: produce concrete abstract ideas, encourage students, offer direct attention, repeat material, remember prior knowledge, and make learning more interesting. furthermore, alkhoeri (2021) stated that canva is an online graphic design tool that usefulness items, 81.60% ease to use items, 87% access items, 85% usefulness items ease to use items access items 424 | english franca, vol. 6, no. 2, 2022 students to effortlessly create a variety of unique elt materials. it all means that the lecturers and students feel that canva application is the one app that is useful for english language teaching. in ease-of-use tools, lecturers and students also have a positive perception of using canva in english language teaching. they feel that canva can fulfill all aspects of online learning such as being easy to use, effective, improving the teaching and learning process, and easy to distribute. as stated by elsa & anwar (2021), the supplement function of canva (1) canva aided teachers in creating learning media, and (2) the canva application enhanced the online teaching process. the substitution function in canva is as follows: (1) canva application effectively improves learning media, (2) canva learning media is simple to distribute to students, and (3) canva application can assist with technology requirements in the last item, an easy access tool in english language teaching, lecturers and students have the same perception, namely positive perception. for this last item, lecturers and students feel that canva provides everything for the teaching and learning process such as video, images, and colors. besides, canva becomes an interesting app and a good choice for the learning and teaching process. accordingly, the student's and lecturers' voices on using canva in english language teaching in iain fattahul muluk papua have a positive perception in all aspects such as usefulness, ease of use, and easy access. conclusion based on the findings of this study, the researcher concludes that the majority of students and lecturers view the use of canva in english language instruction favorably. according to the theory, three indicators serve as a point of reference for learning how students and lecturers feel about using canva in english language instruction. the researcher obtained the data from students' and lecturers' voices confirming that canva is a good application for english language teaching. based on the finding of the research, the researcher found that canva is a usefulness tool for english language teaching. canva is also ease of used tool for english language teaching which is easy to use, effective, improves the teaching and learning process, and is easy to distribute. in the end, canva has easy access because canva provides everything for the teaching and learning process such as video, images, and colourful. erfin wijayanti: teaching english by using canva: students’ and teachers’ voice 425 besides, canva becomes an interesting app and a good choice for the learning and teaching process. references al khoeri, a. f., nuraini, w., ramdani, r., & agum, s. (2021). the implementation of canvas to enhance english teaching and learning. in international conference on education of suryakancana (iconnects proceedings). apriani, e., & handrianto, c. (2021). empowering ict potentials in english language teaching. 10(2), 42–48. https://doi.org/10.30630/polingua.v10i2.180. apriani, e., inderawati, r., arianti, a., wati, s., & hakim, i. n. (2021). implementing e-learning training toward english virtual lecturers: the process, perspectives, challenges and solutions. international journal of emerging technologies in learning, 16(4), 240-255. https://doi.org/10.3991/ijet.v16i04.14125. apriani, e., supardan, d., & sartika, e. (n.d.). (2019). utilizing ict to develop student’s language ethic at islamic university. 5(1), 1– 14. apriani, e., supardan, d., & umami, m. (2020). independent learning: english teachers’ problems in designing a good lesson plan in new normal era at man rejang lebong [paper presentation]. international conference on the teaching english and literature, bengkulu, indonesia. arunachalam, v., & munisamy, r. (2022). teaching english online: new roles and strategies. orangebooks publication. atkinson, a. p., & adolphs, r. (2005). visual emotion perception: mechanisms and processes. emotion and consciousness, 150– 184. cabrera-solano, p., quinonez-beltran, a., gonzalez-torres, p., ochoacueva, c. & castillo-cuesta, l. (2020). enhancing efl students’ active learning by using ‘formative’ on mobile devices. international journal of emerging technologies in learning (ijet), 15(13), 252-263. https://doi.org/10.3991/ijet.v15i13.13975. çeçen, g. (2020). tertiary level efl students’ perceptions regarding the use of edmodo, quizlet, and canva within technology acceptance model (tam). the graduate school of education of i̇hsan doğramacı bilkent university. 426 | english franca, vol. 6, no. 2, 2022 http://repository.bilkent.edu.tr/handle/11693/53649#.yptrkyl fl0s.mendeley. elsa, e., & anwar, k. (2021). the perception of using technology canva application as a media for english teacher creating media virtual teaching and english learning in loei thailand. journal of english teaching, literature, and applied linguistics, 5(1), 62. https://doi.org/10.30587/jetlal.v5i1.2253. febrianara, y. (2015). students’ perception of the implementation of scaffolding in public speaking class. yogyakarta. ghavifekr, s., afshari, m., & salleh, a. (2017). management strategies for e-learning system as the core component of systemic change: a qualitative analysis. life science journa.l himawan, m. h. (2018). designing online reading materials using canvas platform for eighth grade students of smp maria assumpta klaten. jamieson-proctor. (2013). development of the ttf tpack survey instrument. australian educational computing. jumami, m. f. (2021). using canva in teaching writing to efl classroom students. the 3rd bogor english student and teacher (best) conference 2021. 60–65. manangsa, v, a., gusmuliana, p., & apriani, e. (2020). teaching english by using andragogy approach for efl students. teaching english by using andragogy approach for efl students, 4(03), 386-400. https://doi.org/10.33369/jeet.4.3.386-400. martin, m. (2016). blending instruction with technology: a blueprint for teachers to create unique, engaging, and effective learning experiences. rowman & littlefield. musfiqon, h. m. (2012). pengembangan media dan sumber pembelajaran. jakarta: pt. prestasi pustakaraya. navarre, a. (2018). technology-enhanced teaching and learning of chinese as a foreign language. routledge. noor, w., wan, h., & jusoff, k. (2009). using multimedia in teaching islamic studies. journal media and communication studies, 1(5), 86–94. sanjaya, h. k., apriani, e., & edy, s. (2020). using web blog for efl students in writing class. journal of english education and teaching, 4(04), 516-535. https://doi.org/10.33369/jeet.4.4.516535. erfin wijayanti: teaching english by using canva: students’ and teachers’ voice 427 smaldino, s. e. (2015). instructional technology and media for learning. new york: pearson. sugiyono. 2017. metode penelitian pendidikan (pendekatan kuantitatif, kualitatif, dan r&d). bandung: alfabeta. vaughan, t. (2008). multimedia: making it work. ny: osborne mc graw– hill. waring, s. m. (2021). integrating primary and secondary sources into teaching: the sources framework for authentic investigation. teachers college press. 428 | english franca, vol. 6, no. 2, 2022 empty page english franca academic journal of english language and education doi:10.29240/ef.v621.5242 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 7, no 2, 2023, page 269-276 article info: http://journal.iaincurup.ac.id/index.php/english received 24 april 2023; received in revised form 10 july 2023; accepted 24 august 2023, avalaible online 30 november 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open access article under the cc by-sa license copyright (c) 2023 author the dynamics of mastering multi-foreign languages: a polyglot's perspective ihda khairun nisa1, dzulfikri2 ¹ universitas islam malang, malang, indonesia 2 universitas islam malang, malang, indonesia corresponding email: ihdakn79@gmail.com to cite this article author (2023) “the dynamics of mastering multi-foreign languages: a polyglot's perspective”: nisa, i., & dzulfikri, d. (2023). the dynamics of mastering multi-foreign languages: a polyglot's perspective. english franca : academic journal of english language and education, 7(2), 269-276. doi:http://dx.doi.org/10.29240/ef.v7i2.8160 introduction in the era of globalization and digitalization, proficiency in foreign languages is becoming increasingly important. fluent use of various foreign languages provides advantages in work and education and offers a broader opportunity to interact with diverse cultures from different countries (fu & wang, 2022). currently, english, french, german, mandarin, japanese, and korean are more common in high schools in indonesia. in this context, becoming a polyglot, or someone who can communicate in more than two languages becomes the dream of many people (preusse-burr et al., 2023). however, the dynamics and challenges in mastering multiple foreign languages often remain undisclosed in detail, especially from a polyglot's perspective. a polyglot can speak, read, or write in several languages. they are admired for their extraordinary abilities in language mastery. mastering multiple languages is essential, as foreign language skills are necessary to use rapidly advancing information technology (malikmoraleda et al., 2023; massoudie, 2020; perdana & narayana, 2023). in addition, foreign language proficiency is key to competition in the job market. however, mastering more than one foreign language takes work. learning a foreign language can be complex and requires abstract. the dynamics and challenges in mastering multiple foreign languages often need to be more detailed, especially from a polyglot's perspective. therefore, this research aims to analyze the dynamics of mastering multiple foreign languages from the viewpoint of a polyglot who can communicate in six foreign languages. this research is expected to provide insight and inspiration for those who want to become a polyglot. this type of research is qualitative research with a descriptive method. the researcher collects data by interviews. the research subject is a polyglot who is 28 years old, mastering six foreign languages, consisting of arabic, english, korean, chinese, japanese, and german. the research concluded that the dynamics of mastering multiple foreign languages by a polyglot involve intrinsic motivation factors, consistency and determination, strategic approaches to learning, and strategies to maintain and expand mastery of foreign languages. polyglot's obstacles in learning foreign languages include cognitive, psychological, and social aspects. however, these polyglots can respond to these challenges with proactive and ongoing strategies to strengthen and deepen their language fluency. this study is expected to provide a deeper understanding of the dynamic process of mastering multiple foreign languages from the perspective of a polyglot. keywords: multiple foreign languages, polyglot's perspective, challenges, learning strategies cccccc http://journal.iaincurup.ac.id/index.php/english/index https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:ihdakn79@gmail.com http://dx.doi.org/10.29240/ef.v7i2.8160 ihda khairun nisa & dzulfikri, 2023 the dynamics of mastering multi-foreign languages: a polyglot's perspective 270 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 6 9 2 7 6 ) lots of effort. even so, research on individuals who have mastered multiple foreign languages, known as polyglots, is rarely done. several previous studies in the field of polyglots focus on different aspects. the first study tries to see the relationship between the foreign languages mastered by a polyglot and their cognitive and iq abilities (wen et al., 2022). the second study emphasizes how education can adapt to cultural and language changes and influences teaching approaches toward multilingual students (rifa’i, 2021).these studies view polyglots from different perspectives, but both focus on how language proficiency affects other aspects of life, such as education and individual cognition. the third study analyzes the benefits of language learning through a multilingual approach and compares it with other methods (mulcaire et al., 2019). referring to previous research, this study focuses on how a polyglot can master various foreign languages. this is similar to the first research but varies in that it does not focus on cognitive abilities and iq linked to language skills. instead, this study focuses on polyglots' learning process and methods to learn and master various languages. on the other hand, this study also differs from the second and third research because it does not focus on educational approaches or skills transfer between languages but more on the personal and individual process of learning and mastering various foreign languages. considering this, the study aims to analyze the dynamics of getting multiple foreign languages from the viewpoint of a polyglot able to communicate in six foreign languages. this study will provide a clearer and deeper understanding of polyglots' challenges, strategies, and processes in mastering foreign languages. this study is also expected to provide insights and inspiration for those who aspire to become a polyglot. theoretical framework the concept of polyglot a polyglot is an individual who can speak, read, and write in multiple languages with profound proficiency and fluency (hyltenstam, 2021). this capability is more than just knowing a few phrases or essential words in many languages. it leans more towards mastery of the structure, grammar, and cultural nuances of each language they are proficient in. polyglots often have a deep interest in linguistics and culture, propelling them to study and master various languages (wei, 2023). additionally, they possess certain (carvalho & sheppard, 2022). while many polyglots acquire their skills through formal education, they also learn additional languages through social interactions, travel, or a desire to understand more cultures and communities worldwide (carvalho & sheppard, 2023). language acquisition language acquisition is a complex and dynamic process involving the comprehension and production of spoken and written language (papi & hiver, 2020). this process typically begins in childhood, when children start to understand and produce words and sentence structures without formal instruction. the acquisition of the first language (l1) often occurs naturally. in contrast, acquiring a second language (l2) or additional languages might require a more structured approach and can happen at any life stage (chen, 2021; sampietro & salmerón, 2021). factors such as environment, social interaction, motivation, exposure, and aptitude play a crucial role in the speed and effectiveness of language acquisition (pikhart, 2020; tai & chen, 2020).. moreover, research has shown that the brain has an extraordinary capacity to learn and adapt to new languages, although there's a critical period where language acquisition can occur more quickly (humble et al., 2023). language acquisition is a blend of biology, environment, and individual experiences, making each language-learning journey unique. second language acquisition strategies second language acquisition (l2) is when an individual learns a language after learning their first language, often outside of a natural immersion context (al-obaydi et al., ihda khairun nisa & dzulfikri, 2023 the dynamics of mastering multi-foreign languages: a polyglot's perspective 271 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 6 9 2 7 6 ) 2023). this process differs from first language acquisition, where children learn their first language naturally and without formal effort. in a multilingual context, an individual doesn't just learn two languages but three or more (martina, 2019). individuals who learn and master two languages are bilinguals, while those who learn more than two languages are multilingual (kultti, 2022). on the other hand, a polyglot is someone capable of speaking, reading, or writing in several languages proficiently (wen et al., 2022). while all polyglots are multilingual, not all multilingual are polyglots. polyglots typically learn additional languages through formal study or cultural immersion and are often motivated to learn those languages. in summary, l2 acquisition and multilingualism are complex phenomena influenced by various factors, including motivation, exposure, age, and social context. materials and method this research is a qualitative study using a descriptive method. descriptive qualitative research is a series of activities that concern analyzing social events, phenomena, or conditions (nurbaeti et al., 2022).the researcher collects data by interviewing by phone. subsequently, the researcher conducts semi-structured interviews, audio recordings, and interview transcripts. the research subject is a polyglot who is 28 years old, mastering six foreign languages, consisting of arabic, english, korean, chinese, japanese, and german. the initial stage of this research is to prepare an interview scheme. the questions asked of the subject are well-designed to assist the researcher in discovering how the subject learns and masters various languages. after that, the researcher interviews with the subject by phone. the audio recording from the interview is then transcribed to be analyzed further. after the data has been collected, the data analysis is carried out. in qualitative research, data collection and analysis are usually done simultaneously so the research runs concurrently between data collection and analysis. the researcher checks the interview transcripts and notes the emerging themes. these themes will then assist the researcher in making findings and conclusions. after the data analysis, the researcher writes the results narratively and includes them in the study. this entire process is an integral part of the qualitative research method, which helps the researcher understand social phenomena, such as acquiring and m astering languages from the perspective of the research subject. results and discussion results learning strategies to master various foreign languages this study aims to understand the dynamics of learning strategies used by a polyglot in mastering various foreign languages. the collected and analyzed data shows that polyglots have a strategic approach to acquiring four language skills (listening, speaking, reading, and writing). this is in line with the interview results with the respondents: "based on my experience, the strategy in mastering a language is listening, reading, speaking, and writing. i use songs and movies to listen and speak, so we indirectly learn about pronunciation and articulation. for speaking, i study intonation and mimic their conversations until i memorize and practice them. for reading and writing, it's one part because there's a correlation, like starting by learning each letter in every language through writing, and reading from that writing as a form of practice in recognizing those letters." (i-q1) therefore, learners are taught through audio-visual-based learning methods, such as watching foreign language films or dramas and listening to foreign songs to enhance listening skills. this technique is very efficient for learning how foreign language pronunciation sounds by listening directly to native speakers. various learning resources help students improve their understanding of the intonation and rhythm of foreign languages. to enhance speaking skills, a polyglot uses videos as learning materials and mimics the language's sound or pronunciation from the video. initially, this is done by introducing oneself to the language being studied. this ihda khairun nisa & dzulfikri, 2023 the dynamics of mastering multi-foreign languages: a polyglot's perspective 272 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 6 9 2 7 6 ) is done by downloading conversations in foreign languages, reading, memorizing, and mimicking them. in the context of writing, polyglots learn to write in various foreign language alphabets, such as hangul, hanzi, katakana, hiragana, and kanji. she emphasized that writing knowledge can facilitate the reading process, where once someone can write in a foreign language, they will try to understand the writing. this was confirmed from the following interview result: "in 2-3 months, i mastered the basics in korean, japanese, mandarin, and it was verified after taking a course in pare, so the total is one year. then four years, including english." (i-q2) thus, mastering a language requires a long process. in addition, this learning process is complemented by studying grammar and vocabulary, practiced in sentences. social media, in this case, youtube, is identified as an effective medium in facilitating the foreign language comprehension learning process. videos on social media provide visual and auditory stimuli that enhance the percentage of understanding of the foreign language being studied. from this research, the learning strategies used by a polyglot in mastering several foreign languages involve a multi-modal approach that includes various sources and types of learning media. these findings provide a deeper perspective on effective foreign language learning strategies in a multi-language context. strategies to maintain mastery of foreign languages based on the findings of this study, there are several strategies used by a polyglot to maintain and expand their mastery of several foreign languages, namely through regular learning, teaching, publishing books, and formal education programs. implementing general learning strategies by dividing the learning schedule into two categories, namely languages that are complex in alphabet and tone, such as chinese and japanese, and languages that are complex in grammar, namely korean, arabic, and german. the research respondent appropriately explains this: "the first foreign language i knew was arabic because i studied at a madrasa, then english. after that, i immediately learned 3 asian languages so that i can master korean, japanese, and mandarin." (i-q4) furthermore, a polyglot uses his activities in teaching foreign languages as a form of virtual guidance as a learning method. she instills her foreign language knowledge in students and, at the same time, indirectly nurtures and enhances her knowledge. a polyglot is also active in writing books; four books related to foreign language learning have been published. a polyglot must always maintain and deepen it; writing books can encourage a polyglot to continue learning and hone his skills. writing these books can also facilitate learning for others who want to learn foreign languages while giving the writer more profound knowledge and understanding of the language masters. in addition, the polyglot also participated in selecting foreign language programs, such as graduates of the korean cultural camp, south korea, in 2016 and the fulbright foreign language teaching assistant, the us, from 2020 to 2021. these programs not only hone his foreign language skills intensively but also give her direct experience in the cultures of these countries, enhancing his understanding of the language masters. after returning from america, she taught at a private university in bojonegoro. she continued her master's studies at a private university in malang to enhance his knowledge and skills in english. based on these findings, mastering a foreign language by a polyglot requires a systematic and continuous learning strategy. even after achieving proficiency, learning and teaching activities remain essential for a polyglot's journey. these efforts show how the dynamics of mastering foreign languages can take place with proactive and continuous efforts to strengthen and deepen language proficiency. ihda khairun nisa & dzulfikri, 2023 the dynamics of mastering multi-foreign languages: a polyglot's perspective 273 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 6 9 2 7 6 ) challenges faced by a polyglot in exploring a polyglot's perspective on the challenges faced in becoming a polyglot, this study has revealed several relevant findings. polyglot individuals often face various obstacles and challenges in mastering foreign languages. these challenges can come from various aspects, including cognitive, psychological, and social aspects. from a cognitive aspect, the challenges often faced are the complexity of the grammar structure of the language encountered, variability in accents and dialects, and memory and vocabulary knowledge. given that each language has a unique structure and different complexity levels, this can be challenging for a polyglot. however, this also encourages the ability to adapt and be flexible in learning. the psychological aspect also presents significant challenges. these psychological variables include motivation, self-confidence, and success perception. a polyglot must have high learning motivation, be confident in using various foreign languages, and have a positive perception of their success in mastering the language. understanding and feeling these challenges allows a polyglot to continue striving to achieve maximum results in their learning process. in a social context, the challenge faced is finding and maintaining an environment that supports their learning process. one of the main challenges is the lack of access to native language speaker groups, recognized as a valuable language learning resource. however, this challenge also encourages a polyglot to find and utilize alternative learning resources such as digital media or traveling to the native language-speaking country. the interview result with the respondent is: "hello, i'll answer this question first, so the challenge in foreign languages emphasizes consistency because i learn languages self-taught, make schedules, targets, diligently seek references, and the solution to these challenges, consistent, diligent, review those languages, and arouse curiosity in learning languages." (i-q5) overall, this insight offers a new understanding of how a polyglot interprets and responds to the various challenges in its learning process. low perceptions of success expectations and fear of failure often become obstacles, but a polyglot must see these challenges as an integral part of the learning process. the conclusion of this study indicates that facing and overcoming these challenges not only provides benefits in the context of specific language mastery but also has other positive impacts, including increasing resilience, semiotic knowledge, and cross-cultural empathy. discussion foreign language learning is fundamental to understanding the strategies and challenges polyglot faces. krashen's theory of second language acquisition explains that there are five main hypotheses underlying the second language learning process: the acquisition-learning hypothesis, the monitor hypothesis, the input hypothesis, the affective filter hypothesis, and the natural variability hypothesis (patrick, 2019). the input hypothesis and affective filter are very relevant in this research context. the input hypothesis emphasizes the importance of obtaining comprehensive language input. this is in line with the learning strategy applied by polyglots, where they use various media sources, such as films, songs, and videos, to obtain comprehensive language input (calamlam, 2020; dwijonagoro & suparno, 2019; hwee & koh, 2019). meanwhile, the affective filter hypothesis explains that emotional factors, such as motivation, self-confidence, and anxiety, can affect language acquisition (shirahata & lahti, 2022). this aligns with the psychological challenges polyglots face in their learning process. in addition, vygotsky's theory of the zone of proximal development (zpd) is also relevant in this context. zpd refers to the distance between what someone can achieve with help and what they can achieve on their own (lasmawan & budiarta, 2020; nardo, 2021). in foreign language learning, zpd can be interpreted as the distance between the current language and desired ability. polyglot often finds themselves in their zpd when learning a new language, ihda khairun nisa & dzulfikri, 2023 the dynamics of mastering multi-foreign languages: a polyglot's perspective 274 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 6 9 2 7 6 ) where they need help from learning resources to achieve the desired ability. this aligns with the learning strategy that polyglots apply, where they use various learning resources to get help in their learning process. in the context of strategies to maintain mastery of foreign languages, dornyei's theory of motivation in second language learning is relevant (macatuno-nocom, 2022). dornyei identifies three main components of motivation in second language learning: intrinsic, extrinsic, and integrative (demir & bahattin, 2022; pow yean et al., 2022). intrinsic motivation refers to learning a language due to personal interest and desire. in contrast, extrinsic motivation refers to learning a language for external reasons, such as getting a job or improving social status (malik-moraleda et al., 2023; perdana & narayana, 2023). meanwhile, integrative motivation refers to the motivation to learn a language due to the desire to integrate with the language-speaker community (arns, 2021; meristo, 2022). in this research context, a polyglot may have a combination of these three types of motivation, influencing their learning strategy and their efforts to maintain mastery of foreign languages. therefore, the dynamics of mastering various foreign languages is a complex process. a polyglot, defined as someone who masters and uses several languages, often faces unique challenges in their journey to master various languages. however, what distinguishes polyglots from other language learners is their approach and strategies, as well as the internal and external dynamics that influence their learning process. thus, mastering various foreign languages involves a complex interaction between personal motivation, learning strategies, and external factors. with a deep understanding of these dynamics, a polyglot can maximize its potential and succeed in its multilingual journey. focusing on a polyglot's perspective, this research significantly contributes to understanding how individuals can effectively and efficiently master various languages. conclusion this study concludes that the dynamics of mastering multiple foreign languages by a polyglot involve intrinsic motivation, consistency and determination, strategic learning approaches, and strategies to maintain and expand foreign language mastery. polyglot's obstacles in learning foreign languages include cognitive, psychological, and social aspects. however, these polyglots can respond to these challenges with proactive and sustained strategies to strengthen and deepen their language fluency. these findings will reference further research on effective foreign language learning strategies and methods. in addition, this study also encountered obstacles in collecting data and information about polyglots, so more in-depth research about polyglots with various foreign language backgrounds can be a suggestion for future research. through this study, it is hoped to provide a deeper understanding of the dynamic process of mastering multiple foreign languages from a polyglot's perspective. acknowledgement the researchers would like to thank dr. dra. mutmainnah mustofa, m.pd., the head of the postgraduate program in the department of english education at universitas islam malang, for her valuable motivation during the research process. references al-obaydi, l. h., pikhart, m., & shakki, f. (2023). digital gaming as a panacea for incidental l2 acquisition in an efl context. applied research on english language, 12(1), 73–94. https://doi.org/10.22108/are.2022.135344.2001. arns, k. m. (2021). multiple intelligence in a center based environment. international journal of the whole child, 6(2), 1–17. https://files.eric.ed.gov/fulltext/ej1328290.pdf. calamlam, j. m. m. (2020). the development of 21st-century e-learning module assessment tool. journal of educational technology systems, 004723952095379. https://doi.org/10.1177/0047239520953792. ihda khairun nisa & dzulfikri, 2023 the dynamics of mastering multi-foreign languages: a polyglot's perspective 275 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 6 9 2 7 6 ) carvalho, i., & sheppard, v. (2022). memorable experiences in language travel. tourism and hospitality research, 22(2), 149–163. https://doi.org/10.1177/14673584211013866. carvalho, i., & sheppard, v. (2023). a language learning journey: what’s left? and where next? international journal of hospitality and tourism administration, 24(2), 199–221. https://doi.org/10.1080/15256480.2021.1953424. chen, c.-h. (2021). second-language reading process for professional english: a case study. english language teaching, 14(9), 80. https://doi.org/10.5539/elt.v14n9p80. demir, b., & bahattin, h. (2022). development of a new language learning motivation scale for medical students. i̇nsan ve toplum bilimleri araştırmaları dergisi, 11(4), 2289–2310. https://doi.org/10.15869/itobiad.1146278. dwijonagoro, s., & suparno, s. (2019). pranatacara learning: modeling, mind mapping, elearning, or hybrid learning? cakrawala pendidikan, 38(1), 156–173. https://doi.org/10.21831/cp.v38i1.23034. fu, j., & wang, y. (2022). inspecting efl teachers’ academic literacy development in multilingual contexts: a global vision. heliyon, 8(12), e12143. https://doi.org/10.1016/j.heliyon.2022.e12143. humble, d., schweinberger, s. r., mayer, a., jesgarzewsky, t. l., dobel, c., & zäske, r. (2023). the jena voice learning and memory test (jvlmt): a standardized tool for assessing the ability to learn and recognize voices. behavior research methods, 55(3), 1352–1371. https://doi.org/10.3758/s13428-022-01818-3. hwee, j., & koh, l. (2019). four pedagogical dimensions for understanding flipped classroom practices in higher education : a systematic review. 19(august), 14–33. https://doi.org/10.12738/estp.2019.4.002. hyltenstam, k. (2021). language aptitude and language awareness: polyglot perspectives. annual review of applied linguistics, 41(may), 55–75. https://doi.org/10.1017/s0267190521000027. kultti, a. (2022). globalising early childhood education (gece). international journal of multilingualism, 1(3), 1–11. https://doi.org/10.1080/14790718.2022.2074013. lasmawan, i. w., & budiarta, i. w. (2020). vygotsky’s zone of proximal development and the students’ progress in learning (a heutagogcal bibliographical review). jpi (jurnal pendidikan indonesia), 9(4), 545. https://doi.org/10.23887/jpi-undiksha.v9i4.29915. macatuno-nocom, n. (2022). motivation and learning strategies on foreign language acquisition. south florida journal of development, 3(2), 2885–2896. https://doi.org/10.46932/sfjdv3n2-102. malik-moraleda, s., jouravlev, o., mineroff, z., cucu, t., taliaferro, m., mahowald, k., blank, i. a., & fedorenko, e. (2023). functional characterization of the language network of polyglots and hyperpolyglots with precision fmri. biorxiv, 1–27. https://www.biorxiv.org/content/10.1101/2023.01.19.524657v1. martina, e. (2019). the use of dialects and foreign languages in shakespeare’s king henry v—characteristics of the fool explored. english studies, 100(7), 767–784. https://doi.org/10.1080/0013838x.2019.1604012. massoudie. (2020). strategic self-regulation (s2r) among multilingual learners in polyglot indonesia community. international journal of education and social science research, 3(06), 127–143. https://ijessr.com. meristo, m. (2022). university students’ motivation to study the french language: a time trend study. journal for the psychology of language learning, 4(1), 1–14. https://doi.org/10.52598/jpll/4/1/4. mulcaire, p., kasai, j., & smith, n. a. (2019). polyglot contextual representations improve crosslingual transfer. naacl hlt 2019 2019 conference of the north american chapter of the association for computational linguistics: human language technologies proceedings of the conference, 3912–3918. https://doi.org/10.18653/v1/n19-1392. nardo, a. (2021). exploring a vygotskian theory of education and its evolutionary foundations. educational theory, 71(3), 331–352. https://doi.org/10.1111/edth.12485 ihda khairun nisa & dzulfikri, 2023 the dynamics of mastering multi-foreign languages: a polyglot's perspective 276 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 6 9 2 7 6 ) nurbaeti, n., mayasari, a., & arifudin, o. (2022). penerapan metode bercerita dalam meningkatkan literasi anak terhadap mata pelajaran bahasa indonesia. jurnal tahsinia, 3(2), 98–106. https://doi.org/10.57171/jt.v3i2.328. papi, m., & hiver, p. (2020). language learning motivation as a complex dynamic system: a global perspective of truth, control, and value. modern language journal, 104(1), 209–232. https://doi.org/10.1111/modl.12624. patrick, r. (2019). comprehensible input and krashen’s theory. journal of classics teaching, 20(39), 37–44. https://doi.org/10.1017/s2058631019000060. perdana, i. g., & narayana, p. (2023). international journal of multicultural and multireligious understanding the crucial factors to successfully acquire a target language. international journal of multicultural and multireligious understanding, 10(6), 289–295. http://ijmmu.com%0aeditor@ijmmu.com. pikhart, m. (2020). maintaining and supporting seniors’ wellbeing through foreign language learning: psycholinguistics of second language acquisition in older age. mdpi: enviromental research and public health, 1(1), 1–15. https://www.mdpi.com/16604601/17/21/8038. pow yean, c., abdullah, n. a. t., ahmad, n., rahmat, n. h., abdul rashid, n. r., & sharif, s. (2022). exploring the three phases of motivation in the learning of japanese as a foreign language. international journal of academic research in business and social sciences, 12(1), 1563–1583. https://doi.org/10.6007/ijarbss/v12-i1/12109. preusse-burr, b., staudt, b., brink, g., & buntich, j. (2023). global educational transformation : how inclusive dual language immersion practices positively impact student achievement and socio-intercultural competence i nclusive dli instruction at ob gates elementary school , virginia. international conference: the future of education, 1–4. https://conference.pixel-online.net/library_scheda.php?id_abs=5987. rifa’i, a. m. (2021). multilingual dan perkembangannya. multilingual dan perkembangannya dalam perspektif pendidikan, 14(1). sampietro, a., & salmerón, l. (2021). incivility in online news and twitter: effects on attitudes toward scientific topics when reading in a second language. language sciences, 85, 101385. https://doi.org/10.1016/j.langsci.2021.101385. shirahata, m., & lahti, m. (2022). language ideological landscapes for students in university language policies: inclusion, exclusion, or hierarchy. current issues in language planning. https://doi.org/10.1080/14664208.2022.2088165. tai, t. y., & chen, h. h. j. (2020). the impact of google assistant on adolescent efl learners’ willingness to communicate. interactive learning environments, 0(0), 1–18. https://doi.org/10.1080/10494820.2020.1841801. wei, l. (2023). transformative pedagogy for inclusion and social justice through translanguaging, co-learning, and transpositioning. language teaching, 11(1), 1–12. https://doi.org/10.1017/s0261444823000186. wen, z., yang, j., & han, l. (2022). do polyglots have exceptional language aptitudes? language teaching research quarterly, 31(1), 53–66. https://doi.org/10.32038/ltrq.2022.31.05. english franca: academic journal of english language and education vol. 6, no. 2, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i2.4902 women’s stereotypes in “pretty girl” song lyrics: a critical discourse analysis study fitria aprilia universitas bina darma fitria_aprilia@binadarma.ac.id neisya© universitas bina darma neisya@binadarma.ac.id abstract one of the components in music or song which can be used as an access to the image of women is song lyrics. woman image presents mental, spiritual, and daily behavior expression by women in many aspects; physical and psychological as women's self-image, family as well as community traits as part of social images. through language written as song lyrics, a discourse can be expressed according to what the songwriter feels and thinks. the objective of this study is to find out how the image of women which becomes a stereotype is represented in the lyrics of the song "pretty girl" by maggie lindemann. this study was a qualitative study using the critical discourse analysis (cda) approach with norman fairclough's model. the model was used to analyze the feminist discourses contained in the lyrics of the song "pretty girl" by maggie lindemann. the analysis found that the song "pretty girl" sung by maggie lindemann contained discourses about maggie lindemann's rebuttal of women stereotypes. keywords: women’s stereotypes, pretty girl song lyrics, critical discourse analysis (cda) mailto:fitria_aprilia@binadarma.ac.id mailto:neisya@binadarma.ac.id 488 | english franca, vol. 6, no. 2, 2022 introduction from time to time, the image of women was never separated from the cultural elements that surround it. as in popular indonesian folklore, for example, women are often described as gentle and unsuitable for outdoor activities. not only in indonesian folklore but in some fairy tales from western countries, is the image of women also depicted as dependent figures, for example, cinderella. woman image presents mental, spiritual, and daily behavior expression by women in many aspects; physical and psychological as women's self-image, family as well as community traits as part of social images. a woman's self-image is a woman’s state and view that comes from within her, both physically and psychologically. physically, women experience typical things, which are not experienced by men, such as pregnancy, childbirth, and breastfeeding. meanwhile, if viewed from the psychological aspect, women cannot be separated from what is called femininity. the differences in physical form between women and men affect the patterns of thinking and patterns of women's lives. the psychic aspect shows that women have thoughts to develop, inspire, and have feelings to feel the situation inside and outside of them. in addition to the image that emerges from her, women also have images obtained from their social environment. the social image of women is closely associated with the standards and value schemes that are put on in a communal cluster. in the family, for example, women act as wives, mothers, and as family members, each of which brings consequences for social attitudes, which are interrelated with one another. women's social image is also a matter of self-experience, such as being imaged in women's self-image and social image; these experiences determine women's social interactions in the public. the social production of stereotypes uses changeable and ineradicable indications such as culture, ethnicity, social position, sexual category, and stage to eliminate and marginalize persons and societies (pardede & neisya, 2020). even in modern society today, women still suffer the same fate. as simple women do not have power over their names, just like indonesian people who still often name a wife after her husband's name. these things, consciously or unconsciously, describe the image of women who have no power over themselves. the existence of this inequality eventually gave rise to the feminist movement. feminism derives from the latin term "femina" fitria aprilia & neisya: women’s stereotypes in “pretty girl” song lyrics: a critical discourse analysis study 489 which means woman. according to saputri and neisya (2021), the timely feminism period was concerned with the training and employment of civil rights of women along with the enhancement of the legitimate rights of married women. feminism refers to social, political, and ideological actions which have the equal aim; to express, construct, and accomplish gender equivalence in the political, economic, personal, and social ranges (gilang, 2020). this action emerged in the early 20th century and was pioneered by a female writer named virginia wolf who questioned the position of women among men in her book a room of one's own. at the beginning of its emergence, feminism referred to social action that promoted the rights of working women in seneca falls, new york, in 1848 by elizabeth cady stanton and susan b. anthony. as times change, the meaning of feminism has been expanded to become a movement and ideology for the struggle for equality or the emancipation of women's privileges in all aspects. one that must be prioritized in feminism is that it is non-competitive, meaning it is not a competition but collaboration in a gender-just society. feminism as a social movement has the main goal of gender equality. gender is an important analytical tool to see the position in the social structure of society. talking about gender is incomplete if it does not talk about the stereotypes that follow it. stereotypes are known as marking or labeling a person or a group based only on the perception of a particular group. stereotypes are always detrimental and cause discrimination (jabbar, 2020). a common stereotype that is still very popular says that woman should not have ambitions and education that is too high and are forced to only wrestle with household matters. women who have to be good at cooking, washing clothes, sweeping, mopping, and taking care of children are already the benchmarks of society for human beings who are said to be women. stereotypes like this are based on culture so that they are considered normal by the community, which results in women from all aspects being seconded. when discussing feminism in indonesia, kartini's name is the first to appear. kartini was the pioneer of the emancipation movement of her time. kartini felt that women were not just objects of seclusion who did not deserve higher education. feminism is not only a matter of understanding that only upholds gender equality. feminism also dwells on a point of view where emancipation is used as a special goal. therefore, emancipation and feminism can support each other. 490 | english franca, vol. 6, no. 2, 2022 one of the popular song lyrics which contained the stereotypical image of women and feminism is "pretty girl" by maggie lindemann. “pretty girl” is the original song by maggie lindemann. it is an easylistening song about being a young woman nowadays. maggie declared how others see her as a singer. it encouraged her to create that song. maggie also said that "pretty girl" describes a woman as a creature who cannot be seen by physical appearance only, but also more than that. she thinks the community must catch what is inside. maggie lindemann was born with the full name margaret elizabeth lindemann. she is an american singer who was born on july 21, 1998. she and her family moved from her hometown, texas, to los angeles to fulfill her dream. it is known that since childhood, maggie has had a hobby of singing. the issues about the image of women and feminism in popular song lyrics are crucial and interesting to be analyzed, especially by using a discourse analysis approach. discourse is a place to convey ideas. discourse also covers various fields, namely communication, information, politics, and literature. discourse is the most comprehensive language component in the grammatical order which is the utmost grammatical unit. discourse can be a complete essay such as novels, encyclopedia series, paragraphs, sentences, or words that convey comprehensive instruction (budiwati, 2011). discourse refers to the largest language unit used in communication (juliantari, 2017). sequentially, a series of sounds form a word, a series of words form a phrase, and a series of phrases form a sentence. finally, a series of sentences form a discourse. van dijk (1997) mentions that discourse is usually identified as a form of spoken language, what is said in public speeches for example, or it could also refer to the ideas of certain schools of thought, for instance, the discourse of contemporary philosophies. discourse is a series of texts both oral and written as a form of communication that contains ideas from the address or to the addressee based on a specific context (foucault & nazzaro, 1972). discourse analysis is a language component studying the use of verbal and written linguistics which contains the writer of the message and the receiver of the message in communication (slembrouck, 2009). discourse analysis deals with analyzing the language being used (aprilia, lustyantie, & rafli, 2020). discourse analysis aims to find out the patterns expressed by a text. the interpretation of a linguistic unit fitria aprilia & neisya: women’s stereotypes in “pretty girl” song lyrics: a critical discourse analysis study 491 can be identified, including the message to be conveyed, why it must be conveyed, and how the message is conveyed. discourse analysis examines linguistic units within the scope of micro linguistics such as syntax, pragmatics, morphology, and phonology, and macro linguistics such as sociolinguistics, pragmatics, and psycholinguistics. ang (2014) states that discourse analysis views reading texts as a whole coherent unit and tries to find relationships between sentences as a whole, not just parts of sentences. imam (2012) reveals that discourse analysis is an analysis carried out to see the overall meaning of a message or text, both expressed and implied. discourse analysis is needed because it takes into account the correlation between language and the circumstance where it is utilized and is related to description, oral analysis, and interaction, so discourse analysis is also labeled as an analysis of the language used (priadi, 2015). according to jansen (2008), discourse analysis focuses on the interaction of context, text, writing, and speaking practice, but varies in the grade to which they associate context and text. this research aims to analyze how the image of women which becomes a stereotype and feminism is represented in the lyrics of a song popularized by maggie lindemann entitled "pretty girl". this study is expected to be useful to develop studies on the concept of women stereotypes and feminism in the media and develop the study of music as communication media. on the other hand, this research is also expected to be an input for the parties involved in fighting for equality gender in indonesia, as input for the parties involved in text production, especially song lyrics, as well as a medium for corrections and evaluation for the music industry in indonesia to the meaning and message contained in the lyrics of the song. theoretical framework discourse analysis discourse analysis was introduced by zellig harris through an article entitled “discourse analysis”. this article discusses advertising discourse by examining the interrelationships between the sentences that compose it and the relationship between texts and society and culture (subagyo, 2010). brown and yule (1983) suggest that the activity of analyzing discourse is an interdisciplinary science that views language as a transactional function and an interactional function. from this understanding of discourse analysis, it is known that discourse analysis can map language in its use in depth. knowledge of discourse analysis can 492 | english franca, vol. 6, no. 2, 2022 lead language users to better understand language specifically, fundamentally, and functionally so that bias meaning that often occurs in communication can be avoided. hamad (2005) views that discourse is divided into two types, namely those that see the use of language in its place, and assembling linguistic elements in discourse along with nonlinguistic elements. discourse and discourse analysis are two things that synergize with each other, if the discourse is at the level of its linguistic form, then discourse analysis broadly looks at discourse from the side of its context (nunan, 2003). furthermore, he explained that the study of discourse refers to the correlation between linguistics and the circumstance. in a broader understanding, cook (2009) explains discourse analysis examines how a series of languages that are interpreted in a perfect textual context, social context, and psychological becomes a meaningful unit in its use. critical discourse analysis sometimes, discourse indicates unexciting issues regarding community practice, yet it is simple to use authority and its things. according to wardani, setiawan, and retnaningdyah (2020), discourse is the authenticity of the occurrence in a specific description. discourse analysis learning the language on how linguistics and authority are correlated. furthermore, the research on authority and linguistics cannot be separated from the theory of society. discourse is mentioned as the correlation between linguistic use and authority relationships. discourse analysis is usually called a language study. this is also obtained as the dimension of critical linguistics, critical language awareness, critical language study, and critical discourse analysis. critical language study highlights ways to study linguistics in verbal or written text. critical language study examines correlations between the linguistic constitutes and the authority. critical discourse analysis defines as a social factor and phenomenon (halliday, 1978) and contrasting the theories of biological and psychological occurrences (clark and clark, 1977). research methodology this study is an interpretive qualitative study where the researchers analyze the lyrics of a song popularized by maggie lindemann entitled "pretty girl". fitria aprilia & neisya: women’s stereotypes in “pretty girl” song lyrics: a critical discourse analysis study 493 a qualitative study aims to provide a deep and detailed explanation of a phenomenon through the data collection process. critical discourse analysis (cda) approach using norman fairclough's model was used as the approach of this study. critical discourse analysis is defined as an attempt to explain a text on social phenomena to find out the interests contained in it. the writer used the critical discourse analysis approach to find the stereotyped values of women in the lyrics of maggie lindemann's song "pretty girl". the data collection techniques used in this study were documentation techniques and literature study where the researchers took several supporting references from various resources. the documentation technique was in the form of collecting text data from song lyrics. after conducting a pre-research analysis, the song "pretty girl" was chosen which contained feminist values in the form of female stereotypes in it. text data in the form of song lyrics were obtained through various sources, including song lyrics uploaded on the website. meanwhile, the literature studies were taken from websites and journals, as well as other related sources. finally, the data collection was analyzed according to norman fairclough's critical discourse analysis model. results & discussion result a. analysis of the song lyrics “pretty girl” is a song written and popularized by maggie lindemann which was published on march 10th, 2017 through maggie lindemann's youtube channel. pretty girl is a short expression about maggie lindemann's experience as a woman who is belittled and judged according to other people's thoughts for no apparent reason. below are the lyrics of the "pretty girl" song: pretty girl i can swear, i can joke 494 | english franca, vol. 6, no. 2, 2022 f**k your ribbons and your pearls 'cause i'm not just a pretty girl i'm more than just a picture i'm a daughter and a sister sometimes it's hard for me to show that i'm more than just a rumor or a song on your computer there's more to me than people know some days i'm broke, some days i'm rich some days i'm nice, some days i can be a b**ch some days i'm strong, and some days i quit i don't let it show, but i've been through some s**t i can swear, i can joke i say what's on my mind if i drink, if i smoke i keep up with the guys and you see me holding up my middle finger to the world f**k your ribbons and your pearls ' cause i'm not just a pretty girl i'm more than just a number i'm a hater, i'm a lover sometimes it's hard for me to show that i'm more than just a title or a comment going viral there's more to me than people know i say what's on my mind if i drink, if i smoke i keep up with the guys and you see me holding up my middle finger to the world fitria aprilia & neisya: women’s stereotypes in “pretty girl” song lyrics: a critical discourse analysis study 495 b. analysis of the discourse titles the choice of vocabulary in the song titled, "pretty girl" is a picture of the image of women in general. women and beauty are two things that are difficult to separate. while talking about women means talking about beauty. indirectly there is always something to be proud of when a woman gets the label of beauty. c. analysis in sub-sentence there is a selection of vocabulary that shows the stereotypical discourse against women contained in the lyrics of the song. here are selections of vocabulary that stand out in the lyrics of the song: swear, saying something rude or mean joke, doing or saying funny to entertaining drink, drink an alcohol smoke, smoking tobacco leaves ribbons and pearls are a symbol of feminine women who always wear a beautiful dress and wear jewelry d. analysis of combinations between sentences coherence in this part, the writers discuss the form of coherence contained in the lyrics of the song "pretty girl". 1st stanza: i can swear, i can joke i say what's on my mind if i drink, if i smoke i keep up with the guys and you see me holding up my middle finger to the world f**k your ribbons and your pearls ' cause i'm not just a pretty girl the first stanza is a stanza that is often repeated because it will later be included in the chorus. this section describes the main character who is revealing her true identity. the main character in the 496 | english franca, vol. 6, no. 2, 2022 lyrics of the song “i” tries to tell everyone that she can do anything she wants. she can swear or joke, she can say everything she wants to say, and tries to shift the stereotype of women who have to be feminine by wearing lace clothes and jewelry because the character "i" wants to express her image as a woman more than what has been written in the stereotype. in the sentences strung together in the first stanza found the form of coherence in the 7th and 8th lines which form the following sentences: "f**k your ribbons and your pearls, cause i am not just a pretty girl" the form of coherence contained in the sentence is an elaboration or explanatory coherence with the word "cause" as a connecting word. this coherence serves to detail or strengthens the statement in the previous clause. 2nd stanza: i'm more than just a picture i'm a daughter and a sister sometimes it's hard for me to show that i'm more than just a rumor or a song on your computer there's more to me than people know in this stanza, the character "i" expressly expresses her image as a woman, not just a photo that can be seen only as an object. "i" also explained that she was also a daughter of her parents and a sister of her siblings. this is following maggie's original goal of releasing the song pretty girl as a fight when she was belittled on social media. no form of coherence is found in the 2nd stanza. 3rd stanza: some days i'm broke, some days i'm rich some days i'm nice, some days i can be a b**ch some days i'm strong, some days i quit i don't let it show, but i've been through some s**t in this verse, "i" explains that she doesn't always have a good image or a "pretty girl". she was not always well off; she was not always fitria aprilia & neisya: women’s stereotypes in “pretty girl” song lyrics: a critical discourse analysis study 497 well. even though she doesn't show it, the character "i" has been through a lot of tough things. there is no form of coherence in this stanza. e. analysis in a series of clauses in the song entitled "pretty girl," there are six stanzas, each line containing messages to be conveyed regarding the image of women who are used as stereotypes. in a song, there is usually a section called the refrain or chorus. the chorus or refrain is the core part of a song. "pretty girl" also has a refrain where the sentence in the refrain can also be said to be the core which contains the subject of the song, which is about the image of women. f. relationships and identity in the lyrics of the song "pretty girl" although it is dominated by the main actor "i", in some of the lyrics it appears that there are participating actors. in all the verses there is the same message that maggie lindemann wants to convey. the message is that she as a woman does not only want to be seen as a stereotype or ideal standard of women set by society. as a woman, she wants to show that she is also rude, and can do everything she wants outside of the standard ideal woman that already exists. by using her point of view as a woman, maggie lindemann wants her music listeners to position themselves as herself to be able to understand the message she wants to convey. there is no element of intertextuality in the lyrics of the song "pretty girl" because maggie lindemann made this song based on her personal experience of being bullied through social media. discussion living in a patriarchal world nearly always makes a woman in the second position in social life. women get stereotyped as weak people that cannot live without a man's help. stereotypes are always negative and lead to perceptions (jabbar, 2020). women usually being dominated by men and even sometimes lose their own identity as free souls. gumiandri and nafi'a (2019) stated that femininity becomes a separate commodity and is a trademark of women. women tend to be judged by how they behave, speak, and look. if the beauty standard, which was created by men, is violated then they will be considered as strange people or others. additionally, in society commonly the appearance of a woman's body is the main factor in how other people react to her and it unconsciously influences the feeling of that woman herself (polivy & herman, 2007). it 498 | english franca, vol. 6, no. 2, 2022 is not surprising then that a woman will feel ‘different’ or as ‘the other’, which finally leads to the unconfident feeling when she does not meet these beauty standards. vocabulary choices in the "pretty girl" song indicate a general image of women. women and beauty are closely related to each other. women and beauty seem to be very identical. generally, women will be very proud of themselves when they get that beauty label and reach the beauty standard. in lindemann's pretty girl, the audience can see how she tries to rebel against the stereotype and break through all the men's domination toward women. lindemann shows the audience that women can be anything that they want. they can do whatever they want, including talking rudely, smoking as well as drinking alcohol. commonly, that entire thing is closely related to the man thing or usually called masculinity. merdeka and kumoro (2018) identify masculinity as a set of qualities, manners, and roles that are generally connected with boys and men. it is the gender characteristic that shares the traditional assessment of men's attitudes that is recognized by society. chafetz in merdeka and kumoro (2018) furthermore explain that the general culture describes the masculinity of a man in 7 forms, including the physical image, the function of life, the sexual aggressiveness, the emotion, the intelligence, the personality, as well as the other personality characteristics concerning with ambitious, proud, egotistical, trustworthy, competitive, and adventurous. these concepts of masculinity of course are inversely proportional to the femininity of a woman. the woman is believed as a living creature that is gentle, courteous, not tendentious, and resignedly accepting. however, lindemann frontally stated in her song that she can be as brutal and not always pretty as the man wants. she can become a 'pretty girl with her concept. she even does not care if other person thinks that she is weird and being judged by her appearance and attitude anymore. in "pretty girl" song, there are six verses, each line containing messages to be transferred concerning the image of women who are used as stereotypes. most songs have a section called the refrain or chorus. the refrain or chorus is the central portion of a song. "pretty girl" also has a refrain where the sentence in the refrain can also be said to be the primary message which covers the subject of the song, which is about the image of women. lindemann also tells the audience that being a woman does not always need to show a feminine attitude, girly appearance, and smooth words. a woman can show their own identity and preference as a human fitria aprilia & neisya: women’s stereotypes in “pretty girl” song lyrics: a critical discourse analysis study 499 being just like a man do. the messages inside of the song convey that a woman needs to appreciate and love their selves. even though in fact, a woman with an attractive physical appearance is sometimes more successful both socially and economically (kuipers in rosida and saputri, 2019) but lindemann believes that beauty cannot be judged by that only standard. a woman is beautiful with her beauty standard. she cannot be determined by others and she has the right to present herself in the way that she wants. conclusion based on the research that has been done by using a critical discourse analysis model by norman fairclough on a song popularized by maggie lindemann entitled "pretty girl" through the text dimension stage, the researchers conclude that this song contains a discourse of feminism ideology in which maggie lindemann tries to change the stereotype of women whom she accepts and shows society that she as a woman can also do anything and chooses to be herself regardless of the existing women's standards. in the text dimension, the lyrics tell about the outpouring of a woman's heart who tries to go against the existing gender role standards regardless of other people's comments because she is more than just a pretty girl. this proves that there is resistance in the form of feminism by maggie lindemann to society which demands her to act and speak according to existing standards. in this song, maggie lindemann tries to set her standard of beauty by being herself. the lyrics of the song "pretty girl" use the point of view of a woman as the main character. references ang, z. (2014). the effects of discourse markers on the reading comprehension and speed of chinese learners of english. international journal of english language and linguistics studies, 2(2), 27-49. retrieved from https://www.eajournals.org/wpcontent/uploads/the-effects-of-discourse-markers-on-thereading-comprehension-and-speed-of-chinese-learners-ofenglish.pdf. aprilia, f., lustyantie, n., & rafli, z. (2020). the effect of reading interest and achievement motivation on students’ discourse analysis competence. journal of education and elearning research, 7(4): https://www.eajournals.org/wp-content/uploads/the-effects-of-discourse-markers-on-the-reading-comprehension-and-speed-of-chinese-learners-of-english.pdf https://www.eajournals.org/wp-content/uploads/the-effects-of-discourse-markers-on-the-reading-comprehension-and-speed-of-chinese-learners-of-english.pdf https://www.eajournals.org/wp-content/uploads/the-effects-of-discourse-markers-on-the-reading-comprehension-and-speed-of-chinese-learners-of-english.pdf https://www.eajournals.org/wp-content/uploads/the-effects-of-discourse-markers-on-the-reading-comprehension-and-speed-of-chinese-learners-of-english.pdf 500 | english franca, vol. 6, no. 2, 2022 368-372. retrieved from https://files.eric.ed.gov/fulltext/ej1278481.pdf. brown, g., & yule, g. (1983). discourse analysis. cambridge university press. budiwati, t. r. (2011). representasi wacana gender dalam ungkapan berbahasa indonesia dan bahasa inggris: analisis wacana kritis. jurnal kawistara, 1(3), 213-320. retrieved from https://jurnal.ugm.ac.id/kawistara/article/view/3926/3207. clark, h. h., & clark, e.v. (1977). psychology and language. harcourt brace javanovich. cook, g. (2009). discourse. oxford university press. foucault, m., & nazzaro, a. m. (1972). psychological man: approaches to an emergent social type. skidmore college. gilang, b. (2020). feminisme. lembimjar neutron yogyakarta. gumiandari, septi and nafi’a, ilman. (2019). women in the identity crisis of feminism; a critical analysis on gender movement based on islamic psychology perspective. humanisma journall of gender studies, 3 (1), 1-12. https://www.researchgate.net/publication/337584327_women _in_the_identity_crisis_of_feminism_a_critical_analysi s_on_gender_movement_based_on_islamic_psychology_ perspective. halliday, d. (1978). psychology and language. harcourt brace javanovich. hamad, i. (2005). lebih dekat dengan analisis wacana. mediator, 8(2), 325-344. https://doi.org/10.29313/mediator.v8i2.1252. imam, a. c. (2012). analisis wacana van dijk pada lirik lagu irgaa tani (my heart will go on). journal of arabic leaning and eteaching, 1(1), 1-8. retrieved from file:///c:/users/10/downloads/1504article%20text-2884-1-10-20130627.pdf. jabbar, a. r. a. ar. (2020). stereotype perempuan di negara patriarki. retrieved from https://washilah.com/2020/10/stereotipeperempuan-di-negara-patriarki/. jansen, i. (2008). discourse analysis and foucault’s “archaeology of knowledge”. international journal of caring sciences, 1(3), 107– 111. retrieved from https://www.internationaljournalofcaringsciences.org/docs/vol 1_issue3_01_jansen_abstract.pdf. juliantari, n. k. (2017). paradigma analisis wacana dalam memahami teks dan konteks untuk meningkatkan kemampuan membaca pemahaman. acarya pustaka, 3(1), 12-25. https://doi.org/10.23887/ap.v3i1.12732. https://jurnal.ugm.ac.id/kawistara/article/view/3926/3207 https://doi.org/10.29313/mediator.v8i2.1252 file:///c:/users/10/downloads/1504-article%20text-2884-1-10-20130627.pdf file:///c:/users/10/downloads/1504-article%20text-2884-1-10-20130627.pdf https://washilah.com/2020/10/stereotipe-perempuan-di-negara-patriarki/ https://washilah.com/2020/10/stereotipe-perempuan-di-negara-patriarki/ https://www.internationaljournalofcaringsciences.org/docs/vol1_issue3_01_jansen_abstract.pdf https://www.internationaljournalofcaringsciences.org/docs/vol1_issue3_01_jansen_abstract.pdf https://doi.org/10.23887/ap.v3i1.12732 fitria aprilia & neisya: women’s stereotypes in “pretty girl” song lyrics: a critical discourse analysis study 501 merdeka, pita and kumoro, kusuma asri. (2018). masculinity: make traits in 1930s portrayed in public enemies. doi: 10.15408/insaniyat.v2i2.7814 nunan, d. (2003). practical english language teaching. boston: mc graw hilss. journal of islam and humanities, 2(2), 109-129. pardede, m. j., & neisya. (2020). oppression toward the marginal society in patricia mccormick’s novel “sold”. journal of english teaching, linguistics, and literature, 2(2), 77-94. retrieved from http://eprints.binadarma.ac.id/15542/1/neisya%20%282%29. pdf. polivy, janet and herman, peter. (2007). is the body the self? women and body image. coll. antropol, (31), 63-67. retrieved from https://core.ac.uk/download/pdf/14400087.pdf. priadi, a. (2015). a discourse analysis on dialogues in novels and its implication to improve students’ reading comprehension. international journal on studies in english language and literature (ijsell), 3(2), 57-64. retrieved from http://ejournal.unp.ac.id/index.php/selt/article/view/6684/522 5. rosida, ida and saputri, dinni yulia. (2019). self-love and self-acceptance: redefining ideal beauty through its representation in scars to your beautiful. litera, jurnal penelitian bahasa, satra, dan pengajarannya, 18(3), 395-412. https://journal.uny.ac.id/index.php/litera/article/view/27409 saputri, s. m. d., & neisya, n. (2021). woman’s struggle towards stereotypes in the case of the missing marquess: an enola holmes mystery. english and literature journal, 8(2), 54-65. https://doi.org/10.24252/10.24252/elite.v8i2a5. slembrouck, s. (2009). what is meant by discourse analysis. ghent university. subagyo, p. a. (2010). pragmatik kritis: paduan pragmatik dengan analisis wacana kritis. jurnal linguistik indonesia, 28(2), 177-188. van dijk, t. a. (1988). news as discourse. lawrence erlbaum associate, publishers. wardani, t.a., setiawan, s., & retnaningdyah, p. (2020). critical discourse analysis: the knowledge power presented by scholar in creating research article. linguistic, english education and art (leea) journal, 4(1), 161-176. https://doi.org/https://doi.org/10.31539/leea.v4i1.1367. https://dx.doi.org/10.15408/insaniyat.v2i2.7814 http://eprints.binadarma.ac.id/15542/1/neisya%20%282%29.pdf http://eprints.binadarma.ac.id/15542/1/neisya%20%282%29.pdf http://ejournal.unp.ac.id/index.php/selt/article/view/6684/5225 http://ejournal.unp.ac.id/index.php/selt/article/view/6684/5225 https://doi.org/10.24252/10.24252/elite.v8i2a5 https://doi.org/https:/doi.org/10.31539/leea.v4i1.1367 502 | english franca, vol. 6, no. 2, 2022 empty page english franca academic journal of english language and education doi: 10.29240/ef.v7i1.6880 http://journal.iaincurup.ac.id/index.php/english/index eissn: 2580-3689; pissn: 2580-3670 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2022; received in revised form 10 april 2023; accepted 10 may 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-nc-sa 4.0 license sharpen listening skills through innovative probing-promting application of cake in limited face-to-face learning in the era of independent learning bastian sugandi1, ahmad syafiq2 ¹ universitas muhammadiyah lampung 2 universitas muhammadiyah lampung corresponding email: bastiansoegandi@yahoo.co.uk introduction this research departs from the fact that there are still many students who still get listening scores below the predetermined standard. this is a fact that occurs and can be proven by the fact that there are still many students who do not meet the toefl graduation qualifications in the listening section. currently, the toefl test has become a kemala, r. f., astuti, i. f., & maharani, s. (2019) requirement for prospective graduate students to master english language skills as an international language as evidenced by a test of english as a foreign language (toefl) certificate. the most downloaded english app, though, is the cake app. over 1200 grammarrelated exercises are included. basic concepts like tenses, pronouns, adjectives, adverbs, prepositions, word order, and so on can be taught with this. additional tools include exams, practice exercises, material design, and analytics. an interactive speaking tool called cake replicates a conversation with a native speaker! for ios (ipad and iphone) and android smartphones, cake app downloads are accessible. additionally, the cake program is a tool for learning english through other languages. playlist corporation created cake learn english for fee, which belongs to the education subcategory. this app has a variety of functions, including the ability to watch short films and engage in conversational speaking practice. at first, listening was a fairly difficult teaching, because not all schools/colleges provided adequate language laboratories, so listening practice did not run optimally. along with the times, listening practice can be done independently by using a personal cellphone abstract. the objective of this research is to find out the effectiveness of the application cake in order to increase the students listening comprehension easy and fun. the student also easy understands. there are two stages method of research. first, the researcher conducts a literature review, problem analysis, and observation, determines the sample, surveys on vocabulary comprehension, and pre-tests to determine the abilities of the research subjects. second is carried out by implementing the learning method which is then analyzed so that it leads to the final instrument test, then the last is the researcher conducted a post-test. meanwhile the instrument in this research is pretest and posttest. the sample of this research is members of the english club at the university of muhammadiyah lampung. the number of samples taken was 39 students. the instruments to be used are pre-test and post-test. the results of the pot test showed as many as 3 respondents got scores with a range between 40-50. a total of 7 respondents have got scored between 52-60, then dial with 7 respondents who got a score between 62-70. the highest score is dominated by the 4th series with 18 respondents who get scores with a range between 72-80. closed with 4 people who got a score between 82-90. the use of cake application in the listening learning process has quite a significant impact on learning achievement, when compared to the previous score, the post-test score is higher than the pre-test score. keywords: listening, innovation, probing promting http://u.lipi.go.id/1613357132 http://u.lipi.go.id/1614254143 http://journal.iaincurup.ac.id/index.php/english bastian sugandi, et al., 2023 sharpen listening skills through innovative probing-prompting application of cake in limited face-to-face learning in the era of independent learning 156 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 5 5 1 6 2 ) through an application that can be downloaded for free, so that listening practice can be done through online learning independently or done offline with the supervision of the teacher/lecturer. the cake application was the medium the researchers decided to utilize because of its intricacy and capabilities, which made it a tool that could be used anywhere and at any time. due to the fact that they could learn whenever and wherever they wanted and were not limited to just school, children could use it to develop their listening abilities. (hapipah et al., 2021). according to nawangsih (2019), playlist corporation, based in south korea, is the company that created the cake application. the cake application was used to hone reading, listening, and speaking abilities. in order to keep students from getting bored while studying, the information was more current and the vocabulary acquisition approach was a quick movie. there were a variety of themes accessible for the listening learning approach, and students could select the ones they were interested in. kaffah, s. a., & anshori, i. f. (2021) now learning english has become easier with several mobile applications and websites that provide online courses and learning. this application provides a listening feature with native speakers. it is hoped that students will be able to sharpen their auditory intuition so that it can help them to pass the toefl, ielts, toeic scores. because, the test is mandatory test to enter and pass university, especially university in developed countries. the test is also a requirement for those who will apply for scholarships to enter prestigious universities. in fact, there are still many students who have not taken advantage of technological sophistication in the learning process. they still use conventional strategies in learning listening skills. this is what makes them still not pass the various tests in english. considering that zuhdi, u. (2020) listening is a basic skill that is needed by students who can get wakhidah, r., maftuh, m. f., & maaliah, e. (2019). support other basic skills. this is in line with the objectives of the ptm strategic plan which supports the implementation of research that supports national development issues or programs, problem solving in society and the development of learning innovations. listening is the capacity to accurately hear and understand messages during communication. the key to any successful communication is active listening. messages are undoubtedly misconstrued when poor listening skills are present. as a result, the lines of communication are broken, and the core of the message may merely get agitated or irritated. due to how crucial the process of listening is, many of the greatest businesses provide listening skills training for their employees. this is not surprising given that effective listening can result in enhanced client satisfaction, increased production with fewer errors, and improved information exchange, all of which can lead to more creative and imaginative work. previous related study done by ariputri, g. p., & supraptono, e. (2015) that the use of applications in the world of education has been discussed in the title "improvement of english listening skill learning outcomes by using the android-based smarty way application". the purpose of this study was to find out how to improve and develop an android application that can be used to support learning english listening, implementing the application in learning so as to increase student learning outcomes and interest. the research sample was taken using purposive sampling. through the t-test it can be concluded that there has been a significant change in the use of the application. as many as 37 respondents experienced an increase in scores on the results of the post test. meanwhile, the differentiate between previous related research and this research was focuses on improving listening skills through the cake application which is wrapped in modern games used in the learning process so that the learning atmosphere becomes more fun, so that the material presented will be well absorbed. theoretical framework listening skill since listening is such a crucial function, many prestigious companies provide their staff members listening skills training. this should come as no surprise given that effective listening bastian sugandi, et al., 2023 sharpen listening skills through innovative probing-prompting application of cake in limited face-to-face learning in the era of independent learning 157 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 5 5 1 6 2 ) can result in higher productivity with fewer errors, better customer happiness, increased information sharing, and ultimately, more inventive and creative work. figure 1. time spent communicating according to oxford dictionaries, listening is the act of paying attention to sounds or events. one hears what the other person is saying while listening and attempts to understand what it means (wrench, 2018). according to halone et al. (1998), listening involves intricate emotive, cognitive, and behavioral processes. the drive to listen to others is an example of an affective process. cognitive processes also include paying attention to, understanding, receiving, and interpreting relational material and messages. behavioral processes also include providing verbal and nonverbal feedback to others. cake application the cake program is an english learning tool that allows users to advance their language abilities. one of the most intriguing apps for practicing english is cake learn english. this program is made to be simple to use. all ages can participate in the numerous exercises, and there are constantly new dialogues and updated terminology for users like us who are trained on a daily basis. additionally, the app offers ai-powered instructors that can assist us in honing our speaking abilities. this program should not be missed by anyone looking for a high-quality english speaking practice tool. one of the most widely used english apps is the cake app. it offers more than 1200 grammar-related exercises. this aids in the teaching of fundamental concepts such as tenses, pronouns, adjectives, adverbs, prepositions, word order, and so forth. other features include assessments, training exercises, material design, and analytics. a conversation with a native speaker is replicated in the cookies app's practice speaking feature! for ios (ipad and iphone) and android devices, cake apps can be downloaded. independent learning era this program aims to raise students' levels of literacy and numeracy. because of indonesia's poor performance in international education tests, instructors are now allowed to select the teaching strategies they believe would work best for their pupils. this opens up additional opportunities for creativity. "the essence of independent learning is to unlock the full potential of teachers and students to innovate and improve the quality of their learning independently. autonomy in teaching means not only following the bureaucracy, but also innovating," nadiem recently stated through teleconference. the minister asserts that while technology is necessary to improve teaching, instructors still play a crucial role in ensuring that students learn in a highquality manner. material and method the sample of this study is the members of the english club at the university of muhammadiyah lampung. the number of samples taken was 39 students. this research is bastian sugandi, et al., 2023 sharpen listening skills through innovative probing-prompting application of cake in limited face-to-face learning in the era of independent learning 158 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 5 5 1 6 2 ) study of literature observation choose sample observation sample survey listening pre-test analysis metode method implementation metode pembelajaran instrument test (final) post-test normality test and hypothesis publication 3rd stage 1st stage ang 2nd stage an experimental research through the steps: 1) pre test 2) treatment / treatment 3) post test. this study uses a quasi-experimental design so it does not require a control class. to obtain research data and the instrument to be used is a test consisting of pre-test and post-test. pretest will be conducted before giving treatment. this test was conducted for the first time to determine the extent of the respondent's ability to understand listening. after the pre-test was carried out, several treatments were carried out, namely the application of cake applications to the respondents. to find out the difference between before and after the treatment, the instrument used was the post test. this test is the last test before analyzing the data obtained. data analysis in this study used descriptive statistics and inference statistics. figure 2. flow chart research implementation problem analysis bastian sugandi, et al., 2023 sharpen listening skills through innovative probing-prompting application of cake in limited face-to-face learning in the era of independent learning 159 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 5 5 1 6 2 ) results and discussion results listening ability basically, students' listening skills still need to be improved. this is because english is an international language that is very important to master. listening skills are the basis for learning english. unfortunately, english as a foreign language so it is quite difficult for students to master. in order to improve their listening skills, there are actually many current strategies that can be used. in this study, an android-based application has been applied by combining listening teaching along with contemporary games. figure 3. pretest results the chart above shows that there are 5 respondents who get a score between 40-48. in the second series, there were 13 respondents who scored between 50-58, this is the highest number compared to other series. after that there are 6 respondents who get a range of values between 60-68 there are 10 respondents who get a score between 70-78 and the last as many as 5 respondents get a score between 80-88. from the data above it show that the results of students' ability to listen to information are still relatively low, this is shown by the large number of respondents who get scores below the minimum standard that has been set. figure 4. post test bastian sugandi, et al., 2023 sharpen listening skills through innovative probing-prompting application of cake in limited face-to-face learning in the era of independent learning 160 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 5 5 1 6 2 ) the chart above shows that there is an increase in listening ability after several treatments. this can be seen from the pot test values that have been listed in the diagram. a total of 3 respondents got scores with a range between 40-50. a total of 7 respondents scored between 52-60, and diul with 7 respondents who got a score between 62-70. the highest score is dominated by the 4th series with 18 respondents who get scores with a range between 72-80. closed with 4 people who got a score between 82-90. analysis of pre-test and posttest data in the experimental group table 1. data analysis data description scores pre test post test number of subjects (n) 36 36 mean (m) 58.18 78.77 standard of deviation 11.52 48.52 range 39 34 maximum score 75 94 minimum score 44 60 discussion the discussion is forced to find out the effectiveness of using application cake to sharpen listening skill of students english club universitas muhammadiyah lampung. according to nawangsih (2019), an english-learning program called cake is accessible to ios and android users. this playlist corporation-produced app has a number of alluring features, including the availability of video conversations and subtitles, the al speech recognition tool (which is used to check pronunciation), and it was even advertised as being available for free. this research applied this application to sharpen the students’ listening ability. the top score is dominated by the 4th series with 18 respondents who get scores with a range between 7280. closed with 4 people who got a score between 82-90. cake has the potential to become increasingly popular among many language learners globally as one well-known tool for enhancing speaking and listening abilities (momeni, 2022). the use of cake application in the listening learning process has quite an important effect on learning achievement, when compared to the previous score; pre-test score is lower than post-test score. it implies that using the cake application could help students obtain better results and encourage creative thinking and curiosity after they understand how to utilize it. accordingly, nur (2022) claimed that after using the cake application to improve student listening skills, students' listening skill was very significant and the grades obtained by students were very good so that they were able to give students more confidence in improving listening. this was especially true when using the cake application, when students were more at ease and felt interested in the material presented. furthermore, according to momeni (2022), the main goal of this app is to help language learners improve their educational experience by watching real films that concentrate on language that is used in particular contexts. which means, cake application is the one of applications that students can use to improve their english ability, especially listening skill. this study applied cake aplication as one of alternative strategies that the writer belived could sharpen the students’ listening skill. it was confirmed by the students’ listening achievement in post test which was higher that pretest. furthermore, listening activities by using cake application allowed the students to decide and choose their own listening material. additionally, according to nur (2022), using the cake application has increased students' interest in learning english, particularly listening, and their enjoyment of the instructional process. additionally, a large body of research has shown that these audio-visual aids are acceptable from a pedagogical standpoint because they support student-centered, self-paced learning across all professions, motivate students to engage in their learning, and ultimately boost their learning efficacy (mclean et al., 2016; yeh, 2022). bastian sugandi, et al., 2023 sharpen listening skills through innovative probing-prompting application of cake in limited face-to-face learning in the era of independent learning 161 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 5 5 1 6 2 ) in addition, the writer believed that the listening skill improve of the students more sharpen in this study was because followed the procedures of cake application naturally and they learn something from what they listen also could be caused by the effectiveness of that application used as medium in this study. therefore, the mean score has shown that cake application significantly sharpen the students listening skill compare with the mean score in pretest. it indicates that, the use of cake application in the listening learning process has quite an impact on learning achievement, when compared to the previous score; the posttest score is higher than the pre-test score. the post test results was higher than the pretest results. after doing this study, the researchers were able to conclude that using the cake application significantly improved students' listening skills. the cake application has considerably improved the listening skills of the students. thanks to the cake application, students are more passionate about studying english and particularly like hearing courses. the majority of the students engaged in each task actively thanks to the cake application. additionally, they make an effort to respond to each question. despite the fact that they are not under the watchful eye of researchers, students also practice listening more at home and at school. students appear to be really interested in the learning process because they may enhance their listening skills in this way.this relates to the research topic, according to the findings mentioned above. the researcher draws the conclusion that more students in the english club at universitas muhammadiyah lampung are using the cake application to enhance their listening skills. conclusion the act of listening involves hearing language. when listening, speech sounds must be recognized and converted into words and sentences. we use our ears to pick up specific sounds (letters, stresses, rhythms, and pauses) when we listen, and we use our intelligences to transform those sounds into messages that are significant to us. any language listening requires concentration and undivided attention. some people will need to work harder than others to master this ability. people who are problem-focused are typically not good listeners. a second language listener must pay closer attention. in this research, the results of the pot test showed as many as 3 respondents got scores with a range between 40-50. a total of 7 respondents scored between 52-60, then diul with 7 respondents who got a score between 62-70. the highest score is dominated by the 4th series with 18 respondents who get scores with a range between 72-80. closed with 4 people who got a score between 8290. the use of cake application in the listening learning process has quite a significant impact on learning achievement, when compared to the previous score; the post-test score is higher than the pre-test score. herminingsih 2021 (shockingawful, 2017:1) also asserted that the ability of the student or listener to focus refers to the student's or listener's capacity to pay attention to the information from the audio. focusing on the ears to hear the audio and then focusing on the eyes to read and match the text to the sounds are two different types of concentration. acknowledgement the author would like to deliver his gratitude to all people who contributed to the fulfillment of this research data, especially to the ministry of education, culture, research and higher education indonesia. references ariani, n. k. (2021). pengembangan media video animasi untuk meningkatkan listening skill anakkelompok b di tkk santo yusup bangli tahun pelajaran 2021/2022 (doctoral dissertation, universitas pendidikan ganesha). ariputri, g. p., & supraptono, e. (2015). peningkatan hasil belajar english listening skill dengan menggunakan aplikasi †œsmarty way†berbasis android. edu komputika journal, 2(1). bass, jossey (1999). "listen, listening". credo. https://search.credoreference.com/content/entry/wileyconfres/listen_listening/0?institutionid=6086 https://search.credoreference.com/content/entry/wileyconfres/listen_listening/0?institutionid=6086 bastian sugandi, et al., 2023 sharpen listening skills through innovative probing-prompting application of cake in limited face-to-face learning in the era of independent learning 162 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 5 5 1 6 2 ) budiarso, a., & wibawanto, h. (2017). pengembangan aplikasi tes listening di sma takhassus al qur’ an demak. edu komputika journal, 4(2), 13-13. halone, kelby; cunconan, terry; coakley, carolyn; wolvin, andrew (1998). "toward the establishment of general dimensions underlying the listening process". international journal of listening. 12: 12–28. doi:10.1080/10904018.1998.10499016. hapipah, munawwaroh, k., & dewi, k. (2021). students' perceptions on using cake application for speaking skills in sma negeri 1 jambi's first grade. jelt : journal of english language teaching, vol 5 no. 1 , 38. herminingsih, d. i. (2021). improvin student’s listening skill by using media of duolingo application. kaffah, s. a., & anshori, i. f. (2021). analisa aplikasi cake berdasarkan prinsip dan paradigma interaksi manusia dan komputer menggunakan evaluasi heuristic. jtik (jurnal teknik informatika kaputama), 5(2), 291-299. kemala, r. f., astuti, i. f., & maharani, s. (2019). penerapan metode fuzzy c-means pada aplikasi simulasi toefl (test of english as a foreign language) berbasis web (studi kasus: fakultas mipa universitas mulawarman). jurnal ilmiah ilmu komputer,14(1), 17. michalek, anne m. p.; ash, ivan; schwartz, kathryn (2012–2018). "the independence of working memory capacity and audiovisual cues when listening in noise". scandinavian journal of psychology. 59 (6): 578–585. doi:10.1111/sjop.12480. p mid 30180277. s2cid 52155107. mulyadi, d., & mutmainnah, y. (2015). penggunaan film berbahasa inggris dengan english subtitle dalam meningkatkan keterampilan listening. in prosiding seminar nasional & internasional. nawangsih. (2019, desember). nawang's journal. retrieved from review application cakebelajar bahasa inggris gratis: https://nawangsihjournal.blogspot.co m/2019/12/reviewapplication-cakelearn-english.html?m=1. nur, f. (2022). the use of cake application to improve student ’ s. oxforddictionaries.com. oxford university. archived from the original on december 7, 2018. retrieved 5 december 2018. ratcliffe, krista (december 1999). "rhetorical listening: a trope for interpretive invention and a "code of cross-cultural conduct"". college composition and communication. 51 (2):195–224. doi:10.2307/359039. issn 0010-096x. jstor 359039. sugiono. (2010). metode penelitian pendidikan: pendekatan kuantitatif, kualitatif, dan r&d. bandung: alfabeta. wakhidah, r., maftuh, m. f., & maaliah, e. (2019). pengembangan aplikasi listening test berbasis android. journal of applied informatics and computing (jaic), 3(2), 4753. wrench, jason. stand up, speak out: the practice and ethics of public speaking. retrieved 5 december 2018. zuhdi, u. (2020). penggunaan www. ted.com dalam meningkatkan skor tep listening mahasiswa pgsd unesa. jurnal review pendidikan dasar: jurnal kajian pendidikan dan hasil penelitian, 6(2), 88-97. momeni, a. (2022). a critical review of cake: a mobile english language learning application. journal of research in techno-based language education, 2(2), 80–85. https://civilica.com/doc/1466657 yeh, y. c. (2022). student satisfaction with audio-visual flipped classroom learning: a mixedmethods study. international journal of environmental research and public health, 19(3), 1-14. https://doi.org/10.3390/ijerph19031053 mclean, s., attardi, s. m., faden, l., & goldszmidt, m. (2016). flipped classrooms and student learning: not just surface gains. advances in physiology education, 40(1), 47 55. https://doi.org/10.1152/advan.00098.2015. https://en.wikipedia.org/wiki/doi_(identifier) https://en.wikipedia.org/wiki/doi_(identifier) https://en.wikipedia.org/wiki/pmid_(identifier) https://en.wikipedia.org/wiki/pmid_(identifier) https://pubmed.ncbi.nlm.nih.gov/30180277 https://pubmed.ncbi.nlm.nih.gov/30180277 https://en.wikipedia.org/wiki/s2cid_(identifier) https://en.wikipedia.org/wiki/s2cid_(identifier) https://api.semanticscholar.org/corpusid:52155107 https://en.oxforddictionaries.com/definition/listen https://dx.doi.org/10.2307/359039 https://dx.doi.org/10.2307/359039 https://dx.doi.org/10.2307/359039 https://dx.doi.org/10.2307/359039 https://dx.doi.org/10.2307/359039 https://en.wikipedia.org/wiki/doi_(identifier) https://en.wikipedia.org/wiki/doi_(identifier) https://en.wikipedia.org/wiki/issn_(identifier) https://www.worldcat.org/issn/0010-096x https://www.worldcat.org/issn/0010-096x https://www.jstor.org/stable/359039 https://saylordotorg.github.io/text_stand-up-speak-out-the-practice-and-ethics-of-public-speaking/s07-01-listening-vs-hearing.html https://saylordotorg.github.io/text_stand-up-speak-out-the-practice-and-ethics-of-public-speaking/s07-01-listening-vs-hearing.html https://saylordotorg.github.io/text_stand-up-speak-out-the-practice-and-ethics-of-public-speaking/s07-01-listening-vs-hearing.html https://saylordotorg.github.io/text_stand-up-speak-out-the-practice-and-ethics-of-public-speaking/s07-01-listening-vs-hearing.html https://civilica.com/doc/1466657 https://doi.org/10.1152/advan.00098.2015 english franca academic journal of english language and education doi: 10.29240/ef.v7i1.5525 http://journal.iaincurup.ac.id/index.php/english/index eissn: 2580-3689; pissn: 2580-3670 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2022; received in revised form 10 april 2023; accepted 10 may 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-nc-sa 4.0 license utilizing suggestopedia method in teaching english grammar siti halimatus sa'diyah¹, fathor rozi², wahyu lestari3 ¹ zainul hasan islamic university, probolinggo, indonesia ² nurul jadid university, probolinggo, indonesia ³ zainul hasan islamic university, probolinggo, indonesia corresponding email: fathorrozi330@gmail.com introduction various languages are used worldwide to communicate, but english is an international language (mutmainnah & fitriani, 2021). english is a global language, such as art, science, humanities, travel, social sciences, and trade (mustajadli, 2020). it shows how important it is to master a foreign language, especially english, as an introduction to student academic success and to support one's career in the world of work (yani et al., 2018). in learning english, it is necessary to master excellent and correct grammar (grammar) because learning is a fundamental element used in every language skill, whether speaking, writing, reading, or listening (çiftci & özcan, 2021). however, in this learning, many problems arise in students' mastery of the material. the main problem in learning english is the lack of students to have mastery of grammar, especially about how to compose sentences and use suitable conjunctions and verbs according to changing times (visakha, 2019; qasem & asaad, 2019). the lack of mastery of the material is not only caused by a person's lack of responsiveness in understanding the grammar material, but these obstacles also occur because of anxiety, fear of being wrong, and fear of trying and practicing the material they have learned. for this reason, the task of a teacher is not only to transfer materials to students, but a teacher should also be able to actively involve students in the learning process by actualizing their own learning experiences (abdullah, 2017). in addition, creating a conducive and relaxed or pleasant atmosphere is equally important. the learner's thinking should be made as calm, relaxed, and open as possible so that materials that stimulate the sensory nerve can be quickly received and retained for an extended time (anggraeni & alpian, 2018). abstract. this study aims to analyze and examine the use of the suggestopedia method in teaching english grammar as one of the primary methods for understanding grammar material. the research method used is a descriptive qualitative approach with the type of case study. the research location is in the al hamidiyah area of the nurul jadid islamic boarding school student cottage and for research subject in special classes for student linguistics including two language teachers as primary informant subject and one student as secondry informants subject. meanwhile, the data collection used in this study included direct observation and unstructured interviews in determining the data's accuracy. the data analysis technique consists of the stages of collecting data, preparing it for analysis, analyzing it, and then concluding the analysis. the results obtained from the application of the suggestopedia method are the increasing understanding of students in participating in grammar lessons because students are invited to understand the core of the material in an enjoyable and calming way, namely by good class arrangement and being given soothing music accompaniment. the implication is that students' understanding of learning can be achieved with variations in the learning carried out by the teacher so that students do not feel anxious and enjoy themselves in class. keywords: suggestopedia method, grammar teaching http://u.lipi.go.id/1613357132 http://u.lipi.go.id/1614254143 http://journal.iaincurup.ac.id/index.php/english mailto:fathorrozi330@gmail.com siti halimatus sa'diyah, et. al., 2023 utilizing suggestopedia method in teaching english grammar 30 | v o l . 7 , n o . 1 , 2 0 2 3 ( 2 9 3 4 ) in this case, one of the special areas for female students in the nurul jadid islamic boarding school, paiton, probolinggo, east java, took the initiative to use the suggestopedia method in learning english grammar. it is done considering that many female students have difficulty understanding the material, disapproval and lack of conducive classroom atmosphere, which triggers the emergence of problems when the material is presented. therefore, even though the area has a pesantren background, the teaching staff always apply new methods that are more creative and interesting, making it easier for students to master the material. in this research, the author uses the suggestopedia method to overcome the problems in learning english grammar above. the suggestopedia method was developed by a bulgarian psychotherapist, georgi lozanof, in 1975, who was researching the effect of the application of suggestology (a science that studies non-rational influences on human behavior) on the mastery of foreign languages (mustapha, 2018; waluyo et al., 2018). this suggestopedia method is a learning method that can influence students in certain ways and at a simpler level to create a feeling of enjoyment and calm in the learning process for students (bali & arifa, 2022). the suggestopedia method is also one of the language learning methods that emphasize a relaxed and encouraging learning atmosphere (nurfadhilah & abidah, 2022) the suggestopedia method is also widely implemented by teachers at both the junior and senior high school levels. the research identification results show that the suggestopedia method can improve students' skills, activeness, confidence, and enthusiasm in learning arabic (nurfadhilah & abidah, 2022). the results of the research on english tutoring for elementary school students also showed that the percentage of students' understanding had increased in each cycle with the application of the suggestopedia method (karabacak, 2021). the method that venkanna has used in research to improve students' english reading comprehension also suggests that using the method during the learning process creates a sense of comfort and reduces students' worries (supreme, 2020). the analysis results also explain that the suggestopedia method has implications for learning arabic writing skills at the mutaqoddim (insya') level based on six aspects: learning objectives, learning techniques, learning strategies, learning media, from the learning environment, and learning levels (invoice, 2020). the descriptions of several research results above only focus on the development of speaking, reading, learning mathematics, and learning arabic. there has been no research that only focuses on teaching grammar, for that researchers want to use the suggestopedia method in different teaching, namely teaching grammar material. because to achieve optimal english language skills, professional language instructors (grammar) must provide a balanced portion of mastery of material and practice. (susanthi, 2020). this problem is not only felt by students at the junior high school and high school levels, but it is also often experienced by students at the college level. this is evidenced by the results of observations in the nurul jadid islamic boarding school student area, where on average students seem to have difficulty when asked or answering questions about grammar. they admitted that they had difficulty remembering and confusion when the teacher delivered the material. from the explanation above, the author aims to provide problem-solving for students' misunderstanding and difficulties with english grammar, which students usually consider as material that is difficult to understand and remember. the thoughts of students who think it is difficult to understand the grammar material want the author to change it by using this suggestopedia method. all the material is accessible if students enjoy the material presented, and the teacher can convey the material in a relaxed, straightforward manner but easy for students to understand. siti halimatus sa'diyah, et. al., 2023 utilizing suggestopedia method in teaching english grammar 31 | v o l . 7 , n o . 1 , 2 0 2 3 ( 2 9 3 4 ) theoretical framework suggestopedia method suggestopedia is developed strategy by lozanov a bulgarian psychologist, he thinks that factor the main obstacle study students, including study language and literature, is obstacle psychological. lozanov believes that successful lessons must be touching level loweraware students (herman et al., 2018). in the implementation method suggestopedia, this can be done with drama, activity physical, and music at moment the lesson take place. so the technique of relaxation and selected concentration could help students to open subconsciousness as well as help them dominate many vocabularies new and structure others. suggestopedia includes a method able learning to influence participants to educate in thing learning, and life student experience emotions, which is very important, and even possible important in settings academics because emotion modulate almost every aspect of cognition and connected perception direct with him (m. a. l. i. mustapha, 2018). also with participants ' happy education moment activity learning going on, happiness is an element important in the pross of learning because things could take effect convenience they moment accept the material. method this could create an atmosphere interesting and fun. so, participants educate will tend more open in carrying out the learning process that has been mastered (bali & arifa, 2022). in basic mind man that able to be directed or set by other people with method gift suggestions, as for things to do to create thoughts above that is with bringing a sense of comfort, relax so that conditions soul becomes calm so that mind will open and easily accept something ( thing ) that is given as well as capable withhold her memory in a relatively long time (fakturmen, 2020). english grammar the definition of grammar is learning about how words dan components are joined so that it becomes a sentence. however, not a few people sometimes describe grammar as the " rules " of language. for example, in a language such as big street, the words are car and truck, but system language signs and mark the way that gives know people are driving on it where to go and how method driving. without signs road, road raya big will with fast become chaotic. without system language, anything can produce a sort of communication basic, but no will could form more ideas complex into words (rossiter, 2021). mastery of grammar will influence the mastery skills of somebody in speaking. therefore, when somebody wants to learn a language formally understand what that grammar is eye must learn and study by deeply. what're students with distant educational levels are more complex compared to students in school medium. the whole participant's education needs to be given adequate grammar as well as more complex so that they have the ability good language related to the mission academic more complex (rachmawati, 2022) grammar teaching is available three must field considered, system language as rules, order language as shape, and system language as the source. so that can be concluded that grammar has some part system language for example words, sentences, paragraphs, nouns, verbs, and sign read. not only thing, but grammar is also one claimed aspect that can make something meaningful in a writing. grammar has a role in the professional world because grammar skills will deliver somebody who can understand language orally and write with good in handling clients and document professional (singodiwongso & susilawati, 2021). material and method in reviewing this topic, the researcher used a qualitative descriptive approach to collect all the information and data needed to improve students' understanding of learning, especially grammar. more specifically, this research uses a case study type to understand the problem in depth by bringing together various sources of information (habsy, 2017). furthermore, this type of research was chosen to describe a condition in a context in detail and depth (luthfiyah, 2020). as a case study research, the research location is in the nurul jadid islamic boarding school, a student boarding school in the al hamidiyah area, paiton district, probolinggo. to siti halimatus sa'diyah, et. al., 2023 utilizing suggestopedia method in teaching english grammar 32 | v o l . 7 , n o . 1 , 2 0 2 3 ( 2 9 3 4 ) be precise, the research was conducted in a student linguistic class. in this study, the informants who became the research subjects were ustadzah roisah annuriah khalilah, suci wulandari, and halimatus sa'diyah, as language program teachers became primary informants. at the same time, izza afkarina becomes a secondary informant as a student. meanwhile, the data collection method carried out unstructured interviews and observations. unstructured interviews are free interviews without any interview guidelines that have been prepared entirely and systematically (untari, 2020). the observation is done by observing the object of research, asking questions, collecting data, then making conclusions from the data that has been compiled (setiana, 2018). from the interviews and observations, the researchers carried out data analysis techniques consisting of stages of collecting data, reducing data, presenting data, and concluding the analysis (syah & sofyan, 2021). at the data reduction stage, the researcher tries to select, simplify, and summarize rough notes during interviews and direct observations (rijali, 2019). results and discussion results stages of utilizing the suggestopedia method the stages of implementing the suggestopedia method are as follows; first, the teacher prepares the lesson. after that, the teacher must prepare the learning materials and media used. the teaching materials used for the grammar material are in the form of a grammar book from betty and some examples of questions related to the material. while the media that are usually used are sound systems and soothing classical music. second, the teacher arranges the class and chooses a quiet place away from the noise. third, the teacher starts learning by delivering the material and reading it. during the learning process, the teacher casually adds soothing accompaniment to calming music that can make students relax, relaxed and comfortable when listening to the material. the competencies that female students must achieve at the end of the material include; a.) knowledge (understanding and essential information contained in a chapter). b.) skills (students' ability to master the material). fourth, while providing opportunities for students to understand what they are learning, the teacher is sharing problems by asking students to convey the problems and difficulties obtained after the material presentation, then provide solutions. the teacher delivers the material for 2-3 meetings. in grammar lessons, each chapter, on average, consists of 2 subchapters. each sub-chapter is usually explained in one meeting or 2x30 minutes. fifth, the teacher asks students to review in their own language and practice what they know by making different examples of the material that has been conveyed then asking students to do assignments at the end of the meeting. if a plot is formed, then the application of the suggestopedia method in the al hamidiyah area can be seen in figure 1 below: figure 1.1 application flow of the suggestopedia method for learning english grammar from the application of the suggestopedia method that was applied in the al hamidiyah area of the nurul jadid student boarding school, other teachers said that most of their students had progressed in participating in grammar learning. it can be seen when 75% of female students experienced an increase in grammar scores, with the enthusiasm and activeness of female students in participating in lessons reaching 80%. learning preparation place setting application of the method sharing review & duty siti halimatus sa'diyah, et. al., 2023 utilizing suggestopedia method in teaching english grammar 32 | v o l . 7 , n o . 1 , 2 0 2 3 ( 2 9 3 4 ) from some of the changes obtained by the grammar teacher for the students mentioned above, it can be seen that the grammar learning model, carried out by utilizing the suggestopedia method, can improve understanding and mastery of grammar material. the following is a picture of the research framework: figure 1.2 research framework discussion this research focuses on the suggestopedia method's use in teaching grammar to female students in the al-hamidiyah area of the nurul jadid islamic boarding school. because, from the results of observations made in the field, students from the al-hamidiyah area of the nurul jadid islamic boarding school often do not enjoy, are frustrated, and find it difficult to understand the grammar material. overcome the difficulties of female students in understanding the learning grammar material in the al hamidiyah area of the nurul jadid islamic boarding school, the effort made by the teacher is to use the suggestopedia method. the grammar material linguistic program teacher said that the suggestopedia method could overcome the difficulties of female students in understanding the grammar material (sa'diyah, 2022). it can be seen from the student's achievement at the end of the lesson, which was deliberately carried out by the teacher. in this context, the method applied is the suggestopedia method. diane larsen freeman said that the suggestopedia method was implemented by making students as comfortable as possible. the ideal is lounge chairs, soft lighting and music available to create a relaxing environment (handoko, 2021). this method was chosen considering suggestopedia can make students understand grammar which is used as a set of rules to form language so that it has meaning or can be understood (anggraini et al., 2020). of course, suppose a material is delivered in this way. in that case, students who listen to the explanation of the grammar material will also not feel bored and even want to know the following material without feeling pressured (sahidah, 2019). the increase in student grades and activity can be obtained because female students are made as enjoyable as possible and are required to re-deliver the core material in their siti halimatus sa'diyah, et. al., 2023 utilizing suggestopedia method in teaching english grammar 33 | v o l . 7 , n o . 1 , 2 0 2 3 ( 2 9 3 4 ) way. it is also because the delivery of material using the suggestopedia method will make female students more interested, so it triggers them to give a positive response in the form of listening to the material explained (ordu, 2021). when female students are interested in listening, that will become their motivation to be more enthusiastic about learning grammar material. thus, the learning outcomes obtained can also increase. significantly, the grammar teacher explained some of the changes that the teacher got to the female students after applying the suggestopedia method in learning grammar, including the following: (sa'diyah, 2022); first, students are increasingly diligent in noting essential points from the material presented by the teacher because they are required to do assignments and re-deliver the material in their way. it can make the class more conducive. conducive classes can provide support and resilience for learning so that the quality of their learning increases (baharun & zulfaizah, 2018). second, students can understand the core of the material and directly practice the materials that have been conveyed well. third, the suggestopedia method can attract thoughts, ideas, and feelings of synergy into student learning strengths (fakturmen, 2020). it will then indirectly affect their mindset and actions in the application of english. third, students are more active in responding to the material presented by the teacher. it is because they want to know the material presented in more depth to be able to do the task and explain the material again correctly. the suggestopedia method at the nurul jadid islamic boarding school, especially in the al hamidiyah area, is carried out considering that learning grammar material often makes students think that grammar material includes learning that is boring, confusing, and frustrating to understand (sukmawati, 2020). one student from the al hamidiyah area said that learning grammar was challenging to understand because there were too many things to remember (afkarina, 2022). even one of the teachers in the al hamidiyah area also thought that he was shocked when the children seemed to have difficulty memorizing formulas and were asked to practice the material they had previously learned (khalilah, 2022). here are some types of student conditions when learning grammar (wulandari, 2022); first, the student falls asleep in class. second, students create their forum when the teacher explains the material. third, students are not active or cannot answer questions from the presenters regarding the material presented. fourth, students are not conducive or busy with their respective activities that have nothing to do with the lesson. these unfavorable conditions are the background for teachers to apply a more effective learning method (abdullah, 2017). conclusion english as an international language that is growing requires novelty in various aspects of learning, one of which is the aspect of the learning method used. the suggestopedia method's presence in education can be utilized as much as possible to improve students' ability to understand grammar material. with this method, the grammar learning process can take place comfortably and relaxed so that students can understand, practice, and master grammar well in english. based on the results of this study, it can be concluded that the use of the suggestopedia method in teaching english grammar to female students gives significant results so that female students not only understand but can also practice language theory and can use language well by the rules. acknowledgement acknowledgments are given to dr. abdul aziz wahab, m.ag as rector of zainul hasan genggong islamic university and kh. abd hamid, m.ag as rector of nurul jadid university. our thanks also be given to ms. wahyu lestari, m.pd as the dean of the scientific teaching faculty, mr. loviga denny pratama s.s m.pd, hasan baharun, m.pd and fathor rozi, m.pd as the supervisor of mbkm santri first generation. . siti halimatus sa'diyah, et. al., 2023 utilizing suggestopedia method in teaching english grammar 34 | v o l . 7 , n o . 1 , 2 0 2 3 ( 2 9 3 4 ) references abdullah. (2017). pendekatan dan model pembelajaran yang mengaktifkan siswa. 01(01), 45–62. afkarina, i. (2022). wawancara mahasiswi daerah al hamidiyah pondok mahasiswi pesantren nurul jadid. agung, n. (2020). peningkatan kemampuan debat bahasa arab mahasiswa melalui metode suggestopedia. jurnal naskhi: jurnal kajian pendidikan dan bahasa arab, 2(1), 19–29. https://doi.org/10.47435/naskhi.v2i1.288 anggraeni, s. w., & alpian, y. (2018). penerapan metode sugestopedia untuk meningkatkan kemampuan menulis puisi siswa kelas v sekolah dasar. didaktika tauhidi: jurnal pendidikan guru sekolah dasar, 5(2), 106. https://doi.org/10.30997/dt.v5i2.1265 anggraini, n., arianto, p., & hidayanto, h. n. (2020). pengembangan online application berbasis android dalam pembelajaran grammar. http://ejurnal.unisri.ac.id/index.php/widyawacana/article/view/3995 baharun, h., & zulfaizah. (2018). revitalisasi pendidikan agama dalam pembentukan karakter peserta didik di madrasah. elementary, 6(1), 43–62. bali, m. m. e. i., & arifa, s. (2022). eskalasi keterampilan komunkasi siswa melalui metode suggestopedia dalam mengembangkan kualitas belajar. 6, 109–127. çiftci, h., & özcan, m. (2021). a contrastive analysis of traditional grammar teaching and communicative language teaching in. international online journal of education and teaching (iojet), 8(2), 709–729. fakturmen. (2020). metode suggestopedia dan implikasinya dalam pembelajaran bahasa arab keterampilan mengarang (insyā’). lisanan arabiya: jurnal pendidikan bahasa arab, 4(01), 1–30. https://doi.org/10.32699/liar.v4i1.1037 habsy, b. a. (2017). seni memehami penelitian kuliatatif dalam bimbingan dan konseling : studi literatur. jurkam: jurnal konseling andi matappa, 1(2), 90. https://doi.org/10.31100/jurkam.v1i2.56 handoko, m. d. (2021). pengembangan manajemen kelas berbasis suggestopedia islami di pondok pesantren provinsi lampung. in disertasi. herman, s., astini, j. w., nugraheni, s., & wardani, e. (2018). suggestopedia based storytelling teaching model for primary students in salatiga. 6(1), 64–75. karabacak, e. (2021). aplication of textlinguistic method in language teaching. cypriot journal of educational sciences, 16(6), 3363–3370. khalilah, r. a. (2022). wawancara pengajar daerah al hamidiyah pondok mahasiswi pesantren nurul jadid. luthfiyah, f. (2020). metode penelitian kualitatif (sistematika penelitian kualitatif). in bandung: rosda karya. http://www.academia.edu/download/35360663/metode_penelitian_kualitaif.do cx mustajadli. (2020). perencanan dan pengembangan wilayah. ijap. https://www.academia.edu/42319180/perencanan_dan_pengembangan_wilayah mustapha, m. a. (2018). use of suggestopedia to improve students’ listening skill in english language. i-manager’s journal on english language teaching, 8(4), 16. https://doi.org/10.26634/jelt.8.4.14914 mustapha, m. a. l. i. (2018). research papers use of suggestopedia to improve students ’ listening skill in english language by. 8(4), 16–20. mutmainnah, & fitriani, e. (2021). prosiding seminar nasional sastra pengembangan media interaktif powerpoint untuk pembelajaran grammar tingkat smp di smpi al-akbar singosari 2021. http://ejurnal.budiutomomalang.ac.id/index.php/salinga/index nurfadhilah, s., & abidah, s. (2022). suggestopedia dalam pembelajaran bahasa arab ( studi kasus dalam pembelajaran keterampilan membaca siswa vii mts n $ jember). 5(1), 118–146. siti halimatus sa'diyah, et. al., 2023 utilizing suggestopedia method in teaching english grammar 35 | v o l . 7 , n o . 1 , 2 0 2 3 ( 2 9 3 4 ) ordu, u. b. (2021). the role of teaching and learning aids / methods in a changing world. new challenges to education lessons from around the word, 19, 210–216. qasem, h., & asaad, m. (2019). idea sharing : analyzing the principles & techniques of english language teaching emphasized in the crescent english course for yemen. 57(june). rachmawati, s. a. (2022). persepsi mahasiswa terhadap pembelajaran english grammar pada mata kuliah bahasa inggris. progressa, 6(2), 60–72. rijali, a. (2019). analisis data kualitatif. alhadharah: jurnal ilmu dakwah, 17(33), 81. https://doi.org/10.18592/alhadharah.v17i33.2374 rossiter, a. (2021). the importance of grammar. sa’diyah, h. (2022). wawancara pengajar daerah al hamidiyah pondok mahasiswi pesantren nurul jadid 2. sahidah, h. (2019). penerapan model pembelajaran suggestopedia untuk meningkatkan motivasi belajar siswa pada tema mengenal benda di sekitarku kelas iii sd it arsyad islamic school kota pekanbaru. pendidikan, 2, 1–13. setiana, d. s. (2018). meningkatkan kemampuan menyusun rpp dengan pendekatan saintifik mahasiswa pendidikan matematika universitas sarjanawiyata tamansiswa yogyakarta. prosiding seminar nasional mipa 2018, 1(1), 120–131. https://proceeding.unnes.ac.id/index.php/snmipa/article/view/215/171 singodiwongso, s., & susilawati, s. (2021). peningkatan penguasaan grammar dalam menulis kalimat melalui teknik mistake buster. kredo : jurnal ilmiah bahasa dan sastra, 5(1), 367–380. https://doi.org/10.24176/kredo.v5i1.5318 sukmawati, a. k. (2020). pembelajaran kosakata bahasa inggris menggunakan metode modelling the way pada kleas iv mi ma’arif polorejo kabupaten ponorogo. http://etheses.iainponorogo.ac.id/id/eprint/11370 susanthi, g. a. a. d. (2020). kendala dalam belajar bahasa inggris dan cara mengatasinya. linguistic community services journal, 1(2), 64–70. https://doi.org/10.55637/licosjournal.1.2.2658.64-70 syah, j. m., & sofyan, d. (2021). kemampuan komunikasi matematis siswa smp di kampung paledang suci kaler pada materi segiempat dan segitiga. plusminus: jurnal pendidikan matematika, 1(2), 373–384. https://doi.org/10.31980/plusminus.v1i2.1270 untari, s. k. (2020). kreatifitas guru dalam menyongsong pembelajaran masa pandemi covid19. buana pendidikan: jurnal fakultas keguruan dan ilmu pendidikan, 16(30s), 49–53. https://doi.org/10.36456/bp.vol16.no30s.a2757 visakha, j. a. (2019). pengaruh penguasaan kosakata dan tata bahasa terhadap kemampuan menulis teks deskriptif bahasa inggris. 2(1), 68– 79. waluyo, h., suudi, a., & wardani, n. e. (2018). suggestopedia based storytelling teaching model for primary students in salatiga. malaysia online journal of educational techology, 6(1), 64–75. wulandari, s. (2022). wawancara pengajar daerah al hamidiyah pondok mahasiswi pesantren nurul jadid.pdf. yani, i. a., ratnamulyani, i. a., & kusumadinata, a. a. (2018). pengaruh kompetensi berbahasa asing dan pengorganisasian dalam menunjang karir dibidang public relations. jurnal komunikatio, 4(1), 1–12. https://doi.org/10.30997/jk.v4i1.1208 englishfranca : academic journal of english language and education vol. 5, no.1,2021, iain curup p-issn2580-3670, e-issn2580-3689 doi: : http://dx.doi.org/10.29240/ef.v5i1.2580, page 17-36 boosting english students’ writing skill via roundtable strategy kasmaini university of bengkulu kasmainiunib@gmail.com abstract the purpose of this study is to use a roundtable technique to improve the writing capacity of s1 english education studies students at fkip unib. this study's architecture is based on classroom action studies. it was completed in three cycles. the instruments are a checklist, an observation, and a measure. the results of the checklist revealed that there was an improvement in student activity from cycles 1, 2, and 3. meanwhile, the observation outcome represented an increase in students' awareness of the roundtable strategy's application from the first to third period. finally, the test result indicated an improvement in score from cycle 1 to cycle 3 name from 75, 79, and 83.5. the results of the three instruments indicate that the roundtable approach will increase the writing capacity of english education research programme students. this strategy can be used in teaching writing for students. keywords : boosting english, writing ability, roundtable strategy introduction the success of learning can be measured by looking at there are two items to consider: the mechanism and the results. the final scores of students reveal the academic results. for example, a student's writing ability for the following semester is determined by their previous grade. meanwhile, the expectation for university students to become good mailto:kasmainiunib@gmail.com 18 |english franca, vol. 5, no. 1, 2021 writers is quite great. if they do not have adequate writing skills, they may confront a number of issues in their university course (sanjaya et al, 2020). writing is one of the skills that english education bachelor students of fkip unib must learn. this subject is gradual. students who take this genre writing must pass basic writing subject in semester 2. regarding the researcher examines the writing capacity of thirdsemester students in english education study program at university bengkulu who takes genre writing on a low level. the researcher who taught this subject, analyze the students' writing in text form, and found many error mistakes. the error mistakes are improper grammar placement, for instance, narrative text which is commonly in past tenses form is written in present tense, and word choice error, for instance, students use verb 2 where it should be verb 1. besides that, the error also occurs in inappropriate words. adapted from the text written by students for genre writing found that the text is not coherent. there is more than one main idea in a paragraph. it is because they are not familiar with using a transition signal. through the interview, it was found that they face difficulty in determining the topic to be written about. due to the difficulties above, they are less interested to write in english. in other words, quantitatively, students writing scores ranged from about 60 to 70. some people even got 55. related to writing difficulty, it is not only faced by english education students of fkip unib, where english is an international language with a different trend and rhetoric than indonesian, but still faced by students in english countries as a second and first language. according to richard and renandya (2002), the most difficult ability for second language learners to master is printing. it follows that writing is the most challenging skill for english education students at fkip unib to master as foreign language learners. furthermore, zheng in yan (2005) said that in the course of teaching and learning writing, efl teachers and students face some challenges. as a result, teachers experience writing difficulties during the writing learning period. emilia (2005) claimed that teaching english writing in indonesia should be strengthened for less time and experience in writing coherent kasmaini & riswanto: boosting english students’ writing skill via roundtable strategy│19 text in different genres. considering the issues listed above, secondsemester students. classroom action analysis is required to be conducted on third-semester english education study programme students who take this genre writing subject. students are required to be able to write text in different genres using proper grammar and word choice, as well as a cohesive concept, in this topic. based on the syllabus outline and the issues encountered by students, the researcher believes that the roundtable solution is very suitable since this approach focuses on teaching writing or communicating in text styles, and it also has measures that will make it easier for students to gather their ideas. this phase transforms learning to write into a continuous process with scaffolding (temporary assistance) from the instructor, whose intensity decreases over time based on the student's success. the researcher suggests that the roundtable approach would be very useful in deciding the title to be written, how to write paragraphs for certain types of text, the proper syntax or sentence structure, and the use of terms for certain types of text. when they write, the researcher or lecturer will assist them if they encounter difficulties (scaffolding), and at the end of their writing practise, they will be given time to correct their writing by comparing what they have written with other paragraphs, whether similar or not, to determine the extent to which they can write correctly. this roundtable approach makes writing instruction less daunting for students. they will like writing and will not get bored writing the same ideas over and over. repetition will lead to writing excellence. perfect practise makes perfect. furthermore, students are not released on their own from the outset. they will be guided based on the level of difficulty they encounter. researchers may limit their assistance until they learn what to write in the proper structure. as a result, the researcher can determine the degree to which this method can develop students' grammar skills in writing various types of paragraphs and the extent to which this approach can improve students' grammar skills in writing various types of paragraphs it can be a boring classroom experience for students. one strategy that is suitable in teaching writing is roundtables. according to lou (2005), a roundtable is an activity that is useful for expressing opinions, writing, reviewing concepts, and learning vocabulary. that means that this strategy can help students to express 20 |english franca, vol. 5, no. 1, 2021 their ideas, write text, and review the outline of the text again. in this study, researchers used a roundtable strategy to express ideas in writing descriptive texts. the following are the steps that students must take: the cooperative round table learning method rests on small group work, with steps in which students are grouped into heterogeneous small groups and with different levels of ability. in completing tasks, members work together and help to complete tasks. in this learning method students discuss in groups about a theme and equalize perceptions, where each member of the group contributes his ideas according to the theme which is then compiled a conclusion based on the collaboration of ideas from each group member. learning is not finished if one of the friends has not mastered the learning material. based on the description above, the following problems can be formulated: how to implement a roundtable strategy to improve the writing skills of students in the third semester of the english education study program at the unib faculty of teacher training and education. this study's goals are as follows: to improve third-semester english education study program students' ability to compose different styles of texts (genre of texts), unib. especially in writing text in the form of recount which will help them in writing their thesis later. there are many things that must be considered in written form for example, proper vocabulary use, use of appropriate grammar, use of the right transition signals, coherent arrangement of ideas, and ways of developing good ideas. of all these components, researchers only focus on the use of appropriate grammar (tense or grammar) and the development of ideas with various types of written text. the results of this study are expected to be useful, as follows: 1. to improve specific writing skills in using tenses, appropriate grammar with the type of written text. each text has different linguistic features (grammar, tense) and generic structures. 2. this method is one of the alternative solutions for problem-solving in writing class. 3. this method can be used in other courses that require correct grammar such as speaking. teaching writing unlikes teaching reading or some other talent is not the same thing. writing ability has many characteristics, including accuracy, comprehension, concept organisation, and common kasmaini & riswanto: boosting english students’ writing skill via roundtable strategy│21 vocabulary. teaching literature, according to ur (2000), is about teaching students how to express themselves and communicate a message to the reader. it means that teaching writing stresses the students' writing, which can correctly convey their perspective to the reader. in other phrases, writing must be prudent and follow the correct rules in the correct order. one of the four abilities that any language student should have is the ability to write master likewise the students of bachelor degree in english education study program. in writing, there are many things that have to be considered such as the idea to be written, how to write, and the right rules. in english paragraph writing, the students have to understand two cultures, namely writing culture in their native language and english writing culture where those rhetorics are different. indonesian does not recognize changes in the word forms in english and time patterns in tenses. writing needs not only knowledge of the codes, but also knowledge of the history of the target language. writing is divided into phases based on the level of the topic being studied. there are three levels of the english education undergraduate research programme: paragraph writing, essay writing, and genre writing. students are required to be able to write one or more paragraphs in different types of text, particularly in genre writing, a study class. there are several forms of text, including narrative text, recount, anecdote, exposition, argumentation, explanation, definition, among others. according to harmer (2008), as referenced by oktavianti (2020), there are four forms of writing: persuasive, descriptive, expository, and narrative. persuasive writing expresses the author's point of view and strives to persuade the reader. expository writing is written with the intention of informing or explaining a subject to the reader. descriptive writing is a sort of expository writing that uses imagery and particular information to build a picture for the reader. those forms have distinct characteristics. the descriptive text, for example, serves a social purpose by describing objects, objects, and locations, while the generic constructs describe phenomena and sections, the depicted quality, and the depicted characteristics. the most common tense is present tense. these traits do not extend to other types of books, such as narrative, which use the past tense. 22 |english franca, vol. 5, no. 1, 2021 genre is not a modern concept. this term is commonly used in everyday discussions, such as statehood speeches, music contests, and student-to-student conversations. since each genre has a diverse set of listeners, some examples reflect those genres ways in terms of distribution, material, and goals genre, in general, refers to a form of theme (paltridge, 2001). in other words, a genre is a certain category of text with a specific delivery style, a specific meaning, and a specific audience or reader. paltridge (2001) described approach in terms of the philosophy of language and language learning that underpins the particular approach or technique. as a result, the genre approach refers to a language teaching strategy that focuses on text styles. according to hyland (2004), one of the most significant and influential ideas of language education is the genre method. it suggests that the genre method is very useful in language teaching because it offers a basis for interpreting a communicative condition. it teaches students or language learners how to communicate effectively in writing. this suggests that, in this genre approach, students must relate their writing background in which they write and what they write. this meaning allows a text to be conveyed effectively in conversation with the readers. theoritical framework roundtable strategy picture 1. roundtable strategy kasmaini & riswanto: boosting english students’ writing skill via roundtable strategy│23 cooperative round table can also be a strategy used for the learning process where students will find it easier to comprehensively determine difficult concepts if they discuss them with other students. according to this definition, learning is an approach that includes small groups of students working together as a team to solve problems, complete a task, or accomplish a common goal. (asma, 2006:11). cooperative round table contains the meaning of working together to achieve common goals (hamid hasan and solihatin and raharja, 2008:4). in cooperative roundtable activities, students individually seek results that are beneficial to all members of their group. in line with this definition, slavin states that "cooperative roundtable are a learning method in which students learn and work in small groups cooperatively whose members consist of 2, 4 to 6 people. this cooperative round table learning model emphasizes providing students with expanded learning opportunities and a conducive environment in which to gain and grow valuable intelligence, behaviours, beliefs, and social skills students not only learn and consider what the teacher proposes in class as they use the cooperative round table model, but may benefit from other students' knowledge and have the ability to educate other students (solihatin and raharjo, 2008:2). cooperative round table learning is described by davidson and kroll as events that take place in the learning atmosphere of students in small groups who exchange thoughts and work collaboratively to solve problems in their assignments. (asma, 2006:11). cooperative round table because learning using cooperative round table method must include a structure of encouragement and cooperative tasks. so it allows the possibilities for open interaction and independence relationship among group members. (slavin, in solihatin and raharjo, 2008). this round table model was developed by spencer kagan. the cooperative round table learning model rests on small group work, with steps in which students are grouped into heterogeneous small groups and with different levels of ability. in completing tasks, members work together and help each other to complete tasks. in this learning method, students discuss in groups about a theme and equate their perceptions, where each member of the group contributes their ideas according to the theme which is then compiled a 24 |english franca, vol. 5, no. 1, 2021 conclusion based on the collaboration of ideas from each group member. learning is not finished if one of the members has not comprehended the learning material. from tracing previous studies, it was found that several researchers had conducted research related to this research study, including: first research title “the influence of roundtable technique and students’ intelligence on students’ writing skill(an experimental research on descriptive writing to the tenth grade students’ of sman 1 ngaglik sleman in academic year 2011/2012)” written by sri handayani (2012); (2012) the aim of this study was to see if implementing the roundtable strategy could improve students' descriptive text writing skills at sman negeri 1 ngaglik sleman. according to the findings of this study, the roundtable approach will help students develop their ability to write informative texts. the results of their writing demonstrate this improvement. students outperformed overt teaching by using the roundtable approach. the second research is the result of research from ratnawati (2009) entitled “the use of writing process in roundtable brainstorming cooperative learning in writing news item text”. she discovered a major change in students' writing grades before and after using the roundtable approach in her study. this is confirmed by the findings of the pre-test (59.02 percent) and post-test (76.44%). this result increased by 17.42% from the pre-test.so, the results of student progress using the roundtable strategy are very satisfying. the researcher chose to study the two studies because it can teach students to write a paragraph and also the objectives of the two studies are the same as the research that the researcher is currently doing, namely improving students' writing skills, while the difference is the location of the study and the type of text in ratnawati's research. research methodology this study is a two-cycle classroom action analysis project. each loop is made up of two sessions. each cycle is made up of four stages: preparation, execution, observation, and contemplation. the study was carried out during the third semester of english schooling.\ undergraduate students of fkip unib from july to december 2020. in this study, the genrewriting with 3rd semester students enrolled in the kasmaini & riswanto: boosting english students’ writing skill via roundtable strategy│25 2020/2021 academic year this study's student population totaled 40 individuals. the professor, as the mentor of the paragraph writing course, is the primary tool of this study. another instrument is the observation checklist sheet, and the test which is carried out at the end of each cycle. the indicator of the success of this study is the enhancement of students' writing abilities as shown by the outcomes of writing exams administered at the end of each period the following are the performance metrics in this study: 1. students may identify text styles (text types), such as recount and anecdote.. 2. students should create text with strong and accurate sentence structure. (80) 3. students should correctly position their word choices.\. (80) 4. students should arrange text coherently. (80) findings & discussion findings this study used three instruments. those are checklists, observations and tests. these are the results of the three instruments above. table 1. keaktifan mahasiswa siklus i siklus 2 siklus 3 12 27 40 tabel 2. pemahaman mahasiswa terhadap penerapan strategi round table no mengemukakan pendapat bertanya komentar siklus 1 5 orang 4 orang 3 orang 26 |english franca, vol. 5, no. 1, 2021 siklus 2 16 orang 5 orang 6 orang siklus 3 21 orang 12 orang 7 orang tabel 3. hasil tes menulis siklus 1, siklus 2 dan siklus 3 no nama nilai siklus 1 nilai siklus 2 nilai siklus 3 1 as 70 75 80 2 rt 73 80 85 3 ep 74 75 86 4 asg 78 80 90 5 bf 77 75 87 6 mc 79 70 80 7 mkd 70 80 85 8 hf 74 79 84 9 na 73 80 85 10 nd 77 78 89 11 if 77 78 85 12 ap 74 75 86 13 hal 75 77 80 14 rtf 78 85 90 15 asm 73 90 92 16 ks 78 89 90 17 rag 78 79 87 18 rag 77 79 86 19 lsf 71 76 80 20 fpr 77 82 85 21 anf 74 75 78 kasmaini & riswanto: boosting english students’ writing skill via roundtable strategy│27 22 jan 73 78 79 23 sa 75 75 78 24 nur 73 85 86 25 fas 78 85 86 26 taf 70 75 76 27 san 77 80 83 28 haa 75 77 79 29 fu 66 75 78 30 mka 76 78 80 31 ts 73 78 80 32 dat 75 77 78 33 sma 77 80 81 34 dsa 80 83 86 35 aap 78 80 83 36 ssa 76 78 84 37 mkp 78 80 83 38 ssn 70 75 83 39 kjf 79 86 87 40 ta 78 79 80 rata-rata 75 79 83.5 from tables 1, 2 and 3, it can be seen that the number of students has increased both in terms of activeness in implementing the roundtable strategy and the level of understanding and ability of students to these strategies. this happens with the changes that exist in each cycle. changes that occur due to reflection at the end of each cycle if, at the conclusion of each loop, the results of the three instruments above do not meet the criteria in the success indicators, the researcher makes some changes to the action steps or carries out activities. these changes are reflected in the following cycles in reflection. cycle 1, the 28 |english franca, vol. 5, no. 1, 2021 team discussed the results of direct observation and the results of the observation sheet checklisk as well as the work of students' writing to determine the magnitude of the first cycle's flaws and schedule corrective steps for the next cycle. the results of this cycle one show that there are 12 students who are active in this learning. this can be confirmed from the table that there were 5 students who expressed their opinion about this rondtable strategy. this activity indicates that there is student interest in this strategy. at the same time 4 students asked about this strategy. they feel that this is a strategy that can help them write down their ideas. on the same occasion there were also 3 students who commented on this strategy. from these comments it follows that they need to adopt this strategy. from the test results in cycle one, it can be seen that the student's average score is at 75. this illustrates that the mastery of this 3rd semester student in writing is still low. this means that not all students are able to develop writing with the correct sentence structure and the right choice of words. in general, they have not been able to write coherently. judging from the results of the three instruments above, the researcher and its members made changes such as telling students to stay in their groups but the number became 3 people. one person first discusses or corrects how the title matches with the content of the writing and the second discusses the suitability of sentence structure (grammatical features) and choice of words (choice of words). in cycle 2, the reflection from tables 1,2 and 3 shownthat an increase in the number of students who are interested and capable to write recount text properly. it can be shown that 27 students are active in learning through e-learning. this is illustrated by the presence of students who expressed their opinions were 16 people, 5 people who asked and 6 people who commented. if this compared to the test results at the end of cycle 2, it certainly shows an increase in the average score of students to 79 that initially got 75.it means that there are four points of improvement in students' writing skills. in this case, was not fulfilled the success criteria that have been designed by the researcher instead the average score of students in writing from three indicators above in the range of 80. then, the researcher and member of the researcher proceed to cycle 3.moreover, the changes will be carried out by providing another type of text which is similar to the recount text, namely anecdote. here, students are asked to compare the two types of kasmaini & riswanto: boosting english students’ writing skill via roundtable strategy│29 text in the group. the student will correct each other's writing. this is done to see the level of student understanding of the two types of texts and make them properly understand and mastering of text that they are going to write. in cycle 3, at the end of cycle 3thus, progress has been made that is closer to the success criteria that the researcher has compiled.in the tables 1 and 2 shown that all students are active in learning but who are active with the application of strategies for various activities, such as those expressing the opinions of 21 people, those who ask 12 people and those who comment on 7 people. if seen from two tables, all students are already interested and understand this roundtable strategy. the same thing happened to the written test results at the close of cycle 3 the average score written by english education study program third semester students is 83.5. it can be inferred that the students' abilities have met the performance criterion, and the roundtable approach has proved to be effective in improving the students' written abilities. discussion this three periods of classroom action testing is carried out. in addition, each loop has four steps: preparing, initiating, evaluating, and reflection. this study was carried out on third semester english education study program students enrolled in the genre writing course. there are 40 students involved as the subject of this research. this course is held every tuesday from 08.00 to 09.40 wib online (daring). furthermore, there are three instruments used in this research. from the results above of the observations, it is known that increase in student activity from the first, second, and third cycles. the activity is a form of being present and actively participating in class. in the first cycle, there were 12 students participating. the number consists of those who courageous to express opinions there are 5 people. it means that the student is interested in deepening the strategies applied by the researcher. these five people asked “why they had to use the roundtable strategy?”. “what are the benefits of implementing this strategy?”. meanwhile, there were 4 people who asked directly about the main gist of the topic that day in the first cycle. there were three classics who commented. from the activeness in the first cycle, it can be seen that the third semester students are interested in the genre writing course with the strategies applied and the learning topics on that day. 30 |english franca, vol. 5, no. 1, 2021 it is seen from the results of the activeness of this first cycle, in brief, that there will be an active class that involves many students for discussing, asking, and commenting. this activity will certainly result in increasing their understanding of the material being studied and there will be many correct sentences with the vocabulary words coherent from the third semester students. from the result observations in cycle 2, it can be seen that there is an increase of active student namely 27 people. there was an increase, namely 15 people from cycle i. the number consisted of students who expressed their opinions during group discussions in class, there were 16 people, asked 5 people and those who commented were 6 people. this number indicates an increasing interest in this course as an application of the roundtable strategy. in the third cycle there was also an increase in the number of active students, namely 40 students, consisting of 21 people who expressed their opinion, 12 people asked questions and 7 people commented. there has been a significant increase in activity in this cycle as a result of implementing a roundtable strategy. all of the above improvements have occurred as a result of implementing the correct measures of the roundtable strategy. in this case, davidson and kroll define cooperative round table learning as activities that occur in the classroom environment of students in small groups that exchange thoughts and collaborate to solve problems in their assignments (asma, 2006: 11). it means that by implementing this strategy students who were initially difficult to find ideas in writing and developing writing can be finished with this strategy. this strategy also helps students to overcome inaccurate use of sentence structures in writing. for example, they can do peer correction in a group that has been determined. in this group students are also asked to see the use of vocabulary in accordance with the context. this strategy also allows for open interaction and effective independency relationships among group members (slavin, in solihatin and raharjo, 2008). from the test results, it can be seen that there is a significant increase from cycles 1, 2 and 3. it can be seen from the average score at the end of each cycle. 75, 79 and 83.5 are the numbers for the increase. this illustrates that there is an increase in mastery of the use of grammar or sentence structure in writing in terms of using past tense sentences. the use of vocabulary in accordance with the context is also kasmaini & riswanto: boosting english students’ writing skill via roundtable strategy│31 getting better from cycle to cycle. it can be seen from the more coherence of the text written by the 3rd semester student of english education study program. the distribution of scores in cycle 1 can be seen from 66 to 80, but most of the students' scores are in the grades of 70 to 75. it shows that their ability is still low. they cannot use proper grammar and vocabulary that does not fit the context. the results of their essay are not yet coherent. from the distribution in cycle 2, it can be seen that the values ranging from 70 to 90. the score for 70 is only one person and so is the value for 90. the scores from 78 to 82 are in the most position. it shows that the level of student understanding of the written text is good. they are already good at using sentence structure and choice of the proper words. the text they wrote was coherent for several people. along with this, solihatin and raharjo (2008) stated that this cooperative round table learning model emphasizes providing students with expanded learning opportunities and a conducive environment in which to gain and grow intelligence, behaviours, beliefs, and valuable social skills. it means that this roundtable strategy creates a comfortable learning atmosphere for students. this comfort is what makes students think healthy and able to express their ideas in their writing. in line with this, according to lou (2005), a roundtable is an activity that is useful for expressing opinions, writing, reviewing concepts, and learning vocabulary. it means that this strategy can help students to express their ideas, write a text, and review the outline of the text. in this study, researchers used a roundtable strategy to express ideas in writing descriptive texts. as is well known, writing is indeed the most difficult skill among other skills in learning english. according to richard and renandya (2002), the most difficult ability for second language learners to master is printing. this means that writing is the most difficult ability for second language students to learn, including undergraduate students in english education fkip unib who are studying as foreign language students. furthermore, zheng and yan (2005) said that in the course of teaching and learning writing, efl teachers and students face certain challenges. as a result, the challenges of teaching are often felt by the teacher during the writing learning period. from the distribution of scores in cycle 3, it can be seen that a lot of improvement in the writing scores of this 3rd semester student. the 32 |english franca, vol. 5, no. 1, 2021 scores ranged from 78 to 92 but most of the students' scores were above 80. it can be seen from the average score in cycle 3 already fulfill the existing success criteria. from the three instruments above, it can be concluded that the roundtable strategy is able to improve the writing skills of the 3rd semester students of the english education study program language and arts department fkip unib. conclusions based on the findings of the preceding studies, it is possible to infer that the roundtable approach will boost the writing skills of thirdsemester english education study program students in several ways such as the ability to use proper sentence structure (grammar), use of appropriate vocabulary in the context so that it can produce the coherent writing. this strategy give the opportunities and conducive conditions for students to overcome their difficulties in writing such as finding ideas in writing and developing these ideas in the texts they wrote. this can be done because they can discuss in small groups that have been determined. it is recommended for lecturers who are capable in writing subjects to be able to use the roundtable strategy as an alternative strategy in teaching. this roundtable strategy can be used for all levels of learners such as children, teenagers and adults. references akhadiah, sabarti, dkk. (2004). pembinaan kemampuan menulis bahasa indonesia. jakarta: erlangga. alwasilah, a. chaedar dan senny suzanna alwasilah.(2005). pokoknya menulis (cara baru menulis dengan metode kolaborasi). bandung: pt kiblat buku utama. arikunto, s.(2006). prosedur penelitian; suatu pendekatan praktik. jakarta rineka cipta. brown, h. douglas. (2000). principles of language learning and teaching fourth edition.new york: longman. brown, h.d. (2004). language assessment: principles and classroom practices. new york: pearson education, inc. kasmaini & riswanto: boosting english students’ writing skill via roundtable strategy│33 burns, a (2010) . doing action research in english language teaching: a guide for practitioners. new york : routledge. chen,l., chen, t.l. & liu, h.k.j. (2010) perception of young adults on online games : implications for higher education. the turkish online journal of educational technology, 9(3) 76-84. available at: www.tojet.net/ [2016, september, 27]. creswell, john w.(2003). research design: qualitative, quantitative and mixed methods approaches. thousand oaks, ca: sage publications,inc. davis, b. g. (2009). tools for teaching (2nd.ed.). san francisco: josseybass. depdiknas.(2006). standard kompetensi mata pelajaran bahasa inggris smp dan mts. jakarta: depdiknas. depdiknas.(2015). panduan penilaian untuk sekolah menengah pertama (smp). jakarta: depdiknas. emilia, emi.2005. “ the effectiveness of genre based approach in academic teaching writing at a state university in west java”, (online), (http://curry,edschool.sydney. edu/epltt/genrebasedapproach.html, retrieved on june 3rd 2006 at 8.oo am). herdiansyah, haris (2012). metode penelitian kualitatif. jakarta : humanika. hornby, as. (2000). oxford advanced learner’s dictionary of current english, 6th ed. oxford:oxford university press. handayani, sri. (2012). the influence of roundtable technique and students’intelligence on students’ writing skill (an experimental research on descriptive writing to the tenth grade students’ of sman 1 ngaglik sleman in academic year 2011/2012.surakarta: skripsi. universitas sebelas maret hyland.2004. genre and second language teaching. ann arbor: the university of michigan press. johnson, r. t., and johnson, d. w. (2009) "cooperation and competition theory and research." edina,mn: interaction book co. http://www.tojet.net/ http://curry/ 34 |english franca, vol. 5, no. 1, 2021 johnson, andrew p. 2005. a short guide to action research. boston: pearson education, inc. kemmis and robin.1988. the action research planner. sydney: deakin university press kagan, spencer. 1992. cooperative roundtable.ann arbor. the university of michigan press. lou,leaver. (2005) round table on language and linguistics.georgetown uniiversity press. maureen ng and christine lee. (2002). what’s different about cooperative learning?and its significance in social studies teaching. singapore: institute of education. mertler, c. a. (2006). action research teachers as researchers in the classroom. sage publications, inc. mc.cafferty, steven. g, dkk. (2006). cooperative learning and second language teaching. new york. cambridge university press. mills, g.e. (2000). action research: a guide for the teacher researcher. new jersey: prentice hall, inc. oktavianti, d., gusmuliana, p., & apriani, e. (2021). the students’ strategies in developing their ideas in writing essay. jadila: journal of development and innovation in language and literature education, 1(4), 389-406. peraturan pemerintah republik indonesia no 19 (2005) tentang standar nasional pendidikan. jakarta. permendiknas no.53 (2015) tentang penilaian hasil belajar oleh pendidik dan satuan pendidikan pada pendidikan dasar dan menengah. jakarta. ratnawati. (2009). the use of writing process in roundtable brainstorming cooperative learning in writing news item text. semarang :skripsi semarang state university. rianto, milan (2007). pengelolaan kelas model pakem. jakarta : dirjen pmptk kasmaini & riswanto: boosting english students’ writing skill via roundtable strategy│35 sanjaya, h. k., apriani, e., & edy, s. (2020). using web blogs in teaching writing for efl students. journal of english education and teaching (jeet), 4(4), 516-535. saroni, muhammad. (2006). manajemen sekolah, kiat menjadi pendidik yang kompeten.yogyakarta : ar-ruzz. sudaryanto. (1993). metode dan aneka teknik analisis bahasa. yogyakarta : duta wacana university press. wardiman,artono.et. al. english in focus, for grade vii junior high school (smp/mts), (jakarta: pusat pembukuan, departemen pendidikan nasional, 2008). 36 |english franca, vol. 5, no. 1, 2021 english franca: academic journal of english language and education vol. 6, no. 2, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i2.5624 the effect of auditory, intellectually and repetition (air) model on students’ reading comprehension riswanto universitas islam negeri fatmawati sukarno bengkulu riswanto@iainbengkulu.ac.id zelvia liska afriani universitas islam negeri fatmawati sukarno bengkulu zelvia@iainbengkulu.ac.id vesi putri adini universitas islam negeri fatmawati sukarno bengkulu vesiputriadini@gmail.com abstract this study set out to find out whether the auditory, intellectual, and repetition (air) model had any effect on how well readers understood the explanation text when they were reading. the research approach used in this study was quasi-experimental. the purposive sampling sample for this study at sman 8 south bengkulu included 48 students, 24 in the experimental class (xi ips 2) and 24 in the control class (xi ips 1). the therapy was delivered using the auditory, intellectual, and repetition (air) model in the experimental group but not in the control group. the researchers employ the pre-test and posttest to collect data from individuals. during the post-test of each class, experiment, and control class, the researchers administered four treatments. the study's instrument consisted of 20 trustworthy multiple-choice questions. the t-test is used to compare pre-and posttest results. the result of this research is first, in control class has a mean score of 40.83 and the experiment class has 37.29. based on the post-test, the mean score for the experiment class is 81.25, whereas the mailto:riswanto@iainbengkulu.ac.id mailto:zelvia@iainbengkulu.ac.id mailto:vesiputriadini@gmail.com 430 | english franca, vol. 6, no. 2, 2022 score for the control class is 70.42. second, the significant value (2tailed) for the independent t-test sample score is 0.000 0.05. or, to put it another way, ho was turned away while ha was welcomed. in a nutshell, teaching reading to 11th graders the auditory, intellectual, and repetition (air) model can be extremely beneficial. keywords: reading comprehension, air model, explanation text introduction reading is a language skill that everyone should be able to use, and it has a big impact on people who want to learn new things. reading can offer a wealth of information, knowledge, and skill in addition to a clearer explanation. reading is a process that helps people comprehend what is written, and it requires focusing on important issues that are related to the reading's information because not all of the words are significant enough to be recalled and comprehended (fitri & gani, 2020). reading is the process of getting information from written texts, from the author to the reader. reading includes more than simply being able to read words properly, pronounce written words correctly, and grasp the meaning of single words. reading, according to harmer (2007), requires both thought and emotion. reading is more than just looking at and uttering words; it also entails understanding all aspects of the text (muslaini, 2017). in senior high school, there are several required english texts, one of which is an explanation text in the eleventh grade. according to aprianti, et al (2018), explanation text is a kind of text which explain the phenomenon in the world. so, the explanation text objective is to tell how and why a phenomenon behaves in a particular manner or why a particular event occurs. to encourage students to learn reading comprehension in explanation texts, a motivating and effective teaching strategy is necessary. teachers must improve the learning process to raise educational standards. to design and execute learning activities that improve student learning outcomes, the benefits and drawbacks of students should be analyzed using learning outcome evaluations. one of the learning models that may be employed is the air model. air is a learning strategy that focuses on three key areas: repetition learning, riswanto, et.al: the effect of auditory, intellectually and repetition (air) model on students’ reading comprehension 431 which involves learning to succeed, auditory learning, which involves listening, and intellectual learning, which involves thinking. there are some previous studies regarding the auditory, intellectual, and repetition (air) models. first, fitri & gani (2020) with the title “differences in reading comprehension text reading skills by using auditory, intellectually, repetition (air) and brainstorming learning models in terms of students' reading interest, there was a significant interaction between the learning model and students' interest in reading and their reading ability on comprehension text as a result”. second, sagita (2018) “the effectiveness of applying auditory, intellectually, and repetition (air) learning model in improving the students’ learning outcomes on listening procedural text”, as a result, teaching employing the auditory, intellectual, and repetition (air) learning paradigm can improve students' listening learning results. the last, there is pramaisheila (2020), with the title “the implementation of auditory intellectually repetition in listening activities in eighth grade students of smpn 1 jumantono”, with this approach, students experience greater happiness, enthusiasm, and interest in listening activities. additionally, psychological factors such as anxiety, attitude, aptitude, and motivation have an impact on how engaged the students are in listening activities. as mentioned above, researchers are interested in learning more about how the auditory, intellectual, and repetition (air) model affects students' reading comprehension in sman 8 south bengkulu's eleventh grade. the researchers chose to conduct this study because the previous study just used the air model in teaching listening and trying to compare air model to the brainstorming model so the researchers wanted to make sure whether air model has any effect on reading comprehension. literature review reading comprehension reading comprehension is an intriguing process in which both the reader and the author interact with the text. furthermore, comprehension is not a by-product of reading. in reality, evaluation 432 | english franca, vol. 6, no. 2, 2022 happens before, during, and after reading. the act of reading is affected by the reader's skills, knowledge, experiences, and abilities. according to febriani (2015), the core of the reading process is reading comprehension. the reader uses existing information, skills, and tactics to comprehend the meaning. reading becomes a talent that must be mastered to catch the author's message while reading a text. according to pang et al. (2003), comprehension is the act of deriving meaning from a body of related text. as well as reasoning and thinking skills, it also includes vocabulary knowledge. since it is not passive, comprehension is an active process. the use of prior knowledge is another aspect of this engaged participation. to convey ideas, concepts, and opinions, it is necessary to infer meaning from the expressions and words of the writer. nurdiana & amelia (2017) described that reading comprehension skill is in extracting meaning and generating it into interaction. the concepts of "extracting" and "constructing" are used to highlight both the importance of the text and how little it reveals about a reader's reading proficiency. furthermore, reading comprehension skills is that has to be achieved by the reader to improve their level of reading. so that, the readers can extract and generate the meaning of the text. skills in reading comprehension for students to improve their reading skills, they must read frequently and employ specialized techniques. scanning, reading carefully, and reading extensively are the four fundamental reading styles. skimming. according to beale (2013), skimming entails looking for the key points. when a person is more concerned with finding the most important ideas and details than with fully understanding the text, they use skimming. scanning. scanning is a skill that reads a text quickly and directly focuses on what the reader search for. for example, place, name, number, colors, and the sign of words (beale, 2013). intensive reading. by carefully examining reading texts, students can develop a better understanding of linguistic features and command over their reading strategies. it is best to read intensively with students riswanto, et.al: the effect of auditory, intellectually and repetition (air) model on students’ reading comprehension 433 and teachers to fully understand the content. extensive reading. day and bamford (2004) stated that extensive reading is a method of reading instruction in which students read a variety of texts in a foreign language at their reading level; they read for broad, all-encompassing meaning and information as well as for enjoyment. explanation text sman 8 south bengkulu has begun using the 2013 curriculum. writing and understanding an explanation text are two skills that students need to have mastered by the time they reach grade xi. a text that explains how a natural phenomenon, social phenomenon, or cultural phenomenon occurs or is created. this text serves as an explanation for a procedure or a natural occurrence. examples include the precipitation cycle, floods occurrence, landslides cycle, and others. explaining "why" and "how" events happen is the purpose of the explanation text. history, geography, and science textbooks are typically where you can find the communicative intent, rhetorical organization, and grammatical patterns of the explanation text. students may benefit from its assistance when writing explanatory texts (aritonang, 2018). reading comprehension in explanation text according to tanskerley (2003), three factors influence reading comprehension. the reader's comprehension of the text's linguistic structures comes first. the second component is the reader's ability to exercise metacognitive control over the stuff they are reading. this implies that while reading the content, the reader may keep track of and analyze his or her level of comprehension. the reader's familiarity with the subject and language is the third and most important component of comprehension. according to brown (2004), “some reading-related elements are also used to evaluate students' understanding of the texts they are reading. the main idea, the expression/idiom/in context, the inference, the grammatical elements, the detail, the exclusion of unwritten facts, the supporting idea, and the language used within the context of the essay are some of these elements”. according to aprianti, et al (2018), an explanation text is a kind of text which explain a phenomenon in the world. so, the explanation text objective is to tell how and why a phenomenon behaves in a 434 | english franca, vol. 6, no. 2, 2022 particular manner or why a particular event occurs. the process of comprehending explanatory writings that teach readers about the existence or evolution of natural, social, or cultural events is known as reading comprehension. this knowledge includes the main idea, any supplementary ideas, expressions, idioms, inferences, and grammatical elements. details, unwritten information, and context-specific vocabulary are not included. auditory, intellectual, repetition (air) learning model three aspects become the focus of the air model, namely auditory (listening), intellectual (thinking), and repetition learning. three components make up the training model known as air (auditory, intellectual, and repetition). before expressing their opinions, students must develop their listening skills (auditory). students are next taught to think critically about issues (intellectual), and ultimately to recall what they have already learned (repetition), making them more engaged and inventive. the teaching and learning processes benefit more from air. it will inspire students to think creatively, get learners involved, and create productive learning environments. to sum up, the air model is a method of instruction that prioritizes the needs of each student. it promotes problem-solving skills, creativity, risk-taking, and critical thinking, as well as the ability to apply knowledge to novel situations. it aims to support students in developing their understanding of the material they need to learn, their capacity for group work, their communication skills, their ability to assert and defend opinions with reasoned arguments, and their ability to process information more quickly. on the other hand, air model, according to sitohang et al. (2018), is a learning model which focuses on student's activity in a group or alone to create their knowledge. teachers must first create a conducive and enjoyable learning environment for students to increase their capacity for creative thought. the air model is one of the teaching paradigms that can be applied to help students develop their capacity for original thought. according to hobri et al (2021), the air model riswanto, et.al: the effect of auditory, intellectually and repetition (air) model on students’ reading comprehension 435 concentrated on three elements: auditory, intellectual, and repetition. auditory learning refers to the activities that students engage in such as speaking, listening, presenting, debating, expressing ideas, and responding. the ability to think critically, and to develop and apply ideas, is taught to students. repetition is repetition, but when it comes to teaching children through homework or tests, it's intensified repetition. giving homework and assessments to students will improve their problem-solving abilities and sense of accountability. procedures of air model huda m. (2017) lists the following procedures as part of the air learning model: (a) groups of four to five students each are formed from the class, (b) students can listen and focus more on what the teacher is saying, (3) following a discussion, each group records their agreement and presents their findings to the class (auditory), (4) students point out issues or problems with the topic as the discussion progresses, (5) (7) following the lecture, students are assigned a task or exam to complete to review the material research methodology quasi-experimental is used in this research. the researchers used a non-equivalent control group design. two groups that were not randomly chosen for this study were given a pre-test to determine whether the experimental group and control group had different starting conditions (ibrahim et al., 2018). in contrast to the control group, which employed a traditional technique for educating and learning, the experimental group uses the auditory, intellectual, and repetition (air) model. before the therapy began, the researchers offered a pre-test to each group to establish how prepared the students were. following the intervention, both groups of students were given a post-test to assess their reading comprehension skills. the focus of this study's investigation will depend on two factors. while the other two are independent, one of them is dependent. reading comprehension served as the study's dependent variable, while the auditory, intellectual, and repetition (air) model served as its independent variable. 436 | english franca, vol. 6, no. 2, 2022 all of the sman 8 south bengkulu students in the eleventh grade made up the population of this study, which was selected through purposive sampling. purposive sampling, according to winarni (2018), is a sampling technique that takes particular factors into account. there were 124 students in the eleventh grade overall, split among 5 classes. in this study, xi ips 2 was used as the experiment class and xi ips 1 was used as the control class. there were 24 students in each class. this study's data is gathered via pre-and post-tests. the researchers used multiple-choice assessments to measure students' understanding of explanatory materials. a multiple-choice exam with 20 items was administered. each question item had five answers (a, b, c, d, and e). students were told to pick the appropriate replies to the questions on their answer papers. it assesses kids' reading comprehension. the process of doing data analysis includes locating and gathering information from the test (pre-test and post-test). the data is analyzed and computed once it has been collected. clear, concise information reduction is the goal of data analysis. data analysis for this study was done using the t-test. data from the pre-and post-tests were gathered, and spss statistics 26 was used to analyze the results. results and discussion before proceeding with further analysis, the data should be subjected to a normality test to determine if they are normal, the data may be normally distributed if the probability is larger than 0.05. the kolmogorov-smirnov test was employed to determine normality in this study. both the experimental and control pre-test classes showed significant probability values (sig) of p>0,05 after the test. in contrast to the control class, which had a sig of 0.200>0,05, the experimental class had a sig of 0.186. however, both the experimental and control classes had significant probability (sig) p>0,05 in the post-test findings. the sig for the control class was 0.200>0,05, whereas the sig for the experiment class was 0.159>0,05. as a result, the results of pre-and post-tests for the control and experimental classes were distributed consistently. statistical analysis was used to put the notion to the test. the t-test was riswanto, et.al: the effect of auditory, intellectually and repetition (air) model on students’ reading comprehension 437 used for both the paired sample t-test and the independent sample ttest. the experimental and control groups' increases in reading comprehension were compared before and after the intervention to identify any statistically significant differences. the independent sample t-test was used to compare the improvement in students' reading comprehension between the experimental and control groups to see if there were any statistically significant differences. paired sample t-test in control class the researcher compared the mean scores of pre-test and posttest students in both courses using a sample t-test in pairs. this is done to compare or do research on the average values of two related groups. here are the outcomes: table 1. the result of paired samples statistics pre-test in the control class mean n std . de viation std. error mean p air 1 students reading comprehension (controlposttest) 7 0.42 2 4 8.9 58 1.829 students' reading comprehension (control-pretest) 4 0.83 2 4 23. 063 4.708 the researchers could explain the before and post-test of students' reading comprehension from the table. students' reading comprehension averaged 70.42 on the control-post-test and an 8.958 standard deviation, compared to 40.83 on the control-pre-test and a standard deviation of 23.063. given all of the data, it was able to 438 | english franca, vol. 6, no. 2, 2022 determine that the mean scores for the pre-test and post-test were both noticeably higher than the pre-test. the following table is another: table 2. paired samples test in the control class pair 1 students reading comprehension (controlposttest) students reading comprehension (controlpretest) paired differences mean l owe r 29.583 std. deviation 16.934 std. error mean 3.457 95% confidence interval of the difference 22.433 u r 36.734 t 8.558 df 23 sig. (2-tailed) .000 when comparing the reading comprehension scores of students on the control-pre and post-tests, paired samples t-difference tests are used to measure the results. a paired sample t-test was used to analyze the results of the reading comprehension tests administered to the experimental and control groups. the p-value is 0.000, the t-table is 2.069, and the t-count is 8.558, which the researchers could use to explain the results of the paired sample t-test from the table above. as a result, these findings show the mean difference in reading comprehension scores between the controlposttest and control-pretest for the experiment class. table 3. paired samples statistics in experiment class mean n std. deviation std. error mean riswanto, et.al: the effect of auditory, intellectually and repetition (air) model on students’ reading comprehension 439 pair 1 students reading comprehension (experiment posttest) 81.25 24 7.409 1.512 students reading comprehension (experiment pretest) 37.29 24 19.166 3.912 the pre-test mean for the experiment, as shown in the table above, was 37.29, and the post-test result was 81.25. additionally, the pre-standard test's deviation was 17166, and the post-war test was 7.409. given all of the data, it was reasonable to conclude that both the pre-test and post-test mean scores were considerably higher than the pre-test. the following table is another: table 4. paired samples test in experiment class fair 1 students reading comprehension (experiment-posttest) students reading comprehension (experiment-pretest) paired differences mean lowe r 43.958 std. deviation 16.745 std. error mean 3.418 95% confidence interval of the difference 36.888 u pper r 51.029 t 12.861 df 23 sig. (2-tailed) .000 t-difference for paired samples when comparing student reading comprehension on the experiment's pre-and post-tests, tests are used to measure the results of the mean test. the results of the experiment group's reading comprehension test were handled using a paired sample t-test. 440 | english franca, vol. 6, no. 2, 2022 the paired samples t-test (t-count) test has a value of 12.861 and the t-table has a value of 2.069 with a p-value of 0.000, according to the table. because t-count > t-table or p0.05 was discovered, students' reading comprehension on the experiment-posttest varied from students' reading comprehension on the student test by an average amount. independent sample test table 5. group statistics control and experiment class group n mean std. deviation std. error mean students reading comprehension n experime nt nt 24 81.25 7.409 1.512 control 24 70.42 8.958 1.829 from the table above the researchers describe that the score of students' reading comprehension in the experiment class has 81.29 in men and 7.409 in standard deviation score. meanwhile, the control class has a 70.42 mean and 8.598 standard deviation score. table 6. independent samples test control and experiment class students reading comprehension equal variances assumed equal variances not assumed levene's test for equality of variances f .844 sig. .363 t-test for equality of means t 4.565 4.565 df 46 44.435 sig. (2-tailed) .000 .000 mean difference 10.833 10.833 riswanto, et.al: the effect of auditory, intellectually and repetition (air) model on students’ reading comprehension 441 std. error difference 2.373 2.373 95% confidence interval of the difference lowe r 6.057 6.052 upper r 15.610 15.614 the information in the table above demonstrates how the experimental and control groups, the reading comprehension of kids varied. the t-test for independent samples was used. which resulted in normally distributed reading comprehension data for both the experiment and the control group. the independent samples t-test table indicates that the p-value is 0.000 and the t-table and t-count scores are 2.014 and 4.565, respectively. the score of p0.05 revealed the difference in reading comprehension between students in the experiment and control groups. as a result, the air model has a considerable influence on pupils' reading comprehension in sman 8 south bengkulu. it denotes that h0 is disapproved while h1 is accepted. discussion the purpose of this study is to find out how the air model (auditory, intellectual, and repetition) affects students' reading comprehension. the research was done with sman 8 south bengkulu students in the eleventh grade. the study's findings revealed that there were 24 students enrolled in the eleventh grade. the study used 24 samples from an experimental group class of sman 8 south bengkulu students who were in the eleventh grade. the experimental group’s students took pre-tests to measure their starting points in learning, after which they were treated using the air model. the student's performance on the post-test was evaluated. there are two tests to check students' reading comprehension, the first is a pre-test conducted before the air model applying. the second is the post-test, post-test conducted after the air model application. 442 | english franca, vol. 6, no. 2, 2022 the findings from the control group's preand post-tests before and after using the conventional strategy were presented. pre-test results for the control group showed an average score (mean) of 40.83 for reading comprehension, while post-test results showed an average score (mean) of 70.42 for reading comprehension. besides, the students' average reading score or mean on the post-test of the experiment group is 81.25. but in the pre-test students got 37.29. these scores are collected before and after conducting the air model in reading comprehension class. based on the independent sample test, air model learning significantly enhances reading proficiency. from the sample test, the researchers got the average score of each class, namely the pre-test score of the experimental class was 37.29 and the control class was 40.83, it can be said that the two classes have roughly equal levels of learning aptitude. in contrast, the score of the control class changed after the treatment from 40.83 to 70.42, and the score experimental class was 37.29 to 81.25. according to the findings, the air model has a considerable influence on students' reading comprehension in junior high school 8 south bengkulu's eleventh-grade class. it signifies that the researchers' hypothesis h0 has been rejected, but h1 has been accepted. the findings of this study are consistent with rati sagita's (2018) study titled “the effectiveness of applying auditory, intellectually, and repetition (air) learning model in improving the students’ learning outcomes on listening procedural text”. the researcher came to the conclusion in her study for sma pab 4 sampali that the auditory, intellectual, and repetition (air) learning model can aid students in learning listening skills more effectively. students' scores improved between cycle i and cycle ii, between meetings 1 and 2, and between meetings 3 and 4. the typical score for students in cycle ii was 86,34, which was higher than the typical score for students in cycle i (72,68) and cycle i students (48,04). students may learn procedural text more efficiently by utilizing air model learning. another study was conducted by galuh pramaisheila (2020) namely entitled, "the implementation of auditory intellectually riswanto, et.al: the effect of auditory, intellectually and repetition (air) model on students’ reading comprehension 443 repetition in listening activities in eighth grade students of smpn 1 jumantono in the academic year of 2020/2021." four different claims made by the researcher serve as evidence. the sixth proposition is supported by 58 percent of the student body. this shows that they believe auditory, intellectual, and repetitive methods are effective for teaching and listening. furthermore, regarding claim 7, 43.8% of the student body agrees with it. this leads to the conclusion that when listening exercises are conducted using the auditory-intelligentrepetition approach, students are exposed to a learning environment that is conducive to active learning. for statement number 9, the remaining respondents (45.3%) chose the neutral option. this shows that students do not understand the differences between learning using strategies like 68 auditory intellectual repetition, and learning using other methods. in answer to the eleventh claim, 42.2 percent of students say the auditory-intelligent-repetition approach helps them focus while learning to listen. the auditory-intellectual-repetition paradigm was shown to be successful for both in-person and online listening activities, according to the study. furthermore, the auditory intellectual repetition approach is extremely beneficial to teachers when it comes to listening activities; teachers benefit greatly from using the model. the researcher found that by applying the auditory, intellectual, and repetition (air) students' reading comprehension improved significantly as a result of the model. the act of reading involves a dialogue between the reader and the text. to extract the most crucial information, readers automatically engage with the text. it may be simpler for readers to comprehend what they are reading if they read with focus. students must use a learning model that interests them to fully learn text reading comprehension and form the habit of reading. understanding the author's meaning as it is expressed in the text is the goal of reading. conclusion based on the research conducted by the researchers, showed that the experiment class has a significant impact in applying air model to reading comprehension. students learning outcomes improved in the 444 | english franca, vol. 6, no. 2, 2022 experimental class significantly more frequently than they did in the control group. 37.29 pre-test score to 81.25 post-test. pre-test scores for the control class ranged from 40.83 to 70.82 on average. the table indicates that, with a p-value of 0.000, the independent samples t-test value (t-count) is 4.565 and the t-table value is 2.014. reading comprehension among students (in the experiment) and students generally are said to differ significantly when the average difference between the two is 0.05. (control). according to the researcher's accepted hypothesis h1 and rejected hypothesis h0, the auditory, intellectual, and repetition (air) model appears to have had a significant effect on students' reading comprehension at the eleventh-grade level of sman 8 south bengkulu. references aprianti, d., saun, s., & fatimah, s. (2018). journal of english language teaching the grade xii students’ ability in writing an explanation text as found at sma n 1 kecamatan payakumbuh. journal of english language teaching, 7(1), 14–16. http://ejournal.unp.ac.id/index.php/jelt. aritonang m s. (2018). the effect of visual media on students’ writing explanation text ability at eleventh grade sma negeri 1 siabu 2017/2018 academic year. jurnal liner,institut pendidikan tapanuli selatan, 1(3). bamford, j., & day, r. r. (eds.). (2004). extensive reading activities for teaching language. cambridge university press. beale, a. m. (2013). skimming and scanning: two important strategies for speeding up your reading. retrived from https://www. howtolearn. com/2013/02/skimming-and-scanning-twoimportant-strategies-for-speeding-up-your-reading. brown, h. d. (2004). language assessment : principles and classroom practices (vol. 12). pearson/longman. febriani, h. (2015). developing supplementary reading materials for islamic learners of man 03 malang based on genre based approach. center of language innovation journal of linguistics and language teaching, 2(1), 1. fitri, d., & gani, e. (2020). differences in reading comprehension text reading skills by using auditory, intellectually, repetition (air) http://ejournal.unp.ac.id/index.php/jelt riswanto, et.al: the effect of auditory, intellectually and repetition (air) model on students’ reading comprehension 445 and brainstorming learning models in terms of students reading interest. advances in social science, education and humanities research, 464, 43–44. harmer j. (2007). the practice of english language teaching (vol. 4). hobri, h., sahnawi, s., susanto, s., & zr ridlo, z. r. (2021). the impact of implementing auditory intellectually repetition (air) learning model based on learning community for students’ creative thinking skills. journal of physics: conference series. ibrahim a, alang a h, madi, baharuddin, ahmad m a, & darmawati. (2018). metodologi penelitian (ismail ilyas, ed.; 1st ed., vol. 1). gunadarma ilmu. muslaini. (2017). strategies for teaching reading comprehension strategies for teaching reading comprehension. english education journal, 8(1), 67–68. nurdiana, & amelia r. (2017). interpretive reading. kreasi edukasi. pang, e. s., muaka, a., bernhardt, e. b., & kamil, m. l. (2003). teaching reading. http://www.curtin.edu.au/curtin/dept/smec/iae. pramaisheila, g. (2020). the implementation of auditory intellectually repetition in listening activities in eighth grade students of smpn 1 jumantono. english language education. cultures and languages faculty. the state islamic institute of surakarta. razali khairil, & razali irhami. (2013). strategies in improving reading comprehension through vocabulary acquisition. englisia, 1(1). sagita, r. (2018). the effectiveness of applying auditory, intellectually, and repetition (air) learning model in improving the students’ learning outcomes on listening procedural text. faculty of teachers training and education. university of muhammadiyah sumatera utara. tankersley, k. (2003). the threads of reading: strategies for literacy development. ascd. winarni, e. w. (2018). penelitian kuantittatif kualitatif : penelitian tindakan kelas (ptk) research and development (r&d) (1st ed., vol. 4). bumi aksara. http://www.curtin.edu.au/curtin/dept/smec/iae english franca: academic journal of english language and education vol.6, no. 2, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i2.5329 the implementation of flipped classroom in efl reading during covid-19 pandemic: indonesian efl students’ voices nursyahdiyah state islamic university of north sumatera nursyahdiyah0333204010@uinsu.ac.id ahmad amin dalimunte state islamic university of north sumatera amindalimunte@uinsu.ac.id sholihatul hamidah daulay state islamic university of north sumatera sholihatulhamidah@uinsu.ac.id abstract the purpose of this study was to explore students' voices on the implementation of the flipped classroom in the efl reading class during the covid-19 pandemic. this research was a case study using a qualitative descriptive method. the participant of this study were students of grade 10 that consist of 32 students at one islamic senior high school (madrasah aliyah negeri) in north sumatra. the results of this study are the improvement of quality of learning efl reading through the flipped classroom strategy, an increase in students' independence learning in using the flipped classroom utilizing technology in the flipped classroom also has a positive impact on the role of technology in education. based on the finding in this research, the implementation of the flip classroom during the pandemic can be one of the reference methods that can be used by teachers by considering the benefits of the flipped classroom for students, such as making it easier to access and students' readiness to face learning. keywords: blended learning, covid-19 pandemic, efl, flipped classroom, mailto:nursyahdiyah0333204010@uinsu.ac.id mailto:amindalimunte@uinsu.ac.id mailto:sholihatulhamidah@uinsu.ac.id 326 | english franca, vol. 6, no. 2, 2022 introduction the covid-19 pandemic, which is still hitting indonesia and also the world, impacts many aspects of life, particularly education. the corona virus (covid-19) pandemic has had a significant influence on teaching and learning throughout the world, with schools from elementary to tertiary levels being forced to close. over 1.75 billion students' learning activities have been impeded in over 200 countries that have enacted complete or partial lockdowns throughout the world as of april 14, 2020 (al-shabibi & al-ayasra, 2019). online learning is one of the government's methods for breaking the chains of the covid19 virus outbreak. this type of learning can also be used to implement learning english, especially in efl reading classes. in the education aspect, the pandemic of covid-19 disrupts the pattern and structure of education, which is disrupted at the same time as the industrial revolution 4.0 and the social revolution 5.0, this is marked by the development and progress of information technology. the revolution of society 5.0 is marked by the necessity of achieving competence by teachers, namely computational thinking competence as proclaimed by the indonesian minister of educational affairs nadiem makarim (karim & saptono, 2020; wing, 2006). computational thinking entails using basic computer science concepts to solve issues, develop systems, and comprehend human behavior (wing, 2006). technology has evolved into a need. and it is now everyone's responsibility to have the capacity to utilize it, particularly during the present covid-19 pandemic. with the advancement of technology in educational practices, new learning models putting technology into the knowledge transmission process are currently being developed. this technical and information progress has replaced instructors as one of the key elements in the learning and teaching process; face-to-face or offline learning is replaced with online learning outside the classrooms (kementerian pendidikan dan kebudayaan, 2020). english is increasingly important to be learned and acquired strengthening its role as an international language. reading is one of the four language skills that learners should master. however, without appropriate learning skills and strategies, reading competence is difficult to achieve (spivey & cuthbert, 2006). learners can have good reading comprehension if they have four reading strategies: identifying the main concepts, guessing the meanings of words, discovering specific information, and inferring (mikulecky & jeffries, 1996). the present study was designed to fill the gap in the previous studies by addressing the issues identified by the present researchers. self-study, according nursyahdiyah, et. al: the implementation of flipped classroom in efl reading during covid-19 pandemic: indonesian efl students’ voices 327 to karim & saptono (2020) is the process of moving the force or encouragement from inside the individual who learns to move the potential of their self and learns the object of study without any outside pressure or influence. thus, learning independently is more directed toward the formation of independence in the way of learning. enacting independence in learning is influenced by five aspects, discipline, self-confidence, motivation, initiative, and responsibility answer (syam, 1999). therefore, if students have self-confidence, drive, initiative, discipline, and responsibility, students will be able to study without a teacher's assistance (marlowe, 2012). by watching the current pandemic situation, the present study expects to explore, apply, and evaluate the new method in language acquisition, particularly in teaching reading, to help students to improve their reading abilities. in this present study, the researchers used the flipped classroom to increase students-capacity to comprehend english texts by combining theory and practice. the role of technology is very influential in the covid-19 pandemic situation. especially in the world of education. many schools implement online learning (including the schools in this study). online learning is education that is delivered remotely using media like the internet and auxiliary devices like computers and mobile phones. according to riyana (2019), the precision with which students digest varied academic content that is offered virtually via online learning support resources (for instance, smartphones and laptops) is the emphasis of online learning. e-learning and online learning both share the same fundamental ideas. however, during online learning, many parents voiced concerns about several issues that students had while studying at home, including an excessive amount of tasks, and instructors who were not using technology to its fullest potential. according to hadisi & muna (2015), the interaction between teachers and students is reduced as a result of online learning. in other instances, the absence of engagement even happens between classmates. the lack of interaction also prevents the development of continuing teaching and learning activities with high moral standards. additionally, both professors and students are now experiencing online learning for the first time. another weakness of online learning is that it is challenging for kids to concentrate on learning because of an unfavorable home environment, the limited amount of internet or wi-fi that can be used, and other distractions. 328 | english franca, vol. 6, no. 2, 2022 due to these issues and the government's deployment of the "new normal," the school has started implementing the "flipped classroom," which is a learning strategy that mixes online and offline learning. due to several examples demonstrating the success of the flipped classroom and the use of technology for learning, it is expected that the decision will address the aforementioned issue. the learning technique known as "flipped classroom" is used to reduce the amount of direct instruction (johnson, 2013). this goal is typically met by making use of a variety of technologies that have been found to support the distribution of additional educational resources to students. in addition, the concept of the flipped classroom also emphasizes open access to materials for students, both online as well as offline. however, everyone involved in the flipped classroom should be aware that straightforward directions only reduce, not eliminate, misunderstandings. direct orders are eventually still carried out faceto-face. when face-to-face instruction is used, the student who has access to and independently studies the material collaborates, works on projects with others, provides feedback to one another, and engages in other student-centered activities. the idea of the flipped classroom is becoming more and more well-liked. the methodology reimagines the conventional classroom paradigm, emphasizing active problem-based learning and activities while introducing the idea of teaching material earlier in class (love et al., 2014). the application of the flipped classroom is one of the most effective learning methods for teachers to use in the covid-19 pandemic situation. with the application of this method, teachers can maximize teaching in the classroom, and also students become more independent in learning at home through learning videos provided by the teacher. suriaman & kusuma (2019) have also conducted research related to the implementation of the 'flipped classroom' before the covid-19 pandemic. the result of his research showed that the application of learning using the 'flipped classroom' model in this study shows the effectiveness of the flipped classroom learning model. this can be seen by increasing students' reading comprehension significantly. moore, et al (2014) also described a study in which math was taught in middle school using flipped classrooms. according to the teachers in moore, et al study's class time gives underprepared pupils the chance to collaborate with their peers and prepare for in-class problem-solving. students were performing more work outside of school, and nearly all students had the opportunity to engage in mathematical problem solving, which previously depended on doing nursyahdiyah, et. al: the implementation of flipped classroom in efl reading during covid-19 pandemic: indonesian efl students’ voices 329 homework, which was noticed as substantial changes in homework. based on the previous studies that have been done by other researchers, it can be concluded that flipped classrooms can be one of the effective learning models that can be used by the teacher, especially during this covid-19 pandemic. based on the given rationales, this present study attempts to explore how students' perception of the implementation of flipped classroom. in addition, following the implementation, this research is also to evaluate and assess student perceptions of the flipped classroom implementation in efl reading class at one of the islamic senior high schools (madrasah aliyah negeri) located in north sumatera. the purpose of this study was to reinforce and supplement earlier research based on the issues that the researchers discovered. the author is interested in learning about and analyzing the views and experiences of the students who are using this flipped learning method. consequently, this study's objective is to understand how the flipped classroom paradigm might be used to teach reading and reading abilities. knowledge of the flipped classroom's efficacy in teaching reading skills. the following main research questions were addressed by the study how do the students interpret their flipped classroom experiences? theoretical framework the concept of ‘student-centered learning collins and o'brien in froyd (2009: 1) put forward the definition of scl (which they term “student-centered instruction”) as follows: student-centered instruction (sci) is a method of instruction where the students have a say in the subjects, exercises, resources, and rate of learning. the student (or learner) is put front and center in this learning style. students are allowed to study independently and from one another, and the teacher supports them in developing the skills they need to do so successfully. learning with the scl is a concept that incorporates the flipped classroom, which is used in this study. students must adhere to the teacher's flipped classroom instructions since this method places the student at the center of the learning process. learners are allowed to master certain subjects that are taught to increase reading comprehension skills through the use of flipped classrooms and scl. collins and o'brien state in froyd (2009: 1) that effective scl 330 | english franca, vol. 6, no. 2, 2022 implementation will raise learning motivation, improve memory, foster excellent attitudes, deepen understanding, and foster a favorable attitude toward the subject matter being taught. flipped classroom in efl reading class the flipped classroom is a model where students learn the topic outside of class before coming to class, and there are teaching and learning activities in class like doing assignments, talking about the material, or fixing difficulties that the students don't understand (yulietri f, et al, 2015). by doing assignments at school, it is expected that when students experiencing difficulties can be directly consulted with a friend or with the teacher so that the problem can be solved immediately. flipped classroom, often known as blended learning, is a type of learning that blends classroom and outside-of-classroom learning. flipped classroom is "what was once done in class is now done at home, and what was once done as homework is now completed in class," (sams & washington, 2012). to put it another way, in the flipped classroom, traditional learning methods are reversed such that what is often done in class is done at home, and what is typically done as homework at home is done in class. in the flipped classroom, materials are initially posted online (on a website, blog, or social media platforms like facebook and youtube) as video lessons that must be downloaded or available online and studied by students at home or outside of the classroom (bishop & verleger, 2013). while the learning session in class is used for group discussion and carrying out the task. although the flipped classroom appears to be easy, if it is not properly maintained, it will result in poor teaching. because the teacher must upload the video and quiz to the online platform and arrange the activities in the classroom, the flipped classroom requires a great deal of attention. for example, after implementing a flipped classroom, the instructor should reflect to see whether any activities were missed. furthermore, during in-class activities, spontaneity must be avoided (arnold-garza, 2014). as a result, with the flipped classroom paradigm, planning is crucial (zengin, 2017; zheng et al., 2020). the pedagogical idea is unchanged by the flipped classroom strategy. it recently changed students' participation in class from being passive listeners to being active participants in learning activities. according to tucker (2012), flipping the classroom has several benefits, including encouraging students to think critically both within and nursyahdiyah, et. al: the implementation of flipped classroom in efl reading during covid-19 pandemic: indonesian efl students’ voices 331 outside of the classroom, allowing them to watch videos whenever and wherever they want, and adjusting the learning pace to suit their requirements. they can employ a variety of learning techniques. with the help of this educational system, teachers can spend more time interacting with students and learning about their emotional requirements. reading is essentially a perceptual and cognitive process, and previous reading research has centered on the individual and what goes on inside his or her head when reading (mcintyre et al., 2011). it indicates that reading is the process of using our brains to generate meaning from text content. furthermore, comprehending the substance of texts necessitates a cognitive process to absorb the meaning intended by the writers in their written work. reading is a crucial ability in a variety of situations, particularly in the educational context (grabe, 2009). because knowledge is transmitted through writing, students now face high demands on their reading abilities. to find the text's substance, they need to have adequate reading skills. furthermore, barnett et al., (1987) said that reading is important not only for expanding one's information but also for improving one's thinking abilities. this capacity will provide the foundation for emotional, moral, and linguistic intelligence growth. furthermore, these processes influence a person in the future. in conclusion, reading is critical for students to grow their knowledge as well as the way they think, which is linked to the development of their moral, emotional, and linguistic intelligence. during the covid-19 pandemic, flipped learning or blended learning is effective learning method especially in efl reading classrooms to help the student to prepare their knowledge before the classroom learning process. it caused transform of traditional learning models into online learning, in which learning materials are sent to students via the 'internet' network so that they can be studied first. initially, each learner worked individually at home (roehl et al., 2013; yulhendri & kurniawati, 2019). the concept of the flipped classroom learning model is when learning that is usually done in class is carried out by students at home, and homework that is usually done at home is completed at school. through the use of a "flipped classroom," educators can increase student involvement while reducing the amount of direct instruction they give in their lessons. research methodology 332 | english franca, vol. 6, no. 2, 2022 this study is based on a case study. this research is an exploratory case study based on its objectives because it wants to increase the knowledge of researchers in the field of teaching english by merging technology in teaching and learning activities in the classroom and establishing a theory about the flipped classroom's application. furthermore, this type of case study is a single case study based on the data source, in which the researcher acquires and analyzes data from a single class and examines only one element, namely the application of flipped classroom in teaching english in that class. the participants are grade 10 students at one of the islamic senior high schools (madrasah aliyah negeri), north sumatra. the researchers selected this school because it used an odd-even strategy to execute offline learning in the present epidemic condition. every week, students take turns learning offline. in this aspect, the 'flipped classroom' learning approach is an appropriate choice for educational use. this study used a qualitative approach. the researchers conducted the semi-structured interview and close-ended questionnaire to the students using a google form that can be accessed by students through the internet network. to collect the data, at the first step, the researchers shared the link to the questionnaire with the students and fill it in to get information about the implementation of the flipped classroom from the students. then, after they filled out the link of the questionnaire, the researchers appointed three students to be interviewed in the type of semi-structured interview. the researchers used an audio recorder to record while interview process. to analyze the data, the researchers followed miles and huberman (1992:6) namely; data reduction, data display, and conclusion drafting. after collecting the data, the researchers reduced the amount of data that must be stored in a data storage environment by using this procedure. in this study, the researcher selected data, and then the data were classified and chosen simply. after reducing the data then the researchers display the data, at this point, the researchers created a structure for describing the material to draw conclusions and take action. and last concluding, the researchers concluded and verified it by examining the meaning or symptom she had learned from the study's subject. results & discussion in this qualitative approach, five statements begin with the concept of meaningfulness. the five statements are to find out determine if flipped classroom activities were beneficial to students' learning of reading skills. nursyahdiyah, et. al: the implementation of flipped classroom in efl reading during covid-19 pandemic: indonesian efl students’ voices 333 figure 1. result of students' statement preference of using the flipped classroom figure 1. result of statement students' perception of flipped classroom contribution toward learning a reading skill figure 2 result of statement of easiness to understand video material do you like learning by using 'flipped classroom'? agree disagree does the implementation of flipped classroom method help you in learning reading skill? yes no does the learning video given in platform online class easy to understand? yes no 334 | english franca, vol. 6, no. 2, 2022 figure 3 result of statement students’ motivation figure 4 result of statement students' preference for flipped classroom compared to the traditional method from the graphic above researcher obtained the data. in the first question, students agreed that they like flipped classroom learning method in the learning process. it can be shown in the graphic percent, 95% agree and 5% disagree. from the data above, most of the students agreed that they like to learn with the flipped classroom method. when the researcher did the interview, the researcher asked the students directly in that interview about their feeling learn with implementing this flipped classroom method. they felt enjoyed and more active when the teacher used this method in the teachinglearning process. one of the participants said that "i'm happy to learn to use this method, i think learning with this method helps me to understand the lesson easier and add my insight about things that i does the implimentation of flipped classroom method motivate you to learn reading skill? yes no which kind of learning method do you thing is more interesting? flipped classroom traditional nursyahdiyah, et. al: the implementation of flipped classroom in efl reading during covid-19 pandemic: indonesian efl students’ voices 335 don't know, and i can get the answer from the google, and if i still confuse, i can ask my teacher directly in the class". this statement made the validity of the graphic stronger. in the second question, most of the students felt that flipped classroom learning method helped them with reading skills. it can be shown in the graphic percent 95%, yes and 5% no. this data is supported by the results of the researcher's small talk with the english teacher, which show that learning students' reading abilities while using the flipped classroom method tends to improve and is much better than learning only online before utilizing this approach. in the third question, most of the students felt learning videos given in the platform online class easy to understand. it can be shown in the graphic percent, 95% yes and 5% no. the teacher boosted students' interest in the lessons that had been supplied in the form of the instructional video, according to the researcher's direct field observations. the comments provided by the students appeared to be excellent, and several appeared to be actively providing feedback in response to the english teacher's stimulation. this is also supported by the student's statement "i find it helpful in understanding reading skill material during the application of this method, i also become more enthusiastic in learning because the lessons that will be discussed at school, i have already studied at home". students felt learning videos given in the platform online class help them to understand the reading skill material when they learn and repeat the video learning in their own homes. in the fourth question, the implementation of flipped classrooms motivated the students to learn the reading skill. it can be shown in the graphic percent, 93% yes and 7% no. this is further reinforced by the findings of field observations, where the researchers watched while learning took place in the classroom and noticed that the students participated in discussions and asked the english teacher questions about concepts they did not understand. when the flipped classroom approach is used, learning appears active and not boring in the classroom. where feedback is exchanged between teachers and students while they are learning. its also supported by the result of an interview with the student that said "i feel more motivated in learning reading skills because the videos provided by the teacher on youtube are interesting, and i can also ask the teacher directly if i don't understand when learning in class”. the student felt more motivated in learning a reading skill, which caused the role the teacher plays innovative in this 336 | english franca, vol. 6, no. 2, 2022 case. the teacher made the learning video with interesting animation so that the students felt enjoy while watching the video learning. in the fifth question, students prefer learning by using flipped classroom method over than traditional method. it can be shown in the graphic percent, 99% flipped classroom and 1% traditional. from the data above, most of the students agreed that they prefer learning with flipped classroom method to the traditional method. this is also supported by the results of field observations by researchers, where students look active when the teacher conducted this flipped classroom method. this is also supported by the result of an interview that has been done by the researchers with the student, "i feel very enjoy learn with this method. because, i feel that learning is not monotonous, fun and cool when discussing in class with friends, and when i go to the class i already have knowledge about the lessons that will be studied in class." the implementation of the flipped classroom made the students prefer to study in the class because they learn the study material that is given by the teacher at their home. so, they go to the class, and the students have some pieces of knowledge about the learning material. the participant argued that the activities in the flipped classroom were beneficial to them. the students feel they can discuss and explore the problem successfully. because a flipped classroom uses two levels of learning: pre-class and in-class, this happens. as a result of the pre-class activities, students were prepared when they entered the classroom. both and instructor feedback, according to the students are beneficial to their reading skills. this result confirms karimi & hamzavi (2017) findings on the value of feedback in reading class. students acquired confidence in their reading after receiving comments on their developed topic, outline, thesis statement, grammar, and all five elements of the reading skill. as a consequence, they enable them to achieve a better outcome in terms of substance and context, as well as a higher mark on reading comprehension. instead of agreeing, the average score for each statement is neutral, according to another interpretation of the competencies finding. considering conventional lecturing was disliked by students, digital or video lectures were given instead. even though e-material was offered as a supplement to the video in case they had difficulty in understanding, they still prefer conventional lecturing. al-shabibi & alayasra (2019) defined a flipped classroom as not just about switching from a regular lecture to a video lecture. in this study, the video may not be enough to help them to grasp the knowledge outside of the nursyahdiyah, et. al: the implementation of flipped classroom in efl reading during covid-19 pandemic: indonesian efl students’ voices 337 classroom. even though the films were just 20 minutes long and were followed by an assignment to prepare students for classroom activities, the students expressed a desire for additional or more engaging activities and resources. as a result, students lacked confidence in their ability to compose a better essay when depending entirely on the given video materials. conclusion the findings of the present study show that the students thought the flipped classroom activities were beneficial to them. the flipped classroom has been shown to benefit both students and instructors. furthermore, it enables instructors to use ict to the demands of the fourth industrial revolution. because the flipped classroom has already been demonstrated to be an effective strategy, the next step is to choose and provide appropriate content and platforms. to put it succinctly, the flipped classroom was a successful learning strategy for improving efl students' reading skills, as evidenced by learners' perceptions of the flipped classroom implementation. based on the findings in this study, flipped classroom method can be one of the effective methods that can be used by teachers, however during this covid-19 pandemic. references al-shabibi, t. s., & al-ayasra, m. a. k. (2019). effectiveness of the flipped classroom strategy in learning outcomes (bibliometric study). international journal of learning, teaching and educational research, 18(3), 96–127. https://doi.org/10.26803/ijlter.18.3.6. arnold-garza, s. (2014). the flipped classroom teaching model and its use for information literacy instruction. communications in information literacy, 8(1), 7–22. https://doi.org/10.15760/comminfolit.2014.8.1.161. barnett, m. a., singer, h., & ruddell, r. b. (1987). theoretical models and processes of reading. in the modern language journal (vol. 71, issue 1). https://doi.org/10.2307/326762. bishop, j., & verleger, m. (2013). testing the flipped classroom with model-eliciting activities and video lectures in a mid-level undergraduate engineering course. proceedings frontiers in https://doi.org/10.26803/ijlter.18.3.6 https://doi.org/10.15760/comminfolit.2014.8.1.161 https://doi.org/10.2307/326762 338 | english franca, vol. 6, no. 2, 2022 education conference, fie, 161–163. https://doi.org/10.1109/fie.2013.6684807. dalimunthe, m., daulay, s.h, & purnama, s. (2022). english language teaching online class during covid-19 era. jurnal basicedu, 6(5), 8819-8825. doi:https://doi.org/10.31004/basicedu.v6i5.3831. damanik, esd., daulay, s.h., wandini, rr., siagian, isnaini., (2021). use of vocabulary self-collection (vss) strategy in increasing of student reading comprehension. getsempena english education journal of department of english education. stkip bbg banda aceh. volume 8, number 1. (54-64) https://ejournal.bbg.ac.id/geej/article/view/1228/1170. damanik, esd., daulay, s.h., rahman, bi., (2020). reading comprehension. jakarta: kencana. isbn.978-623-218-682-8. froyd, j. (2009). student-centered learning addressing faculty questions about student-centered learning. texas a&m university. grabe, w. (2009). reading in a second language (moving from theory to practice). cambridge university press. hadisi, l., & muna, w. (2015). information technology management in creating learning innovation models (e-learning). journal of alta'dib, 8(1), 117–140. johnson, g.b., (2013). student perceptions of the flipped classroom. columbia: the university of british columbia. karim, m., & saptono, s. (2020). the application of flipped learning in online learning the effects of the covid-19 pandemic in increasing the motivation of man salatiga students on cell material. proceedings of the postgraduate national seminar (prosnampas),2016, 141–145. karimi, m., & hamzavi, r. (2017). the effect of flipped model of instruction on efl learners’ reading comprehension: learners’ attitudes in focus. advances in language and literary studies, 8(1), 95. https://doi.org/10.7575/aiac.alls.v.8n.1p.95 kementerian pendidikan dan kebudayaan. (2020). circular letter no. 15 of 2020 concerning guidelines for implementing learning from home during the covid-19 disaster emergency in indonesia. sekretariat nasional spab (satuan pendidikan aman bencana. https://www.kemdikbud.go.id/main/blog/2020/05/kemendik bud-terbitkan-pedoman-penyelenggaraan-belajar-dari-rumah https://doi.org/10.1109/fie.2013.6684807 https://doi.org/10.31004/basicedu.v6i5.3831 https://ejournal.bbg.ac.id/geej/article/view/1228/1170 https://doi.org/10.7575/aiac.alls.v.8n.1p.95 https://www.kemdikbud.go.id/main/blog/2020/05/kemendikbud-terbitkan-pedoman-penyelenggaraan-belajar-dari-rumah https://www.kemdikbud.go.id/main/blog/2020/05/kemendikbud-terbitkan-pedoman-penyelenggaraan-belajar-dari-rumah nursyahdiyah, et. al: the implementation of flipped classroom in efl reading during covid-19 pandemic: indonesian efl students’ voices 339 love, b., hodge, a., grandgenett, n., swift, a. w., love, b., hodge, a., grandgenett, n., & student, a. w. s. (2014). student learning and perceptions in a flipped linear algebra course. international journal of mathematical education in science and technology, 45(3), 317–324. https://doi.org/10.1080/0020739x.2013.822582. marlowe, cara, a. (2012). the effect of the flipped classroom on student achievement and stress [montana state university]. in montana state university (issue july). https://doi.org/10.1109/aero.2000.879445. mcintyre, e., hulan, n., & layne, v. (2011). reading instruction for diverse classrooms: research-based, culturally responsive practice. guilford publications. mikulecky, b. s., & jeffries, l. (1996). more reading power: reading faster, thinking skills, reading for pleasure, comprehension skills (p. 307). milles and huberman. (1992). qualitative data analysis. jakarta: university indonesia press. p. 16. moore, a. j., gillett, m. r., & steele, m. d. (2014). fostering student engagement with the flip. mathematics teacher, 107(6), 420– 425. riyana, c. (2019). production of online-based learning materials. jakarta: universitas terbuka. roehl, a., reddy, s. l., & shannon, g. j. (2013). the flipped classroom: an opportunity to engage millennial students through active learning strategies. journal of family & consumer sciences, 105(2), 44–49. https://doi.org/10.14307/jfcs105.2.12. sams, a., & washington, o. (2012). jonathan bergmann flips your classroom. spivey1, n. r., & cuthbert2, a. (2006). reciprocal teaching of lecture comprehension skills in college students. journal of scholarship of teaching and learning, 6(2), 66–83. staker, b. h., & horn, m. b. (2012). blended learning (staker/horn-may 2012). (may). https://doi.org/10.1007/s10639-007-9037-5. suriaman, a., & dewi, a. k. (2019). improving reading skills through the flipped classroom model. online creative journal, 7(4), 68– 77. http://jurnal.untad.ac.id/jurnal/index.php/jkto/article/view/ 14930. https://doi.org/10.1080/0020739x.2013.822582 https://doi.org/10.1109/aero.2000.879445 https://doi.org/10.14307/jfcs105.2.12 https://doi.org/10.1007/s10639-007-9037-5 340 | english franca, vol. 6, no. 2, 2022 syam, n. (1999). independent in learning for a conceptual life. indonesia membaca pustaka. tucker, b. (2012). the flipped classroom. education next, 12, no. 1. http://educationnext.org/the-flipped-classroom/. wing, j. m. (2006). computational thinking. communications of the acm, 49(3), 33–35. https://doi.org/10.1145/1118178.1118215. yulhendri, & kurniawati, t. (2019). flipped learning berbasis web pada pembelajaran di universitas negeri padang. ina-rxiv. https://doi.org/https://doi.org/10.31227/osf.io/s37vj. yulietri f, mulyoto, leo agung. (2015). “flipped classroom model and discovery learning the effect on mathematics learning achievement in terms of learning independence”. jurnal teknologi pendidikan pasca sarjana uns, vol.13 no.2 (september 2015). zengin, y. (2017). investigating the use of the khan academy and mathematics software with a flipped classroom approach in mathematics teaching. educational technology and society, 20(2), 89–100. zheng, x. l., kim, h. s., lai, w. h., & hwang, g. j. (2020). cognitive regulations in ict-supported flipped classroom interactions: an activity theory perspective. british journal of educational technology, 51(1), 103–130. https://doi.org/10.1111/bjet.12763. https://doi.org/10.1145/1118178.1118215 https://doi.org/https:/doi.org/10.31227/osf.io/s37vj english franca academic journal of english language and education doi: 10.29240/ef.v7i1.4344 http://journal.iaincurup.ac.id/index.php/english/index eissn: 2580-3689; pissn: 2580-3670 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2022; received in revised form 10 april 2023; accepted 10 may 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-nc-sa 4.0 license what can reading motivation do for improving student’s reading comprehension? implications for reading instruction in the school dony efriza1, dini deswarni2, marsika sepyanda3 ¹ universitas jambi, jambi, indonesia ² stai hubbulwathan duri, riau, indonesia ³ universitas mahaputra muammad yamin, sumatera barat, indonesia corresponding email: donyefriza@unja.ac.id introduction by reading, students can acquire a wealth of knowledge-enhancing information. when students read numerous texts and absorb them effectively, they will experience the benefits of reading. additionally, students can find satisfaction in reading. numerous people read for enjoyment in their daily lives. students can read a variety of texts in their contexts, including newspapers, magazines, and advertisements. students have to completely internalise the information that they read in order to be great readers. consequently, reading comprehension is crucial for students. motivation becomes the main aspect of second language (l2) development (bıyık et.al, 2017; dörnyei & ryan, 2015: dörnyei & usihoda, 2009, 2011; dörnyei, 2001, 2005; gardner, tremblay, & masgoret, 1997; gardner, 1985; gardner & lambert, 1959, 1972). reading motivation is one of the characteristics that influences reading comprehension itself and is essential to the successful acquisition of reading skills. the students' level of reading motivation is an essential component to their overall reading performance. according to jamestown (2006: 7), "reading motivation is the attempt to establish particular conditions in order for someone to desire to read and be willing to read in order to receive the meaning from the text." [citation needed] it implies that the students who are motivated to read will work really hard in order to comprehend what is being conveyed in the text. the study of central connecticut state university in march 2016 shows that indonesian people have lack of reading interest. it can be seen from the rank position of abstract. this study is a qualitative study which to know the problems of students’ reading motivation as an implication for reading instruction for improving reading comprehension. the instrument that had been used for this study is questionnaires and literature review was done to give solution for implication in the reading classroom based on theories. for 21 students in junior high school who have been distributed a questionnaire could be found that some students have some problems in reading efficacy and intrinsic motivation (reading work avoidance). some solutions to solve students’ reading motivation are 1) sociocultural environment is part of a solution in creating reading motivation in order peer influence happened on it. 2) by viewing locus of control, appropriate book and text determine the reading motivation of the students. 3) furthermore, the students must be given the freedom to choose the kinds of text that they want to read. 4) reward and punishment can be applied on the reading class to invent students’ reading motivation 5) activating the school library can increase reading interest but must be accompanied by making several programs that support reading activities. keywords: reading motivation, reading comprehension, reading instruction http://u.lipi.go.id/1613357132 http://u.lipi.go.id/1614254143 http://journal.iaincurup.ac.id/index.php/english mailto:donyefriza@unja.ac.id dony efriza, et. al., 2023 what can reading motivation do for improving student’s reading comprehension? implications for reading instruction in the school 134 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 3 3 1 4 4 ) indonesia which is ranked 60th out of 61 countries about reading interest. it means that, indonesia still has low reading motivation than the other country. if most of the students did not pay attention to the teachers in teaching reading, it can be assumed that the students have low reading motivation. in addition, when the teacher asked them to read texts and answer the question related to the texts, most of them did not accomplish the task. this case occurred in all (9) of junior high school in jaluko, muaro jambi, jambi, indonesia. the students did not concentrate when teaching learning reading process happened in the class and based on the teachers’ perception most of the students did not get the expected minimum scoring (65) of reading. it becomes a big problem in this sub-district. to solve this problem, the main causes of the reading motivation of the students should be found and analyzed. theoretical framework reading comprehension the process of readers comprehending toward reading literature in order to obtain certain information is referred to as reading comprehension. reading comprehension is needed for students to comprehend the reading text. good reading comprehension sould be had by students. tomáš et.al (2018) states that reading comprehension is an activity to understand a written text. the process of negotiating understanding between the reader and the writer is the understanding reading text (wright, 2017; feng, 2000). there is a psychological process involved in reading comprehension, as well as linguistics aspects, such as phonological, morphological, syntactic, semantic, and pragmatic elements. reading comprehension, in a nutshell, refers to an effort made by the reader to gain concepts from written material by conducting an analysis of psychological processes and linguistics elements. reading comprehension requires imaginative thinking on the part of the reader so that they can extract the concepts or information from the text they are reading. according to tomá's (2018) definition, reading comprehension is the ability to comprehend a written material in order to derive the necessary information from it in the most time and effort efficient manner feasible. tomá also asserts that an active mental process is meant to be referred to when discussing the significance of acquiring the necessary knowledge for reading comprehension. it suggests that when a reader reads a reading text, he actively attempts to comprehend the text's message by anticipating, evaluating, and organising. reading comprehension requires the correct association of meaning with words and symbols, evaluation of suggested meanings in context, selection of the correct meaning, organisation of ideas as they are read, retention of these ideas, and application of these ideas to some present or future activity (kuşdemir and bulut, 2018; murcia, 2001). reading comprehension needs the correct correlation of meaning with words and symbols, the evaluation of suggested context-based interpretations, and the identification of implied meanings (kuşdemir and bulut, 2018; murcia, 2001). reading requires the correct correlation of meaning with words and symbols, the evaluation of context-based meanings, and the creation of mental images that match to those meanings. this illustrates that reading comprehension takes more than the ability to decipher symbols and comprehend the context of written content. reading comprehension extends beyond merely reading a text or word. based on the statement above reading comprehension refers to the act of a reader being able to take in all of the information. reading comprehension is not only the act of reading, but also the process of studying and evaluating the opinions expressed by the author in written material in order to generate some ideas. developing a reading motivation will result in a more enjoyable reading experience. one's interest in reading can be thought of as a form of intrinsic motivation and has been compared to a personal investment. it implies that the students who have a strong desire to read will have an interest in doing so (etin, 2017; gutrhie, 2006). reading motivation dony efriza, et. al., 2023 what can reading motivation do for improving student’s reading comprehension? implications for reading instruction in the school 135 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 3 3 1 4 4 ) however, comprehension often occurs as students’ problem in reading. second grade student in all (9) of junior high school in jaluko, muaro jambi, jambi. have problem related to reading comprehension, especially at smpn 7 muaro jambi. most all students in this school have this problem so it became a big problem in this school. based on the preliminary data in interview on 31st january2nd february, most of the students did not reach expected minimum scoring (kkm), and got difficulties in comprehending text. teachers said that most of the students difficult to comprehend a text because the students have lack of vocabulary. it is in line with the students’ statement, most of students also said that, they difficult to comprehend a text because they have lack vocabulary. in addition to that, the reading motivation of students is an important factor in the teaching and learning process regarding reading comprehension. the stuents' level of interest in reading is a crucial component to their overall success in acquiring reading skills. according to the observations made, the majority of the students did not pay attention to the professors when they were being instructed on how to read. in addition, when the teachers requested the students to read the texts and respond to the questions that were connected to the texts, the majority of the students did not complete the task. the stuents come to the task of reading english literature with a variety of distinct reading motivations. there are some students who have a poor incentive to read, while there are other students who have a high motivation to read. according to the findings of the research, there are certain stuents who have a poor reading motivation, and these students do not want to read a text. it is reasonable to suppose that the majority of the stuents lack interest in reading because they did not pay attention to the teachers when they were instructing them on how to read. in addition, when the teacher requested them to read some texts and answer some questions that were relevant to the texts, the majority of them did not complete the assignment that was assigned to them. this incident took place at all nine of the junior high schools in jaluko, muaro jambi, jambi, indonesia, however it was more prevalent in smpn 7 muaro jambi. the students did not concentrate when teaching learning reading process happened in the class and based on the teachers’ perception most of the students did not get the expected minimum scoring (65) of reading. it becomes a big problem in this sub-district. to solve this problem, the main causes of the reading motivation of the students should be found and analyzed. besides that, there are some aspects in improving student’s motivation in reading. there are two ways in creating reading motivation. the first method is to make use of content that inherently possesses the capacity to attract and maintain the interest of the reader. the second method is to make use of the material that is accessible in a manner that is engaging to the audience (büyükkarada, 2017; haris, 1990). the more complex explanation about the aspect in improving student’s motivation in reading is given by kaya (2018) in which he explains that the practice of using interesting texts to build students’ motivation in reading refers to the teaching from the sample of books, material, and technology that are relevant to the learning and knowledge goal. it implies that the teacher should use appropriate materials and media to encourage students to read so that they develop an interest in reading. the teacher facilitates the development of students' reading motivation. according to gambrell, et al. (2007), "teachers promote students' reading growth by developing classroom cultures that foster reading motivation, including offering a book-rich environment, opportunities for choice, and opportunities for social interaction with others." consequently, these factors can assist the teacher in fostering students' reading motivation during the teaching-learning process. the students that have reading motivation have some characteristics. there are some characteristics of students that have high motivation in reading: first, they have motivation in reading. the second, being persistence in facing difficulties. third, they have self-confidence in reading. fourth, they are not easy being to be satisfied with the reading result. fifth, they want to get feedback and assessment on the task. sixth, they are competing positively with themselves and others to get a better result. seventh, they have effective and efficient reading strategies. eight, they have discipline in using time and reading strategies. last, they have a dony efriza, et. al., 2023 what can reading motivation do for improving student’s reading comprehension? implications for reading instruction in the school 136 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 3 3 1 4 4 ) willingness to read. it means that, the student who has high reading motivation will enjoy reading a text, know the benefit of reading, interest in reading text, and read a text by their own desire (o’garro, 2017; prayitno, 1989). several types of reading motivation exist. according to o'garro (2017), there are three types of reading motivation: first, the work on self-efficacy suggests that when the reader believes they are competent and effective at reading, they are more likely to participate in reading. this category includes subcategories such as reading effectiveness and reading difficulty. the second factor is intrinsic and extrinsic incentive to read. intrinsic reading motivation refers to choosing to read and engaging in the activity for its own sake, whereas extrinsic reading motivation refers to choosing to read and engaging in the activity for external causes, such as grades and teacher-awarded incentives. the subcategories of intrinsic reading motivation are reading interest, reading involvement, the significance of reading, and reading work avoidance. the subcategories of extrinsic reading motivation include recognition for reading, competition in reading, and reading for a grade. the final motive for reading is social. this area contains subcategories, which include social reading motivation and compliance. the indicators of reading motivation in this study used the indicators proposed by wigfield and guthrie (1997) because they divide three categories of reading motivation into some sub-categories, and the categories become the indicators and sub-categories become sub-indicators in assessing the reading motivation of the student. reading instruction reading instruction is influenced by a number of different elements, including the following: (1) written words have pronunciations; (2) written words have meanings; (3) words are constructed of components, such as letters and morphemes; (4) written words often appear in meaningful text; and (5) the objective of reading is to derive meaning from written material. there is some overlap amongst approaches, making it more difficult to compare them because different kinds of training place greater emphasis on some of these principles while downplaying or disregarding others. despite this, however, there is still significant overlap between various techniques. whole language training, for instance, emphasizes word comprehension within the context of a passage, but it also integrates phonics to some level (e.g., moats 2017; npr, 2018). this has consequences for the interpretation of the metaanalyses mentioned below. the general notion that systematic phonics should be included in a more complete literacy curriculum further complicates the problem. national public radio (2000), for instance, emphasizes the significance of mixing systematic phonics with other forms of learning. these additional forms of education should include tactics for phonemic awareness, fluency, and comprehension. this also makes it more difficult to make claims about systematic phonics on its own. due to these obstacles, it is necessary to perform a thorough investigation of systematic phonics and its relationship to alternative approaches in order to evaluate the claims made regarding the significance of systematic phonics (bowers, 2020). one further strategy for teaching reading is known as balanced literacy, and it is intended to blend whole language, with its emphasis on reading for meaning, with systematic phonics. however, there is a common misconception that balanced literacy is merely another name for whole language instruction. this is due to the fact that phonics are not taught first in balanced literacy, nor is sufficient attention placed on them, nor are they taught in a systematic manner (e.g., moats 2017). material and method design of the study dony efriza, et. al., 2023 what can reading motivation do for improving student’s reading comprehension? implications for reading instruction in the school 137 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 3 3 1 4 4 ) this study is a qualitative study which investigate the problem of students’ reading motivation. each indicators of reading motivation are tabulated to get a description of the state of students' reading motivation. next, literature review was used to give the information for solving the problems of students’ reading motivation as an instruction for teacher and the school for building reading motivation. participants second-grade students were as participant for this study. it is second-grade students (n= 21) in the junior high scholl from 9 schools in the sub-district of jambi luar kota, muaro jambi district, jambi, indonesia. each participant was taken in each class of the schools. they learnt english course 160 minutes in a week. all english classes in the second grade of the schools were taught by using different techniques. an english course handbook, which focused on reading comprehension, is also used as media in teaching and learning. however, the students have lack comprehending in reading. the mean score of reading comprehension of the students is far from the school's expected minimum scoring (65). instruments there are three indicators with some sub-indicators which proposed by wigfield and guthrie (1997: 421) and those indicators were developed into 25 statements of the questionnaire. the description of the indicators can be seen in the table below: table 1 reading motivation indicators no indicators of reading motivation subindicators of reading motivation 1 the work on selfefficacy a. reading efficacy b. reading challenge 2. intrinsic and extrinsic reading motivation intrinsic reading motivation a. reading curiosity b. reading involvement c. importance of reading d. reading work avoidance extrinsic reading motivation a. reading for recognition b. competition in reading c. reading for grade 3. social motivation for reading a. social reason for reading b. compliance the questionnaire was developed by using likert scale model which indicated: strongly agree, agree, disagree, and strongly disagree. in the questionnaire there are two kinds of statements, they are positive and negative statements. for the score of each statement can be seen on the table below: table 2 positive and negative statement of questionnaire no positive statement negative statement frequency symbol scores frequency symbol scores 1 . strongly agree sa 4 strongly agree sa 1 2 . agree a 3 agree a 2 dony efriza, et. al., 2023 what can reading motivation do for improving student’s reading comprehension? implications for reading instruction in the school 138 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 3 3 1 4 4 ) 3 . disagree d 2 disagree d 3 4 . strongly disagree sd 1 strongly disagree sd 4 if the students get a score 1 or 2, it means that they give a negative statement for that item and the students are categorized as positive statements if the students give a score 3 or 4. this questionnaire was categorized reliable because the result of reliable analysis by using alpha formula is 0.887. it means that this questionnaire is very highly reliable. results and discussion results in this study, the tudents were divided into two groups: those with a high level of reading motivation and those with a low level of reading motivation. students who have reading motivation and a score that is higher than the mean score of reading motivation are considered to have high reading motivation, whereas students who have reading motivation and a score that is lower than the mean score of reading motivation are considered to have low reading motivation. the average number of points awarded for reading motivation was 79.42. the following table illustrates the differences in academic performance between students with high and low levels of reading motivation: table 3 summary of students’ reading motivation reading motivation high low minimum score 81 66 maximum score 95 79 n 11 10 the students that have a high level of reading motivation have a score in the range of 81 to 95 for their reading motivation, as seen in the table that is located above. scores between 66 and 79 on the reading motivation scale are given to students who have a poor level of reading motivation. there are 11 students who have a high reading motivation, whereas there are 10 students who have a poor reading drive. this may be seen. it is possible to draw the conclusion that nearly half of the participants have a low motivation for reading. percentage of reading motivation quantitatively, from the questionnaire of reading motivation, it can be seen that there are some aspects of reading motivation which still low have by the students. it can be seen from the table below: table 4 the percentage for each indicators no indicators of reading motivation subindicators of reading motivation percentage of positive response total 1 the work on selfefficacy a. reading efficacy b. reading challenge 69,84127 88,09524 77,14 % 2. intrinsic and extrinsic reading motivation intrinsic reading motivation a. reading curiosity b. reading involvement c. importance of reading d. reading work avoidance 93,65079 85,71429 76,19048 61,90476 79,05 % dony efriza, et. al., 2023 what can reading motivation do for improving student’s reading comprehension? implications for reading instruction in the school 139 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 3 3 1 4 4 ) extrinsic reading motivation a. reading for recognition b. competition in reading c. reading for grade 88,09524 88,09524 95,2381 90,5 % 3. social motivation for reading a. social reason for reading b. compliance 78,57143 92,85714 85,71% reading efficacy in this part there 3 kinds of questions. the question can be seen on the table bellow: table 5 reading efficacy number of question question percentage of positive response 1 saya adalah pembaca yang baik 90,5 % 2 saya merasa dalam belajar membaca teks bahasa inggris, saya lebih giat dari pada temanteman saya didalam kelas 66,7 % 3 saya merasa kemampuan membaca saya lebih baik dari pada kemampuan saya yang lainnya. 52,38 % from the question, it can be concluded that there are still many students who do not have good self-confidence in reading. they still believe that they do not capability in reading, especially english reading text. table 6 reading work avoidance number of question question percentage of positive response 6 saya jadi malas membaca jika pada waktu membaca menemukan katakata yang terlalu sulit 66,7 % 7 saya tidak suka pertanyaan dalam pelajaran bahasa inggris yang menanyakan synonym/ antonym (vocabulary) dikarenakan vocabulary saya masih kurang 66,7 % 8 cerita yang rumit membuat saya malas untuk membacanya 52, 38 % we can see that from the table above, there are still many students who did not have challenging souls to solve a difficult problem. they always give up when a ifficult problem is encountered in reading. table 7 importance of reading dony efriza, et. al., 2023 what can reading motivation do for improving student’s reading comprehension? implications for reading instruction in the school 140 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 3 3 1 4 4 ) number of question question percentage of positive response 14 tidak penting bagi saya untuk menjadi seorang pembaca yang baik 71,43 % 15 jika dibandingkan dengan aktivitas yang lain, menjadi pembaca yang baik adalah yang paling penting 66, 7 % discussion the questionnaire of reading motivation was distributed to measure the students’ motivation in reading. half of the sample of the research shows that have low reading motivation and most problems of the students who have low reading motivation are in the work on self-efficacy and intrinsic motivation. the work on self-efficacy is readers’ confidence on competency and efficacies at reading. selfconfidence in reading should be had by the readers. by having good confidence in reading, the readers will explore their skills in reading and they will try hard to comprehend the text deeply. there two sub-indicators of this indicator, they are: reading efficacy and reading challenge. the main problem in this indicator is in reading efficacy. they did not believe that they are good reader and their ability better than others. these problems happened because they believe that they do not have good english proficiency and lack of motivation from the teacher to build their self-confidence. based on the observation, most of the teachers usually did not give appreciation when the students give an incorrect answer. this way can influence students’ self-confidence. it is better for the teacher if the students give an incorrect answer, the teacher still give appreciation for the students who have given their opinion. intrinsic reading motivation is a motivation at reading that comes from readers’ hearth. readers believe that reading is important for them to gain a lot of knowledge. these indicators consist of some sub-indicators, such as reading curiosity, reading involvement, the importance of reading, and reading work avoidance. the main problem in this indicator is in reading work avoidance. the students often give up on reading when they face difficult words, complicated story and they believe that become a good reader is not important for them. these problems make them difficult to gain knowledge from reading text. the teacher should be concerned to solve these problems in order the students can do their extensive reading well and they can get much information from reading. based on the observation that has been done, most of the teachers only ask the students to look for difficult words from a dictionary. this strategy does not train the students to use their critical thinking. reading needs critical thinking to analyze the content of the text. by having critical thinking, the students can analyze the meaning of difficult words without using a dictionary and comprehend a complicated story. therefore, the intrinsic motivation of the students will be improved well. students who were more interested in reading were required to pay a greater amount of attention to the text that was being presented by the teacher. they were more likely to participate in class discussions and show interest in reading than students who struggled to find the drive to read. according to o'garro (2017), students who have strong reading motivation find it difficult to be content with the reading result, and they are more interested in receiving feedback and being evaluated on their performance in the reading activity. it implies that the students who have a strong reading motivation will put in a lot of effort in order to achieve positive results in reading. according to the findings of biyik et al. (2017), students who have a low reading motivation do not achieve better reading results than students who have a strong reading motivation. it indicates that the stuents who have a low level of interest in reading were not motivated to participate in reading-related instructional activities. they ended up being more dony efriza, et. al., 2023 what can reading motivation do for improving student’s reading comprehension? implications for reading instruction in the school 141 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 3 3 1 4 4 ) subdued as a result in the classroom. in addition to that, they lacked confidence, were unwilling to work hard, and were uninterested in finding the solution to the reading text question. these are the reasons why students who have a lower reading comprehension have a lower reading comprehension than those students who are very motivated to read. conclusion based on the result above, it can be concluded that teachers should create an environment that enables students to select what they want to read and have the freedom to stop reading material that fails to interest them. while it's important for teachers to provide guidance and offer a range of options, giving students the freedom to choose what they want to read empowers them and enhances their overall learning experience. it encourages a lifelong love for reading and nurtures critical thinking skills, empathy, and personal connections with literature. the influence of positive peers had a beneficial effect on sorts of motivation that were more self-determined. self-determined motivation refers to the internal drive and desire to engage in an activity for its inherent enjoyment, personal interest, or meaningfulness, rather than being solely driven by external rewards or pressures. positive peers can provide encouragement, validation, and support, creating a sense of belonging and connection. this support enhances individuals' feelings of competence and autonomy, which are essential for self-determined motivation. peers who value and respect each other's goals and interests create an environment conducive to intrinsic motivation. observing peers who are intrinsically motivated and passionate about their pursuits can inspire others to develop similar motivation. when individuals witness their peers engaging in activities with genuine interest and enthusiasm, it can ignite a desire to explore and pursue their own interests, thereby fostering self-determined motivation. positive peers often share similar interests and goals, leading to a sense of camaraderie and collective motivation. when individuals are surrounded by peers who are enthusiastic about similar activities, it creates a supportive and motivating environment that reinforces intrinsic motivation. collaborating and sharing experiences with like-minded peers can further enhance the self-determined motivation. positive peers can provide constructive feedback and engage in healthy competition. this feedback and competition, when approached positively, can challenge individuals to improve their skills and enhance their intrinsic motivation. it creates an atmosphere where individuals strive for personal growth and development, driven by their own aspirations rather than external rewards. interacting with positive peers can contribute to emotional well-being, which is closely linked to motivation. when individuals feel positive emotions such as joy, enthusiasm, and happiness in the presence of their peers, it enhances their motivation to engage in activities and pursue their interests with greater self-determination. positive peers play a crucial role in promoting self-determined motivation. through social support, role modeling, shared interests, constructive feedback, and emotional well-being, peers can create an environment that fosters intrinsic motivation and personal growth. encouraging positive peer interactions and cultivating a supportive peer community can have a significant impact on individuals' motivation to pursue their goals and interests with a sense of autonomy and intrinsic satisfaction. acknowledgement this study is not endorsed and funded by any government body or non-profit company. references bıyık, m. a., erdoğan, t., & yıldız, m. (2017). the examining reading motivation of primary students in the terms of some variables. international journal of progressive education, 13(3), 31-49. https://files.eric.ed.gov/fulltext/ej1159916.pdf https://files.eric.ed.gov/fulltext/ej1159916.pdf dony efriza, et. al., 2023 what can reading motivation do for improving student’s reading comprehension? implications for reading instruction in the school 142 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 3 3 1 4 4 ) bowers, s. jeffrey. (2020). reconsidering the evidence that systematic phonics is more effective than alternative methods of reading instruction. educational psychology review (2020) 32:681–705. https://doi.org/10.1007/s10648-019-09515-y büyükkaradağ, b. (2017). the role of cogn t ve and psychosoc al factors n development of read ng and read ng comprehension skills.(unpublished master’s thesis). işık university graduate school of social sciences, i̇stanbul, turkey. day, r. r., & bamford, j. (1998). extensive reading in the second language classroom. cambridge: cambridge university press. dörnyei, z. (2005). the psychology of the language learner: individual differences in second language acquisition. mahwah, nj: erlbaum. dörnyei, z., & ryan, s. (2015). the psychology of the language learner revisited. new york, ny: routledge. dörnyei, z., & ushioda, e. (2011). teaching and researching motivation (2nd ed.). harlow, uk: longman. dörnyei, z., & ushioda, e. (eds.) (2009). motivation, language identity and the l2 self. bristol, uk: multilingual matters. gardner, r. c., tremblay, p. f., & masgoret, a. (1997). towards a full model of second language learning: an empirical investigation. modern language journal, 81(3), 344– 362. harris, a. j. 1990. how to increase reading ability: a guide to development and remedial methods. new york: david mckey. kaya, d., & yıldırım, k. (2018). how does gender impact the relationship between reading fluency and reading comprehension? journal of human sciences, 15(2), 931-942. https://doi.org/10.14687/jhs.v15i2.4784 kuşdemir, y and pınar bulut. (2018). the relationship between elementary school students’ reading comprehension and reading motivation. journal of education and training studies vol. 6, no. 12. https://doi.org/10.11114/jets.v6i12.3595 mason, b., & krashen, s. (1997). extensive reading in english as a foreign language. system, 25, 91-102. moats, l. c. (2000). whole language lives on: the illusion of “balanced” reading instruction. retrieved from http://www.ldonline.org/article/6394/. national reading panel. (2000). teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. bethesda, md: national institute of child health and human development. nishino, t. (2007). beginning to read extensively: a case study with mako and fumi. reading in a foreign language, 19, 76-105. o’garro, j. a. (2017). factors that influence the reading motivation of fourth and fifth grade students in a midwest urban elementary school.(unpublished doctoral dissertation).the graduate college at the university of nebraska, usa rahimi m. firooz s. zahra a. d. (2009). do l2 proficiency and l1 reading strategies affect persian efl learners’ use of english reading strategies? threshold hypothesis revisited. the journal of asia tefl vol. 6, no. 3, pp. 177-200, autumn 2009. tanaka, mitsuko. (2015). exploring motivational changes for short in-class extensive reading. the journal of asia tefl vol.12, no. 4, pp. 61-91, winter 2015 http://dx.doi.org/10.18823/asiatefl.2015.12.4.3.61 tanaka, mitsuko. (2017). factors affecting motivation for short in-class extensive reading. the journal of asia tefl. vol. 14, no. 1, spring 2017, 98-113. http://dx.doi.org/10.18823/asiatefl.2017.14.1.7.98 tomáš kočiský, jonathan schwarz, phil blunsom, chris dyer, karl moritz hermann, gábor melis, edward grefenstette. (2018) the narrativeqa reading comprehension challenge. transactions of the association for computational linguistics 2018; 6 317– 328. doi: https://doi.org/10.1162/tacl_a_00023 https://doi.org/10.1007/s10648-019-09515-y https://doi.org/10.14687/jhs.v15i2.4784 https://doi.org/10.11114/jets.v6i12.3595 http://www.ldonline.org/article/6394/ http://dx.doi.org/10.18823/asiatefl.2015.12.4.3.61 https://doi.org/10.1162/tacl_a_00023 dony efriza, et. al., 2023 what can reading motivation do for improving student’s reading comprehension? implications for reading instruction in the school 143 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 3 3 1 4 4 ) wigfield, a., & guthrie, j. t. (1997). relations of children’s motivation for reading to the amount and breadth or their reading. journal of educational psychology, 89(3), 420– 432. wright t. s., cervetti g. n. (2017). a systematic review of the research on vocabulary instruction that impacts text comprehension. reading research quarterly, 52, 203-226. dony efriza, et. al., 2023 what can reading motivation do for improving student’s reading comprehension? implications for reading instruction in the school 144 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 3 3 1 4 4 ) ----------empty page--------- english franca: academic journal of english language and education vol. 6, no. 2, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i2.5438 a survey on high school students’ preferences toward the use of social media as online learning tools hariswan putera jaya universitas sriwijaya hariswan@unsri.ac.id tita ratna wulan dari universitas sriwijaya titawulandari@fkip.unsri.ac.id zuraida universitas sriwijaya zuraida@fkip.unsri.ac.id alhenri wijaya universitas sriwijaya alhenri@fkip.unsri.ac.id abstract along with the rapid development of technology, various kinds of social media applications are emerging and offering their users a variety of benefits. social media such as whatsapp, instagram, youtube, telegram, and google classroom, to name but a few, are the ones that are often used by students for online learning because they can be used easily, anywhere and anytime. this study aimed at finding out whether or not the students used social media for learning, the kinds of social media mostly preferred by the students, and the reasons for their preferences. the population of this study was 625 students from two state senior high schools in palembang. for the sampling technique, this study applied the probability-sampling technique. then, to meet the standard number of samples in a survey study, the writers took 14% of the population. it meant there were 88 research samples, specifically 44 students from each school. to collect the data, the questionnaire and mailto:hariswan@unsri.ac.id mailto:titawulandari@fkip.unsri.ac.id mailto:zuraida@fkip.unsri.ac.id mailto:alhenri@fkip.unsri.ac.id 244 | english franca, vol. 6, no. 2, 2022 interview were used in this research. as the results, all participants showed that they have greatly exposed themselves to social media during the "school from home" session during the pandemic situation. in addition, the majority of the students mentioned youtube as their favorite tool to use, yet they somehow managed using whatsapp, google meet, blog, zoom, and google classroom too. lastly, students often use those social media in everyday activities, including learning. keywords: students’ preferences, social media, online learning introduction no one would deny that technology has developed very rapidly that in a blink of an eye a new technology emerges. it kept developing to help people live more easily and cost less. the continuing development of technology has certainly made the entire world inseparable from it (martha et al., 2018). household chores, office works, banking, schools, the government at all levels, trading, small and big businesses, and even little simple traditional greengrocers nowadays use technology for marketing. in other words, there is nothing that education can do but respond to these changes positively and more adaptively (anwar, 2018). according to cholik (2017), educators can use it as an instrument to share teaching materials, transmit learning tasks, and improve students' life skills. for example, when face-to-face learning cannot be implemented due to the covid-19 issue, the world still has the option of an online learning scheme. at this point, information technology promotes better teaching and learning quality. the waves of the covid-19 pandemic have played very important roles in increasing the need for online teaching and learning technology. there are already applications and social media available that can be used by schools. teachers can take advantage of today's technological advances by combining various media in online courses like facebook, twitter, whatsapp, etc. which teachers and students have been familiar with (kobayashi, 2017). those social networks have not only been worldwide known for online social use purposes but also teaching and learning use (silius et al., 2010). social media has certainly entered the classrooms and given students the facilities to develop knowledge and share it with a global audience. social media allows students to support classmates and other students who do not understand a certain topic or have problems learning the material. this hariswan putera jaya, et. al: a survey on high school students’ preferences toward the use of social media as online learning tools 245 ongoing teacher-student or student-student interaction not only helps facilitate the learning experience of students but also contributes to the improvement of teaching methods (faizi & fkihi, 2018). furthermore, students can do collaborative learning by using social media. this collaboration held both inside and outside the classroom has the potential to improve the learning experiences of students (ractham & firpo, 2011). on its implementation, teachers and students use various media for virtual courses, including facebook, twitter, instagram, and linkedin. these social media have attracted educators' attention due to their popularities worldwide (silius et al., 2010). moreover, abe and jordan (2013) claimed that social media and gadgets have become dayto-day practices for many higher education students, starting from high school until university. this condition undoubtedly invites students, teachers, and educators to use online social media in the teaching and learning process. as it was reported by apjii (asosiasi penyelenggara jasa internet indonesia or indonesian internet network providers association) (2016), there were 132.7 million internet users in indonesia. then, 24.4 million out of the total numbers mentioned are classified as children and adolescents users. they generally ranged from 10 to 24 years old. this data implies that most indonesian students now are tech-savvy. they will not find any difficulties in communicating and searching for information on the internet, especially social media. fauzi and khusuma (2020), suggested the same opinion that indonesian adolescents and children have actively utilized technology. responding to this condition, many schools start using it for educational purposes and utilizing social media for classroom activities (devi et al., 2019). they believe that applying information technology in learning activities might result in positive outcomes for either teacher or student. the use of social networking sites (sns) in teaching and learning is further claimed as a new era in the education field. however, with little or no control over social media use, the students are sometimes too absorbed in their own business. in the online teaching and learning process, students can use social media in many ways. schoolnet (2013), for instance, stated that wikipedia, youtube, wattpad, instagram, blogs, facebook, twitter, google docs, snapchat, and google can be exploited to help users interact with a larger community. all of the platforms mentioned enabling both teachers and students to develop knowledge with global audiences. moreover, some studies also promote collaborative learning 246 | english franca, vol. 6, no. 2, 2022 with social media sites, podcasts, and videos. if teachers need face-toface learning, zoom is an effective option to try since it supports recording, easy access, chat, virtual communication, and presentation screen (palupi & raharjo, 2020). moreover, indonesian schools had applied online learning since covid-19 attacked this country. during that time, the internet became everyone's favorite place, especially social networking sites. therefore, teachers began to use them in the learning process. google mail, blogs, youtube, yahoo mail, and google classroom are some popular sites used. teachers have no difficulties to do information sharing, such as learning materials and assignments since yahoo mail and google mail help them. besides, students can also share their work results using a blog. he further stated that people's lifestyles, specifically indonesian students, apparently turn out differently due to the rapid growth of social media users. in terms of education, many schools use this media as a teaching and learning tool. it shows significant improvement in the learning process since it connects users, teachers, and students, to various resources on the internet (pitler et al., 2007). moreover, white (2012) also described that utilizing social media may result in more involvement of students if it is supported by face-to-face participation and teachers’ digital teaching methods. unfortunately, despite the rapid use of social media in high school students' online learning process, there has not been much research done on the indonesian learner's context. most of the study was taking place overseas. we found a study from michelle mei ling yeo (2014) conducted in singapore and a study from laila al-sharqi & hashim (2016) took place in arab saudi, to name but a few. even though we can find a few studies in indonesia, most of them did not completely address all the types of social media. accordingly, to fill the gap, this study was designed to answer some research questions which can later describe the factual situation of indonesian learners' preferences toward all types of social media in online learning procedures. they are: (1) do students have social media as learning tools? (2) what platform of social media do the students prefer to use? and (3) what motives encourage students to use social media in the learning process? theoretical framework social media platforms according to friedman and friedman (2013), social media technologies or web 2.0 cover various types of web-based hariswan putera jaya, et. al: a survey on high school students’ preferences toward the use of social media as online learning tools 247 communication tools, such as wikis, virtual worlds, blogs, online social networking, and many more. further, mismara (2019) described social blogs, internet forums, magazines, microblogs, blogs, wikis, podcasts, videos, images, social bookmarks, and ratings are other popular kinds of social media. they enable users to share, collaborate, and participate in real-time through the internet. above all, distributing content, transferring documents, doing virtual conferences, giving comments, and tagging are common activities performed (otieno and matoke (2014); hudson (2017); baruah (2012); alamri (2019)). communication becomes more effective and efficient because speakers and listeners do not mandatorily meet each other face-to-face. to conclude, social media is an online tool or platform which helps users to share their perspectives, opinions, content profiles, insights, and experiences. in addition, social media is also a tool to collect, save, discuss, share, and facilitate online interactions among individuals. positive and negative impacts of social media on education a. positive impact social media turns out to be so impactful in this recent years. people can collect as much information and knowledge easily. besides, it also offers better opportunities to the users. below are five positive impacts of social media on the education field. 1. effective collaboration students can do group projects and learn by creating groups on social media classes. further, they can use available video chat and available messaging tools for online classroom communication. by doing this, teachers and students can have flexible scheduling that reduces time travel. 2. new skills students are not only required to be capable academically but also non-academically so that they can be adaptive and innovative to survive in the corporate world. as lad (2017) stated that being able to start relationships with a lot of people and maintain them is an important skill for career development. 3. creativity development with social media, it is easy for users to share images, stories, or videos that lead to creative development. also, the immediate feedback given by friends, teachers, or other users even escalates their creativity to the maximum level. 4. better teamwork 248 | english franca, vol. 6, no. 2, 2022 based on the advantages mentioned above, social media certainly facilitates users to have better teamwork. students will have no difficulties in collaboration, creativity, information sharing, and communication. 5. familiarity with new technology the fifth and last positive impact of using social media, especially for young learners, is becoming tech-savvy generations. we know that information technology will always develop from time to time so students need to be familiar with it. by spending a lot of time with the newest application, computers, or other electronic devices, students would not be technology illiterate. according to lad (2017), students will be able to develop their life skills by growing interest in technology, either in business or education. b. negative impact addiction is the main negative impact of social media. people tend to check updates on their instagram, facebook, twitter, whatsapp, and other social media constantly and regularly. this addiction is, for sure, influencing other positive values, such as ignoring reality, actively participating in sports, concentrating on learning, and communicating in real life (raut & patil, 2016). besides, people also need to be careful of fake accounts on social media. concerning education, here are four negative impacts that social media can cause. 1. distraction social media is an easy-access platform. users can use their various gadgets, such as phones, tablets, and laptops to check and post updates on their social media. this situation often makes students spend too much time on gadgets. as the result, students' academic performances might face troubles. it, a study by lad (2017) showed that facebook, twitter, and youtube disruption can significantly reduce students' focus. 2. lower learning performance fun is the first and foremost element found in social media. therefore, it is hard to control users from scrolling phones. then, it makes them forget about their lesson and assignment. once they do their classroom task, they always rely on internet search engines. in this case, there is absolutely no information-maintaining process. 3. less human contact spending time on social media tends to make users forget to have real social contacts. associating with others in person, hariswan putera jaya, et. al: a survey on high school students’ preferences toward the use of social media as online learning tools 249 transferring non-verbal signals, and having face-to-face communication is something difficult to do. so, most users prefer to speak on screen now (raut & patil, 2016). 4. privacy social media users have forgotten the urgency of filtering published information. they sometimes post every single thing they want. however, some potential employers and colleges use their social networking profiles to check their career or academic background. therefore, lad (2017) presented that most students may have negative consequences after not continuously filtering the uploaded content. research methodology this study was survey research that aimed to collect data about social media platforms used by students in online learning. therefore, two favorite high schools in palembang were chosen as the place of research, namely sman 8 palembang and sman 4 palembang. these two schools are located in plaju, palembang, and south sumatra. they were suitable for this research because (1) the students have the distribution of the same subject, such as mathematic, sports, indonesian, english, and so on; (2) the students were learning from home at the same time due to the covid-19 situation; and (3) they reported that they used almost the same kinds of social media for learning, such as whatsapp (discussion platform), zoom or google meet (virtual meeting platform), and google classroom (assignments' submissions platform). from both schools, 625 students were taken as the research population. each of them had the same opportunities to be selected as research samples, known as the probability sampling technique. in this study, the writer referred to a statement from arikunto (2010, p. 112) that a survey design could take 10%-15% of the population for sampling if the population is more than a hundred. therefore, this study had 88 students (or 14% of the total population) as the research samples. specifically, 44 students were taken from sman 4 palembang and 44 students were taken from sman 8 palembang. the samples were randomly selected. to collect the data, questionnaires and interviews were used. the questionnaire applied the likert scale as an item measurement, starting from 1 (strongly disagree) up to 5 (strongly agree). there were 31 questions to be answered by the research samples in this phase. all items were designed to seek students' preferences on social media users. then, 10 250 | english franca, vol. 6, no. 2, 2022 interview questions were also distributed to the students to provide additional information for the study. those items were mostly designed to know the reason for the student's preferences. before administering the instruments, the writers checked the instruments' validity and reliability. both questionnaires and interview questions were valid and reliable based on the tests done, which were content validity (89% of question items in the questionnaire and 83% of question items in the interview were very appropriate based on experts' judgment) and test-retest reliability (0.847 coefficient test result). the online questionnaires were distributed to students as students were still learning from home. besides, the interviews were also conducted online through a virtual room. last, the data from questionnaires were calculated by using the percentage formula. then, the data from the interview were transcribed and used to compare participants’ responses in questionnaires. results and discussions the result of the questionnaire from the findings displayed in table 1, the following discussions were presented. first, more than half of the students liked to use social media for learning (44,3% agree and 21,6% strongly agree). second, most of the students thought social media could help them study, 47,7% of students agree and 14,8% of students strongly agree. however, some students were still in doubt if social media suits their studying. for that reason, not many students felt social media could help them learn better, only 33% of students agree and 9,1% of students strongly agree. on the contrary, 43,2% of students even stated in a neutral position. they were in doubt about whether social media could help them learn better or not. table 1. the result of the questionnaire (items 1-5) no statement sd d n a sa % % % % % 1 i like using social media to learn. 1,1 2,3 30,7 44,3 21,6 2 social media enable me to understand the lesson better. 4,5 6,8 26,1 47,7 14,8 hariswan putera jaya, et. al: a survey on high school students’ preferences toward the use of social media as online learning tools 251 3 using social media in the learning process suits me. 4,5 12,5 43,2 30,7 9,1 4 it is easy to use social media in an online learning classroom. 0 3,4 15,9 47,7 33 5 using social media to support the online learning process is a good idea to do. 3,4 5,7 22,7 38,6 29,5 note sd (strongly disagree), d (disagree), n (neutral), a (agree), sa (strongly agree). besides, most students agree that using social media in online learning is an easy thing to do, 47,7% (agree) and 33% (strongly agree). however, there were 3,4% (disagree) – 15,9% (neutral) of students who did not think that learning with social media was an easy task to do. the students also claimed that using social media to support the learning process is a good idea to do, 38,6% (agree) and 29,5%. (strongly disagree) as previously stated, the items listed in the questionnaire were intended to find out students' preferences on social media platforms used for online learning activities. therefore, to have a deeper analysis, the writers also provided some items dealing with students' views on the communication process. the data were shown in table 2 below. table 2. the result of the questionnaire (items 6 8) no statement sd d n a sa % % % % % 6 online learning through social media helps me study even better. 4,5 10,2 43,2 33 9,1 7 online learning facilitates me have better students teachers communication. 8 20,5 34,1 22,7 14,8 252 | english franca, vol. 6, no. 2, 2022 8 the internet facilitates me to communicate with my friends. 2,3 8 20,5 31,8 37,5 from the findings, we can see that the internet and social media do support students' communication. however, students feel that the internet facilitates more student communication rather than student teachers communication. dealing with assignments through social media, students did not feel disturbed at all. in contrast, they felt challenged to finish the tasks given by their teachers, 28,4% (agree) and 13,6% (strongly agree) of students. in addition, most of the students, or 43,2% said that they love to discuss their assignments through social media. the respondents also agreed that social media motivated them to do active learning (31,8% agree and 14,8% strongly agree), but not necessarily to focus on their lessons. as the result, many students were in doubt that they could improve their academic performance and have better grades with the help of social media. table 3. the result of the questionnaire (items 9 12) no statement sd d n a sa % % % % % 9 the use of social media distracts me from completing tasks. 10,2 35,2 36,4 14,8 3,4 10 i feel challenged to do the assigned tasks. 3,4 13,6 40,9 28,4 13,6 11 i enjoy using social media to discuss schoolwork. 2,3 10,2 34,1 43,2 10,2 12 social media motivate me to study. 3,4 13,6 36,4 31,8 14,8 to check the students’ opinions about the impacts of social media on their academic performance, some question items were also given as follows. table 4. hariswan putera jaya, et. al: a survey on high school students’ preferences toward the use of social media as online learning tools 253 the result of the questionnaire (items 13 15) no statement sd d n a sa % % % % % 13 social media help me focus on my lesson. 8 19,3 46,6 22,7 3,4 14 social media help me improve my academic achievement. 5,7 10,2 52,3 31,8 0 15 the use of social media in the teaching and learning process impacts my grades. 4,5 5,7 45,5 34,1 10,2 there were 52,3% and 45,5% of students were not sure about the impacts of social media on their learning achievement. last, students showed negative responses toward the 16th and 17th statements. in online learning, they could not understand the material comprehensively and do the group assignment effectively. table 5. the result of the questionnaire (items 16 17) no statement sd d n a sa % % % % % 16 online learning is very effective because i can understand the lesson well. 19,3 31,8 39,8 6,8 2,3 17 in online learning, group assignments can be done easily. 21,6 28,4 34,1 12,5 3,4 next, the student's preferences on social media platforms in the questionnaire were also checked. the details were listed below. table 6. the result of the questionnaire (items 18 22) no statement frequencies of responses yes no n % n % 254 | english franca, vol. 6, no. 2, 2022 18 i like to use instagram as an online learning tool. 42 47,7 46 52,3 19 i like to use facebook as an online learning tool. 3 3,4 85 96,6 20 i like to use twitter as an online learning tool. 18 20,5 70 79,5 21 i like to use youtube as an online learning tool. 79 89,8 9 10,2 22 i like to use blogs as an online learning tool. 55 62,5 33 37,5 the question items dealing with the students’ preferences on the use of video conference platforms were also provided such as google classroom, zoom meeting, and google meet. furthermore, students' preferences for the use of the instant messaging platform, such as telegram, whatsapp, and line, were also checked. table 7. the result of the questionnaire (items 23 31) no statement frequencies of responses yes no n % n % 23 i like to use telegram as an online learning tool. 29 33 59 67 24 i like to use whatsapp as an online learning tool. 82 93,2 6 6,8 25 i like to use line as an online learning tool. 19 21,6 69 78,4 26 i like to use google classroom as an online learning tool. 86 97,7 2 2,3 27 i like to use zoom meetings as an online learning tool. 75 85,2 13 14,8 28 i like to use google meet as an online learning tool. 70 79,5 18 20,5 29 the use of social 77 87,5 11 12,5 hariswan putera jaya, et. al: a survey on high school students’ preferences toward the use of social media as online learning tools 255 media facilitates me to find learning materials. 30 i can find school assignment references easily using social media. 82 93,2 6 6,8 31 social media facilitates students-teachers or students-students interaction. 59 67 29 33 the findings presented in table 7 are discussing the students' preferences for social media that are commonly used for online learning. seeing the result, most students prefer not to use twitter, facebook, and instagram for learning. they felt that those platforms were not good enough to use in the comprehensive learning process. in contrast, the students agree that google classroom, youtube, blog, and whatsapp are better platforms to use for online learning. however, the respondents also showed positive responses to the use of zoom meetings and google meet for online learning. for the last three questionnaire items, we see that most students, or 87,5% of respondents can find learning materials easily with social media. further, they (93,2% of participants) also claimed that it was not difficult to find references for school assignments when they use social media. there were many readings sources available online. not only that, but social media also make interaction with friends and teachers became easier to do. the result of the interview to know the students’ reasons behind their social media references, the transcripts of interviews made must be analyzed too. most of the questions were discussing the justification of "like" or "dislike" on social media as an online learning tool. however, the detailed transcripts will not be written in the discussion. we only describe what is most important to support questionnaire findings. 1) students’ comfort and familiarity. the writers tried to find the students' initial knowledge about online learning with social media. besides, the students were also asked about their feeling towards the use of social media as a learning tool, comfortable or uncomfortable. 256 | english franca, vol. 6, no. 2, 2022 based on the data, the students answered it differently. there were students (for instance, students 1, 50, 7, 15, and 5) described that they have known about social media used in online learning and they felt comfortable with it. however, several students did not feel comfortable, such as students 54, 24, and 27. some students felt moderate, he/she could feel both interchangeably, comfortable or uncomfortable, like student 33. to conclude, all students have been familiar with the use of social media as an online learning tool. then, the feeling toward the utilization of social media would depend on each respondent's personal views. some said they felt comforted, meanwhile, others said uncomfortably. then, the rest felt both. 2) what makes the respondents "like" or "dislike," twitter, facebook, and instagram for online learning activities? many students agreed on using instagram, but not facebook and twitter, for online learning. they (for instance students 1 and 7) claimed that instagram helped them learn efficiently and effectively. further, student 50 described that short caption used on instagram is the reason why he/she thought instagram is better than facebook or twitter. the shorter explanation could make them understand the material faster. furthermore, student 5 stated that instagram could not be used to search for material like youtube. besides, the video was not displayed on full screen. the students also mentioned other reasons that were–there were some attractive pictures to see on instagram so that they might not focus on learning. last, two respondents (students 24 & 27) said that they only used instagram as a platform to submit tasks. for student 15, facebook was as good as instagram because the material shared was easily accessed and understood. those who disliked using twitter or facebook explained that they did not sign up for the accounts. 3) what makes the respondents "like" or "dislike" youtube and blogs for online learning activities? youtube and blogs gained the highest "like" scores in this research. it was because students thought they are the two platforms that provided a comprehensive explanation of learning materials. however, detailed discussion, understandable references, extensive knowledge, flexible time and place, and interactive media were other reasons mentioned by respondents. 4) what makes the respondents "like" or "dislike" whatsapp, line, and telegram for online learning activities? hariswan putera jaya, et. al: a survey on high school students’ preferences toward the use of social media as online learning tools 257 the data showed that whatsapp got the highest scores compared to telegram or line. the main reason was the one and only useful whatsapp groups. they could have intensive discussions with teachers or group members. meanwhile, most of the students disliked line and telegram as online learning tools because they could waste data usage due to bots. 5) what makes the respondents "like" or "dislike" google classroom for online learning activities? google classroom was the respondent’s daily use of online learning tools. sharing materials, submitting assignments, and cloud storages feature were some positive reasons mentioned in the interview session. however, there were still students who disliked google classroom. for example, student 27 said that teachers sometimes gave them unclear instructions and materials to read. the materials were not cropped well or the documents uploaded were blurred. 6) what makes the respondents "like" or "dislike" google meet and zoom for online learning activities? the virtual conference was the most awaited session for students in online learning. therefore, google meet and zoom became students' favorites. face-to-face interaction was not the only reason. there were other reasons, such as displayed presentation, offline classroom-like situation, small data usage, stable signal, and many others. 7) social media motivated students in learning. not all students agreed that social media could motivate users to learn. they claimed that social media tend to provide a monotonous learning process, like listening to teachers, writing down materials, and so on. 8) social media was the most used. youtube, google classroom, zoom, blog, whatsapp, and instagram were chosen as students' favorite online learning platforms. although there were several students mentioned google meet, it was not significant. 9) social media affects students’ grades. the findings for this item were varied. some students said that they maintained their grades well. however, some others claimed their scores were not as good as before. 10) other activities with social media, besides learning expressing their ideas, communicating with family members or friends, entertaining themselves, searching random information, 258 | english franca, vol. 6, no. 2, 2022 reading success stories, watching movies, and having news updates were other interesting activities the students had. discussion as it was stated previously, this study aimed to find out three research questions. first, how well the students knew about social media in learning. second, what the students preferred to use as their online learning tool. last, why the students liked or disliked the social media platforms? to answer all those three questions, two instruments were used, namely a questionnaire and an interview. the questionnaire results showed that most of the respondents were familiar with social media in online learning activities. besides, the data said that (1) 65,9% of students liked to use social media platforms; (2) 80,7% of students said that social media was not that difficult to use; (3) 34,1% and 37,5% of students agreed if social media made their interaction more effective and efficient. this was supported by sakkir et al., (2016) that the internet and social media had been part of human lives and changed the people work, interact, get knowledge, and live. for tech-savvy generations, it is impossible to neglect or avoid technology, especially social media, in daily activities. therefore, it is acceptable if the findings show the number of “like social media in online learning” is higher than “dislike social media in online learning”. when someone feels comfortable about something, there will be no significant difficulties happen. therefore, a recent study found more than 80% of students felt social media was easy to operate. another positive response was improving interaction among users. we knew that covid-19 pandemic had already created limited interaction all around the world. teachers and students could not come to schools, workers were designed to work from home, travelers were not allowed to go out of town or countries, and many others. fortunately, social media offered solutions for those mentioned problems. people could still see the world's updates from screens, phones, laptops, or tablets. once they click on instagram, they could know what is viral now. besides, people can have meetings utilizing zoom meeting and google meet. teachers can share materials with students from the google classroom platform. then, the students can submit their assignments to the same platform too. these positive solutions happened because of the use of information technology, especially social media. so, it is reasonable if students thought social hariswan putera jaya, et. al: a survey on high school students’ preferences toward the use of social media as online learning tools 259 media made their interaction more effective and efficient. they are no longer limited by place and time. in addition to the questionnaire, the interview findings were also showing positive responses. most of them agreed that social media help them better in learning. for example, whatsapp helped them share references, books, and readings. or, google classroom supports assignment submissions. meanwhile, youtube and blog provided important information. people could watch videos on youtube and read passages in blogs. though there are many options of document sharing tools, like email, bluetooth, or others, whatsapp might be the most popular platform to use. users do not need to activate or sign in every time they need to use it. they just click on the whatsapp icon and find to whom the files will be sent. therefore, we could see people sharing e-books, readings sources, photos, videos, or other files easily now. this simplicity, of course, needs to be applied in the online classroom too. when offline classrooms were banned, teachers have google classroom as the alternative (if schools have not yet created their learning management system). in this cloud-storage classroom, teachers can manage the topics discussed, the assignments, the student's attendance, and even quizzes. google classroom is userfriendly so everyone must be fine with it. not only for entertainment but youtube and blog can also be used to support the teaching and learning processes too. people upload hundreds of videos on youtube every day now. thus, it is easy to find learning materials on youtube. the users just need to type keywords and click the "find" button. those who prefer to read text can opt for a blog. the good thing is students or teachers can even try to be content creators or bloggers so that it can sharpen their soft skills for future benefits. finally, it could be concluded that all social media applications provided users with different services, such as document sharing, interactive communication, classroom management, virtual conferences, etc. so, the users could find and use the one that suited their needs, professions, objectives, or others. conclusion the result of the study shows that the respondents had all known or been familiar with social media as an online learning tool. therefore, they had a positive response to the use of social media in online learning activities. they used the available platforms, such as 260 | english franca, vol. 6, no. 2, 2022 facebook, instagram, whatsapp, youtube, blog, and so on, to have virtual interaction with teachers and friends. they communicated by video conferencing or messaging. besides, they liked to use those platforms to find learning materials and supplementary references. posting, sharing, and submitting assignments were also done through social media. the good things about these platforms were not only dealing with learning, but they also helped students entertain themselves, starting by watching films, reading celebrity updates, and many others. furthermore, the data obtained showed that the respondents chose youtube as the most preferred platform. then, google classroom and whatsapp were in second and third positions. the blog came after whatsapp. further, zoom app took the fifth position. the last was for google meet. these preferences were clearly stated and described by respondents when they answered the questionnaire and interview session. google classroom, zoom, google meet, and whatsapp helped them study virtually. they could interact with teachers or friends on those platforms. they could share materials and assignments too. meanwhile, the respondents agreed that youtube and blog provided different services to the previous platform mentioned. these two applications gave those unlimited videos and written materials to see. therefore, they could understand the lesson well. references abe, p., & jordan, n. a. (2013). integrating social media into the classroom curriculum. about campus, 8(1), 16-20. https://doi.org/ https://doi.org/10.1002/abc.21107. al-sharqi, l., & hashim, k. (2016). university students perceptions of social media as a learning tool. the journal of social media in society, 5(1), 65-88. alamri, m. m. (2019). undergraduate students' perceptions toward social media usage and academic performance: a study from saudi arabia. international journal of emerging technologies in learning, 14(3), 61-69. anwar, m. (2018). inovasi sistem pendidikan. jurnal inspiratif pendidikan, 7(2), 161-170. arikunto, s. (2010). prosedur penelitian: suatu pendekatan praktik. jakarta: pt. rineka cipta. https://doi.org/ https://doi.org/10.1002/abc.21107 hariswan putera jaya, et. al: a survey on high school students’ preferences toward the use of social media as online learning tools 261 baruah, t. d. (2012). effectiveness of social media as a tool of communication and its potential for technology enabled connections: a micro-level study. international journal of scientific and research publications, 2(5), 1-10. brandtzæg, p. b., & heim, j. (2009). why people use social networking sites. in international conference on online communities and social computing, 143-152. cholik, c. a. (2017). pemanfaatan teknologi informasi dan komunikasi untuk meningkatkan pendidikan di indonesia. syntax literate; jurnal ilmiah indonesia, 2(6), 21-30. devi, k. s., gouthami, e., & lakshmi, v. v. (2019). role of social media in teaching–learning process. journal of emerging technologies and innovative research, 6(1), 96-103. faizi, r., & fkihi, s. e. (2018). investigating the role of social networks in enhancing students' learning experience: facebook as a case study. international association for development of the information society, 7(1), 64-77. fauzi, i., & khusuma, i. h. s. (2020). teachers’ elementary school in online learning of covid-19 pandemic conditions. jurnal iqra': kajian ilmu pendidikan, 5(1), 58-70. febrianto, p. t., udah, s. m., & megasari, l. a. (2020). implementation of online learning during the covid-19 pandemic on madura island, indonesia. international journal of learning, teaching and educational research, 19(8), 233-254. friedman, l. w., & friedman, h. (2013). using social media technologies to enhance online learning. journal of educators online, 10(1), 122. hudson, m. (2017). what is social media and why is it important. the balance -retal small business, 3(1), 77-82. kobayashi, m. (2017). students’ media preferences in online learning. turkish online journal of distance education, 18(3), 4-15. lad, h. (2017). the positive and negative impact of social media on “education, teenagers. business and society”, international journal of innovative research in science, engineering and technology, 6(10), 19652-19657. martha, z. d., adi, e. p., & soepriyanto, y. (2018). e-book berbasis mobile learning. jurnal kajian teknologi pendidikan, 1(2), 109-114. mismara, j. (2019). students’ perception on using social media for learning english education and teacher training ar-raniri state islam university]. 262 | english franca, vol. 6, no. 2, 2022 otieno, d. o., & matoke, v. b. (2014). social media as tool for conducting academic research. international journal, 4(1), 33-42. palupi, i. r., & raharjo, w. (2020). zoom as a tool for online learning. in proceeding of lppm upn “veteran” yogyakarta conference series 2020–political and social science series, 1(1), 161165. pitler, h., hubbell, e. r., kuhn, m., & malennoski, k. (2007). using technology with classroom instruction that works. alexandria, virginia: association for supervision and curriculum development. ponto, j. (2015). understanding and evaluating survey research. journal of the advanced practitioner in oncology, 6(2), 162-168. ractham, p., & firpo, d. (2011). using social networking technology to enhance learning in higher education: a case study using facebook. hawaii international conference on system sciences, 1(1), 1-10. raut, v., & patil, p. (2016). use of social media in education: positive and negative impact on the students. international journal on recent and innovation trends in computing and communication, 4(1), 281-285. sakkir, g., rahman, q., & salija, k. (2016). students’ perception on social media in writing class at stkip muhammadiyah rappang, indonesia. international journal of english linguistics, 6(3), 170175. schoolnet, e. (2013). social media in learning and education (smile). challenges and opportunities for school and teachers in a digital world. silius, k., miilumäki, t., huhtamäki, j., tebest, t., meriläinen, j., & pohjolainen, s. (2010). students’ motivations for social media enhanced studying and learning. knowledge management & elearning: an international journal, 2(1), 51-67. tella, a. (ed.). (2015). social media strategies for dynamic library service development. igi global. white, g. k. (2012). digital social networking: implications for education" professional educator. australian council for educational research, 11(5), 12-17. yeo, m. m. l. (2014). social media and social networking applications for teaching and learning. european journal of science and mathematics education, 2(1), 53-62. english franca: academic journal of english language and education vol. 6, no. 1, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i1.4106 challenges faced by english teachers in indragiri hulu regency in teaching speaking through online platform stevani likasari tarigan universitas bengkulu stevani.tarigan01@gmail.com syafryadin universitas bengkulu syafryadin@unib.ac.id dedi sofyan universitas bengkulu dedi.sofyan@unib.ac.id abstract the research aims to investigate the english teacher's challenges in teaching speaking through the online platform when the preparing lesson plan, while the teaching performing, and when the evaluating. this research employed a mixed-method sequential explanatory strategy to reveal the data-oriented to the aforementioned focuses. fifty-two english teachers engaged as the correspondent of the questionnaire while thirteen english teachers were selected as the participant in the interview. they were selected based on the purposive sampling technique and taken from senior high schools in indragiri hulu regency. to gather the data, the questionnaire and interview were deployed and were further analyzed by using the interactive model data analysis. the findings demonstrate that the majority of english teachers had a negative category in teaching speaking through online platforms with an average of total score 122. the challenges when preparing the lesson plan covered four aspects: prepare teaching materials, activity, media, and prepare evaluation materials. subsequently, the challenges when preparing the lesson plan are the teachers should have not prepared online-based learning media, searched for online speaking topics, and searched for additional teaching materials. moreover, the lack of internet quota and connection made the students got difficulty joining classes online. in turn, while the teaching performance is teachers difficulty in coping with students' behavior, difficulty in motivating students, and giving example topics on speaking online. furthermore, in evaluating the teacher's challenges difficulty in assessing student assignments because at the time of online learning students there were only a few students who responded to the teacher. further studies are expected to seek possible solutions regarding the challenges faced by the teachers in teaching speaking online. keywords: challenges, teaching speaking, online platform mailto:stevani.tarigan01@gmail.com mailto:syafryadin@unib.ac.id mailto:dedi.sofyan@unib.ac.id 168 | english franca, vol. 6, no. 1, 2022 introduction the international is being attacked by the corona virus disease (covid-19) pandemic that has been introduced by world health organization (who) in march 2020 which has unfolded in many nations at an equal time consisting including indonesia (roxby, 2020; sohrabi et al., 2020). with this respect, the indonesian authorities establish a social and bodily distancing marketing campaign because of the anticipation of spreading covid-19. through those policies, the authorities advise society to live at home, work, examine and worship from home. thus, this case has a big effect on many factors including health, economy, and others consisting in the schooling field. in response, indonesia minister of education and culture nadiem makarim has asked other educational institutions, including schools and universities, to replace traditional homeschooling with e-learning or to use online systems in pandemic situations. issuance of circulation (kementrian pendidikan dan kebudayaan, 2020). therefore, we overcame various challenges to make the language easier to understand, realize the basic concepts of the teaching materials, intrigue the students and maintain the atmosphere of the class. in these situations, teachers are expected to play a bold role and work professionally to facilitate the learning environment of online learning. in this case, the teacher teaches the student without direct dialogue and should be strong in teaching. moreover, managing their research is somehow difficult. therefore, teachers must be creative, but still consider the health of their students. teaching speaking is one of the most difficult parts to teach online, as we couldn't have a direct dialogue. this research was conducted during the covid-19 pandemic outbreak in indonesia. the preliminary research data started from a discussion on december 13, 2020, with mr. sidiq who teaches at sman 2 peranap and has difficulty in the implementation of online learning that is difficulty online learning methods and accessing the internet, and mrs. reni at sman 2 lubuk batu jaya who has difficulty in teaching online due to network constraints. based on the results of the meeting of the school and parents/guardians of students in the lead-up to the odd semester of 2020/2021, classes or online english learning is agreed upon as a method of learning during the pandemic. this is done because public schools in indragiri hulu regency, riau, indonesia are still not open on stevani likasari tarigan, et.al: challenges faced by english teachers in indragiri hulu regency in teaching speaking through online platform-169 the grounds of the pandemic outbreak the period july to early november 2020. therefore, face-to-face learning has not been possible to implement. speech and communication take place under a variety of conditions. but it's fun to say that behavior is most obvious when talking and communicating in the classroom, especially during learning activities (yusuf & zuraini, 2016). it means a teacher explaining the material being taught. it is certainly done by talking to the students. especially in the context of efl countries where english teachers often have to speak because they need to be clearly explained (paneerselvam & mohamad, 2019). english is not my mother tongue, so it is also one of the teachers' obligations. teaching normal face-to-face speaking poses a real challenge for teachers, as teachers must be fully instructed to speak in a good way. focus on accuracy, pronunciation, content, etc. (paneerselvam & mohamad, 2019; yusuf & zuraini, 2016). now imagine how difficult it is to talk to students online. also, if the connection is not stable, it will not be smooth for some reason. of course, during this pandemic, teachers face many challenges in teaching to speak online, which seems to be interesting to study and share with the general public. online learning during a pandemic also outlines three major challenges. first, teachers have very limited time to prepare offline learning materials and adapt them to online learning materials. second, teachers and students have limited or limited opportunities for direct and free dialogue during online learning, leading to disinformation in the learning process. third, using an effective pedagogical approach requires more effort to motivate and empower students to learn online (huang et al., 2020). as flexibility and accessibility increase, communication tends to become a daily human need. today, technological advances make it easier for people to communicate. in doing so, people tend to use english, the most spoken language in the world, to facilitate communication itself. regarding the scope of communication, the role of speaking is further ignored (arham, yassi & arafah, 2016). the concept of communication is different now, but communication generally occurs when people interact by speaking. several studies have been conducted on the task of teaching efl learners. (yusuf & zuraini, 2016) investigated challenges in teaching efl learners speaking when collecting speaking instruction through interviews. from the student's point of view, this study faces challenges 170 | english franca, vol. 6, no. 1, 2022 such as classrooms where teachers speak with students, lack of vocabulary, pronunciation problems, saying nothing, lack of motivation, use of native language, or disability. is shown. however, it is also generally accepted that acquiring foreign language skills is not an easy task. therefore, teachers need to be aware of the challenges of teaching speech and seek solutions. another study (aleksandrzak, 2011) investigated problems and challenges in teaching and learning speech at an advanced level. this study shows that speech teaching and learning issues, especially those related to the development of oral skills, are most relevant at a high level of distance learning. this study also presents and investigates forms of control and evaluation, and suggests some speaking activities that may be most appropriate for advanced language learners in the light of the above theoretical considerations. however, this survey should consider challenges in planning and conducting lessons. therefore, this survey involves the task of teaching speech through online interactions. in the indragiri hulu context, the regent of indragiri hulu, yopi arianto s.e in his press conference at balai lancang kuning rengat as cited in juli (2020) appeals to the people of indragiri hulu especially the state civil administration (or in indonesian, asn) in the indragiri hulu regency government and students, to study at home. it is based on circular letter (or in indonesian, se) number: 800/245 / bkd / 2020 about preventing the spread of coronavirus disease (covid – 19) which contains states the state civil administration (asn) in the scope of indragiri hulu regency government should perform official duties or work from home. therefore, during the pandemic period, teaching and learning activities must take place from home. both teachers and students are expected to start using several online applications that can facilitate the teaching and learning process from home. regarding the importance of knowledge of teachers’ challenges in indonesia especially indragiri hulu in the teaching and learning process, the present research is conducted to know english teachers’ challenges in teaching speaking and challenges in teaching speaking through online interaction. this research is officially entitled “challenges faced by english teachers in indragiri hulu regency in teaching speaking through online platform” theoretical framework english learning consists of three stages, namely planning, implementation, and assessment. learning planning is the process of stevani likasari tarigan, et.al: challenges faced by english teachers in indragiri hulu regency in teaching speaking through online platform-171 preparing themes, using learning media, using learning methods, and evaluating time allocation this will be applied at a certain time to achieve predetermined goals (majid, 2005) the implementation of learning is an activity that has educational value, and its educational value hides the interaction between teachers and students. the meaning of learning implementation is to achieve certain goals that have been set before the implementation of learning. assessment of systematic process learning includes information collection, analysis, and interpretation of information decisions making (zein & darto, 2012). the essence of learning planning is the decision-making process in achieving certain goals (sanjaya, 2015). that learning planning has the following understanding: a systematic learning development process in this plan analyzes the needs learning implementation process systematically, learning objectives included assessment subjects and learning activities added in his book (sagala, 2012); the learning planning process is goal setting, setting steps in achieving these goals (sanjaya, 2013). learning planning is the process of managing, organizing, and formulating the learning process that formulates goals, materials, methods, and evaluation of learning (suryadi & mushlih, 2015). learning planning consists of components: (1) learning objectives, (2) learning materials/ materials, (3) learning methods, (4) learning media, (5) learning resources, and (6) assessment of learning outcomes (ananda, 2019). learning process planning includes a syllabus and learning implementation plan that contains at least learning objectives, teaching materials, methods of teaching, learning resources, and an assessment of learning outcomes (government regulation of the republic of indonesia number 19 of 2015 article 20). the implementation of learning is a process that is regulated according to certain steps to achieve the desired results (sudjana, 2010). the process of implementing learning in educational units is organized interactively, inspiring, fun, challenging, motivating learners to participate actively, as well as providing sufficient space for the initiative, creativity, and independence of the talents, in the subject and physical and psychological development of learners (government regulation of the republic of indonesia number 19 of 2015 article 19). performing implementation of learning is a teaching and. earning process activity consisting of learning activities that area performing planning (majid, 2014). according to the regulation of the minister of education and culture of the republic of indonesia number 22 of 2016, 172 | english franca, vol. 6, no. 1, 2022 the implementation of learning is the implementation of rpp, including preliminary, core, and closing activities. planning, implementation, and assessment are very important stages for any educator, especially teachers. the learning system will be said to be successful if the three stages have been implemented by teachers. careful planning will make it easier for teachers to carry out the learning process. the implementation of quality learning can be seen from the complete understanding of the material delivered by teachers through the assessment stage. research methodology this research was conducted by employing an explanatory sequential mixed-method design (creswell, 2012) to gather the data. this strategy was conducted through two phases. the first phase was designed to collect and analyze qualitative data through a survey. the second phase followed the first one and utilize interviews to collect and analyze quantitative data. populations of this research were english teachers from senior high schools in indragiri hulu regency who are members of the english teachers' association (mgmp) of indragiri hulu regency. they consisted of 132 english teachers from 29 senior high schools in fourteen districts in indragiri hulu. the techniques of collecting data were utilized based on both quantitative and qualitative perspectives. quantitatively, the researcher uses the questionnaire as the instrument to collect the data about teachers' challenges in teaching and learning online speaking, and qualitatively the researcher uses the interview as the instrument to collect data about the teacher's challenges in teaching speaking online interaction and learning process. results & discussion results the results of this research are provided based on three research questions formulated as the primary orientation of this research. as absorbed from the core of research, the data orientation comprises 1) teachers' challenges in teaching speaking through online interaction when preparing the lesson plan at the senior high schools in indragiri hulu regency, 2) teachers' challenges in teaching speaking through online interaction while the teaching performing at the senior high schools in indragiri hulu regency, and 3) teachers’ challenges in stevani likasari tarigan, et.al: challenges faced by english teachers in indragiri hulu regency in teaching speaking through online platform-173 teaching speaking through online interaction when evaluating at the senior high schools in indragiri hulu regency. teachers’ challenges in teaching speaking through online interaction when preparing the lesson plan at the senior high schools in indragiri hulu regency the data on english teachers’ challenges in teaching speaking when preparing the lesson plan at the senior high schools in indragiri hulu regency were collected from a questionnaire. the questionnaire was disseminated to one hundred and thirty-two english teachers of senior high schools in indragiri hulu regency five times during november 2020 via an online survey. in this research, the researcher had reminded participants many times but unfortunately, there are only fifty-two respondents who had tittle english teachers’ teaching speaking through online interaction. table 1 when preparing the lesson plan no. item component frequency (f) indicator n category percentage (p) sd d a sa score (s) 1 2 3 4 1 i have difficulty preparing for online speaking teaching f 2 32 17 1 52 p (%) 3.8 61.5 32.7 1.9 100 negative s 2 64 51 4 121 note: sd = strongly disagree, d = disagree, a = agree, sa = strongly agree table 1 showed that the majority of english teachers frequently selected the "disagree" and "agree" categories. moreover, the average score was 117 which indicated that the teachers had a negative category in teaching speaking based on the factor of when preparing. in this when preparing factor, the highest item which indicated a negative category was item 1 (i have difficulty preparing online speaking teaching materials) which had a total score of 121 with a negative percentage of 65.3 % (34 english teachers). in addition, item 5 (i have difficulty choosing the online speaking learning method) gained a total score of 121 (34 english teachers) with a negative percentage of 65.3 %. continuously, 174 | english franca, vol. 6, no. 1, 2022 item 4 (i have trouble finding additional teaching materials for speaking online) with 75 % (39 english teachers) had negative with a total score of 116. the last, item 3 (i have trouble finding online speaking dialogues) was the lowest with (42 english teachers) having a negative percentage (81 %) and 10 english teachers having a positive percentage (19.2%) with a total score of 111. however, a total of 111 still indicated that respondents had a negative category view. it meant that teachers were trouble finding online speaking dialogues. moreover, challenges faced by english teachers when preparing are network constraints. in the following transcript, most of the dominant were properly selected to represent: extract 1 (the first challenge i experienced was to make media and teaching materials speaking in the online form if for technology problems i still do not understand how to use it.) (p-1). aligned with the above transcript, participant 5 remarked that the challenges in teaching speaking had some challenges such as internet connection, electricity, speaking topics, and learning media. the transcript of the interview displayed below draws on his interest. extract 2 (the challenge i'm experiencing is still my lack of ability to create it-based learning media, such as making learning videos, animations, and so on." (p-5). as explained by participant 5 in the above transcript, the challenges in teaching speaking were speaking topics online and learning media. it also had some challenges when preparing, for instance, the teacher was showing media at the time of online learning. subsequently, participant 6 showed their reason for this entity. this displayed interview transcript below portrays the way she shared her reason. extract 3 (the challenge i experience when preparing for online teaching is when preparing technology-based learning media when preparing for teaching during pandemics or distance learning, why should it be technology-based because the learning we do today is online learning or online learning so that the learning media needed is a learning medium that can be accessed by learners anytime and anywhere that is my challenge to create innovative and interactive learning media). (p-6) as mentioned by participant 6 in the above transcript, the reasons the challenges when the preparing a lesson plan was initially quite difficult, but because the learning that is being done is online, therefore it stevani likasari tarigan, et.al: challenges faced by english teachers in indragiri hulu regency in teaching speaking through online platform-175 is an online learning medium so that it can be accessed by students whenever and wherever they are, teachers there was difficult material to understand, it could be read over and over again so that it was better understood, but if the students did not understand the material provided, they could immediately give and could also provide a response in the comments column of whatsapp groups. moreover, learning using media in speaking could adjust to the learning time. in practice or assignments that had been given feedback and comment could be seen immediately if they had been corrected by the teacher. this is very helpful for students who are constrained by networking and the goal is that there is no material left behind for students who have obstacles. teachers’ challenges in teaching speaking through online interaction while the teaching performing at the senior high schools in indragiri hulu regency the displayed table that follows represents the questionnaire results. some detailed elaborations associated with the questionnaire data are also presented. the questionnaire data address english teachers’ challenges in teaching speaking through online interaction based on while the teaching performing. in the following interpretation, the combined percentage between the option of “agree (a)” and “strongly agree (sa)” together indicated a positive percentage. on the contrary, the combined percentage between “disagree (d)” and “strongly disagree (sd)” is indicated as a negative percentage. with the respect to the questionnaire, the result showed that the average total score was 124 which indicated that the teachers had a negative category in teaching speaking based on the factor of while the teaching performing. regarding the while the teaching performing factor, the highest score was item 6 (teachers have difficulty coping with student behavior in learning) which gained a total score of 131 (24 english teachers). the item had a negative category with a positive percentage of 46 %. in addition, item 7 (i have difficulty motivating students in online speaking learning) had a total score of 128 (56%) from 29 english teachers. the item showed that the teacher had a negative category. subsequently, item 9 (i have difficulty giving examples in doing 176 | english franca, vol. 6, no. 1, 2022 intonation on online speaking learning) had a total score of 123 (33 english teachers), this item had a negative percentage (63.4%). the next item was item 10 (i have difficulty making practice to students in online speaking learning) which had a total score of 123. the lowest score but still indicated a negative category was item 8 (i have difficulty setting examples in online speaking learning) which had a total score of 117. the detail of the displayed table could be seen in the following table 2 table 2 while the teaching performing no. item components frequency (f) challenges n category percentage (p) sd d a sa score (s) 1 2 3 4 6 i have difficulty overcoming student behavior in learning f 1 23 28 0 52 p (%) 1.9 44.2 53.8 0 100 positive s 1 46 84 0 131 7 i have difficulty motivating students in the online speaking learning f 1 28 21 2 52 p (%) 1.9 53.8 40.4 3.8 100 negative s 1 56 63 8 128 8 i have difficulty giving examples in the online speaking learning f 1 37 14 0 52 p (%) 1.9 71.2 26.9 0 100 negative s 1 74 42 0 117 9 i have difficulty with intonation on online learning speaking f 1 32 18 1 52 p (%) 1.9 61.5 34.6 1.9 100 negative s 1 64 54 4 123 stevani likasari tarigan, et.al: challenges faced by english teachers in indragiri hulu regency in teaching speaking through online platform-177 learning 10 i have difficulty making practice to students online speaking f 2 29 21 0 52 p (%) 3.8 55.8 40.4 0 100 negative s 2 58 63 0 123 total frekuensi 6 149 102 3 260 total score 6 298 306 12 622 negative average of total score 124 challenges faced by english teachers in teaching speaking through the online platform while the teaching performing. in the following transcript, most of the dominant were properly selected to represent others. extract 4 (the challenge i experience when carrying out online learning is that learners who follow online learning very little maybe only 15% out of 30 maybe 4 or 5 people.) (p-5) moreover, the disadvantages in teaching speaking online were the students present did not match the teacher's expectations. in addition, teachers cannot control students' behavior at the time of online learning, and teachers do not get a response back to the material that has been described. the fact was espoused by participant 11 as portrayed in the following interview transcript. extract 5 (the challenge i faced at the time of implementation was that students did not activate the camera, the second was that students did not respond at all, the third was when i used english they did not understand at all because the interest in english was lacking in students here and when i asked if they understood everything was not asking and closing the camera and the last was students who joined a little.) (p-11) furthermore, the text transcript of an interview with participant 8 below has another viewpoint of the overcome in teaching speaking online. extract 6 (of course, there are many obstacles in carrying out online learning yes, the first internet network that is difficult to reach on 178 | english franca, vol. 6, no. 1, 2022 the side of teachers or students by overcoming it moved or looking for an adequate internet network coverage location. the second is the obstacle of students who quickly get bored or saturated in the middle of learning due to the dominant learning media and monotonous, here i have to explore skills that are as creative as possible to provide a varied or varied learning medium so that my students are not saturated the third, dear students who are difficult to monitor when only through learning via whatsapp group, usually here i carry out online learning by zoom meeting to easily monitor each of them. each student.) (p-8). related to the transcript of the above interview with participant 8, the challenge is something new felt by teachers on online teaching. in addition, teaching speaking is difficult to teach online because teachers are led to develop videos, voice notes, and images. in addition, teachers are required to develop new innovative ideas so that learning activities become interesting. teachers’ challenges in teaching speaking through online interaction when evaluating at the senior high schools in indragiri hulu regency the given table that follows the questionnaire results. some detailed elaborations in association with the questionnaire data are presented in the table. the data address english teacher’s challenges in teaching speaking through online interaction based on the factor when evaluating. in the following interpretation, the combined percentage between the option of “agree (a)” and “strongly agree (sa)”, together indicated a positive percentage. on the contrary, the combined percentage between “disagree (d)” and “strongly disagree (sd)” indicated a negative percentage. table 3 when evaluating no. item components percentag e (p) sd d a sa n category score (s) 1 2 3 4 11 i have difficulty f 2 30 19 1 52 p (%) 3. 57. 36. 1. 10 negative negative stevani likasari tarigan, et.al: challenges faced by english teachers in indragiri hulu regency in teaching speaking through online platform-179 assessing students 8 7 5 9 0 s 2 60 57 4 12 regarding the above table, the result indicated that the teachers had a negative category in teaching speaking based on the factor when evaluating the average of total score 125. it also can be seen from most english teachers choose “disagree” and “agree”. the highest score which indicated negative sequentially was item 16 (i have difficulty assessing the ability to speak to groups of students in online learning). it gained a total score of 133 (47 english teachers). the item had a positive percentage (100%). the next item was item 13 (i have difficulty assessing students' pronunciation skills in online speaking learning) which had a total score of 125 (51 english teachers). the item had a negative percentage (98%). in addition, item 14 (i have difficulty assessing students’ ability on the documentation students work on in online speaking learning) gained a total score of 124 (50 english teachers) it had a negative percentage (96%). lastly, the lowest score was item 15 (i have difficulty assessing individual students speaking ability in online learning) which had a total score of 121 (50 english teachers). the percentage of this item showed that the item had a negative percentage (96%). challenges faced by english teachers in teaching speaking through the online platform when evaluating by linking the components contained when evaluating students are testing, marking the student's ability, and recording students speaking. the following transcript of a n interview with participant 3 was properly selected to represent others. extract 7 (the challenge that i experienced when doing a teaching evaluation is that the evaluation results are less accurate because they can be helped by people around and how to overcome it activates the camera during class.) (p-3) aligned with the above transcript, participant 4 remarked that the challenge in teaching speaking when the evaluation was the tasks students collected did not match the student’s attendance and response at the time of online learning. the transcript of the interview displayed below draws on her interest. extract 8 (the challenge when doing a teaching evaluation is that when the task is collected to school or online, i see the tasks that are done 180 | english franca, vol. 6, no. 1, 2022 correctly all and the students who answer who do not take online classes, so i am confused about this is done by students or help from people around." (p-4) as explained by participant 4 in the above transcript, the teacher's challenges when evaluating was difficulty assessing individual and group student assignments because when teachers teach student responses are very less related to student attendance at the time of online learning. it was also one of the teacher's challenges in evaluating students' ability to speak english at the time of online learning. subsequently, participant 6 showed challenges testing speaking students for this entity. this displayed interview transcript below portrays the way she shared her challenges. extract 9 (the challenge that i experienced when doing an online teaching evaluation is the online evaluation that i have to prepare the evaluation tool itself i usually use google form media, the challenge is when i give the evaluation tool to my students, but my learners are not familiar with google form and they also do not know how because it also has to connect with their email or gmail, often the obstacles i face are they are sometimes confused why they can’t connect with their own gmail, that is where teachers must be able to explain, make socialization or answer questions that learners do private chat when experiencing the difficulty to access the evaluation tool that i provide. (p-6) as mentioned by participant 6 in the above transcript, the challenges when evaluating were teachers have difficulty re-explaining the use of tools or applications used to evaluate students' ability to speak one by one via private whatsapp chat. therefore, it makes time wasted just to re-explain one by one because of learning done online, until all students understand then the evaluation can be done by the teacher. discussion this section discusses the data having been gathered displayed and analyzed prior. there were three major scopes of results that were addressed. they entailed. 1) the teachers’ challenges in teaching speaking through online interaction when preparing the lesson plan at the senior high schools in indragiri hulu regency, 2) the teachers’ challenges in teaching speaking through online interaction while the teaching performing at the senior high schools in indragiri hulu regency and the stevani likasari tarigan, et.al: challenges faced by english teachers in indragiri hulu regency in teaching speaking through online platform-181 teachers’ challenges in teaching speaking through online interaction when evaluating at the senior high schools in indragiri hulu regency. the english teachers’ challenges in teaching speaking through online interaction when preparing the lesson plan. as revealed from the questionnaire data, there were five factors challenges in teaching speaking. those factors extended to 1) prepare teaching materials, 2) activity, 3) media, and 4) prepare evaluation materials. the first factor, preparing teaching materials, the english teachers had a negative category challenges in teaching speaking. they agreed that challenges in teaching speaking they difficulty preparing online speaking teaching materials. this is a previous survey (ahmed, 2018), which turned out to be just an excuse for teachers not to prepare their lessons seriously and properly. when the teacher does his best to teach and prepare the lesson plan, then nothing is too complicated. it was also supported by the urgent need for teachers to develop a learning implementation plan when preparing the classroom (yusuf & zuraini, 2016). the plan will make it easier for teachers to teach, especially for beginners to develop their teaching skills and abilities. (yusuf & zuraini, 2016) but that's true when talking and communicating in different situations. in other words, teaching to speak in english and explain materials is very important. however, it is noisy (yusuf & zuraini, 2016). english teachers need to speak to their students because english is not their native language. similarly, (ahmed, 2018) suggests that finding dialogue that students should understand is the most common challenge teachers face when preparing for lessons. similar findings were reported by (putra, 2021), examining the challenges faced by teachers in teaching speaking through online learning at sman 2 abiansemal, and examining challenges, coping opportunities, strengths, and weaknesses. they found that among the challenges of online language education, there are nine online learning challenges, how to narrow down nine challenges, and the weaknesses and strengths of nine strategies (putra, 2021). challenges in teaching to speak when creating a lesson plan. teaching speech has many challenges that need to be resolved from different angles. 182 | english franca, vol. 6, no. 1, 2022 the english teachers’ challenges in teaching speaking through online interaction while the teaching performing. the data about the english teachers’ challenges while the teaching performance was garnered from the survey and interview data. as revealed from interviewed data, the first challenges in teaching speaking while the teaching performing was about the interaction with the students, explaining and giving examples. the results show that the majority of teachers have negative problems with items because it is difficult to give an example in online speaking. students have different social thinking because they interact less when learning online (siemens et al., 2005). lack of interaction in online learning is a major concern for teachers. the lack of interaction in online learning poses a major challenge for teachers. in addition, speaking requires intense interaction between teachers and students. interaction in this sense means an interaction that faces at the same time in the same space. the teacher felt that he could not take full advantage of the interaction through the online platform because he could not observe the students directly. student eye contact, gestures, and performance are not observable during the course of education and learning. teachers also spent more time learning how to use the online platform. this process was frustrating because the teacher had never done this before. they had to spend more energy, time, and effort to learn this, in which they had to prepare materials, media, and an assessment of the education-learning process at the same time. the teacher had never studied online, so in this situation, the teacher was unable to develop creativity as he focused on learning the features of the online learning platform. they had limited time to explore or find other online media and platforms to use so that they could use different teaching methods in their online environment. consistent with saying that teaching speaking is one of the most difficult parts to teach online (sun & chen, 2016), it is not possible to have direct dialogue. (nuranda, 2018) he also states that speaking skills are considered difficult skills because they require the process of practicing in real-time and meeting others. this task was solved by a teacher who noticed that students were hesitant to speak when studying online. even they need to instruct their students to speak. also, due to limited online stevani likasari tarigan, et.al: challenges faced by english teachers in indragiri hulu regency in teaching speaking through online platform-183 class time, teachers were unable to provide sufficient feedback to their students. teachers must fully instruct students to speak in a good way, but with an emphasis on accuracy, pronunciation, content, etc. (paneerselvam & mohamad, 2019 yusuf & zuraini, 2016). learning is remote, so it's important to motivate and maintain students. the findings show that students lack motivation while learning online and it is important to retain them. success in speaking online learning is motivated by students because it can force them to learn and build confidence in them (rodrigues & vethamani, 2015). grades, vocabulary, listening comprehension. when students are motivated to learn, they push themselves to achieve something while learning. the english teachers’ challenges in teaching speaking through online interaction when the evaluation. focusing on the tasks, the teacher also emphasized the challenges in teaching what to say during the evaluation. the results show that the main task is to assess the speaking ability of individual students in online learning. this is consistent with (putra, 2021), suggesting that the lack of motivation of students is due to ignorance of online learning. lack of student understanding, lack of motivation, student reluctance to speak, and lack of responsibility to collect assignments for the plates used. online learning should begin with a student's understanding of the platform used (garrison et al., 1999). it can reduce student motivation because they have to learn about it. in addition, less interaction in online learning makes students a little reluctant to speak or take action. the student's lack of understanding of the platform used was due to the student's unfamiliarity with using the online learning platform. before the covid19 pandemic, students had never had an online learning session, so there was a big difference in learning conditions. this compelled the scholars to discover ways to use the platform, mainly gaining knowledge of the functions of the platform utilized by the lecturers. at this time, each of the lecturers and college students have been suffering to put together themselves so one can be equipped with the net to gain knowledge of the state of affairs. their battle additionally contributed to the incentive wherein many college students have been less-prompted in following the net gaining knowledge of, mainly with inside the starting of on-line gaining knowledge of. their concentrations 184 | english franca, vol. 6, no. 1, 2022 have been divided into wherein they needed to attend at the cloth of coaching however on the identical time additionally, they needed to grasp the functions of the on-line platform. this state of affairs unluckily introduced college students to gaining knowledge of challenges. the lack of motivation of students was due to their unfamiliarity with online learning. many of them didn't see online learning as real learning like school. this is consistent with the discovery of (irawan, 2020). students taught in online learning tend to copy and paste from their friends. they are unmotivated, so it's a hassle to work in class. it didn't make her active in online learning, especially when the teacher asked her to practice speaking. this situation also encouraged students not to speak on online learning platforms. the teacher also had problems collecting student assignments. many of them got together on time, but some students did not submit their assignments on time. due to many factors, students were unable to pick up the assignment on time. when students are motivated, they work hard to reach their learning goals (sardiman, 2012). you will not be lazy or do bad things during the learning process. on the equipment side, the internet connection was not enough to support online learning. facilities are an important factor in supporting effective learning (hamalik, 2008). schools have increased the credibility of the internet, but they still haven't been able to make online learning work. internet facilities and infrastructure have become one of the key challenges in conducting online learning in indonesia. earlier (irawan, 2020) it was reported that an internet connection was one of the weaknesses of teaching to speak online with lms edmodo. internet networks, unstable internet networks, and internet credits are obstacles to online learning in indonesia. lastly, the web mastering device additionally has become a challenge. for one session, online mastering became the simplest completed in 30 mins. it became distinct from offline mastering wherein english became taught for ninety mins for one session. in this situation, the academics couldn't at once take a look at college students talking performance, since time became restricted. here, the academics have to be capable of controlling the magnificence nicely in restricted time. (yamin, 2013) argues that the academics ought to control powerful substances in mounted time so stevani likasari tarigan, et.al: challenges faced by english teachers in indragiri hulu regency in teaching speaking through online platform-185 mastering could be powerful. (hamalik, 2008) additionally argues that dealing with agenda nicely directs to powerful mastering instruction. it has to direct the scholars to research independently. however, the web mastering supplied the scholars with extra time to research via way of means of themselves at domestic via online mastering individually. they did now no longer want to look forward to the threat to carry out their talking. the college students ought to exercise by making the video. it is consistent with the document (rerun, 2018) coming across that via online mastering the scholars had been advocated research independently. it might be a high-quality opportunity device to assist them in mastering talking talent effectively. conclusion the english teachers engaged as the corespondents of this research have a negative category in teaching speaking through online interaction. their negative evaluative judgments pertinent to the factors of challenges are categorized into three factors; 1) preparing the lesson plan, 2) performing in teaching, and 3) when evaluating. the teachers’ challenges of speaking in teaching and learning english come from the aspect of teacher and student. from the aspect of teachers, they have to prepare the material for the lesson well. they are expected to be more creative and innovative especially accepted by the student. from the student aspect, sometimes, the lack of internet quota and signal made the students got difficulty submitting assignments. moreover, when they get difficulty, it is very hard to ask the question directly to the teacher when preparing the lesson plan the challenge for teachers in teaching speaking when preparing for teaching is the constraints of networking and also an inadequate internet connection. some of the challenges faced are the difficulty of finding the topic of speaking and dialogue speaking online, therefore teachers must prepare teaching materials before teaching begins or prepare from far away so that learning runs as effectively as possible. here teachers and schools have also been looking for solutions by delivering assignments to school twice a week and providing waivers to students who do not have mobile phones. 186 | english franca, vol. 6, no. 1, 2022 while the teaching performing the challenge faced by teachers at the time of learning is to provide examples of speaking, overcoming student behavior, and motivating students in online learning. here also teachers are required to master online teaching methods and increase knowledge about motivation and how to excite students during online learning because, in reality, most students do not follow online learning even though facilities or quotas from the government are available. when evaluating the challenge that teachers face when conducting evaluations is that the answers or tasks collected by students are not following the ability of students at the time of online learning, because at the time of online learning many students do not join online learning which makes it difficult for teachers to assess the student's assignment. honesty in doing the task is very necessary for the teacher. therefore, teachers are asked to learn about the evaluation of learning in online learning. references act of republic indonesia about national education system no. 20/2003. (2003). president of republic indonesia. ahmed, m. k. (2018). pedagogy in speaking: challenges addressed by teacherstudent in the esl context. international journal of applied linguistics and english literature, 7(3), 97. https://doi.org/10.7575/aiac.ijalel.v.7n.3p.97 aleksandrzak, m. (2011). problems and challenges in teaching and learning speaking at an advanced level. glottodidactica. an international journal of applied linguistics, vol. 37, pp. 37–48. https://doi.org/10.14746/gl.2011.37.3 alshare, k.a., freeze, r.d., lane, p. l., & wen, h. j. (2011). the impacts of the system and human factors on online learning systems use and. decision sciences journal of innovative education, 9(3), 437 – 461. https://doi.org/10.1111/j.1540-4609.2011.00321. ally, m. (2004). foundations of educational theory for online learning. in felloumi and t anderson (eds). online learning handbook. athabasca university, 3-32 amininik, s. amami. s. jabalpur. s, azodi. p (2000). survey of the relation between lesson plan qualities with student views about bushehr university of medical sciences faculty members. the journal of stevani likasari tarigan, et.al: challenges faced by english teachers in indragiri hulu regency in teaching speaking through online platform-187 medical school, fourth national conference on medical education tehran iran, 2000:84 ananda,rusydi. (2019). perencanaan pembelajaran. medan: penerbit lembaga peduli pengembangan pendidikan indonesia (lpppi) anugrah, p.m. (2021). analysis of teachers’ challenges in teaching speaking through online learning during covid – 19 pandemic in sman 2 abiansemal. journal of educational study, 1(2), 26-36. https://doi.org/10.366663/joes.v1i2.183 arifin, z.(2009) evaluasi pembelajaran. bandung: pt remaja rosdakarya arikunto, s. (2010). prosedur penelitian suatu pendekatan praktek. rineka cipta. arikunto,s. (2013). dasar -dasar evaluasi pendidikan. jakarta: bumi aksara bailey, k.m. (2005). practical english language teaching speaking. hill companies bahri,s, dan zain, a.(2010). strategi belajar mengajar .jakarta:rineka cipta baron, r.a., & branscombe, n.r. (2012). social psychology (13th ed.). pearson education. brown, h.d. (2001). teaching by principles: an interactive approach to language pedagogy 2nd edition. new york: addison wesley longman, inc. brown, h.d. (2004). language assessment principles and classroom practices. new york: longman. cole, r. a. (2020). issues in web-based pedagogy: a critical primer. greenwood press. creswell, j.w., & creswell, j.d. (2017). research design: qualitative, quantitative, and mixed methods approach (3rd ed). sage publications. creswell, j.w.,& plano c, v.l. (2011). designing and conducting mixed methods research (2nd ed). sage publication ltd. cronbach, l. j. (2015). coefficient alpha and the internal structure of tests. psychometrika, 16 (3), 297 – 334. dornyei, z. (2015). research methods in applied linguistics. oxford university press fraenkell, j.r., wallen, n.e., & hyun, h.h.(2012). how to design and evaluate research in education. mcgraw-hill companies. inc. https://doi.org/10.1017/cb09781107415324.004 garrison, d. r., anderson, t., & archer, w. (1999). critical inquiry in a text-based environment: computer conferencing in higher 188 | english franca, vol. 6, no. 1, 2022 education. internet and higher education, 2(2– 3), 87–105. https://doi.org/10.1016/s1096-7516(00)00016-6 hamalik, o. (2014). teaching and learning process. jakarta: bumi aksara. harri, d. (1974). testing english as a second language. new york: mc. graw. hill book company. heaton, j, b. 1978. the components of speaking ability. retrieved november 12, 2013 from http://beddebahhaterulez.blogspot.com/2012/08/thecomponents-of -speaking ability.html. huang, c., wang, y., li, x., ren, l., zhao, j., hu., y., zhang, l., fan, g., xu, j., and gu, x.(2020). clinical features of patients infected with 2019 novel coronavirus in wuhan china, "the lancet (395:10223.elsevier, pp.497-506 irawan, r. (2020). exploring the strengths and weaknesses of teaching speaking by using lms-edmodo. eltics : journal of english language teaching and english linguistics, 5(1). https://doi.org/10.31316/eltics.v5i1.528 jensen, l. (2001). planning lessons. in m. celce-murcia (ed), teaching english as a second or foreign language. retrieved on september 26th, 2013. form: https://www.princeton.edu/~pia/tefl.pdf kementrian pendidikan dan kebudayaan republik indonesia (2020). surat edaran no. 4 tahun 2020 tentang pelaksanaan kebijakan pendidikan dalam masa darurat penyebaran corona virus disease (covid – 19). kitao, k., & kitao, s.k. (1997). selecting and developing teaching/learningmaterials. retrieved from http://iteslj.org/articles/kitao-materials.html kizlik, b. (2004). five common mistakes in writing lesson plans. retrieved from http://www.educationoasis.com majid, a. 2014. pembelajaran tematik terpadu. bandung: pt remaja rosdakarya majid, a. (2005). perencanaan pembelajaran, mengembangkan standar kompetensi guru. bandung: remaja rosdakarya miles, m. b., huberman, a. m., & saldana, j. (2014). qualitative data analysis: a methods sourcebook. sage publications, inc. morse, j.m. (1991). approaches to qualitative-quantitative methodological triangulation. nursing research, 40(1), 120-123 murphy, k.r.& davidshofer, c.o. (2001) psychological testing. prenticehall stevani likasari tarigan, et.al: challenges faced by english teachers in indragiri hulu regency in teaching speaking through online platform-189 nunan, d. (2005). practical english language teaching. boston: mcgrawhill. nuranda, i. (2018). the use of role play technique to improve students’ speaking ability at grade x of senior high school. journal of english language and language teaching, 3(2), 89–94. retrieved fromhttp://journal.stainkudus.ac.id/index.php/equilibrium/artic le/view/1268/1127%0ahttp://publicacoes.cardiol.br/portal/ijc s/portugues/2018/v3103/pdf/3103009.pdf%0ahttp://www.sci elo.org.co/scielo.php?script=sci_arttext&pid=s012175772018000200067&lng=en&tlng=en paneerselvam, a., & mohamad,m. (2019). learners’ challenges and english educators’ approaches in teaching speaking skills in an esl classroom: a literature review. creative education, 10(13) 3299-3305. https://doi.org/10.4236/ce.2019.1013253 rerung, m. k. t. (2018). students’ perception on blended learning in english listening and speaking class. journal of english language and culture, 9(1), 17– 28. https://doi.org/10.30813/jelc.v9i1.1449 rodrigues, p. d., & vethamani, m. e. (2015). the impact of online learning in the development of speaking skills. journal of interdisciplinary research in education, 5(1), 2232–180. roxby, p. (2020, march 11). coronavirus was confirmed as a pandemic by the world health organization. bbc news. https://www.nnc.com/news/world-51839944.html/ sagala, s (2005). manajemen berbasis madrasah, dan masyarakat strategi memenangkan persaingan mutu: nimas multima sanjaya, w. (2013). perencanaan dan desain sistem pembelajaran. jakarta: kencana prenada media group sardiman. (2012). teaching and learning interaction & motivation. jakarta: rajawali pers. setyawan, c. (2020). challenges on teaching online english subject in smk negeri nawangan. english educational jurnal, 21(1), 1-9 siemens, g., onderwijsdagen, s., age, d., design, e., downes, s., & verhagen, p. (2005). connectivism: a new learning theory? journal of instructional technology and distance learning, 2(1), 1–5. retrieved from http://elearning.surf.nl/elearning/english/3793 spratt, m., pulverness, a., & williams, m. 2005. the teaching knowledge test (tkt) course. cambridge university press. 190 | english franca, vol. 6, no. 1, 2022 sudjana, n. (2010). penilaian hasil proses belajar mengajar. bandung: remaja rosdakarya sun, a., & chen, x. (2016). online education and its effective practice: a research review. journal of information technology education: research, 15(2016), 157– 190. https://doi.org/10.28945/3502 suryadi, r.a., & mushlih, a. (2019). desain dan perencanaan pembelajaran. yogyakarta: deepublish the teaching excellence in adult literacy. (2010). effective lesson planning. unite states: u.s department of education yamin, m. (2013). new learning paradigm. jakarta: referensi yildrim, a. (2003). instructional planning in a centralized school system: lessons of a study among primary school teachers in turkey. international review of education, 49(5), pp: 523-543 yunita, w. (2004). the non – english major students’ attitude to the teaching of english subject at university bengkulu. unpublished thesis. universitas bengkulu yusuf, q., & zuraini (2016). 1st english education international conference (eeic). teacher’s efforts to overcome students’ difficulties in reading comprehension, 542-546 zein, m & darto. (2012). evaluasi pembelajaran matematik. pekan baru: daulat riau english franca: academic journal of english language and education vol. 6, no. 1, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i1.4117 improving students’ writing ability by using inquirybased learning model kasmaini universitas bengkulu kasmaini@unib.ac.id zahrida universitas bengkulu zahrida@unib.ac.id abstract the purpose of this study is to use an inquiry-based learning paradigm to improve the writing skills of fkip unib undergraduate english education students this is a threecycle classroom action research study. the participants in this study were 39 thirdsemester students. there are 3 instruments used in collecting data, namely observation, checklist, and test. the results of the observations showed an increase in understanding of the application of inquiry-based learning models from cycles one, two, and three. while from the checklist, it was seen that there was an increase in student activity from the first cycle to the third or last cycle. from the third instrument used to see the progress of students' writing skills, it can be seen that in cycle one the average student scores are 75 and 79 at the end of cycle 2 and 83.5 in the last cycle. from the three instruments above, it can be concluded that this inquiry-based learning model can increase the writing skills of english education study program third-semester students, fkip unib. keywords: writing, vocabulary, grammar, inquiry-based learning introduction several factors influence the success of learning including facilities, materials, time, media, motivation, learning strategies, and teaching techniques. this also happened to third-semester english education study program students. the lack of response when studying, the number of them sitting and silent in class, and the lack of questions related to the material being studied are indicators of the lack of interest and ability of students in learning. of all these symptoms, the factor of a mailto:kasmaini@unib.ac.id mailto:zahrida@unib.ac.id 100 | english franca, vol. 6, no. 1, 2022 teacher plays a very important role in being able to improve it. as stated by paulina: 2005 that the factors of freedom, responsibility, decision making, self-direction, psychological, physical, memory, and motivation are factors that influence students in learning. from this theory, it can be concluded that motivation is one of the many factors that influence learning success. in this case, a lecturer can provide encouragement or motivation to students in mastering something. concerning motivation, a lecturer can apply an appropriate approach, method, strategy, or technique and model to his students. in this case, the researcher saw the lack of ability of the third-semester students of the english education study program in writing, especially in the genre writing course. this course is a compulsory subject for the study program and is a condition that must be followed by every student of english education. this means that if students do not pass this course, they cannot continue to other writing skills courses, namely report writing. this student's low writing ability can be seen because the researcher has been teaching this course for the past few years. this lack of motivation can be seen from the lack of questions asked according to the topic being discussed, the number of students just sitting and silent in class, not many writings that are under grammar and vocabulary choices, and the presentation of ideas that are not coherent. to overcome all the problems above, researchers will apply an inquiry-based learning model (inquiry-based learning or ibl). ibl was first proposed by piaget (sund and trowbridge, 1973) as learning that prepares a comfortable and conducive situation for students to conduct their experiments, seek answers to their questions, relate findings to one another, and compare what was found. with other people's findings. because it employs a discovery approach in which students find facts for themselves, inquiry-based writing education is good for enhancing learning the the english language in general, and particularly writing abilities, in particular, inquiry-based writing instruction helps students with prewriting tasks such as idea generation, topic discovery and clarification, and so on, exploration of information on their writing topics from various sources, explanation of discoveries or concepts gained from the exploration, and broadening their thinking (wale & bogale, 2021) by applying their knowledge to their real-world circumstances. stone (dahar, 1991) in saliman (2021) defines inquiry learning as a strategy in which students are the center of learning, for example, kasmaini & zahrida: improve the writing ability of s1 english education fkip unib students using the inquiry-based learning model-101 in informing a group, students are given a problem or seek answers to a question in a clearly outlined procedure and group structure. this means that students are left to solve their problems by collecting related data and making their conclusions based on the facts. there are six steps of this ibl that allow the above concept to be realized. in this case, it can solve the problems faced by the thirdsemester students of english education. the first stage of orientation. here students will be conditioned on a topic that they write about and then proceed to the second stage of formulating a problem where students will be directed to be able to make several questions that will be written. then in the third stage formulate a hypothesis in which students provide temporary answers to the topic to be written. the fourth stage is collecting data, where students collect information about the topic to be written and the fifth stage is testing hypotheses. here, students compare the current data with the past to test the existing facts which they will write down and finally formulate conclusions. at this stage, students will write everything they have learned with the right grammar and word choices. from the six stages above, students are expected to be helped gradually with the ideas or things they will write so that it creates a sense of confidence in what they write because they have gone through opinion tests and comparisons with what others have written. so that at the end of writing, students can write coherently and a large number of writings with the right choice of vocabulary. despite previous research there is currently insufficient research on the impact of inquiry-based writing instruction on students' academic writing on the use of inquirybased learning, such as boudreau (2017), lee (2014), ulfah (2012), godbee (2016), escalante (2013), and ismail and elias (2012), (wahyuni and arisa carried out research (2018). the study's title is "the efficacy of the inquiry-based learning approach in increasing indonesian language learning for junior high school students in the sabbangparu sub-district." this classroom action research consists of two cycles. at smp negeri 2 sabbangparu. as a result of the application of this model, there is an effective improvement in writing texts, especially argumentative texts. ambarita and rosmita (2020) conducted a study entitled "the inquiry-based teaching method in writing skills." this study was conducted to improve students' writing skills, specifically recount text writing in the business english course. this classroom action research 102 | english franca, vol. 6, no. 1, 2022 was carried out in two cycles and the result was an increase in the average value from cycle 1 to cycle 2. the third research was conducted by mulbasari (2020). his research is entitled "the application of inquiry-based learning worksheets on comparative value and value-reversing material in mathematics learning". the purpose of this study is to determine the mathematical learning results on the comparative material of worth and reverse value by using inquiry-based learning-based worksheets. according to the findings of this study, the value increases from stage 1 to stage 6. from the description above, the authors believe that this inquirybased learning model can increase motivation, the number of ideas to be written, appropriate grammar, and the right choice of vocabulary with the context of the topic they will write about. theoretical framework teaching writing teaching writing differs from teaching reading or any other ability. writing includes various traits, including determination, clarity, concept structure, and standard language (sanjaya, et. al, 2020). teaching writing, is about teaching pupils how to articulate themselves and transmit a message to the reader, according to ur (2000). this suggests that teaching writing to children emphasizes the necessity of what we write being accepted by the reader as what we think. in other words, writing must be done slowly and deliberately while keeping to the correct principles. writing is one of four abilities that students in english education programs must learn. students should be able to express all of their ideas effectively and accurately while writing because this is the essence of writing (nurhidayat, et.al, 2021). writing can also broaden the author's expertise, allowing pupils to more freely express their opinions students should focus their efforts on diverse sorts of writing (oktavianti, et. al, 2021). this writing course is a conditional course that starts with paragraph writing, genre writing, report writing, and academic writing courses. in this study, we will apply this inquiry-based learning model to the genre writing course where students are required to write various types of paragraphs following the demands of the genre-based approach curriculum. english education students who are prospective teachers are required to master the concepts and practice kasmaini & zahrida: improve the writing ability of s1 english education fkip unib students using the inquiry-based learning model-103 of making various types of text (the genre of writing) because they will teach these types of paragraphs or texts at school. text types in the writing genre include narrative text, exposition, argumentation, persuasion, and description. each of these fiveparagraph types has advantages and disadvantages. descriptive essays provide a social purpose by describing people, objects, and places; their general structure explains the phenomena discussed; and their descriptions describe the components, features, and characteristics of what is described. the present tense is most commonly employed. these features, of course, do not apply to other genres of writing, such as tales, which often utilize the past tense. concept approach genre the concept of "genre" is not new. this observation can be heard in a variety of contexts, including friday sermons, presidential addresses, singing competitions, and casual conversations between mothers. because each genre has its own audience, distribution method, substance, and goals, each of these examples represents a different genre. in general, genre refers to a style or type (paltridge, 2001). a genre, in other words, is a type of literature that has a predefined pattern or style of delivery as well as a specific purpose, target, or reader. paltridge (2001) defines approach as "the concept of language and language development that drives the specific approach or technique." as a result, the genre approach may refer to a language teaching method that focuses on text types. the genre technique, according to hyland (2004), is one of the most important and well-known concepts in language instruction as a result, because it provides a framework for evaluating communicative situations, the genre technique is especially useful in language teaching. this teaches students or language learners how to effectively communicate, in this case via writing. students must attach what they write to the place in which and about which they are writing in this genre method. this context is what enables a piece of writing to successfully converse with the reader's inquiry-based learning model. piaget discovered an inquiry-based learning approach (sund and trowbridge, 1973), in which the learner or pupils are permitted to conduct their experiments in which they perceive for themselves what is occurring, do it themselves, and use particular symbols to find answers to questions. ask questions, discuss facts, compare findings, and create or draw their conclusions in other words, under this paradigm, students are given the flexibility to create ideas that they will 104 | english franca, vol. 6, no. 1, 2022 progressively develop while being coached by a lecturer or motivator to optimize their talents. there are six steps of this inquiry model, namely: orientation: at this stage, the teacher prepares conditions conducive to learning and provides topics to be studied, what are the goals to be achieved, and prepares students to use the inquiry-based learning model. formulating the problem: in this step students or learners are given a topic and provoked to discuss the topic. formulate the hypothesis; at this step, students are asked to find temporary answers to the given topic and the lecturer or teacher will ask questions that lead to student answers. collecting data: at this stage students are asked to find as much information as possible to test the hypothesis or temporary answers they have found. here students are asked to develop their intellectual abilities so that they can direct all their thinking potential. testing hypotheses: here students are asked to test existing hypotheses and compare them with previous data and then explain them. on the other hand, they must be honest and confident so that they can test their hypotheses based on data and facts. formulating conclusions: in this last stage, students present their findings. application of inquiry-based learning model in teaching writing this inquiry-based learning model is thought to be capable of improving the writing quality of english education study program thirdsemester students. here's how it's implemented: orientation: at this stage, the researcher prepares conditions conducive to learning and provides topics to be studied, what are the goals to be achieved, and prepares students to use the inquiry-based learning model. formulating the problem: in this step students or learners are given a topic about the argumentative text and they are asked to discuss the topic of the text. formulate hypotheses; at this step, students are asked to find answers to the characteristics of argumentative texts. collecting data: at this stage students are asked to find as much information as possible to test the definition of the argumentative text that has been obtained. testing the hypothesis: here students are asked to present the definitions and characteristics of existing argumentative texts and compare them with the definitions of other types of texts such as narrative. formulating conclusions: in this last stage, students present the definition, generic structure, linguistic features, and purpose of the recount text correctly. kasmaini & zahrida: improve the writing ability of s1 english education fkip unib students using the inquiry-based learning model-105 research methodology this is an example of action research in the classroom. this type of research aims to improve the location of learning practice. according to mills (2003), classroom action research is a systematic examination conducted by teacher-researchers to learn about how their unique school operates, how they teach, and how successfully children learn. the information is gathered to gain insight, encourage positive changes in the school environment and educational practices in general, and improve student outcomes. this is a three-cycle project of classroom action research. each cycle has four steps: preparation, activity, observation, and reflection. the researcher's primary research instrument is his or her role as a professor in the genre writing course. other tools include observations, checklists, and tests performed after each cycle. these strategies are used to achieve intended responses in writing or writing. observation is a strategy in which students observe and focus on topics about their development in utilizing accurate syntax, tense, and vocabulary when writing in class. according to cresswell (2005), a test is a sequence of questions or exercises designed to assess an individual's or group's skills, knowledge, intellect, abilities, or talents. the exam that will be performed after each cycle is a test of writing the text of the specified kind. heaton's hypothesis will be used in the evaluation. this test's validity and reliability are based on expert validity, which is provided by researchers and partners (research members). the comparative descriptive analysis method was used to analyze the results of the checklist observations. the heaten method was used to analyze the writing test results. results & discussion result table 1 student understanding of the inquiry-based learning model no express opinions asking comment cycle 1 5 persons 4 persons 3 persons cycle 2 16 persons 5 persons 6 persons cycle 3 21 persons 11 persons 7 persons 106 | english franca, vol. 6, no. 1, 2022 tabel 2 student activity during the application of the inquiry-based learning model cycle i cycle 2 cycle 3 12 26 39 tabel 3 results of writing test cycle 1, cycle 2, and cycle 3 no name score cycle 1 score cycle 2 score cycle 3 1 absn 1 75 80 85 2 absn 2 73 75 80 3 absn 3 70 80 90 4 absn 4 78 75 86 5 absn 5 77 75 87 6 absn 6 79 70 80 7 absn 7 70 80 85 8 absn 8 74 79 84 9 absn 9 73 80 85 10 absn 10 77 78 89 11 absn 11 77 78 85 12 absn 12 74 75 86 13 absn 13 75 77 80 14 absn 14 78 85 90 15 absn 15 73 90 92 16 absn 16 78 89 90 17. absn 17 78 79 87 18 absn 18 77 79 86 19 absn 19 71 76 80 20 absn 20 77 82 85 21 absn 21 74 75 78 22 absn 22 73 78 79 23 absn 23 75 75 78 24 absn 24 73 85 86 25 absn 25 78 85 86 26 absn 26 70 75 76 27 absn 27 77 80 83 kasmaini & zahrida: improve the writing ability of s1 english education fkip unib students using the inquiry-based learning model-107 28 absn 28 75 77 79 29 absn 29 66 75 78 30 absn 30 76 78 80 31 absn 31 73 78 80 32 absn 32 75 77 78 33 absn 33 77 80 81 34 absn 34 80 83 86 35 absn 35 78 80 83 36 absn 36 76 78 84 37 absn 37 78 80 83 38 absn 38 70 75 83 39 absn 39 79 86 87 average 75 79 83.5 tables 1–3 illustrate a growth in the number of students participating in the application of the inquiry learning model, as well as their level of grasp and capability of the model. this is owing to the alterations that take place during each cycle. changes that occur as a consequence of thought after each cycle. if the results of the three instruments mentioned above do not meet the success indicator requirements at the end of each cycle, the researcher modifies the action steps or conducts activities. these modifications are reflected in subsequent cycles. cycle 1 1. planning a. using the inquiry learning model, create activities to be used during the teaching and learning process. b. provide text models that will be used in the teaching and learning process (recount) as well as with their characteristics such as social functions, generic structures, and language characteristics. c. divide students into groups d. students write on their own. 2. action a. the lecturer describes the context and characteristics of the text models. b. the lecturer provides text examples that will be used as models (recount text). c. discuss the model text's title and ideas. 108 | english franca, vol. 6, no. 1, 2022 d. in class and group discussions, discuss the text's main points. e. after assessing the students' readiness, they were instructed to locate their titles and write them individually. f. students sort from ideas and arrange them into complete writing with the characteristics of the recount text that has been discussed. g. the lecturer collects student writings for correction. 3. observasi a. other lecturers and research members observe researchers' learning processes, and vice versa when research members teach other lecturers to observe. b. the observer completes a checklist on the observation sheet. 4. refleksi a. the team examined the findings of direct observations, the checklist of observation sheets, and student writing to determine the depth of the problems in this first cycle and to plan remedial activities for the next cycle. the findings of the first cycle revealed that 12 pupils participated in this learning. this is corroborated by the table, which shows that 5 students voiced their thoughts on this inquiry learning methodology. this action suggests that students are interested in this model. four students inquired about this model at the same time. they believe that this is a model that will assist them in penning down their ideas. three students remarked on this model at the same time. based on these statements, it is clear that they must employ this paradigm. according to the exam results from this first cycle, the average student score is 75. this demonstrates that third-semester pupils' writing proficiency remains low. this means that not all students can write correctly with sentence structure and word choice. they have generally been unable to write coherently. the researcher and his team made changes based on the results of the three aforementioned instruments, such as requiring students to remain in their groups, though the number was reduced to three. the title is discussed or corrected by one person, while the sentence structure (grammatical elements) and word choice are examined by the other. kasmaini & zahrida: improve the writing ability of s1 english education fkip unib students using the inquiry-based learning model-109 cycle 2 1. plan a. create activities to be carried out during the teaching and learning process using the inquiry learning model. b. make text models available for use in the teaching and learning processes (procedure text). c. form groups of three pupils. d. students write independently 2. action a. the lecturer describes the procedure text's context as well as its characteristics such as social function, general structure, and linguistic characteristics. b. lecturers share examples from procedure text. c. discuss the title and ideas in the procedure text. d. discuss the components of the text above in class and group discussions. e. after seeing the students' readiness, they rewrote the text that had been discussed using the inquiry learning model. f. students sort from ideas and arrange them into complete writing. g. the lecturer collects student writings for correction. 3. observation a. other lecturers and research members observe the researchers' learning process, and research members teach other lecturers how to observe. b. the observer completes a checklist on the observation sheet. 4. reflection tables 1, 2, and 3 demonstrate that the number of students interested in and capable of creating greater recount texts is increasing. it can be seen that 27 students took part in this e-learning. this is demonstrated by the presence of students who voiced 16 people's opinions, asked 5 people questions, and remarked on 6 individuals. when compared to the exam results after cycle 2, it can be noted that the average score of pupils has increased to 79 from 75. this indicates that pupils' writing talents may be improved in four areas. this does not fulfill the success standards established by researchers, where the average student writing score from the three metrics listed above is in the region of 80. as a result, researchers and research participants continue to cycle 3. 110 | english franca, vol. 6, no. 1, 2022 b. the changes that will be implemented are to provide another type of text, namely narrative text. in this section, students are expected to compare the two forms of literature in groups. they will write corrections for each other. this is done to assess students' grasp of the two types of texts and to help them better comprehend and master the texts they will create. cycle 3 1. plan a. using the inquiry learning methodology, make activities that will be used during the teaching and learning process. b. provide text models for use in the teaching and learning processes (narrative text) c. divide pupils into three-person groups. d. students write independently 2. action a. the lecturer describes the narrative text's context and characteristics. b. lecturers share examples of text that will be used as models. c. discuss the title and ideas in the model text. d. discuss the components of the text above in class and group discussions. e. after seeing the students' readiness, they were asked to find their titles. f. students discuss in groups with the inquiry learning model with different member abilities. g. the lecturer collects student writings for correction. 3. observation a. other lecturers and research members monitor the researchers' learning process, and vice versa when research members educate other lecturers to observe. b. the lecturer who observes does a checklist on the observation sheet. 4. reflection. at the end of the third cycle, progress that is close to satisfying the researcher's success criteria has been made. tables 1 and 2 show that all students are learning, but those who are implementing strategies are involved in a range of activities, such as those who voiced 21 people's opinions, 12 people asked questions, and 7 people remarked. looking at these two tables, kasmaini & zahrida: improve the writing ability of s1 english education fkip unib students using the inquiry-based learning model-111 you can see that all of the kids are interested in and comprehend the roundtable strategy the same thing happened at the end of cycle 3 with the written test results. the average writing score of third-semester english education students is 83.5. it may be inferred that the student's skills satisfied the success criteria that were devised, and it turns out that this roundtable technique has been shown to boost students' writing abilities. discussion this classroom action research was carried out in three stages. each cycle is divided into four steps: planning, implementation, observation, as well as introspection. this study was conducted on students participating in the genre writing course during their third semester of english education study. 39 students are taking part in this investigation as subjects. every wednesday from 08.00 to 09.40 wib, this course is held online (online). three instruments were employed in this investigation. according to the findings of the preceding investigations, there is an increase in student engagement throughout the first, second, and third cycles. this activity takes the shape of class attendance and active involvement. twelve students took part in the first round. this group comprises five persons who are not afraid to express themselves. this indicates that the student is curious about the researcher's learning model. these five individuals inquired as to why they should employ the inquiry learning paradigm. what are the benefits of using this model? meanwhile, four persons in the first cycle were questioned directly about the major point of the discussion that day. three folks make traditional comments. the activity in the first cycle demonstrates that third-semester students are engaged in the writing genre course, as seen by the tactics used and the learning subjects that day. based on the outcomes of the first cycle's activity, it can be determined that the class will be busy, with many students conversing, asking questions, and commenting. this task will undoubtedly improve their grasp of the content being studied, and the third-semester student will produce many perfect sentences with appropriate vocabulary and cohesive writing. the findings of cycle 2 observations show that there was an increase in the number of active students, namely 27 persons. the number of individuals increased by 15 from cycle i. 16 students shared their thoughts during class group discussions, 5 of whom posed questions and 6 of whom reacted. this figure represents an increase in 112 | english franca, vol. 6, no. 1, 2022 interest in this course as a consequence of the use of the inquiry learning paradigm. the number of active students increased in the third cycle, with 39 students participating, including 21 students who actively stated their thoughts, 11 individuals who posed questions, and 7 people who remarked. the use of the inquiry-based learning approach resulted in a large rise in inactivity in this cycle. all of the aforementioned enhancements arose as a result of using the correct steps of the inquiry-based learning model. in this case, piaget (sund and trowbridge, 1973) wherein this learning the learner or students are allowed to carry out their experiments where they see for themselves what is happening, do it themselves, and use certain symbols to find answers to their questions, connect findings one another, compare their findings and make or draw their own decisions. in other words, with this model students are given the freedom to write topics that they will gradually and are guided by a lecturer or motivator so that they can maximize their abilities. the test findings show that there is a considerable rise after cycles 1, 2, and 3. the average value after each cycle demonstrates this. the ascending numbers are 75, 79, and 83.5. in terms of the use of past tense sentences, this demonstrates an improvement in knowledge of writing grammar or sentence structure. from cycle to cycle, the use of context-appropriate vocabulary improves. the progressively unified writing written by the third-semester student in this english education study program is seen as an. in cycle 1, the distribution of results ranges from 66 to 80, with the majority of students scoring in the 70 to 75 range. this demonstrates that their capacity is still limited. they are not accustomed to utilizing correct language and terminology that is not dictated by the situation. their essay outcomes are not yet comprehensible. the distribution in cycle 2 shows that values range from 70 to 90. a score of 70 represents only one individual, as does the number of 90. the greatest values are between 78 and 82. this demonstrates that the student's comprehension of the written content is adequate. they have a solid command of sentence structure and word choice. some participants thought the content they produced was already coherent. furthermore, the genre method is one of the most important and wellknown concepts in language training, according to hyland (2004). as a result, because it provides a framework for interpreting communicative situations, the genre method is particularly useful in language training. this teaches students or language learners how to communicate kasmaini & zahrida: improve the writing ability of s1 english education fkip unib students using the inquiry-based learning model-113 effectively, in this case by writing. this implies that students must tie what they write to the setting in which and about which they are writing in this genre approach. this context is what allows a piece of literature to effectively engage in dialogue with the reader. writing is widely acknowledged as the most difficult skill to master while studying english. writing is the most difficult skill for second language learners to develop, according to richard and renandya (2002). this implies that the most difficult skill for second language learners is writing, especially undergraduate english education fkip unib students learning a foreign language. furthermore, according to zheng and yan (2005), efl teachers and students face a variety of challenges when teaching and learning writing. as a result, the teacher faces writing difficulties when learning to write. the distribution of results in cycle 3 shows that these thirdsemester students' writing scores have improved significantly. the values vary from 78 to 92, however, the majority of the kids have already scored above 80. based on the average value in cycle 3, this meets the current success criterion. based on the three instruments mentioned above, it is possible to conclude that the inquiry-based learning model can improve the writing skills of fkip unib third-semester english education study program students majoring in language and arts education in understanding types of texts such as recount, procedure, and narrative. students may also create texts with acceptable text structure, proper word choice, and clear and cohesive thought arrangement. conclusion according to the study's findings, the inquiry-based learning model can improve students' writing skills in a variety of ways, including the ability to use appropriate sentence structures (grammar), the use of context-appropriate vocabulary, and the ability to produce coherent writing. this technique provides students with opportunities and appropriate environments to overcome writing challenges such as idea generation and development in their texts. this is possible because they can discuss in prearranged small groups. 114 | english franca, vol. 6, no. 1, 2022 references arauz, p. e. (2013). inquiry-based learning in an english as a foreign language class: a proposal. revista de lenguas modernas, (19). https://revistas.ucr.ac.cr/index.php/rlm/article/view/14031 candlin, c., & mercer, n. (2001). english language teaching in its social context: a reader. psychology press. emilia, e. (2005). the effectiveness of genre based approach in academic teaching writing at a state university in west java. online),(http://curry, edschool. sydney. edu/epltt/genrebasedapproach. html, retrieved on june 3rd 2006 at 8. oo am). godbee, b. (2016). why inquiry matters: an argument and model for inquiry-based writing courses. the wisconsin english journal. https://epublications.marquette.edu/english_fac/356/ hyland, k. (2004). genre and second language writing. university of michigan press. ismail, n., alias, s., & albakri, i. (2006). inquiry based learning: a new approach to classroom learning. english language journal, 2(1), 13-24. jack c. richards & willy a. renandya. (2010). methodology in language teaching (south asian ed.). johnson, a. p. (2008). a short guide to action research. allyn & bacon. kemmis, s., mctaggart, r., & nixon, r. (2013). the action research planner: doing critical participatory action research. springer science & business media. lee, h. (2014). inquiry-based teaching in second and foreign language pedagogy. journal of language teaching and research, 5(6). https://doi.org/10.4304/jltr.5.6.1236-1244 mulyadi. (2014). teaching writing descriptive text by using flower writing strategy and corps strategy at junior high school. yogyakarta (thesis). nurhidayat, e. f., apriani, e., & edy, s. (2021). undefined. international journal of multicultural and multireligious understanding, 8(4), 70. https://doi.org/10.18415/ijmmu.v8i4.2443 oktavianti, d., gusmuliana, p., & apriani, e. (2021). the students’ strategies in developing their ideas in writing essay. jadila: journal of development and innovation in language and literature https://revistas.ucr.ac.cr/index.php/rlm/article/view/14031 https://epublications.marquette.edu/english_fac/356/ https://doi.org/10.4304/jltr.5.6.1236-1244 https://doi.org/10.18415/ijmmu.v8i4.2443 kasmaini & zahrida: improve the writing ability of s1 english education fkip unib students using the inquiry-based learning model-115 education, 1(4), 389-406. https://doi.org/10.52690/jadila.v1i4.157 paltridge, b. (2001). genre and the language learning classroom. university of michigan press elt. sanjaya, h. k., apriani, e., & edy, s. (2020). using web blog for efl students in writing class. journal of english education and teaching, 4(4), 516-535. https://doi.org/10.33369/jeet.4.4.516535 smith, n. b. (2017). a principled revolution in the teaching of writing. english journal, 70-75. https://www.jstor.org/stable/26359493 ulfah, y. (2012). improving students’ ability in writing through inquirybased learning. action research. ur, p. (1999). a course in language teaching trainee book trainee's book. cambridge university press. yan, g. (2006). genre and the language learning classroom. in english teaching forum (vol. 43, no. 3). https://doi.org/10.52690/jadila.v1i4.157 https://doi.org/10.33369/jeet.4.4.516-535 https://doi.org/10.33369/jeet.4.4.516-535 https://www.jstor.org/stable/26359493 116 | english franca, vol. 6, no. 1, 2022 empty page english franca: academic journal of english language and education vol. 5, no. 2, 2021, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v5i2.2721 the importance of linguistics for teachers in english language teaching sholihatul hamidah daulay universitas islam negeri sumatera utara sholihatulhamidah@uinsu.ac.id muhammad dalimunte universitas islam negeri sumatera utara muhammaddalimunte@uinsu.ac.id diah widya ningrum universitas islam negeri sumatera utara diahwidyaningrum@uinsu.ac.id abstract this writing aims to determine the function of linguistics in english language teaching. it will discuss how important linguistics in english language teaching is. it uses the literature review method or called library research. in collecting the data, it uses the descriptive method and comparison method. from the finding, it can be concluded that linguistics pays attention to its function in teaching. linguistics and language teaching are closely related to each other. this is because language teaching goes hand in hand with language growth. how is it possible that a language teacher can practice language skills if he does not master linguistics itself, how can he train writing skills if he does not master spelling, morphology, syntax, semantics, and lexicology? in addition, as a language teacher, he not only has to practice language skills but also has to explain the rules of the language correctly. keywords: english language teaching, english teachers, linguistics. mailto:sholihatulhamidah@uinsu.ac.id mailto:muhammaddalimunte@uinsu.ac.id mailto:diahwidyaningrum@uinsu.ac.id 340 | english franca, vol. 5, no. 2, 2021 introduction linguistics is the scientific study of language and there are several materials studied in linguistics that are called linguistics scope. in general, linguistics is the search for knowledge that humans unconsciously have about language, an understanding of the structure of language, and knowledge of how various languages differ from one another. in various general dictionaries, linguistics is defined as the science of language or the scientific study of language (chaer 2012:2, langacker, 1973:35, lyons 1975:1, martinet, 1987:19, matthews 1997:59, pit corder 1973:82, widdowson 1985:15) the study of linguistics has undergone three stages of development, namely from the first stage called the speculation stage, the second stage is called the observation and classification stage, and the third stage is called the theory formulation stage (chaer 2003:332). in the history of its development, linguistics is filled with various schools and understandings which from the outside seem very complicated, contradictory, and confusing, especially for beginners (chaer, 2003: 332). linguistics is divided into several sub-disciplines of linguistics. based on the object of study, language in general or a particular language is divided into two, namely general linguistics and special linguistics. based on the object of study, language at a certain period or language throughout the ages is divided into four, namely synchronic linguistics, descriptive linguistics, comparative historical linguistics, and contrastive linguistics. based on the object of the study, whether the internal structure of language or language concerning factors outside the language is divided into micro linguistics and macro linguistics (soeparno, 1995:17-18). based on the purpose, whether a linguistic inquiry is to formulate a theory or to be applied, it is divided into theoretical linguistics and applied linguistics. based on its relationship with factors outside of language, it is divided into dialectology, sociolinguistics, anthropology, stylistics, and philology. based on the flow or theory used in language investigation, it can be divided into traditional linguistics, structural linguistics, transformational linguistics, semantic linguistics, rational linguistics, and systemic linguistics. in language teaching, it cannot be separated from the things that have been mentioned above. when a language teacher teaches about the language itself, it requires science to help create an effective teaching and learning process. he/she must understand either the sholihatul: the importance of linguistics for teachers in english language teaching 341 language that is commonly used (everyday language) or a foreign language. then, one of the sciences most related to language teaching is linguistics. several studies have been done before. franscy (2015) focused on the use of linguistics in the research. meanwhile, aziz thaba (2014) focused on the role of linguistics not only to the language teacher but also to the experts of language or linguists. however, the discussion in this writing only focuses on the importance of linguistics for teachers specifically in english language teaching. the researcher will discuss the use of linguistics for english language teachers especially. theoretical framework the word linguistics comes from the latin "lingua" which defines language. kridalaksana (1993) stated in his linguistic dictionary, the word linguistics is meant as the science of language or scientific language investigation. the same definition was put forward by tarigan (1986), which is a set of knowledge obtained by applying the scientific method to the phenomenon of language. as a scientific study of language, linguistics does not distinguish between one language and another (hasanan, 1984). in essence, linguistics is identical to language teaching. it must be admitted that there is a very close relationship between the two. there are two different opinions among linguists. some argue that language science as a science must be autonomous and independent (parera 1991:20, suriasumantri 2009:20). linguistics is pure science that seeks to study and analyze its object under the linguistic theory it adheres to without regard to its use and function. there is also the opinion of linguistics experts who state that in addition to being a pure science, linguistics must also think about ways to apply it in everyday life for the benefit of humans, among which the important thing is language teaching. language teaching activities are efforts that result in students being able to learn languages effectively and efficiently. the linguistic theory itself is separated to allow a language teacher to gain knowledge of how to apply these linguistic theories in language knowledge because we know that a person who is proficient in a language does not guarantee that he or she is someone who can teach language to others. teaching speaking in the classroom is always intended to result in communicative activities that allow for a personal relationship to be formed grow both inside and between learners and lecturer. we dubbed it a communicative activity (gusmuliana, et. al, 342 | english franca, vol. 5, no. 2, 2021 2020). likewise, language teaching is a practical and pragmatic science. the main purpose of language teaching is to achieve the results of language teaching, students master the target language as a means of communication well (basiran in miftah 2010). for a teacher, speaking and understanding a language is one thing, and another is how to achieve the technical knowledge needed to understand and explain the language system, its phonemes, morphemes, words, sentences, and discourse structures. each has a different view of language, and it is wise for the language teacher to pay attention to these differences to obtain a unified picture of the object. there are two questions in language teaching that need to be solved, namely: what to teach and how to teach it. these are content and method issues, outcomes design issues, and process design issues. the method of teaching language and its teaching itself ultimately depends on what the language is according to the views of the teacher and the compilers of the method (mackey 1965:139). therefore, linguistics plays an important role in language teaching which aims to make students able to communicate skillfully in various communication contexts. research methodology this study was conducted in the form of qualitative research, by using library research. library research is research conducted using literature (library), either in the form of books, notes, or reports on the results of previous research (sugiyono, 2016). in this case, the researcher used the step-by-step process to gather information from some articles, journals that related to the variables researched namely linguistics, language teachers, and language teaching. there are 6 articles or journals related to linguistics, and there are 7 articles or journals related to language teaching. after collecting the data, the researcher tried to understand and interpret it into a concept that can support the study. the data source of this study is from the sources related to the topic. in analyzing the data, there are 2 kinds of methods, namely; a. the descriptive method is a method used to describe and interpret what exists, opinions that are growing, ongoing processes, consequences or effects that occur, or trends that develop. b. a comparative method is a method used to deliver a comparison among the theories or experts' opinions found in this study. (sumanto, 2014). sholihatul: the importance of linguistics for teachers in english language teaching 343 results & discussion results the following were some articles related to both linguistics and language teaching; 1. international journal of english linguistics, role of applied linguistics in the teaching of english in saudi arabia (khan, 2011) 2. middle east journal of scientific research, applied linguistics and english language teaching (khansir, 2013), 3. language awareness, linguistics in tesol teacher education (lafond & dogancay-aktuna, 2009), 4. language and education, becoming an english language teacher: linguistic knowledge, anxieties and the shifting sense of identity (giovanelli, 2015), 5. language learning journal, teaching linguistics to low-level english language users in a teacher education program: an action research study (banegas, 2020), 6. asian englishes, positioning elt in applied linguistics in japan: a diachronic approach (oda, 2021). based on some articles collected by the researchers, lafond (2009) said that linguistics is very needed in english language teaching because this helps teachers to explain the english components and structures to the students. every language has a system or linguistic rules that can be learned in micro linguistics terms namely phonology, morphology. syntax, and semantics studies. however, english language teaching should be incorporated with other fields (macro linguistics) such as psychology, education, cognitive science, music, anthropology, ethnology, language acquisition, sociology, bilingualism, and language teaching too. the function of linguistics in teaching is mostly called applied linguistics and this covers research into phonetics, phonology, morphology, syntax, semantics, and occasionally includes the other titles such as psycholinguistics and sociolinguistics which concentrate on language acquisition and situation theory, respectively. in language teaching, linguistic fields such as theoretical linguistics, sociolinguistics, and psycholinguistics cannot be separated because all these disciplines make useful contributions in completing a language teaching and learning program. in addition, khan intakhab alam (2011) stated that nowadays the english teachers also used a comparative study as a means of teaching the target language. in analyzing the comparison, the english teachers need linguistics, for example, error analysis. error analysis itself is one type of linguistics analysis that focused on analyzing the learners' mistakes. 344 | english franca, vol. 5, no. 2, 2021 furthermore, khansir (2013) said there is a connection between these fields and language teaching. linguistics has long been used by language teachers, who differ in their use of traditional linguistics which is full of prescriptive and normative statements, while modern linguistics is also structural and descriptive. for teachers who use an old grammar book to teach pronunciation, grammar or semantics use linguistic knowledge, namely traditional linguistics. aspects of phonetics, phonology, morphology, syntax, and semantics are useful in teaching a language. the theoretical basis of a language is that a linguistic description will describe the language; structure and function of the language. the contribution of linguistics to language teaching is indirect. therefore, the field of linguistics and language teaching is autonomous and becomes its field of expertise. however, that does not mean that they do not need one another, because inevitably they require linguistic elements, namely there are many related theories of linguistics, which can be implemented in language learning and teaching. linguistics only contributes indirectly in the form of materials. discussion teaching english as a foreign language involves a lot of knowledge and strategies. nowadays, an english teacher is expected to know the students and teaching objectives, the subject matter, some teaching methods, and broad knowledge generally. furthermore, an english teacher must have a strong motivation in doing his job to be a good model for the students. there are many uses of linguistics in language teaching. six uses of linguistics in language teaching (roulet 1975: 65-75): 1. the linguistic theory provides information about the structure and function of the language system in general to language teachers. it plays an important role in determining the objectives, content, and approach of language teaching. 2. the linguistic theory also provides an intermediate language to the teacher. this is the universality of forms such as the different types of formulas in generative transformation grammar (deletion formulas, transformation formulas, and so on). all of these things can be used by teachers in language teaching. 3. either directly or indirectly, the linguistic theory of language acquisition affects the process of language teaching, more so how language is taught. sholihatul: the importance of linguistics for teachers in english language teaching 345 4. a language description will make the teacher aware of the structure of the language to be taught, and thereby improve the quality of linguistic content in language teaching. 5. the description of language also gives the teacher knowledge of elemental units such as phonemes, morphemes, tagmemes, and so on. and also provides a list of structures or a formula system for a language that can be used in its teaching. 6. a language description provides a sequential system of formulas. it can be used to shape teaching materials. sometimes the sequence does not need to be followed neatly. language teaching activities are pedagogic, pedagogical grammar is the grammar that contains language teaching and learning activities written per and for the language teaching and learning process. informally, information about the success of a particular approach or procedure in language teaching is always available. the classroom can be considered the most accessible laboratory of all for research. since the priority of the class is whatever is in the interest of the student's education, there is a limit to what can be achieved employing language learning research. some continue to advocate that the teacher's role in what is often called action research and linguistics can contribute both in helping teachers to carry out such research and in efforts to introduce a stronger empirical basis for evaluation of learning and effectiveness in language teaching and learning. the results of academic discussion and research results that have linguistic theoretical weight are transferred into postulates that guide the use of correct and good language through language education activities. if we consider linguistics and teaching as two poles, then between the two poles it is necessary to have a connector that can serve both of them best. this means of service is a new discipline called applied linguistics. ramelan further stated that if structural linguists believe in the contribution of linguistics to language teaching, then transformational linguists never claim to be. according to the latter, linguistics is an autonomous science, which tries to study language as a means of communication used by humans without considering the possibility that their theories about language can be applied to language teaching. this may not be separated from the attitude of chomsky himself (a transformational figure), he even stated in a conference of language teachers that a linguist never intends to concern himself with the problems of language teaching. 346 | english franca, vol. 5, no. 2, 2021 however, many transformationalists believe that the creative aspects of language that a person has (one review of this school) can be applied to language teaching, for example by training students to create and produce sentences in the language they are learning. while structural linguists agree on the role of linguistics in language teaching, it is also inseparable from bloomfield's attitude. besides being a linguist, he is also an expert in language teaching. this is shown by his great concern for the teaching of modern languages. he strongly criticized the use of the grammar-translation method. according to him, the main goal of teaching foreign languages must be based on oral mastery of the language. the application of teaching methods will not run effectively and efficiently as an introductory medium for teaching materials if the application is not based on adequate knowledge of the method. so that the method may become an obstacle to the course of the teaching process, not a component that supports the achievement of goals if the application is not right. therefore, it is very important to properly and correctly understand the characteristics of a method. conclusion linguistics is the science of language or the scientific study of language. apart from being a pure science that examines and analyzes its object, linguistics also pays attention to its function in teaching. linguistics and language teaching are closely related to each other. this is because language teaching goes hand in hand with language growth. how is it possible that a language teacher can practice language skills if he does not master linguistics itself, how can he train writing skills if he does not master spelling, morphology, syntax, semantics, and lexicology? in addition, as a language teacher, he not only has to practice language skills but also has to explain the rules of the language correctly. the usefulness of linguistics in teaching was also emphasized by robert lado who said that in language teaching, teachers who teach must know the linguistic elements and facts of students' mother tongues so that teachers can find out students' problems in learning the students' target language. references abidah, a., nurul h, h., simamora, r., fehabutar, d., & mutakinati, l. (2020). the impact of covid-19 to indonesian education and its sholihatul: the importance of linguistics for teachers in english language teaching 347 relation to the philosophy of "merdeka learning." studies in philosophy of science and education. achugar, mariana., mary schleppegrell, teresa oteiza. 2007. engaging teachers in language analysis: a functional linguistics approach to reflective literacy. english teaching: practice and critique, vol. 6. no. 2. pp. 8-24. issn 1175 8708 . banegas, d. l. (2020). teaching linguistics to low-level english language users in a teacher education program: an action research study. language learning journal, 48(2), 148–161. https://doi.org/10.1080/09571736.2017.1370604. chaer, abdul. 2012. linguistik umum. rineka cipta: jakarta. crystal, david. 1987. the cambridge encyclopedia of language. cambridge: cambridge university press. madya, dardjowidjojo, soenjono. 2003. teaching, learning, and acquisition of foreign languages. jakarta: obor foundation. giovanelli, m. (2015). becoming an english language teacher: linguistic knowledge, anxieties and the shifting sense of identity. language and education, 29(5), 416–429. https://doi.org/10.1080/09500782.2015.1031677 gusmuliana, p., apriani, e., & syafryadin, s. (2021). improving students speaking motivation by using role play technique at institute islamic in indonesia. hoffman, sj (2010). teaching the humanities online: a practical guide to the virtual classroom: a practical guide to the virtual classroom. routledge. johnson, e. b. (2002). contextual teaching and learning. california: corwin press, inc. giovanelli, m. (2015). becoming an english language teacher: linguistic knowledge, anxieties and the shifting sense of identity. language and education, 29(5), 416–429. https://doi.org/10.1080/09500782.2015.1031677 khan, i. a. (2011). role of applied linguistics in the teaching of english in saudi arabia. international journal of english linguistics, 1(1). https://doi.org/10.5539/ijel.v1n1p105 khansir, a. a. (2013). applied linguistics and english language teaching. middle east journal of scientific research, 15(8), 1140–1146. https://doi.org/10.5829/idosi.mejsr.2013.15.8.11238 lafond, l., & dogancay-aktuna, s. (2009). teacher perspectives on linguistics in tesol teacher education. language awareness, 18(3– 4), 345–365. https://doi.org/10.1080/09658410903197348 oda, m. (2021). positioning elt in applied linguistics in japan: a https://doi.org/10.1080/09500782.2015.1031677 348 | english franca, vol. 5, no. 2, 2021 diachronic approach. asian englishes, 23(1), 79–89. https://doi.org/10.1080/13488678.2020.1867952 parera, jos daniel. 1986. educational linguistics: approaches, concepts, and theory of language teaching. jakarta: erlangga publisher. scheg, ag (2014). reforming teacher education for online pedagogy development. igi global. sevimel-sahin, aylin. (2020). a survey on the intercultural communicative competence of elt undergraduate students. ejal eurasian journal of applied linguistics. sifakis, nicos c. (2018). elf-awareness in elt: bringing together theory and practice. jelf colloquium 2018; 7 (1): 155 – 209. soeparno. (2002). dasar-dasar linguistik umum. yogyakarta: pt tiara wacana. sugiyono, 2016. metode penelitian kuantitatif kualitatif dan r&d. bandung: alfabeta. sumanto, 2014. teori dan metode penelitian, caps (center of academic publishing service) yogyakarta. suwarsih. 2013. language teaching methodology: pre-method to post-method era. yogyakarta: uny press. zhang, xiaodong (2017). a critical review of literature on english language teaching textbook evaluation: what systemic functional linguistics can offer. journal of language and cultural education 2017, 5 (1), issn 1339-4584. widdowson, h. g. 1985. language purpose and language use. oxford: oxford university press. english franca academic journal of english language and education doi:10.29240/ef.v621.5242 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 7, no 2, 2023, page 317-326 article info: http://journal.iaincurup.ac.id/index.php/english received 24 april 2023; received in revised form 10 july 2023; accepted 24 august 2023, avalaible online 30 november 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open access article under the cc by-sa license copyright (c) 2023 author students’ reading habit and their reading comprehension achievement irmanda ayu resta1, shynta amalia2, rizqy dwi amrina3 ¹ universitas islam negeri raden fatah, palembang, indonesia 2 universitas islam negeri raden fatah, palembang, indonesia 3 universitas islam negeri raden fatah, palembang, indonesia corresponding email: irmandaplg@gmail.com to cite this article author (2023) “students’ reading habit and their reading comprehension achievement”: resta, i., amalia, s., & amrina, r. (2023). the correlation between students’ reading habit and their reading comprehension achievement. english franca : academic journal of english language and education, 7(2). doi:http://dx.doi.org/10.29240/ef.v7i2.8291 introduction reading skill is something that can help students to enrich their insight in english. patel and jain (2008) express that the important thing of reading itself was to widen the knowledge and gain the understanding about a language itself. reading is the process of delivering meaning and sending the information. according to hossain (2015), reading is an activity that takes considerable time, because we use our eyes to get the written symbols, then our brain to convert those written form which communicate the things to us, in addition it can stay in our head, or we can read it aloud so others can hear and communicate to the written things. thus, reading is a skill among others which are essential for teaching and learning process in english. reading activity gives the students the chance for choosing the topic which motivates students in learning, especially in english. prabhakaran (2018) states that reading will enhance our memory, boost our analytical thinking, and expand our vocabulary. through reading, foreign language learners who study english can invest and get full of important things about something that has not known before. in addition, iftanti (2012) mentions that reading is one of the signs of literacy. hence, teachers are expected to be able to guide and abstract. this study has objectives to discover the significant correlation and influence between reading habits and their reading comprehension successes of students. this study took a quantitative approach, implementing a correlational research method. the research population came from a total of 416 eleventh grade students at sman 21 palembang. the cluster random technique of sampling was used to choose three classes of 104 students. the data were gathered through the use of a questionnaire designed to assess reading habits, as well as a test aimed at assessing reading comprehension achievement. the results demonstrated that there was a relationship between students' reading habits and their reading comprehension achievement, with the r obtained .321 was being greater than the r-table .192 and the significant value achieved .001, which was less than .05. furthermore, the regression analysis result displayed that reading habit significantly contributed to reading comprehension achievement, with the r-square value .118, which stating that students' reading habit contribute 11.8% to their reading comprehension achievement. keywords: correlate, reading comprehension achievement, reading habit /users/shyntaamalia/downloads/cccccc http://journal.iaincurup.ac.id/index.php/english/index https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:irmandaplg@gmail.com http://dx.doi.org/10.29240/ef.v7i2.8291 irmanda ayu resta, et. al., 2023 the correlation between students’ reading habit and their reading comprehension achievement 318 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 1 7 3 2 6 ) motivate students to choose the written form, which is good, informative, and accessible to read so that students are interested in reading. moreover, the process of understanding text that has been read is called reading comprehension. as stated in israel et al. (2009), arguably, the most significant result of reform initiatives intended to enhance reading curriculum and instruction is the advancement of reading comprehension, both for purposes of instruction and assessment. in addition, reading comprehension in a country reflects the quality of human resources in a country. rusmiati et al. (2021) state that reading is the foundation for people to be successful. therefore, we all know that indonesia is a developing country that will always be developed if the human resource of the country has a good improvement of their quality. in consequence, it can be starting from our reading activities especially for students. however, study conducted in the literacy of reading, the main topic of pisa (2018), indonesian students which 15-years-old got the score 371 points in distinct to the average of 487 points in the oecd countries. pisa 2018 achievements indicate that indonesia places among the lowest 10 out of the 79 countries that participated. it shows that the literacy of reading in indonesia is relatively low. moreover, the achievements in reading comprehension are not as well as the essence of the reading activity itself. students still struggle to grasp english information due to a lack of knowledge about sentence formation, even when reading is emphasized in the learning process (amalia et al., 2021). in another study, sari (2016) mentioned that students’ achievement in comprehending english text based on literal level was low. it indicates that there were 23% students obtained good category, 20% obtained moderate category, and 57% students obtained low category, with maximum score was 80 and minimum score was 40. meanwhile, the level of students’ reading comprehension in english text based on the critical level was in failure category. it shows 27% students were at the moderate category, 30% at the low category, and 43% at the category of very failure with t minimum score was 20 and the highest was 60. thus no one got the very good or good category. then, as reported by nurhidayah (2021), students had trouble in understanding the reading text, particularly in terms of locating the main idea, vocabulary, and reference. in addition, research by erlina et al. (2019) revealed that while some students were able to recall and retell the story based on what they read in written form, the vast majority of students still had difficulty understanding what they read. those numbers show that indonesians still have a low level of reading comprehension. reading habit is one of the factors that contributes to the achievement of success in reading comprehension. the researchers identified the issues within sman 21 palembang. requesting the students to read and comprehend english materials proved to be quite challenging. while students may occasionally comprehend the reading material and answer the questions accurately, one of the primary reasons for this is their familiarity with the language used in the text, which poses a challenge when addressing text-related questions. another contributing reason is the students' limited engagement in reading. the low level of student engagement in reading activities in the school library is evident. only 49 out of 416 eleventh grade students (11.77%) visited the library between january and june 2023. this indicates a rather poor reading habit among the students. previous research has been carried out to investigate the relationship between students' reading habits and their achievement in reading comprehension. first, research conducted by wahyudi (2016), revealed that the correlation of variables, which are reading habit and reading comprehension of learners was not significant. second, a study accomplished by sulaiman and harpiansi (2018) provided the finding of the study that students’ reading habit had low correlation to students’ reading comprehension. third, study conducted by sartika et al. (2020) which indicated that the relationship between students’ reading habit and their reading comprehension existed, and the corelation was medium. next, a study conducted by rahayu et al. (2021) showed that high and strong correlation as irmanda ayu resta, et. al., 2023 the correlation between students’ reading habit and their reading comprehension achievement 319 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 1 7 3 2 6 ) the result of this research. then, study carried out by darojat, et al. (2020) which resulted that were found a very high and strong correlation between the variables. the prior related studies examined several population samples, including 12th grade students, students from the english department, and students from the health science department. the results of earlier study displayed a range of findings about the relationship between students' reading habits and reading comprehension. some studies found no connection between them, while others identified varying degrees of correlation, ranging from weak to moderate to strong. consequently, the researchers aimed to establish a relationship between students' reading habits and their reading comprehension accomplishment in a different group of people. the researchers aimed to determine the impact of students' reading habits on their reading comprehension achievement. theoretical framework reading is an eternally developing skill. the processing of finding the written text and how the brain works to understand of it is such the flow of words and concept itself (johnson, 2008). same as any other skills, reading skills will be improving better if people like to practice. additionally, frankel (2016) states that reading is strategic, as a reader especially within skilled, good readers can evaluate their prior knowledge about a text’s topic and adjust the reading strategies to better their reading comprehension, employing kinds of strategies for different purposes, texts, and problems. accordingly, practicing in reading assist people to be a good and even a better reader every single day. the activity to find out what the written form talks about and the process of comprehending the text's content can be settled by reading. in accordance with pang et al. (2003), the act of reading is a multifaceted process that necessitates the use of sensory perception and cognitive faculties to fully grasp the meaning conveyed by written text. further explanation said that reading is made up two interconnected processes; they are word recognition and comprehension. the action of the sight on how texts or discourse accord to one’s spoken language named word recognition, while the process of understanding some words, sentences and connected text called comprehension. text experience, prior information, vocabulary, grammatical knowledge, and other strategies can all be used to support readers in understanding the written text or symbols. based on the criteria, it can be inferred that reading is a skill that is always evolving and requires the use of comprehension techniques to decipher complicated written material or symbolism. reading comprehension comprehension is the capacity of individuals to digest the acquired information, match the knowledge, and understand the meaning obtained. zwiers (2010) explains that the greatly process of someone, assessing the quality, sped, and durability of a reader accurately with so many interrelationships is more than many key things are commonly believed and progresses which happen during the interaction with text being impossible is called comprehension. then, as stated in pang et al. (2003) the process of extracting meaning from related text called comprehension. along with thinking and reasoning, it requires for language proficiency. therefore, comprehension is an active rather than a passive process, and to construct meaning, the readers should engage actively with the text. measurement and meaning building through the use of written language are the processes involved in reading comprehension. according to brassell and rasinski (2008), it enables readers to extract important information from written form and apply it in a way which displays awareness or knowledge of its’ information. in addition, johnson (2008) states that comprehension skills are the strategies which used by readers to recover the information and develop the meaning from text explanation. those are the processes of thinking, steps which divided to some parts, that are used to comprehend. irmanda ayu resta, et. al., 2023 the correlation between students’ reading habit and their reading comprehension achievement 320 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 1 7 3 2 6 ) reading habit habit is the routine things or activities which usually do by someone, and sometimes people do it for reaching their own goals. as mentioned by iftanti (2012), by regularly doing reading exercises over time, efl students can develop the habit of reading such that it becomes second nature to their daily activities. palani (2012) says that an important aspect to create literature of society in the world and it enhanced individuals' knowledge and extended information is reading habit. in addition, to recognize the situations in where people are probably to take the action on habit and people in which they are likely to reach the goals, in this case is students' comprehending the written text of their reading habit. reading habit is one of the capable and enduring tools for the academic achievement of learners. patel and jain (2008) mention that reading habits assist students on passing for their spare time, as we know reading is the important thing, while reading in the spare time, people also can get new information or make sense on the written form they read. then, students should cultivate their reading habit to get many words, new vocabulary, knowledge, and information while reading. in accordance with preceding definition, reading is the action of doing which settled routinely to get the information such new knowledge, vocabulary, words in the written form or even enjoying the spare time by reading the written form. materials and method the research methodology applied in this study was correlational design. the researchers conducted a correlation research design aimed to investigate the relationship between students' reading habits and their reading comprehension achievement. moreover, the researchers employed a questionnaire for investigating the first variable, which is the reading habits of the learners. additionally, a reading assessment was carried out in assessing the students' achievement in comprehending written text. second, a reading test was used to assess the students' achievement in reading comprehension. then, the researchers used statistic package for the social sciences which known as spss, version 22 was utilized to determine the correlation between two variables in accordance with the findings of the questionnaire and comprehension test. the research instrument included a questionnaire to measure students’ reading habit with 30 items. the researchers adopted the instruments of the questionnaire which was ready-made in bahasa indonesia by muawanah (2014) to be used in this research. the questionnaire was divided into 6 indicators of reading habit based on gaona & gonzalez (2011) which involved the frequencies of reading, number of books read, both academic and non-academic reading, the environment of parental and academic motivation. moreover, reading test was used to evaluate the reading comprehension performance of students by following the specifications of reading comprehension test which explained by brown and abeywickrama (2019). the specifications include main idea, detailed information, making inference and meaning in context. the researchers adapted the reading text and made some questions that related to the syllabus of 11th grade students. the reading comprehension texts for 11th grade students consisted of report text, analytical exposition text, and explanation text. the reading test consisted of 53 test items which had been tested for the validity and reliability test. the results of cronbach alpha’s value was 0.955 which indicated the reading test was reliable. the representative of eleventh grade students took part in the study as much as 104 students which have been selected by using cluster random sampling technique. after gathering the data, descriptive analysis was conducted. it described the frequencies and percentages of students’ reading habit data and the data of reading test results, number of the representative of the students, lowest and highest scores, mean scores, and standard deviation scores. the descriptive analyses also described the category and its’ interval scores of each data. moreover, the researchers also conducted statistical analyses which contained correlational analysis, a statistical technique to investigate irmanda ayu resta, et. al., 2023 the correlation between students’ reading habit and their reading comprehension achievement 321 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 1 7 3 2 6 ) whether there was the significant among the variables and regression analysis which applied to find out to what extent reading habit influenced students’ reading comprehension achievement. results and discussion results descriptive analysis of students’ reading habit three classes of eleventh grade students at sman 21 palembang was chosen to be the sample of this research. they were xi e, xi f, and xi h which consisted of 104 students. students’ reading habit data was revealed by descriptive analysis. the lowest score of the questionnaire was 77 and the highest was 131. then, it was shown that 99.62 was the mean of the score and 11.431 which was the standard deviation value. the data obtained found that 5 students or 4.8% were categorized as very good, 76 students or 73.1% were in the good category and the average category were consisted of 23 students or as much as 22.1%. in conclusion, the students reading habit of eleventh grade students at sman 21 palembang can be categorized as good. table 1. the descriptive analysis of students’ reading habit (n=104) min max mean std. deviation category frequencies % 77 131 99.62 11.471 poor average 23 22.1 good 76 73.1 very good 5 4.8 descriptive analysis of students’ reading comprehension achievement the analyses of students’ reading comprehension achievement showed that the lowest score obtained was 9.43, and the highest score achieved was 79.25. the average score of learners reading comprehension achievement was 32.41, with a value of standard deviation was 14.814. furthermore, the results of students' reading comprehension revealed that 1 student which means 1% of them received the category of good level, 10 students or 9.6% got the average category, and most of the students which were 93 students, or 89.4% students categorized as poor level. in short, students’ reading comprehension achievement of eleventh grade students at sman 21 palembang can be categorized as poor level. table 2. the descriptive analysis of students’ reading comprehension (n=104) min max mean std. deviation category frequencies % 9.43 79.25 32.41 14.81451 poor 93 89.4 average 10 9.6 good 1 1 excellent statistical analyses normality test before conducting the correlational analysis, the researchers analysed normality of the collected data by conducting the normality test. to find the normality of the data, researchers used 1-sample kolmogorov-smirnov. according to the result of normality test, it was revealed that the significant value of students’ reading habit data was 0.2 while the students’ reading comprehension data was 0.00. therefore, the significant value of normality test inferred that the students’ reading habit data obtained was classified normal (> 0.05), irmanda ayu resta, et. al., 2023 the correlation between students’ reading habit and their reading comprehension achievement 322 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 1 7 3 2 6 ) however, students’ reading comprehension score data was not classified normal because it was less than 0.05. in accordance with the results of normality test, the researchers applied nonparametric test in testing the hypothesis. correlational analysis the correlational analysis was analysed by nonparametric correlation test by using spearman correlation coefficient. table 3. correlation analysis reading habit reading comprehension reading habit r 1.000 .321 sig. .001 reading comprehension r .321 sig. .001 1.000 the result of correlation test was found on the table above, correlation coefficient was obtained .321, it was higher than the r-table .192 (df= 102). in other hand, it was pointed the significance was .001 which means that the value is less than 0.05. thus, students’ reading habit and their reading comprehension achievement were significantly correlated. moreover, the result revealed that the variables had positive correlation. it means that the greater score of reading habit, the better their score of achieving reading comprehension. regression analysis since the significant correlation between the variables were existed in this study, the regression analysis was applied in determining whether students’ reading habit significantly influenced reading comprehension achievement of the students. table 4. coefficients of regression analysis model t sig. 1 (constant) -.976 .331 reading habit 3.692 .000 based on the table of coefficients, it was revealed the results of students’ reading habit significantly influenced reading comprehension achievement, the t-value 3.692 was greater than t-table 1.983 and the value of significance was 0.00 which less than the probability 0.05. moreover, the habit of students in reading could contribute to the achievement in comprehending the reading test of eleventh grade students at sman 21 palembang. moreover, r-square was revealed to know how much the contribution percentages of reading habit in influencing reading comprehension. and then, the result showed that the r-square was .118. it can be inferred that students’ reading habit contributed 11.8% to reading comprehension achievement. table 5. model summary of regression analysis model r square std. error of the estimate 1 .118 13.98189 discussion according to the results obtained, it could be indicated that most of the students experienced good category, few students experienced average category of reading habit, and the least students experienced very good category of reading habit. thus, the eleventh irmanda ayu resta, et. al., 2023 the correlation between students’ reading habit and their reading comprehension achievement 323 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 1 7 3 2 6 ) grade students at sman 21 palembang can be categorized as good level of their reading habit. moreover, the majority of students' reading comprehension achievement belongs to the poor group, certain learners are in the average category, the least students at good category level of reading comprehension achievement. therefore, the eleventh grade students at sman 21 palembang can be categorized as having a poor level of their reading comprehension achievement. furthermore, the data demonstrated that reading habit has an important correlation towards reading comprehension achievement of the students, which this result appropriate to various studies. first, muawanah (2014) discovered the significant relationship between reading habits and students' reading comprehension achievements in eleventh grade. second, erlina et al. (2019) discovered in a research of english education undergraduate students that their reading habits correlated to their academic accomplishment. then, rahayu et al. (2021) discovered that there was a significant relationship between their reading habit and reading comprehension in tenth grade learners. in this study, the r-value was 0.321, it indicated that the correlation was considered weak or low correlation. in addition, students’ reading habit contributed 11.8% to students’ achievement in comprehending the reading. therefore, this results are in accordance with others previous investigations, such as the research from adrah (2022), sulaiman and harpiansi (2018), and hassan et al (2021) which found that the low correlation happened on the research towards reading habit of students and their reading achievement in comprehending the text. the researchers also revealed that the low correlation between the variables happened because the students’ reading time appeared was not enough so they took long time to read the text and it couldn’t be done and comprehended well. therefore, the researchers assumed that the weak correlation between the variables happened because the students as readers do not have enough knowledge or experience related to the text they read because they might rarely read such english texts on their daily activities which make them difficult to comprehend the text well. besides, the nature of the materials being read might influence the correlation. if students are not finding the content relevant or engaging, it could impact their motivation to develop effective reading habits. exploring the alignment between the curriculum and students' interests could provide insights into this aspect. conclusion the finding of this study yield several inferences. initially, the reading habit of eleventh-grade students at sman 21 palembang was admirable. however, their reading comprehension achievement was unsatisfactory. furthermore, the findings demonstrated that the null hypotheses were rejected, while the alternative hypotheses were approved of. specifically, the eleventh-grade students at sman 21 palembang exhibited a significant correlation between their reading habits and reading comprehension achievement, as evidenced by a low level of correlation. furthermore, the reading habit of students had a substantial impact, accounting for as much as 11.8% of the students' reading comprehension score. research has demonstrated a positive correlation between students' reading habits and their reading comprehension success. specifically, a higher score in reading habits is associated with a higher score in reading comprehension. acknowledgement endless gratitude is always expressed to the contribution of english education study program of uin raden fatah palembang and the students at sman 21 palembang especially eleventh grade students who have participated in collected the data on this research. irmanda ayu resta, et. al., 2023 the correlation between students’ reading habit and their reading comprehension achievement 324 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 1 7 3 2 6 ) references adrah, m. z. (2022). the correlation between reading habit and reading comprehension achievement of pre-service teachers of english education study program at uin raden fatah palembang. unpublished thesis. uin raden fatah palembang, indonesia. aini, n., amalia, s., & zurnelly, n. (2021). the survey of students interest in reading book at smpn 1 and smpn 6 jambi city. journal of research in english language teaching jr-elt, 4(2), 12-22. http://jrelt.ftk.uinjambi.ac.id/index.php/jrelt/article/view/24 amalia, s., fitria, w., ramdhani, m., & suryani, h. (2021). efl students’ needs and achievement: a study at an islamic university in jambi. ta’dib: jurnal pendidikan islam, 26(1), 29-42. https://doi.org/10.19109/td.v26i1.10009 andriyani, m., ariyanti, a., & arbain, a. (2019). the correlation between student’s reading habit in english and students’ reading comprehension ability. borneo educational journal (borju), 1(1), 14-21. https://doi.org/10.24903/bej.v1i1.255 brassell, d., & rasinski, t. (2008). comprehension that works taking students beyond ordinary understanding to deep comprehension. shell education. brown, h. d., & abeywickrama, p. (2019). language assessment: principles and classroom practices. (3rd ed.). pearson education. darojat, t. a., astillero, m., vitasmoro, p., jatmiko, j., & riski, y. a. (2020). correlation between students reading habit and their reading comprehension skill at health sciences. journalnx, 6(11), 170-175. https://www.neliti.com/publications/335656/ erlina, d., astrid, a., kurniasari, r., & purwansyah, h. (2019). the correlation between reading habit and academic achievement of the undergraduate students of english education study program of uin raden fatah palembang. jambi english language teaching journal (jelt), 4(1), 48-57. https://onlinejournal.unja.ac.id/jelt/article/view/7168/9630 erlina, d., marzulina, l., astrid, a., desvitasari, d., sapriati, r. s., amrina, r. d., & habibi, a. (2019). linguistic intelligence of undergraduate efl learners in higher education: a case study. universal journal of educational research, 7(10), 2143-2155. https://doi.org/10.13189/ujer.2019.071012 frankel, k., rowe, m. w., becker, b., & pearson, p. d. (2016). from what is “reading?” to what is literacy. journal of education, 196(3), 7-17. https://doi.org/10.1177/002205741619600303 gaona, j. c. g., & gonzalez, e. r. v. (2011). relationship between reading habits, university library and academic performance in a sample of psychology students. revista de la educación superior, 15(157), 55-73 hassan, i., azmi, m. n. l., muhamad. s. n., & abdullah, a. t. h. (2021). reading habits and their correlation with reading achievement among esl leaners in selected malaysian secondary schools. awej: arab world english journal, 12(3), 385-399. https://dx.doi.org/10.24093/awej/vol12no3.27 hossain, m. i. (2015). teaching productive skills to the students: a secondary level scenario [thesis] brac university, dhaka, bangladesh. http://hdl.handle.net/10361/7671 iftanti, e. (2012). a survey of the english reading habits of efl students in indonesia. teflin journal, 23(2), 149-164. http://dx.doi.org/10.15639/teflinjournal.v23i2/149164 israel, s. e., & duffy, g. g. (2009). handbook of research on reading comprehension. routledge, taylor & francis group. johnson, a. p. (2008). teaching reading and writing. rowman & littlefield education. muawanah, s. (2014). the relationship between students’ reading habit and their reading comprehension [undergraduate thesis], uin syarif hidayatullah, jakarta, indonesia. https://repository.uinjkt.ac.id/dspace/handle/123456789/25026 http://jrelt.ftk.uinjambi.ac.id/index.php/jrelt/article/view/24 https://doi.org/10.19109/td.v26i1.10009 https://doi.org/10.24903/bej.v1i1.255 https://www.neliti.com/publications/335656/ https://online-journal.unja.ac.id/jelt/article/view/7168/9630 https://online-journal.unja.ac.id/jelt/article/view/7168/9630 https://doi.org/10.13189/ujer.2019.071012 https://doi.org/10.1177/002205741619600303 https://dx.doi.org/10.24093/awej/vol12no3.27 http://hdl.handle.net/10361/7671 http://dx.doi.org/10.15639/teflinjournal.v23i2/149-164 http://dx.doi.org/10.15639/teflinjournal.v23i2/149-164 https://repository.uinjkt.ac.id/dspace/handle/123456789/25026 irmanda ayu resta, et. al., 2023 the correlation between students’ reading habit and their reading comprehension achievement 325 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 1 7 3 2 6 ) nurhidayah, r. (2021). an analysis of students’ difficulties in comprehending descriptive text. journal of english educational study (jees), 4(2), 89-95. https://doi.org/10.31932/jees.v4i2.918 oecd (2019), pisa 2018 results (volume i): what students know and can do. oecd publishing. https://doi.org/10.1787/5f07c754-en palani, k. k. (2012). promoting reading habits and creating literate society. journal of arts, science & commerce, 3(1), 90-94. https://didarnews.ir/files/fa/news/1398/8/21/129559_545.pdf pang, e. s., muaka, s., bernhart, e. b., & kamil, m. l. (2003). teaching reading. internation academy for education (iae). patel, m. f., & jain, p. m. (2008). english language teaching. sunrise publisher & distributors. prabhakaran, k. (2018). importance of reading. dr. ngp institute of technology. https://doi.org/10.13140/rg.2.2.26745.42088 rahayu, n. d., setiyadi, b., & suka, r. g. (2021). the correlation between students’ reading habit and reading ability at the first grade of man 1 bandar lampung. u-jet: unila journal of education, 10(2), 131-141. https://dx.doi.org/10.23960/ujet.v10.i2.202103 rusmiati, r., fitriani, f., & zakaria, r. (2021). small group discussion toward students’ reading comprehension: effective. ta’dib: jurnal pemikiran pendidikan, 11(1), 46–51. https://doi.org/10.54604/tdb.v11i1.29 sari, d. p. (2016). an analysis of students’ reading comprehension based on the four levels comprehension skills (a study at the second-year students of sman 10 bengkulu academic year 2014/2015). linguists: journal of linguistics and language teaching, 3(1). https://core.ac.uk/download/pdf/229572517.pdf sartika, f. d., afifah, n., & anggraini, a. (2020). the correlation between students’ reading habit and their reading comprehension. journal basis upb, 7(1), 207-216. https://doi.org/10.33884/basisupb.v7i1.1856 sulaiman, m., & harpiansi, h. (2018). the correlation between reading habit and students’ reading comprehension achievements. alsuna: journal of arabic and english language, 1(2), 78-86. https://doi.org/10.31538/alsuna.v1i2.87 zwiers, j. (2010). building reading comprehension habits in grades 6-12 (2nd ed.). international reading association. https://doi.org/10.31932/jees.v4i2.918 https://doi.org/10.1787/5f07c754-en https://didarnews.ir/files/fa/news/1398/8/21/129559_545.pdf https://doi.org/10.13140/rg.2.2.26745.42088 https://dx.doi.org/10.23960/ujet.v10.i2.202103 https://doi.org/10.54604/tdb.v11i1.29 https://core.ac.uk/download/pdf/229572517.pdf https://doi.org/10.33884/basisupb.v7i1.1856 https://doi.org/10.31538/alsuna.v1i2.87 irmanda ayu resta, et. al., 2023 the correlation between students’ reading habit and their reading comprehension achievement 326 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 1 7 3 2 6 ) empty page english franca academic journal of english language and education 10.29240/ef.v8i2 november.4174 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 8, no 2, 2024, page 423-434 article info: http://journal.iaincurup.ac.id/index.php/english received 24 april 2024; received in revised form 10 july 2024; accepted 24 august 2024, available online 24 august 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license copyright (c) 2024 author the word formation of blending in humor language: a study of a twitter account “9gag” rizka sylvia¹, dohra fitrisia² ¹ universitas islam kebangsaan indonesia, bireuen, indonesia ² syiah kuala university, banda aceh, indonesia corresponding email: rizkasylviaa17@gmail.com to cite this article: sylvia, r., & fitrisia, d. (2024). the word formation of blending in humor language: a study of a twitter account “9gag”. english franca: academic journal of english language and education, 8(2 november). retrieved from https://journal.iaincurup.ac.id/index.php/english/article/view/4174 introduction twitter is among the several venues and technology available for learning english. twitter is a social platform enabling users to send and receive text messages, limited to 140 characters, referred to as tweets (tana, 2023). twitter was founded by jack dorsey in march 2006, with its social networking platform launching in july. since its inception, twitter has emerged as one of the ten most used websites worldwide, sometimes referred to as the "short message service of the internet." rosell-aguilar (2018) claimed that twitter could enhance students’ cultural, social, and linguistic concepts. 9gag is a popular international comedy website that provides open images, videos, and texts (sayani as cited in mahasneh & bashayreh, 2021). as a result, many efl teachers recommend this twitter account to their students so that they can learn english. this account stands out since it has lighthearted humor and delivers simply. generally, efl students prefer the entertainment content on 9gag accounts to learn english, because this hands-on learning method minimizes their difficulty while learning and builds their english vocabulary rapidly (pranoto, 2021). english has developed rapidly in many aspects following the times and the need for communication. many people in a social group communicate using predetermined language; but, if the language does not fit the context, they will be replaced with the new one. thus, the listeners are able to grasp the speakers' intentions quickly (pelkey & augustyn, 2023). it proves that the language changes phenomenon occurs not only as a result of people's dissatisfaction with their predetermined language but also as a result of a desire to create abstract. this study aimed to examine the blended words in 9gag twitter posts for humor and ascertain their meanings. this study applied a qualitative descriptive approach. the data were collected from 9gag posts containing blended words to convey humor through observation and documentation analysis. the study's findings indicated that there were 15 blended words found in 9gag posts in conveying humor. furthermore, the meanings obtained by the researchers differ as well. many words were semantically similar to those listed in dictionaries, while others had an unconventional meaning, which can be used and interpreted only in certain contexts. furthermore, these insights served as valuable language updates by enumerating newly identified terms in the lexicon. this can swiftly improve the linguistic comprehension of individuals, particularly efl educators, and learners utilizing this account for english instruction. the misinterpretations and ambiguities that arose this time may be mitigated. keywords: 9gag, blending, humor language, twitter, word formation https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:rizkasylviaa17@gmail.com https://journal.iaincurup.ac.id/index.php/english/article/view/4174 rizka sylvia & dohra fitrisia the word formation of blending in humor language: a study of a twitter account “9gag” 424 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 2 3 4 3 4 ) something utterly new. moreover, the modified language will form new patterns and interpretations that differ from the root words. the patterns and meanings of words are frequently shaped by the context in which they are employed during conversation. sociolinguistically, this is called register, meaning that a certain group uses a specific language to convey specific meanings. in other words, the register can be interpreted as a linguistic variant that emerges from the particular requirements of its application, such as politics, advertising, sign language, humor, prayer, and so forth (muna & arifianti, 2024). furthermore, the bidirectional connection between speakers and listeners significantly influences the process of linguistic evolution. schools, state institutions, civil society organizations, and social networks constantly create new terms, depending on the activity they are involved in. to make their conversations more concise and understandable, they tend to merge two separate terminologies. the phenomenon explained previously is known as blending, meaning a process in forming a new term by merging two or more parts of different words and removing some parts of the root words (aulia et al., 2024; plag, 2003; yule, 2010). interestingly, this phenomenon is not only be found in a verbal expression but can also be found in written representatives, as in the 9gag posts on twitter. subsequently, even though the efl teachers and students teach and learn english amusingly through this account, they still experienced some perplexions with some blended words found in the posts while conveying humor. a few examples of those blended words are pawty, pawtner, and so on. they likely do not comprehend the formation of blended words and their underlying meanings. this circumstance will lead to misinterpretations and misunderstandings, as it is widely acknowledged that each individual, organization, and community has a distinct communication style. several previous studies have been conducted regarding this research. the first was conducted by wijayava et al. (2017). this study aimed to explain the english blends used in social media, identify the types of english blends used in social media, and explicating how english blends are formed in social media. this is a descriptive qualitative study, in which the data were collected using the observation method with writing technique. the study identified 115 english mixes present in social media. the dataset comprised 65 entries from instagram, 47 from twitter, 1 from facebook, and 2 from blackberry messenger. furthermore, these social media platforms employed two forms of mixing: blending with clipping (108 instances) and blending with overlapping (7 instances). the researchers identified eleven methods of blend creation in this study overall. a study conducted by theresa and rizky (2018) aimed to investigate new terminology emerging in social media due to the blending process. this is qualitative research. the researchers used the theory of john algeo's classification of word-formation to analyze new terms found in twitter, instagram, and youtube. in this study, 19 blended words were found by the researchers in these three social media platforms. 13 of them are blending accompanied by clipping, such as twittard (which is derived from twitter and tard), instamood (which is derived from instagram and mood), and vidiot (which is derived from video and idiot). lastly, embu-worho and gayatri (2018) as well attempted to explicate how the new words are formed by the process of shortening on twitter, find out the most frequently tweeted words, find out the most commonly used word-formation process, explore the reasons behind forming those new words, and describe how twitter character limitation affects the creation of shorter words. this study applied a quantitative method, in which the data were taken from twitter posts and articles (library study). the researchers approximately found 15 most frequent words used in twitter posts categorized into clipping, acronyms, and blending. for instance, adorbs from adorable, gorg from gorgeous, smh (shake my head), wtf (what the fuck), frenemy (friend and enemy), and fantabulous (fantastic and fabulous). this study aims to assess the blended words in 9gag posts on twitter for their humorous conveyance and to elucidate their meanings. this can reduce the misinterpretations and ambiguities that arose this time, particularly for efl teachers and rizka sylvia & dohra fitrisia the word formation of blending in humor language: a study of a twitter account “9gag” 425 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 2 3 4 3 4 ) students who employed the 9gag account on twitter as a learning medium, as outlined by pranoto (2021) in his study. this study can enhance the understanding of efl teachers and students regarding english, particularly its application in various circumstances to communicate certain expressions. in summary, comprehending blended words and their linguistic formation can aid individuals, notably efl educators and learners, in identifying, interpreting, constructing, and elucidating the meanings of numerous expressions, specifically in english. furthermore, the interest of this study also lay in its exploration of how blending as a word-formation process contributes to the creation of new humor on online platforms. by concentrating on the well-known humorous twitter account "9gag," this study offered fresh perspectives on how word choice and linguistic innovation can influence humorous expressions in digital communication. this study can assist people become more acquainted with how language evolves in reaction to digital content and how comedy, as a social function, adjusts to the particular possibilities and constraints of twitter and other equivalent platforms. also, this study emphasized the significance of blending in contemporary language use, particularly in the context of technoculture, as well as the larger linguistic phenomenon associated with it. theoretical framework the definition of blending new words can be formed by amalgamating two distinct syllables and omitting certain components of the root word (plag, 2003). this is typically referred to as blending. according to yule (2010), this process transpires solely by extracting the beginning syllable from the first word and amalgamating it with the last syllable of the second word. similarly, kvetko in bednárová-gibová (2014) appended that blending may occur when two different syllables are combined; thus, a single short word is formed. further, the term blending may also be defined as the creation of new terminology by combining parts of two or more distinct words, whereby none of these parts can be seen as separate in the morphology (bauer, 2024). furthermore, blending can also refer to a process of combining two types of words in which one or both of them have been previously shortened (meilantari & aritonang, 2024). in most cases, the shortening process occurs because of overlapping sounds or letters; for instance, cartune (cartoon + tune), motel (motor + hotel), and slanguage (slang + language) or because of deleting some parts of the existing words, such as fanzine (fan + magazine) and spanglish (spain + english). in line with the aforementioned explanations, gries in karjo (2024) also added that the blending process frequently leads to a new shorter terminology due to the overlap of multiple morphemes. according to yule (2010), the blending process is apparently similar to compounding since they involve combining two separated words to form a new lexicon. nevertheless, blending is a process that commonly involves shortening or cutting some parts of the words before merging them into a new term; whereas compounding only combines two distinct words directly without requiring any additional steps. in addition, the results of blending cannot be determined from the combination of the root words. in contrast, the results of compounding can be obviously determined by looking at the entire combination of the root words. in sum, blending can be interpreted as a process of merging two separated words in various ways to obtain new terminologies. this process can be done by cutting off the parts of the root words and overlapping them in phonetic and graphemic order. as a result, the wholly new terms are formed and occasionally known as hybrid words. the types of blending in general, blending is categorized based on its formation process. however, kemmer (2003) described various types of blending based on their characteristics, as follows: rizka sylvia & dohra fitrisia the word formation of blending in humor language: a study of a twitter account “9gag” 426 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 2 3 4 3 4 ) 1) overlap blends this process occurs when two root words distribute multiple morphological matters. in other words, it can be interpreted as a process in which the consonants, vowels, and syllables overlap to form a new single word. as for examples, backronym (back + acronym), beefalo (beef + buffalo), palimony (pal + alimony), pictionary (picture + dictionary), shampagne (sham + champagne), smog (smoke + fog), and so forth. 2) substitution blends this type of blending occurs when parts of the one root word are substituted with the others. carjacking (car + hijacking) and stoolgazing (stool + stargazing) are several examples of substitution blends. 3) intercalative blends this blending normally occurs when two words are semantically coordinated, whereby the sound of the root word is interspersed with another sound. several instances of intercalative blends are chortle (chuckle + snort), mimsy (flimsy + miserable), and slithy (slimy + lithe). further, enarsson (2007) commonly distinguished four types of blending, namely: 1) blending with overlapping this type of blending is usually done by overlapping the last part of the first word onto the first part of the second word. subsequently, blending with overlapping can also occur in words that are phonologically similar in sounds. particularly, sexpert (sex + expert), playbore (playboy + bore), sinema (sin + cinema), cellebrity (cell + celebrity), twittard (twitter + tard), twaiting (twitter + waiting). 2) blending with clipping blending with clipping typically can be done by removing or shortening some parts (maybe the entire parts) of root words. this type of blending can be formed in a variety of ways, including: a. keeping the first word in its entirety and the last part of the second word, such as dockominium (dock + condominium), foodaholic (food + alcoholic), guesstimate (guess + estimate), and toytoons (toy + cartoons). b. keeping the whole part of the second word and the first part of the first word; for example, squaerial (square + aerial). c. keeping the first part of the first word and the last part of the second word; for instance, brunch (breakfast + lunch), smog (smoke + fog). d. merging the first part of the two separated words, such as agitprop (agitation + propaganda) and telex (teleprinter + exchange). 3) clipping at morpheme boundaries this method involves truncating the morpheme to create more concise and straightforward words. the most prevalent examples of this form of merging are chunnel (channel + tunnel), oxbridge (oxford + cambridge), and yarvard (yale + harvard). 4) blending with clipping and overlapping shortening the root words and overlapping them afterward can also form the blended words. in other words, each root has gone through a simplification process before being blended. twech (twitter + technology) and twype (twitter + type) are several examples of this particular blending. in addition, arnold (2011) divided blending into two types based on their prototype phrases, in which both of them involve changes in meaning and sound. in more detail, the explanations of those two types of blending can be seen below: 1) additive blends rizka sylvia & dohra fitrisia the word formation of blending in humor language: a study of a twitter account “9gag” 427 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 2 3 4 3 4 ) this particular type is generally a type of blending that may be modified into a phrase by combining each complete stem with the conjunction “and”. for example, brunch (a combination of breakfast and lunch), smog (a combination of smoke and fog), frenglish (a combination of french and english), slanguage (a combination of slang and language), smaze (a combination of smoke and haze), and transceiver (a combination of transmitter and receiver). 2) restrictive blends restrictive blends can be changed into an attributive phrase, in which the first component is the second modifier. a few examples of this type of blending are atomaniac (atom maniac), cinerama (cinematographic rama), medicare (medical care), motel (motorists’ hotel), positron (positive electron), telecast (television broadcast), shamboo (sham bamboo), and spam (spiced ham). in summary, several experts have described some types of blending depending on their prototype phrases and how they are formed. in recent years, the use of blending has become more prevalent in social media and commercial advertising, even though it is not found frequently in everyday language. consequently, many new words are emerging in english. in other words, blending swiftly expands the english language and diversifies its vocabulary. material and method due to the in-depth explanation of specific occurrences, the researchers opted for a qualitative descriptive methodology. the analysis concentrated on 9gag posts on twitter with mixed words used for humor from january 1, 2021, to march 31, 2021. the researchers served as the primary instruments in this investigation. in a qualitative study, the researchers were chiefly accountable for the planning, observation, collection, and interpretation of data (alhamid & anufia, 2019). to advance their research, the researchers employed various assistive gadgets, including a smartphone and a laptop. the researchers gathered data exclusively from observation and documentation. the data from this study were evaluated according to the theory of miles et al. (2014). initially, the researchers synthesized all the previously gathered data. subsequently, the researchers proceeded to present the data. the researchers meticulously categorized the data into tables and subsequently uncovered the interpretations. in analyzing the meaning, the researchers used the combination of experts’ opinions and some english-related websites, including www.urbandictionary.com, www.merriam-webster.com, and so on. additionally, this step was undertaken by considering the context and cultural aspects of the discussion. in the end, these activities resulted in a comprehensive report. in the latter part of the study, the researchers drafted a conclusion as a closing paragraph. results and discussion results the analysis of blending the researchers discovered approximately 15 blended words in this current study. the following table presents the detailed list of those blended words. table 1. the process of blending no. the blended words word classification root words 1. birdlar noun bird (n) + burglar (n) 22. (noun).exe noun a particular noun (n) + executable file (n) 33. cosplay verb costume (n) + play (v) http://www.urbandictionary.com/ http://www.merriam-webster.com/ rizka sylvia & dohra fitrisia the word formation of blending in humor language: a study of a twitter account “9gag” 429 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 2 3 4 3 4 ) 44. eargasm noun ear (n) + orgasm (n) 55. empawyee noun employee (n) + paw (n) 66.. furriendship noun fur (n) + friendship (n) 77. olympig noun olympic (adj) + pig (n) 88. pane-ful adjective pane (n) + painful (adj) 99. pawtato noun paw (n) + potato (n) 110. pawtner noun paw (n) + partner (n) 111. pawty noun paw (n) + party (n) 112. pixel noun picture (n) + element (n) 113. podcast noun ipod (n) + broadcast (n) 114. pupartment noun puppy (n) + apartment (n) 115. romeow noun romeo (n) + meow (n) subsequent to the tabulation of data in the aforementioned table, the researchers elucidated the definitions of each term fully in the subsequent sections. 1) birdlar this term is scarcely present in any dictionary, despite its usage by few individuals on social media. in this context, "birdlar" is a bird that engages in theft from humans, essentially referring to a robber bird, as elucidated by jennifer wong in her youtube video titled "the birdlar". the new phrase originates from the amalgamation of two distinct words: "bird," referring to a flying animal with a beak, and "burglar," denoting an individual who commits theft. society surprisingly adopted this term as colloquial language to facilitate comprehension for listeners. usage: – “catching a birdlar” (posted on march 12, 2021). 2) (noun).exe in linguistics, the term exe is short for the adjective "executable," which means "capable of being executed." in computer science, exe is a file format that holds commands or sequences of object code that a computer's operating system can run. you know, the term "exe" is pretty well-known in the meme world. so, knowyourmeme.com explains that this term is basically sarcasm aimed at people or animals doing weird things or getting into silly, embarrassing situations that just don’t make sense, like when someone totally misses the point of a conversation. usage: – “dog.exe is running” (posted on january 16, 2021). – “dog.exe has stopped working” (posted on march 2, 2021). – “brain.exe has stopped working” (posted on march 31, 2021). 3) cosplay costume play, referred to as cosplay, involves individuals dressing up and impersonating characters, whether real or fictional, from literature, video games, or films (lamerichs, 2011). crawford and hancock (2019) argued that cosplay is primarily engaged rizka sylvia & dohra fitrisia the word formation of blending in humor language: a study of a twitter account “9gag” 430 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 2 3 4 3 4 ) in as a hobby or for entertainment, typically occurring in designated settings, both virtual and physical. usage: – “10/10 cosplay” (posted on march 8, 2021). – “cosplay doge” (posted on february 26, 2021). 4) eargasm the suffix –gasm derives from the term orgasm, denoting a sensation of satisfaction or pleasure arising from a certain activity, usually associated with sexual experiences (gałecki, depko, jedrzejewska, & talarowska, 2012; alexander & marson, 2018). eargasm refers to a joyful sensation triggered by the auditory experience of distinctive or delicious sounds, such as the crunch of food, the sizzling of hot oil during frying, and analogous events. usage: – “stop for a moment and have some eargasm” (posted on march 12, 2021). 5) empawyee the term "empawyee" is a recent neologism utilized on twitter and is absent from all dictionaries, including google translate. the term "empawyee" is a portmanteau of "employee," denoting an individual who is employed, and "paw," which signifies the leg of a charming animal equipped with pads and claws. conversely, the term "paw" is employed by meme aficionados and pet proprietors to refer to furry animals such as cats, dogs, rabbits, and similar creatures. in this context, the term "empawyee" refers to a pet affectionately utilized by the owner or a pet that exhibits employee-like behavior. usage: – “empawyee of the month” (posted on march 6, 2021). 6) furriendship the term furriendship is a portmanteau of the words fur and friendship. the video on the 9gag account depicts a friendship between two diverse fuzzy animals, illustrating their real affection for one another despite their differing sorts and personalities. this term rarely occurs on social media platforms or in informal discussions. while not formally recognized in dictionaries, this term is widely known and utilized by several pet owners in their everyday discussions within their communities. usage: – “unlikely furriendship” (posted on march 2, 2021). 7) olympig the name olympic etymologically denotes a worldwide standard sporting event performed every four years in various countries. “olympig” can function as an adjective in a phrase, denoting all that pertains to the olympics. consequently, "olympig" may be construed as a pejorative or negative name for an individual associated with the olympics who appears corpulent, akin to a pig. this term first appeared during the tokyo olympics in march 2021. according to bbc news, hiroki sasaki, the chief design officer of the tokyo olympics, suggested that comedian naomi watanabe wear a pig costume during the opening ceremony. usage: – “olympics creative director resigns after calling comedian “olympig” (posted on march 19, 2021). 8) pane-ful pane-ful is etymologically formed from the terms pane and painful. this term has recently emerged and specifically denotes the intense anguish felt upon witnessing a shattered pane, notably a smartphone screen, due to accidental impact. rizka sylvia & dohra fitrisia the word formation of blending in humor language: a study of a twitter account “9gag” 431 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 2 3 4 3 4 ) usage: – “that is...pane-ful” (posted on february 7, 2021). 9) pawtato pawtato is a neologism formed by the deliberate amalgamation of the terms paw and potato. pawtato denotes a little, corpulent, hairy, and yellowish-brown pet resembling a potato. pet owners subsequently employ this neologism to illustrate the beauty of their dogs. usage: – “pawtato doin’ a steal” (posted on january 14, 2021). – “fluffy pawtato” (posted on february 7, 2021). 10) pawtner the phrase "pawtner" is synonymous with "partner," referring to two individuals engaged in the same activity simultaneously. conversely, the term "pawtner" connotes a charming, furry companion rather than a human individual. pet owners typically employ this new term when their pets enjoy trailing them. usage: – “work from home pawtner” (posted on march 22, 2021). 11) pawty the term "pawty," a portmanteau of "paw" and "party," denotes a gathering attended by numerous individuals to commemorate a certain occasion. it is typically furnished with entertainment or refreshments. nonetheless, the term "pawty" differs from a conventional party as the attendees and esteemed guests are charming, furry pets. pawty refers to a gathering specifically dedicated to furry creatures, including cats and dogs. usage: – “the only pawty i wanna join” (posted on march 22, 2021). 12) pixel the term pixel is formed from the amalgamation of the words picture and element, as stated on the website www.betterphotography.in. semantically, a pixel is the smallest digital unit of visible light that can constitute an object on a computer display. usage: – “pretty pixel art tea” (posted on january 5, 2021). 13) podcast a podcast is a digital audio recording that is freely available online for public download and listening. furthermore, a podcast is generally available in multiple episodes and addresses a diverse array of subjects. the term podcast has gained significant popularity in recent years as numerous public people vie to produce various content in podcast format on social media platforms, primarily youtube and spotify. usage: – “every podcast ever” (posted on january 12, 2021). 14) pupartment a puppy apartment, or pupartment, is a tiny structure located on one of the floors of a larger edifice equipped with opulent amenities, exclusively designated for dogs. usage: – "pupartment" (posted on march 7, 2021). 15) romeow the expression "romeow" lacks a definitive meaning. this term specifically denotes a feline exhibiting behavior akin to that of romeo, a male character from william shakespeare's play, "the tragedy of romeo and juliet." rizka sylvia & dohra fitrisia the word formation of blending in humor language: a study of a twitter account “9gag” 432 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 2 3 4 3 4 ) usage: – “romeow, you came!” (posted on january 12, 2021). discussion based on data collection and analysis processes, the findings of this present study support previous studies that have mentioned that blending with clipping was the most common type of blending used in social media posts (theresa & rizky, 2018; wijayava et al., 2017). blending with clipping can be done in several ways; taking the entire part of the first word and combining it with the last part of the second word (for instance, birdlar, eargasm, pane-ful, pawtato, pawtner, and pawty), cutting off the last part of the first word and combining it with the entire part of the second word (for instance, romeow and olympig), combining the beginning of the first word and the last part of the second word (for instance, pupartment), and combining the first part of the two separated words (for instance, pixel). in terms of meanings, this study’s findings were different from the study conducted by wijayava et al. (2017), embu-worho and gayatri (2018), and theresa and rizky (2018). each of these studies found different types of blended words from the different objects of the study; thus, the meanings obtained also differ. moreover, according to morelent in awwaliyah (2024), blending is not a sign of laziness. people tend to shorten the words to convey their intended messages efficiently, simply, and understandably. especially if they communicate through twitter, in which the characters were limited up to 140 characters in one tweet. in this manner, they blended the words, phrases, and sentences to make the listeners comprehend what they meant in a single click. blending in the humor industry enables authors to convey concepts imaginatively and occasionally in surprising ways, which can make humor more appealing. in order to create words that make others laugh, blending becomes a crucial technique, particularly when the phrases are pertinent to the humor's context. the use of blending in humorous language is dependent on both the invention of new words and how they are employed in suitable situations to express amusing ideas (saifudin et al., 2024). in quite a few cases on 9gag, blending creates a lighter, more amusing feel. the words created through the blending process are regularly succinct, memorable, and possess a "catchy" character that causes them to become viral. on top of that, blending in humorous material also creates doubleentendres or vagueness that can enrich the humor conveyed. as an instance, the phrase "furriendship" has an affectionate image since it combines the words "fur" and "friendship," yet in a lighthearted context; it more accurately describes a distinct and hilarious friendship. blending in humor circumstances on 9gag is extremely effective for two major causes. first, blended words typically convey well-known ideas or even common cultural tropes. the audience feels connected to the delivered material as a result. for instance, in the age of social media, the term "podcast" clearly describes a type of digital audio file that is publicly available online for download and listening by every individual. a podcast also covers a lot of ground and is usually available in multiple episodes. in recent years, the term "podcast" has gained popularity in society as a result of the competition among prominent personalities to produce several podcasts on social media platforms, primarily youtube and spotify. this phenomenon is called relatability. the second matter is creativity and astonishment. this refers to the freedom that comes from blending two unexpected ideas, which typically results in humor through surprise. emerging novel terms regularly make people laugh since they don't always fit the mold. in conclusion, the blending process in word formation on the "9gag" twitter account is crucial to producing distinctive, amusing, and topical comedy. by merging two or more words to produce new meanings, 9gag is able to use linguistic innovation to produce amusing content that appeals to a worldwide audience. this method works well not only for exact humor but also for giving memes and other posts more nuance and levels of meaning. conclusion rizka sylvia & dohra fitrisia the word formation of blending in humor language: a study of a twitter account “9gag” 433 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 2 3 4 3 4 ) the findings of this study have shown that 15 blended words were discovered in the 9gag account posts on twitter in conveying humor. the researchers also found different meanings to the blended words discovered. a few words semantically have the same meaning as listed within the dictionaries; however, several words have their own unique meanings, which can be only interpreted and grasped depending on the contexts. in summary, twitter contributes significantly to language development by helping to discover new terms. new words will always emerge in society because the times and communication requirements are constantly changing. the reciprocal communication between speakers and audiences would function optimally in the absence of ambiguities or misinterpretations, particularly for english as a foreign language (efl) educators and learners in indonesia utilizing twitter as a medium for english education and learning. besides, this study has also contributed significantly to the language history, mainly english as a lingua franca. this study's findings provide a way to bring the new blended words into the dictionaries in the sense of linguistic renewal. as a result, the readers' understanding of linguistics can enhance directly, particularly in the sub-discipline of morphology. ultimately, the researchers anticipated that this study would serve as a valuable reference for future investigators seeking to explore analogous issues through alternative approaches, including the application of different theoretical frameworks, the refinement of data sources, or the utilization of diverse research instruments for data collection, such as interviews. acknowledgement the principal author would especially want to express gratitude to dohra fitrisia, who was a compassionate and indulgent co-author who additionally devoted her special consideration to supporting the principal author during the drafting of this study. besides, the principal author would like to thank the site administrator of the 9gag twitter account for giving us permission to conduct the research therein. notwithstanding this study's shortcomings, the principal author is open to criticism and suggestions that will help this research move forward. references alhamid, t., & anufia, b. (2019). resume: instrumen pengumpulan data. sekolah tinggi agama islam negeri (stain). arnold, i. v. (2011). the english word. moscow: high school. 1986. 2. ashurova du cognitive stylistics: views, approaches, perspectives. stylistics in the light of modern linguistic trends. papers of scientific practical conference.—tashkent, 3, 30–80. aulia, r. s., ramadhani, a., & siregar, a. n. (2024). word formation in the jakarta post archipeelago article. international conference on humanity education and society (iches), 3(1). awwaliyah, m. (2024). analysis of code mixing within jaksel youths on the podcast kesel aje. institut agama islam negeri madura. bauer, l. (2024). the semantics of english nominalizations: how much is usage? in nouns and the morphosyntax/semantics interface (pp. 399–414). springer. bednárová-gibová, k. (2014). some insights into portmanteau words in current fashion magazines. jazyk a kultúra, 5(19–20), 0. embu-worho, v. v., & gayatri, z. z. g. (2018). an analysis of the use of acronym, clipping, and blending on twitter. netizens of the world #now: elevating critical thinking through language and literature, 160. enarsson, a. (2007). new blends in the english language (pp. 1–29). karjo, c. h. (2024). phonological construction of indonesian blends. linguistik indonesia, rizka sylvia & dohra fitrisia the word formation of blending in humor language: a study of a twitter account “9gag” 434 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 2 3 4 3 4 ) 42(1), 113–126. kemmer, s. (2003). schemas and lexical blends. amsterdam studies in the theory and history of linguistic science series 4, 69–98. mahasneh, anjad a bashayreh, h. (2021). a semiotic translation of memes: trump’s visit to saudi arabia as a case study. young. meilantari, n. l. g., & aritonang, b. (2024). clipping and blending words in japanese internet slang: philosophical perspective. mahadaya: jurnal bahasa, sastra, dan budaya, 4(1), 11–18. miles, m. b., huberman, a. m., & saldaña, j. (2014). qualitative data analysis: a methods sourcebook. sage publications inc. muna, n. a., & arifianti, i. (2024). register lingual pada jual beli online dalam aplikasi shoppe. transformatika: jurnal bahasa, sastra, dan pengajarannya, 8(2), 486–499. pelkey, j., & augustyn, p. (2023). semiotics in evolutionary linguistics. bloomsbury semiotics volume 2: semiotics in the natural and technical sciences, 2, 93. plag, i. (2003). word-formation in english. cambridge university press. pranoto, b. e. (2021). insights from students’ perspective of 9gag humorous memes used in efl classroom. thirteenth conference on applied linguistics (conaplin 2020), 72–76. rosell-aguilar, f. (2018). twitter as a formal and informal language learning tool: from potential to evidence. innovative language teaching and learning at university: integrating informal learning into formal language education, 99–106. saifudin, a., risagarniwa, y. y., citraresmana, e., & sidiq, i. i. (2024). from pictures to words: a linguistic approach to comic strip humor. international journal of society, culture & language, 12(1), 396–411. tana, i. a. r. (2023). penggunaan gaya bahasa sinisme dan sarkasme oleh netizen indonesia di twitter (the use of cynicism and sarcasm by indonesian netizens on twitter). universitas hasanuddin. theresa, a., & rizky, c. a. (2018). blending words in social media (twitter, youtube, instagram). netizens of the world #now: elevating critical thinking through language and literature, 58. wijayava, r., arumi, s., & giyatmi. (2017). english blends found in social media. journal abitrer, 4(2). yule, g. (2010). the study of language (fourth edition). cambridge university press. english franca academic journal of english language and education doi:10.29240/ef.v621.5242 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 7, no 2, 2023, page 409-422 article info: http://journal.iaincurup.ac.id/index.php/english received 24 april 2023; received in revised form 10 july 2023; accepted 24 august 2023, avalaible online 30 november 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open access article under the cc by-sa license copyright (c) 2023 author implications of illocutionary speech acts study in language learning for foreigners hastari mayrita1*, margareta andriani2, erika junfransiska3 ¹ universitas bina darma, indonesia 2 universitas bina darma, indonesia 3 universitas bina darma, indonesia corresponding email: hastari_mayrita@binadarma.ac.id1* to cite this article author (2023) “implications of illocutionary speech acts study in language learning for foreigners”: mayrita, h., andriani, m., & fransiska, e. (2023). implications of illocutionary speech acts study in language learning for foreigners. english franca : academic journal of english language and education, 7(2). retrieved from http://journal.iaincurup.ac.id/index.php/english/article/view/8037 introduction this is necessary to communicate with each other, language as a form of communication that helps people convey thoughts or ideas. language has varieties and types, one of which is a means of communication according to language rules. mirawati (2020) explained that language plays an important role in communication. communication has a meaning as an expression or intention conveyed by the speaker to the other speaker. however, sometimes listeners, according to frandika and idawati (2020), cannot understand the intent conveyed by the speaker. language is a communication tool that has meaning. thus, people can communicate using speech to convey a particular desired message, express feelings or goals to other people so that the person can know and understand the intent or meaning of the intended speech, according to zaiman & irama (2020). language is a means of communication in society. communicating between people so as to produce utterances in the form of words that will be conveyed to the interlocutor. this is called a speech act. speech acts are not abstract. study aims to explore types and functions of speech acts in bipa (indonesian language for foreign speakers) book which can have implications for language learning for foreign speakers. this study uses a qualitative method with a case study approach. subject of research is book 'bipa praktis' by the ministry of education and culture. source of research data is dialogue in ‘bipa praktis’. data collection techniques using document. analysis techniques in this study used the spradley model, through 4 stages; domain analysis, taxonomy, componential, and cultural theme analysis. findings are 5 types of illocutionary speech acts; assertive, directive, commissive, expressive, and declarative. findings can have implications for language learning for foreign speakers, bipa learning. understanding illocutionary speech acts can help foreign speakers to develop communicative abilities of foreign speakers. insight into knowledge of illocutionary speech acts can help foreign speakers understand cultural norms related to the use of the target language. speech act studies can improve the ability to understand and use language in appropriate social contexts. insight into illocutionary speech acts also helps foreign speakers to more careful of errors or misunderstandings in communication. can be used as material for foreign speakers in negotiating, convincing, and influencing others when communicating keywords: illocutionary; textbook; indonesian for foreigners file:///c:/users/user/downloads/cccccc http://journal.iaincurup.ac.id/index.php/english/index https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:hastari_mayrita@binadarma.ac.id1* http://journal.iaincurup.ac.id/index.php/english/article/view/8037 hastari mayrita, et. al., 2023 implications of illocutionary speech acts study in language learning for foreigners 410 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 0 9 4 2 2 ) only a matter of conveying words with language, but also with the actions or deeds of the speaker. bayat (2013) describes the speech act itself is part of the language that enters into the communication dimension. language is the object of linguistic study. one that is studied in linguistics is speech acts. speech acts based on context are studies in pragmatics. pragmatics is a field of linguistics that discusses the context and meaning of speech, this is in line with zou&zhu (2022). human actions in utterances or utterances are called speech acts. speech act is a function of language that has the meaning of a sentence that is spoken. a speech act is an action carried out through someone's speech or speech to motivate the listener or listener to act. by performing speech acts, widyaningsih (2021), the speaker tries to convey to the interlocutor the intent and meaning of his communication, with the hope that the interlocutor understands what is meant. speech act according to dwiyanti & mujianto (2021) is an action that uses language followed by an action to express oneself and one's thoughts. therefore, the researcher examines speech acts because it is an act of someone using language to communicate to the interlocutor. in other words, a speech act is a process that occurs in communication between two or more people, whose purpose is to convey or provide information to each other. according to zaiman & irama (2020), there are various types of speech acts, one of which is illocutionary speech acts. illocutionary speech acts are speech acts that can express something and can also produce the effect of an action from the speech that is spoken. illocutionary speech is a form of expression or statement that has two functions, namely stating or announcing something and doing an action. illocutionary speech acts according to zaiman & irama (2020) refer to the division of types of speech acts by searle which include (a) representative acts, namely speech acts in which the speaker tries to relate or connect himself with the future, for example stating, concluding, affirming, denying, and reporting. (b) directive acts, namely speech acts in which the speaker is expressing himself through the spoken sentence, for example begging, asking, ordering, urging, opposing, and asking firmly. (c) commissive acts, namely speech acts in which the speaker describes the events that occurred in his own words, for example promises, threats, oaths, offers, and guarantees. (d) expressive acts, namely speech acts in which the speaker tries to have an effect on the speech partner to do something, for example saying thank you, apologizing, criticizing, and praising. (e) declarative acts, namely speech acts in which the speech partner can judge the good or bad of a sentence uttered by the speaker, for example agreeing and disagreeing. illocutionary speech act is the act of doing something based on what is said. illocutionary speech act is what is achieved by communicating the intention to achieve something. language can have a certain power and people can create something new, make people do something, change situations, etc. illocutionary speech acts are not descriptive and are not subject to any truth conditions, they are to perform an action by saying something to perform an action by saying something (austin, 1962). illocutionary speech acts refer to the use of language to express an attitude with a certain function or power which is called illocutionary power. in simple language, illocutionary power is the intent and intent of the speaker. an illocutionary speech act is an act that does not merely convey the true meaning of an utterance, but also has another purpose than the delivery that is often carried out in everyday life. illocutionary speech acts are a category that is the center of attention in speech act theory. this is because in illocutionary speech acts, the existence of a sentence or statement cannot be separated from a context. from the explanation above, the problem that will be discussed in this study is how illocutionary speech acts are used in teaching materials 'bipa praktis' by the ministry of education and culture, so that the study of these illocutionary speech acts can have implications for language learning for foreign speakers, especially bipa learning. teaching materials 'bipa praktis' are teaching materials that are usually used by foreign speakers hastari mayrita, et. al., 2023 implications of illocutionary speech acts study in language learning for foreigners 411 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 0 9 4 2 2 ) (bipa) in learning indonesian to practice communicating in indonesian. bipa learning materials are essentially the tools used to learn bipa. for bipa beginners, simple daily dialogue materials are presented in indonesian. for the intermediate level, material for daily dialogues is given which is rather complex and formal dialogues are simple. the advanced level is given dialogue material that is more complex, both related to everyday topics and formal topics. in this teaching material there are several dialogue utterances related to explanations in the illocutionary speech acts that have been discussed. in ‘bipa praktis’ teaching materials there are 10 types of conversational dialogue topics, namely (a) greetings, (b at the airport, (c) in shops, (d) in hotels, (e) traveling, (f) hobbies , (g) in restaurants, (h) in hospitals, (i) in public service offices, (j) in tourist attractions ‘bipa praktis’ teaching materials are teaching materials printed by the language development and development agency, ministry of education and culture , republic of indonesia this teaching material was published in 2014, with a total of 112 pages. relevant previous research was conducted by zaiman & irama (2020) regarding illocutionary speech acts in dialogues. the results of the study said that four types of illocutionary speech acts were found. first, representative speech acts consisting of stating, affirming, and denying. second, the directive consists of begging, asking, ordering, and urging. third, expressive which consists of criticizing. fourth, commissive which consists of offers. furthermore, research by widyaningsih (2021), the results of his research on speech acts in dialogue contained 15 speech act data, namely 3 representative speech act data which functioned to suggest, inform, and notify, 4 directive speech act data which functioned commanding, requesting, inviting , and advising, 3 data of commissive speech acts that function as promising, praying, and refusing, 4 data of expressive speech acts that function to mock, warn, apologize, and say goodbye, and 1 data of declarative speech acts that function to prohibit. christianto (2020), conducted research on speech acts in efl (english as a foreign language) class. the results showed that there were three types of speech acts found in the interactions between teachers and students, namely locutionary acts, illocutionary acts, and perlocutionary acts. locutionary acts are carried out when the teacher and students utter expressions without a specific intention. illocutionary acts, on the other hand, are performed when the expression conveys a certain meaning to the listener. the difference between previous research and this research is the research object studied. this research examines the conversational dialogues contained in ‘bipa praktis’ teaching materials by the ministry of education and culture, so that it is expected to have implications for language learning for foreign speakers. based on the explanation above, the researcher is interested in conducting research on illocutionary speech acts in 'practical bipa' teaching materials. the purpose of this research is as follows. first, describing the types of illocutionary speech acts in bipa teaching materials. second, the function of illocutionary speech acts in bipa teaching materials. third, the implications of studying illocutionary speech acts on language learning for foreign speakers, especially bipa learning. theoretical framework pragmatics is a linguistic study that studies the relationship between meaning and and the context of the language used by each speaker so that the meaning cannot be separated from the context, widyaningsih (2021). pragmatics can be called a linguistics which studies meaning what the speaker wants to convey to his interlocutor. linguistics refers to analysis of what people mean by what they say. pragmatics study relationship between language form and form use. pragmatics is also found in every conversation, sagita and setiawan (2019). pragmatics according to sagita and setiawan (2019) is the science of meaning in relation hastari mayrita, et. al., 2023 implications of illocutionary speech acts study in language learning for foreigners 412 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 0 9 4 2 2 ) to linguistic situations, understanding pragmatics meaning and intent in communicating, so that listeners understand spoken by speakers. the aspects of the speech act situation are (a) which greet and who is greeted, (b) the context of a speech, (c) the purpose of a speech, (d) utterances as actions, (e) utterances as results of speech acts. in other words, pragmatics cannot be separated from context, because context functions as reference for determining meaning. language pragmatic studies according to frandika and idawati (2020) is a study that examines aspects of meaning expressions that do not follow the formal nature of words or sentence structure. speech or speech act is a part of pragmatic study. speech act is speech with action. by saying something, the speaker also does something. by making a statement, the speaker owns goal to be achieved by the interlocutor. speech acts are all actions that someone does while talking. that speech (in today's narrow sense) is the minimal expression for usage. speech act is the utterance of a sentence which shows that the intent of the speaker is known through hearing. one type of speech act is an illocutionary speech act. illocutionary speech acts are speech acts that contain meaning hidden or other meaning desired by the speaker to the speech partner. illocutionary speech acts are speech acts that contain the power to do something certain actions in conjunction with saying something. when the speaker says a utterance, in fact he also performs an action, his intention or desire through the utterance. there are various types of speech acts, one of which is illocutionary speech acts. illocutionary speech is a speech act that can express and also produce an act of spoken speech. illocutionary speech acts are forms utterances or statements that have two functions, namely expressing and inform in taking action. speech acts also form speech which involves action, zaiman and irama (2020). speech acts according to (searle, 1969), classify illustrative speech acts into five. the illocutionary act consists of assertive, commissive, directive, expressive, and declarative. bipa learning according to utami and rahmawati (2020) is an initial process related to learning behavior. this behavior is an attitude designed to arouse and form motivation indonesian foreign speakers. indonesian for foreign speakers (bipa) is language learning programs specially designed to teach foreign students who want to learn indonesian. the level of student skills varies, from students from beginner to advanced. based on bipa ability level for displays various bipa materials. the material is available from various authors, both foreign writers as well as indonesian writers who write indonesian for speakers from outside the country. their goal is to become bipa, so they can speak indonesian well. bipa teaching materials must pay attention to the use of polite language. politeness in language is very important and part of local wisdom. politeness in local wisdom such as moral and ethical values. this matter is important for bipa learners because they can provide appropriate use of indonesian with language rules, yuniatin (2022). learning indonesian for foreign speakers (bipa) is actually focused on foreign students whose first language (b1) is not indonesian. foreign students are foreigners who are studying foreign languages, utami and rahmawati (2020). bipa teaching materials can be responsible in the use of indonesian with language situations and language rules. bipa will get guidance in learning and convey his thoughts accordingly with his expertise. it can be concluded that the bipa learning program is specifically designed for foreign students to study. materials and learning processes adapted to the needs and goals of foreign students. bipa will be familiar with this material indonesian language and culture. relevant previous research was conducted by zaiman & irama (2020) regarding illocutionary speech acts in dialogue. the results of the study stated that there were four types of illocutionary speech acts. widyaningsih (2021), the results of her research on speech acts in dialogue contained 15 speech act data, namely 3 representative speech act data which functioned to suggest, inform, and notify, 4 directive speech act data which hastari mayrita, et. al., 2023 implications of illocutionary speech acts study in language learning for foreigners 413 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 0 9 4 2 2 ) functioned to order, ask, invite, and advise, 3 commissive speech act data which functioned as promises, prayed, and refused, 4 expressive speech act data which functioned to mock, warn, apologize, and say goodbye, and 1 data. christianto (2020), conducted research on speech acts in efl (english as a foreign language) class. the results showed that there were three types of speech acts found in the interactions between teachers and students, namely locutionary acts, illocutionary acts, and perlocutionary acts. the difference between previous research and this research is the research object under study. this study examines the conversational dialogue contained in the ministry of education and culture's 'practical bipa' teaching material, so that it is expected to have implications for language learning for foreign speakers. materials and method research methods the method used in this study is a qualitative method using a case study approach. qualitative research is research that uses a naturalistic approach in seeking and gaining understanding of the phenomena experienced by research subjects by describing them in the form of words and language in a reasonable context (mayrita et.al., 2022; sagita & setiawan, 2019; sumarno, 2020). in the case study approach the researcher collects data to build an in-depth picture of a case. this study uses a qualitative method with a case study approach, because the data in this study are in the form of utterances of dialogues contained in the 'practical bipa' teaching material which the researcher will interpret through a study of illocutionary speech acts. research subject and data sources the subject of this research is the book 'bipa praktis' by the ministry of education and culture. the data sources in this research are conversational dialogues contained in 'bipa praktis’ teaching materials by the ministry of education and culture. the data comes from the utterances of the dialogues in the teaching materials 'practical bipa' which means information that may not be directly related to events. so that research like this is often included in the secondary data group, namely books, journal articles, and other written sources related to illocutionary speech acts. data collection technique research data collection techniques are documents. the steps for collecting document data that will be carried out by the researcher are that the researcher reads the dialogue speech documents contained in the 'bipa praktis' teaching material by the ministry of education and culture as a whole, after reading the researcher marks the dialogue utterances that contain illocutionary speech acts in the dialog, then the researcher record dialogue utterances that contain illocutionary speech acts. data analysis technique the data analysis technique of this research uses the spradley model. spradley is an expert in the qualitative data analysis stage. according to (spradley, 1997) there are four stages in qualitative data analysis techniques namely, domain analysis, taxonomic analysis, componential analysis, and analysis of cultural themes. the spradley model is used in analyzing illocutionary speech acts and the functions of illocutionary acts in the teaching material 'bipa praktis' by the ministry of education and culture, so that it can have implications for language learning for foreign speakers. one domain is a category of meaning. categories are rows of objects that are not the same, but are considered the same. each culture will create many categories. these categories are a series of objects that are different but treated the same. every culture creates many categories by taking something unique and classifying one with the other. something that can be imagined to create cultural categories. domain, as a cultural category hastari mayrita, et. al., 2023 implications of illocutionary speech acts study in language learning for foreigners 414 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 0 9 4 2 2 ) consists of three basic elements, namely: (1) the cover term is the name for a cultural domain; (2) the covered terms are the names for all minor categories within the domain and (3) a single semantic relationship is the relationship to each other of the two categories. in general, the types of domains can be grouped as follows. a) people's domain, there are times when all terms come from the language used by someone in a social situation. b) mixed domain, this domain appears when a researcher chooses analytical terms from the language used by many people and is appropriate to complete the domain. c) analytical domain, this domain appears when a researcher chooses his own analytical terms by observing people's behavior, what is said, cultural objects used and further conclusions can be drawn. the spardley model is widely used in analyzing data for ethnographic qualitative data collection techniques. but in this study, researchers used the spradley model to analyze case study data. this is because researchers will use a mixed domain, in the form of a language domain. the researcher chose analytical terms from the language used by native indonesian speakers, which are contained in practical bipa teaching materials. so that through this domain relationship can categorize the speech culture used by native indonesian speakers. the steps used in domain analysis include: a) choosing a single semantic relationship on the basis of information or facts in the researcher's notes. b) prepare an analytical worksheet c) select a sample of the same data from the records. d) look for the main concept and certain categories of symbols that match the pattern of semantic relations. e) develop questions for each domain. f) create a list of all identified domains. domain analysis stages carried out by researchers are to find an overview of the topic being raised. this topic is illocutionary speech acts found in practical bipa teaching materials. furthermore, each data indicates a specific domain (ie, the spoken language contained in the dialogues) which can be the basis for conducting further research. next is the taxonomic analysis stage. in this stage, the researcher examines the existing domain by looking at its structure. this is so that the researcher knows what elements make up the domain (illocutionary speech) in the research data. in the componential analysis stage, the researcher dissects again what elements make up the domain of each type of illocutionary speech act found. the aim is to explore the specific features of each existing domain. this stage is carried out after the taxonomic analysis is complete. the final stage is the cultural theme stage. for each finding obtained, a correlation is sought based on the specific characteristics found in the previous stage. it is the relationship between the findings that have been obtained that draws conclusions from the study of illocutionary speech acts which have implications for language learning for foreign speakers. data validity checking techniques to meet the level of trust (trustworthiness) research results, researchers do the following things. (1) continuously and repeatedly checking the results of the data analysis that has been found and rechecking with the transcriptions that have been made and the audio-visual documents. (2) analyze more diligently independently by living all aspects of this research more deeply. (3) for the credibility of the findings, the researcher seeks interpretation according to the actual conditions. in order for this condition to be fulfilled, the researcher triangulated the data as a comparison with the research results. (4) conducting peer debriefing. this activity was carried out to avoid various obscurities that could lead to deviations in research. peer debriefing is carried out to colleagues and experts/experts. hastari mayrita, et. al., 2023 implications of illocutionary speech acts study in language learning for foreigners 415 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 0 9 4 2 2 ) results and discussion result the results of the research were carried out by looking at the findings of dialogue speech as listed in the following table. table 1. data on types and functions of speech acts found type of speech act speech act function assertive inform, tell, reject, propose, sigh, explain. directive request, order, plead. commissive offer expressive congratulate declarative decide the findings of illocutionary speech acts in practical bipa teaching materials by the ministry of education and culture contained 24 data of illocutionary speech acts consisting of: 10 data of assertive speech acts that function to inform, notify, refuse, propose, complain and explain, 7 data of directive speech acts function to request, order, and begging, 1 data of commissive speech act has function of offering, 3 data of expressive speech act has function of congratulating, and 2 data of declarative speech act has function of deciding. speech acts and their functions assertive speech acts first, assertive speech acts serve to inform. informing is providing information, explaining, and informing the speech partner. the dialog contexts found are as shown in the explanation below. the context of the dialogue: between the officer and sv, when sv asked the officer about the train's departure and the length of the train's journey to bogor. table 2. dialogues that contain assertive speech acts serve to inform name dialog sv what time does the train leave? officer it is at 10.15. sv how long does it take to bogor? officer about 55 minutes. the speech above is included in the speech of informing, because the speaker informs his speech partners who ask him. the speaker informs the interlocutor that the train will depart at 10.15 wib with a train journey time to bogor of approximately 55 minutes. the conversation took place at the train station when steven asked the officer. second, assertive speech act serves to inform. to tell is to convey something to the speech partner. as contained in the dialog found in the 'bipa praktis' teaching materials, as follows. context: ap tells mc that the weather is good today, but sometimes there are traffic jams in the city. table 3. dialogues that contain assertive speech acts function to tell name dialog ap the weather is nice today. mc it’s hot today. the city is nice. hastari mayrita, et. al., 2023 implications of illocutionary speech acts study in language learning for foreigners 416 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 0 9 4 2 2 ) ap yes, but sometime the traffic is jammed up. the utterance above is a speech act of telling. the story occurs when ap gives mc about the state of the city. this is indicated by the sentence that "the weather at that time was good, but sometimes there were traffic jams". the sentence is spoken by the speaker to the speech partner. the utterance is to tell the partner how the city was at that time. third, it was found that assertive speech acts function for 'reject' utterances. refuse is a feeling of disapproval of an expression. context: traders refuse be (buyer) in bidding on prices when shopping at his place. table 4. dialogues that contain assertive speech acts function to express 'rejection' name dialog be how much is it? trader it is rp 75.000,00. be is the price negotiable? trader sorry, it is already fixed. be here’s the money. the utterance is a form of refusal. the speech occurs when benny (buyer) is shopping and offers a price to the merchant, but the trader rejects be's (buyer) price offer. this is marked by the sentence "sorry, the price is right" spoken by the speaker to the speech partner. fourth, the assertive speech act of 'proposing'. to propose is to submit an opinion or suggestion. context: an suggested to jh to take a vacation to interesting places in yogyakarta, namely the yogyakarta palace, parangtritis beach, malioboro, and borobudur temple. table 5. dialogues that contain assertive speech acts function to 'propose' name dialog jh what are interesting places in yogyakarta? an there are keraton jogya, parangtritis beach, malioboro, borobudur temple. jh wow, it seems interesting. an yes, it is. you can travel while learning the culture there. the utterance above is a speech act for 'proposing'. the conversation occurred when jh asked an interesting places to visit on vacation in yogyakarta. then an suggested to jh interesting places to vacation in yogyakarta were the yogyakarta palace, parangtritis beach, malioboro and borobudur temple. fifth, assertive speech acts function to express 'complaining'. complaining is expressing difficulty, suffering, pain and disappointment. context: dn told his complaint to the doctor that he had a headache and fever. table 6. dialogues that contain assertive speech acts that function to express 'complaints' name dialog doctor how do you fell? dn i have a headache and fever. hastari mayrita, et. al., 2023 implications of illocutionary speech acts study in language learning for foreigners 417 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 0 9 4 2 2 ) doctor yes, you have a high temperature, 39 degrees celcius. how long have you have fever? dn it’s already for three days. the utterance is a speech act of complaining because the speaker expresses his complaint to the speech partner. the story occurs when dn checks her condition to the doctor. this is marked by the sentence "i have a headache and fever". sixth, assertive speech act serves to explain. explaining is explaining or explaining clearly. context: the police explained to sv that the address of the museum is jalan merdeka number 23 and steven had to walk to a t-junction and then turn left. table 7. dialogues that contain assertive speech acts that serve to explain name dialog sv excuse me, do you know where the city museum? police the city museum is at merdeka street 23. sv how can i get there? is it far? police go straight to the t-junction, then turn left. the museum is on your right. the speech of the text is a speech act that functions to explain. the speech occurred when sv asked the police where the city museum was. the police explained to sv that the museum was at jalan merdeka number 23, then to get there steven had to go to a tjunction, then turn left and the museum was on the right. directive speech acts the first finding is a directive speech act that functions to express the meaning of 'asking'. to ask is to beg or submit. context: the doctor asked dn to check the blood directly to the laboratory. table 8. dialogues containing directive speech acts that function for 'request/request' name dialog doctor you better go to do a blood test at the laboratory. dn ok, doctor, i will go to the leboratory. doctor you are welcome. these utterances are included in speech acts that function to express 'requests'. the story happened when dn went to the doctor to check her condition, but the doctor asked dani to have her blood checked directly in the laboratory. this is marked with the sentence "you should go to the laboratory for blood tests." second, directive speech acts that function to 'request or order'. ordering is asking to be provided or made. hastari mayrita, et. al., 2023 implications of illocutionary speech acts study in language learning for foreigners 418 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 0 9 4 2 2 ) context: ch orders a hotel room with the receptionist for idr 750,000 per night including breakfast for two people. table 9. dialogues containing directive speech acts that function for 'requests/requests' in terms of 'ordering' name dialog ch do you have any vacant room? resepsionis yes, we have. how many room do you want to book? ch only one room. how much is the rate per night? resepsionis the rate for standard rp750.000,00 per night including breakfast for two. the utterance is included in the speech act of ordering. the conversation occurred when ch asked the receptionist when he wanted to book a room for himself, then the receptionist explained that there was a room for idr 750,000 per night including breakfast for people's prayers. it is marked with the sentence "only one, how much per night?". third, directive speech acts function to express 'requests'. to beg is to respectfully ask the speaker. context: the waiter begs an to be patient for a while waiting for his food order to come. table 10. dialogues with functional directive speech acts for ‘request/request’ name dialog waiter ok, sir.i will repeat your order. two portion of rice, a tart spicy fish, and two lemon tea. an that’s right. waiter ok, sir. pelase wait for a moment. an thank you. the utterance is a speech act that functions as a request. the story takes place when an is eating at a restaurant. an ordered two servings of white rice, one spicy and sour fish, and two lemon teas from the waiter, then the waiter asked andi to wait [a moment. this is marked by the sentence "okay, sir. please wait a moment". commissive speech acts the commissive speech act serves to offer. offering is proposing, advocating, and submitting. context: the receptionist offers ch, there is a deluxe room type with a price of idr 950,000 per night. table 11. dialogues with commissive speech acts that function to 'bargain' name dialog ch do you have other room types? resepsionis yes, we do. the rate for deluxe room is rp950.000,00 per night. ch i’will take the deluxe room for two nights. hastari mayrita, et. al., 2023 implications of illocutionary speech acts study in language learning for foreigners 419 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 0 9 4 2 2 ) this utterance is a speech act of offering. the conversation occurred when ch asked the receptionist about the type of hotel room, then the receptionist offered ch a deluxe room type with a price of rp. 950,000.00 per night. this is indicated by the sentence "there is a deluxe application type that costs rp. 950,000.00 per night". expressive speech acts the expressive speech acts found are speech acts that function to congratulate. congratulating is conveying the expression of congratulation to someone. context : ap welcomes mg to jakarta. table 12. dialogues that contain expressive speech acts that function to express the expression of 'congratulations' name dialog ap welcome to jakarta. mc thank you. the utterance is a speech act of congratulating. the speech occurred when mc had just arrived in jakarta, then ap gave welcome greetings to michael. it is marked with the sentence "welcome to jakarta". declarative speech acts the declarative speech acts found function to decide something or make a decision. deciding is determining, considering and drawing conclusions. context: jh decides for next year's vacation to go to yogyakarta, especially he will visit on jalan malioboro. table 13. dialogues that contain declarative speech acts that function to 'make decisions' name dialog jh are there any batik there? an of course, you can buy batik along malioboro street. jh ok, then, i’ll go there on my next holiday. the utterance is a speech act of deciding. this conversation occurred when an explained to jh about what was on jalan malioboro, then jh decided to go on vacation to visit there. it is marked with the sentence "okay, next year's vacation i will go there…". discussion speech acts in ‘bipa praktis’ teaching materials by the ministry of education and culture based on the data obtained, the research findings regarding speech acts, the researchers grouped them based on their type and function. the first finding is the types and functions of speech acts. types of assertive illocutionary speech acts and their functions were found in dialogues in ‘bipa praktis’ teaching materials by the ministry of education and culture, namely; (1) assertive action, serves to notify; (2) assertive acts that function to propose; (3) assertive act, serves to express refusal; (4) assertive acts that serve to explain; (5) assertive acts serve to inform; and (6) assertive acts function to express 'complain' complaints. there are also 7 directive illocutionary acts and their functions, which include 1 directive acting to express requests, 2 directive acts to order, and 3 directive acts to request. and it was also found that there was 1 commissive illocutionary speech act found, namely, a commissive act that functions to bid. expressive illocutionary speech acts are also found. hastari mayrita, et. al., 2023 implications of illocutionary speech acts study in language learning for foreigners 420 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 0 9 4 2 2 ) expressive act that serves to congratulate. the declarative illocutionary acts found are declarative acts that serve to decide. bipa teaching materials are very important to read by foreign speakers who will learn the target language (indonesian), because these teaching materials can be a guide for foreign speakers in learning indonesian. the findings in this study indicate that there are 5 types of illocutionary speech acts and their functions, namely assertive, directive, commissive, expressive, and declarative. in contrast to research (zaiman & irama, 2020; widyaningsih, 2021) which uses the term 'representative' illocutionary speech act in its research findings. meanwhile, the researcher, for the representative, is part of an assertive illocutionary speech act. this is because assertive illocutionary speech act is a speech act that can also function as a notification of information. according to the researcher, the meaning of the term assertive is clearer than the term representative. speech act analysis can have implications for language learning for foreign speakers, especially bipa learning. christianto (2020) also conducted research on speech acts in foreign language classes. christianto's research results show that there are three types of speech acts found in interactions between teachers and students, namely locutionary acts, illocutionary acts, and perlocutionary acts. locutionary acts are carried out when the teacher and students utter expressions without a specific intention. illocutionary acts, on the other hand, are performed when the expression conveys a certain meaning to the listener. of course this can affect the speaker's ability to communicate in learning a foreign language. similar to christianto (2020), researchers describe that understanding illocutionary speech acts can help foreign speakers develop their communicative abilities. insight into knowledge of illocutionary speech acts can help foreign speakers understand cultural norms related to the use of the target language. speech act studies can also improve the ability to understand and use language in appropriate social contexts. insight into illocutionary speech acts also helps foreign speakers to be more careful of errors or misunderstandings in communication. can be used as material for foreign speakers in negotiating, convincing, and influencing others when communicating implications of the study of speech acts on language learning for foreign speakers the findings of illocutionary speech acts in bipa teaching materials include the language used in everyday, social and indonesian culture. mastery of speech acts is very important for language learning, especially bipa learning. this aims to avoid misunderstandings in conveying what you want to say. teaching materials provide examples of relevant speech acts for students so that students can learn to use appropriate expressions according to context in everyday life. in addition, it engages learners in communicating with new words and common expressions to expand the vocabulary of the target language. in addition, foreign speakers will understand formal and non-formal speech acts depending on the context and the intended audience. the implications for language learning are in activities in various communication situations, both in daily conversations, presentations, negotiations, and formal interactions. the findings in this study may also have implications for improving the ability of foreign speakers in learning the target language to understand and use language in appropriate social contexts. insight into illocutionary speech acts also helps foreign speakers to be more careful about mistakes or misunderstandings in communication. the findings of this study can also be used as learning material for foreign speakers in negotiating, convincing, and influencing others when communicating. hastari mayrita, et. al., 2023 implications of illocutionary speech acts study in language learning for foreigners 421 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 0 9 4 2 2 ) conclusion research findings, firstly there are types of assertive illocutionary speech acts and their functions in dialogues in ‘bipa praktis’ teaching materials by the ministry of education and culture (1) assertive acts of informing, (2) assertive acts of proposing, (3) assertive acts of refusing, (4) assertive acts of explaining , (5) assertive act of informing, and (6) assertive act of complaining. there are 7 directive illocutionary acts and their functions, which include 1 directive act of asking, 2 directive acts of ordering, and 3 directive acts of asking. there is 1 commissive illocutionary speech act found, namely, the commissive act of offering, the expressive illocutionary act found expressive congratulating. the declarative illocutionary act found is the declarative act of deciding. in its implementation, bipa teaching materials are very important for bipa to read because these teaching materials determine and guide foreign speakers in learning indonesian. the implication of speech acts in bipa teaching materials in language learning for foreign speakers is that foreign speakers will find it easier to communicate in the target language with native speakers more effectively. acknowledgement the researchers acknowledge the support received from the faculty of humanities, bina darma university, indonesian language teaching research program, and bina darma university. the entire content of this article is the responsibility of the author. references austin, j. (1962). how to do things with words. new york: oxford university press. bayat, nihat. (2013). a study on the use of speech acts. procedia: social and behavioral sciences, (70), 213—221. christianto, danin. (2020). speech acts in efl classrooms. journal of pragmatics research, 02 (01), 68—79. dwiyanti, t, a., & mujianto, g. (2021). tindak tutur ilokusi peserta didik dalam pembelajaran bahasa indonseia pada smpn 1 pujo. jurnal ilmiah bahasa dan sastra, 5(1).https://jurnal.umk.ac.id/index.php/kredo/article/view/6208. frandika, e., & idawati. (2020). tindak tutur ilokusi dalam film pendek “tilik (2018)”. jurnal pendidikan bahasa dan sastra inonesia, 3(2). https://jurnal.umj.ac.id/index.php/penaliterasi/article/view/7392. mirawati, d. (2020). tindak tutur ilokusi dalam novel pastelizze karya indrayani rusady dan implikasinya terhadap pembelajaran bahasa indonesia. jurnal pendidkan, bahasa, sastra, seni, dan budaya, 3(1). https://ejournal.upr.ac.id/index.php/enggang/article/view/7775. mayrita, h., sari, a, p, i., & mardhotillah, (2022). kebutuhan mahasiswa berbahasa sebagai bahan redesain silabus mata kuliah. susunan artikel pendidkan, 18(2). https://journal.lppmunindra.ac.id/index.php/sap/article/view/13929. sumarno, (2020). analisis isi dalam penelitian pembelajaran bahasa dab sastra. edukasi lingua sastra, 18(3). https://jurnal.umko.ac.id/index.php/elsa/artticle/view/299. sagita, r, v., & setiawan, t. (2019). bentuk dan jenis tindak tutur ilokusi ridwan kamil dalam talkshow insight di cnn indonesia. jurnal kajian kebahasaan, kesusastraan, dan budaya, 9(2). https://jurnal.unimus.ac.id.index.php/lensa/article/downloadsuppfile/5123/375. searle, j. r. (1969). speech acts an essay in the philosophy. new york: cambridge university press. spradley, james p. 1997. metode etnografi.yogyakarta: tiara wacana. utami, d, a, f., & rahmawati, e, l. (2020). pengembangan bahan ajar berbasis modul interaktif bagi pemelajar bipa tingkat a1. jurnal ilmiah bahasa dan sastra, 3(2). https://jurnal.umk.ac.id/index.php/kredo/article/view/4747. https://jurnal.umk.ac.id/index.php/kredo/article/view/6208 https://jurnal.umj.ac.id/index.php/penaliterasi/article/view/7392 https://e-journal.upr.ac.id/index.php/enggang/article/view/7775 https://e-journal.upr.ac.id/index.php/enggang/article/view/7775 https://journal.lppmunindra.ac.id/index.php/sap/article/view/13929 https://jurnal.umko.ac.id/index.php/elsa/artticle/view/299 https://jurnal.unimus.ac.id.index.php/lensa/article/downloadsuppfile/5123/375 hastari mayrita, et. al., 2023 implications of illocutionary speech acts study in language learning for foreigners 422 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 0 9 4 2 2 ) widyaningsiih, l. (2021). analisis tindak tutur ilokusi dalam film ada cinta di sma sutradara patrick effendy. jurnal bahasa, sastra indonesia, dan pengajarannya, 2(2). https://ejuornal.uinsaid.ac.id/index.php/tabasa/announcement. yuniatin, a. (2022). pengembangan bahan ajar bipa madya terintegrasi kearifan lokal. jurnal pena indonesia, 8(1). https://journal.unesa.ac.id/index.php/jpi/article/view/18488. zaiman, r., & irama, c, n. (2020). bentuk tindak tutur ilokusi dalam dialog film wanoja karya rofie al joe. jurnal bindo sastra, 4(2). https://jurnal.umpalembang.ac.id/bisastra/article/view/2800. zou, leilei & yiye. (2022). review of research on development of speech act theory and its application. ijllt: international journal of linguistics, literature, and translation, 2 (12), 127—135. https://ejuornal.uinsaid.ac.id/index.php/tabasa/announcement https://jurnal.um-palembang.ac.id/bisastra/article/view/2800 https://jurnal.um-palembang.ac.id/bisastra/article/view/2800 english franca academic journal of english language and education doi:10.29240/ef.v8i1%20may http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 8, no 1, 2024, page 191-206 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2023; received in revised form 10 february 2024; accepted 24 april 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license investigating pre-service language teachers’ tpack: why does it matter? dwi maharrani¹, amrullah², ahmad rizqy turama³, sri utami 4 ¹ ,2,3,4 universitas sriwijaya, indralaya, indonesia corresponding email: dwimaharrani@unsri.ac.id to cite this article: maharrani, d., amrullah, a turama, a., & utami, s. (2024). investigating pre-service language teachers’ tpack: why does .,it matter?. english franca : academic journal of english language and education, 8(1 may). doi: http://dx.doi.org/10.29240/ef.v8i1 may.8789 introduction technological disruption in education is both a challenge and an opportunity for teachers to speed up the students' learning process while adhering to learning principles. teachers have a very important role in the success of ict integration into the learning process to ensure that the rapid development of technology can be aligned with the core values of education (maharani, 2017). in the 21st-century learning process, there are seven knowledge domains that teachers need to possess, one of which is technological pedagogical content knowledge (tpack). the study of tpack has developed rapidly in the last two decades along with rapid technological advances (kleickmann et al., 2013; mishra & koehler, 2006; segall, 2004). the main issue underlying many studies in tpack is the notion that teachers' general knowledge about technology cannot necessarily be automatically applied in teaching and learning activities, both from the pedagogical aspect and the content of the material. this phenomenon is often encountered when online learning policies are implemented during the pandemic where integrating ict into the english learning process is inevitable (amrullah et al., 2022; dhawan, 2020; fauzi & sastra khusuma, 2020; kleickmann et al., 2013). therefore, teachers are expected to have tpack which is an intersection between content knowledge, pedagogy, and technology. however, despite the increasing number of academics, researchers, and practitioners in the world of education who are aware of the importance of this issue, comprehensive tpack studies in the field of english education are still very few compared to other fields of education (bugueño, 2013; nugroho et al., 2020). preliminary data obtained abstract. in recent decades, the integration of technology into language classrooms has gained prominence, many studies put their focus on in-service language teachers' competencies and performances in integrating technology into their classroom activities. however, there's a gap in understanding how pre-service language teachers are prepared for technological pedagogical content knowledge (tpack). this is crucial for ensuring future educators are equipped for digital learning environments. this study explores pre-service language teachers' perceptions of their tpack using schmidt, mishra, and kohler's framework. through a descriptive quantitative method, 201 pre-service teachers from english language education (ele) and indonesian literature and language education (ille) study programs were surveyed using a likert-scale questionnaire. results show that a significant majority perceive themselves as knowledgeable about technology relevant to literacy (73 % for ele, 68% for ille) and capable of selecting technology to enhance teaching approaches (77% for ele, 62% for ille). however, confidence in effectively integrating literacy, technologies, and teaching approaches in lessons is lower (61% for ele, 53% for ille). addressing this gap is vital for better preparing future language educators for digital teaching environments. keywords: tpack, pre-service teachers, language teaching mailto:dwimaharrani@unsri.ac.id http://dx.doi.org/10.29240/ef.v8i1%20may.8789 maharrani, et al., 2024 investigating pre-service language teachers’ tpack: why does it matter? 192 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 9 1 2 0 6 ) from previous research regarding self-assessment of high school and vocational school english teachers at mgmp ogan ilir during online learning during the pandemic shows that these teachers still have difficulty carrying out online learning activities, especially in terms of varying the use of technology and maintaining engagement. student. a study by maharrani et al., (2023) shows that english language teachers in rural areas have an insufficient understanding of digital learning resources indicating that they may not be completely qualified to properly integrate technology into their teaching practices. this implies that some teachers still lack the requisite understanding and integration of technology in language education. furthermore, the tesol technology standards for language instructors emphasize the need for language teachers to obtain and retain basic knowledge and abilities in technology for professional purposes, implying that not all teachers will have this knowledge and skill set. considering that this is closely related to the level of tpack possessed by teachers, further investigation regarding tpack for prospective teachers is important and a priority. theoretical framework teachers’ knowledge as a profession that masters a special scientific field, a professional teacher is a figure who plays an important role in the progress of education and improving the quality of a country's human resources. the study of the knowledge that teachers must have, or what is called teacher's knowledge, has always been one of the main studies in the development of the world of education, as stated in the educational philosophy presented by dewey. as a development of the basic knowledge that teachers must have in the form of content knowledge and pedagogy knowledge as stated by dewey, shulman (1987) stated pedagogical content knowledge, namely the teacher's pedagogical ability to convey certain subjects. over time, technological developments which have become an inseparable part of society have had an impact on expanding the study of teacher's knowledge until technological knowledge and technological pedagogical content knowledge have emerged. of the three main basic knowledge that teachers must have, namely content knowledge, pedagogy knowledge, and technology knowledge, there are intersections between this knowledge to form seven basic teacher knowledge as per mishra and koehler's tpack framework (mishra & koehler, 2006) shown in figure 1. source http://tpack.org figure 1. tpack framework mishra dan koehler maharrani, et al., 2024 investigating pre-service language teachers’ tpack: why does it matter? 193 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 9 1 2 0 6 ) technological pedagogical content knowledge (tpack) in english language teaching as part of the basic knowledge that teachers must have, tpack is also something that should not be separated from studies in english language teaching, including in the field of tesol (teachers of english to speakers of other languages). the international professional organization tesol itself has created a standard framework regarding the role and function of technology in english language teaching (healey et al., 2008). however, there is still very little research and in-depth discussion about tpack in the field of english education compared to other fields of education such as mathematics education. the research results from tseng et.al show that in the last 10 years, from 2011 to 2019, there were only 51 research and publications related to tpack in the field of english education. research with this study is mostly carried out in asia and the middle east with the distribution of studies divided into 4 categories: exploring, assessing, developing, and applying tpack. tseng et.al also found that most of the research that had been conducted still did not touch the realm of practical implementation in the classroom. previous research as one of the emerging forms of teacher knowledge that is a consequence of rapid technological developments and is inseparable from people's lives, tpack studies in the field of english education have begun to be carried out, although they are not yet very comprehensive. for example, bugueño's (2013) study examines 38 sources, including journals and books, related to the use of tpack in english as a foreign language/english as second language classes. however, this study does not specifically explore the tpack of pre-service teachers context. this context is explained more in a study conducted by drajati et al. (2018) this research examines the perception and implementation of tpack by 100 pre-service and in-service english teachers in indonesia about multimodal literacy. the results of this research describe the demographics of teachers, the level of tpack and their implementation along with the problems they face. this study focuses on how the tpack is related to the teachers' multimodal literacy rather than how the pre-service teachers perceived their tpack. in addition, a study by ammade et al., (2020) on tpack focuses on the tpack level of lecturers majoring in english education at muhammadiyah university of pare-pare. the result reveals that the lecturers are at a moderate level where they can use the three main basic knowledge in the teaching process but have not optimally integrated the three. in other words, the use of technological knowledge from these lecturers has not facilitated their content knowledge and pedagogical knowledge optimally. this study also does not investigate the tpack for the pre-service teacher context. research by sari and sumardi (2020) investigates the meta-cognitive awareness of high school teachers in indonesia who participated in tpack learning design training using reflection tools, focus group discussions, and reflective journals. the research results show that using these three methods provides teachers with the opportunity to recall their thoughts about the concept of technology integration that they have learned during the workshop. however, this study does not discuss the tpack of pre-service teachers. another study on tpack comes from tseng et al., (2022) which reviews the landscape of tpack research on language teachers from 2011 to 2019. the research results reveal that in that period there were only 51 publications with this study, where the highest number of publications was in 2015, most of which were carried out in asia and the middle east. the 51 publications are categorized into four areas: (a) exploring tpack, (b) assessing tpack, (c) developing tpack, and (d) applying tpack. regarding exploring tpack, the research results show that teachers have varying levels of confidence in their tpack competencies where the use of technology is still dominant in teacher-centered teaching. despite the number of studies on tpack, the previous research results show that the application of tpack in english language teaching especially in pre-service teachers context has not been widely explored so more empirical studies need to be carried out. the tpack studies in the field of language education are also still few and still at a basic stage. for this reason, this maharrani, et al., 2024 investigating pre-service language teachers’ tpack: why does it matter? 194 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 9 1 2 0 6 ) research will make a significant contribution to the development of tpack studies in the field of language education. apart from that, this research is an initial mapping that will be followed up in development and applied research in the following years. materials and method this research uses quantitative methods where quantitative data is obtained through distributing questionnaires about tpack to students majoring in language at one of the universities in south sumatra. the questionnaire used was adapted from schmidt, mishra, and koehler's tpack survey. as key researchers in this field, schmidt, mishra, and koehler (koehler et al., 2014; mishra & koehler, 2006; schmidt et al., 2009) have developed questionnaires that have been used widely to measure tpack in various contexts and obtained reliable internal consistency for its each domain. this questionnaire consists of 39 questions which are categorized into seven domains, namely technology knowledge (tk), content knowledge (ck), pedagogy knowledge (pk), pedagogical content knowledge (pck), technological pedagogical knowledge (tpk), technological content knowledge (tck), and technological pedagogical content knowledge (tpack). each question was measured using a likert scale with a scale of 1 to 5 where a scale of 1 is strongly disagree and a scale of 5 is strongly agree. this questionnaire will be filled in by students of english and indonesian language education in semesters 2, 4, and 6. apart from that, the questionnaire also contained the demographic distribution of the sample in the form of study program, gpa, age, and teaching experience. the sample of this study were all active students majoring in languages in semesters 2, 4, and 6 with a total of 201 students. the sampling process is carried out using a convenient sampling technique where questionnaires were distributed to the population through the study program and data was processed based on the number of questionnaires returned. data collection began by distributing questionnaires to the sample to map the tpack level of students majoring in language who are prospective teachers in the future. the questionnaire that will be used is adapted from schmidt's tpack survey and consists of seven knowledge domains, namely technological knowledge (tk), content knowledge (ck), pedagogical knowledge (pk), pedagogical content knowledge (pck), technological pedagogical knowledge (tpk), technological content knowledge (tck), and technological pedagogical content knowledge (tpack). this questionnaire has 39 questions that need to be filled in by the sample by selecting the following likert scale: strongly disagree (1), disagree (2), neither agree or disagree (3), agree (4), and strongly agree (5). the distribution of questionnaire questions based on the knowledge domain measured is shown in table 3 below. table 1. distribution of questionnaire questions based on knowledge domain category domain number of questions technology knowledge (tk) 6 content knowledge (ck) 6 pedagogy knowledge (pk) 7 pedagogical content knowledge (pck) 4 technological pedagogical knowledge (tpk) 9 technological content knowledge tck) 4 technological pedagogical content knowledge (tpack) 4 quantitative data obtained from the questionnaire was analyzed using descriptive statistics by calculating the average value obtained in each domain. the results of this analysis provide information regarding the level of tpack knowledge of students majoring in english language education and indonesian literature and language education study programs based on the knowledge domain that forms it. english franca academic journal of english language and education doi:10.29240/ef.v8i1%20may http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 8, no 1, 2024, page 191-206 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2023; received in revised form 10 february 2024; accepted 24 april 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license results and discussion results the questionnaire distributed to the sample was adapted from schmidt, mishra, and koehler's tpack survey, which is categorized into seven domains, namely technology knowledge (tk), content knowledge (ck), pedagogy knowledge (pk), pedagogical content knowledge (pck), technological pedagogical knowledge (tpk), technological content knowledge (tck), and technological pedagogical content knowledge (tpack). each question was measured using a likert scale with a scale of 1 to 5 where a scale of 1 is strongly disagree and a scale of 5 is strongly agree. the results obtained from the questionnaire from each study program are displayed in the diagrams below. technology knowledge (can solve own technical problems, can learn technology easily, keep up with important technology, know different technologies, have technical skills to use technology) the results in this category for the english language education study program showed that 17% of students strongly agree that they have knowledge related to technology, and 59% agree that they have good knowledge of technology. however, there are 24% of students who are not yet confident in their technological knowledge. meanwhile, for the indonesian language and literature study program, 11% of students strongly agree that they have technological skills, 49% agree that they have technological skills, and 38% are not sure about their technological knowledge. this information is important because having a strong foundation in technological knowledge is essential in today's contemporary digital landscape. students who are equipped with the ability to solve technical problems independently demonstrate an independence that promotes efficiency and resilience. additionally, the ability to quickly grasp new technologies underscores a proactive approach to staying current. in today's dynamic technological environment, the capacity to stay informed about important developments is critical, ensuring each student not only understands current trends but also anticipates future changes. thorough technological knowledge not only includes awareness but also includes practical skills, allowing individuals to adeptly utilize a variety of technologies. these multifaceted competencies empower students not only to navigate today's technological landscape but also to adapt and thrive in the ever-evolving digital era. figure 2. english language education study program strongly disagree 0% disagree 2% neutral 38% agree 49% strongly agree 11% technology knowledge maharrani, et al., 2024 investigating pre-service language teachers’ tpack: why does it matter? 196 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 9 1 2 0 6 ) figure 3. indonesian literature and language education study program content knowledge the results in this category show that for the english language education study program % of students strongly agree that they have content-related knowledge, and 54% agree that they have good content knowledge. however, there are 36% of students who are not yet confident in their content knowledge. meanwhile, for the indonesian language and literature study program, 6% of students strongly agreed that they had content knowledge, 51% agreed they had content skills, and 40% were not sure about their content knowledge. content knowledge serves as the foundation of intellectual proficiency, which includes a deep understanding of the subject matter in a specific domain. individuals who have strong content knowledge have a comprehensive understanding of key concepts, facts, and principles relevant to their area of expertise. this knowledge base facilitates critical thinking, problem-solving, and effective decision-making. this is more than just memorizing, it also includes the ability to synthesize information, draw connections, and apply insights in practical scenarios. in an educational context, educators with deep content knowledge are better equipped to convey information clearly and engage students in meaningful discourse. whether in academia, professional settings, or everyday life, content knowledge empowers individuals to navigate complexity, make informed choices, and make meaningful contributions to their respective disciplines. figure 4. english language education study program strongly disagree 0% disagree 1% neither disagree of agree 24% agree 59% strongly agree 17% technology knowledge strongly disagree 0% disagree 2% neutral 36% agree 54% strongly agree 8% context knowledge maharrani, et al., 2024 investigating pre-service language teachers’ tpack: why does it matter? 197 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 9 1 2 0 6 ) figure 5. indonesian literature and language education study program pedagogical knowledge the results in this category show that for the english language education study program12% of students strongly agree that they have good pedagogical knowledge, and 63% agree that they have good pedagogical knowledge. however, there are 25% of students who are not yet confident in their pedagogical knowledge. meanwhile, for the indonesian language and literature study program, 11% of students strongly agreed that they had pedagogical knowledge, 57% agreed they had pedagogical abilities, and 32% were not sure about their pedagogical knowledge. pedagogical knowledge is an art in the science of teaching that includes a deep understanding of learning strategies, learning theories, and the dynamics of the educational environment. educators equipped with strong pedagogical knowledge can design engaging and inclusive learning experiences, adapt teaching methods to diverse student needs, and foster a positive and conducive learning atmosphere. this knowledge goes beyond subject matter expertise to include awareness of various teaching methodologies, assessment techniques, and stages of learner development. this empowers educators to adapt their approach to meet individual learning styles, creating an environment that fosters intellectual growth and academic success. pedagogical knowledge is the foundation of effective teaching, fostering not only the transfer of information but also the development of critical thinking skills and a lifelong love of learning among students. figure 6. english language education study program strongly disagree 0% disagree 3% neutral 40% agree 51% strongly agree 6% content knowledge strongly disagree 0% disagree 0% neutral 32% agree 57% strongly agree 11% pedagogical knowledge maharrani, et al., 2024 investigating pre-service language teachers’ tpack: why does it matter? 198 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 9 1 2 0 6 ) figure 7. indonesian literature and language education study program pedagogical content knowledge the results in this category show that for the english language education study, program10% of students strongly agree that they have good pedagogical content knowledge, and 57% agree that they have good pedagogical content knowledge. however, there are 30% of students who are not yet confident in their pedagogical content knowledge. meanwhile, for the indonesian language and literature study program, only 4% of students strongly agree that they have pedagogical content knowledge, 54% agree that they have pedagogical content skills, and 41% are not sure about their pedagogical content knowledge. pedagogical content knowledge (pck) represents the interaction between subject matter expertise and the art of teaching. it is more than just mastery of content or effective pedagogy, combining both elements to create a holistic teaching approach. educators with strong pck have a differentiated understanding of how to present and facilitate learning of specific content in the context of diverse student needs and backgrounds. this specialized knowledge involves identifying misconceptions, selecting appropriate teaching strategies, and adapting instructional materials to maximize student understanding. essentially, pck enables educators to translate their in-depth subject knowledge into accessible and meaningful learning experiences, thereby fostering student engagement and understanding. this highlights the importance of seamlessly integrating content and pedagogy to optimize the educational journey, recognizing that effective teaching is not just about what is taught but also how it is delivered to foster lasting understanding. strongly disagree 0% disagree 0% neutral 25% agree 63% strongly agree 12% pedagogical knowledge maharrani, et al., 2024 investigating pre-service language teachers’ tpack: why does it matter? 199 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 9 1 2 0 6 ) figure 8. english language education study program figure 9. indonesian literature and language education study program technological pedagogical knowledge the results in this category show that for the english study program, 7 % of students strongly agree that they have good technological pedagogical knowledge, and 67% agree that they have good technological pedagogical knowledge. however, there are 25 % of students who are not yet confident in their technological pedagogical knowledge. meanwhile, for the indonesian language and literature study program, only 6% of students strongly agreed that they had technological pedagogical knowledge, 62% agreed they had technological pedagogical skills, and 32 % were not sure about their technological pedagogical knowledge. technological pedagogical knowledge (tpk) is a combination of the ability to use technology and pedagogical understanding, creating a dynamic approach to teaching and learning in the digital era. educators with strong tpk not only have proficiency in utilizing a variety of technological tools but also understand how to integrate them into learning strategies to enhance the learning experience. this knowledge goes beyond technical skills to include the strategic and thoughtful application of technology in achieving specific educational goals. this involves determining which technologies are best suited for different learning objectives, adapting to varying student needs, and leveraging digital resources to encourage engagement and understanding. tpk underscores the importance of aligning technology with pedagogical principles, ensuring that the integration strongly disagree 0% disagree 1% neutral 41% agree 54% strongly agree 4% pedagogical content knowledge strongly disagree 0% disagree 3% neutral 30% agree 57% strongly agree 10% pedagogical content knowledge maharrani, et al., 2024 investigating pre-service language teachers’ tpack: why does it matter? 200 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 9 1 2 0 6 ) of digital tools enhances rather than hinders the learning process. in other words, tpk empowers educators to navigate the ever-evolving educational landscape by harnessing the potential of technology to create meaningful and effective learning environments. figure 10. english language education study program figure 11. indonesian literature and language education study program technological content knowledge the results in this category show that for the english study program, 13% of students strongly agree that they have good technology content knowledge, and 65 % agree that they have good technology content knowledge. however, there are 22% of students who are not yet confident in their technology content knowledge. meanwhile, for the indonesian language and literature study program, only 9% of students strongly agreed that they had technology content knowledge, 53% agreed they had technology content skills, and 38% were not sure about their technology content knowledge. technology content knowledge (tck) is a specialized form of knowledge that bridges the gap between subject matter expertise and technology proficiency. it involves a deep understanding of how to use technology to enhance and enrich teaching and learning in a specific content area. educators with strong tck are adept at integrating relevant technology tools and resources into their teaching practices, aligning them with the nuances of the subject matter being taught. this knowledge allows educators to design content-specific learning experiences that strongly disagree 0% disagree 0% neutral 32% agree 62% strongly agree 6% technological pedagogical knowledge strongly disagree 0% disagree 1% neutral 25% agree 67% strongly agree 7% technological pedagogical knowledge maharrani, et al., 2024 investigating pre-service language teachers’ tpack: why does it matter? 201 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 9 1 2 0 6 ) leverage the capabilities of technology, fostering more dynamic and engaging educational environments. tcks don't just use technology for their purposes; rather it involves the strategic and targeted application of digital tools to facilitate a deeper understanding of content and foster meaningful connections for learners. at its core, tck empowers educators to navigate the intersection of technology and content, ensuring seamless integration that enhances the overall educational experience. figure 12. english language education study program figure 13. indonesian literature and language education study program technological pedagogical content knowledge the results in this category show that for the english language education study program, 8 % of students strongly agree that they have good technological pedagogical content knowledge, and 52 % agree that they have good technological pedagogical content knowledge. however, there are 38 % of students who are not yet confident in their technological pedagogical content knowledge. meanwhile, for the indonesian language and literature study program, only 3% of students strongly agreed that they had technological pedagogical content knowledge, 50% agreed they had technological pedagogical content skills, and 47% were not sure about their technological pedagogical content knowledge. technological pedagogical content knowledge (tpack) represents the synergy between strongl y disagre e 0% disagre e 0% neutral 22% agree 65% strongl y agree 13% technological content knowledge strongly disagree 0% disagree 0% neutral 38% agree 53% strongly agree 9% technological content knowledge maharrani, et al., 2024 investigating pre-service language teachers’ tpack: why does it matter? 202 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 9 1 2 0 6 ) technology, pedagogy, and content expertise in education. this unique form of knowledge underscores the importance of integrating these three dimensions to optimize the teaching and learning experience. educators who have strong tpck not only have proficiency in utilizing technological tools but also understand how to apply them purposefully in the context of specific subject matter and effective pedagogical strategies. tpck is more than the sum of its parts—it involves a nuanced understanding of how technology can be leveraged to enhance content delivery, meet diverse learning styles, and meaningfully engage students. this comprehensive knowledge empowers educators to navigate the dynamic educational landscape, ensuring that technology is not just an add-on but an integral and strategic component that enriches the overall learning process. in essence, tpck represents the intersection where technology, pedagogy, and content meet to create a powerful catalyst for effective teaching and learning. figure 14 english language education study program figure 15 indonesian literature and language education study program discussion the integration of ict (information and communication technology) has been described as complex, multifaceted, and situated (mishra & koehler, 2006). the results of this study reveal that most likely only around 50% to 60% of the pre-service teachers are confident that they can use technology appropriately for pedagogical reasons. although (ringotama's (2020) study indicates that most pre-service teachers tend to use common strongly disagree 0% disagree 2% neutral 38% agree 52% strongly agree 8% technological pedagogical content knowledge strongly disagree 0% disagree 0% neutral 47% agree 50% strongly agree 3% technological pedagogical content knowledge maharrani, et al., 2024 investigating pre-service language teachers’ tpack: why does it matter? 203 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 9 1 2 0 6 ) technology in the classroom especially online media sources such as e-books and other digital resources in a lesson, they have insufficient knowledge on how to optimize the technology to teach. nazari et al., (2019) believe that there are some differences in the understanding of technology between inexperienced efl teachers and experienced efl teachers. they claim that qualified teachers, on the one hand, have extensive knowledge of pk and pck, and how to develop their pedagogical and content knowledge for their professional development. yet, they lack technical expertise, so they need a professional development course on technology integration tailored to their needs. these findings are aligned with the maharrani et al. study (2023) which reveals that english language teachers in rural regions possess inadequate comprehension of digital learning materials, suggesting a potential lack of qualifications to effectively incorporate technology into their teaching methodologies. this issue might come from their limited experience and knowledge of tpack when they were pre-service teachers. tesol technology standards for language instructors emphasize the need for language teachers to obtain and retain basic knowledge and abilities in technology for professional purposes, implying that not all teachers will have this knowledge and skill set. czaja et al., (2006) insist that technology adoption is a complex issue driven by various factors, such as sociodemographic characteristics, attitudes, and cognitive aspects. the interaction between these factors is very complicated. therefore, a person's decision to use a particular technology in teaching activities cannot be explained solely based on their age or education. other psychological considerations such as attitudes and cognitive abilities also need to be considered. in other words, teachers' adoption of technology is influenced by a complex combination of personal, social, and psychological characteristics. it is important to note that the level of technology skills of english teachers includes not only technical aspects but also the dimension of creativity in designing learning activities involving technology. technology integration challenges teachers' traditional teaching methods and develops new skills such as applying constructivist approaches to teaching, learning, and orchestration, where teachers perform multiple roles and methodically organize different activities with technology, depending on students' needs (wake & whittingham, 2013). teachers who have creative skills in utilizing technology can create more engaging and relevant learning experiences for students. improved technology skills can also empower teachers to use various tools and platforms, such as digital educational apps, online learning platforms, and social media, to enhance student interaction and participation. according to moursund and bielefeldt (2019), teachers who have a positive perception of the potential of technology tend to choose technology-based teaching approaches. they realize that technology-based teaching can increase student engagement and enable more adaptive and personalized learning. research by lee and choi (2021) notes that teachers who have a positive perception of the role of technology in teaching tend to adopt a technology-based approach, emphasizing the role of innovation and technology utilization in providing more effective and engaging learning for students. in contrast, teachers who are skeptical of the benefits of technology tend to choose traditional methods. teachers' skeptical perceptions of the benefits of technology can be a serious barrier to the adoption of technology-based approaches. in addition, so et al. (2018) argue that teachers who have a positive perception of the benefits of technology in improving student understanding tend to be more active in integrating technology into curriculum development. technology integration in curriculum development is an extension of teachers' perception of the added value of technology in the context of learning. teachers who understand the complex relationship between technology, pedagogy, and content can create a more relevant and adaptive curriculum (mishra & koehler, 2006). thus, teachers' understanding and attitudes towards technology become a determining factor in determining the teaching and curriculum development approaches used. the integration of technology in curriculum development signifies a paradigm shift in education, where technology is considered an essential component in designing a relevant and responsive curriculum. mishra and koehler (2006) suggest that the tpack approach is a key foundation for understanding how technology can be effectively integrated in a curriculum context. teachers who have a maharrani, et al., 2024 investigating pre-service language teachers’ tpack: why does it matter? 204 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 9 1 2 0 6 ) mature understanding of the relationship between technology, pedagogy, and content can create a curriculum that is more contextualized and engaging for students. conclusion the results of this research show that not all language education department students have the knowledge and abilities of technological pedagogical content knowledge (tpack). this could be caused by several things, including the lack of teaching experience and also the lack of integration of tpack in the lecture curriculum they take so that they have minimal learning experience related to tpack. therefore, to prepare prospective language teachers who have good tpack skills, it is necessary to consider implementing a holistic integration of tpack in the language teacher education curriculum. acknowledgment we would like to thank universitas sriwijaya and the faculty of teacher training of education for funding this research in the scheme of the university science, technology and art (sateks) grant 2023. references ammade, s., mahmud, m., jabu, b., & tahmir, s. (2020). tpack model-based instruction in teaching writing: an analysis on tpack literacy. international journal of language education, 4(1), 129–140. https://doi.org/10.26858/ijole.v4i2.12441 amrullah, a., maharrani, d., & pitaloka, n. (2022). teachers’ self-assessment: implementation of english online learning during covid-19 pandemic at senior high schools in ogan ilir, south sumatera. proceedings of the 3rd international conference of education and science, ices 2021. https://doi.org/10.4108/eai.17-112021.2318622 bugueño, w. m. r. (2013). using tpack to promote effective language teaching in an esl / efl classroom. graduate research paper, 150, 1–60. https://scholarworks.uni.edu/grp/150 czaja, s. j., charness, n., fisk, a. d., hertzog, c., nair, s. n., rogers, w. a., & sharit, j. (2006). factors predicting the use of technology: findings from the center for research and education on aging and technology enhancement (create). psychology and aging, 21(2), 333–352. https://doi.org/10.1037/0882-7974.21.2.333 dhawan, s. (2020). online learning: a panacea in the time of covid-19 crisis. journal of educational technology systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018 drajati, n. a., tan, l., haryati, s., rochsantiningsih, d., & zainnuri, h. (2018). investigating english language teachers in developing. indonesian journal of applied linguistics, 7(3), 575–582. fauzi, i., & sastra khusuma, i. h. (2020). teachers’ elementary school in online learning of covid-19 pandemic conditions. jurnal iqra’ : kajian ilmu pendidikan, 5(1), 58–70. https://doi.org/10.25217/ji.v5i1.914 healey, d., hegelheimer, v., hubbard, p., ioannou, s., kessler, g., & ware, p. (2008). tesol technology standard framework. teachers of english to speaker of other language, inc. kleickmann, t., richter, d., kunter, m., elsner, j., besser, m., krauss, s., & baumert, j. (2013). teachers’ content knowledge and pedagogical content knowledge: the role of structural differences in teacher education. journal of teacher education, 64(1), 90–106. https://doi.org/10.1177/0022487112460398 koehler, m. j., mishra, p., kereluik, k., shin, t. s., & graham, c. . (2014). the technological pedagogical content (knowledge framework). in j. . spector (ed.), handbook of research on educational communications and technology: fourth edition (pp. 101–111). springer science business media. https://doi.org/10.1007/9781-4614-3185-5 maharrani, et al., 2024 investigating pre-service language teachers’ tpack: why does it matter? 205 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 9 1 2 0 6 ) lee, s., & choi, b. (2021). the impact of teacher perception on the adoption of technology in the classroom. educational technology research and development, 69(3), 1203– 1222. maharrani, d. (2017). guru dan teknologi: sinergi dalam pendidikan karakter pemimpin masa depan. wahana didaktika, 15(3), 53–65. https://jurnal.univpgripalembang.ac.id/index.php/didaktika/article/view/1433 maharrani, d., saputri, k., pratiwi, w. r., apriani, e., muthmainnah, m., warsah, i., & supardan, d. (2023). the era of e-learning and the challenges for rural areas. in a. arinushkina, a. morozov, & i. robert (eds.), contemporary challenges in education: digitalization, methodology, and management (pp. 224–240). igi global. https://doi.org/10.4018/979-8-3693-1826-3.ch017 mishra, p., & koehler, m. j. (2006). technological pedagogical content knowledge: a framework for teacher knowledge. teachers college record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x moursund, d., & bielefeldt, t. (2019). will new teachers be prepared to teach in a digital age? a national survey. journal of educational computing research, 20(4), 351–363. https://eric.ed.gov/?id=ed428072 nazari, n., nafissi, z., estaji, m., marandi, s. s., & wang, s. (2019). evaluating novice and experienced efl teachers’ perceived tpack for their professional development. cogent education, 6(1), 1–26. https://doi.org/10.1080/2331186x.2019.1632010 nugroho, a., ilmiani, d., & rekha, a. (2020). efl teachers ’ challenges and insights of online teaching amidst global pandemic. metathesis: journal of english language literature and teaching, 4(3), 277–291. https://doi.org/10.31002/metathesis.v4i3.3195 ringotama, a. a. (2020). preservice teachers ’ preservice teachers ’ perception and vision about tpack and its implemeringotama, arrizalu arsa. 2020. ―preservice teachers ’ preservice teachers ’ perception and vision about tpack and its implementation arrizalu arsa ringot. celt: a journal of culture, english language teaching & literature, 20(1). sari, y. r., & sumardi, s. (2020). reflection as a way to grapple tpack complexity for efl teachers. budapest international research and critics in linguistics and education (birle) journal, 3(2), 894–903. https://doi.org/10.33258/birle.v3i2.981 schmidt, d. a., baran, e., thompson, a. d., koehler, m. j., mishra, p., & shin, t. (2009). survey of preservice teachers’ knowledge of teaching and technology. in iowa state university, segall, a. (2004). revisiting pedagogical content knowledge: the pedagogy of content/the content of pedagogy. teaching and teacher education, 20(5), 489–504. https://doi.org/10.1016/j.tate.2004.04.006 shulman, l. s. (1987). shulman (1987).pdf. in harvard educational review (vol. 57, issue 1, pp. 1–21). so, h. j., choi, h., & lim, w. y. (2018). investigating factors that influence smartphone adoption for teaching and learning in higher education. journal of computing in higher education, 30(3), 539–564. tseng, j. j., chai, c. s., tan, l., & park, m. (2022). a critical review of research on technological pedagogical and content knowledge (tpack) in language teaching. computer assisted language learning, 35(4), 948–971. https://doi.org/10.1080/09588221.2020.1868531 wake, d., & whittingham, j. (2013). teacher candidates’ perceptions of technology supported literacy practices. contemporary issues in technology and teacher education, 13(3), 175–206. maharrani, et al., 2024 investigating pre-service language teachers’ tpack: why does it matter? 206 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 9 1 2 0 6 ) empty page english franca: academic journal of english language and education vol. 6, no. 1, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v621.5242 developing students’ multimodal communicative competence through multiliteracies pedagogy prihantoro institut agama islam negeri (iain) curup prihantoro@iain.ac.id didi suherdi universitas pendidikan indonesia suherdi_d@upi.edu ahmad bukhori muslim universitas pendidikan indonesia abukhmuslim@upi.edu abstract this study aims to investigate the implementation of multiliteracies pedagogy in english language teaching in order to foster students' multimodal communicative competence. twenty students from the english language department at iain curup participated in this case study, which was of the qualitative variety. the data for the study were gathered through participant observation and interviewing, as well as the examination of artifacts created by the students. the information gathered from these tools was subjected to a qualitative analysis, during which thematic and categorical coding were utilized. the findings of this research indicate that the implementation of a multiliteracies-based pedagogy can foster the development of five competencies that are essential to multimodal communicative competence. these competencies are linguistic competence, sociocultural competence, interactional competence, discourse competence, and multimodal competence. meanwhile, the other two competencies, strategic competence and formulaic competence, are somewhat hampered due to a lack of exposure to authentic english language. keywords: communicative competence, multimodal communicative competence; multiliteracies pedagogy mailto:prihantoro@iain.ac.id mailto:suherdi_d@upi.edu mailto:abukhmuslim@upi.edu 192 | english franca, vol. 6, no. 2, 2022 introduction the landscape of human life has been drastically altered as a result of the rise of globalization, digitization, and the emergence of the fourth industrial revolution (cope & kalantzis, 2015b; fandiño, 2013; gleason, 2018; varis, 2007). at the moment, there are two crucial changes are going on. first, societies are becoming more and more globalized and getting more diverse in terms of culture and language. therefore, the capacity to communicate effectively across cultural boundaries and in a variety of englishes, as well as other languages, will be an important factor in determining effective citizenship and productive work.. second, various text forms that correspond to ict are growing massively and getting more and more multimodal. the meaning-making in these texts does not rely solely on the linguistic forms, but rather it combines both the linguistic mode of meaning-making with other modes such as visual, audio, oral, gestural, and spatial (cope & kalantzis, 2009; mills, 2010b, 2010a; new london group, 1996). the interface among various modes in communication have led to changes in the way we look at language and literacy practices (cope & kalantzis, 2009; durrant & green, 2000; gee, 2000; kress, 2003; mills, 2010a; new london group, 1996). literacy instruction and literacy practice are both undergoing significant shifts as a direct result of cultural variations and the evolution of communication channels. the traditional understanding of literacy, which places a significant amount of emphasis on standardized, single-language, single-cultural, and rule-governed reading and writing, is not sufficient to meet the demand that is necessary to fully participate in public, community, and economic life (cope & mary kalantzis, 2000). the conventional understanding of literacy has started to become less useful as a result of the proliferation of numerous texts within the mainstream media as well as on the world wide web and the force of globalization, both of which help to enable the formation of numerous meaning-making modes. the traditional approach to teaching reading and writing is incapable of adequately preparing children to engage actively in today's society. under these conditions, a number of academics have argued that there is a pressing need to broaden both the concept of and the scope of literacy instruction and learning. the concept of literacy instruction needs to be expanded such that it includes teaching students the skills and knowledge necessary to grasp, produce, and communicate meaning in multimodal texts that are appropriate for a variety of sociocultural settings. (cope & kalantzis, 2015b; kellner, 2001; kress, 2003; mills, 2010a; new london group, 2000; zammit, 2010; zammit & downes, 2002) prihantoro, et.al: developing students’ multimodal communicative competence through multiliteracies pedagogy-193 as a result, second and foreign language education must expand beyond a focus on acquiring grammatical competence and practical communication skills (suherdi, 2012b, 2012a; taylor, 2009). for example, in tesol (teaching english to speakers of other languages), learners are expected to not only understand and write texts that are culturally and contextually relevant, but also use language effectively across a range of social contexts (bianco, 2000; royce, 2002, 2007; r. stenglin & iedema, 2001). multimodal communicative competence (hereafter mcc), as argued by royce (2007), should be a primary focus of language instruction in light of the proliferation of different types of multimodal texts. it is important to educate students with the expertise necessary to interpret, create, and convey meaning through multimodal literature. mcc highlights the importance of students’ analytical skills. using these skills, students analyze and critically examine the features and the strategies used in the text to coherently convey meaning that is relevant in terms of culture and context. these skills help students understand the co-occurring nature of the interface between various modes and how they display their meaning in tandem. students use their analytical skills to comprehend how the mixed meanings produced by diverse modes frequently result in a visual and verbal partnership, allowing for a greater and more full communication of meaning than would be feasible with simply one modality. finally, the skills enable students to use, comprehend, and construct semiotic resources correctly and meaningfully (coccetta, 2018; ruiz-madrid & valeiras-jurado, 2020). multiliteracies pedagogy provides viable options in response to such issues (new london group, 1996). it provides a more holistic view of literacy instruction by include consideration for linguistic and cultural diversity. multiliteracies education encourages critical engagement and gives students access to the ever-evolving language of labor, power, and society, empowering them to define their social futures and find success through satisfying employment (cope & kalantzis, 2009; new london group, 1996). in foreign language learning, multiliteracies pedagogy addresses the broader concept of literacy to embrace the ability to use and to construe coherent and meaningful texts that are relevant to social purposes (kern, 2000, p.6). additionally, multiliteracies pedagogy prepares learners to participate actively in real-life contexts (warner & dupuy, 2018; willis allen & paesani, 2010). multiliteracies pedagogy offers the teaching devices to develop students’ literacy by incorporating four knowledge processes: (1) experiencing, (2) conceptualizing, (3) 194 | english franca, vol. 6, no. 2, 2022 analyzing, and (4) applying. these knowledge processes integrate and align the learning of language forms with authentic texts (anderson & krathwol, 2001; bloom et al., 1956). multiliteracies pedagogy bridges language and content and provides a pedagogical experience that is coherent and well-articulated (menke et al., 2018). in addition, there is substantial evidence supporting the usefulness of multiliteracies pedagogy and knowledge processes in a variety of linguistically and culturally diverse settings, including english as a second language (esl) instruction (burke & hardware, 2015). some studies have yielded empirical evidence of multiliteracies pedagogy implementation on various areas such as students’ experiences, students’ learning outcomes, and students’ perceptions (byrnes et al., 2010; paesani, 2016; maxim, 2002), the implementation of the framework in numerous settings of education ( redmann & sederberg, 2017; paesani et al., 2015), teacher perceptions and understandings of the framework (paesani, 2013), the application of knowledge process in foreign language teaching (e.g. bhooth, azman, & ismail, 2014; michelson & beatrice dupuy, 2014), and material analysis using multiliteracies and knowledge process framework (e.g. menke et al., 2018; rowland et al., 2016). other studies in the esl context identify that the implementation of multiliteracies pedagogy can encourage students’ positive writing identity (hughes & morrison, 2014), and positive literate identity (black, 2009; thorne et al., 2009). the use of multimodal representation has been proven to improve communication (s. l. cohen, 2011; hughes & morrison, 2014). in relation to the use of multiliteracies pedagogy in the english as a foreign language (efl) environment in indonesia, some research have been carried out to investigate the effects of applying multiliteracies pedagogy. (nabhan, 2019; hapsari, 2019; ikasari et al.; drajati et al., 2018, 2019; januarty & nima, 2018; kustini, 2021; nabhan & hidayat, 2018; nuryani et al., 2019; suherdi, 2015 cahyaningati & lestari, 2018). for instance, kustini's (2021) research on the application of multiliteracies pedagogy in an english for specific purposes classroom found that students exhibited positive engagement and motivation. the research also showed that the use of multiliteracies teaching in the classroom has the potential to enhance students' knowledge as well as their capacity to comprehend and produce multimodal texts. an especially fascinating finding from the research was that a student who had performed poorly academically was able to communicate her awareness of her improved english skills, as well as her confidence and drive in studying and utilizing english. (kustini, 2021, p.174). prihantoro, et.al: developing students’ multimodal communicative competence through multiliteracies pedagogy-195 even though there is more and more interest in the multiliteracies pedagogy framework, there are still some gaps in what we know about it in the efl context. first, most of the research on how multiliteracies pedagogy is used has been done at the elementary and secondary school levels. only a few studies at the college level have been done. second, there have been many studies, but one important topic that hasn't been looked into much is how teachers use the framework to help students learn how to understand and create multimodal text. (royce, 2002, 2007). taking all of these things into account, as well as the need to give more systematic advice on how to implement multiliteracies pedagogy in elt, this study looks into how multiliteracies pedagogy is used at the tertiary level. it goes into more detail about how the four pedagogical moves in multiliteracies pedagogy and knowledge process (new london group, 1996; cope & kalantzis, 2015a) help students develop their multimodal communication skills. theoritical framework the pedagogy of multiliteracies the new london group, which consisted of several literacy scholars from different countries, met in new london in september 1994. the group met to discuss the current condition and the potential of literacy instructions. their main focus was on how literacy instructions had to adapt to the society which was getting more and more globalized and getting more diverse in terms of culture and language, and various text forms that correspond to ict which were growing massively and were getting more and more multimodal (mills, 2010b, 2010a; cope & kalantzis, 2009; new london group, 1996). this study looks at how multiliteracies pedagogy is used at the tertiary level. it takes all of these things into account, as well as the need to give more systematic advice on how to use multiliteracies pedagogy in elt. it goes into more detail about how the four pedagogical moves in multiliteracies pedagogy and knowledge process (new london group, 1996; cope & kalantzis, 2015a) help students improve their multimodal communication skills (new london group, 1996). literacy instruction in today's schools must cultivate students' multiliteracies and ensure that it can build students' capacity to become independent individuals who can successfully participate in a variety of settings throughout their lives (anstey & bull, 2018; new london group, 2000). the new london group proposed "multiliteracies pedagogy" as a reaction to the desire for expanding the scope of literacy instruction, and 196 | english franca, vol. 6, no. 2, 2022 this background served as the impetus for the new london group's advocacy of this approach. literacy instruction, according to the pedagogy of multiliteracies, should take into account the diverse array of cultures and texts that are present in the modern, globalized world, which is becoming more multicultural and multilingual. in addition to this, it should take into account the growing number of text formats that are associated with ict. this involves taking into consideration familiarity with and mastery of multimodal meaning-making and its applications. (new london group, 2000; cope & kalantzis, 2015a). when it comes to the multiliteracies theory, the multimodality theory and the work done by kress have made substantial contributions to the design concept that is at the heart of the multiliteracies approach. in addition to this, a number of studies have highlighted the significance of multimodal characteristics in multiliteracies. (eteokleous et al., 2015; hill, 2004; kist & pytash, 2015; leu, 2000; lynch, 2015; mcnabb, 2006; o’byrne et al., 2014; rabadán, 2015). situated practice, overt instruction, critical framing, and transformed practice are the four pedagogical components that make up the how of multiliteracies. these four pedagogical components allow the pedagogy of multiliteracies to accommodate the interconnections of the elements or modes of design (new london group, 1996). situated practice mentions that all learners' affective and sociocultural needs and identities should be considered in a pedagogy (new london group, 1996, p.85). in this pedagogical move, according to their unique teaching situations and students' needs, teachers must develop a variety of teaching and learning approaches. in addition to this, teachers have the responsibility of guiding students in the process of drawing parallels between their academic and personal lives. overt instruction is the second component, and it refers to the way in which teachers aid their students' learning through the delivery of direct and explicit lessons (new london group, 1996). during over instruction, teachers provide students with several forms of scaffolding to help them achieve the aim of learning. the third part of this move is called critical framing. this component's goal is to aid students in the development of their critical thinking skills by assisting them in the recognition of the contexts of their learning and the connection of what they learn to wider contexts. students use critical analysis, interpretation, deconstruction, and reconstruction to reconstruct their own body of knowledge and practices. the final component, transformed practice, involves students reflecting on prior knowledge and transforming it into a fresh design prihantoro, et.al: developing students’ multimodal communicative competence through multiliteracies pedagogy-197 informed by their own objectives and convictions. (new london group, 1996). the multiliteracies pedagogical framework has undergone several iterations since it was initially introduced. the project's learning by design phase is one of the most crucial. cope and kalantzis reinterpret and transform the framework of the new london groups into "a more productive, relevant, inventive, creative, and emancipatory education" (cope & kalantzis, 2009). (cope & kalantzis, 2009, p. 175). knowledge processes is their phrase for the pedagogical movements of experiencing (situated practice), conceptualizing (overt instruction), analyzing (critical framing), and applying (transformed practice). experiencing comprises both the known and the new, thus students should consider their prior knowledge and experiences as well as participate in the new experiences they acquire when immersed in real-world situations. as regard to conceptualizing, it is possible to conceptualize through naming and theorizing, so students should be able to describe and categorize the knowledge and experiences they have had as well as be able to generalize and connect their conceptions with one another. in terms of analysing, students should be able to investigate logical connections and the function of meaning while also critically considering them. this is known as functional and critical analysis. applying should be done properly and creatively, which calls for students to put their knowledge to use in the current world and creatively adapt it to other situations (cope & kalantzis, 2015b, 2015a). teachers can rearrange and combine the moves as they see fit. they decide the best course of action based on how well the students performed in each previous move (cope & kalantzis, 2015b, 2015a). the four pedagogical components should not be treated as separate steps or used independently. rather, there are intentional overlaps and connections between them, with some elements taking primacy at different periods (new london group, 1996). communicative competence chomsky's ideas on competence and performance form the basis for what we now call "communicative competence." chomsky defines competence as the knowledge of language and performance as the ability to use the underlying system with interlocutors in real-world circumstances. (chomsky, 1965). hymes (1972) came up with the term "communicative competence" in response to chomsky's claim that competence is different from performance. according to hymes, making 198 | english franca, vol. 6, no. 2, 2022 such distinction undermines the importance of language as a social activity. as a result, it places more emphasis on grammatical knowledge than on interpersonal skills and treats competence as a universal rather than a culturally specific concept (hymes, 1972). hymes suggests that consideration of sociocultural factors is essential to comprehending communicative competency. he thinks that the most important aspects of communicative competence are speakers' awareness of linguistic and sociolinguistic norms and their ability to apply this awareness in conversation (hymes, 1972). building on hymes's work, canale and swain developed a complete model of communicative competence in 1980. (canale & swain, 1980). the theory of their communicative competence rests on three main pillars: grammatical competence, sociolinguistic competence, and strategic competence. to be grammatically proficient, one must be wellversed in a language's lexicon, as well as its grammar, syntax, morphology, and phonology. the second type of competence is known as "socio-linguistic competence," and it entails familiarity with both discourse norms and social customs. the ability to adapt one's verbal and nonverbal methods in the face of a communication failure is what we mean by "strategic competence." (canale & swain, 1980, p. 29-31). three years after establishing their first model, canale and swain (1983) amended the model by adding discourse competence as a fourth component. this competency is demonstrated by formal cohesiveness and semantic coherence. together, these two components create a coherent text (canale, 1983, p.9). in the 1990s, as a continuation of canale and swain's approach, celce-murcia et al. proposed a new model of communicative competence (eghtesadi & beheshti, 2017). five competencies are included in their model. (1) discourse competence, (2) language competence, (3) sociocultural competence, (4) strategic competence, and (5) actional competency (celce-murcia et al., 1995). this alternative paradigm positions actional competence, sociocultural competence, and linguistic competence as the three points of a triangle surrounding discourse competence, with all three being controlled and supported by strategic competence in the outer circle. in 2007, celce-murcia revised her model of communicative competency. the model incorporates six competencies: linguistic, discourse, formulaic, interactional, sociocultural, and strategic. figure 2 is a schematic illustration of the revised model. the new model preserves the top-down nature of sociocultural competence with the addition of formulaic competence and the transformation of actional competence into interactional competence. this model demonstrates a dynamic prihantoro, et.al: developing students’ multimodal communicative competence through multiliteracies pedagogy-199 hierarchy between cultural instruction, discourse shaped by context, and a balance between language as a system and language as a form. thus, the model emphasizes interaction and diverse strategies (celce-murcia, 2008). sociocultural competence, located at the top of the diagram, is defined as the speaker's practical knowledge of how to effectively articulate messages within the entire social and cultural framework of communication. discourse competence refers to the ability to produce coherent spoken messages through the selection, arrangement, and sequencing of words, structures, and utterances. the four major components of discourse competence are coherence, deixis, cohesion, and generic structure. conventions regarding the use of reference, substitution, conjunction, and lexical chains constitute cohesion. deixis is the situational grounding accomplished through the use of personal pronouns, special terms, temporal terns, and textual reference (celcemurcia, 2008). the following competency is linguistic proficiency. this includes phonological, lexical, morphological, and syntactic knowledg a new component, formulaic competence, is introduced in the revised model of celce-murcia. different from linguistic competence, formulaic competence concerns with conventional linguistic and fixed expressions that are mostly used in daily interaction. routines, collocations, idioms, and lexical frames all fall under the category of formulaic competence. celce-murcia argues that formulaic competence is an important component to include in communicative competence. as a matter of fact, formulaic expressions are frequently used by fluent speakers or native speakers of a language compare to systematic linguistic expressions when they take part in actual communication events (celce-murcia, 2008). actional competence is transformed into interactional competence in the revised version of the celce-murcia model. this competency encompasses a total of three other competencies. there are three types of competence: conversational competence, nonverbal/paralinguistic competence, and actional competence. in conclusion, the updated model still possesses the same level of strategic competence. this competency includes some strategies that can be used in communication, such as strategies for achieving goals, strategies for stalling or gaining time, strategies for monitoring oneself, strategies for interacting with others, and social strategies. (celce-murcia, 2008). in the literature on communicative competence, other models that resemble "communicative competence," such as bachman's language 200 | english franca, vol. 6, no. 2, 2022 ability model, have been proposed. instead of focusing on language teaching, these models are based on language assessment (celce-murcia, 2008). thus, canale and swain's (l980) model, supported by elaborations of canale's (l983) model, more frequently the issues to be discussed in communicative competence discourse as well as related issues in language pedagogy and applied linguistics (celce-murcia, 2008). however, in this current study, the formulation of multimodal communicative competence was based on celce-model murcia's of communicative competence (2007). multimodal communicative competence visuals have frequently been utilized as a foundation for many teaching strategies in the l2 setting, such as stimulating discussion, building vocabulary, or encouraging students to apply their social knowledge and develop predictions (stenglin & iedema, 2001). as something that is socially and culturally constructed as well as having its own grammar, visuals have not received much attention. additionally, visuals are more often excluded from the concept of second language proficiency or communicative competence (royce, 2002). according to royce (2007), the goal of language instruction must be reconsidered in light of the proliferation of new forms of communication made possible by technological progress. language education today should focus on enhancing students' ability to communicate effectively across a variety of media. it is important to equip students with the resources they need to cultivate their capacity for multimodal interpretation and meaning-making. royce (2002) proposes the idea of mcc by reconsidering hymes’ traditional view on communicative competence, which mainly focuses on linguistic aspects, and considers the need to include multimodal literacy. comparable to the new london group's multiliteracies, royce's concept of multimodal communicative competence is nonetheless tailored to the english as a second language (esl) and english as a foreign language (efl) settings. royce believes that it is not enough to focus merely on language; hence, he incorporates visuals into the teaching of language. he maintains that in a language class, the teacher should develop the teaching of metalanguage that can help students develop their visual literacy. this literacy will help students to comprehend and produce texts that incorporate linguistic modes and visual or other modes. he also notes that adopting this strategy in the language classroom helps students better understand sociocultural and ideological aspects of the language being studied (royce, 2007: 367). prihantoro, et.al: developing students’ multimodal communicative competence through multiliteracies pedagogy-201 this current study adopts the communicative competence framework proposed by celce-murcia’s model as its foundation. the model is enhanced by royce's multimodal competence (royce, 2007, 2013) to form a proposed model of multimodal communicative competence. figure 1. multimodal communicative competence model celce-murcias' framework of communicative competence is preserved in the proposed framework of multimodal communicative competence, with multimodal competence situated within the circle that encloses the other six competences. each of the other communicative competences relies on more than one mode of meaning making, as indicated by multimodal competence's position at the center of the diagram. (sukyadi et al., 2018). for instance, the application of linguistic competence in its intended context calls for the use of gestures or visual illustration. the necessity for students to deal with the various ways that each mode uniquely realizes its contextualized meanings is not the only aspect of multimodal communicative competence. instead, it focuses on how students can develop their multimodal interpretation and meaningconstruction skills in a variety of contexts. students must therefore possess the knowledge and abilities necessary to analyze or create texts that coherently convey meaning that is relevant in terms of culture and context. students should be aware that this will necessitate drawing on their understanding of what constitutes informational cohesion in a multimodal text. students should also be able to apply their knowledge of how various modes can maintain the same forms of address to audiences or realize similar and opposing attitudes within the confines of a single text. finally, students should be able to compose meanings in multimodal 202 | english franca, vol. 6, no. 2, 2022 texts by comprehending how the verbal and visual modes can collaborate to create convincing meanings on the page or screen. multimodal communicative competence focuses on the semantic interrelation between the two modes of communication on the page or screen. it highlights the importance of knowledge and skills to understand, produce, and communicate the incorporation of two modes into a single text. it focuses on the knowledge and abilities needed by both students and teachers to deal with the co-occurring nature of the two modes and how they display their meaning in tandem. it also involves the skills and understanding of how these mixed meanings frequently result in a visual and verbal partnership, allowing for a greater and more full communication of meaning than would be feasible with simply one modality. research methodology the present study used a qualitative case study research design to answer the objectives and questions posed in the introduction. a qualitative case study research design may have been appropriate for this study for the following reasons: first, researchers in this study zeroed in on a specific cohort of esl students who had been exposed to multiliteracies pedagogy while learning english. (l. cohen et al., 2007; creswell, 2007; creswell & poth, 2018; hancock & bob algozzine, 2006; yin, 2003). second, the case study provided readers with a compelling illustration of real people dealing with a specific challenge, which made it easier for them to comprehend the phenomenon in its natural context. (l. cohen et al., 2007; creswell, 2007; creswell & poth, 2018; gering, 2007; yin, 2003). third, this research made use of a variety of evidence sources in order to perform triangulation, which makes it possible to comprehend the situation in its entirety. (yin, 2003). a case study provides a detailed data collection taken from multiple sources to assist understanding and to make the analysis of individuals’ behaviour (yin, 2018). twenty individuals were used in this analysis. bachelor's degree holders, they were second-semester student teachers. students with at least one semester of experience with introductory-level english courses were prioritized in the selection process. as a result, they were classified as students with the potential to acquire functional english proficiency. having a firm foundation in english could help them progress rapidly in their studies of the language. they also had some exposure to ict in their early education, which contributed to their general acceptance as having a foundational understanding of computers and the internet. the researcher assumed that the study's english and technological literacy prihantoro, et.al: developing students’ multimodal communicative competence through multiliteracies pedagogy-203 tasks would be manageable for the participants. in addition, the next thing that was taken into consideration was the possibility that these student teachers will have a good opportunity in the not-too-distant future to utilize in their own teaching what they have experienced and learned while participating in this program. classroom observation, student interviews, and student artifacts were the three different sources of data that were utilized in this current study. in this study, the triangulation of data was used, which requires these various sources of data in order for the researcher to have a comprehensive understanding of the phenomenon being studied (yin, 2003). in addition to that, it offered readers a wealth of perspectives on the phenomena that were the subject of this research (cohen et al., 2007). results & discussion results the purpose of this study was to investigate the efficacy of a multiliteracies teaching program in assisting students in the development of their multimodal communicative competence. to portray the development of multimodal communicative competence, one diagnostic project and two digital projects were assigned. in each project, students were required to: (1) write a descriptive text; (2) produce a digital poster; and (3) produce a video. a rubric on multimodal communicative competence was used to evaluate students’ artefacts. the following table gives an overview of the projects' average scores: table 1 score on students’ project no average score diagnostic project 2 project3 average score 70.10 74.31 79.41 the table presented the students’ average score on the three projects assigned to them during the program. the data indicated that during the course of implementing multiliteracies pedagogy, students’ multimodal communicative competence developed. it was indicated by the improvement of the average score from the diagnostic project of 70.10 to the last project of 79.41 the rise in the mean score seemed to indicate that students' capability of understanding the combined potential of various modes for making meanings had gradually developed over time. this ability is 204 | english franca, vol. 6, no. 2, 2022 required in order to make sense of texts and construct them. to put it another way, the application of various pedagogical maneuvers was successful in cultivating multimodal communicative competence in the students. in terms of linguistic competence, students' artefacts revealed a gradual development in their linguistic competence. the following evidence could be used to justify the improvement of students’ linguistic competence: first, their diagnostic to project 2 scores demonstrated progress. the results of the students' evaluation of their linguistic competence are provided in the table below. table 2 score on linguistic competence project score diagnostic project 1 project 2 descriptive text (1 3) 2 2 3 digital poster (1 3) 2 3 3 video animation (1 3) 2 3 3 it can be inferred from the table that, in general, students’ linguistic competence improved. it is indicated by the increase in the average score of the three projects. for example, students’ average score in descriptive text exceeds from 2 in diagnostic to 3 in task 2. the score in digital poster improved from 2 in diagnostic project to in project 1 and project 2. the score in video animation project progressed from 2 in diagnostic project to 3 in project 1 and project 2. the score may indicate that students have developed their linguistic competence. second, a qualitative analysis of student artifacts revealed that the quality of students' projects was improving in terms of syntactic, phonological, morphological, orthographic, and lexical features. following the application of multiliteracies pedagogy, students can display good command and usage of grammatical structures such as phrase structure, word order, various sorts of sentences, sentence special construction, modifier use, coordination, subordination, and embedding. they also have the potential to assist in the correction of grammatical errors. they made effective use of both content and function words, as well as accurate use of grammatical inflection, productive derivational processes, and parts of speech. students were able to articulate the pronunciation of vowels, consonants, and syllables, as well as the use of prominence, intonation, stress, and rhythm. in terms of phonological prihantoro, et.al: developing students’ multimodal communicative competence through multiliteracies pedagogy-205 features, students were able to articulate these aspects of speech. additionally, the projects highlighted the students' mastery of orthographic variables. they exhibited correct letter usage, phonemegrapheme relationships, spelling norms, mechanical conventions, and punctuation, among other things. the result of the students’ project supports the indication that students have developed their awareness of the sociocultural aspect of communication. the following table shows the result. table 3 average score on sociocultural competence project average score diagnostic project 1 project 2 descriptive text (1 3) 1.25 1.3 1.95 digital poster (1 3) 1.25 1.6 1.95 video animation (13) 1.25 1.3 2 the table displays the average communication competence score of students. the diagnostic score for the video animation project is 1.25, while the scores for projects 1 and 2 are 1.3 and 2, respectively. the application of multiliteracies instruction has increased students' awareness of culture and norms, which govern the use of dialects or varieties, registers, natural or idiomatic expressions, cultural references, and figurative language. after completing the multiliteracies program, students were able to articulate task-appropriate communication objectives. they presented pertinent, supporting, and completely convincing arguments in support of the communication objectives. in addition, they have a solid command of the appropriate word register and social awareness for the circumstance. students’ development of formulaic competence can be seen from the improvement of their project score. the table below shows students’ average score on formulaic competence. table 4 average score on formulaic competence project average score diagnostic project 1 project 2 descriptive text (1 3) 1.25 1.3 1.9 digital poster (1 3) 1.25 1.75 2.1 video animation (1 3) 1.55 1.85 2.55 206 | english franca, vol. 6, no. 2, 2022 in general, students’ formulaic scores progress in the three projects. for example, in the video animation project, students’ scores for the diagnostic test are 1.55, which improves to 2.55 in task 2. it implies that there is improvement in the students’ formulaic competence. the score on formulaic competence is also supported by data from descriptive text, video projects, and their interaction during the communicative activities. routines, fixed phrases, collocations, idioms, and lexical frames are found in those activities. however, not all of the students could develop their formulaic competence. the data from students’ project and the classroom interaction indicated that limited user students did not experience progress in this area. the pedagogical move of transformed practice facilitated the development of students' interactional competence. when students engage in communicative activities, their interactional competence grows. they can effectively exchange information, perform speech acts, and employ nonverbal communication skills. students' communicative activities provided evidence of their interactional competence. throughout pair work, group work, role play, and simulations, the researcher attempted to identify interaction competence's articulation. the table below displays the students' interactional competence knowledge and skills. table 5 score on students’ interactional competence interactional competence score actional competence (1 3) 2 conversational competence (1 3) 2.5 para linguistic competence (1 – 3) 2.5 the score demonstrates that the students have developed their interactional competence. for instance, in paralinguistic competence, students received a maximum score of 2.5 out of 5 points. it may indicate that students are aware of how to use non-verbal cues to enhance communication effectiveness. during the communicative activities, student demonstrated her ability to use common speech acts and speech act sets in the target language for interactions involving information exchanges, interpersonal exchanges, expression of opinions and feelings (complaining, blaming, prihantoro, et.al: developing students’ multimodal communicative competence through multiliteracies pedagogy-207 regretting, apologizing, etc.), suasion (suggesting, requesting, advising, persuading, asking for, etc.), and future scenarios (hopes, goals, promises, predictions, etc.). in addition, they were able to implement turn-taking systems, such as how to initiate a conversation, how to establish and change topics, how to interrupt, how to collaborate, how to assess comprehension, etc. students' descriptive texts reveal that the implementation of multiliteracies pedagogy has facilitated the growth of their discourse competence. students are able to produce text that is coherent and unified, making full and appropriate use of a variety of organizational patterns and a vast array of cohesive devices. they can also use the conventions of the text type in question with sufficient flexibility to effectively communicate complex ideas, while holding the reader's attention and achieving all communication goals. it is also supported by the improvement of students’ average score on discourse competence, as it is presented in the table below. table 6 average score on discourse competence project average score diagnostic project 1 project 2 descriptive text (2 6) 1.25 1.8 4.25 digital poster (1 3) 1.25 3.95 2.1 video animation (13) 1.25 1.85 2.1 the development of students’ discourse competence can be seen from the improvement of students’ average score. for example, students’ scores in descriptive text improved from 3.5 to 4.25. this indicates that the implementation of multiliteracies pedagogy can improve students. discourse competence since the beginning of the program, there had been an overall improvement in the level of discourse competence development among the students. within the scope of their initial undertaking, the mode of expression was utilized effectively and was pertinent to the communication objective. they were also able to correctly use a variety of textual features and contribute to the coherence of the text. alongside the implementation of multiliteracies pedagogy, students gradually improved her ability to use cohesion devices such as references, substitution, conjunction, and parallel structure. these devices were effective in preserving the text's coherence and were used by the student 208 | english franca, vol. 6, no. 2, 2022 to enhance her ability to use cohesion devices. in addition to this, their capacity to acquire situational anchoring through personal, spatial, temporal, and textual deixis was improved. the coherence of their texts was accomplished by articulating the appropriate content schemata, managing old and new material, thematization, maintaining temporal continuity, and utilizing various organizational schemata. these are all methods that are generally recognized as being effective. it is particularly interesting to note that not all students were able to cultivate their strategic competence in relation to communication strategies. some of the students were able to improve their skills in the various strategies, including achievement strategies, strategies for stalling or gaining time, strategies for self-monitoring, strategies for interacting with others, and social strategies. however, some students had trouble improving their communication strategies despite their best efforts. students' multimodal competence has improved to some degree as a direct consequence of the implementation of multiliteracies pedagogy in the classroom. students have the ability to thoughtfully design the use of color and typography to reflect the chosen visual theme, as well as to make meaningful use of available visual elements, such as graphics, in order to construct meaning in a manner that is consistent throughout. in addition, students have the ability to make use of any animated elements or special effects in order to design dynamic sequencing of the content in a way that is purposeful and meaningful in order to complement or supplement the other design modes for meaning construction in a manner that is cohesive. this evidence of students’ multimodal competence is also indicated by the improvement of students’ scores. table 7 multimodal competence average score project average score diagnostic project 1 project 2 digital poster (3 9) 4.55 6.9 7.35 video animation (3 – 9 4.55 6.45 7.05 the score on both digital poster and video animation project improves. for example, in the digital poster, the diagnostic score is 4.55 and it improves in task 2 by a score of 7.35. the improvement in the score prihantoro, et.al: developing students’ multimodal communicative competence through multiliteracies pedagogy-209 indicates that the enactment of multiliteracies pedagogy can, to some extent, develop students’ multimodal competence. along with the implementation of multiliteracies pedagogical moves, students gradually improved their ability to understand and design multimodal text. after experiencing multiliteracies learning, they started to improve their ability to design multimodal text by making use of colour and typography. in addition, they demonstrated the ability to use selected visual themes and make effective use of available visual elements, such as graphics, to create a unified message. students honed their ability to use any animated element design purposefully and meaningfully to supplement the other design modes for cohesion in meaning construction. students could utilize any auditory elements, such as music, sound effects, or narration, in their video projects with purpose and significance. students improved their compositional skills by adopting a specific layout to structure design elements and by utilizing text alignment and margins as design elements for cohesive meaning construction. discussion this study reveals that multiliteracies pedagogy combined with communicative activities increased students' multimodal communicative competence in speaking courses. the students excelled in their learning by actively participating in class activities and completing their assigned projects. a number of factors have proven the favourable results of teaching program implementation in this study: (1) the use of explicit teaching or direct instruction; (2) the use of transformed practice or application; (3) the use of multimodal authentic materials; and (4) the use of communicative activities. first, the use of explicit instruction in this study has the potential to improve students' knowledge of concepts and aspects of texts, allowing them to gain conscious awareness and control over what they learn during the teaching program. direct instruction also helps students build their skills in using explicit metalanguage to express the processes and ingredients that produce meaning. this study confirms the claim that direct instruction on the nature of multimodal texts and multimodal communicative competence helps students develop their understanding of semiotics systems: linguistics (oral and written language); visual (still and moving images); auditory (music and sound effects); gestural (facial expression and body language); and special (layout and organization) (anstey & bull, 2018; new london group, 1996). 210 | english franca, vol. 6, no. 2, 2022 second, the use of transformed practice in this study allows students to put what they've learned in prior moves into practice. as a result, students' communication skills can improve. students reflect on existing knowledge and convert it into a new design inspired by their own objectives and convictions through transformed practice. students' knowledge and skills from situated practice, overt instruction, and critical framing will be used in real-world contexts outside of the classroom. this study confirms the proposition that by enabling students to relate their learning to their cultural experiences and vice versa, transformed practice leads to some degree of creative change (mills, 2006a, 2007). third, in this study, the usage of multimodal authentic texts benefits students in two ways. first, authentic texts assist students in developing their ability to critically engage with multimodal texts, allowing them to comprehend how language (and other semiotic modes) are bound. second, authentic resources expose students not only to new language but also to fresh textual messages and ideas conveyed in unfamiliar language. fourth, the use of communicative activities in this study is useful foster students’ multimodal communicative competence. communicative activities in this study facilitate students’ multimodal communicative development in several ways. first, communicative activities facilitate the implementation of multimodal communicative competence components. second, the language techniques in communicative activities enable students to engage learners in the pragmatic, authentic, functional use of language for meaningful purpose. third, by implementing communicative activities students can use the language, productively and receptively, in unrehearsed context outside the classroom. fourth, communicative activities provide students opportunities to focus on their own learning process through an understanding of their own styles of learning and through the development of appropriate strategies for autonomous learning. this study confirms the claim that communicative activities can improve students’ ability to convey their ideas in the target language communicatively (widdowson, 1978; breen and candlin, 1980; savignon 1983; nunan, 1991; lee & van vatten, 1995; richard-amato, 1996; brown, 2000). conclusions this study's findings indicate that adopting a multiliteracies pedagogy in english language instruction can enhance students' multimodal communicative competence. in terms of linguistic competence, the implementation of multiliteracies pedagogy can improve prihantoro, et.al: developing students’ multimodal communicative competence through multiliteracies pedagogy-211 students' knowledge and skill in all of its components. there is also evidence that students' sociocultural competence increased as a result of the implementation of multiliteracies pedagogy. regarding formulaic competence, some students demonstrate growth in this area. however, some individuals do not make progress. the limited exposure of students to authentic material outside of the classroom has hindered their progress. the findings also indicate that students' interactional competence improves in general. students can also improve their text organization knowledge and skills. in accordance with the implementation of multiliteracies pedagogy, the findings reveal that students' discourse competence grows. the findings regarding students' strategic competence, as opposed to their discourse competence, paint a different picture of their development. there does not appear to be any improvement among the limited users. the strategic competence of competent and intermediate users, however, can be enhanced. in accordance with the implementation of multiliteracies pedagogy, multimodal competence develops among students, according to this study's findings. furthermore, they must be able to comprehend and produce texts in multimodal ways that are culturally and contextually significant (bianco, 2000; royce, 2002, 2007; r. stenglin & iedema, 2001). references anstey, m., & bull, g. (2018). foundations of multiliteracies: reading, writing and talking in the 21st century. in foundations of multiliteracies: reading, writing and talking in the 21st century. https://doi.org/10.4324/9781315114194 archer, a. (2000). communicative competence expanded: a ‘multiliteracies’ approach to english additional language teaching. english academy review, 17(1), 83–96. https://doi.org/10.1080/10131750085310101 bhooth, a. m., azman, h., & ismail, k. (2014). investigating the reading practices of efl yemeni students using the learning by design framework. tesol journal, 6(3), 1–29. https://doi.org/10.1002/tesj.148 bianco, j. lo. (2000). multiliteracies and multiligualism. in b. cope & m. kalantzis (eds.), multiliteracies literacy learning and the design of social future (1st ed., pp. 89–102). routledge. black, r. w. (2009). english-language learners, fan communities, and 21st-century skills 688. journal of adolescent & adult literacy, 212 | english franca, vol. 6, no. 2, 2022 52(may), 688–697. https://doi.org/10.1598/ja burke, a., & hardware, s. (2015). honouring esl students’ lived experiences in school learning with multiliteracies pedagogy. language, culture and curriculum, 28(2), 143–157. https://doi.org/10.1080/07908318.2015.1027214 byrnes, h., maxim, h. h., norris, j. m., maxim, h. h., & byrnes, h. (2010). realizing advanced foreign language writing development in collegiate education: curricular design,. the modern language journa, 94. https://doi.org/10.2307/40985261 cahyaningati, d. t., & lestari, l. a. (2018). the use of multimodal text in enhancing engineering students’ reading skill. international journal of language education, 2(2), 65–73. https://doi.org/10.26858/ijole.v2i2.6360 canale, m. (1983). from communicative competence to communicative language pedagogy. in j. c. richards & r. w. schmidt (eds.), languae and communication (1st ed., pp. 2–27). routledge. canale, m., & swain, m. (1980). theoretical bases of communicative approaches to second language teaching and testing. applied linguistics, 1(1), 1–47. https://doi.org/10.1093/applin/i.1.1 celce-murcia, m. (2008). rethinking the role of communicative competence in language teaching. in e. a. soler & m. p. s. jordà (eds.), intercultural language use and language learning (1st ed., pp. 41– 57). springer. https://doi.org/https://doi.org/10.1007/978-14020-5639-0 celce-murcia, m., dornyei, z., & thurrell, s. (1995). communicative competence: a pedagogically motivated model with content specifications. issues in applied linguistics, 6(2), 5–35. https://doi.org/10.5070/l462005216 chomsky, n. (1965). aspects of the theory of syntax. the m.i.t. press. coccetta, f. (2018). developing university students’ multimodal communicative competence: field research into multimodal text studies in english. system, 77, 19–27. https://doi.org/10.1016/j.system.2018.01.004 cohen, l., manion, l., & morrison, k. (2007). research methods in education. in research methods in education. routledge. https://doi.org/10.4324/9780203029053-23 cohen, s. l. (2011). making room for identity in second-language writing: the promise and possibilities of dual language identity texts. writing & pedagogy, 3(2), 217–239. https://doi.org/10.1558/wap.v3i2.217 cooper, n., lockyer, l., & brown, i. (2013). developing multiliteracies in a prihantoro, et.al: developing students’ multimodal communicative competence through multiliteracies pedagogy-213 technology-mediated environment. educational media international, 50(2), 93–107. https://doi.org/10.1080/09523987.2013.795350 cope, b., & kalantzis, m. (2009). multiliteracies ”: new literacies , new learning. pedagogies: an international journal, 4(3), 164–195. https://doi.org/10.1080/15544800903076044 cope, b., & kalantzis, m. (2015a). a pedagogy of multiliteracies: learning by design (b. cope & m. kalantzis (eds.)). palgrave macmilan. https://doi.org/10.1057/9781137539724 cope, b., & kalantzis, m. (2015b). the things you do to know: an introduction to the pedagogy of multiliteracies. in b. cope & m. kalntzis (eds.), a pedagogy of multiliteracies: learning by design (1st ed., pp. 1–36). palgrave macmilan. https://doi.org/10.1057/9781137539724 cope, b., & mary kalantzis. (2000). multiliteracies: literacy learning and the design of social futures (b. cope & m. kalantzis (eds.)). routkedge. creswell, j. w. (2007). qualitative inquiriy and research design choosing among five approaches (2nd ed.). sage publications, inc. creswell, j. w., & poth, c. n. (2018). qualitative inquiry & research design choosing among five approaches (4th ed.). sage publications, inc. drajati, n. a., tan, l., haryati, s., rochsantiningsih, d., & zainnuri, h. (2018). investigating english language teachers in developing. indonesian journal of applied linguistics, 7(3), 575–582. durrant, c., & green, b. (2000). literacy and the new technologies in school education: meeting the l(it)eracy challenge? australian journal of language and literacy, 23(2), 89–108. https://www.researchgate.net/publication/292005643_literacy_a nd_the_new_technologies_in_school_education_meeting_the_literac y_challenge eghtesadi, a. r., & beheshti, s. (2017). models of communicative competence: implications for language teachers and teacher educators knowledge improvement. roshd flt, 31(3). eteokleous, n., pavlou, v., & tsolakidis, s. (2015). integrating the multimedia builder software as an education tool to deliver fairy tales: promoting multiliteracies and multimodality. journal of interactive learning research, 26(1), 65–88. fandiño, y. j. (2013). 21st century skills and the english foreign language classroom: a call for more awareness in colombia. gist education and learning research journal, 7(7), 190–208. gee, p. (2000). the new literacy studies: from “socially situated” to the 214 | english franca, vol. 6, no. 2, 2022 work of the social. in d. barton, m. hamilton, & r. ivanič (eds.), situated literacies: reading and writing in context. routkedge. https://doi.org/10.4324/9781315717647-11 gering, j. (2007). case study research principles and practices. cambridge university press. gleason, n. w. (2018). higher education in the era of the fourth industrial (n. w. gleason (ed.)). palgrave macmillan. https://doi.org/10.1007 halliday, m. a. k. (1994). language as social semiotic the social interpretation of language and meaning. edward arnold. hancock, d. r., & bob algozzine. (2006). doing case study research. in dalton transactions. teachers college press. https://doi.org/10.1039/c8dt02254b hapsari, a. (2019). implementasi pendekatan multiliterasi untuk pengajaran membaca dan menulis berbahasa inggris di matakuliah reading and writing for occupational purposes. refleksi pembelajaran inovatif, 1(1), 49–66. https://doi.org/10.20885/rpi.vol1.iss1.art5 healey, a. (2016). transforming pedagogy with multiliteracies in the english classroom. literacy learning: the middle years, 24(1), 7. hill, s. (2004). mapping multiliteracies: children of the new millennium. hughes, j. m., & morrison, l. (2014). the impact of social networking and a multiliteracies pedagogy on english language learners’ writer identities. writing & pedagogy, 6(3), 607–631. https://doi.org/10.1558/wap.v6i3.607 hymes, d. (1972). on communicative competence sociolinguistics. in j. b. pride & j. homes (eds.), sociolinguistics: selected readings (pp. 269– 293). penguin. http://smjegupr.net/wpcontent/uploads/2012/05/espa-3246-on-communicativecompetence-p-53-73.pdf ikasari, b., drajati, n. a., & sumardi, s. (2019). the use of multi-modal texts in an english classroom of hard-ofhearing learners. pedagogy : journal of english language teaching, 7(2), 95. https://doi.org/10.32332/pedagogy.v7i2.1661 januarty, r., & nima, h. n. a. (2018). energizing students’ reading comprehension through multimodal texts. international journal of language education, 2(2), 14–22. https://doi.org/10.26858/ijole.v2i2.4347 jewitt, c. (2008). multimodality and literacy in school classrooms. review of research in education, 32, 241–267. https://doi.org/10.3102/0091732x07310586 kalantzis, m., & cope, b. (2012). literacies (1st ed.). cambridge university prihantoro, et.al: developing students’ multimodal communicative competence through multiliteracies pedagogy-215 press. kellner, d. (2001). new technologies/new literacies: reconstructing education for the new millennium. international journal of technology and design education, 11(1), 67–81. https://doi.org/10.1023/a:1011270402858 kist, w., & pytash, k. e. (2015). “i love to flip the pages”: preservice teachers and new literacies within a field experience. english education, 47(2), 131–167. kress, g. (2003). literacy in new media age (i. snyder (ed.)). routledge. kumagai, y., lopez-sanchez, a., & wu, s. (2016). multiliteracies in world language education. routkedge. kustini, s. (2021). implementing multiliteracies pedagogy to foster students’ multimodal literacy in a technology supported esp course : a case study in an indonesia polytechnic classroom. universitas pendidikan indonesia. leu, d. j. (2000). our children’s future: changing the focus of literacy and literacy. the reading teacher, 53(5), 424–429. luke, a., freebody, p., cazden, c., & lin, a. (2004). the singapore classroom coding scheme, technical report. https://www.yumpu.com/en/document/read/50359332/singapor e-pedagogy-coding-scheme-nie-digital-repository lynch, t. l. (2015). where the machine stops: software as reader and the rise of new literatures. research in the teaching of english, 49(3), 297–304. maxim, h. h. (2002). a study into the feasibility and effects of reading extended authentic discourse in the beginning german language classroom. the modern language journal, 86(1), 20–35. mcnabb, m. (2006). navigating the maze of hypertext. educational leadership, 63(4), 76–79. menke, m. r., paesani, k., & menke, m. r. (2018). analysing foreign language instructional materials through the lens of the multiliteracies framework the lens of the multiliteracies framework. language, culture and curriculum, 0(0), 1–16. https://doi.org/10.1080/07908318.2018.1461898 michelson, k., & beatrice dupuy. (2014). multi-storied lives : global simulation as an approach to developing multiliteracies in an intermediate french course. l2 journal, 6, 21–49. https://doi.org/10.5070/l26119613 mills, k. (2006). multiliteracies: a critical ethnography: pedagogy, power, discourse and access to multiliteracies [quensland university of 216 | english franca, vol. 6, no. 2, 2022 technology]. in faculty of education: vol. doctor of (issue july). https://doi.org/10.13140/rg.2.1.4366.0648 mills, k. (2010a). a review of the “digital turn” in the new literacy studies. review of educational research, 80(2), 246–271. https://doi.org/10.3102/0034654310364401 mills, k. (2010b). the multiliteracies classroom. in the multiliteracies classroom. https://doi.org/10.1080/07908318.2012.718645 nabhan, s. (2019). bringing multiliteracies into process writing approach in elt classroom: implementation and reflection. edulite: journal of english education, literature and culture, 4(2), 156. https://doi.org/10.30659/e.4.2.156-170 nabhan, s., & hidayat, r. (2018). investigating literacy practices in a university efl context from multiliteracies and multimodal perspective: a case study. advances in language and literary studies, 9(6), 192. https://doi.org/10.7575/aiac.alls.v.9n.6p.192 new london group. (1996). a pedagogy of multiliteracies : designing social futures. harvard educational review, 66(1), 60. new london group. (2000). a pedagogy of multiliteracies designing social feature. in b. cope & mary kalantzis (eds.), multiliteracies literacy learning and the design of social future (1st ed., pp. 9–37). routledge. nuryani, p., abidin, y., & herlambang, y. t. (2019). model pedagogik multiliterasi dalam mengembangkan keterampilan berpikir abad ke-21. eduhumaniora | jurnal pendidikan dasar kampus cibiru, 11(2), 117–126. https://doi.org/10.17509/eh.v11i2.18821 o’byrne, i., roberts, v., labonte, r., & graham, l. (2014). teaching, learning, and sharing openly online. journal of adolescent and adult literacy, 58(4), 277–280. https://doi.org/10.1002/jaal.365 paesani, k. (2013). a literacy-based approach to foreign language teacher development. in h. willis allen & h. h. maxim (eds.), educating the future foreign language professoriate for the 21st century (pp. 60–81). heinle & heinle publishers. paesani, k. (2016). investigating connections among reading , writing , and language development : a multiliteracies perspective. 28(2), 266–289. paesani, k., dupuy, b., & allen, h. w. (2015). a multiliteracies framework for collegiate foreign language teaching. pearson education. rabadán, a. v. (2015). media literacy through photography and participation. a conceptual approach. journal of new approaches in educational research, 4(1), 32–39. https://doi.org/10.7821/naer.2015.1.96 redmann, j., & sederberg, k. (2017). the first world war in the literacyprihantoro, et.al: developing students’ multimodal communicative competence through multiliteracies pedagogy-217 focused classroom : teaching german through cultural themes. die unterrichtspraxis/teaching german, 50, 45–66. rowland, l., canning, n., faulhaber, d., lingle, w., rowland, l., canning, n., faulhaber, d., lingle, w., rowland, l., canning, n., faulhaber, d., lingle, w., & redgrave, a. (2016). a multiliteracies approach to materials analysis. 8318(august). https://doi.org/10.1080/07908318.2014.927883 royce, t. d. (2002). multimodality in the tesol classroom: exploring visual-verbal synergy. tesol quarterly, 36(2), 191–205. royce, t. d. (2007). multimodal communicative competence in second language contexts. in t. d. royce & w. l. bowcher (eds.), new directions in the analysis of multimodal discourse (pp. 361–390). lawrence erlbaum. royce, t. d. (2013). intersemiotic complementarity: a framework for multimodal discourse analysis. new directions in the analysis of multimodal discourse, 63–109. https://doi.org/10.4324/9780203357774 ruiz-madrid, n., & valeiras-jurado, j. (2020). developing multimodal communicative competence in emerging academic and professional genres. international journal of english studies, 20(1), 27–50. https://doi.org/10.6018/ijes.401481 stenglin, m., & iedema, r. (2001). analysing english in a global context. in anne burns & c. coffin (eds.), how to analyse visual images: a guide for tesol teachers (pp. 194–208). rotledge. stenglin, r., & iedema, m. (2001). how to analyse visual images: a guide for tesol teachers. in ann burns & c. coffin (eds.), analysing english in a global context (pp. 194–208). routledge. suherdi, d. (2012a). rekonstruksi pendidikan bahasa sebuah keniscayaan bagi keunggulan bangsa (d. harini (ed.); 1st ed.). celtics press. suherdi, d. (2012b). towards the 21st century english teacher education: an indonesian perspective (1st ed.). celtics press. suherdi, d. (2015). multimodal pedagogy in teflin contexts. proceeding the 62 nd teflin international conference 2015. sukyadi, d., hermawan, b., & rakhmawati, s. s. (2018). urgensi pengembangan model kompetensi komuniaktif multimodal dalam menyiapkan keterampilan abad 21. in multimodalitas dalam pembelajaran bahasa inggris (p. 18). upi press. tan, j. p.-l., & mcwilliam, e. (2009). from literacy to multiliteracies: diverse learners and pedagogical practice. pedagogies: an international journal, 4(3), 213–225. 218 | english franca, vol. 6, no. 2, 2022 https://doi.org/10.1080/15544800903076119 taylor, f. (2009). authentic internet in the ef l class. modern english teacher, 18(1), 5–9. thorne, s. l., black, r. w., & sykes, j. m. (2009). second language use, socialization, and learning in internet interest communities and online gaming. modern language journal, 93(focus issue), 802–821. https://doi.org/10.1111/j.1540-4781.2009.00974.x varis, t. (2007). new technologies and innovation in higher education and regional development. in universities and regional development: the challenge in the era of the globalisation of higher education (vol. 4, pp. 16–24). yin, r. k. (2003). case study research design and methods (vol. 5). sage publications, inc. yin, r. k. (2018). case study research and applications: design and methods. in journal of hospitality & tourism research (6th ed., vol. 53, issue 5). sage publications, inc. https://doi.org/10.1177/109634809702100108 zammit, k. p. (2010). the new learning environments framework: scaffolding the development of multiliterate students. pedagogies, 5(4), 325–337. https://doi.org/10.1080/1554480x.2010.509479 zammit, k. p., & downes, t. i. (2002). new learning environments and the multiliterate individual: a framework for educators. australian journal of language and literacy, 25(2), 25–36. english franca: academic journal of english language and education vol. 6, no. 1, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i1.3915 improving students’ english pronunciation competence by using shadowing technique henny septia utami institut agama islam negeri (iain) curup hennyseptiautami@iaincurup.ac.id ruly morganna institut agama islam negeri (iain) curup rulymorganna@gmail.com abstract this study used classroom action research at smpn 1 curup timur in bengkulu, using the shadowing technique to assist students in resolving their english pronunciation issues. as participants, 25 ninth-grade students were involved. the shadowing technique was carried out in two cycles, with each cycle consisting of three meetings. two meetings were scheduled for the shadowing learning processes, with the third serving as a post-test. observations and tests were used to collect data. the data were analyzed both qualitatively and quantitatively. this study uncovered two sets of data. first, for each meeting in each cycle, the process of learning english pronunciation using shadowing techniques included ten stages that included listening, listening while marking, mumbling, parallel reading, comprehending meanings, shadowing prosody sounds, recording, listening, and making comparisons, reviewing, and reflecting. second, the shadowing technique was effective in improving students' english pronunciation skills. in cycle one, this technique was capable of improving english pronunciation indicators such as phonemes, sound combinations, and sound linkage. following that, in cycle two, this technique could improve four other indicators: allophones, stress, rhythm and pitch, and intonation. keywords: english pronunciation, speaking skill, shadowing technique introduction pronunciation is important in english communication because it contributes to the extent to which a spoken message can be understood by an interlocutor (evers & chen, 2020). jeong et al. (2018) stated that attaining the level of intelligibility is an ideal yardstick for non-native english students in learning english pronunciation. the term "intelligible english pronunciation" refers to the ability of a listener to mailto:hennyseptiautami@iaincurup.ac.id mailto:rulymorganna@gmail.com 128 | english franca, vol. 6, no. 1, 2022 perceive a speaker's speech sounds and understand the messages represented by those speech sounds (blake et al., 2019). as a result, non-native english students must learn and practice producing proper and intelligible english speech sounds to improve their english speaking skills. beginning in the seventh grade and continuing through the twelfth grade, english is taught in an integrated manner in indonesia. english pronunciation is taught in tandem with english speaking ability in this manner. because the phonemic constructions of the indonesian language differ from those of english, english pronunciation is a difficult skill for indonesian students to master. furthermore, english pronunciation contains many complex details, making it difficult for indonesian students to adequately acquire the indicators of english pronunciation. segmental and suprasegmental sounds are used in english pronunciation (chen & han, 2018). vowel sounds, consonant sounds, and sound combinations are all covered by segmental sounds. vowel sounds include monophthongs, diphthongs, and triphthongs; consonant sounds include voiced and voiceless sounds; and sound combinations include the presence of proximate positions between two vowel sounds or two consonant sounds (sewell, 2016). stress, rhythm, pitch, and intonation are thus examples of suprasegmental sounds (szyszka, 2016). the aforementioned components of english pronunciation must be learned and practiced by indonesian students so that they understand the complexities of english phonemes and are capable of correctly articulating those phonemes when communicating in english. our interest in bringing english pronunciation issues in the context of indonesian students into a study stem from the complexity of english pronunciation. we conducted a preliminary study at smp n 1 curup timur in bengkulu to identify students' difficulties with english pronunciation. after observing each grade at that school, we discovered that english speaking skill is taught more dominantly in the ninth grade than in the other grades, and the students appeared to have many problems with english pronunciation when engaged in english speaking practices. the english teacher appeared to be frustrated by the students' english pronunciation issues. according to observations, the majority of students struggle with english vowel sounds, consonant sounds, allophones, sound combinations, stress, rhythm and pitch, and intonation. the problems with english pronunciation depicted above must be resolved. one effective way to solve such problems is to engage students in english pronunciation practices. the shadowing technique is one of henny septia utami: improving students’ english pronunciation competence by using shadowing technique-129 the most effective methods for teaching english pronunciation (oord et al., 2022). casillas (2020) defined shadowing as a listening activity in which students track spoken utterances that they listen to and repeat those utterances as precisely as possible. the shadowing technique, according to thi huyen et al. (2020), activates students' memory and quick response to english utterances as language input. in this regard, the shadowing technique can be a good alternative technique for assisting students in improving their proficiency with all english pronunciation indicators. latest studies on the shadowing technique seem to have been conducted by the application of experimental designs which by nature only examine the working hypotheses without the necessity to make further revisions to provide further related interventions for the ultimate betterment of students’ english pronunciation (e.g. christa et al. (2020); leonisa (2020); maini and rachmanita (2020); and salim et al. (2020)). however, after reviewing prior studies on shadowing techniques, there is a dearth of research making use of shadowing techniques as the main orientation of classroom action research. in this study, we make an effort to fulfill this void by taking the shadowing technique as the main technique applied in the classroom action research. given the problems depicted above, as well as the sophistication of the shadowing technique as a good technique to help students improve their english pronunciation, this study is conducted to bring the shadowing technique to teach ninth-grade students at smpn 1 curup timur, bengkulu, for them to solve their english pronunciation problems. this study benefits several parties, including students and english teachers. this study has the potential to motivate students to improve their english pronunciation. this study could be one of the resources for english teachers offering an applicable technique (shadowing technique) for teaching english pronunciation. the following research questions guide this study. first, how is the implementation of shadowing technique in implementing students’ english pronunciation? second, how effective is the shadowing technique in improving students' english pronunciation? theoritical framework pronunciation pronunciation exists as a subset of the larger field of phonetics research. pronunciation is defined as the act of producing a language's sounds (mcleod et al., 2021; younes & mueller gathercole, 2020). furthermore, seong et al. (2020) defined pronunciation as the study of 130 | english franca, vol. 6, no. 1, 2022 the physical aspects of speech that are directly related to both speech production and speech perception. this definition is derived from the fact that the role of pronunciation in the actual act of communication includes not only the production of language sounds but also their perception or reception. by the preceding definition, pronunciation refers to the act of producing and receiving a language's sounds, which include both segmental and suprasegmental sounds (noviyenty, 2017; oladipupo & akinola, 2022). furthermore, xue and dunham (2021), using the same concept, stated that pronunciation is both the way speech is produced, along with all of its phonological features, and the way it is perceived and interpreted. this definition is supported by sewell (2016) and szyszka (2016), who defined pronunciation as the process of uttering or articulating both segmental and suprasegmental features of a language, as well as how to perceive and interpret them. the act of producing, receiving, and perceiving the sounds of the english language, which are an interrelated combination of segmental and suprasegmental sounds, can be constructed from the various definitions of pronunciation as mentioned above. in this context, segmental sounds refer to all types and modifications of english phonemes such as vowels, diphthongs, triphthongs, consonants, cluster sounds, and so on. following that, the suprasegmental ones indicate the broader aspects that go beyond the english phonemes, such as stress and intonation, as well as their variations and modifications. components of english pronunciation some experts have classified the components of english pronunciation. according to kortmann (2020), the components of pronunciation include individual speech sounds such as monophthongs, diphthongs, triphthongs, semi-vowels, and consonant sounds; syllable and word sounds such as stress and pitch; and sentence sounds such as stress and intonation. furthermore, duranti et al. (2015) stated that pronunciation is made up of several components such as single sounds (phonemes), sound combinations, sound linkage, word stress, rhythm, weak form, sentence stress, and intonation. furthermore, saito and saito (2016) defined pronunciation as a language element that includes the sound of the language or phonology, stress, rhythm, and intonation. cruttenden (2014) proposed that what should be taught in pronunciation is primarily concerned with phonemes such as vowel and consonant sounds, allophonic variation, combinatory phonetic rules, stress, rhythm, and intonation. according to henny septia utami: improving students’ english pronunciation competence by using shadowing technique-131 yeldham and choy (2021), vowels, consonants, word stress, sentence stress, and intonation are all important aspects of pronunciation. according to chu and xuan (2020), pronunciation features include consonants, consonant clusters, vowels, weak form, strong form, rhythm, and stress. the following ideas about the components of english pronunciation can be summarized. the first type of sound is phonemes, which include monophthongs, diphthongs, triphthongs, and semi-vowel, consonant, and consonant cluster sounds. the second category is allophones. the third is sound combinations that include both weak and strong forms. the fourth is sound linkage. the fifth type covers syllable, word, and sentence stress. the sixth element is rhythm and pitch. subsequently, intonation is the seventh. teaching english pronunciation the teaching of english pronunciation has evolved into a variety of techniques. the first technique is phonetic transcription. phonetic symbols are used in phonetic transcription. each symbol represents a single sound, which is distinct from a letter of the alphabet. the second technique is referred to as auditory reinforcement. according to lasagabaster and doiz (2016), teachers commonly assume that perceptual and productive language skills such as listening and speaking are taught through the same medium, namely speaking and listening. as a result, despite the current trend toward communicative language teaching, many of them continue to use the traditional listen-and-repeat approach. this is frequently production-oriented, intending to improve students' spoken english. the third technique is to use visual reinforcement. to teach english pronunciation, visual reinforcement employs word charts and color rods. the fourth technique is tactile reinforcement. this technique is referred to as visual reinforcement by yamaguchi and atkeson (2019). placing fingers on the throat to feel the vibration of the vocal cords is one form of this reinforcement, and it may be useful when teaching the distinction between voiced and voiceless consonants. the fifth technique is drama voice. the emphasis of this technique has generally been on sound and stress accuracy at the word level. the sixth technique is audio feedback. this technique involves students listening to a recorded native speaker discourse and then responding with their version. the seventh technique is by making use of multimedia sources. following the audio medium, one of the major developments in the field of linguistics has been the use of video recorders and software. these are superior to audiotapes in that they provide visual support, which is just as important in pronunciation 132 | english franca, vol. 6, no. 1, 2022 instruction as auditory support. the eighth technique is shadowing. the shadowing technique is a listening act or task in which the learner tracks the heard speech and repeats it as precisely as possible while attentively listening to the incoming information. to fit into this research, thi huyen et al. (2020) delineated a working memory model that clearly illustrates the mechanism of retaining memory and recognizing sounds. among the various techniques and methods for teaching english pronunciation, the shadowing technique is thought to be the most unique and promising in terms of its ability to improve students' english pronunciation competence. shadowing technique the shadowing technique was originally developed in europe as a training technique for simultaneous interpreting and has piqued the interest of language educators in improving learners' listening and speaking skills, as 'shadowing' necessitates proficiency in both listening and speaking (he et al., 2021). it was first used on a large scale in japan in the 1970s. it took twenty years for it to be pedagogically implemented in the field of language education, and it has recently piqued the interest of second/foreign language educators. it is also embedded in the information-processing model, which views second language learning as two performance behaviors: controlled process or automatic process, which formed the theoretical basis for the 'shadowing' technique. he described the processes as follows: the speakers begin slowly and haltingly, sometimes with a great deal of conscious awareness, and then, over time, learners will be able to automatize the entire process and execute the relevant programs and routines quickly and without reflection. when we try to remember a phone number in everyday life, we repeat it in our heads or say it quietly. it is referred to as 'subvocalization' and is noticed in the information processing model (thi huyen et al., 2020), which is favored by cognitive psychologists. casillas (2020) defined 'shadowing' as a listening act or task in which the learner tracks the heard speech and repeats it as precisely as possible while attentively listening to the incoming information. thi huyen et al. (2020) elaborated on a working memory model that demonstrates the mechanism of memory retention and sound recognition. according to this model, 'shadowing' is a high cognitive action as opposed to a purely automatic memory action or parroting. procedures of shadowing technique henny septia utami: improving students’ english pronunciation competence by using shadowing technique-133 according to hayakawa as cited in sugiarto et al. (2020), there are 10 steps in the application of the shadowing technique as displayed in the following table 1. table 1. the procedure of shadowing technique step procedure 1 listening and understanding the given audio 2 viewing the script of the audio and marking the pronunciation aspects while listening 3 trying to shadow the audio at a low volume while listening 4 viewing the script of the audio and learning parts that are not understood yet 5 searching for the meanings of difficult words or phrases in dictionaries 6 trying to shadow the audio using all aspects of pronunciation as similarly as possible to the audio without bringing students' accents 7 shadowing smoothly and understanding the contents of the audio well 8 recording the process of shadowing 9 listening to the recording and checking the error parts 10 reviewing the error parts and making improvements research methodhology this classroom action research was conducted at smpn 1 curup timur, bengkulu. this study involved 25 ninth-grade students as the participants. this study was conducted on an english subject. this study was conducted from october 2021 to november 2021. the classroom action research model of this study contained planning, implementation, observation, and reflection. in respect of planning, this study was undertaken based on the main problem faced by students concerning english pronunciation, and this study utilized the shadowing technique as a treatment for students. as the foregoing, we made a plan about what to prepare and what to be applied to solve students' problems related to english pronunciation. the plan was structured according to some steps. first, we compiled several references to both teaching materials and literature related to the shadowing technique to know the proper implementation of this technique. second, we set a schedule for teaching and learning. third, we created instruments in the form of tests, field notes, questionnaires, and interview guides. fourth, we 134 | english franca, vol. 6, no. 1, 2022 adjusted the material taken from the syllabus and created lesson plans from these materials. fifth, we created an assessment rubric to assess students' english pronunciation skills. the next step was implementation. it was worth noting that the implementation of the shadowing technique was undertaken online under the school's regulation leading to online learning during the covid-19 outbreak. based on the plan, we subsequently carried out the process of teaching english pronunciation to the participants by applying the shadowing technique. the shadowing technique was implemented in two cycles. each cycle contained three meetings. two meetings were for shadowing practices, and one meeting was for posttest. after cycle one, a reflection was made and information from the reflection was used to plan cycle two. about observations, the essence of observation in this sense was not only applying an observation technique to describe the process of learning but also completely including making observations and giving tests (post-test) to get information for further reflection so that the next cycle could be designed more effectively. the last stage was reflection. at this stage, we analyzed the results of the observations. reflection was made for planning effective and efficient learning processes in the next cycle. the technique of collecting data this study used two instruments as data collection tools. the first instrument was the observation sheet. the observation sheet was held by the english teacher at smp 1 curup timur because he was a fellow researcher who helped us observe the teaching and learning process using the shadowing technique. meanwhile, the shadowing technique was taught by us, the researchers themselves, one at a time. the next instrument was a test. the test was given as a post-test at the final meeting of each cycle. we developed a test based on the principles of developing an english pronunciation test. furthermore, we made an english pronunciation rubric which was constructed from various theories. the technique of data analysis the data in this study had two types. the first data referred to qualitative data obtained from observations of the learning process of english pronunciation using the shadowing technique. the second data referred to quantitative data obtained from the post-test given to students at the final meeting in each cycle. qualitative data were analyzed using the interactive model as proposed by miles et al. (2014) henny septia utami: improving students’ english pronunciation competence by using shadowing technique-135 in which the elements of analysis included data collection, data reduction, data display, and conclusion. furthermore, the quantitative data were analyzed using descriptive statistical principles to find the means of english pronunciation test results. results and discussion results (the implementation of cycle one) planning of cycle one based on the problems discovered in the preliminary study, we and the english teacher planned the actions taken in cycle one. according to the preliminary findings, students required alternative methods to improve their english pronunciation. we decided to use a shadowing technique to assist students with their pronunciation issues. we and the english teacher collaborated to create lesson plans for one cycle. the first cycle included three meetings. two meetings were scheduled to distribute materials and engage students in shadowing technique practice. the other meeting was to administer a post-test to the students. the syllabus, textbooks, and the internet were used as sources to create the teaching materials. in the first cycle, the shadowing technique was used to teach english for two meetings with the same steps of learning activities. the reason for splitting it into two meetings was that the skill taught was english pronunciation, which required students to practice. each meeting consisted of three phases: an opening activity in which we checked students' attendance and explained the materials as well as any practical ways students were about to participate, the main activity in which students were led to do shadowing based on the materials and guidance we provided, and a closing activity in which we and students established interactive discussion in the form of questions and answers, and the recitation of the materials. we provided the mp3 audio as well as the script, which included english conversations, in the main activity. the english conversations included phrases like "congratulations," "i hope so," "good luck," "thank you," and "you're welcome." following that, each student was asked to perform ten stages of the shadowing technique. because the learning process was carried out online at the students' respective homes, we asked students to record a video of their shadowing activities, which were then uploaded to the prepared google drive for further review. the first of the ten stages was listening. students listened to the mp3 audio at this point. stage 2 involved listening and marking. students read the audio script and marked syllables associated with stressed and 136 | english franca, vol. 6, no. 1, 2022 unstressed sounds or other pronunciation elements at this stage. the third stage was mumbling. at this point, students uttered the scripted conversations in hushed tones while listening to the mp3 audio. parallel reading was the fourth stage. at this point, students viewed the script while listening to the audio, paying close attention to the points or parts that they had not yet grasped. the fifth stage was to comprehend meanings. at this point, if students come across difficult words or phrases, they would look up the meanings and pronunciations in dictionaries. if there were several questions, the students would write them down and then discuss and answer them with their peers or with us at the end. the sixth stage was to cast shadows over the prosody sounds. students practiced shadowing the audio at this stage by focusing on tones, rhythms, stresses, intonations, and all aspects of pronunciation without looking at the script. they did it again and again. they should be careful not to pronounce the conversations using their accents, but they should try to imitate the ideal accents as heard in the audio. the seventh stage was content shadowing. the goal at this point was to shadow smoothly while attempting to understand the content and meanings. the eighth stage was a recording session. at this point, students used their cellphones to record their shadowing practices. the ninth stage was to listen and compare. students listened to their shadowing and compared it to the original audio and script at this point. the tenth stage was to review and reflect. at this point, we went over and reflected on what the students had done using the zoom application. after two meetings of practicing the shadowing technique, students were given a post-test at the third meeting. the post-test was administered by providing students with a conversation script that included the expressions of “congratulations, i hope so, i wish you luck, thank you, and you're welcome”. following that, students were asked to read the conversation using proper english pronunciation. students were instructed to record audios of themselves reading the conversation script. the audios were then uploaded to a google drive folder where we could access and review them. observations of cycle one during the teaching and learning processes, observations were made. there were two methods used: observation and post-testing. the purpose of this phase was to observe the implementation to overcome the students' poor english pronunciation ability. the observation was centered on the teaching and learning processes in the classroom. the implementation of the shadowing technique in the classroom henny septia utami: improving students’ english pronunciation competence by using shadowing technique-137 theoretically relied on the grand theory of the communicative language teaching method (leonisa, 2020). therefore the syntax of the shadowing technique was central to three main elements, namely interactions, tasks, and learner-centered activities (cheng, 2015). as the foregoing, first, interactions mean that the learning process should engage students in the efforts of identifying and understanding the learning input. second, tasks represent authentic language use. in terms of the shadowing technique, tasks mean engaging students in dealing with authentic native english-speaking audios. third, learner-centered activities mean that the learning activities should pave the way for learners to practice much and gain the acquisition of the targeted skills and knowledge. according to observations, the learning process at the first meeting of the first cycle went well. the learning took place entirely online. we demonstrated the ten stages of the shadowing technique to the students. following that, we instructed students to practice shadowing the mp3 audio that we had shared. we also provided a script for the audio conversations. the conversations contained materials such as “congratulations, i hope so, i wish you luck, thank you, and you're welcome”. the online class was attended by all students at the first meeting. all indicators of english pronunciation were also observed to determine which ones students had mastered and which ones they had not yet mastered. phonemes (single sounds composed of vowels and consonants), allophones (the same phoneme but with a different pronunciation depending on the surrounding phonemes), combinations of sounds (a combined sound of two or more phonemes but representing one syllable), linkage of sounds (a unified sound which is usually an encounter between consonant sounds and vowels), stress (sounds with syllable stresses), rhythm, and pitch. at the first meeting, the identification of the seven indicators of english pronunciation revealed that students still struggled with allophones, sound linkage, stress, rhythm and pitch, and intonation. this meant that students could only pronounce the phoneme and sound combination indicators at the first meeting for the materials concerning “congratulations, i hope so, i wish you luck, thank you, and you're welcome”. at the second meeting, using the same learning materials and procedures, it was discovered that the students' english pronunciation had improved in terms of the indicator of sound linkage, in which students were able to connect the final phoneme of a word with the initial phoneme of the next word. students, for example, were able to connect the phoneme (s) at the end of the word (congratulations) with 138 | english franca, vol. 6, no. 1, 2022 the phoneme (o) at the beginning of the word (congratulations) in an expression (congratulations on your good grade) (on). as a result, students were able to combine (congratulations on) with continuous pronunciation because americans do not separate the pronunciation of (congratulations) from the pronunciation of (congratulations) (on). however, students continued to struggle with the indicators of allophones, stress, rhythm and pitch, and intonation in this second meeting. these four indicators became the areas of learning that should be prioritized in the second cycle. the third meeting was concluded by administering a post-test to the students. the post-test results confirmed the second meeting's observation that students had mastered the pronunciation indicators of phonemes, combinations of sounds, and sound linkage. however, students continued to struggle with allophones, stress, rhythm and pitch, and intonation. the results of the post-test in cycle one are shown in table 2. table 2. post-test results in cycle one no. scoring aspects scores 1 the highest score 86 2 the lowest score 61 3 the mean score 72 table 2 is completed with the detailed scores per indicator of english pronunciation as presented in the following table 3: table 3. post-test scores per indicator in cycle one no indicators average scores the minimum standard 1 phonemes 80 70 2 allophones 68 70 3 combinations of sounds 78 70 4 linkage of sounds 77 70 5 stress 65 70 6 rhythm and pitch 68 70 7 intonation 68 70 the mean of post-test scores 72 70 henny septia utami: improving students’ english pronunciation competence by using shadowing technique-139 reflection of cycle one analyzing post-test results served as a means of reflection. according to the post-test results, students met the minimum standard (70) on the indicators of phonemes (80), combinations of sounds (78), and sound linkage (77). meanwhile, students continued to struggle with some indicators because they had not met the minimum standard (70) for allophones (68), stress (65), rhythm and pitch (68), and intonation (68). these findings became the reflective materials for the second cycle, which was aimed at improving four indicators of english pronunciation: allophones, stress, rhythm and pitch, and intonation. cycle two planning of cycle two based on the reflection on the learning results in cycle one, we and the english teacher planned the implementation of learning in cycle two. based on their reflections, students continued to struggle with four indicators of english pronunciation: allophones, stress, rhythm and pitch, and intonation. we decided to use a shadowing technique that was more focused on the four indicators in this second cycle. the materials studied were the same as in the first cycle, namely speaking material that included utterances such as “congratulations, i hope so, i wish you luck, thank you, and you're welcome”. the material was speaking material, but the learning orientation in this study was only focused on the aspects of pronunciation. cycle two's lesson plan was created by us and the english teacher. this second cycle was made up of three meetings. two meetings were held to deliver materials and shadowing practices, and a third meeting was held to administer a post-test to students. if the teaching material in the first cycle was in the form of mp3 audio and the conversational script, the teaching material in the second cycle was in the form of video and the conversational script containing expressions such as “congratulations, i hope so, i wish you luck, thank you, and you're welcome”. implementation the second cycle's implementation of shadowing technique learning was similar to the first cycle's, in which we led students through the 10 steps of shadowing technique practice. the source of material in the second cycle, on the other hand, was video and the conversational script. the ten steps were followed for two meetings. we emphasized in this second cycle that students had to repeat shadowing for four indicators twice as many times as usual. allophones, stress, 140 | english franca, vol. 6, no. 1, 2022 rhythm and pitch, and intonation were among the indicators covered. after the first two meetings, the third meeting was to administer a posttest to the students. the post-test was administered by providing students with a conversational script containing the expressions of “congratulations, i hope so, i wish you luck, thank you, and you're welcome”. following that, students were instructed to read the conversation aloud in an appropriate english pronunciation style. students were asked to record themselves reading the conversational script. the audio was then uploaded to a google drive folder where we could access and review it. observations of cycle two observations were made during the learning process in cycle two. there were two methods used: observation and post-testing. this face aimed to observe learning implementation and overcome students' low ability in english pronunciation, particularly on allophones, stress, rhythm and pitch, and intonation indicators. according to observations, the learning process at cycle two's first meeting went well. the training was completed entirely online. during this first meeting, we went over the ten stages of the shadowing technique with the students once more. in addition, we asked students to practice shadowing the video that was shown to them. the video's conversational script was also provided by us. the material in the video conversation related to “congratulations, i hope so, i wish you luck, thank you, and you're welcome”. the online class was attended by all students at the first meeting. observations were made on four indicators based on the findings of cycle one reflection. allophones, stress, rhythm and pitch, and intonation were among the four factors considered. at the first meeting, it was discovered that students had mastered three of the four indicators of english pronunciation, namely allophones, stress, and rhythm and pitch. the students also appeared to have mastered the three previous indicators, namely phonemes, sound combinations, and sound linkage. this means that there was only one indicator of english pronunciation with which students struggled in the first meeting, namely the indicator of intonation for the materials concerning expressions of “congratulations, i hope so, i wish you luck, thank you, and you're welcome”. at the second meeting of cycle two, using the same learning materials and procedures, it was discovered that students had improved in terms of intonation. students, for example, were able to distinguish between interrogative and affirmative sentences in terms of english henny septia utami: improving students’ english pronunciation competence by using shadowing technique-141 intonation. based on the results of their shadowing exercises, students appeared to have sufficiently mastered various intonations in english. as a result, by the second meeting of this second cycle, students had mastered all indicators of english pronunciation for expressions such as “congratulations, i hope so, i wish you luck, thank you, and you're welcome”. in general, it could be seen that the shadowing technique was effective and capable of improving students' abilities to correctly pronounce english utterances. the third meeting in cycle two was held by administering a posttest to the students. the post-test results confirmed the findings of the first and second meetings of the second cycle, in which students had mastered all indicators of english pronunciation, namely phonemes, allophones, sound combinations, sound linkage, stress, rhythm, pitch, and intonation. the post-test results for cycle two are shown in table 4. table 4. post-test results in cycle two no. scoring aspects scores 1 the highest score 88 2 the lowest score 70 3 the mean score 76 table 4 above is completed with the detailed scores per indicator of english pronunciation as displayed in table 5 below: table 5. post-test scores per indicator in cycle two no indicators average of scores the minimum standard 1 phonemes 77 70 2 allophones 75 70 3 combinations of sounds 78 70 4 linkage of sounds 77 70 5 stress 75 70 6 rhythm and pitch 75 70 7 intonation 75 70 the mean score of post-test results 76 70 142 | english franca, vol. 6, no. 1, 2022 reflection in cycle two, reflection was carried out by observing the students' post-test results. according to the post-test results, the students met the minimum standard (70) on all pronunciation indicators, including phonemes with an average score of 77, allophones with an average score of 75, sound combinations with an average score of 78, sound linkage with an average score of 77, stress with an average score of 75, rhythm and pitch with an average score of 75, and intonation with an average score of 75. the average of all scores was 76, which was higher than the required minimum of 70. as a result, it was possible to conclude that the shadowing technique was effective and had succeeded in improving the english pronunciation competence of students at smp 1 curup timur on the material concerning “congratulations, i hope so, i wish. best wishes, thank you, and you're welcome”. discussion in this study, the shadowing technique was used in three meetings during cycle one. the first and second meetings were shadowing activities based on expressions of “congratulations, i hope so, i wish you luck, thank you, and you're welcome”. the material was used in the first cycle in the form of mp3 audio and a conversational script. the third meeting of cycle one was to administer a post-test for reflective resources to students so that the second cycle could be better planned. based on the post-test results from cycle one, the students were able to achieve three indicators of english pronunciation: phonemes, sound combinations, and sound linkage. the post-test average scores of the students for the three indicators had already exceeded the minimum standard (70). the students' mean scores on the three indicators were 80 for phonemes, 78 for sound combinations, and 77 for sound linkage. students benefited from the simulation process of using the shadowing technique in cycle one, including an improvement in their listening, understanding, and speaking skills. according to nashta and rahimy (2018), shadowing techniques allow students to practice various skills such as listening, analyzing, and processing speech. in this context, improving listening skills also refers to efforts to improve awareness and phonemic perception in the context of pronunciation. the shadowing technique gives students a lot of listening practice. more importantly, it allows them to focus on what they are hearing. as a result, their comprehension of what they are hearing improves. according to hamada (2014), the shadowing technique was effective for improving listening comprehension. hamada (2016) further asserted henny septia utami: improving students’ english pronunciation competence by using shadowing technique-143 that, when compared to dictation, shadowing techniques improve students' listening skills. the shadowing technique can be a useful exercise for students to improve their public speaking skills. sugiarto et al. (2020), for example, claimed that the shadowing technique allows students to succeed in their english practice. as a result, students can effectively communicate, express their opinions, and convey messages. julian (2012), in particular, emphasized that shadowing is a very effective technique for improving students' speaking skills. according to the first cycle's observations, there were flaws in the application of the shadowing technique. this flaw pertained to the conditions of online learning. because the distance between students and us was quite far, and they were only connected by the zoom application, it was difficult for us to provide immediate assistance to students who were having trouble shadowing. on the one hand, some students experienced internet network issues, causing them to take longer to download the mp3 audio material and the script. this barrier could be overcome if the shadowing technique was learned offline. unfortunately, due to the covid-19 pandemic, the learning shadowing technique could be done offline during the conduction of this study. in cycle two, the shadowing technique was able to help students improve the four aspects of english pronunciation that had previously become students' problems in the previous cycle, which was carried out using a resource in the form of video and the conversational script. cycle two also required three meetings. the first and second meetings were shadowing activities based on expressions of “congratulations, i hope so, i wish you luck, thank you, and you're welcome”. following that, the third meeting of cycle two was to provide a post-test. the four improved indicators were allophones, stress, rhythm and pitch, and intonation. it was also discovered that students were still capable of maintaining their english pronunciation competence on the three indicators they had already mastered in the first cycle, namely phonemes, sound combinations, and sound linkage. overall, the cycle two post-test results revealed that the average scores of all students' english pronunciation indicators met a minimum standard of 70. the average score for each english pronunciation indicator was as follows: phonemes with a mean of 77, allophones with a mean of 75, sound combinations with a mean of 78, sound linkage with a mean of 77, stress with a mean of 75, rhythm and pitch with a mean of 75, and intonation with a mean of 75. the overall average was 76, which was higher than the minimum of 70. thus, the simulation results from cycle two demonstrated that the 144 | english franca, vol. 6, no. 1, 2022 shadowing technique was effective in improving students' english pronunciation competence. there are several benefits or advantages that students gain from the simulation process of using the shadowing technique in cycle two, including increased fluency in english pronunciation, increased prosody and concentration, and increased working memory because students are accustomed to shadowing english utterances from native speakers, managing mental lexicon, and increased self-confidence in english pronunciation. students appear to speak more fluently when using the shadowing technique to improve their english pronunciation. shadowing techniques can help students improve their oral fluency. doubts, for example, can be eliminated by extensive shadowing practice, and pronunciation can be improved because shadowing trains students to produce appropriate variations of english phonemes. in other words, students are taught to use shadowing techniques to automatically correct their pronunciation. in exercises utilizing the shadowing technique, students attempt to pay attention to the input from the video by copying several important aspects related to pronunciation. this condition teaches students to imitate the speaker's speed, rhythm, pressure, intonation patterns, and other characteristics in the video. students direct their attention to speech because shadowing requires intense concentration. furthermore, hamada (2014) stated that by using the shadowing technique, students improve their prosody, gain more concentration, and become accustomed to natural speed. furthermore, the shadowing technique strengthens students' memory concerning the improvement of working memory. the shadowing technique, in particular, stimulates the mental area responsible for producing language sounds and repeating the message. furthermore, according to hamada (2016), the process of repeating speech input and monitoring shadowing material involves many different areas of the brain. furthermore, he emphasized that by using the shadowing technique, students can automate their speech perception, increase their working memory capacity, and strengthen the practice process, allowing them to store phonological information in phonological circles for long periods. when it comes to managing mental lexicons, the shadowing technique teaches students how to manage various aspects such as speech imitation timing and vocabulary usage. according to sugiarto et al. (2020), the shadowing technique allows students to manage their mental lexicons, including vocabulary development and processing. overall, mental lexicons include vocabularies that a person may be familiar with and use to henny septia utami: improving students’ english pronunciation competence by using shadowing technique-145 understand language and perform various tasks. another advantage of the shadowing technique is that it increases students' confidence in pronouncing english words. however, a flaw in the shadowing technique was discovered in the second simulation. this relates to the difficult challenges of the shadowing process in cycle two because students are required to focus and shadow twice as much as usual, particularly on the four indicators of english pronunciation, namely allophones, stress, rhythm and pitch, and intonation. when compared to cycle one, this condition presents more challenges to students. this is consistent with nashta and rahimy (2018), who stated that the shadowing technique sounds difficult, and it is difficult for students who are required to use heavier materials. this weakness, however, can be overcome because the students' post-test results show that the shadowing technique improves all indicators of students' english pronunciation. conclusion this study employs the shadowing technique to assist students at smpn 1 curup timur in dealing with issues related to poor english pronunciation. the shadowing technique is chosen to be taught to them over a series of meetings divided into two cycles. each cycle consists of three meetings, two of which are used for the learning process using the shadowing technique and one meeting is used to administer a post-test. the material refers to expressions of “congratulations, i hope so, i wish you luck, thank you, and you're welcome”. the shadowing technique is used in ten stages for each cycle meeting. in the first stage, students listen to and comprehend the provided audio (cycle 1) and video (cycle 2). in the second stage, students view the audio and video scripts and mark the pronunciation aspects while listening. at stage 3, students attempt to shadow the audio and video while listening at a low volume. in the fourth stage, students view the scripts for the audio and video, as well as the learning parts that they have not yet mastered. students in the fifth stage use dictionaries to look up the meanings of difficult words or phrases. in the sixth stage, students attempt to shadow the audio and video by pronouncing all aspects of the audio and video as similarly as possible by reducing students' accents. students at the seventh stage can shadow smoothly and understand the audio and video content well. in the eighth stage, students record their shadowing processes. in the ninth stage, students listen to the recording and check for errors. students review the erroneous parts and make improvements at the tenth stage. the shadowing technique is effective in improving students' english 146 | english franca, vol. 6, no. 1, 2022 pronunciation skills. in the first cycle, students improved their english pronunciation on the indicators of phoneme (80), sound combinations (78), and sound linkage (77). they are, however, unable to meet the minimum standard (70) for allophones (68), stress (65), rhythm and pitch (68), and intonation (68). after reflecting on the first cycle, students can pass the standard minimum (70) for each indicator of english pronunciation in the second cycle. students' mean scores for each english pronunciation indicator are as follows: phonemes with a mean of 77, allophones with a mean of 75, sound combinations with a mean of 78, sound linkage with a mean of 77, stress with a mean of 75, rhythm and pitch with a mean of 75, and intonation with a mean of 75. the overall average is 76, which is higher than the minimum of 70. as a result, it is possible to conclude that the shadowing technique is effective and has been successful in improving the english pronunciation competence of students at smpn 1 curup timur on the material concerning expressions of “congratulations, references blake, h. l., mcleod, s., & verdon, s. (2019). intelligibility enhancement assessment and intervention: a single-case experimental design with two multilingual university students. clinical linguistics & phonetics, 34(1–2), 1–20. https://doi.org/10.1080/02699206.2019.1608470 casillas, j. v. (2020). phonetic category formation is perceptually driven during the early stages of adult l2 development. language and speech, 63(3), 550–581. https://doi.org/10.1177/0023830919866225 chen, h. c., & han, q. w. (2018). designing and implementing a corpusbased online pronunciation learning platform for cantonese learners of mandarin. interactive learning environments, 28(1), 18– 31. https://doi.org/10.1080/10494820.2018.1510422 cheng, w. w. (2015). a case study of action research on communicative language teaching. journal of interdisciplinary mathematics, 18(6), 705–717. https://doi.org/10.1080/09720502.2015.1108075 christa, r. m., petrus, i., & hayati, r. (2020). using shadowing technique to improve listening achievement of the eleventh-grade students of sma negeri 6 palembang. sriwijaya university. chu, c. h., & xuan, t. j. (2020). developing and evaluating a flipped corpus-aided english pronunciation teaching approach for preservice teachers in hong kong. interactive learning environments. henny septia utami: improving students’ english pronunciation competence by using shadowing technique-147 https://doi.org/10.1080/10494820.2020.1753217 cruttenden, a. (2014). gimson’s pronunciation of english. in routledge. taylor and francis inc. https://doi.org/https://doi.org/10.4324/9780203784969 duranti, a., ochs, e., schieffelin, b. b., paulston, c. b., kiesling, s. f., rangel, e. s., manuel hernández-campoy, j., camilo conde-silvestre, j., hualde, j. i., olarrea, a., o’rourke, e., huang, -t james, li, y.-h. a., simpson, a., macwhinney, b., & o’grady, w. (2015). the handbook of english pronunciation. the handbook of english pronunciation, 1– 530. https://doi.org/10.1002/9781118346952 evers, k., & chen, s. (2020). effects of an automatic speech recognition system with peer feedback on pronunciation instruction for adults. computer assisted language learning. https://doi.org/10.1080/09588221.2020.1839504 fouladi nashta, j., & rahimy, d. r. (2018). an investigation of the effectiveness of dialogue shadowing technique (dst) on iranian intermediate efl learners’ conversation ability. international journal of research in english education, 3(2), 34–47. https://doi.org/10.29252/ijree.3.2.34 hamada, y. (2014). the effectiveness of preand post-shadowing in improving listening comprehension skills. the language teacher, 38(january/february), 3–11. hamada, y. (2016). teaching efl learners shadowing for listening : developing learners’ bottom-up skills. teaching efl learners shadowing for listening. https://doi.org/10.4324/9781315677118 he, j., meyer, a. s., & brehm, l. (2021). concurrent listening affects speech planning and fluency: the roles of representational similarity and capacity limitation. language, cognition and neuroscience, 36(10), 1258–1280. https://doi.org/10.1080/23273798.2021.1925130 jeong, h., thorén, b., & othman, j. (2018). effect of altering three phonetic features on intelligibility of english as a lingua franca: a malaysian speaker and swedish listeners. asian englishes, 22(1), 2– 19. https://doi.org/10.1080/13488678.2018.1536817 julian, k. (2012). english speaking practice: how to improve your english speaking and fluency: shadowing (read along). kortmann, b. (2020). phonetics and phonology: on sounds and sound systems. english linguistics, 27–50. https://doi.org/10.1007/9783-476-05678-8_2 lasagabaster, d., & doiz, a. (2016). clil students’ perceptions of their language learning process: delving into self-perceived improvement 148 | english franca, vol. 6, no. 1, 2022 and instructional preferences. language awareness, 25(1–2), 110– 126. https://doi.org/10.1080/09658416.2015.1122019 leonisa, e. (2020). the effectiveness of shadowing technique on students’ pronunciation at the tenth grade students of sman 1 jetis ponorogo. maini, f., & rachmanita. (2020). applying shadowing technique to improve students’ listening achievement. language and education journal, 5(1), 47–56. https://doi.org/10.52237/lej.v5i1.155 mcleod, s., margetson, k., wang, c., tran, v. h., verdon, s., white, k., & phạm, b. (2021). speech acquisition within a 3-generation vietnamese-english family: the influence of maturation and ambient phonology. clinical linguistics & phonetics. https://doi.org/10.1080/02699206.2020.1862915 miles, m. b., huberman, a. m., & saldana, j. (2014). qualitative data analysis: a methods sourcebook. sage publications, inc. noviyenty, l. (2017). an analysis of marking system used by speaking lecturers of stain curup. english franca, 1(1), 61–80. oladipupo, r., & akinola, a. (2022). nigerian english pronunciation preferences: a corpus-based survey of pronunciation variants. cogent arts & humanities, 9(1). https://doi.org/10.1080/23311983.2022.2061104 oord, a. van den, dieleman, s., zen, h., simonyan, k., vinyals, o., graves, a., kalchbrenner, n., senior, a., & kavukcuoglu, k. (2022). improving efl students’ intonation in-text using shadowing technique with the implementation of google text-to-speech. asiacall online journal, 13(1), 93–121. https://doi.org/10.11251/acoj.13.01.006 saito, y., & saito, k. (2016). differential effects of instruction on the development of second language comprehensibility, word stress, rhythm, and intonation: the case of inexperienced japanese efl learners: language teaching research, 21(5), 589–608. https://doi.org/10.1177/1362168816643111 salim, a., terasne, t., & narasima, l. (2020). enhancing the students’ pronunciation using shadowing technique at senior high school students. journal of languages and language teaching, 8(1), 20–28. https://doi.org/10.33394/jollt.v8i1.2212 seong, j. w., lee, h. j., & cho, s. h. (2020). a study on the voice security system using sensor technology. proceedings 2020 ieee international conference on big data and smart computing, bigcomp 2020, 520–525. https://doi.org/10.1109/bigcomp48618.2020.00-13 henny septia utami: improving students’ english pronunciation competence by using shadowing technique-149 sewell. (2016). english pronunciation models in globalized world: accent, acceptability, and hongkong english. singapore association for applied linguistics. routledge. sugiarto, r., prihantoro, p., & edy, s. (2020). the impact of shadowing technique on tertiary students ’ english pronunciation. linguists : journal of linguistics and language teaching, 6, 114–125. szyszka, m. (2016). pronunciation learning strategies and language anxiety. springer international publishing. thi huyen, n., thi minh thao, n., thi dung, t., tam trang, n., thuy, x., & giay, c. (2020). shadowing and interpreting performances of english-major students. vnu journal of foreign studies, 36(1), 129– 141. https://doi.org/10.25073/2525-2445/vnufs.4504 xue, x., & dunham, r. e. (2021). using a spoc-based flipped classroom instructional mode to teach english pronunciation. computer assisted language learning. https://doi.org/10.1080/09588221.2021.1980404 yamaguchi, a., & atkeson, c. g. (2019). recent progress in tactile sensing and sensors for robotic manipulation: can we turn tactile sensing into vision?1. advanced robotics, 33(14), 661–673. https://doi.org/10.1080/01691864.2019.1632222 yeldham, m., & choy, v. (2021). the effectiveness of direct articulatory– abdominal pronunciation instruction for english learners in hong kong. language, culture and curriculum. https://doi.org/10.1080/07908318.2021.1978476 younes, s. a., & mueller gathercole, v. c. (2020). phonological interaction in spanish-english bilinguals: effects of cognate usage on voice onset time of voiced stops. international journal of bilingual education and bilingualism. https://doi.org/10.1080/13670050.2020.1715914 150 | english franca, vol. 6, no. 1, 2022 empty page english franca academic journal of english language and education doi:10.29240/ef.v8i1%20may http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 8, no 1, 2024, page 111-120 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2023; received in revised form 10 february 2024; accepted 24 april 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license how is the students acceptance of collaborative writing tools: the case of netboard fauzul etfita¹, sri wahyuni², muhammad ilyas³, chandima kumara walpita 4 , wasana saranga sudusinghe 5 , syarisma novita 6 1 2 3 6 universitas islam riau, pekanbaru, indonesia 4 5 general sir john kotelawala defence university, sri lanka corresponding email: fauzuletfita@edu.uir.ac.id to cite this article: etfita, f., wahyuni, s., ilyas, m., kumara walpita gamage, c., & saranga sudusinghe, w. (2024). how is the students acceptance of collaborative writing tools: the case of netboard. english franca : academic journal of english language and education, 8(1 may). doi: http://dx.doi.org/10.29240/ef.v8i1 may.9905 introduction writing is one of the skills needed to learn english as a foreign language, but it still becomes a challenge for students. the students need literacy competence, especially knowledge related to the topic, to develop their ideas into writing (mazulfah et al., 2023). this research was inspired by the current condition at a private university in pekanbaru, where writing would be too burdensome for students with limited literacy. in practice, some of the students experienced failure in writing due to limited vocabulary, insufficient english ability, shyness, and low engagement ability to discuss with their friends. to avoid this redundant phenomenon, collaborative learning has been considered the appropriate approach to teaching writing in english as a foreign language (efl). collaborative learning has gathered the attention of researchers and educators over the years. it is defined as the process of two or more writers working together to produce a single text (storch, 2019; zhai, 2021). collaborative writing helps the learning process become more creative (etfita & wahyuni, 2021). the students learn to adapt to different cultures when communicating with other people. this will ultimately contribute to creating a better teaching quality and learning environment for students. this learning approach gained numerous benefits for efl learners, including increased engagement, enhanced language acquisition, improved communication skills, and greater cultural awareness. collaborative learning fosters a supportive environment where learners can interact with peers, practice language skills, and gain confidence in their abilities (ravana et al., 2024). abstract. collaborative learning, a pedagogical approach fostering group participation to solve problems, serves as the foundation of this study. the aim is to gauge students' acceptance of netboard, an integrated technology tool for collaborative writing. the objective is to discern whether students harbor positive or negative attitudes toward the technology employed. to achieve these objectives, a quantitative research design was adopted. a questionnaire, derived from previous studies, served as the primary instrument for data collection. this questionnaire was administered to a convenient sample of 58 students enrolled in a private university who had experienced the collaborative writing approach during the 2022/2023 academic year. the collected data underwent analysis using descriptive statistics. the study revealed a positive attitude towards the utilization of netboard as a collaborative writing tool, described through affective, behavioral, and cognitive indicators. in summary, this study highlights students' positive attitudes towards netboard as a collaborative tool. keywords: attitude, collaborative writing, netboard mailto:fauzuletfita@edu.uir.ac.id http://dx.doi.org/10.29240/ef.v8i1%20may.9905 etfita, et al., 2024 how is the students acceptance of collaborative writing tools: the case of netboard 112 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 1 1 1 2 0 ) furthermore, collaborative learning promotes student involvement by encouraging them to actively use available technologies to create, share, contribute, and comment on content in different file formats that can be accessed or updated online. this improves the learning environment. focused on the needs and interests of the student, college lecturers must prioritize the educational benefits of collaborative learning tools and be willing to explore and integrate the technologies to enhance student learning through social interactions and cognitive processes during collaborative learning (teng et al., 2020). it can be considered that among various learning techniques for writing, collaborative writing has been suggested as a useful one to improve students’ motivation (limeranto & mbato, 2022; suparto et al., 2021). furthermore, collaboration while learning to write causes students to think about problems related to their language. learning to write collaboratively with instructor comments as feedback can provide efl students with more efficient practice, and thus significantly help students improve their english writing skills. with collaborative learning, it is hoped that teaching and learning writing skills can be made more efficient and more interesting (anshu & yesuf, 2022; valizadeh, 2022). then (alwaleedi, 2022; salem aldossary, 2021) said that collaborative is a very beneficial learning strategy that promotes collective work in second language (l2) writing classes. furthermore, collaborative writing involves assigning more than one student, in pairs or small groups, to accomplish a certain task. in such activities, students collaborate, negotiate ideas and meaning, and create a single text. it is widely accepted that when students participate in cooperative and collaborative activities, more experienced students assist less experienced pupils. in this study, the researchers implement collaborative learning through the netboard platform to assist the students in developing their writing ability. netboard was chosen because it is a free web platform that can be accessed through the page https://netboard.me/. it looks like a virtual wall that can be integrated with various technology-based learning media in the learning process. by integrating netboard into the learning process, it is hoped that it can form an interactive digital learning media in delivering material to students, especially in learning to write collaboratively. with interactive learning media, students can interact actively (gustiani, 2020)and lecturers can monitor their activity. apart from that, using the netboard application can provide a new learning atmosphere that is not monotonous. based on the explanation, this research aims to determine students' acceptance of collaborative writing carried out on netboard. do the students positively or negatively accept netboard as a collaborative writing medium? theoretical framework writing has become a difficult task for non-native students since english is not their means of communication (ocak kılınç & yüksel, 2024). as (nurkamto et al., 2024) mentioned, mastering writing needs special attention to help students to write effectively. to achieve an effective writing process, the students must arrange their writing goals and define the idea development and organization ( olkan demı rel & eçkin ydin, 20 ). the lecturer must determine the student's condition, whether they can do the writing task independently, with the help of another student, or be paired with more experienced students. the process-genre approach to teaching writing skills in a foreign language can be difficult due to procedural, linguistic, and generic knowledge complexities. a study examined solitary and collaborative teaching settings, concentrating on cognitive burden. the findings revealed that collaborative learning was more successful at enhancing written quality and optimizing cognitive load. this research adds to our understanding of cognitive burden in language learning. (jiang & kalyuga, 2022). considering the situation, collaborative learning may incorporate student participation. involving students in cooperative writing tasks can foster their understanding of mutual significance and cultivate their ability to cooperate effectively in group discussions (pham, 2023). in addition, collaboration can foster a high degree of dedication and exceptional performance among students as they learn from their peers. in addition, they etfita, et al., 2024 how is the students acceptance of collaborative writing tools: the case of netboard 113 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 1 1 1 2 0 ) noted that collaborative talks exemplify the practice of collective writing, while peer review techniques enhance students' writing abilities, which may be applied across various courses and disciplines in higher education institutions in different circumstances (ojha & acharya, 2021). additionally, collaborative learning in english writing can increase student interest and involvement. students can collaborate with their peers and share their ideas in real life through important projects. students, in particular, saw collaborative writing assignments as beneficial to their l2 writing improvement because they believed that peer scaffolding and criticism allowed them to advance beyond their existing level of proficiency. this viewpoint is consistent with social constructivism, which states that knowledge is created through social interaction by actively sharing ideas and experiences. (elgün gündüz, 2023; kitjaroonchai & suppasetseree, 2021; thirakunkovit & boonyaprakob, 2022). previous research (hsu, 2019) has demonstrated that efl learners who collaborated with partners on a supporting medium could increase the content quality and linguistic accuracy of their individual writing more than students who wrote alone. another study (mcdonough & de vleeschauwer, 2019) comparing independent and collaborative prewriting planning revealed mixed results. thai efl authors were divided into two groups: half prepared independently during practice problems, while the other planned jointly before composing. the multivariate results revealed that students who planned alone increased their analytic ratings, whilst those who planned collectively improved their accuracy. materials and method the study implemented a quantitative design to describe and comprehend the students’ attitudes toward netboard as the means for collaborative writing. the researcher collected the students’ perceptions through questionnaires, which were adapted based on king-fong (2004), al-tamimi & shuib (2009), and abidin et al (2012). the questionnaire is divided into three indicators: emotional (items 1–6), behavioral (items 7–12), and cognitive (items 13–17). the sample purposively chooses since they have experienced writing collaboratively through netboard. the students (n = 58) in the 2022/2023 academic year were assigned to complete the questionnaire to gather information on the collaborative discussion in writing through netboard. the data gathered were analyzed by using the likert scale formula and interpreted into positive and negative attitudes. if the score is below 40%, it means the students have a negative attitude toward the items of collaborative discussion writing on the netboard. on the contrary, it indicates a positive attitude if the score calculated is more than 40%. results and discussion results the researcher distributed a form of questionnaire to find out the students’ attitudes toward collaborative writing on netboard. then, the questionnaire responses were analyzed by interpreting the students’ answers on each item of attitudes. the obtained data likert-type were transformed into numerical values as strongly disagree (sd) = 1, disagree (d) = 2, agree (a) = 3, and strongly agree (sa) = 4. then, the responses were calculated to get the total score. the result can be seen in table 1. table 1. tudents’ responses to collaborative discussion on netboard aspects items sd d a sa total score affective statement 1 0 0 28 28 196 statement 2 0 5 45 6 169 etfita, et al., 2024 how is the students acceptance of collaborative writing tools: the case of netboard 114 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 1 1 1 2 0 ) statement 3 0 3 37 16 181 statement 4 0 4 45 7 171 statement 5 1 5 35 15 176 statement 6 0 4 41 11 175 behavior statement 7 0 16 36 4 156 statement 8 2 21 30 3 146 statement 9 0 6 42 8 170 statement 10 1 0 27 28 194 statement 11 0 11 37 8 165 statement 12 1 9 40 6 163 cognitive statement 13 0 2 33 21 187 statement 14 0 2 30 24 191 statement 15 1 4 38 13 175 statement 16 0 7 24 25 186 statement 17 1 22 30 3 147 the questionnaire results presented in table 1 provide a comprehensive overview of students' attitudes towards collaborative writing in netboard. the results are categorized into three main indicators: affective, behavioral, and cognitive. affective indicators (s1-s6) these statements aim to uncover the emotional responses and feelings of the students towards the implementation of collaborative writing in netboard. they delve into the students' preferences and emotional engagement with the process of learning writing collaboratively. for instance, statements may inquire about their enjoyment, satisfaction, or comfort level while using netboard for collaborative writing activities. behavioral indicators (s7-s12) this set of statements examines how students' attitudes translate into their actions and behaviors during collaborative writing sessions on the netboard. it seeks to understand whether positive or negative attitudes influence their participation, cooperation, and overall engagement in the collaborative writing process. questions may focus on aspects such as their willingness to contribute, interact with peers, or adhere to the guidelines of collaborative writing. cognitive indicators (s13-s17) the cognitive indicators aim to uncover the students' intellectual perspectives, thoughts, and opinions regarding collaborative writing in netboard. they delve into the students' perceptions of the effectiveness, utility, and challenges associated with using netboard for collaborative writing tasks. questions may explore their understanding of the collaborative writing process, the benefits they perceive, and any concerns or suggestions they may have for improvement. by analyzing responses across these three indicators, researchers can gain insights into the holistic nature of students' attitudes towards collaborative writing in netboard. this comprehensive understanding can inform educators and policymakers in optimizing the use of netboard for fostering collaborative writing skills among students. etfita, et al., 2024 how is the students acceptance of collaborative writing tools: the case of netboard 115 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 1 1 1 2 0 ) figure 1. students' responses figure 1 provides a visual representation of the distribution of students' attitudes towards collaborative writing in netboard, depicted as percentages. for the affactive indicator, the initial statement (s1) indicates that 88% of students derive pleasure from their writing class, suggesting a high level of overall satisfaction with the writing learning environment. after that, 75% of students express pleasure in writing collaboratively using netboard (s2). despite being slightly lower than the pleasure derived from the writing class itself, it still reflects a substantial majority of students who enjoy the collaborative writing experience facilitated by netboard. a significant 81% of students (s3) express a preference for using netboard as a tool to enhance their writing proficiency. this indicates a strong belief among students in the efficacy of netboard for improving their writing skills. then, it is noted that 76% of students (s4) prefer completing writing assignments on netboard rather than using traditional paper-based methods. this preference suggests that students find netboard to be a more convenient and effective platform for completing writing tasks. following the use of netboard in collaborative writing, 79% of students express a preference for continuing their writing learning in the classroom (s5). this indicates that despite utilizing netboard for collaborative writing, students still value the traditional classroom setting for further learning and instruction. the (s6) sixth statement reflects that students have demonstrated enthusiasm for writing in netboard, although specific percentages are not provided. this suggests that students generally show positive attitudes towards writing on the netboard platform. furthermore, the behavior component in (s7) reveals that 70% of students consistently engage in collaborative writing through netboard because they find it challenging to write solo. it suggests that collaborative writing provides a supportive environment where students can overcome individual writing difficulties through collective effort and interaction. according to (s8), 65% of students express their ability to participate in writing exercises at home even if they cannot attend class. this indicates that netboard provides students with flexibility and accessibility, allowing them to continue their writing practice outside of the classroom environment. the next statement (s9) indicates that 76% of students are excited about participating in collaborative writing on netboard. this 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% affective behavioral cognitive s6 s5 s4 s3 s2 s1 etfita, et al., 2024 how is the students acceptance of collaborative writing tools: the case of netboard 116 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 1 1 1 2 0 ) enthusiasm suggests that students perceive collaborative writing as an engaging and enjoyable activity, fostering their motivation to actively contribute to the writing process. then, a significant 87% of students believe that engaging in collaborative writing through netboard can greatly enhance their writing proficiency (s10). this strong belief indicates students' confidence in the effectiveness of netboard as a tool for improving their writing skills. according to (s11), students express confidence in completing all assigned tasks through engaging in collaborative writing on the netboard. this confidence reflects students' trust in the collaborative writing process to support them in achieving their writing goals. the last statement suggests that 73% of students believe that engaging in collaborative writing through netboard is more convenient compared to traditional methods. this preference for convenience highlights the practical benefits of using netboard for collaborative writing tasks, such as easy access to resources and the ability to collaborate remotely. these behavioral indicators collectively demonstrate students' active engagement, enthusiasm, and confidence in utilizing netboard for collaborative writing activities, emphasizing its perceived effectiveness in overcoming writing challenges and enhancing writing proficiency. regarding the cognitive component, 83% of students perceive netboard as a valuable collaborative writing tool due to its ability to facilitate learning from any location and at any time, using any available materials (s13). this perception highlights the versatility and accessibility of netboard, enabling students to engage in collaborative writing activities regardless of their physical location or the resources they have access to. (s14) stated that 85% of students believe that engaging in ongoing collaborative writing using netboard can enhance their knowledge and proficiency. this belief reflects students' confidence in the efficacy of netboard for fostering continuous learning and skill development in writing. furthermore, netboard offers students the opportunity to view the work of their peers, which can assist them in expanding upon their ideas, as indicated by 78% of students (s15). this feature fosters a collaborative learning environment where students can gain insights from their peers' writing and build upon each other's ideas. after that, it is noted that 83% of students are perplexed as to why netboard has not been integrated since their initial exposure to writing (s16). this suggests that students perceive netboard as a valuable tool for writing instruction and are puzzled by its delayed implementation in their learning experience. last, according to (s17), 66% of students express the belief that the chosen learning approach, presumably involving the use of netboard, is suitable not only for passing examinations but also for enhancing their motivation and proficiency in writing. this recognition underscores the perceived benefits of netboard in fostering intrinsic motivation and skill development beyond academic requirements. overall, students recognize netboard as a valuable tool for enhancing their writing skills, fostering collaborative learning, and promoting continuous improvement in writing proficiency. discussion figure 2. students' attitude toward collaborative writing in netboard 0,00% 20,00% 40,00% 60,00% 80,00% 100,00% affective behavior cognitive positive attitude negative attitude etfita, et al., 2024 how is the students acceptance of collaborative writing tools: the case of netboard 117 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 1 1 1 2 0 ) regarding the affective indicators, 79.6% of students displayed a favorable disposition toward writing on the netboard. students expressed feelings of joy, enthusiasm, and appreciation for collaboration in netboard. additionally, the platform was found to enhance academic writing skills through collaborative writing. however, 20.4% of students expressed negative attitudes towards these indicators. research findings indicate that the majority of students have a good attitude toward emotional indicators. this finding aligns with (mozaffari, 2023), who investigates how efl learners' attitudes toward collaborative writing influence their level of participation in group activities. positive attitudes, such as enthusiasm or motivation, are expected to correlate with increased engagement and active involvement in the writing process. her study also examines the relationship between efl learners' attitudes and their learning outcomes in collaborative writing. positive attitudes are hypothesized to contribute to improved writing skills, language proficiency, and overall learning effectiveness. the behavior indicator conveyed majority of 74% of students had a favorable disposition toward the behavioral indications. students reported that the netboard platform was easily accessible and also contributed to the expansion of knowledge and awareness. nevertheless, a notable 26% of students had a negative perspective towards the behavioral indications. additionally, many students encountered challenges with the assignments on the netboard, developing the idea in writing somewhat difficult. based on the findings of the research on behavioral indicators, it can be inferred that most students possess a favorable disposition towards behavioral indicators. according to (barrett et al., 2021), their research highlighted how second-language learners interact with collaborative writing projects made possible by computer-assisted tools and methodologies. this includes investigating how learners establish rapport, build trust, and form relationships with peers in a collaborative writing setting. overall, the behavioral part of the study sheds light on how second language learners interact and engage in collaborative writing activities enabled by computersupported tools and approaches in higher education settings. it gives information on the behavioral factors that shape students' collaborative writing experiences and outcomes. 79% of students who participated in the cognitive indicators had a favorable attitude toward the cognitive component. they think that using the netboard will allow them to practice writing consistently, understand writing better, and get assistance to write. this perception is in line with (alsahil, 2024) where the students indicated the utilization of collaborative writing media could enhance their writing skills, help them develop ideas, and broaden their writing skills. nevertheless, 21% had a bad attitude regarding the cognitive signs and had trouble developing ideas correctly. this relates to the theory's attitude component, which leads to the expression of views, notions, or opinions regarding the attitude object (wu, 2023). conclusion the current study examined how well students in a writing class, using attitude theory, accepted netboard as a collaborative tool. the results demonstrated a favorable perception of netboard as a collaborative writing tool that integrates technology, as evidenced by students' joy, enthusiasm, and appreciation for cooperation. the conclusions of the present study validate netboard's ability to enhance the efficacy of collaborative writing and provide valuable recommendations for educators considering technology options for group projects. it is noteworthy that the utility of the tool extends beyond group composition and will only grow in importance as we transition to online delivery methods. in addition to collaborative writing, this application can be utilized to provide prompt feedback and encourage teamwork. etfita, et al., 2024 how is the students acceptance of collaborative writing tools: the case of netboard 118 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 1 1 1 2 0 ) acknowledgment the researcher would like to thank dppm universitas islam riau who have given funding for this research. references abidin dr., m. j. z., pour-mohammadi, m., & lzwari, h. (20 2). efl students’ attitudes towards learning english language: the case of libyan secondary school students. asian social science, 8(2), 119–134. https://doi.org/10.5539/ass.v8n2p119. al-tamimi, a., shuib, m., & my, m. (2009). motivation and attitudes towards learning english: a study of petroleum engineering undergraduates at hadhramout university of sciences and technology. gema online journal of language studies, 9(2). http://www.mom.gov.ye/ar/news_53.htm . lsahil, . (2024). exploring students’ perceptions and affordances of google docssupported collaborative writing. innovation in language learning and teaching, 1– 19. https://doi.org/10.1080/17501229.2024.2326030. alwaleedi, m. (2022). attitudes of learners at the arabic language institute at king abdulaziz university towards online collaborative writing during covid-19 pandemic. arab world english journal, 2, 302–316. https://doi.org/10.24093/awej/covid2.20. nshu, . h., & yesuf, m. y. (2022). effects of collaborative writing on efl tudents’ paragraph writing performance: focus on content and coherence. international journal of education and literacy studies, 10(1), 36. https://doi.org/10.7575/aiac.ijels.v.10n.1p.36. barrett, n. e., hsu, w., liu, g., wang, h., & yin, c. (2021). supported collaboration and written communication: tools, methods, and approaches for second language learners in higher education. human behavior and emerging technologies, 3(2), 261–270. https://doi.org/10.1002/hbe2.225. elgün gündüz, z. (2023). teaching writing with wiki-based collaborative writing tasks in an efl context at higher education. acuity: journal of english language pedagogy, literature, and culture, 8(1), 68–86. https://doi.org/10.35974/acuity.v8i1.2807. etfita, f., & wahyuni, s. (2021). collaborative discussion using padlet-based materials in writing for esp course. al-ishlah: jurnal pendidikan, 13(1), 523–529. https://doi.org/10.35445/alishlah.v13i1.432. gustiani, . (2020). tudents ’ motivation in online learning during covid-19 pandemic era : a case tudy. holistics journal, 12(2), 23–40. hsu, h.-c. (2019). wiki-mediated collaboration and its association with l2 writing development: an exploratory study. computer assisted language learning, 32(8), 945–967. https://doi.org/10.1080/09588221.2018.1542407. jiang, d., & kalyuga, s. (2022). learning english as a foreign language writing skills in collaborative settings: a cognitive load perspective. frontiers in psychology, 13. https://doi.org/10.3389/fpsyg.2022.932291. king-fong. (2004). tudy of econdary students’ attitude toward english in hongkong. the hku scholars hub: the university of hongkong. kitjaroonchai, n., & uppasetseree, . (202 ). case tudy of e n efl learners’ collaborative writing and small group interaction patterns in google docs. english language teaching, 14(5), 89. https://doi.org/10.5539/elt.v14n5p89. limeranto, j. t., & mbato, c. l. (2022). motivation and its relationship with essay writing achievement in the higher education level. eltin journal: journal of english language teaching in indoneisa, 10(2), 113–126. mazulfah, m., faridi, a., rukmini, d., & mujiyanto, y. (2023). is collaborative peer assessment model effective for genre-based writing in university? international journal of evaluation and research in education (ijere), 12(4), 2327. https://doi.org/10.11591/ijere.v12i4.25640. https://doi.org/10.3389/fpsyg.2022.932291 etfita, et al., 2024 how is the students acceptance of collaborative writing tools: the case of netboard 119 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 1 1 1 2 0 ) mcdonough, k., & de vleeschauwer, j. (2019). comparing the effect of collaborative and individual prewriting on efl learners’ writing development. journal of second language writing, 44, 123–130. https://doi.org/10.1016/j.jslw.2019.04.003. mozaffari, . h. (2023). the effects of efl learners’ ttitudes on participation and learning during collaborative writing. teaching english as a second or foreign language-tesl-ej, 27(2). https://doi.org/10.55593/ej.27106a5. nurkamto, j., prihandoko, l. a., putro, n. h. p. s., & purwati, o. (2024). academic writing apprehension in higher education: a systematic review. studies in english language and education, 11(1), 247–266. https://doi.org/10.24815/siele.v11i1.28928. ocak kılınç, b., & yüksel, h. g. (2024). online collaborative writing in an online efl writing class. in ocak kılınç and yüksel research and practice in technology enhanced learning (vol. 19). ojha, l. p., & acharya, r. (2021). the potential of blogs as discussion forums for developing collaborative writing skills in higher education. in innovative technologies and pedagogical shifts in nepalese higher education (issue januari). https://doi.org/10.1163/9789004448865. pham, v. p. h. (2023). the impacts of collaborative writing on individual writing skills. journal of psycholinguistic research, 52(4), 1221–1236. https://doi.org/10.1007/s10936-023-09939-2. ravana, v., yue, w. s., palpanadan, s. t., noranai, z., harun, h., ibrahim, m. y., & bosro, m. z. m. (2024). a scoping review: developing a collaborative learning culture for esl learners. aip conference proceeding, 2799(1), 20067. https://doi.org/10.18823/asiatefl.2022.19.2.21.681. salem aldossary, k. (2021). the impact of collaborative writing on efl learners’ writing development: a longitudinal classroom-based study in saudi arabia. arab world english journal, 12(3), 174–185. https://doi.org/10.24093/awej/vol12no3.12. storch, n. (2019). collaborative writing. language teaching, 52(1), 40–59. https://doi.org/10.1017/s0261444818000320. suparto, w. p., yusmah, y., kasman, n., amir, m., & wafi, a. (2021). the application of collaborative writing strategy in teaching composition in a public junior high school. english franca : academic journal of english language and education, 5(2), 299. https://doi.org/10.29240/ef.v5i2.3246. teng, y. t., zainal, a. z., vasodavan, v., & kui-ling, e. l. (2020). collaborative discussion using padlet to enhance the teaching and learning of essay writing in mandarin language. in ict-based assessment, methods, and programs in tertiary education (issue january 2021, pp. 169–190). https://doi.org/10.4018/978-1-7998-30627.ch009. thirakunkovit, s., & boonyaprakob, k. (2022). developing academic writing skills through a task-based pproach: case tudy of tudents’ collaborative writing. reflections, 29(3), 526–548. alizadeh, m. (2022). collaborative writing on google docs: effects on efl learners’ descriptive paragraphs. ijeltal (indonesian journal of english language teaching and applied linguistics), 6(2), 277. https://doi.org/10.21093/ijeltal.v6i2.1053. olkan demı rel, m., & eçkin ydin, . (20 ). examining high chool tudents’ writing self-efficacy perceptions. international journal of education and literacy studies, 7(4), 106. https://doi.org/10.7575/aiac.ijels.v.7n.4p.106. wu, c. p. (2023). efl tudents’ experiences and ttitudes toward ituated e-portfolio english writing. jet (journal of english teaching), 9(2), 225–238. https://doi.org/10.33541/jet.v9i2.4831. zhai, m. (2021). collaborative writing in a chinese as a foreign language classroom: learners’ perceptions and motivations. journal of second language writing, 53, 100836. https://doi.org/10.1016/j.jslw.2021.100836 https://doi.org/10.7575/aiac.ijels.v.7n.4p.106 etfita, et al., 2024 how is the students acceptance of collaborative writing tools: the case of netboard 120 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 1 1 1 2 0 ) empty page english franca: academic journal of english language and education vol. 6, no. 1, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i1.4271 investigating speaking difficulties of senior high school students: linguistics and psychological problems nyimas ayu wulandari universitas islam negeri (uin) sultan thaha saifuddin jambi nyimaswulandari@gmail.com shynta amalia universitas islam negeri (uin) sultan thaha saifuddin jambi shyntaramdhani@uinjambi.ac.id muhammad iqbal ramdhani universitas bina darma m.iqbalramdhani@binadarma.ac.id abstract the purpose of this study was to gain an understanding of the problems in communication experienced by senior high school students in jambi city. students in their final year of secondary education in jambi city served as participants in this study. this study was carried out at sman 03, sman 08, and sman 11 jambi city, all of which are recognized educational institutions. there were 130 students in the tenth grade that took part in this research. the research was a quantitative study that was designed in the form of a survey. the questionnaire was the instrument that was employed for this study. there are a total of 25 questions on the questionnaire, all of which pertain to the difficulty that students have expressing themselves verbally regarding linguistics and psychological issues. the findings of this study also suggested that the students attending the three authorized institutions had the perception that psychological issues had a greater influence on their difficulties in communicating verbally. keywords: speaking difficulties, psychological problems, linguistics problem introduction in this globalization era, there are forceful changes taking place everywhere around the world. these tremendous vicissitudes occur when people have a strong desire to reach something. people's desires will be fulfilled when they can express their ideas and opinion to others mailto:nyimaswulandari@gmail.com mailto:shyntaramdhani@uinjambi.ac.id mailto:m.iqbalramdhani@binadarma.ac.id 152 | english franca, vol. 6, no. 1, 2022 clearly. furthermore, people need to learn communication skills to achieve their ambitions, desires, and goals. communication will be effective if the interlocutor gets to understand what the speaker is going to say. now, how can people convey information to others without any ability to explain ideas through speaking? in other words, learners should have the speaking ability to make it easy to communicate with each other. so, speaking is a vital role to make the effective communication. according to srinivas (2019), "in the present global world, communication plays a vital role in getting success in all fields" (p.8). for that, everybody has to prosecute to have good communication in this modern era against the world. effective communication is not possible for every human without using language. it means that perfect communication needs language as the connector. in the modern days, english is one of the international languages which we know it is spoken by many people all around the world. according to srinivas (2019), "in the present modern world, everything is linked with speaking skill" (p10). it is also used in the field of scientific research, education, business, technology, media, and so on. so, english is very important to be mastered by all people because as we know that everything needs english speaking skills nowadays. for example, english speaking skill is needed to look for a job. most companies, institutes, and others require people who master english speaking. so, people will be selected by job interview to prove their ability in speaking english well. also, when students want to continue their study abroad by joining the scholarship, they must be mastered english speaking skills. it will be proven by debate, group discussion, or other oral communication to know their skill in speaking english. if their performance is good, they will pass the selection. furthermore, english speaking skill is important to be mastered by all people, especially for students to get their success. as a medium of communication, language offers many skills to be mastered by all people to produce effective communication. like a human life, we can accept and give information through language to others. the ability to accept the information is called receptive skill and the ability to give the information is called productive skill. receptive skill is divided into several skills. they are, listening and reading. besides, golkova & hubackova (2014) said that productive skills which are called active skills are the transmission of information that a language user produces in either spoken or written form. productive skill is divided into two skills. they are speaking and writing. these skills are important to learn to nyimas ayu wulandari, et. al: investigating speaking difficulties of senior high school students: linguistics and psychological problems-153 improve language skills. according to susini and ndruru (2021), listening, reading, writing, and speaking are skills that determine people to be mastered a language or more languages. these skills cannot be separated from each other. in another word, all of the skills are needed to be learned to improve language skills. so, language learners have to learn these skills to make them speak english well. indonesia is one of a country whose students are less interested in learning english. as like as reported by media indonesia (2019), ef education first released a research report on the 9th edition of the ef english proficiency index (ef epi) 2019 or a study that measures the level of english proficiency of adults from 100 countries and regions in the world. the report is compiled based on an analysis of data from english test results conducted by 2.3 million participants who participated in the online ef standard english test (efset). indonesia was ranked 61st with a decreased score from 51.58 in 2018 to 50.06 in 2019. indonesia is still below the asian region's standard which is 53.00. many high school students hold the view that speaking english is very difficult. several factors make students feel difficulty in speaking english. first, many students lack the motivation to practice speaking because they have a lot of speaking problems. harmer (2007) found that "students are often reluctant to speak because they are shy and are not predisposed to expressing themselves in front of other people" (p. 345). those can be the reasons why students rarely practice their speaking skills in daily communication. they are not familiar with english and finally feel shy to use it. it is also their habit to assume that english only needs to be used and learned only in the class or only when speaking class is held. second, lack of vocabulary is one of the problems faced by students. richards (2008) claimed there are some particular problems faced by speaking learners. those problems are lack of vocabulary needed in speaking, lack of grammar, and lack of pronunciation. several research studies had already examined the speaking difficulty faced by the students. in the context of indonesian english learners, there have been several studies discussing the phenomenon in the past five years (abrar et al., 2018; haidara, 2016; randu farhani et al., 2020; wahyuningsih & afandi, 2020; widyasworo, 2019). however, the previous studies were mostly conducted based on meta-analyses, where the researchers tended to analyze the subjects of the research qualitatively. besides, the setting of the research was mostly higher education. 154 | english franca, vol. 6, no. 1, 2022 pertaining the results of the previous studies that gave evidence of the difficulties in speaking both linguistically and psychologically, this study would like to examine the issue in a wider population. the intention was to generalize the results of the study. the researchers would also consider the school accreditation in selecting the samples of the study. it was assumed that by having the same level of accreditation the schools’ communities had the same characteristics in terms of facilities and teaching and learning activities. the researchers tried to find out speaking difficulties faced by the students of senior high school in jambi city in terms of linguistics and psychological difficulties. theoretical framework difficulties in learning speaking aside from its importance, speaking is considered a challenging skill to be mastered. according to li as cited in zhang (2009), most english language learners remain that speaking is the highest difficult skill to master. when people have a conversation, they have no time to prepare or think about what they are going to say. they also have less opportunity to correct what they have said. that is why many language learners said that speaking is the hardest one. there are two main categories of difficulties in speaking that are faced by language learners. they are linguistics and psychological problems. the first is the linguistics problem. the linguistic problem refers to the performance aspects that belong to language skills. the results of several research studies reveal that a lack of vocabulary, a lack of grammar mastery, and a lack of correct pronunciation are some of the difficulties students when speaking english (randu farhani et al., 2020; wahyuningsih & afandi, 2020; widyasworo, 2019). the other aspect that might be put into consideration is fluency (abrar et al., 2018). besides, according to jannah, & fitriati (2016), the reason why language learners are having problems when they speak is caused linguistic problems as they are poor in grammar, vocabulary, and pronunciation. the second is the psychology problem. psychology problem brings a great effect on english foreign language learners to master the skills of speaking. human psychology plays a significant role in every learning situation or environment, whether formal or informal. the ability to communicate in english is a language skill that is heavily influenced by human psychology (haidara, 2016) this problem will bring negative effects on language learners during the process of learning. psychological problems include students' anxiety, low confidence, and nyimas ayu wulandari, et. al: investigating speaking difficulties of senior high school students: linguistics and psychological problems-155 lack of practice. from his study, haidara also argued that even though the majority of students believe they have a good command of english vocabulary and grammar, they are uncomfortable when speaking in english. the students had a lot of trouble with english because they were afraid of making mistakes. they also felt shy, hesitant, and didn't have enough confidence when they spoke. according to jannah and fitriati (2016), psychology is knowledge or study that learns about processes and humans' behavior and also animals in their environment's interaction. the students' psychological problems such as anxiety, low confidence, and lack of practice may obstruct students' speaking ability to increase. both of these categories of difficulties make language learners lazy to learn because of their mindset. they always think that it is hard to be mastered it because it is not used in daily communication as like is their first language. consequently, many students especially in indonesia still cannot speak fluently. according to runtuwene and lumettu (2018), most of the graduates still cannot speak english fluently even using a very simple expression after six years of study in junior also senior high school. linguistics problem the linguistic problem in speaking is the problem that makes language learners' ability in speaking bad. richards (2008) claimed there are some particular problems faced by speaking learners. those problems are lack of vocabulary needed in speaking, lack of grammar, and lack of pronunciation. the first is a lack of grammar. grammar is one of the crucial aspects of english language learning. english language learners will never speak and join in conversation effectively if they do not know how to use grammar. many students feel that learning grammar is so complicated. even students who have been learning english for many years are still lacking in using grammar. effendi (2017) said that study about grammar in college for many years does not ensure language learners have correct and good ability in using grammar in sentences. they still faced difficulty in using it. so it can be included that it needs a long time for a learner to be mastered grammar. the next is a lack of vocabulary. lacking vocabulary is a problem that many faces by language learners. it makes them confused when they are in the conversation process. they will stop the conversation while speaking out to think what the vocabulary must they choose. khan, et al (2018) said that lacking vocabulary items will obstruct the second language learning process. most language learners often forget what vocabulary they want to use, moreover the new one. as the research 156 | english franca, vol. 6, no. 1, 2022 conducted by hosni (2014), the result says that the students struggle to find the appropriate vocabulary item when trying to speak in english. many students have difficulties in choosing appropriate vocabulary in some cases. they often feel worried if the vocabulary they choose is not appropriate to be used in the situation and the context where they speak. english language learners also think and know what they are going to say, but it is difficult for them to switch the words from their mother tongue into english. this situation often faced by the language learners when they are lack vocabulary. the last is a lack of pronunciation. pronunciation is the way to produce sounds. this aspect is one of the difficult aspects to be learned because every language has different phonemes as well even though not significant. there are only a few learners who have good pronunciation like a native speaker. they usually still bring their mother tongue way to pronounce english words. so, listening to a native speaker and practice to pronounce the words are some of the ways to have a clear pronunciation. psychological problem psychology problems very affect english foreign language learners mastering speaking skills. this problem will bring negative effects on language learners during the process of learning. there are several problems in psychology. they are anxiety, low confidence, and lack of practice. anxiety means the emotional reaction in the classroom to a foreign language. according to suleimenova (2013) in language classes, students who feel anxiety may not be able to speak fast enough, because anxiety interferes with their ability to process information. being anxious when speaking will affect language learners' performance. they may forget their idea about what they want to talk about. it is very annoying to feel anxiety in speaking. luo (2013) said that researchers have found that foreign language anxiety features a big selection of potential negative effects on foreign learning. there are so many english language learners who feel anxiety, worry, and are afraid to make mistakes while they speak. according to dalem (2017), fear of being laughed at by other language learners and also evaluated by teachers can be students' anxiety factors. it influences language learners to be good speakers when performing in front of the class and also in front of other people because they must be worried to make a mistake that makes them lose face. the second is low confidence. in this case, many students think that their ability in english is not good enough and almost very bad which makes them feel they cannot speak english well. so, they may think that nyimas ayu wulandari, et. al: investigating speaking difficulties of senior high school students: linguistics and psychological problems-157 their partner of speaking cannot understand what the speaker talked about. it causes language learners to feel not confident to speak up. also, the factor that makes the students feel not confident is caused by the lack of encouragement from the teachers (brown, 2001). from that statement, we know that many teachers do not pay attention enough to treat them in speaking english. brown in dalem (2017) said that learning demotivating is more found by language learners rather than motivating because the teachers do not convince the students that they can speak. therefore, beginners in learning english need to be motivated by people around them, especially their teachers. so, they can put interest and confidence to express their thought in a language they learn. the next is lack of practice. there are so many language learners have lack practice. many students will only have english speaking practice in the classroom, or even only when the speaking class is held. this lack of speaking practice can also cause difficulty in speaking. according to hetrakul in nakhalah (2016), many language learners speak english more frequently only in the class and less frequently outside it. they only speak in english because the subject that they learn is english speaking class. of course, it is not efficient because it must be less time to only practice it when speaking class is held. language learners need to practice speaking continually to increase their skills in it. so, it takes a long time. it is impossible to be mastered speaking english without practicing it continually. as we often heard that practice makes perfect. it is very important to practice it every day. furthermore, most of the students are also lazy to practice speaking english because they think it is easier for them to speak in their mother tongue. they do not have to pay attention to the rule like the structure, vocabulary, and pronunciation of english. research methodology the populations of this research were the tenth-grade senior high school students in jambi city. the researchers applied the purposive sampling method to get the samples. there was a total of 130 students from three different schoolssman 3, sman 8, and sman 11 jambi-taken based on their school accreditation. the school was accredited in the same category, labeled as an a-accredited school. the instrument used was a questionnaire adapted from khamprated (2012). this research was conducted by using the quantitative method and the design was a survey that used a questionnaire. by using quantitative research, the researcher could use a large sample and give more specific questions to all the 158 | english franca, vol. 6, no. 1, 2022 participants. this helped the researcher get a more accurate result. creswell (2014) defines survey research as research conducted by studying population samples to describe population trends, attitudes, and opinions quantitatively. then, the researcher used a questionnaire as the tool for data collecting. harris and brown (2010) said that questionnaires are typically seen as a more objective research tool that can produce generatable outcomes due to enormous example sizes. also, it's a great way to collect data in a logical and organized manner. the questionnaire included the adapted items that were intended to collect the data in this study. there were 25 statements in the questionnaire. all the statements were negative as it reflects the problems faced by the students. the researchers applied likert scales to obtain the students' responses toward the indicators of speaking difficulties they faced. the scales indicated their agreement with the statement. the range, 5(strongly agree), 4 (agree), 3(neutral), 2 (disagree), and 1 (strongly disagree), indicates that the highest score the students obtained, the strongest agreement they had toward the statement presented in the questionnaire. the researchers then applied the scale level based on the criteria of oxford & burry-stock, 1995. table 1 level of interpretation no. mean range interpretation 1. 3.5-5.0 high 2. 2.5-3.4 medium 3. 1.0-2.4 low results & discussion there were 25 statements in the questionnaire that had been given to the participants to answer. the statements in that questionnaire are related to the speaking difficulties faced by students that are divided into two problems, they are linguistic and psychological. each item discussed those difficulties. item numbers 1 to 12 examined linguistic problems while item number 13 to 25 examined psychological problems faced by the students. the results of the students’ speaking difficulties based on linguistics problems are presented in table 1. nyimas ayu wulandari, et. al: investigating speaking difficulties of senior high school students: linguistics and psychological problems-159 table 1 the students’ speaking difficulties based on linguistics problems no problems m sd level of proble ms 1. it is difficult for me to remember new vocabulary 3.48 0.685 medium 2. i find it difficult to speak english because of my limited vocabulary mastery 3.40 1.061 medium 3. i have lack vocabulary in certain fields 3.48 0.847 medium 4. sometimes i insert indonesian words when speaking english 3.30 1.159 medium 5. it is difficult for me to arrange word by word into a sentence when speaking english 3.38 0.999 medium 6. it is difficult for me to speak in complete sentences with correct grammar 3.66 0.920 high 7. i do not focus on grammar when speaking 3.08 0.836 medium 8. i have limited time to think of correct grammar while i am speaking 3.27 0.922 medium 9. i always forget to pronounce the final sound of each word example students, he’s and walked 3.45 0.706 medium 10. it is difficult for me to pronounce unfamiliar words 3.40 1.061 medium 11. i find it difficult to pronounce some words correctly for example ʃ (ship), tʃ (lunch), and ɵ (the) 3.72 2.804 high 12. i want to have good pronunciation as good as a native speaker but i find it difficult 3.30 1.159 medium 160 | english franca, vol. 6, no. 1, 2022 the results show that among the 12 statements that represent linguistics problems, two aspects were considered to bring a high level of difficulty to the students. the highest problem was pronunciation. the mean score of the students' responses to the statement 'i find it difficult to pronounce some words correctly for example ʃ (ship), tʃ (lunch), and ɵ (the)' represents one aspect of pronunciation, was in high level (m=3.72). the other aspect was grammar. the results showed that lack of grammar influenced the high difficulty of the students' speaking ability. students responded with 'it is difficult for me to speak in complete sentences with correct grammar' showing a high level of interpretation (m=3.66). the results of the study also implied that lack of vocabulary, lack of grammar mastery, and also pronunciation problems did influence in medium level to the students’ difficulty in producing fluent speaking. in terms of vocabulary, statements 1 to 4 represent the students’ problems. the students found it difficult for them to remember new vocabulary (m=3.48). because of their limited vocabulary mastery (m=3.40) and their lack of vocabulary in certain fields (m=3.45), they found it difficult to speak english as they sometimes used indonesian words when they speak in english (m=3.30). several studies also bring the same evidence that having not enough vocabulary resulted in difficulties in speaking (abrar et al., 2018; huwari, 2019; leong & ahmadi, 2017; wahyuningsih & afandi, 2020). indeed, lacking vocabulary items will obstruct the second language learning process(khan et al., 2018). in terms of grammar, items number 5 to 8 represent the students' problems. the students found it difficult to arrange word by word into a sentence (m=3.38) which made them hard to speak in a complete sentence. it was also hard for them to speak in complete sentences with correct grammar (m=3.66). the students did not focus on grammar while they were speaking as they had limited time to think of correct grammar (m=3.27). the result of this study lines with the study conducted by effendi (2017) that study about grammar in the college for many years does not ensure language learners have correct and good ability in using grammar in sentences. in indonesia, english is one of the foreign languages taught in junior high school. yet, it was not enough to make the students speak english with correct grammar. there were many sentences the students had to learn students that made them confused about choosing appropriate grammar to be applied at the time they spoke. consequently, the students mostly used the same tenses to represent the time in english. nyimas ayu wulandari, et. al: investigating speaking difficulties of senior high school students: linguistics and psychological problems-161 moreover, the students showed the difficulty caused by the lack of pronunciation represented in items 9 to 12. the students always forgot to pronounce the final sound of each word example students, he’s and walked (m=3.45). they also thought that it was hard for them to pronounce unfamiliar words (m=3.40) and even some words correctly for example ʃ (ship), tʃ (lunch), and ɵ (the) (m=3.72). some students even wanted to have good pronunciation as good as native speakers, but they found it difficult. as the results indicated the high level of problems, previous studies also showed similar ideas. the results of the study from wahyuningsih & afandi (2020) showed because they struggled to pronounce certain vowels and consonants, many students admitted that their intonation and accentedness were not as accurate as of that of a native speaker. besides the majority of students claimed that their pronunciation, which includes things like word stress and intonation, prevents them from speaking english in class. this is critical to understanding because it reveals a person's intentions (huwari, 2019). besides, pronunciation is one of the components of english that is most difficult to master (komariah, 2018). the system of language sound in english and indonesia is different. indonesia has many local languages that have different linguistic repertoires such as javanese, banjarese, and many others. it made the students hard to pronounce english like a native because of the influence of their mother tongue. on the other hand, in english, the word that would be pronounced is different when it showed in the text. in contrast, there is no difference between how to write and how to pronounce the indonesian language. the way the word is written is the same way the word is pronounced. many students felt difficulty to pronounce english words correctly. this study also revealed the students’ problems regarding psychological aspects. table 2 presents the results of the students’ speaking difficulties based on linguistics problems. table 2 the students’ speaking difficulties based on psychological problems no. problems m sd level of problems 13. i get nervous and worried when i speak to others 3.70 0.868 high 14. i feel worried that i will keep repeating my words from the beginning while i am 3.46 0.933 medium 162 | english franca, vol. 6, no. 1, 2022 speaking 15. i am afraid of being the center of attention when i speak in front of the class 3.52 1.006 high 16. i am afraid of making mistakes while i am speaking 3.77 0.936 high 17. i am lazy to practice speaking english because there is no reason for me to speak 2.04 0.918 low 18. i do not practice much because i have fewer opportunities to speak 2.60 0.985 medium 19. i have no partner to practice speaking with 3.72 0.881 high 20. i feel more confused when practicing speaking with friends who have lower english proficiency 3.12 0.898 medium 21. i do not practice speaking english a lot because i have no partner to practice with 2.89 1.129 medium 22. i feel less confident speaking in english than in indonesian. 3.89 0.909 high 23. i lose my self-confidence when someone asks me to repeat my words 3.13 0.968 medium 24. i do not feel confident starting speaking by myself if someone does not ask me 3.14 0.978 medium 25. i lose my confidence when i speak with friends who have higher english proficiency 3.27 1.112 medium among the 13 statements, 12 statements represent the students' level of problems from medium to a high level. 5 problems were nyimas ayu wulandari, et. al: investigating speaking difficulties of senior high school students: linguistics and psychological problems-163 considered gave an impact on the students' difficulty in speaking english. the highest level of the problem belongs to the aspect of confidence. compare to speaking in the indonesian language, students felt less confident speaking in english (m=3.89). the students also indicated that the problems that brought a high level of impact to their speaking belong to the aspect of anxiety. the students stated that they got nervous and worried when they speak to others (m=3.70) since they were afraid of being the center of attention when they were talking (m=3.52). they also stated that they were afraid of making mistakes while they are speaking (m=3.77). the other problem that gives a high level of impact was in terms of practice. the students that having no partner to practice speaking with (m=3.72) brought great difficulty to them. the students kept practicing, but the fact that they had no partner to practice with made it possible to cause problems. overall, the study implied that the whole aspects, anxiety, lack of practice, and confidence brought an impact on the students’ difficulty in speaking. a student's ability to process information may be hindered if they are suffering from high levels of anxiety. this was a common issue for students who were learning a new language. afraid of making a mistake in front of their classmates, and fear of negative evaluation, students were reluctant to speak up (abrar m, 2017; damayanti et al., 2020; haidara, 2016; randu farhani et al., 2020; suleimenova, 2013). haidara also argued regarding students' confidence in speaking, their lack of confidence occurs when they spoke with someone whose command of the english language was superior to theirs. this is true in the case of the participants of this study. lack of confidence was reported as one of the problems the students faced as they responded to the statements 22 to 25. firstly, they agreed they felt more confident when they spoke in indonesian. then, they felt less confident when someone asked them to repeat their words (m=3.13) and even reluctant to start speaking if someone did not ask them (m=3.14). they agreed that they lost their confidence when they talked to others who had higher english proficiency (m=3.27). conclusion to conclude, both linguistics and psychological problems impacted negatively the students' speaking. in terms of linguistics problems, lack of grammar mastery and pronunciation brings a high level of difficulties to the students to speak in english. psychologically, students' difficulty in speaking was influenced by the students' anxiety, 164 | english franca, vol. 6, no. 1, 2022 lack of practice, and lack of confidence. the results of this study also indicated that the students from the three accredited schools felt that psychological problems gave more impact on their speaking difficulties. finally, due to the limitation of this study, it is suggested for future research to conduct the study with larger samples with more comprehensive instruments. references abrar m. (2017). an investigation into indonesian efl university students’ speaking anxiety. jeels, 4(2), 221–248. abrar, m., mukminin, a., habibi, a., asyrafi, f., & marzulina, l. (2018). “if our english isn’t a language, what is it?” indonesian efl student teachers’ challenges speaking english. the qualitative report, 23(1), 129–145. brown, h.d. (2001). teaching by principles. new york : wendy wolf. creswell, j.w. (2014). research design: qualitative, quantitative, and mixed methods, approaches. us: sage. damayanti, m. e., listyani, l., & satya (2020). an analysis of students’ speaking anxiety in academic speaking class. english language teaching and , 4(2), 152–170. https://doi.org/10.37147/eltr.2020.04020. dalem, m. (2017). difficulties of speaking that are encountered by english. 2. effendi, m. s., rokhyati, u., & rachman, u. a. (2017). a study on grammar teaching at an english education department in an efl context. 5(1), 42–46. fitriati, s. w., & info, a. (2016). psychological problems faced by the yeareleventh students ma nuhad demak in speaking english. 6(1), 65–78. gilakjani, a. p., & sabouri, n. b. (2016). how can efl teachers help efl learners improve their english pronunciation ? 7(5), 967–972. golkova, d., & hubackova, s. (2014). productive skills in second language learning. procedia social and behavioral sciences, 143, 477–481. haidara, y. (2016). psychological factor affecting english speaking performance for the english learners in indonesia. universal journal of educational research, 4(7), 1501–1505. https://doi.org/10.13189/ujer.2016.040701. harmer, j. (2007). the practice of english language teaching: fourth edition. uk: pearson longman. nyimas ayu wulandari, et. al: investigating speaking difficulties of senior high school students: linguistics and psychological problems-165 harris, l., & brown, g. (2010). mixing interview and questionnaire methods: practical problems in aligning data. practical assessment research & evaluation. 15. http://pareonline.net/pdf/v15n1.pdf. hosni, s. al. (2004). speaking difficulties encountered by young efl learners. 2(6), 22–30. huwari, i. f. (2019). problems faced by jordanian undergraduate students in speaking english. international journal of innovation, creativity and change, 8(9), 203–217. www.ijicc.net. jannah, m. and fitriati, s. (2016) “psychological problems faced by the year “eleven students of ma nuhad demak in speaking english”, english education journal, 6(1). khamrated, n. (2012). the problems with the english listening and speaking of students studying at a private vocational school in bangkok, thailand [unpublished master's thesis]. srinakharinwirot university. khan, r., radzuan, n., shahbaz, m., ibrahim, a., & mustafa, g. (2018). the role of vocabulary knowledge in speaking development of saudi efl learners. arab world english journal, 9(1), 406–418. https://doi.org/10.24093/awej/vol9no1.28. komariah, a. (2018). problems in pronouncing the english sounds faced by the students of smpn 2 halong, banjar. journal of english language and pedagogy, 1(2), 1–10. leong, l.-m., & ahmadi, s. m. (2017). an analysis of factors influencing learners’ english speaking skill. international journal of research in english education, 2(1), 34–41. https://doi.org/10.18869/acadpub.ijree.2.1.34. luo, h. (2011). foreign language speaking anxiety : a study of chinese language learners. nakhalah, a. m. m. (2016). problems and difficulties of speaking that encounter english language students at al quds open university. international journal of humanities and social science invention, 96101. randu farhani, a., natalia binsasi, y., & handayani, a. (2020). englishspeaking issues towards indonesia senior high school students. seminar nasional ilmu pendidikan dan multi disiplin 3 (snipmd), 442–446. 166 | english franca, vol. 6, no. 1, 2022 richards. (2008). teaching listening and speaking from theory to practice. new york: cambridge university press. runtuwene a., lumettu, l. (2018). developing the students ’ english speaking ability through impromptu speaking method . developing the students ’ english speaking ability through impromptu speaking method . suleimenova, z. (2013). speaking anxiety in a foreign language classroom in kazakhstan. procedia social and behavioral sciences, 93, 1860–1868. https://doi.org/10.1016/j.sbspro.2013.10.131. susini, m., ndruru, e., & warmadewa, u. (2021). strategi meningkatkan kemampuan berbahasa inggris 1,2. 1(2), 37–48. srinivas rao, p. (2019). the importance of speaking skills in english classrooms. alford council of international english & literature journal(acielj), 2(2), 6–18. wahyuningsih, s., & afandi, m. (2020). investigating english speaking problems: implications for speaking curriculum development in indonesia. european journal of educational research, 9(3), 967–977. https://doi.org/10.12973/eu-jer.9.3.967. widyasworo, c. (2019). students’ difficulties in speaking english at the tenth grade of sekolah menengah kejuruan. journal of english education and teaching (jeet), 3(4), 533–538. wang, z. (2014). developing accuracy and fluency in spoken english of chinese efl learners. 7(2), 110–118. https://doi.org/10.5539/elt.v7n2p110. zhang, s. (2009). the role of input, interaction, and output in the development of oral fluency. english language teaching (elt),2(4), 91-100. english franca: academic journal of english language and education vol. 5, no. 2, 2021, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v5i2.3398 how efl learners maintain motivational factors and positive attitudes during covid-19 pandemic: a qualitative study reza anggriyashati adara universitas islam 45 bekasi reza.adara@gmail.com novita puspahaty universitas islam 45 bekasi novita@englit45bekasi.org abstract the present study aims to analyze how a group of efl learners in indonesia maintained their motivation and positive attitudes toward english learning during the covid-19 pandemic. the present study applied a qualitative study by conducting semi-structured interviews with ten respondents. the results suggest that the covid-19 pandemic has affected the respondents significantly. at the beginning of the covid-19 pandemic, most respondents were demotivated but they were able to motivate themselves again by reminding themselves of the reasons they learned english in the first place. those reasons are mostly dominated by extrinsic factors such as their need to get jobs, studying overseas and the benefits of mastering english for their future also motivated the respondents. however, some are still motivated to learn english because they are intrinsically motivated. the results suggest that both intrinsic and extrinsic motivation are needed to maintain learners' motivation and positive attitudes toward language learning. in addition, maintaining personal communication with students during tough times such as the covid-19 pandemic seems important to be conducted by teachers. by keeping personal communication, teachers can help maintain students' motivation. besides that, the findings of the present study indicate that the respondents used various methods to maintain their motivation such as using social media to learn english and constantly reminding themselves of their language learning goals. mailto:reza.adara@gmail.com mailto:novita@englit45bekasi.org 278 | english franca, vol. 5, no. 2, 2021 in regards to this, teachers should help students by integrating social media into the lessons and providing affirmations that remind students of the benefits of english language mastery. keywords: efl learning, motivation, attitudes, pandemic introduction one of the aspects which have been drastically changed during the covid-19 pandemic is education. to prevent the transmission of covid19, schools and informal courses are closed. instead of real-life classrooms, online learning is implemented. similar to the other subjects, english is also taught online. however, online learning and teaching may pose challenges to efl (english as a foreign language) learners as ones in indonesia. students confront a variety of challenges in this online education, including facility and infrastructure preparedness, learning achievement, and student attitudes (taufik, et. al, 2020). a study of famularsih (2020) on students ’experiences in using online learning applications during the covid-19 pandemic shows slow-speed internet connection, multiple tasks forced upon students, and lack of interaction between students and lecturers as the main challenges in learning english during the covid-19 pandemic. the weight of evidence suggests that the changes brought by the covid-19 pandemic may cause unique challenges to be overcome by teachers and students, especially in the indonesian efl learning context. related to the above paragraph, besides improving teaching techniques, teachers can overcome teaching challenges by improving their students ’motivation. it is needed because motivation is not only one of the important factors in efl learning but it also helps improve learners ’attitudes toward efl learning (mantiri, 2015; kazantseva et al., 2016) and ensures the success of language acquisition (carrió-pastor & mestre, 2014). however, lack of motivation has been reported as one of the main teaching and learning challenges in indonesia (hibatullah, 2019; yulia, 2013). it is why analyzing students ’motivation is important as it will provide more information on how to improve students ’motivation (adara, 2019). besides that, the provision of research toward motivation reza anggriyashati adara, novita puspahaty: how efl learners maintain motivational factors and positive attitudes during covid-19 pandemic: a qualitative study 279 can give educators more insights on sustaining learners ’interest in efl learning (dörnyei, 2014). thus, despite being a challenge, motivation needs to be maintained and investigated. the present study aims to investigate how efl learners in indonesia maintain their motivation and positive attitudes during the covid-19 pandemic. by investigating these variables, the present study aims to provide more insights into learners ’strategies to maintain their motivation, especially during critical moments such as the covid-19 pandemic. lamb (2016) argues that motivation is influenced by complex internal and contextual factors and can change unpredictably. several studies have shown how motivation can change when learners are subjected to certain treatments or circumstances. a study by waninge et al (2014) shows the increase and decrease of learners ’motivation after they were subjected to a course of lessons. in addition, macintyre & serroul (2015) reports dramatic fluctuations of motivation during various communicative tasks. they found that learners ’motivation can be influenced by basic factors such as the topics of the lessons. it can be said that investigating learners ’motivation periodically is important because it is a subject of change. as one of the life-changing events, the covid-19 pandemic can change learners ’motivation and attitudes toward efl learning. it seems important to investigate what or how it has changed learners ’motivation and attitudes. previous studies such as ones conducted by famularsih (2020) and muslimin & harintama (2020) who analyzed the effects of online learning during pandemics on students ’ motivation, challenges, and alternatives have not specifically investigated how students maintain their motivation and positive attitudes. therefore, the present study aims to fill the void due to the lack of studies toward learners ’motivation and attitudes during the covid-19 pandemic, especially in the context of efl learning in indonesia. in addition, the present study aims to analyze motivational factors and attitudes of a group of efl learners in indonesia to learn english during the covid-19 pandemic as well as strategies they use to maintain motivation and positive attitudes during the covid-19 pandemic. 280 | english franca, vol. 5, no. 2, 2021 theoretical framework the present section aims to discuss theoretical background and previous studies which underlie the present study. learners ’motivation and attitudes motivation is one of the important factors which determine the success of efl learning. in this regard, motivation can be defined as a reason or objective which a person has to behave in a given manner in a given situation (barak et al, 2015). furthermore, gusmuliana, et. al, 2020) stated that motivation is the capacity to devote a significant amount of time and effort to the achievement of organizational goals, based on the potential of the endeavor. in the efl learning context, a set of learners ’ efforts, desires, and attitudes to reach their language learning goals is defined as motivation (loewen & reinders, 2011). despite being dedicated and capable, a learner might not be able to reach their language learning goals without sufficient motivation (adara, 2020). due to its importance, numerous theories have been posited to describe it. one of them is self-identification theory (sdt) by deci & ryan (1985). their theory maintains a tenet of distinction between intrinsic and extrinsic motivation. while intrinsic motivation refers to a state of being where a student learns a target language due to his/her interest, and extrinsically motivated student is influenced by external circumstances such as peers, teachers, family, economic goals, or else. thus, their theory posits the importance of improving extrinsic motivation such as providing better learning environments or teaching methods to improve intrinsic motivation. it can be said that sdt theory argues that both intrinsic and extrinsic motivation affect each other. motivation and attitudes are two inseparable aspects that determine success in efl learning (ellis, 2006). in this regard, an attitude refers to the way of thinking, feeling, or behaving which influences how someone acts in certain ways (nafi et al, 2016). positive attitudes toward language learning help students to achieve their language learning goals (dörnyei & csizér, 2002), and students ’motivation toward language learning can be determined from their attitudes (bradford, 2007). students ’attitudes can be a predictor of their performance in language reza anggriyashati adara, novita puspahaty: how efl learners maintain motivational factors and positive attitudes during covid-19 pandemic: a qualitative study 281 acquisition (nafi et al, 2016). numerous studies show that students with positive attitudes will be more successful than ones with negative attitudes (bidin et al, 2009; thang et al, 2011). the weight of evidence suggests that motivation and attitudes are two important factors in efl learning. numerous studies have investigated both motivation and attitudes in efl learning in various learning situations. yang’s (2012) study on attitudes and motivation toward efl learning among a group of students in malaysia shows a correlation between positive attitudes toward the target language and a high level of motivation. in addition, the participants were motivated by both intrinsic and extrinsic factors. a study by mat (2014) investigates the attitudes and motivation of a group of malaysian efl learners. the results of his study suggest that the participants are highly motivated, and have positive attitudes toward english learning. in addition, fandiño et al (2019) study on motivational factors of a group of college students in colombia to learn english through e-learning shows that external factors can heavily influence the participants. besides that, dincer & yesilyurt’s (2017) study on the relationship between efl learners ’motivation to speak and autonomous support of teachers indicates a correlation between intrinsic and extrinsic motivation as intrinsically motivated students can still be heavily influenced by their teachers ’performances. the above studies show that attitudes and motivation correlate with each other and are influenced by both intrinsic and extrinsic factors. research methodology research design the present study applies a qualitative study to obtain its results. nassaji (2015) argues that the qualitative method is more suited for analyzing l2 classrooms because experimental research may lead to the generalizability of its findings that can be difficult to be found in real-life classrooms. 282 | english franca, vol. 5, no. 2, 2021 respondents the respondents of the present study are ten college students majoring in english literature from a private university in bekasi, indonesia. the sampling used in the present study is convenience sampling due to the covid-19 pandemic. data collection and analysis as it aims to provide an insight toward students' motivation and attitudes toward language learning during the covid-19 pandemic, the present study uses interviews to examine motivational factors and attitudes. in regards to the present study, semi-structured interviews were conducted in english through whatsapp, a chatting application. the interviews lasted around an hour each. although the respondents were encouraged to speak up their opinions and experience regarding their motivation and attitudes toward language learning during the covid-19 pandemic, there is a list of questions set as a guide. following are the questions: 1. what motivates you the most to learn english during the covid-19 pandemic? 2. how do you feel about learning english during the covid-19 pandemic? 3. how do you maintain your motivation to learn english during the covid-19 pandemic? the interviews ’results were transcribed and checked by the respondents to see their reliability. in addition, as suggested by révész (2012), another researcher transcribed part of the material to check its reliability. collected data is analyzed through coding. in regards to the present study, transcribing results were coded into several categories namely motivation, attitudes toward language learning, and strategies to maintain motivation during the covid-19 pandemic. reza anggriyashati adara, novita puspahaty: how efl learners maintain motivational factors and positive attitudes during covid-19 pandemic: a qualitative study 283 results and discussion results the present section aims to discuss the results of the present study. the results of the present study show that most respondents are still motivated to learn english and have positive attitudes toward the english learning process during the covid-19 pandemic. following are several factors which make them learn english during the covid-19 pandemic: extrinsic factors: getting better jobs few respondents commented that they are still motivated to learn english because they want to get better jobs. following are the comments of some respondents: “my motivation to learn english is because i want to be a tour guide.” (respondent 7) “i learn english for my better job because i want to work in an international company. learning english also helps me to understand many things." (respondent 8) communicating with people from different countries one of the factors which motivate the respondents to learn english is because they can use english to communicate with people from different countries. “in my fandom life, the rest of information from my favorite people mostly are translated in english. so, i have to keep learning english to understand the information.” (respondent 6) “besides that, english also makes it easier for me to communicate and also helps others communicate.” (respondent 9) 284 | english franca, vol. 5, no. 2, 2021 studying abroad several respondents also said that they were motivated to learn english during the covid-19 pandemic because they want to study abroad. following are their comments: “one of my biggest motivations to still learn english is, i won't go abroad for studying." (respondent 10) “my dream of going to school in england is one of the strongest motivations for learning my english.” (respondent 9) the findings of the present study also suggest that most respondents have positive attitudes toward english learning despite being in the middle of a pandemic. following are some comments which reflect their attitudes toward efl learning: “i find myself so intriguing to learn english, even if i already learned the previous subject. there [is] always something you were missing or forgotten and it's so refreshing to learn it again.” (respondent 1) “learning english is very happy because with this i can meet many friends from various countries." (respondent 3) “i am always enthusiastic when learning english.” (respondent 7) despite being in the middle of the covid-19 pandemic, the above comments suggest that most respondents have positive attitudes toward efl learning. it is surprising because the covid-19 pandemic is reported to bring several hurdles to efl learning. the findings of hartshorn & mcmurry’s (2020) study illustrate that the pandemic brought new stressors to teachers and students. as their anxiety toward the pandemic grew, they became less concerned with the teaching and learning process. in addition, online learning becomes a challenge for teachers and students, resulting in less language development especially in speaking skills due to the lack of interaction. nevertheless, the respondents of the reza anggriyashati adara, novita puspahaty: how efl learners maintain motivational factors and positive attitudes during covid-19 pandemic: a qualitative study 285 present study are still able to maintain a high level of positive attitudes toward language learning. related to the level of positive attitudes shown by the respondents of the present study, several factors may influence it. a study by ngo et al. (2017) on the differences in motivation level between non-english-major and english-major students suggests that english-major students show higher levels of intrinsic motivation than their non-english-major counterparts. they maintain that in contrast to their counterparts, english-major-students have prepared themselves to learn english as their major. in regards to the present study, like english literature students, the respondents of the present study seem to have more positive attitudes toward language learning because they prepared themselves before taking the courses. it is helpful because as maintained by vu & rochelle (2015), students with more positive attitudes and motivation will have better language learning strategies, helping them to master the target language. however, it does not mean that all english-major students will have strong motivation and positive attitudes toward language learning. as shown by ngo et al. (2017), being english-major-students does not mean one has a high level of intrinsic motivation. individuals who are obligated to learn english because they merely want to pass the exams or else may quit learning as soon as possible (deci & ryan, 2012). thus, it seems important for teachers to foster students ’motivation despite their majors. although some respondents admitted that they were once demotivated due to the pandemic and online learning, the respondents of the present study used several methods to maintain their motivation and positive attitudes toward efl learning during the covid-19 pandemic. below are methods are taken by the respondents of the present study to maintain their motivation and positive attitudes: “i often read some conversation groups on social media. the groups i join are mostly about gaming, but the people there generally talk about everything. from there i learn about their struggles and stories. seeing people always trying their best to do their activities 286 | english franca, vol. 5, no. 2, 2021 in this difficult situation [to] keep my motivation up." (respondent 1) “consistent, practice all the time and looking for other english references.” (respondent 3) “for some people, it [is] kind of boring if you learning english in front of a screen (laptop or cellphone) and i can't express myself freely in the screens. but now, zoom and other video conferences apps are available to help us express our english." (respondent 6) “if i feel bored when studying seriously, so i learn english through social media, such as tiktok, twitter, instagram, youtube, or film." (respondent 7) “maybe sometimes i have a rough day, but i never let my body down because of a bad thing. i always believe that storm will always change into a rainbow. i usually imagine all that i want to be in the future before i sleep, and thinking about my desire that i want to realize nearly also in the future." (respondent 8) intrinsic factors: besides extrinsic factors, the respondents are also intrinsically motivated to learn english. following are some of their comments: “i find myself so intriguing to learn english, even if i already learned the previous subject. there is always something you were missing or forgotten and it's so refreshing to learn it again.” (respondent 1) “i am happy to learn english because learning english is one of my passion." (respondent 8) “i learn english because i love the language. not only the language, i like the people, the culture, the country, etc. i realize that learning the english language is very important since i was in junior high school…" (respondent 9) reza anggriyashati adara, novita puspahaty: how efl learners maintain motivational factors and positive attitudes during covid-19 pandemic: a qualitative study 287 as shown by the above comments, the respondents may have a moderate level of intrinsic motivation. nevertheless, it does not seem as significant as their extrinsic motivation. discussion the above results show that some respondents are extrinsically motivated to learn english because they want to obtain better jobs, communicate with people from various countries, and study overseas. similar results were obtained by a study by nguyen & habók (2017) on the motivation of a group of vietnamese non-english-major students motivation to learn english. their results show that most participants are motivated to learn english because they think it may help them get a better career, study opportunities, and communicative needs. similarly, the results of the present study resonate with several previous studies (chairat, 2015; liu & huang, 2011; ngo et al., 2017). on the other hand, a study by tran & baldauf (2007) showed that students were mostly motivated because they were required to learn english. it contradicts the results of the present study. several factors may affect the differences. firstly, the present students may have more awareness of the importance of english language mastery for their future. instead of being forced, students seem to learn english because they know it will be beneficial for their future. secondly, as suggested by nguyen & habók (2017), the shift from the traditional language approach to the integrated learning model at universities may influence students ’ motivation. a study by adara, nuryadi, & nasution (2019) shows that students are more motivated to learn english in the university because their tutors provided a more diverse teaching approach that caters the improvement of four skills (reading, writing, speaking, listening) than their high school teachers who only focused on teaching english grammar. in addition, socio-cultural contexts where english has a dominant position in society (le & chen, 2018; nguyen, 2017) may affect students ’motivation. the results of the present study show that the respondents are aware of the position of english mastery in society. nevertheless, students ’motivation still needs to be encouraged by 288 | english franca, vol. 5, no. 2, 2021 universities or schools by providing them with an integrated teaching approach that supports the improvements of students ’english skills. related to intrinsic factors, similar results were shown by truong’s (2016) study toward a group of vietnamese efl learners. his participants achieved a certain level of english fluency and were motivated to learn english because they want to get better jobs. the results of a study by ngo et al. (2017) also show a moderate level of intrinsic motivation among their participants. in addition, a study by mat s (2014) describes how a group of malaysian efl learners are more motivated by extrinsic factors than intrinsic ones. his results corresponded with other studies which specifically analyze efl motivation ’contexts in malaysia (bidin et al., 2009; zubairi & sarudin, 2009). it can be said that the results of the present study share similarities with studies conducted in other countries. it has been argued that intrinsic motivation is psychologically better because learners are motivated due to their interests instead of other external factors which can be a subject of change. the results of ngo et al. (2017) illustrate how intrinsically motivated students spend more time and effort to master english. in addition, nguyen & habók (2017) remark that internally motivated students display higher levels of motivational orientations than externally motivated ones. however, it does not mean that being extrinsically motivated is less than being intrinsically motivated. in this regard, although being intrinsically motivated has been argued as better because it is regarded as one that fulfills the psychological needs (deci & ryan, 2000), it does not mean that the participants of the present study are less motivated than ones who show high levels of intrinsic motivation. it is because both types of motivation are important. after all, they can support each other (adara & haqiyah, 2021). kim (2007) argues that learning english should be motivated by the interest in language and socially constructed needs (getting better jobs, communicating with people) because it can help students embody their motives into specific goals which is the mastery of language. it can be said that despite being less intrinsically motivated, students still need to have extrinsic factors which motivate them to learn english. reza anggriyashati adara, novita puspahaty: how efl learners maintain motivational factors and positive attitudes during covid-19 pandemic: a qualitative study 289 related to the above factors, some alternatives can be done to support students ’extrinsic motivation. the results of carreira’s (2006) study illustrate the contribution of external factors such as education, teachers, parents, peers, and the classroom toward the decrease of students ’motivation. besides that, mat s (2014) depicts the importance of teachers as ones who motivate students to look forward to english lessons. in this regard, teachers seem to influence students ’motivation significantly (khazaie & mesbah, 2014; poornima et al., 2016) through a series of techniques or strategies that can motivate students. in this regard, teachers can prepare activities or tasks which are meaningful or challenging for them (cheng & dörnyei, 2007; dornyei & csizér, 2002; mulalić & obrali, 2016). for example, teachers can integrate songs into english lessons. a study by adara (2020) shows an improvement in students ’motivation after songs are integrated into the lessons. similar results are shown in the studies of dzanic & pejić (2016) as well as chen & chen (2009). the above points show the importance of teachers to motivate students. in addition, teachers can maintain students ’motivation by keeping in touch with their students regularly. during the covid-19 pandemic, people were forced to socially distance themselves, making classrooms resort to online classrooms. this can lead to students and teachers being isolated from each other and making relationships more distant. a study by adara & najmudin (2020) describes how online learning may lead to students ’demotivation as they could not meet their teachers and peers. some teachers, as a part of motivational strategies, keep in touch with their students through online chatting applications (adara et al., 2021). although it seems less than ideal because it cannot entirely replace real-life connections, it can bridge the communication gap between students and teachers during the covid-19 pandemic. the weight of evidence shows the influence of teachers on the improvement of students ’motivation. related to the present study, it seems imperative for teachers to provide better support for students ’motivation so that they can maintain their motivation during the covid-19 pandemic. in addition to activities or tasks, technology can be a helpful source to improve students ’motivation. adara & haqiyah’s (2021) study on the effects of call (computer assisted language learning) toward the 290 | english franca, vol. 5, no. 2, 2021 improvement of students ’motivation illustrates the positive correlation between the integration of call in efl classrooms and students ’ motivation. several studies have shown the positive impacts of technology toward students ’motivation in efl learning (başöz & çubukçu, 2014; fatemi jahromi & salimi, 2013; tavakoli et al., 2019). therefore, besides providing encouraging activities or tasks to students, it seems imperative for teachers to integrate technology into the classrooms to improve students ’motivation. groves (2010) argues that extrinsic and intrinsic motivation are related to each other. when students are extrinsically motivated for example having supportive teachers or a learning environment, they will develop sincere interests in language learning, resulting in intrinsic motivation. however, simply integrating technology into classrooms may not be a quick solution to improve students ’motivation during the covid-19 pandemic. it is because implementing technology is a requirement during the covid-19 pandemic as online classrooms become the new normal. in addition, constant use of technology during online classrooms may lead to students ’fatigue (adara & najmudin, 2020). therefore, it seems important for teachers to choose suitable technology that can cater to their students ’needs and avoid fatigue. by doing those things, teachers can keep maintaining students ’motivation while integrating technology into the classrooms. the results show several solutions conducted by the respondents to maintain their motivation and positive attitudes during the covid-19 pandemic. it can be seen that the respondents use technology such as social media and online applications to maintain their motivation. in addition, they maintain their motivation by reminding them of their goals to master their language learning goals. affirming the benefits of mastering the target language seems beneficial for students (alqahtani, 2017). in this sense, teachers can encourage students to remember their language learning goals as well as the benefits of language mastery such as getting better jobs or traveling abroad. the findings of the present study indicate that the respondents used various ways to maintain their motivation and positive attitudes. related to the above findings, technology has been argued as beneficial to improve learners ’motivation. a study by li (2017) on the reza anggriyashati adara, novita puspahaty: how efl learners maintain motivational factors and positive attitudes during covid-19 pandemic: a qualitative study 291 use of social media in teaching and learning activities shows that youtube is mostly used by students to look for course-related materials. in addition, a study by slim & hafedh (2019) points how facebook, a social media website, causes positive responses and a high satisfaction level when it is integrated into classrooms. furthermore, social media is impactful for improving collaborative learning, interactivity with peers and teachers as well as online knowledge sharing behavior (ansari & khan, 2020). nevertheless, teachers still need to guide students who learn english through social media. the provision of teachers ’guidance will help students navigate social media learning. for example, teachers can ask students to watch a video on social media before the class and discuss it later. in addition, they can ask students to note the use of language in social media. teachers can also find some educational social media accounts which can be beneficial for language learning. conclusion covid-19 pandemic poses a new challenge to efl learning and teaching in indonesia. as students and teachers are forced to resort to online classrooms, it can affect their motivation and attitudes significantly. the present study aimed to investigate how a group of efl learners in indonesia maintained their motivation and positive attitudes during the covid-19 pandemic. by investigating those variables, teachers and researchers may gain more insights on improving students ’ motivation. the present study applied a qualitative method by interviewing ten respondents who majored in english literature from a private university in indonesia. the findings of the present study indicate that the respondents were motivated to learn english because they want to get better jobs, study abroad, communicate with people from different countries, and have an interest in language learning. in addition to displaying a relatively high level of positive attitudes toward efl learning, the respondents maintained their motivation and positive attitudes by learning english through social media and affirming their language learning goals. 292 | english franca, vol. 5, no. 2, 2021 references adara, r. a. (2020). enhancing efl learners ’motivation through songs. ijee (indonesian journal of english education), 7(2). https://doi.org/10.15408/ijee.v7i2.17321 adara, r. a. (2019). motivational factors to learn english among university students in an urban area. sukma: jurnal pendidikan, 3(2). https://doi.org/10.32533/03203.2019 adara, r. a., & najmudin, o. (2020). analysis on the differences in efl learners ’demotivating factors after covid 19 pandemic. ta’dib, 23(2). https://doi.org/10.31958/jt.v23i2.2373 adara, r. a., nuryadi, n., & nasution, r. a. (2019). investigating the difference in demotivation factors: a case study of two groups of indonesian efl learners. journal of english language studies, 4(2). https://doi.org/10.30870/jels.v4i2.6228 adara, r., & haqiyah, a. (2020). the effects of integrating digital storytelling to students ’motivation. edukasi: jurnal pendidikan dan pengajaran. https://doi.org/10.19109/ejpp.v7i2.6023 alqahtani, a. f. (2017). the l2 motivational self system and religious interest among saudi military cadets: a structural equation modelling approach. international journal of english linguistics, 7(5). https://doi.org/10.5539/ijel.v7n5p84 ansari, j. a. n., & khan, n. a. (2020). exploring the role of social media in collaborative learning the new domain of learning. smart learning environments, 7(1). https://doi.org/10.1186/s40561-020-001187 baldauf jr., r. (2007). demotivation: understanding resistance to english language learning the case of vietnamese students. the journal of asia tefl, 4(1). barak, m., watted, a., & haick, h. (2016). motivation to learn in massive open online courses: examining aspects of language and social engagement. computers & education, 94. https://doi.org/10.1016/j.compedu.2015.11.010 basoz, t., & cubukcu, f. (2014). the effectiveness of computer-assisted instruction on vocabulary achievement. mevlana international https://doi.org/10.32533/03203.2019 https://doi.org/10.31958/jt.v23i2.2373 https://doi.org/10.30870/jels.v4i2.6228 https://doi.org/10.19109/ejpp.v7i2.6023 https://doi.org/10.5539/ijel.v7n5p84 https://doi.org/10.1186/s40561-020-00118-7 https://doi.org/10.1186/s40561-020-00118-7 https://doi.org/10.1016/j.compedu.2015.11.010 reza anggriyashati adara, novita puspahaty: how efl learners maintain motivational factors and positive attitudes during covid-19 pandemic: a qualitative study 293 journal of education, 4(1). https://doi.org/10.13054/mije.13.77.4.1 bidin, s., jusoff, k., aziz, n. a., salleh, m. m., & tajudin, t. (2009). motivation and attitude in learning english among uitm students in the northern region of malaysia. english language teaching, 2(2). https://doi.org/10.5539/elt.v2n2p16 bradford, a. (2007). motivational orientations in under-researched fll contexts: findings from indonesia. relc journal, 38(3). https://doi.org/10.1177/0033688207085849 carrió-pastor, m. l., & mestre, e. m. m. (2014). motivation in second language acquisition. procedia social and behavioral sciences, 116. https://doi.org/10.1016/j.sbspro.2014.01.201 chairat, p. (2015). attitudes and motivation of non-english major students towards learning english as a foreign language: a case study. american journal experts, 1(1). chen, y.-c., & chen, p.-c. (2009). the effect of english popular songs on learning motivation and learning performance. whampoa an interdisciplinary journal, 56. cheng, h.-f., & dörnyei, z. (2007). the use of motivational strategies in language instruction: the case of efl teaching in taiwan. innovation in language learning and teaching, 1(1). https://doi.org/10.2167/illt048.0 deci, e., & ryan, r. (1985). intrinsic motivation and self-determination in human behavior. perspectives in social psychology. deci, e. l., & ryan, r. m. (2012). motivation, personality, and development within embedded social contexts: an overview of selfdetermination theory. in the oxford handbook of human motivation. https://doi.org/10.1093/oxfordhb/9780195399820.013.0006 dincer, a., & yesilyurt, s. (2017). motivation to speak english: a selfdetermination theory perspective. pasaa: journal of language teaching and learning in thailand, 53. https://doi.org/10.14456/pasaa.2017.1 dörnyei, z. (2014). the psychology of the language learner: individual differences in second language acquisition. the psychology of the https://doi.org/10.13054/mije.13.77.4.1 https://doi.org/10.5539/elt.v2n2p16 https://doi.org/10.1177/0033688207085849 https://doi.org/10.1016/j.sbspro.2014.01.201 https://doi.org/10.2167/illt048.0 https://doi.org/10.1093/oxfordhb/9780195399820.013.0006 https://doi.org/10.14456/pasaa.2017.1 294 | english franca, vol. 5, no. 2, 2021 language learner: individual differences in second language acquisition, 1–270. https://doi.org/10.4324/9781410613349 dörnyei, z., & csizér, k. (2002). some dynamics of language attitudes and motivation: results of a longitudinal nationwide survey. applied linguistics, 23(4). https://doi.org/10.1093/applin/23.4.421 dzanic, n. d., & pejic, a. (2016). the effect of using songs on young learners and their motivation for learning english. netsol: new trends in social and liberal sciences, 1, 40–54. https://doi.org/10.24819/netsol2016.8 ellis, r. (2006). current issues in the teaching of grammar: an sla perspective. tesol quarterly, 40(1). https://doi.org/10.2307/40264512 escobar fandiño, f. g., muñoz, l. d., & silva velandia, a. j. (2019). motivation and e-learning english as a foreign language: a qualitative study. heliyon, 5(9). https://doi.org/10.1016/j.heliyon.2019.e02394 gusmuliana, p., apriani, e., & syafryadin, s. (2021). improving students speaking motivation by using role play technique at institute islamic in indonesia. hartshorn, & mcmurry. (2020). the effects of the covid-19 pandemic on esl learners and tesol practitioners in the united states. international journal of tesol studies. https://doi.org/10.46451/ijts.2020.09.11 hibatullah, o. f. (2019). the challenges of international efl students to learn english in a non-english speaking country. journal of foreign language teaching and learning, 4(2). https://doi.org/10.18196/ftl.4240 kazantseva, e. a., valiakhmetova, e. k., minisheva, l. v, anokhina, s. z., & latypova, e. m. (2016). a survey-based study of motivation and attitude to learning a second language at ufa state university of economics and service. 2016, 1–9. khazaie, z. m., & mesbah, z. (2014). the relationship between extrinsic vs. intrinsic motivation and strategic use of the language of iranian intermediate efl learners. theory and practice in language studies, 4(1). https://doi.org/10.4304/tpls.4.1.99-109 lamb, m. (2016). motivation (pp. 324–338). https://doi.org/10.4324/9781410613349 https://doi.org/10.1093/applin/23.4.421 https://doi.org/10.24819/netsol2016.8 https://doi.org/10.2307/40264512 https://doi.org/10.1016/j.heliyon.2019.e02394 https://doi.org/10.46451/ijts.2020.09.11 https://doi.org/10.18196/ftl.4240 https://doi.org/10.4304/tpls.4.1.99-109 reza anggriyashati adara, novita puspahaty: how efl learners maintain motivational factors and positive attitudes during covid-19 pandemic: a qualitative study 295 le, t. t., & chen, s. (2018). english tertiary education in vietnam (j. albright (ed.)). routledge. https://doi.org/10.4324/9781315212098 liu, m., & huang, w. (2011). an exploration of foreign language anxiety and english learning motivation. education research international, 2011. https://doi.org/10.1155/2011/493167 loewen, s., & reinders, h. (2011). key concepts in second language acquisition. in key concepts in second language acquisition. https://doi.org/10.1007/978-0-230-34627-7 macintyre, p. d., & serroul, a. (2014). 11. motivation on a per-second timescale: examining approachavoidance motivation during l2 task performance. in motivational dynamics in language learning. multilingual matters. https://doi.org/10.21832/9781783092574013 mantiri, o. (2015). key to language learning success. journal of arts and humanities, 4(01). https://doi.org/10.18533/journal.v4i01.629 mat, s. h. c. (2014). attitudes and motivation towards learning english among felda school students. mulalić, a., & obralic, n. (2016). the relationship between motivation components and preferred learning components among students at the international university of sarajevo. epiphany, 9(1). https://doi.org/10.21533/epiphany.v9i1.212 nafi, j., qabaja, z., & al-kar, h. (2016). attitudes of palestinian undergraduate students towards native and non-native english language teachers and their relation to students ’listening ability. journal of education and practice, 7, 27–42. nassaji, h. (2015). qualitative and descriptive research: data type versus data analysis. language teaching research, 19(2). https://doi.org/10.1177/1362168815572747 ngo, h., spooner-lane, r., & mergler, a. (2017). a comparison of motivation to learn english between english major and non-english major students in a vietnamese university. innovation in language learning and teaching, 11(2). https://doi.org/10.1080/17501229.2015.1094076 https://doi.org/10.4324/9781315212098 https://doi.org/10.1155/2011/493167 https://doi.org/10.1007/978-0-230-34627-7 https://doi.org/10.21832/9781783092574-013 https://doi.org/10.21832/9781783092574-013 https://doi.org/10.18533/journal.v4i01.629 https://doi.org/10.21533/epiphany.v9i1.212 https://doi.org/10.1177/1362168815572747 https://doi.org/10.1080/17501229.2015.1094076 296 | english franca, vol. 5, no. 2, 2021 nguyen, n. t. (2017). thirty years of english language and english education in vietnam. english today, 33(1). https://doi.org/10.1017/s0266078416000262 nguyen, s. van, & habók, a. (2021). vietnamese non-english-major students ’motivation to learn english: from activity theory perspective. heliyon, 7(4). https://doi.org/10.1016/j.heliyon.2021.e06819 poornima, b., jayaraman, h., & a, d. a. k. (2016). factors influencing second language learning among urban european language learners: a qualitative study. international journal of indian psychology, 3(3). https://doi.org/10.25215/0303.120 révész, a. (2012). coding second language data validly and reliably. in research methods in second language acquisition: a practical guide. https://doi.org/10.1002/9781444347340.ch11 slim, h., & hafedh, m. (2019). social media impact on language learning for specific purposes: a study in english for business administration. teaching english with technology, 19(1). taufik, m., rijal, a. s., dahniar, d., & apriani, e. (2021). the effectiveness of learning english using lms google classroom during covid-19 pandemic. al-ishlah: jurnal pendidikan, 13(2), 960-970. thang, s. m., gobel, p., nor, f. m., & suppiah, v. l. (2011). students’attributions for success and failure in the learning of english as a second language: a comparison of undergraduates from six public universities in malaysia. pertanika journal of social science and humanities, 19(2). truong, b. . (2016). the motivation of vietnamese university students to learn english: a study using the expectancy-value model of academic motivation. newcastle. vu thi ngoc, l., & rochelle irene, g. l. (2015). the role of attitude, motivation, and language learning strategies in learning english as a foreign language among vietnamese college students in ho chi minh city. asian journal of english language studies (ajels), 3. waninge, f., dörnyei, z., & de bot, k. (2014). motivational dynamics in language learning: change, stability, and context. the modern language journal, 98(3). https://doi.org/10.1111/modl.12118 reza anggriyashati adara, novita puspahaty: how efl learners maintain motivational factors and positive attitudes during covid-19 pandemic: a qualitative study 297 yang, x. (2012). attitude and motivation in l2 learning among ummaster students. international journal of management and sustainability, 1(1). yulia, y. (2013). teaching challenges in indonesia: motivating students and teachers ’classroom language. indonesian journal of applied linguistics, 3(1). https://doi.org/10.17509/ijal.v3i1.186 zubairi, a. m., & sarudin, i. h. (2009). motivation to learn a foreign language in malaysia. gema online journal of language studies, 9(2). 298 | english franca, vol. 5, no. 2, 2021 english franca academic journal of english language and education doi: 10.29240/ef.v7i1.5785 http://journal.iaincurup.ac.id/index.php/english/index eissn: 2580-3689; pissn: 2580-3670 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2022; received in revised form 10 april 2023; accepted 10 may 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-nc-sa 4.0 license undergraduate students’ morphological awareness and difficulties in efl class ida yulianawati¹, indra yoga prawiro², natalia anggrarini³ ¹universitas wiralodra, indramayu, indonesia ² universitas wiralodra, indramayu, indonesia ³ universitas wiralodra, indramayu, indonesia corresponding email: ida.yulianawati@unwir.ac.id introduction a basic rule when learning a foreign language is to master the vocabulary of that language. vocabulary is important for language proficiency, and teaching english requires vocabulary (alsaeedi, 2017). students who do not have an adequate vocabulary may not be able to understand people, express their opinions and thoughts, or utter or understand words. furthermore, nation (1993) confirms that one of the essential skills in using natural language is vocabulary knowledge, and that vocabulary is one of the indicators of a good command of scientific language. therefore, students need to know as many english word families as possible in order to improve their english proficiency (somathasan, 2018). integrating morphological awareness has proven beneficial to improving reading and writing (collins et al., 2020). students' morphological awareness is connected to their lexical knowledge because both contribute to their ability to understand and create new words (jornlin, 2015). this indicates that students' knowledge of words and vocabulary, particularly their comprehension of words that contain multiple morphemes, can be determined by their level of morphological awareness. awareness of morphology might be helpful to writers in expanding their vocabulary in productive ways (asaad & shabdin, 2021). the understanding that students have of the morphological structure of words, as well as their capacity to reflect on and manipulate that structure, is the primary focus of this activity. this leads us to the conclusion that morphological awareness refers to the knowledge of various forms. morphology is a subject that can be studied by undergraduate students, and by doing so, they can gain knowledge of morphology. by studying morphology, students can learn about morphemes and abstract. students' vocabulary knowledge is related to their morphological awareness, which plays an essential role in word comprehension and vocabulary development. this case study is aimed at describing undergraduate students’ morphological awareness and difficulties in morpheme identification and word relationship. this study employed the mat test in two analytical tests. the morpheme identification test is used to measure how well first-year college students can analyze and break down complicated words into their smaller meanings. meanwhile, the word relation test is administered to measure undergraduate students’ awareness of relations among base or root words and their inflected or derived forms. an interview was used to support the results of the tests. the result showed that the students performed better in breaking down inflected forms than those in derived forms. as in the word relation test, it was discovered that the students had done better in identifying morphologically related word pairs. there were three types of difficulties in the morpheme identification test. the first was in breaking down complex words into smaller morphemes; the second was in stating the meaning of each smaller morpheme, especially affixes; and the third was in categorizing the complex words into inflected or derived forms. keywords: morphological awareness, morpheme identification, word relation http://u.lipi.go.id/1613357132 http://u.lipi.go.id/1614254143 http://journal.iaincurup.ac.id/index.php/english mailto:ida.yulianawati@unwir.ac.id ida yulianawati, et. al., 2023 undergraduate students’ morphological awareness and difficulties in efl class 18 | vol. 7, no. 1, 2023 (17-28) the compositions that go into the formation of words. morphology helps students learn morphemes and morpheme boundaries, as stated by alsaeedi (2017). this is accomplished by breaking down compound words into meaningful components, comprehending the meaning and purpose of roots and affixes, and reassembling new meanings from useful parts. students learn how to study words, the internal structure of words, how words are formed and related, and so on through the study of morphology, which teaches students how to study words. morphological awareness provides students with different types of analytical skills. the ability to break down complex words into smaller meanings is called morphological discrimination (aydin and yildirim, 2017). in this study, these complex words are classified as inflections or derivations. the ability to identify relationships between base or root words and their inflections or derivatives is called word relationships). students who understand these two analytical aspects of morphological awareness are therefore equipped with good literacy skills. as supported by qiao et al. (2022), more successful word learners use morphological analysis to understand and learn new words and to predict literacy development. this means that morpheme identification and word relationships are also crucial for vocabulary acquisition. as it is revealed that morphological awareness is important and has a positive longitudinal relationship with students' literacy development, students with morphology difficulties may have trouble using morphemes orally or in their written work, making it difficult for others to understand them (collins et al., 2022; zhang, 2021). considering that learners learning english as a second language understand morphemes in complex words, it could assist writers in increasing productive vocabulary (asaad & shabdin, 2021). the advantage of having word part knowledge, especially that of derivational and inflectional morphemes, for efficient word recognition is clear: morphological awareness can help the students identify partially known words and thereby expand the range of recognizable words. hence, it is necessary to investigate students’ morphological awareness in morpheme identification and word relation as they reveal students’ ability in breaking down complex words into smaller meanings and categorizing them into inflected or derived forms and affirm their conscious awareness of relations among base or root words and their inflected or derived forms. both analytical aspects of morphological awareness can also be used to develop students’ awareness of morphology. in addition, asaad and shabdin (2021) explained that there was a significant correlation between morphological awareness and academic writing. however, many students find morphology difficult, with some confusing branches (jiang kuo, 2019; nuril et al., 2017). the branches include bound morphemes, which are divided into inflectional and derivational morphemes. affixes make lexical recognition difficult, especially identifying the roots' beginning. it is due to a lack of knowledge of the word's meaning. akbulut (2017) also mentioned that the major impact of morphological direction is the recognition of morphemes (prefixes, suffixes, and roots) and vocabulary recognition. several studies examined the morphological awareness of students by administering various types of the morphological awareness test. first, aydin and yildirim (2017) discovered that students have a limited understanding of word morphology and the lexical and grammatical functions of word parts; however, they require additional instruction in these areas. second, rabadi (2019) said that there is a link between how well students understand morphology and how many words they know. thirdly, according to sarfaz et al. (2018), students have made few word-formation errors in their writing, demonstrating a lack of morphological awareness. considering that fact, this current study not only carries out the mat tests but also interviews undergraduate students to collect as many detailed details from the study as possible, such as their difficulties in morpheme identification and word relationship, through a case study using the descriptive research method. morphology is important to english learners because it breaks down language and creates patterns of meaning. therefore, it is crucial for undergraduate students to have good abilities in morpheme identification and word relationship, as both are analytical aspects of knowledge of morphology and are important for understanding as well as learning new words. thus, this study aims to determine students’ ida yulianawati, et. al., 2023 undergraduate students’ morphological awareness and difficulties in efl class 19 | vol. 7, no. 1, 2023 (17-28) morphological awareness in morpheme identification and word relationship and to investigate their difficulties in those two analytical aspects. theoretical framework morphological awareness morphological awareness involves recognizing and manipulating a word's smallest linguistic units (qiao et al., 2022). predicting language development requires metalinguistic awareness. metalinguistic awareness, such as morphological awareness (ma), can predict literacy development. morphological awareness emphasizes lexical inference. it involves students guessing a word's meaning based on their general knowledge, text awareness, and linguistic knowledge. kirby et al. (2012) and deacon et al. (2013) define morphological awareness as conscious awareness of the morphemic structure of words, including meaning and sound. it showed knowledge of language morpheme rules for word formation. morphology shows english morpheme learners how complex words are made. thus, students can break down complex words into their simplest meanings (neighbourhood = next-door neighbour + -hood = state of being). students then learn the complex word's root and affixes. students can create new vocabulary by reassembling meaningful parts of complex words (brotherhood, childhood, priesthood). morpheme identification the morpheme was the central notion in morphological theorizing in the 20th century (leu, 2020). morphem identification aims to measure students’ ability to analyze and break down complex words into smaller meanings. furthermore, those complex words can then be categorized into inflected or derived forms. there are six principles of identification of morphemes as proposed by nida (1949) in leu (2020) as follows: the first forms, which possess a common semantic distinctiveness and an identical phonemic form in all their occurrences, constitute a single morpheme. nida (1949) refers to a similarity in the phonological realization of the bound morpheme affixed to the root of the words that qualifies such a group of words to be referred to as a single morpheme. examples of words from this principle are dancer, smoker, drinker, and so on, in which the // element symbolizes sameness in the semantic meaning of the words as the agentive nominalization (i.e., doer of something) of the verbs dance, smoke, and drink. second forms that share a common semantic distinction but differ in phonemic form (i.e., constituent or shape) constitute a single morpheme if the distribution of formal differences can be defined phonologically. for example, the prefix morphemes in-, il-, ir-, and imin the words inaudible, impossible, illogical, and irrelevant share a common semantic distinction of not being in them but have different phonological realizations due to the conditioning of the prefixal morpheme to enable it to cohere with the initial sound of the root or base to which it is attached. the third forms that share a common semantic distinction but differ in their phonemic form to the point where their distribution cannot be defined phonologically constitute a single morpheme if their distribution is complementary. the morphemic elements of oxen, children, larvae, hats, and hoes are phonologically realized as /in/, /rn/, //, /i:/, /s/, and /z/. these words are distinct in phonemic form but share a semantic distinction as the pluralized form of the root words. the fourth form's overt formal difference among related forms (forms containing recurrent partials or occurring in complementary distribution) is a morpheme if, in any of these forms, it and a zero tactical difference are the only significant features for establishing a minimal unit of phonetic-semantic distinctiveness. fifth, any form can be understood by referring to a quality or qualities shared by its contexts. these conditions determine whether homophonous forms (linguistic forms that sound alike) are identical or distinct morphemes: 1) homophonous forms that have different meanings are each considered to be a separate morpheme. 2) if the meaning classes are paralleled by distributional differences, then they are considered to be a single morpheme. if ida yulianawati, et. al., 2023 undergraduate students’ morphological awareness and difficulties in efl class 20 | vol. 7, no. 1, 2023 (17-28) this is not the case, then they are considered to be multiple morphemes. both the verb and the noun can be referred to as "run." a morpheme is said to be isolatable if it can be found in any of the following three situations: 1) in isolation; 2) in multiple combinations, of which at least one contains other combinations in which the unit with which it is combined also occurs; and 3) in a single combination with constituents that are not unique to the combination. compound words, such as respectable and new-borns, provide evidence of this point. word relation the objective of word relation is to heighten students' awareness of the connections that exist between the base words or roots and their respective inflected and/or derived forms. aydin and yildirim (2017) state that it is the students' ability to recognize these relationships that is the most important factor. in addition, they point out that the goal of the instructor is to get the students to understand that some multi-morphemic words share the same base word or root, and are consequently connected to one another. it is an indication that these words are related to one another in the sense that some of them may look and sound alike, whereas others may look but not sound alike, and still others may neither look nor sound alike. apel and werfel (2014) suggest that teachers use the analogy of family members to help students comprehend the relationship between multimorphemic words and how their appearance and sound may differ. specifically, they suggest that teachers use the analogy of family members to help students comprehend the difference between morphemes. students could be presented with a root word, like "act," and then asked to produce all of the multimorphemic words that can be derived from that word (such as action, actor, actress, and acting). students will be able to generate all of the associated terms by using the same approach that was used for roots (such as vert, which means to turn in a specific direction) (such as introvert, introverted, extrovert, extroverted, convert, and conversion). material and method this study employs a mixed method to achieve fuller understanding about undergraduate students’ morphological awareness and difficulties in efl class (frankel and wallen, 2005). this study involves the collection or analysis of both quantitative and qualitative data in a single study (dornyei, 2007) and employs strategies of inquiry that involve collecting data either simultaneously or sequentially to best understand research problems. the data collection also involves gathering both numeric information as well as text information so that the final database represents both quantitative and qualitative information. eighteen fourth-semester undergraduate students of wiralodra university's english education department in the academic year 2021-2022 were selected for this study. quantitative data was used for numerical and statistical analysis of undergraduate students' morphological awareness in morpheme identification and word relationship. however, morphological awareness tests (mat tests) and interviews were used to analyze their morphological awareness and difficulties in both abilities.this study used mat tests and interviews. the mat tests assessed undergraduate students' analytical morphological awareness knowledge in morpheme identification and word relationship. the reasons described the students' ability to break down complex words into smaller meanings and identify the relationship between base or root words and their inflected or derived forms. interviews provided supporting data. the interview examined the students' morpheme identification and word relationship difficulties. it examined mat test responses as well. the morpheme identification test assesses undergraduate students' ability to deconstruct complex morphemes. 15 complex words—inflected, derived, and compound—with two to three morphemes were tested. the word relation test assesses undergraduate students' ability to analyse and identify base or root words and their inflected or derived forms. aydin and yildirim (2017) supplied the sample. students received 20 word pairs: 10 morphologically related (inflectionally or derivationally) and 10 unrelated. undergraduate students were given ida yulianawati, et. al., 2023 undergraduate students’ morphological awareness and difficulties in efl class 21 | vol. 7, no. 1, 2023 (17-28) a semi-structured interview with three main questions and follow-up questions on morphology's morpheme identification and word relationship topics. the writer used utami-mujadidah (2021) data analysis to analyze the two mat tests. the writer read all the mat test answers, counted the undergraduate students' scores on each test, and then calculated their morphological awareness scores in morpheme identification and word relationship. cresswell's (2013) data analysis was used to analyze interview data. results and discussion result undergraduate students’ morphological awareness in morpheme identification and word relation the data showed that 67% students belonged to enough category, 11% students acquired good category and the remaining 22% had low morphological awareness in morpheme identification and word relation. to conclude by reiterating the previous statement, the overall score of undergraduate students’ morphological awareness in morpheme identification and word relation was categorized as enough or medium. the explanation is as follows. undergraduate students’ morphological awareness in morpheme identification to describe undergraduate students’ morphological awareness, a morpheme identification test was registered with the participants first, and a word relationship test was assigned second. the results of both tests were calculated by finding out the undergraduate students’ percentage in each test and the overall score of their morphological awareness in both tests. to gain insight into undergraduate students’ morphological awareness in morpheme identification and how they deal with complex words, knowledge of inflectional and derivational affixes is sought by breaking down those complex words into smaller parts (roots and affixes), then categorizing them into inflected or derived forms. to reiterate, the total number of items in this test was 15: 3 inflected words, 7 derived words, 4 inflected compound words, and 1 derived-inflected word. thus, the total of inflected and derived forms was 7 items each with 1 inflected-derived form. meanwhile, the total score of the morpheme identification test was 270 from the total test items (15) multiplied by the total number of samples (18). the result showed that the total score of the undergraduate students' correct answer in the morpheme identification test was 175 or 64.81%. it meant that the students’ morphological awareness in morpheme identification was in a sufficient category (nurgiyantoro, 2010). they were able to break down certain complex words that were given to them in the test into smaller morphemes, state the meaning of their smaller morphemes, and then classify them into inflected or derived forms. this result determined their morphological awareness ability in morpheme identification. the data showed that the highest score in inflected form was the inflected compound word for the word snowballs (test item 14), which 100% or all of the students had answered correctly. the word snowballs consists of two base or root words, snow and ball, and a suffix-s," which indicates pluralization. it is inflected from the singular noun snowball to the plural noun snowballs. on the other hand, it was also found out that the first lowest frequency of the undergraduate students' correct answers in the morpheme identification test was the derived form of the word carelessness (test item 4), which was 5.56% in frequency, or only 1 student had answered correctly. based on the results of the students’ answers, it seemed that some of them had difficulty stating the meaning of the suffix -ness for the word carelessness, and some of them had stated it wrongly, which led them to misinterpret the word carelessness. as supported by the result of the students’ interview, they mentioned that: "like in the word carelessness, i thought i knew what it means as a whole word. but, after i broke it down into care, -less and -ness, then i didn’t know what the suffix -ness is. so, at first i thought carelessness means kurang kepedulian because care is peduli and -less is kurang. but, after i checked the meaning of the word ida yulianawati, et. al., 2023 undergraduate students’ morphological awareness and difficulties in efl class 22 | vol. 7, no. 1, 2023 (17-28) careless, it can be kurang perduli or ceroboh. so then i checked the word carelessness, it becomes kecerobohan and not kurang kepedulian. they are different words.” (ma) it can be concluded that they knew the vocabulary carelessness as a complex word and knew that it is formed with three morphemes, the root care and the suffix -less and -ness. however, when they were asked to state the meaning of its small morphemes, they had problems with stating the suffix –ness which actually indicates the state of being careless. therefore, the word carelessness is a complex word that has two derivational affixes (boaneges, 2017 in larsen, 2022). first, it is derived from the verb care to the adjective careless by adding the suffix -less. and from the adjective careless, it is derived again by adding the suffix -ness which changes the word category again and its meaning to the noun carelessness. meanwhile, the second lowest score of the undergraduate students' correct answer frequency was 3 or 16.67% for the inflected word oxen (test item 12) and derived word cowardice (test item 15). the reasons were because they were unfamiliar with the word oxen and cowardice, and few understood what the word cowardice refers to but didn’t know the exact meaning of the word. thus, other than 3 students who answered correctly, most of the students left their answers blank for those words. as stated by the students: “the word oxen is a new vocabulary to me. so i don’t know which one is the root and which one is the affix. i also don’t know the meaning of that word.” (ah) “it is the same case with the word cowardice. i just knew the vocabulary cowardice and oxen when i was doing the morpheme identification test.” (cs) the data showed that they had difficulty for answering the test item oxen and cowardice. in fact, the word oxen is formed with two morphemes, the root ox which refers to a male cow and the suffix -en that indicates pluralisation for the word ox. as for the word cowardice, it has two morphemes, the root coward which refers to lack of courage and the suffix -ice which indicates the act of being coward or the act as a coward. undergraduate students’ morphological awareness in word relation the word relation test measures students’ ability to identify the relations among base words or root words with their inflected or derived forms (aydin & yildirim, 2017). to gain insight into undergraduate students’ morphological awareness in word relationships and how they deal with inflectional and derivational word pairs, knowledge of morphological relations is sought by analyzing and identifying whether or not the word pairs are morphologically related; if they are related, it is inflectionally or derivationally related. the test consisted of 20 word pairs; 10 were morphologically related (inflectionally or derivationally), and the other 10 were unrelated or foil. the total score for the word relation test was 360, calculated from the total number of test items (20) multiplied by the total number of samples (18). the result showed that the total score of correct answers in the word relationship test was 235, or 65.28%. the result was classified as enough. thus, it was determined that their ability to identify the relationship between base or root words and their inflected or derived forms was enough. they were able to identify whether certain word pairs in the word relation test were morphologically related (inflectionally or derivationally) or morphologically unrelated. following that, it was disclosed that the students had performed better in identifying morphologically related word pairs than morphologically unrelated word pairs. the highest scores in morphologically related word pairs by leaving out test item 1 were the adjective-making suffix for healthy (test item 3) and noun-making suffix for sign-signature (test item 12), which 88.89% or 16 of the students had answered correctly in those both word pairs. in the word pair "healthy, the suffix "y" changes the noun health to the adjective helthy. in the word pair sign-signature, the suffix -ature changes the verb sign to the noun signature. thus, the word pairs are derivationally related since their suffix carries lexical change. ida yulianawati, et. al., 2023 undergraduate students’ morphological awareness and difficulties in efl class 23 | vol. 7, no. 1, 2023 (17-28) meanwhile, the lowest correct score frequency was the morphologically unrelated word pair buy-brought (test item 17). the frequency was 16.67%, or only 3 students had answered correctly. the result of the interview showed that some of the students had mistakenly considered the word brought as bought," which is the past form of the verb buy, while some of them thought that there was spelling error for the word "brought," so that 83.33% of the students answered it inflectionally related. however, the correct answer for the word pair buybrought is morphologically unrelated or foil because they have different meanings altogether. as confirmed by the students: “i thought the word were buy-bought, the change of tense from the verb 1 to verb 2. i didn’t see it clearly.” (ah) ”i answered inflectionally related because i thought it had misspelling in the word brought. it should be buy-brought, so i circled yes, inflectional. i thought it was accidentally and not purposely written brought to outwit us.” (aa) the second lowest correct score frequency of the undergraduate students’ answers was the derivationally related word pair deep-depth (test item 6) which was 6 or 33.34%. as gathered from the students’ interview, they thought there was grammatical relation (such as suppletion) or tense change in the word pair deep-depth since they understood the word deep as a verb, not as an adjective. the students stated that: “the word pair deep-depth is inflectionally related because there is tense change from deep to depth.” (ad) “in fact, when i was answering the word pair deep-depth, i was a little bit confused with the word deep and depth meaning. but, after i recalled again, they are verb1 and verb2. so, it is grammatical change, inflection.” (aa) the correct answer for the word pair deep-depth is derivationally related in which 33.34% or 6 of the students had answered correctly. in the word pair deep-depth, the root appears in altered form (mann, 2000). the root word deep is an adjective that turns into noun depth where the suffix -th forming noun action for the adjective deep. undergraduate students’ difficulties in morpheme identification and word relation undergraduate students’ difficulties in morpheme identification there were three steps in doing the morpheme identification test. first, the students were asked to break down complex words into their smaller units. after that, they were asked to state the meaning of each morpheme of those complex words including the meaning of the complex words themselves. last, they were asked to categorize those complex words into inflected or derived forms. thus, there were three types of difficulties that the students might face while doing the test. when the students were asked whether or not they had difficulty in breaking down complex words into smaller morphemes, the students expressed that: “yes, it is difficult if i don’t know the meaning of the word, like which one is the root and which one is the affix.” (ah) “actually, it is not that difficult. but, if suddenly the vocabularies that appear are new, it becomes hard too. and when the complex word is too long, like have more than one affix which i am not familiar with, then it is quite difficult to identify its root and affixes.” (pn) ida yulianawati, et. al., 2023 undergraduate students’ morphological awareness and difficulties in efl class 24 | vol. 7, no. 1, 2023 (17-28) those statements indicated that the students faced the same difficulty in breaking down the root and affixes. it could be drawn that it was due to the lack of their vocabulary knowledge of some multi-morphemic words that were given to them in morpheme identification test. other than the difficulty in breaking down complex words, the students also face difficulty in stating the meaning of each morpheme of the complex words especially the meaning of affixes. as confirmed by the students: “yes, this is the most difficult ones. for example, we know the meaning of the complex word, but when we have to state the meaning of each morpheme, it is difficult, especially the meaning of affixes.” (ah) based on those statements, it can be concluded that stating the meaning of affixes was the most difficult to do than stating the meaning of the root when they know the meaning of the complex words as whole. affixes are meaningless when they act as a single morpheme. however, they have meaning and purpose when they are attached to another morpheme to form a new word. as mentioned by josiah and udoudom (2012), affixes take on several forms and serve different functions such as to mark changes in meaning, part of speech or grammatical relationship. as for categorizing the complex words into inflected or derived forms, the student interviewees felt that it was difficult if they didn’t know the meaning of the complex word, its root and its affixes. they mentioned that: “yes, it is difficult when i am not familiar with the complex word and don’t know the meaning of that word.” (ah) “it is easy for me if i know the meaning of the word. because, i know the difference between inflectional and derivational. but, if i don’t know the root word meaning then...it is difficult to determine the complex word is inflected or derived” (aa) defining whether a complex word is inflected or derived, students first need to know the meaning of the complex word as a whole, the meaning of its root as a free morpheme, and then the meaning of the affixes. other than what have mentioned by the students, it is due to the fact that certain affixes serve different function for certain words (josiah and udoudom, 2012). for instance, the suffix -en can be inflectional or derivational. in the word harden, the suffix -en acts as verb making suffix for the adjective hard that changes the lexical category from adjective to verb. it is a different case in the word oxen. the suffix -en indicates pluralization for the noun ox which has the meaning of male cow. undergraduate students’ difficulties in word relation in doing the word relation test, two steps were needed. first, the students needed to analyze and identify whether or not word pairs were morphologically related to each other so that they were asked whether the second word of each pair came from the first word. next, if they answered yes, then they needed to analyze whether the word pairs were inflectionally or derivationally related. therefore, there were two kind of difficulties students might face during doing the word relation test. for the first type of word relation difficulties, the students mentioned that: “it depends on the word pair. i mean if i don’t know their meanings or just know the meaning of one of the word pair, then it is difficult to identify whether they are related or not.” (pn) ida yulianawati, et. al., 2023 undergraduate students’ morphological awareness and difficulties in efl class 25 | vol. 7, no. 1, 2023 (17-28) it indicated that their ability in identifying the relatedness of the word pairs depended on their knowledge of the words given on the test. meanwhile, the other reason for this difficulty was as shown in the statement below: “yes, it difficult. it is confusing. like the word crumb and crumble. i think their meanings have connection but i don’t know whether they are related or not. or, they are different words altogether.” (ad) the statement implied that the student was aware that the word pair had relation in meaning, but didn’t know their relatedness. in fact, the word pair is related because the first word of the word pair is the root of the second word. therefore, the second word is the derived form of the first word. it is difficult for the students to identify their relatedness due to the fact that derivational suffixes can change the meaning of the root to the extent that it is difficult for the english learners to identify the relation of the roots and their derived forms. as supported by mann (2000), the relational property of suffixes refers to the fact that they unite with bases to produce derived forms that are semantically related to their base and to other derivations of the same base, although not always in predictable ways. nevertheless, both students’ statements showed that they had difficulty in identifying whether or not the second word of each word pair came from the first word. it is not the same case with some of the students. they felt that it wasn’t that difficult to do since they knew most of the vocabulary in the test. as confirmed by them: “not quite difficult for me because i know most of the word pairs meaning.” (aa) meanwhile, as for analyzing or judging the word pairs morphological relatedness, the students faced difficulty to state whether the word pairs were inflectionally related or derivationally related. as supported with the students’ interview: “it is quite difficult when i don’t know the meaning of the word pair to state whether they are inflectional or derivational related.” (ah) “yes. when i know the word pair is related in meaning but i feel difficult to state whether it is inflectional or derivational related.” (ad) some students said that it was a difficult task because they didn’t know or weren’t sure with the meaning of the word pair to state their morphological relatedness. however, some other students said it was difficult not because they didn’t know the meaning of the words. they were aware that the word pairs were related to each other but just felt it difficult to state their morphological relatedness. based on that statement, it can be drawn that it is due to the fact that affixes take on several forms and certain affixes serve different functions for different words just as stated by josiah and udoudom (2012). hence, it was difficult then to recognize their functions on the word pairs, as inflectional affixes or derivational affixes. discussion the first research question aimed at investigating students’ awareness of morpheme identification and word relations. in the morpheme identification test, it was found that the students performed better in breaking down inflected forms than those in derived forms. this result showed that language learners’ acquisition of inflectional is ahead of their acquisition of derivational. it means that the students understand inflectional affixes first before derivational affixes since their meanings reflect grammatical relationships such as tenses and pluralization. it is not the case with derivational affixes. their meanings reflect the formation of a new word by modifying the meaning of the root word by changing or not changing the lexical category of the root word. thus, acquiring the meaning of affixes and root words would help students unlock the meaning of complex words and identify whether the complex words are in inflected ida yulianawati, et. al., 2023 undergraduate students’ morphological awareness and difficulties in efl class 26 | vol. 7, no. 1, 2023 (17-28) or derived forms. the outcome that the students had performed better in inflected forms was similar to the findings of the study done by rabadi (2019), who found that the students’ results were higher in inflectional affixes than derivational affixes. in addition, it was also supported by the fact that the students’ possible highest score in the morpheme identification test was in inflected form (in an inflected compound word), and the possible lowest score was in derived form. the study conducted by badawi (2019), li et al. (2020), and zhang (2021) proved that there is an increasing robustness of the relationship between morphological awareness and written composition across time. as in the word relation test, it was discovered that the students had done better in identifying morphologically related word pairs. this result was in comparison with the study done by aydin and yildirim (2017), who reported that the students unexpectedly showed the best performance in the verb-making suffixes. noun-making suffixes are considered the simplest among the parts of speech or other derivational affixes. this study was similar to the studies done previously by rabadi (2019) and utami and mujadidah (2021), which ranged from 65-70% and were categorized as medium or enough. they reported that although the participants had already taken morphology in the previous semester before they participated in the study, their result was not satisfactory enough because they fell into the wrong category. in the same case, in analyzing english complex words, some of the participants in this study still struggled with the morpheme identification test and the word relationship test as a result of learning english as a foreign language, so their results only reached a certain category. the result resonates with allen and lembke (2022), who found that morphological awareness had a moderately positive effect on students’ writing. the interview results helped investigate the reasons for their difficulties in doing the mat tests. the data from the interview showed that the students faced three types of difficulties in the morpheme identification test. the first was in breaking down complex words into smaller morphemes; the second was in stating the meaning of each smaller morpheme, especially affixes; and the third was in categorizing the complex words into inflected or derived forms. the causes of these difficulties lie in the fact that the students had limited vocabulary knowledge of some multi-morphemic words in the tests and lacked knowledge of affix forms and meanings. even though it was discovered that the students understood that the affixes can be inflectionally or derivationally based on their function, it seemed that they still struggled in identifying affix forms and meanings, particularly when different affixes serve the same functions for certain words or the same affixes serve different functions for certain words, just as affirmed by akbulut (2017). based on the students’ interview, it was the consequence of plenty of affixes in english that they were not familiar with. it was the same case for the word-relationship test. the lack of vocabulary knowledge and affixes forms and meanings, including their functions, became the students’ problems in judging word pair relatedness. the students found it difficult to identify whether the word pairs have morphological relations, and if they are related, is it inflectional or derivational related? thus, their performance in the test depended on their knowledge of words meanings and affixes forms, meanings, and functions, especially that derivational suffix. it was because most of the test items in the word relation test for morphologically related word pairs had derivational relations, mostly by adding suffixes. conclusion this study aimed at investigating undergraduate students’ morphological awareness and difficulties in morpheme identification and word relations. based on the result of the study, it can be concluded that, first, the students performed better in breaking down inflected forms than those in derived forms. second, in the word relation test, it was discovered that the students had done better in identifying morphologically related word pairs; test item 12 for the word pair sign-signature, which has a derivational relationship, got the highest score. the students faced three types of difficulties in the morpheme identification test. the first was in breaking down complex words into smaller morphemes; the second was in stating the meaning of each smaller morpheme, especially affixes; and the third was in categorizing the ida yulianawati, et. al., 2023 undergraduate students’ morphological awareness and difficulties in efl class 27 | vol. 7, no. 1, 2023 (17-28) complex words into inflected or derived forms. the result indicated that if english learners do not understand the etymological relationship of english words, they are unlikely to understand them in their complex form. however, since the english language is not their mother tongue, they struggled to master as many english words and affixes as possible, which would lead them to unlock the meaning of complex english words. acknowledgement this work is supported by research funds provided by the directorate general for research and development, directorate general for research and community services, ministry of research, technology and higher education. based on a research contract for 2022. references akbulut, d. f. (2017). effects of .morphological awareness on second language vocabulary knowledge. journal of language. and linguistic studies, 13(1), 10-26. allen, a. a., & lembke, e. s. (2022). the effect of a morphological awareness intervention on early writing outcomes. learning disability quarterly, 45(2), 72-84. alsaeedi, a. w. (2017). the role of morphological .awareness in vocabulary acquisition in english of saudi efl learners. seattle pacific university: seattle pacific library. anderson, c. (2018). essential of linguistics. canada: mcmaster university. apel, k., & werfel, k. (2014). using morphological awareness, instruction to improve written language skills. language, speech and hearing services in schools, 45, 251-260. asaad, h. q. m., & shabdin, a. a. (2021). the predictive role of morphological awareness and productive vocabulary knowledge in l2 postgraduate students’ academic writing. eurasian journal of applied linguistics, 7(1), 24-44. aydin, f., & yildirim, o. (2017). a study on. the morphological awareness of intermediate level adult turkish efl learners. journal of english language and education, 3(2). badawi, m. f. a. (2019). the effect of explicit english morphology instruction on efl secondary school students' morphological awareness and reading comprehension. english language teaching, 12(4), 166-178. collins, g., wolter, j. a., meaux, a. b., & alonzo, c. n. (2020). integrating morphological awareness in a multilinguistic structured literacy approach to improve literacy in adolescents with reading and/or language disorders. language, speech, and hearing services in schools, 51(3), 531-543. dörnyei, z. (2007). research methods in applied linguistics: quantitative, qualitative and mixed methodologies. oxford: oxford university press. frankel, j.r., & wallen, n.e. (2005). how to design and evaluate research in education. mcgraw-hill international edition. sixth edition. jiang, y., kuo, l., & sonnenburg-winkler, s. l. (2015). morphological awareness and reading comprehension: a qualitative study with adult efl learners. international journal of language and linguistics, 2(5), 18–26. jiang, y. l. b., & kuo, l. j. (2019). the development of vocabulary and morphological awareness: a longitudinal study with college efl students. applied psycholinguistics, 40(4), 877-903. jornlin, m. (2015). the role of morphological awareness and learning to read: a crosslanguage perspective. educational psychologist, 41, 161-180. josiah, u. e., & udoudom, j. c. (2012). morphophonemic analysis of inflectional morphemes in english and ibibio nouns: implications for linguistic studies. journal of education and learning, 1(2), 72–81. https://doi.org/10.5539/jel.v1n2p72 larsen, k. (2022). seeing double. mythlore, 40(2), 139-169. leu, t. (2020). the status of the morpheme. in oxford research encyclopedia of linguistics. li, l., li, r., & wu, x. (2020). the reciprocal relation between morphological awareness and spelling in chinese: a longitudinal study of primary school students. plos one. https://doi.org/10.1371/journal.pone.0243050 https://doi.org/10.5539/jel.v1n2p72 ida yulianawati, et. al., 2023 undergraduate students’ morphological awareness and difficulties in efl class 28 | vol. 7, no. 1, 2023 (17-28) mahnoosh, h., rezail, m., j., & mazdayasna, g. (2017). .dynamic assessment of morphological awareness in the efl context. cogent education, 4 (1), 1-14. mann, a., v. (2000). reading ability and sensitivity to morphological relation. research gate, 1(3), 191-218. doi: 10.1023/a:1008136012492 nuril, s., brilian, a., safitri, m., firdaus, r., evansam, g. r., & siswanto, a. (2017). morpheme analysis of english language. josar, 2(1). qiao, s., yeung, s. s. s., shen, x., & chu, s. k. w. (2022). the effects of a gamified morphological awareness intervention on students' cognitive, motivational and affective rabadi, r. i. (2019). morphological awareness and vocabulary knowledge among english language learners. arab world english journal (awej) volume, 10. sarfraz, s., tariq, u., & abbas, a. (2018). effectiveness of morphological awareness in english writing composition of pakistani students at the undergraduate level-case study. journal of education and practice, 9(19). somathasan, m. (2018). the study of affixes (prefixes and suffixes): an esl and innovative approach. international journal of applied research, 4(11), 01-05. utami, s. h., & mujadidah, m. (2021). an analysis of english education students’ morphological awareness: identification and structure awareness. jeet: journal of english education and teaching, 5(3), 381-393 zhang, h. (2021). the longitudinal effect of morphological awareness on higher-order literacy skills among college l2 learners. contemporary educational psychology, 65, 101969. english franca academic journal of english language and education doi:10.29240/ef.v621.5242 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 7, no 2, 2023, page 369-382 article info: http://journal.iaincurup.ac.id/index.php/english received 24 april 2023; received in revised form 10 july 2023; accepted 24 august 2023, avalaible online 30 november 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open access article under the cc by-sa license copyright (c) 2023 author infographics as a tool to facilitate english learning activities: student’s perceptions taufik arochman¹*, sahda aulia jabbar², putri surya padilla hutabarat³, nadia sekar ayu pitaloka4 ¹ universitas tidar, indonesia ² universitas tidar, indonesia ³ universitas tidar, indonesia 4 universitas tidar, indonesia corresponding email: taufik_arochman@untidar.ac.id to cite this article author (2023) “infographics as a tool to facilitate english learning activities: student’s perceptions” : arochman, t., jabbar, s., hutabarat, p., & pitaloka, n. (2023). infographics as a tool to facilitate english learning activit ies: student’s perceptions. english franca : academic journal of english language and education, 7(2). doi:http://dx.doi.org/10.29240/ef.v7i2.7508 introduction currently, developing teaching and learning materials for students of all educational levels is important. in fact, in every teaching and learning session, teachers utilize all available opportunities and teaching aids to further enhance students' interest and understanding. (degeng, 2004) considers the quality of learning from two aspects. the learning process and the results. the effort to improve the quality of the learning process has been directed to the efforts made by learners and educators. miarso (2007) explains that there are factors that influence or support the achievement of quality learning in achieving educational goals, one of which is the optimization of information and communication technology in the learning process. the development of information technology has given rise to many applications and media that teachers can use in their learning (arochman et al., 2023; fadhilah et al., 2021). most teachers realize that to adapt to technological positivism in the classroom, they must keep up with the rapidly changing technology (jaya et al., 2022). the pedagogical side of technology should emphasize the efficiency of information transfer abstract. the research focuses on the impact of infographics as a tool for english learning trough student’s perceptions. the purpose of this research is to identify the positive impact of using infographics for students' learning and teaching activities in the classroom and also the appropriate learning media by educators. the researchers used descriptive quantitative research method in analyzing the data that was collected. the instrument of the research was a questionnaire that consists of questions and statements that must be filled in by the elected respondents. the questionnaire was targeted to students of universitas tidar, especially the student of the english education department study program in the second and fourth semesters. there were many as 41 participants as a sample in this study. the results of this study show that based on the students' experience of knowing and using infographics in the learning activity, most of them agree that the use of infographics as learning media has a very positive impact. infographics are also the suitable medium to improve students' quality in understanding the material and their interest in learning. keywords: infographics, learning activity, english learning cccccc http://journal.iaincurup.ac.id/index.php/english/index https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:taufik_arochman@untidar.ac.id http://dx.doi.org/10.29240/ef.v7i2.7508 taufik arochman, et. al., 2023 infographics as a tool to facilitate english learning activities: student’s perceptions 370 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 6 9 3 8 2 ) from teacher to student without ignoring the enjoyment of learning. many of the techniques that teachers use today are mainly based on computer applications such as microsoft powerpoint. microsoft powerpoint has interactive multimedia elements that are used in slide presentations to keep students informed during class. therefore, infographics were introduced as a teaching tool, especially in higher education, to support teachers in teaching and learning sessions and to make it easier for students to understand the material. infographic is a word created by combining "information" and "graphic". it is an image that combines information and design, which allows individuals and organizations to convey information concisely to the public. the current study shows that 75% of the information processed by the brain is coming from a visual setting. this shows that motivation and visual communication are critical components of the cognitive process for solving complicated issues. ozdamli & ozdal (2018) conducted research on the development of educational media based on analysis, design, development, implementation, and evaluation (addie) by collecting the views of teachers and students. the use of infographics shows that these resources are not only suitable for students, but also for educators as a powerful tool to ensure that students are provided with the right information that they can use to complete their tasks. this will increase the popularity of infographics among students and apply them in the workplace environment. infographics are a type of image that combines information and design to help individuals and organizations communicate with their audience in a concise manner. infographics usually consist of two types of components: content (text, facts, data, knowledge) and visual elements (graphics, colors, symbols, emblems) (siricharoen & siricharoen, 2015). infographics are characterised as visualisations of facts or concepts that aim to make complicated information understandable and accessible to a wide audience (smiciklas, 2012). data graphics make it possible to represent information using graphical elements that relate to the data, which can include charts, graphs, tables, symbols, and maps. as a visual tool, infographics present information that is useful in a way that is easy to understand and effectual. researchers have shown how infographics facilitate mastery of concepts and methods to extend concepts to reality applications for students, demonstrating that infographics are an ideal tools in 21st century to support the valuing of learning by students and teachers. based on the preliminary observation, most of students at universitas tidar always felt unhappy when the materials were delivered using media textbook only. it made most of them feel bored because there was no visual media that made them interest to the materials. moreover, their creativity to learn decreased. thus, this research focuses on the use of infographics as a tool to facilitate english language learning in the english language education study program, universitas tidar. therefore, the purpose of this study is mainly to describe the positive impact of using infographics as a suitable learning media to facilitate the teaching and learning process through students’ perceptions. theoretical framework technology of learning in the learning context, technology has played an increasingly important role in enhancing students' learning experiences and expanding the accessibility of education (kirschner, 2015; nicolaou et al., 2019). technology has changed the way students actually engage in learning (cushion & townsend, 2019; mirata et al., 2022). the textbook is not the only sources of information anymore. through interactive multimedia, students can visualize complex concepts, develop creative thinking, and engage in interesting learning activities (flavin & quintero, 2018; fominykh et al., 2022; osman et al., 2022). this creates a more interactive learning environment, which can increase student interest and motivation. roehling et al., (2010) state that this new generation of pupils was brought up in a multimedia environment where they are able to switch their focus between several sources of information or stimuli. the role of technology in learning is an innovation and an effort to taufik arochman, et. al., 2023 infographics as a tool to facilitate english learning activities: student’s perceptions 371 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 6 9 3 8 2 ) design and strategize future learning to be more optimal (bower, 2019; rosli & saleh, 2022). the application of technology in learning can be seen in terms of its future impact in education, whether it creates a sustainable and beneficial environment, and also how the use of technology helps achieve other sustainable development goals, such as helping to provide access to education for everyone in society (daniela, 2020). thus, that is why technology has important role in learning. in this era of continual innovation, education is also influenced by the significant impact of technology. education even faces a digital transformation to improve the quality of student learning. the transformation requires students to aim for technology-based learning as a medium to support students in the learning process. this research shows that students in the digital era require digital age learning that includes visual representations of data to capture their attention and enthusiasm in learning (prestridge et al., 2021; romansky & noninska, 2020; starkey, 2020). studies comparing visual and verbal communication show that compared to verbal communication, visual communication is more successful. it is because the human mind can quickly comprehend visual representations and spoken information more efficiently (dur, 2014). technology-based learning is one form of utilization and improving the prospects of education in the current era of globalization. moreover, the use of technology in learning makes students more productive, not only in terms of knowledge but also other aspects such as creativity and enthusiasm in learning (arochman & yosintha, 2020; van et al., 2021). therefore, the use of technology is very needed for learners so they can optimize their learning. teaching and learning materials students at the primary school level are constructing knowledge by interacting with resources and hence, they need to be introduced to suitable and interesting teaching and learning resources (binsaleh & binsaleh, 2020). resources refer to the materials provided to support students' teaching and learning process (naisianoi et al., 2020; osei-himah & adugyamfi, 2022). it contains what each student needs to understand and master during learning. teachers absolutely have the most control over the selection and presentation of student learning materials. the development and utilization of teaching-learning materials are widely recognized as crucial factors in promoting student learning and achieving academic goals and objectives (djamas et al., 2018; mutiara & emilia, 2022; widowati et al., 2017). the significance of learning materials encompasses various dimensions, and their role is multifaceted. learning materials can be defined as tools or resources used to present and transmit educational content in a structured manner (bušljeta, 2013). by using good learning materials, teaching will run well. howard & major (2004) state that teaching materials are an important part of the majority of english language teaching programs. these materials are intertwined with several aspects, one of which is learning media, an essential component of teaching and learning materials. learning media serves as a supportive element in the instructional process, facilitating the dissemination of knowledge being studied (bulkani et al., 2022; widodo & wahyudin, 2018). buditjahjanto (2022) asserts that learning media plays a vital role in compensating for any shortcomings in the delivery of knowledge during teaching and learning activities. the medium can range from textbooks, cds/dvds, or illustrations, and internet resources. teachers can also depend extensively on a wide range of materials to support teaching and student learning. by incorporating appropriate learning media, teachers can enhance the effectiveness and efficiency of knowledge transmission, ensuring that students have access to comprehensive and engaging instructional materials. almost teachers need to spend a lot of time to find, choosing, evaluating, adjusting and making materials to use in their classroom (paliath & evangeline, 2022; pulungan, 2021). it all has to be very well organized to be able to decide on the appropriate media for each material and its implementation. taufik arochman, et. al., 2023 infographics as a tool to facilitate english learning activities: student’s perceptions 372 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 6 9 3 8 2 ) infographics infographics are an effective tool and a useful technique for visually attractive and easy-to-understand information presentation (dehghani et al., 2023). infographics have grown in popularity in recent years in education, particularly in language learning. according to martin et al. (2019), infographics can be used as a technique to communicate ideas with the goal of simplifying difficult material into a form that is easily understood by everyone. while implemented in accordance with the teacher's guidelines and visual methods, the use of visual aspects in teaching and learning can provide favorable outcomes. zadro et al. (2022) states that infographics are the most efficient way to communicate information in the digital age. according to zhu et al. (2020), effective infographic design can enable designers and readers/audience to reduce boring and overwhelming work. in education context, it allows teachers and students to carry out the teaching and learning process in the classroom more efficiently. the students can understand the material presented easily, while the teacher also does not need a lot of time to give a full explanation. learning with the use of infographics will create a fun and more comfortable learning experience. infographic design should also be accompanied by a combination of communication settings (otten et al., 2015). for example, infographics that are part of presentation are usually followed by oral explanation delivered by the presenter. based on multimedia learning theory, this theory states that learning will be better if information is presented through multiple sensory modalities. there are two distinct cognitive systems, one of which is focused on representing and processing images (non-verbal objects), and the other of which is concerned with language (clark & paivio, 1991). in human cognition, each system may operate simultaneously. this is where the concept of using infographics first emerged because they bring together both words and images on a single platform or design. infographics can incorporate interactive elements, audio, text, images, and other media to give users a multimodal learning experience. infographics may suit a variety of audiences by incorporating many modalities. materials and method this study used a quantitative research method. this type of study includes measuring variables and examining their interactions in attempt to identify patterns, correlations, or causal links (leavy, 2023). neutrality, objectivity, and the gathering of a substantial breadth of information are the values driving quantitative research (e.g., a statistical overview from a large sample). this study was implemented in english education study program of universitas tidar. the respondents were students in english classes. the population of this study were 2nd (02) and 4th (04) semester students. the sample used in this study was chosen randomly. in descriptive quantitative research, respondents were only treated once and not measured, in order to get real feedback from respondents. giving feedback is used because students need something that they remind to be guide (apriani, 2017). descriptive research can provide norm shaping insights rather than standardized norms. consequently, this approach was adopted to get actual scenarios from the learners regarding the problems they encountered throughout the sessions, as well as direct feedback on their approval of the usage of infographics as a tool to promote learning. the researchers started this research with several steps. first, the researchers make a questionnaire via google forms. the questions used are questions that are relevant to the topic under study. second, the researchers distributed the google form questionnaire link to respondents via the whatsapp application. third, after the respondents filled out the questionnaire, the researchers collected data and analyzed the answers given by the respondents. the answers were analysed using likert scale of 5: strongly agree, agree, neutral, disagree, and strongly disagree. the results of this study were illustrated using percentage in the form of figures. the last, it reached conclusions based on the research objectives. taufik arochman, et. al., 2023 infographics as a tool to facilitate english learning activities: student’s perceptions 373 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 6 9 3 8 2 ) results and discussion results the researchers obtained data from the 2nd and 4th semesters at universitas tidar with 41 english education students as respondents. the questionnaire found showed various perceptions, including strongly agree, agree, neutral, disagree, and strongly disagree. in this section, the researcher shows the answers from all participants of the questionnaire conducted in may 2023. the results of the analysis of the perceptions of all respondents are discussed below. students’ perceptions of infographics to facilitate english learning activities understanding the material through visuals, images, and symbols the first questionnaire wants to know the students’ perceptions about material through visuals, images, and symbols. the result of the questionnaire are as follows. infographics make me understand the material through visuals, images, or symbols. 13 students (31.7%) answered strongly agree, 22 students (53.7%) answered agree, three students (7.3%) chose neutrally, two students (4.9%) answered disagree, and one student (2.4%) answered strongly disagree. a total of 35 students (85.4%) agreed that infographics make them understand the material through visuals, images, or symbols. the first students’ understanding are shown in figure 1. figure 1. infographics make me understand the material through visuals, images, or symbols. understanding the material better through core and brief explanations the second question is infographics make me understand the material better through core and brief explanations. it was found that a student (2.4%) chose to strongly disagree, one student (2.4%) chose to disagree, six students (14.6%) answered neutral, 22 students (53.7%) answered agree, and 11 students (26.8%) answered strongly agree. a total of 33 students (80.5%) agreed that infographics make them understand the material better through core and brief explanations. it is explained briefly in figure 2. figure 2. infographics make me understand the material better through core and brief explanations. taufik arochman, et. al., 2023 infographics as a tool to facilitate english learning activities: student’s perceptions 374 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 6 9 3 8 2 ) interested in understanding the material through attractive colors and design. the third question is infographics make me more interested in understanding the material through attractive colors and design. in the questionnaire, it was also found that a student (2.4%) chose to strongly disagree, one student (2.4%) chose to disagree, two students (4.9%) answered neutral, 15 students (36.6%) answered agree, and 22 students (53.7%) answered strongly agree. a total of 37 students (90.3%) agreed that infographics make them more interested in understanding the material through attractive colors and design. figure 3 show the result as follows. figure 3. infographics ake me more interested in understanding the material through attractive colors and design make more focused on the material presented in class the fourth question is infographics make me more focused on the material presented in class. in addition, here it was found that a student (2.4%) chose to strongly disagree, one student (2.4%) chose to disagree, four students (9.8%) answered neutral, 23 students (56.1%) answered agree, and 12 students (29.3%) answered strongly agree. a total of 35 students (85.4%) agreed that infographics make them more focused on the material presented in class. it is can be seen in figure 4. figure 4. infographics make me more focused on the material presented in class suitable to use during teaching and learning activities. the fifth question is infographics are more suitable to use during teaching and learning activities. the result of the question is that one student (2.4%) chose to strongly disagree, one student (2.4%) chose to disagree, five students (12.2%) answered neutral, 20 students (48.8%) answered agree, and 14 students (34.1%) answered strongly agree. a total of 34 students (82.9%) agreed that infographics are suitable to use during teaching and learning activities. for further, figure 5 shows the result. taufik arochman, et. al., 2023 infographics as a tool to facilitate english learning activities: student’s perceptions 375 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 6 9 3 8 2 ) figure 5. infographics are more suitable to use during teaching and learning activities. can improve the creativity to produce work effectively the sixth question is infographics can improve my creativity to produce work effectively. it was informed that a student (2.4%) chose to strongly disagree, a student (2.4%) chose to disagree, three students (7.3%) answered neutral, 19 students (46.3%) answered agree, and 17 students (41.5%) answered strongly agree. a total of 36 students (87.8%) agreed that infographics can improve the creativity to produce work effectively. this is illustrated in figure 6. figure 6. infographics can improve the creativity to produce work effectively can save the time to understand the material better the seventh question is infographics save my time to understand the material better. this study showed that a student (2.4%) chose to strongly disagree, a student (2.4%) chose to disagree, six students (14.6%) answered neutral, 14 students (34.1%) answered agree, and 19 students (46.3%) answered strongly agree. a total of 33 students (80.4%) agreed that infographics can save their time to understand the material better. the next figure 7 can be seen as follows. figure 7. infographics save my time to understand the material better taufik arochman, et. al., 2023 infographics as a tool to facilitate english learning activities: student’s perceptions 376 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 6 9 3 8 2 ) does infographics commonly used in learning activities in class the last question is does infographics are commonly used in learning activities in your class. from 41 respondents, the data showed that 29 students (70.7%) agreed that infographics are commonly used in classroom learning activities and 13 students (31.7%) argued that infographics are not commonly used in classroom learning activities. according to the data obtained by researchers from the questionnaires, the data shows that the types of infographics that are often used in learning activities are diagrams, concept maps and power points that contain the core information of the material to be learned in class. figure 8 show the frequency of infographics used in class. figure 8. are infographics commonly used in learning activities in your class? discussion based on the results in this study, there were some points that will be discussed in this section. the first is about the understanding materials by students using infographics. based on the results, there were 53.7% respondents agreed and 31.7% respondents strongly agreed if infographics made them understand the material through visuals, images, or symbols. moreover, as many as 26.8% of them answered strongly agree and 53.7% of them answered agree that infographics made them understand the material better through core and brief explanations. this finding is similar with dewantari et al., (2021) that infographics are considered to be a very good as media for teaching english for independent learning. they state that education in this digital era requires new media that can be used effectively to facilitate teaching and learning activities. in addition, students are also expected to be able to develop by having the ability to think creatively, and critically in finding and compiling information and being able to participate in class (yosintha & arochman, 2020). the rapid development of technology can make it easier for someone to get information quickly. this has a good impact on students. students can develop and add insights from various available sources. the second point is that students were interested and more focused in understanding materials using attractive media. based on the results, there was a total of 37 students (90.3%) agreed that infographics make them more interested in understanding the material through attractive colours and design. in addition, 85.4% respondents agreed that infographics make them more focused on the material presented in class. in the same opinion, (parveen et al., 2021) state that infographics help students understand difficult and complex materials become interesting to be learnt. infographics help students to present complex data and information into something interesting, easy to read and understand, especially for information with long text, as well as important images and numerical data (ozdamli et al., 2016; smiciklas, 2012). furthermore, based on khomaria et al., (2017), information that is presented in an interesting way can increase student interest in learning a material. taufik arochman, et. al., 2023 infographics as a tool to facilitate english learning activities: student’s perceptions 377 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 6 9 3 8 2 ) next point is about the benefit of using infographics in improving student’s creativity. based on the results, infographics are more suitable to use during teaching and learning activities. there was a total of 34 students (82.9%) agreed that infographics are suitable to use during teaching and learning activities. meanwhile, 87.8% of respondents agreed that infographics can improve the creativity to produce work effectively. this finding has similarity with jaleniauskiene & kasperiuniene (2023) opinion. they state that using infographics, higher education students were provided opportunity to improve personal and professional preparedness skills and capacities such as digital, visual, and information literacy, critical thinking, and creativity at the same time. this is based on the presentation of infographics which is supported by creativity, aesthetics and the right illustration, so that it becomes something interesting and easy to remember. the selection of images, colours, symbols, and colour composition are the basic components in the technique of making infographics (miftah et al., 2016). the last, infographics save the time to understand the material better. 80.4% of respondents agreed that infographics can save their time to understand the material better. this is because information can be presented in various forms, such as text, images and graphics. information has 2 categories, which are information in the form of numbers and information containing concepts (smiciklas, 2012). based on existing research, humans process 75% of information that has a visual form. the research shows that information with visual forms has a large supporting role in the presentation of information. visuals can help humans to improve their memory. based on dunlap & lowenthal (2016), humans can remember hundreds to thousands of image memories even if only by looking at the image for a few seconds. infographics are an interesting approach to presenting information in visual and graphical form. by using infographics, students can process the information obtained with interesting visuals, so that the information to be presented is well processed. the information has been generalized in advance and presented in the form of attractive infographics. the results of using infographics have a good positive impact on student development. the previous research was researched by noh et al., (2016) had similar results with this study. in the previous research, the authors concluded that the impact of using infographics as a tool for facilitating learning has a positive impact on students. the similarity between the results of previous research and this study is about how infographics become an effective media in teaching and learning sessions. in this study learners also agreed that infographics make it easier for them to receive learning materials. furthermore, the previous study and this research mentioned that infographics can stimulate students' learning creativity. learners can increase their enthusiasm for learning with creative values that dominate. the results of this study proved that the similarity of the results is very significant with the previous research. conclusion the researchers concludes that the use of infographics in english learning has a significant impact. from the students' point of view, the use of infographic is very beneficial for them to get and understand the content. embedded with attractive visual displays, it also increases students' creativity and interest in learning. in addition, the use of infographics in learning also does not consume a lot of time for students to comprehend the main points of the lesson. because infographics provide information in a brief and simple way that is easily received by students. educators can certainly use this to support the developing of learning methods for students. with the advance technology nowadays, infographics can be one of the solutions for new innovations in presenting learning materials. during the classes they have been participating, more than half of the total students indicated that their classes have implemented infographics as a learning tool. it can also be concluded that the application of infographics in classroom is an appropriate and effective method to support the teachinglearning process and should be used in future learning activities. taufik arochman, et. al., 2023 infographics as a tool to facilitate english learning activities: student’s perceptions 378 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 6 9 3 8 2 ) acknowledgments thanks to universitas tidar for the opportunity in conducting this research and to all parties involved in this study including the participants. references apriani, e. (2017). utilizing preservice english teachers strategies and classroom management at junior high school in rejang lebong regency. english franca: academic journal of english language and education, 1(2), 149–194. https://doi.org/10.29240/ef.v1i2.291. arochman, t., malasari, s., & yunianti, s. s. (2023). the effect of elita on english writing learning for college students. veles (voices of english language education society), 7(1), 75–85. https://doi.org/10.29408/veles.v7i1.7524. arochman, t., & yosintha, r. (2020). effect of using web-blog on writing instruction for english language learners. journal of languages and language teaching, 8(4), 336– 347. https://doi.org/10.33394/jollt.v8i4.2797. binsaleh, s., & binsaleh, m. (2020). 4p-2e model: teaching and learning process through ict integration for private islamic schools in thailand. asian journal of university education, 16(4), 71–81. https://doi.org/10.24191/ajue.v16i4.11944. bower, m. (2019). technology-mediated learning theory. british journal of educational technology, 50(3), 1035–1048. https://doi.org/10.1111/bjet.12771. buditjahjanto, i. g. p. a. (2022). analyzing factors of gui simulation as learning media toward students’ learning outcomes. journal of technology and science education, 12(1), 83– 95. https://doi.org/10.3926/jotse.1422. bulkani, fatchurahman, m., adella, h., & andi setiawan, m. (2022). development of animation learning media based on local wisdom to improve student learning outcomes in elementary schools. international journal of instruction, 15(1), 55–72. https://doi.org/10.29333/iji.2022.1514a. bušljeta, r. (2013). effective use of teaching and learning resources. czech-polish historical and pedagogical journal, 5(2), 55–69. https://doi.org/10.2478/cphpj-2013-0014. clark, j. m., & paivio, a. (1991). dual coding theory and education. educational psychology review, 3(3), 149–210. https://doi.org/10.1007/bf01320076. cushion, c. j., & townsend, r. c. (2019). technology-enhanced learning in coaching: a review of literature. educational review, 71(5), 631–649. https://doi.org/10.1080/00131911.2018.1457010 daniela, l. (2020). concept of smart pedagogy for learning in a digital world. in epistemological approaches to digital learning in educational contexts (pp. 1–16). routledge. https://doi.org/10.4324/9780429319501-1. degeng, i. n. s. (2004). teori pembelajaran. malang: um press. dehghani, m., mohammadhasani, n., hoseinzade ghalevandi, m., & azimi, e. (2023). applying ar-based infographics to enhance learning of the heart and cardiac cycle in biology class. interactive learning environments, 31(1), 185–200. https://doi.org/10.1080/10494820.2020.1765394. dewantari, f., utami, i. g. a. l. p., & santosa, m. h. (2021). infographics and independent learning for english learning in the secondary level context. journal on english as a foreign language, 11(2), 250–274. https://doi.org/10.23971/jefl.v11i2.2784. djamas, d., tinedi, v., & yohandri. (2018). development of interactive multimedia learning materials for improving critical thinking skills. international journal of information and communication technology education, 14(4), 66–84. https://doi.org/10.4018/ijicte.2018100105. dunlap, j. c., & lowenthal, p. r. (2016). getting graphic about infographics: design lessons learned from popular infographics. journal of visual literacy, 35(1), 42–59. https://doi.org/10.1080/1051144x.2016.1205832. taufik arochman, et. al., 2023 infographics as a tool to facilitate english learning activities: student’s perceptions 379 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 6 9 3 8 2 ) dur, b. i. u. (2014). data visualization and infographics in visual communication design education at the age of information. journal of arts and humanities, 3(5), 39–50. https://doi.org/https://doi.org/10.18533/journal.v3i5.460. fadhilah, f. d., harahap, f. h., sofia, n. z., prayoga, s., & ihsan, m. t. (2021). the utilization of information technology as learning media. jurnal riset dan inovasi pembelajaran. https://doi.org/10.51574/jrip.v1i2.48. flavin, m., & quintero, v. (2018). uk higher education institutions’ technology-enhanced learning strategies from the perspective of disruptive innovation. research in learning technology, 26, 1–12. https://doi.org/10.25304/rlt.v26.1987. fominykh, m., weidlich, j., kalz, m., & hybertsen, i. d. (2022). what do they tel(l)? a systematic analysis of master programs in technology-enhanced learning. international journal of educational technology in higher education, 19(1), 1–25. https://doi.org/10.1186/s41239-021-00305-7. howard, j., & major, j. (2004). guidelines for designing effective english language teaching materials. the 9th conference of pan-pacific association of applied linguistics, 101– 109. jaleniauskiene, e., & kasperiuniene, j. (2023). infographics in higher education: a scoping review. e-learning and digital media, 20(2), 191–206. https://doi.org/10.1177/20427530221107774. jaya, h. p., dari, t. r. w., zuraida, z., & wijaya, a. (2022). a survey on high school students’ preferences toward the use of social media as online learning tools. english franca: academic journal of english language and education, 6(2), 243–262. https://doi.org/10.29240/ef.v6i2.5438. khomaria, i., kartono, k., & lestari, l. (2017). penggunaan media infografis untuk meningkatkan minat belajar ips pada siswa sekolah dasar. didaktika dwija indria, 5(4). kirschner, p. a. (2015). do we need teachers as designers of technology enhanced learning? instructional science, 43, 309–322. https://doi.org/10.1007/s11251-015-93469. leavy, p. (2023). research design: quantitative, qualitative, mixed methods, art-based, and community-based participatory research. new york: the guilford press. martin, l. j., turnquist, a., groot, b., huang, s. y. m., kok, e., thoma, b., & van merriënboer, j. j. g. (2019). exploring the role of infographics for summarizing medical literature. health professions education, 5(1), 48–57. https://doi.org/10.1016/j.hpe.2018.03.005. miarso, y. (2007). menyemai benih teknologi pendidikan. jakarta: kencana. miftah, m. n., rizal, e., & anwar, r. k. (2016). pola literasi visual infografer dalam pembuatan informasi grafis (infografis). jurnal kajian informasi dan perpustakaan, 4(1), 87–97. https://doi.org/10.24198/jkip.v4i1.11635. mirata, v., awinia, c., godson, e., & bergamin, p. (2022). the future of technology-based learning at the open university of tanzania. international journal of emerging technologies in learning, 17(15), 28–42. https://doi.org/10.3991/ijet.v17i15.33273. mutiara, e., & emilia, e. (2022). developing flipbook-based teaching-learning material in the culinary arts program of unimed. international journal of education in mathematics, science and technology, 10(3), 650–662. https://doi.org/10.46328/ijemst.2487. naisianoi, m., koome, p., & marima, e. (2020). influence of teaching and learning materials availability on the development of pupils in upper primary schools in karunga zone, gilgil sub county. international journal of research in business and social science (21474478), 9(5), 294–301. https://doi.org/10.20525/ijrbs.v9i5.864. nicolaou, c., matsiola, m., & kalliris, g. (2019). technology-enhanced learning and teaching methodologies through audiovisual media. education sciences, 9(3), 196. https://doi.org/10.3390/educsci9030196. taufik arochman, et. al., 2023 infographics as a tool to facilitate english learning activities: student’s perceptions 380 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 6 9 3 8 2 ) noh, m. a. m., shamsudin, w. n. k., nudin, a. l. a., jing, h. f., daud, s. m., abdullah, n. n. n., & harun, m. f. (2016). the use of infographics as a tool for facilitating learning. international colloquium of art and design education research (i-cader 2014), 559– 567. https://doi.org/10.1007/978-981-287-332-3_57. osei-himah, v., & adu-gyamfi, k. (2022). teachers’ perspective of effective use of teaching and learning materials in basic school integrated science lessons. asian journal of university education, 18(1), 256–270. https://doi.org/10.24191/ajue.v18i1.17195. osman, n., salwa mohd noor, s., & mohmad rouyan norhayati che hat, n. (2022). the use of powerpoint in developing multimedia-based teaching and learning materials for learning arabic language. journal of language and linguistic studies, 18(1), 15–21. https://doi.org/: 10.52462/jlls.163. otten, j. j., cheng, k., & drewnowski, a. (2015). infographics and public policy: using data visualization to convey complex information. health affairs, 34(11), 1901–1907. https://doi.org/10.1377/hlthaff.2015.0642. ozdamli, f., kocakoyun, s., sahin, t., & akdag, s. (2016). statistical reasoning of impact of infographics on education. procedia computer science, 102, 370–377. https://doi.org/10.1016/j.procs.2016.09.414. ozdamli, f., & ozdal, h. (2018). developing an instructional design for the design of infographics and the evaluation of infographic usage in teaching based on teacher and student opinions. eurasia journal of mathematics, science and technology education, 14(4), 1197–1219. https://doi.org/10.29333/ejmste/81868. paliath, g., & evangeline, m. (2022). e-learning and social media for elt — teachers’ perspective. journal of language teaching and research, 13(6), 1357–1364. https://doi.org/10.17507/jltr.1306.25. parveen, a., husain, n., & husain assistant professors, n. (2021). infographics as a promising tool for teaching and learning. jetir (journal of emerging technologies and innovative research, 8(8), 554–559. prestridge, s., jacobsen, m., mulla, s., paredes, s. g., & charania, a. (2021). new alignments for the digital age: insights into connected learning. educational technology research and development, 69, 2171–2186. https://doi.org/10.1007/s11423-02109968-5. pulungan, a. h. (2021). the use of interactive learning media for teachers in rural areas. budapest international research and critics in linguistics and education (birle) journal, 4(1), 524–532. https://doi.org/10.33258/birle.v4i1.1705. roehling, p. v., kooi, t. l. vander, dykema, s., quisenberry, b., & vandlen, c. (2010). engaging the millennial generation in class discussions. college teaching, 59(1), 1–6. https://doi.org/10.1080/87567555.2010.484035. romansky, r. p., & noninska, i. s. (2020). challenges of the digital age for privacy and personal data protection. mathematical biosciences and engineering, 17(5), 5288– 5303. https://doi.org/10.3934/mbe.2020286. rosli, m. s., & saleh, n. s. (2022). technology enhanced learning acceptance among university students during covid-19: integrating the full spectrum of self-determination theory and self-efficacy into the technology acceptance model. current psychology, 41, 1–20. https://doi.org/10.1007/s12144-022-02996-1. siricharoen, w. v., & siricharoen, n. (2015). how infographic should be evaluated? the 7th international conference on information technology, 558–564. https://doi.org/10.15849/icit.2015.0100. smiciklas, m. (2012). the power of infographics using pictures to communicate and connect with your audiance. indianapolis: que publishing. starkey, l. (2020). a review of research exploring teacher preparation for the digital age. cambridge journal of education, 50(1), 37–56. https://doi.org/10.1080/0305764x.2019.1625867 van, l. k., dang, t. a., pham, d. b. t., vo, t. t. n., & pham, v. p. h. (2021). the taufik arochman, et. al., 2023 infographics as a tool to facilitate english learning activities: student’s perceptions 381 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 6 9 3 8 2 ) effectiveness of using technology in learning english. asiacall online journal, 12(2), 24–40. https://doi.org/https://asiacall.info/acoj/index.php/journal/article/view/26. widodo, s. a., & wahyudin. (2018). selection of learning media mathematics for junior school students. turkish online journal of educational technology tojet, 17(1), 154–160. widowati, a., nurohman, s., & anjarsari, p. (2017). developing science learning material with authentic inquiry learning approach to improve problem solving and scientific attitude. jurnal pendidikan ipa indonesia, 6(1), 32–40. https://doi.org/10.15294/jpii.v6i1.4851. yosintha, r., & arochman, t. (2020). preparing english department students for industry 4.0 era through critical thinking skills development. the 1st international conference on language and language teaching, 1–14. https://doi.org/10.4108/eai.12-102019.2292229. zadro, j. r., ferreira, g. e., o’keeffe, m., stahl-timmins, w., elkins, m. r., & maher, c. g. (2022). how do people use and view infographics that summarise health and medical research? a cross-sectional survey. bmc medical education, 22, 677. https://doi.org/10.1186/s12909-022-03744-6. zhu, s., sun, g., jiang, q., zha, m., & liang, r. (2020). a survey on automatic infographics and visualization recommendations. visual informatics, 4(3), 24–40. https://doi.org/10.1016/j.visinf.2020.07.002. taufik arochman, et. al., 2023 infographics as a tool to facilitate english learning activities: student’s perceptions 382 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 6 9 3 8 2 ) empty page english franca : academic journal of english language and education vol. 5, no. 2, 2021, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v5i2.2589 the implementation of higher order thinking skill (hots) in junior high school: teaching practice and problems rani ayu feronica institut agama islam negeri (iain) curup feronicagrande@gmail.com eka apriani institut agama islam negeri (iain) curup eka.apriani@iaincurup.ac.id sarwo edy institut agama islam negeri (iain) curup edysarwo@iaincurup.ac.id abstract the purpose of this research is to learn about teaching practices and issues that arise when using hots. this is a descriptive qualitative study. this study focused on four english teachers at smpn 1 rejang lebong. the data for this study was gathered using a questionnaire and an interview. qualitative analysis was used to analyze the data. the findings of this study are as follows: (1) the application of hots in smpn 1 rejang lebong is properly done per the anderson taxonomy: memorizing, comprehending, applying, analyzing, assessing, and producing second, there were instructional issues in hots implementation, including (2) a lack of facilities, a lack of time, a lack of training, a lack of knowledge, a lack of connection, and a lack of desire. this discovery is intended to be utilized to understand more about the teaching and learning process in junior high school by applying hots. keywords: hots, junior high school, teaching practice, teaching problems mailto:feronicagrande@gmail.com mailto:eka.apriani@iaincurup.ac.id mailto:edysarwo@iaincurup.ac.id 186 | english franca, vol. 5, no. 2, 2021 186 introduction teaching english to pupils who do not speak english as their first language. anyone interested in learning strategies for teaching english should be familiar with the field's core terminology. teaching english as a foreign language (tefl) is often done in the student's home country, either via the public school system or through private schools. apriani (2021) observed that maintaining communication between the teacher and students, as well as among students, when teaching english as a second or foreign language in the classroom involves the use of nonlinguistic resources in addition to linguistic ones. english as a foreign language (tefl) teachers might be native or non-native english speakers (rohmah, n.d.). we've also heard the words "language skills" and "language components" when it comes to language teaching. listening, speaking, reading, and writing is all examples of language abilities. receptive skills include listening and reading, whereas productive skills include speaking and writing. in indonesia, the english syllabus is being developed to explore the influence of english as a foreign language on the advancement of english education, communicative learning, and communicative approach in english language teaching. because of english's international standing, this is the case. as a consequence, communicating with people from all over the world is one of the most important goals of studying english in indonesia. according to some teachers, the role of the teacher in the teaching and learning process is to develop a communicative method through group work, discussion, or role-play. apriani, et. al (2019)said that good communication entails not just communication inside society, but also communication on a worldwide scale. this is done to help students communicate better. in general, teaching english is not easy. the teaching method used by the teacher determines the success of the student in the english learning process (apriani, 2017) there are many difficulties in teaching english, especially in junior high school. in junior high school, the students must have learned a lot about english because before they had learned english how the procedures use english. it can be comprehended because english is a skill that involves many aspects of the language. the aspect is medians, vocabulary, fluency precision, expression, and style. based on the provisions of the indonesian government officially changed the education unit level curriculum (ktsp) to the k 13 curriculum (kurtilas) which has now been implemented. the purpose of this curriculum change aims to improve the characteristics of students rani ayu feronica, et.al: the implementation of higher order thinking skill (hots) in junior high school: teaching practice and problems187 (students) who are seen as the increasing number of global influences that arise so that it will likely affect the character of students. in which there is a high order thinking skill (hots) method or critical thinking. the 2013 curriculum was designed to enable students to be more capable of making assumptions, asking questions, reasoning, and communicating. in implementing the 2013 curriculum, the teachers are encouraged to implement hots (higher order thinking skill) learning and to assess the learning outcome in hots aspects of knowledge. higher-order thinking skills (hots) are defined as the ability to think widely to find a new challenge. hots is essential for assisting with the teaching and learning processes. it is quite beneficial for pupils to encounter problems that are unusual in their daily lives. furthermore, students with hots can make students recognize themselves by improving their performance and reducing their weaknesses. curriculum 2013 (k-13) is being adopted to promote higher order thinking skills (hots). the assessment includes hots. the purpose of assessing learning outcomes is to assist students in developing their higher order thinking skills (hots). as a result, k-13 places a premium on students who exhibit higher-order reasoning skills. as a result, educators must be able to provide a long-term evaluation that includes higher order thinking skills (hots) (pratiwi, dewi, & paramartha, 2019). high order thinking skill (hots) an important in learning english, also hots is a basic when a student wants to make a creative idea. these student-centered learning strategy is thinking skills that are more than just remembering and understanding, but also the ability to combine what is already remembered and understood to analyze, evaluate and even create. this approach sought to incorporate higher-order thought in education by analyzing and measuring instructional behavior through the emotional, affective, and psychomotor abilities of students (fairiziana, rosli, & maarof, 2017). the number of junior high schools in rejang lebong has implemented the six hots levels completely. one of them is smp number one. at smpn 1 rejang lebong has implemented hots since k13 was rolled out. based on the results of classroom observations, the researcher found that learning english at rejang lebong 1 state junior high school was very active. at smpn 1, after the implementation of hots the student exam results have increased, this is evidenced by the results of the highest 2016/2017 national exam (un) in bengkulu province, the first was achieved by smpn 1 rejang lebong on behalf of hanifah harlasi with a total score of 385, secondly nurhidayah anggraini with a total score of 188 | english franca, vol. 5, no. 2, 2021 188 383, the three fanaya armansya with a total score of 381. in the 2017/2018 academic year, the total un score in bengkulu province experienced a decrease in smpn 1 rejang lebong down to the second place with a total score of 284.49, but this school has the highest english score, namely 70.35. in the 2018/2019 academic year, the second-highest national examination score in bengkulu province was achieved by smpn 1 rejang lebong on behalf of a.m. bagas arianloka and vikram ahmad fauzan with a total value of 39.35. is also smpn 1 rejang lebong achieved the highest average score in bengkulu province with a total score of 36.29 which was very satisfactory. the researcher also interviewed one of the teachers, according the teacher, it is likely that hots is the source of children's success in solving the questions on the national exam (un). according to one student interviewed by the researcher, the technique used by the teacher could be followed by them well, not boring, quickly understanding. based on the explanation above the researcher would like to conduct this research which aimed to find out the teacher's strategy of hots in teaching english at junior high school number 1 rejang lebong. as a result, the title of this research is “the implementation of hots in junior high school: teaching practice and problems. theoretical framework teaching english as a foreign language teaching english as a foreign language can take place in any region, regardless of whether english is spoken there. exam planning, career development, furthering one's education, and other factors motivate efl students to learn english. most countries' curricula include english as a foreign language, especially in public schools. indonesian senior and junior high schools require english as a subject. at the lower levels, such as primary schools and kindergarten, english is not a mandatory subject, but it can be taught as a local material subject to students (supriyanti, triastuti, & bahasa, 2008). there are five tiers of teachers in the tefl field (susilo, suhatmady, sunggingwati, farisa, & ilmi, 2017): ((1) the opportunist who has no efl or other teaching credentials but wants to find work; (2) the teacher who has completed a basic level of training of 20 hours or less; (3) the tefl initiated teacher who has completed a certificate level tefl course of approximately 100 hours; and (4) the teacher who has been trained in another subject but needs to learn the concepts of teaching efl. rani ayu feronica, et.al: the implementation of higher order thinking skill (hots) in junior high school: teaching practice and problems189 people at this stage have studied english extensively, most likely receiving a bachelor's or master's degree in english literature or linguistics, but have no teaching experience; (5) the tefl trained instructor with a diploma or master's-level certification in efl. teaching english for junior high school english is taught as a compulsory language in junior and senior high schools. of course, the national industry has already begun to introduce english at lower levels, such as primary school and kindergarten. english training starts in junior high schools at the age of eleven, in the first grade, and continues to university levels. despite spending nearly seven years in school studying english, students are unable to communicate in english in real-life circumstances (akbari, 2015). in general, and particularly in our nation, teaching english as a foreign language is a difficult task in developing countries. first and foremost, english language proficiency requires access to and use of the most up-to-date technology and science tools in english. second, learning english is needed to meet the demands of the information age and to make effective use of the internet. third, mastery of the english language promotes cross-national cultural exchange, including the idea of civilizational dialogue. the implementation of high order thinking skill (hots) the learning process should start with something simple and move to something more difficult. that is, competency evaluation begins with a multitude of hots. data from the international student assessment program (pisa) suggest that higher-order thinking is poor in indonesia. furthermore, indonesia is ranked 69th out of 76 countries (kemendikbud, 2007). to educate pupils for the twenty-first century, the ministry of education and culture created the 2013 curriculum (k-13). the 2013 curriculum (k-13) emphasizes higher order thinking skills (hots). hots learning activities are created in the classroom by teachers. the ministry of education defines higher order thinking skills (hots) are defined as the capacity to solve issues, make judgments, be inventive, and generate something using logic and reflection (febriani, 2019). higher-order thought is described as thinking that takes place at the top of the cognitive processing hierarchy. 190 | english franca, vol. 5, no. 2, 2021 190 the most widely known hierarchical arrangement of this kind of education is bloom's taxonomy, which views a spectrum of thought skills starting with knowledge-level thinking and ending with evaluation-level thinking. imaginative and critical thought, analysis, problem-solving, and visualization are all examples of higher-order thinking skills (hots) (jennifer lyn s ramos, bretel b dolipas, and brenda b villamor,2013). dr. benyamin bloom, an educational psychologist bloom's taxonomy was created in 1956 by edward bloom, who was born in pennsylvania and received his ph.d. in education from the university of chicago in 1942. taxonomy and classification are synonyms. taxonomy, according to pratiwi, is a categorization structure based on shared concepts or norms. bloom taxonomy is a categorization framework he created for cognitive thinking abilities. it has had a significant impact on schooling during the last 50 years (c-leslie, 2016). the bloom taxonomy was created in the 1970s as a tool for objective-based evaluation and as a paradigm for generating questions that evaluate low-level vs higher-level abilities. the emphasis in the 1980s was on teaching higher-order thinking skills, and the validity of bloom's taxonomy was questioned. in may 1984, the association for supervision and curriculum development (ascd) observed that students were failing on higher-level reasoning tasks. unfortunately, the collaboration of the associations did not result in a change to bloom's taxonomy (febriani, 2019). bloom's taxonomy was revised in 2001 by anderson, krathwohl, and others. the revision resulted in bloom's latest taxonomy. the revised taxonomy introduces a two-dimensional structure to the original, which includes cognitive process and knowledge dimensions. bloom's initial taxonomy resembles the cognitive component. only a few significant changes have been made (c-leslie, 2016). another difference is that the position of cognitive levels, assessing (c5), has now taken precedence overproducing (c6). the following two points have been revised: (cleslie, 2016) rani ayu feronica, et.al: the implementation of higher order thinking skill (hots) in junior high school: teaching practice and problems191 diagram 1. anderson taxonomy according to anderson and krathwohl, current education should focus on moving away from non-algorithmic instruction emphasizing low-level thinking (lots) and learning to prioritize high-level thinking skills (hots) (syarifah, usodo, & riyadi, 2019). anderson and krathwohl's revised bloom's taxonomy separates the cognitive mechanism into two dimensions: first, in c1 memorizing: retrieving, remembering, and recalling specific information from long-term memory, low order thinking (lot) is described. c2 understanding is the process of deriving, interpreting, exemplifying, categorizing, summarizing, inferring, comparing, and explaining context from oral, textual, and visual communications. c3 carrying out or enforcing: carrying out or enforcing an action. according to c4 analyzing, higher order thinking (hot) is the act of breaking down content into constituent pieces and identifying how the parts link to one another and an overall structure or function through differentiating, organizing, and assigning. c5 analyzing: the process of examining and assessing information to make judgments based on criteria and standards. c6 creating: assembling pieces to form a coherent or functional whole; rearranging elements into a new pattern or structure via development, design, or production (syarifah et al., 2019). to study science, students must have high-order thinking skills (hots). as a result, when teachers use instructional involving pedagogy to assist students in improving higher-order thought skills (hots), they are directly striving to improve student achievement. thinking skills can be applied to all fields by asking students thought-provoking questions (mohd nazri et al., (2017). problems like these, on the other hand, can be overcome by using rational and creative reasoning, as well as inferring from prior experience. high-order thinking skills (hots) are characterized by dynamic, self-regulatory, substantive, nuanced judgments, ambiguity, multiple criteria, and multiple providing solutions. high or thinking skills (hots) should be an essential element of the teaching and learning process since one of the major aims of education is to guarantee that students can think critically and solve issues (rohis, 2019) the 2013 curriculum's high order thinking skill (hots) has also highlighted the balance of skills in the students' cognitive domain and those in the students' affective domain (jailani, sugiman, & apino, 2017). in the classroom, to be able to create learning activities into active learning, as one stage of the research, researchers arrange specific guided 192 | english franca, vol. 5, no. 2, 2021 192 discovery learning model (laila sulastri, wahidin, muchtar, & lestari, 2016) in the classroom, teachers as the agents of change need to understand, practice, and apply high order thinking skills (hots) to teach the skills effectively. more importantly, to ensure the objective of any educational program concerning high order thinking skills (hots) is achieved, teachers' knowledge and beliefs are indeed the determining abdul aziz @ahmad et al, (2017). investigating the problem is that high order thinking skills (hots) students' ownership is still quite low. highorder thinking skills (hots) focus on pupils' ability to judge a situation rather than merely memorize it. students are expected to be able to assess problems and develop solutions to them (kusumawati, dwiranti, & salamah, 2018). research methodology to answer the study questions, descriptive qualitative was employed. the goal of qualitative research is to create explanations for social events as they occur in the wild. descriptive research is a detailed examination of current events and situations by the topic. this study's participants are four english teachers. the researcher used a questionnaire and interview to find out the data about teaching practice and implementation of hots in smpn 1 rejang lebong. the data is analyzed by using results & discussion results teaching practice of hots implementation based on the questionnaire, the researcher found that the teaching practice of hots implementation in smpn 1 rejang lebong. the result can be seen in the following table: table 1. teaching practice of hots implementation no hots et 1 et2 et3 et4 1. remembering √ √ √ √ 2. understanding √ √ √ √ 3. applying √ √ √ √ 4. analyzing √ √ √ √ 5. evaluating √ √ √ √ rani ayu feronica, et.al: the implementation of higher order thinking skill (hots) in junior high school: teaching practice and problems193 6. creating √ √ √ √ based on table 1. all english teacher in smpn 1 rejang lebong uses six-level in hots implementation. they were remembering, understanding, applying, analyzing, evaluating, and creating. it can be concluded that hots implementation in smpn 1 rejang lebong is well implemented in the teaching and learning process. english teacher 1 the teaching practice of hots implementation by english teacher 1 was: remembering, understanding, applying, analyzing, evaluating, and creating. in creating, the english teacher is recalling students' long-term memory about the material. this way is used to make students interested before learning while material. in understanding. english teacher shares the material using pictures, videos, songs, etc. to make students easy songs understand the materials. in applying, english teachers teach materials using teachers' techniques and strategies like a discussion group, presentation, problem-based learning, and project-based learning. in analyzing, the english teacher asks the students to analyze the topic in the course. students can relate the materials to the environment and do investigate or survey about the information related to the materials. in evaluating, english teacher do evaluate students' materials understanding using tasks, quiz, or examination. in this component, the english teacher also makes students evaluate their problems and knowledge about the material. in creating, english teacher uses material and make students create some decision about the material. english teacher 2 teaching practices of hots implementation by english teacher 2 were: remembering, understanding, applying, analyzing, evaluating, and creating. the first level is creating, in this level, english teachers use some pictures, videos, songs, film, graphs, etc. to recall their students' memories about the material. the second component is understanding. english teacher uses experience and pictures to make students more understand the material. third, the level is applying, english teacher uses youtube, instagram, google classroom, whatsapp group to make students more interested in the learning process. the fourth component is analysis, english teacher asks students to criticize material individually and in a group. students can discuss with their partners in the classroom and their friend in another classroom via social media. 194 | english franca, vol. 5, no. 2, 2021 194 the fifth level is evaluating, english teachers do evaluate students' understanding of the material. english teacher makes students write their problems in this section and makes them solve their problems for the next meeting. the sixth level is creating, english teacher uses some material to make students critical thinking to create something about the topic and makes a key point of this section. english teacher 3 teaching practices of hots implementation by english teacher 3 were: remembering, understanding, applying, analyzing, evaluating, and creating. first is creating, the english teacher is recalling student’s long memory about the material. next is understanding. english teacher uses social media for learning to make students more interested and understand the material. then is applying, english teacher teaches materials by using discussion group and presentation. then is analyzing, the english teacher asks students to think critically about the material. next is evaluating. in this component, english teachers evaluate their students’ problems with the material. last is creating, english teacher some project to make students create new media or tools in learning. english teacher 4 teaching practices of hots implementation by english teacher 4 were: remembering, understanding, applying, analyzing, evaluating, and creating. in creating, english teachers make students interested before learning while material. in understanding. english teachers use some pictures, songs, and videos to make students easy to understand the materials. in applying, english teacher uses presentation, think-pairshare, discussion group, debate, etc. to make students critical thinking in the classroom. in analyzing, the english teacher asks students to analyze the topic in the course. in evaluating, english teachers do evaluate students' problems and knowledge about the material. in creating, the english teacher uses some material and asks students to make key-point about it. english teacher also asks students to create a new project about the material. teaching problems of hots implementation the researcher also finds out teaching problems in implementing hots at smpn 1 rejang lebong. the researcher uses voice notes via whatapp to know english teacher problems in hots implementation. rani ayu feronica, et.al: the implementation of higher order thinking skill (hots) in junior high school: teaching practice and problems195 the results of the interview with the english teacher are explained in detail in the next point. english teacher 1 researcher : what are your problems in implementing hots? english teacher 1 : i have problems with time and knowledge about hots. i have limited time in teaching english by using hots. as we know that, teaching english by using hots is need more time to prepare the material and implement the material. i am not an expert in hots. i am not focused in teach english by using social media, etc. english teacher 2 researcher : what are your problems in implementing hots? english teacher 2 : i have limited access and connection to using the internet to implement hots in my home. i have a problem with the preparation of the material. i have a lot of jobs to design the material and my teacher's administration. it makes me take much time to finish this. english teacher 3 researcher : what are your problems in implementing hots? english teacher 2 : i have a problem in using ict in the classroom to implement hots. i have limited training in using ict. i have a laptop am sharing with my family. the internet connection is not good in my house. i do not have friends to teach me using ict. i waste much time learning about new ict platforms. english teacher 4 196 | english franca, vol. 5, no. 2, 2021 196 researcher : what are your problems in implementing hots? english teacher 2 : my problems are lack of facilities, lack of connection, lack of knowledge, and lack of motivation. i have a laptop with sharing with other families. i have no internet connection by using wi-fi indi-home. i have limited knowledge about new literacies related to hots. i am not focused on using ict to implement hots. discussion based on the findings, there are two points is discussed in this section. the first is about the teaching practice of hots implementation in smpn 1 rejang lebong. the second is teaching problems in hots implementation in smpn 1 rejang lebong. teaching practice using hots in smpn 1 rejang lebong is the same as anderson taxonomy (anderson and krathwol, 2001). these six levels of anderson taxonomy: remembering, understanding, applying, analyzing, evaluating, and creating. this same finding is the same as rosi (2019). rois's finding said that six-level students are learning in hots. wilson (2016) also explains in detail about six-level in anderson taxonomy. english teachers use pictures, graphs, videos, movies, songs to teach english using hots. this finding is the same as balakrishnan and mohammad, 2020). their findings said that using graphic organizers as a brainstorming method in teaching. english teachers have also used some methods to make students more interested in the classroom. thamrin and agustin (2019) argue that various methods in the classroom are better for students. teaching problems using hots is founded in smpn 1 rejang lebong. lack of facilities, lack of time, lack of training, lack of knowledge, lack of connection, and lack of motivation as problems in implementing hots in smpn 1 rejang lebong. fakhomah and utami (2019) argue that teachers feel difficulties in teaching hots. this same finding by ginting and kuswandono (2020), zahrani & elyas (2017), tyas, et.al (2019), retnawati (2018), and ballakhrisnan & mohamad. ginting and kuswandono (2020) found that three problems in implementing hots were teacher limited knowledge and teacher preparation. zahrani & elyas (2017) argues that teacher had problems in the preparation of teaching using hots. tyas, et.al (2019) explain that limited material is rani ayu feronica, et.al: the implementation of higher order thinking skill (hots) in junior high school: teaching practice and problems197 one of the challenges teaching english by using hots. retnawati (2018) argues that teachers had low knowledge of the function of hots. ballakhrisnan & mohamad (2020) states that limited time is the problem in hots classrooms. conclusion based on the results and discussion above, the researcher makes some conclusions. first, teaching practice of hots implementation. the implementation of hots in smpn1 rejang lebong were: (1) the implementation of hots in smpn 1 rejang lebong is suitable with anderson taxonomy. english teachers do six-level in teaching english: remembering, understanding, applying, analyzing, evaluating, and creating. second, teaching problems in hots implementation. teaching problems of hots implementation in smpn 1 rejang lebong were (2) teaching problems in implementing hots were lack of facilities, lack of time, lack of training, lack of knowledge, lack of connection, and lack of motivation. this conclusion is hoped can be used as the reference for the government to improve our education quality especially english course. references abdul aziz @ahmad, a., ismail, f., ibrahim, n. m., & samat, n. a. (2017). investigating the implementation of higher order thinking skills in malaysian classrooms: insights from l2 teaching practices. sains humanika, 9(4–2), 65–73. https://doi.org/10.11113/sh.v9n42.1361 akbari, z. (2015). current challenges in teaching / learning english for efl learners : the case of junior high school and high school. procedia social and behavioral sciences, 199, 394–401. https://doi.org/10.1016/j.sbspro.2015.07.524 analysis of reading comprehension questions by using revised bloom ’ s taxonomy on higher order. (n.d.). 1–15. apriani, e. (2017). utilizing preservice english teachers strategies and classroom management at junior high school in rejang lebong regency. english franca: academic journal of english language and education, 1(2), 149-194. apriani, e., anshori, s., & edy, s. (2019). eksistensi english zone sebagai media penerapan kemampuan berbahasa inggris mahasiswa 198 | english franca, vol. 5, no. 2, 2021 198 program studi tadris bahasa inggris iain curup. cendekia: jurnal kependidikan dan kemasyarakatan, 17(2), 317-332. apriani, e., azizah, u. a., morgana, r., & syafryadin, s. (2021). multimodal resources to enrich meaning construction by efl teacher. journal of english education and teaching, 5(1), 123-137. fairiziana, m., rosli, m., & maarof, n. (2017). the effects of higher order thinking skills (hots) questions in improving esl pupils’ writing performance. 2017(march), 70–80. jailani, j., sugiman, s., & apino, e. (2017). implementing problem-based learning in order to improve the students' hots and characters. jurnal riset pendidikan matematika, 4(2), 247. https://doi.org/10.21831/jrpm.v4i2.17674 kusumawati, s. a., dwiranti, a., & salamah, a. (2018). proceeding of biology education. proceeding of biology education, 2(1), 42–49. laila sulastri, y., wahidin, d., muchtar, h. s., & lestari, z. w. (2016). the implementation of active learning models to increase pre-service teachers’ high order thinking skills. people: international journal of social sciences, 2(1), 523–532. https://doi.org/10.20319/pijss.2016.s21.523532 nazri, m., ramlee, azmah, n., yusuff, n., & rosnidar. (2017). development of higher order thinking skills module in science primary school : needs analysis. international journal of academic research in business and social sciences, 7(2), 624–628. https://doi.org/10.6007/ijarbss/v7-i2/2670 pratiwi, n. p. w., dewi, n. l. p. e. s., & paramartha, a. a. g. y. (2019). the reflection of hots in efl teachers ’ summative assessment. 3(3), 127–133. ramos, j. l. s., dolipas, b. b., & villamor, b. b. (2013). higher order thinking skills and academic performance in physics of college students : a regression analysis. international journal of innovative interdisciplinary research, (4), 48–60. https://doi.org/issn 1839‐ 9053 rohmah, z. (n.d.). teaching english as a foreign language. 0–92. supriyanti, n., triastuti, a., & bahasa, f. (2008). teaching english as foreign. 0–49. rani ayu feronica, et.al: the implementation of higher order thinking skill (hots) in junior high school: teaching practice and problems199 susilo, s., suhatmady, b., sunggingwati, d., farisa, h., & ilmi, s. (2017). the effect of l2 exposure environment on nnests’ teaching skills and beliefs about efl learning beyond the class. arab world english journal. https://doi.org/10.24093/awej/vol8no3.18 syarifah, t., usodo, b., & riyadi. (2019). student’s critical thinking ability with higher order thinking skills (hots) question based on selfefficacy. journal of physics: conference series, 1265, 012013. https://doi.org/10.1088/1742-6596/1265/1/012013 200 | english franca, vol. 5, no. 2, 2021 200 english franca academic journal of english language and education doi:10.29240/ef.v621.5242 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 7, no 2, 2023, page 423-436 article info: http://journal.iaincurup.ac.id/index.php/english received 24 april 2023; received in revised form 10 july 2023; accepted 24 august 2023, avalaible online 30 november 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open access article under the cc by-sa license copyright (c) 2023 author an analysis of consonant pronunciation errors by efl preschool children (5-years-old): distinctive features approach fransiska inapaska wuwur¹, agus subiyanto² ¹ diponegoro univeristy, semarang, indonesia ² diponegoro university, semarang, indonesia corresponding email: fransiskainapaskawuwur@gmail.com to cite this article author (2023) “an analysis of consonant pronunciation errors by efl preschool children (5-years-old): distinctive features approach”: wuwur, f., & subiyanto, a. (2023). an analysis of consonant pronunciation errors by efl preschool children (5-years-old): distinctive features approach. english franca : academic journal of english language and education, 7(2). doi:http://dx.doi.org/10.29240/ef.v7i2.8469 introduction language is one of the media used by humans to communicate. it can be seen when adults and children can communicate because of their natural abilities with other people. there are various english pronunciations and sounds that influence how speakers pronounce words. since one sound can represent several pronunciations, language learners may need support learning to speak english fluently. however, native speakers usually speak words that speakers rarely encounter. they are proficient with the pronunciation without any effort to adjust to it. it is significantly different among non-native english speakers, particularly indonesian students, who view english as a foreign language. students do not utilize english as their formal language in school, college, and other formal situations. in school, english is taught exclusively for comprehension. thus, students need to learn the correct pronunciation of every english word, despite being expected to speak english well outside the classroom. students can acquire english pronunciation from their instructor, another person, or, ideally, from native speakers. they will attempt to emulate native speakers and receive further practice pronouncing foreign sounds appropriately. students do not interact with native speakers, and students have extremely few opportunities to interact with native speakers. students can abstract. english students as second language learners must prioritize pronunciation. this study examines the pronunciation errors involved in the pronunciation of english consonants in preschool children (5 years), evaluates the analysis using a distinctive features approach based on schane (1973), and discovers the possible factors that cause the errors. this study uses a descriptive qualitative approach. the data for this study came from listening to and observing the natural pronunciation of three indonesian preschool. the writer analyzed the data, identified errors in children's pronunciation, classified, discovered, and concluded the data. as a result, most 5-year-old preschoolers make consonant pronunciation errors. students mispronounce eight consonants. they are [tʃ], [ʤ], [θ], [s, [z], [ʃ], and [v]. the sound [tʃ] is changed by the sound [k], [ʤ] is changed by the sound [d], [θ] is changed by the sound [t], [ʃ] is changed by [s], and [v] is changed by [p]. then, there is a [s] sound and a [z] sound when deletion occurs. students also make articulation errors because some english consonant sounds do not exist in indonesian, which is one of the factors that allows students to replace or change english sounds. keywords: pronunciation errors, distinctive features, consonants, preschool children cccccc http://journal.iaincurup.ac.id/index.php/english/index https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:fransiskainapaskawuwur@gmail.com http://dx.doi.org/10.29240/ef.v7i2.8469 fransiska inapaska wuwur & agus subiyanto, 2023 an analysis of consonant pronunciation errors by efl preschool children (5-years-old): distinctive features approach 424 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 2 3 4 3 6 ) utilize recorded materials as a substitute, but not all teachers can afford to purchase alternative electronic devices, and only some schools contain electronic technology. the effect of indonesia's several dialects complicates several issues. when learning a new language, one analyzes the linguistic components. there are three essential features of the language: phonology, lexicon, and grammar, in which phonology plays a significant role. pronunciation is a component of language that is considered necessary. the importance of pronunciation in establishing speech intelligibility cannot be overstated. mispronunciations generated by non-native english speakers contribute to some examples of misunderstandings in english-based communication. much of this is due to the differences between the sound systems of english and other languages. neither vocabulary nor grammar makes english learners wrong, but their pronunciation is in the communication process. then, students of english as a second language must prioritize pronunciation. therefore, this pronunciation plays a vital role in speaking ability. the diversity in phonological qualities, especially in the vowel and consonant levels of every ethnic group in the world, is a challenge that makes learning english pronunciation difficult for students. although english is taught in school, most children frequently make errors in hearing, speaking, reading, and writing, for example. phonology is automatically tied to pronunciation, making the writer willing to take up the topic in pronunciation research, especially in phonology. students, particularly children, experience the sounds of language in their surroundings as part of language acquisition. the first stage is to master the child's vocabulary, as the process of acquiring language begins at birth. as a natural component of speech development, all children, from infants to school-aged children, will make errors with their speech sounds as they learn to talk. it is a highly complex speaking skill, and children require much practice to master it. a phonological error occurs when a child substitutes one sound for another. this pattern is referred to as a phonological process. when children seek to utter words, including sounds they cannot pronounce, they will replace simpler sounds with later-developing ones they cannot pronounce. therefore, the writer is interested in selecting preschoolers with a tight connection to phonological processes, especially in the english pronunciation of preschool children (5 years old). thus, the errors discovered by the writer can be evaluated using the distinctive features approach based on schane's (1973). up to now, there are several previous studies that have been dealt with pronunciation errors made by children and students. first, a research entitled "pronunciation errors committed by palestinian students at an-najah national university: an analytical approach" was written by jabali, o., m. & abuzaid y., j. (2017). this study identifies mispronounced english consonants by palestinian arabic speakers. it also examines palestinians' english errors. there are 20 an-najah national university undergraduates' english is recorded to identify problem consonant sounds. the study found that /p/, /tʃ/, /dʒ/, /ɹ/, and /ŋ/ are problematic. second, the research entitled "analisis kesalahan fonologis bahasa mandarin oleh mahasiswa d3 bahasa mandarin universitas jenderal soedirman" was written by supriadi, n. (2014). this study examines chinese pronunciation errors by jenderal soedirman university d3 students. the data was processed using transformational-generative phonology and a speech analyzer tool. aspirated consonants were pronounced without aspiration, while post-alveolar consonants were pronounced frontal alveolar. the phonological system discrepancy between chinese and indonesian, and chinese and javanese as respondents' mother tongues, causes the pronunciation inaccuracy. third, research entitled "pronunciation errors made by senior high school students in speaking performance” was written by adila, s., & refnaldi (2019). this study tests 352 students' consonant pronunciation. this study randomly selected 64 students. percentages were used to evaluate the pronunciation test, questionnaire, and interview records. two percent of speech is consonant. (1) there are six types of consonant sounds made by students' speaking performance: alveolar (38.18%), interdental (34.65%), alveo-palatal fransiska inapaska wuwur & agus subiyanto, 2023 an analysis of consonant pronunciation errors by efl preschool children (5-years-old): distinctive features approach 425 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 2 3 4 3 6 ) (12.20%), labiodental (11.81%), velar (1.79%), and bilabial (1.38%); (2) factors that cause students to make pronunciation errors in speaking performance include their mother tongue (81.25%), less use of english in daily life (66.67%), and unchallenging lessons (56.25%). then, speaking errors include six consonant kinds and many alveolar sounds. students needed more practice pronouncing consonant sounds to avoid misunderstandings. fourth, research entitled "phonological processes in language acquisition by children of three years old" was written by purba, h., s., r (2016). this observational case study was performed with the subject's parents over three months (indonesian children aged three years). in indonesian children's acquisition of phonology, the fis phenomenon occurs. the results showed that r, a, and f had problems acquiring the sound [r] during phonological acquisition. also, phonological processes include assimilation, substitution, and syllable structure, with the absence of vowel neutralization, vocalization, labial assimilation, and voicing. besides that, all topics speak fis. it shows that phoneme perception precedes phoneme production. fifth, research entitled "phonological processes applied by students of english language and letters department of maliki state islamic university of malang" was written by rosyidin, k. (2016). this research examines the phonological processes used by english language and letters students at malang's maliki state islamic university. it is performed by examining the processes' types, frequency, and application methods. two dominant forms of phonological rules, including reciprocal assimilation and dissimilation, were discovered more often when the speaker utters fast speech. although it differs from the previous studies that the writer refers to, there are similarities where this research and previous studies have the same field, in the field of education. in addition, similarities were also made to students' and children's pronunciation errors. however, previous research has only focused on errors. on the other hand, some specialization and novelty distinguish this research from previous studies. the theory used is the theory of characteristics, which previous research did not use. the research subjects analyzed by the writer are children aged five years who will produce different results because this research focuses on pronunciation that contains specific consonants. therefore, through this research, the writer focuses on three points: 1) identifying the errors in children's pronunciation, 2) analyzing the analysis using a characteristic technique based on schane (1973), and 3) discovering the possible factors that cause preschool children's english pronunciation errors. as in schane's (1973) framework, phonological processes are utilized as study strategies to explain changes in the rules of spoken english sound production. schane (1973) has established three characteristics: (1) major class, which is utilized to distinguish between consonants, vowels, and semi-vowels; consonants (+/-cons), syllables (+/-sil), and sonorants (+/-son) are the three features (2) the way of articulation, with five sounds based on the pronunciation; continuance, delayed-release, sonorous, nasal, and lateral, and (3) the articulation site that has two characteristics; anterior and coronal. this theory reveals that there are units smaller than phonemes and these smallest units have different characteristics. this distinguishing characteristic identifies the smallest unit in sound analysis. then, noam chomsky put forward a new linguistic idea, generative theory, in 1957. he first proposed this generative grammar in a book entitled syntactic structure (sampson, 1980). at first, this generative theory studied the language at the grammatical level. over time this is known as transformational grammar, also called transformational-generative grammar. this transformational grammar assumes that the emergence of language variations is based on the transformation process and that language generalization is made worldwide. thus, there are universal rules in the form of language patterns in the human mind. one of the studies on transformational grammar is about phonological rules in generative phonology. based on the generative theory, among others, the system of rules related to sound and meaning, the phonetic representation of a language, the process of sound fransiska inapaska wuwur & agus subiyanto, 2023 an analysis of consonant pronunciation errors by efl preschool children (5-years-old): distinctive features approach 426 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 2 3 4 3 6 ) changes, and the assumptions underlying sound changes. there are two concepts in generative phonology; deep structure and surface structure. deep structures are denoted by //, while surface structures are denoted by []. deep structure is a language pattern in the human mind, while surface structure is a variation of language that appears in its concrete form. this transformation process (phonological rules) links the deep and surface structures. therefore, it can be concluded that the phonological process, which changes a language's sound, is the scope focus of generative phonology. it explains the process of changing the sound that occurs. theoretical framework as in schane's (1973) framework, phonological processes are utilized as study strategies to explain changes in the rules of spoken english sound production. schane (1973) has established three characteristics: (1) major class, which is utilized to distinguish between consonants, vowels, and semi-vowels; consonants (+/-cons), syllables (+/-sil), and sonorants (+/-son) are the three features (2) the way of articulation, with five sounds based on the pronunciation; continuance, delayed-release, sonorous, nasal, and lateral, and (3) the articulation site that has two characteristics; anterior and coronal. this theory reveals that there are units smaller than phonemes and these smallest units have different characteristics. this distinguishing characteristic identifies the smallest unit in sound analysis. then, noam chomsky put forward a new linguistic idea, generative theory, in 1957. he first proposed this generative grammar in a book entitled syntactic structure (sampson, 1980). at first, this generative theory studied the language at the grammatical level. over time this is known as transformational grammar, also called transformational-generative grammar. this transformational grammar assumes that the emergence of language variations is based on the transformation process and that language generalization is made worldwide. thus, there are universal rules in the form of language patterns in the human mind. one of the studies on transformational grammar is about phonological rules in generative phonology. based on the generative theory, among others, the system of rules related to sound and meaning, the phonetic representation of a language, the process of sound changes, and the assumptions underlying sound changes. there are two concepts in generative phonology; deep structure and surface structure. deep structures are denoted by //, while surface structures are denoted by []. deep structure is a language pattern in the human mind, while surface structure is a variation of language that appears in its concrete form. this transformation process (phonological rules) links the deep and surface structures. therefore, it can be concluded that the phonological process, which changes a language's sound, is the scope focus of generative phonology. it explains the process of changing the sound that occurs. materials and method research design is a crucial part of the study's overall methodology. a research design is a strategy for gathering information and assessing it. research design is defined by the stages involved in data collection, analysis, and interpretation (cresswell, 2013). the writer used a descriptive qualitative approach in this research methodology. the goal of a qualitative research approach is to get an understanding of a phenomenon from the viewpoint of humans in their natural environments. the emphasis is on providing a detailed verbal description of the event rather than a numerical one to better comprehend and analyze it. in addition, errors in pronunciation found in efl preschool children (5 years old) were analyzed and interpreted descriptively using a qualitative study approach, focusing on the usage of words, not numbers. the data for this research came from listening to and observing the natural pronunciations of three indonesian children in preschool. they are olive, jesin, and christopher, all five years old. fransiska inapaska wuwur & agus subiyanto, 2023 an analysis of consonant pronunciation errors by efl preschool children (5-years-old): distinctive features approach 427 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 2 3 4 3 6 ) in addition, all three of the children are now involved in preschool. the writer enrolled in a reading education program at one of the institution courses in pontianak. in addition to concentrating on writing and speaking abilities, particularly english reading skills, this institution proposes a reading program that demonstrates how letters join to create the same sound and gives students control over their reading development. this teaching technique requires three primary abilities: sound sensitivity (phonemic awareness), sound system (phonics), and letter-sound combination. therefore, this subject is significantly relevant to this research. through this, the writer wants to determine if students' pronunciation of english words reveals a phonological errors. furthermore, the writer wants to analyze the pronunciation errors discovered in the theory of distinctive features based on schane's (1973) theory. the writer collected the research data from the pronunciation of five-year-old preschool children. during the two meetings, the three students were given sixty-seven (67) different nouns to use in their vocabulary throughout the data collection process. the writer chooses the nouns as the material in the children's pronunciation according to the pronunciation of english vowels and consonants, which are nouns that are included in the number of english vowels. there are twelve vowels, such as /i:/, /i/, /e/, /æ/, /ǝ/, /ɜ:/, /ʌ/, /ɑ:/, /ɒ/, /ɔ:/, /u:/ , /ʊ/. then, there are two types of vowels in english, where there are long vowels and short vowels. then, english has twenty-four consonants, which are [p], [b], [t], [d], [k], [g], [f], [v], [θ], [ð], [s], [z], [ʃ], [ʒ], [h], [t], [tʃ], [dʒ], [m], [n], [ŋ], [l], [r], [w]. the instructor then gave each of the three students instructions on pronouncing the words, and they were to follow those directions strictly. audio recordings were made of the students' pronunciation to help the writer identify and classify the errors. the collected data is processed descriptively within a regulated and described framework. based on the collected data, the instrument used for this study is the official website of the oxford learner's dictionary (https://oxfordlearnersdictionaries.com), which serves as a reference for correct pronunciation in accented north american english, where it is english is the most commonly used. the website allows the writer to type ipa symbols through a software application at https://software.sil.org/ipahelp2-1/. then, in supporting the writer's research, the writer describes the sounds of spoken language through a set of symbols; the writer uses an interactive ipa chart, the international phonetic alphabet (ipa), accessed via https://www.ipachart.com/. the writer analyses the data and identifies the errors in children's pronunciation through recorded audio. finally, the writer analyzes the data using schane's (1973) notation symbol theory by identifying and classifying. after that, the writer draws conclusions based on these findings. results and discussion results errors found in english pronunciation of preschool children (5 years) this study was intended to find the pronunciation errors of 5-year-old preschool students, where three students collected the data. students' pronunciation is recorded using audio and played back several times to get accurate data. after transcribing the data into an international phonetic alphabets, it was carefully analyzed. this study only focused on english consonant sounds. then the errors were calculated. the table below shows the errors and the total number of consonants made by 5-year-old indonesian preschoolers in pronouncing consonant sounds. table 1. types of consonants and the total frequency no. error frequency 1. voiceless postalveolar affricate [tʃ] 20 2. voiced palato-alveolar affricate – [ʤ] 19 3. voiceless dental fricative – [θ] 10 fransiska inapaska wuwur & agus subiyanto, 2023 an analysis of consonant pronunciation errors by efl preschool children (5-years-old): distinctive features approach 428 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 2 3 4 3 6 ) 4. voiceless alveolar fricative – [s] 9 5. voiced alveolar fricative – [z] 7 6. voiceless postalveolar fricative – [ʃ] 3 7. voiced labiodental fricative – [v] 2 total 70 based on the data identified and analyzed by the writer, there were seventy (70) fiveyear-old preschoolers' pronunciation errors in the three students. from the table above, there are seven types of consonants found in the students' pronunciation errors, such as the sound [tʃ], [ʤ], [k], [θ], [s], [z], [ʃ], and [v]. thus, there are twenty (20) alveolar palate fricative sounds [tʃ] as the dominant pronunciation mistakes made by students. this sound can be known as a voiceless alveolar palate fricative. even though most students recognize these sounds, they have only heard them in the context of classroom instruction. students mispronounce it because the sound does not exist in indonesian phonology. for example, the term "child" is often pronounced as [ʧaɪld] but is pronounced [taɪld]. the students prefer to pronounce [t] or [k] instead of the [tʃ] sound. students had problems with the voiced post-alveolar affricate with nineteen out of the total, which is written as [ʤ]. this consonant is the one that has the second highest number of pronunciation errors. in this case, students typically pronounce [ʤ] as a [j] or a [d], or they do not even speak it at all. for example, the students tend to mispronounce the word "stage," which should be pronounced as [steɪd], which should be pronounced like this [steɪʤ]. it may occur if the students cannot recognize or use the sound [ʤ] in their regular communication. in the sound [θ] or what is known as a voiceless dental fricative. students make a total of ten pronunciation errors. in pronouncing the sound [θ], the students tend to replace it with the sound [t]. for the word "thief," where students pronounce it like this [θif], students should pronounce it like this [tif]. the mispronunciation of the sound [s] appeared in as many as nine frequencies, where the students mispronounced this voiceless alveolar fricative sound. in this consonant [s], the students tend to omit the [s] sound when it appears as an ending when pronouncing it. for in the word "box," where students should pronounce it like this [bɒks], but the [s] sound is omitted to become [bɒk]. another pronunciation error is in the [z] sound. this sound, known as a voiced alveolar fricative, has as many as seven frequencies that students mispronounce. it happens because the students tend to change the sound [z] to [j] or eliminate the [z] sound so that it makes it easier for them to pronounce it. as with the word "jeans," students pronounce it like this [ʤinz] whereas students should pronounce it like this [ʤin]. besides that, in the voiceless postalveolar fricative sound, or what is known as the consonant [ʃ], there are also three frequencies where the students pronounce it wrong. the students pronounce more [s] but the [ʃ] sound, as in the word "ship." students pronounce it like this [sɪp], where it should be pronounced like this [ʃɪp]. then, the last there is the consonant [v], or what is known as the voiced labiodental fricative. this consonant is the least occurring consonant, which amounts to only two when the students pronounce it wrong. in pronouncing the sound [v], the students tend to replace it with the sound [p]. the word 'van' has the sound [væn], but the students pronounce it like this [pæn]. analysis of english pronunciation errors in preschool children (5 years) based on the grouped eight consonants, the writer below analyzes each consonant and constructs it using schane's (1973) distinctive feature theory. first of all, mispronunciation of the sound [tʃ] from the word ‘church’ can be explained based on the distinctive features of a word from [tʃɜːrtʃ]. it changed due to a change in pronunciation by the students to [tʃɜːrk]. the rule explains that a voiceless postalveolar affricate [tʃ] with the fransiska inapaska wuwur & agus subiyanto, 2023 an analysis of consonant pronunciation errors by efl preschool children (5-years-old): distinctive features approach 429 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 2 3 4 3 6 ) characteristics [-syll, +cons, -son, -ant, +cor, +del rel] changes to a consonant sound [k] or known as a voiceless velar stop with the characteristic [ -syll, +cons, -son, -ant, -cor] and occurs at the final position. these two sounds raise the tip or blade of the tongue towards the teeth, the alveolar area, or the palatal area. the change in sound can also be seen in a feature manner, which involves a more extended contact area between the articulators that are said to be distributed. then, there is a delayed release in the [tʃ] sound. it distinguishes the affricate from other non-continuant sounds, especially the [k] sound. it can be illustrated as follows: ‘church’ [tʃɜːrtʃ] → [tʃɜːrk] tʃ k -syll -syll +cons +cons -son -son # -ant -ant +cor -cor figure 1. the [tʃ] and [k] sound illustration then secondly, the mispronunciation of the sound [ʤ] from the word ‘stage’ can be explained based on one of the words from [steɪʤ], and the students change it to [steɪd]. so, it can be said that this rule explains that the voiceless postalveolar affricate [ʤ] with the characteristics [-syll, +cons, -son, -ant, +cor, +strid] turns into a consonant sound [d] or is known as a voiced alveolar stop. with the traits [-syll, +cons, -son, +ant, +cor, -strid] appearing in the final position. both of these sounds are affected by how the release of a stream of air produces a hissing sound. it can be illustrated as follows: ‘stage’ [steɪʤ] → [steɪd] ʤ d -syll -syll +cons +cons -son -son # -ant +ant +cor +cor +strid -strid figure 2. the [ʤ] → [d] sound illustration fransiska inapaska wuwur & agus subiyanto, 2023 an analysis of consonant pronunciation errors by efl preschool children (5-years-old): distinctive features approach 430 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 2 3 4 3 6 ) in the third, the mispronunciation of the voiceless dental fricative or the consonant [θ] from the word ‘thief’ can be explained based on one of the words of /θif/, and the students change it to /tif/. so, it can be said that this rule explains that the voiceless dental fricative [θ] with the characteristics [-syll, +cons, -son, +ant, +cor, +cont] turns into a consonant sound [t] or is known as a voiceless alveolar stop with characterize [-syll, +cons, -son, +ant, +cor, cont] appearing in the starting position. both these sounds are influenced by how sound is produced, whether by the free flow of air in the oral cavity. this can be illustrated as follows: ‘thief’ [θif] → [tif] θ t -syll -syll +cons +cons -son -son # +ant +ant +cor +cor +cont -cont figure 3. the [θ] → [t] sound illustration the fourth consonant, a mispronunciation of the voiceless alveolar fricative or the consonant [s], from the word ‘box’, can be explained based on one of the words [bɒks], but the [s] sound is omitted to become [bɒk]. so, it can be said that this rule explains that voiceless alveolar fricative [s] with the characteristics [-syll, +cons, -son, +ant, +cor, +cont], is deleted, and the sound [k], which is characterized by [-syll, +cons, -son, -ant, -cor, -cont], pronounced at the end of a word. it happens because of the place feature, where the sound is produced by lifting the tip or the alveolar area. then, the sound is generated from the alveolar area to the front of the oral cavity. in addition, it is also related to the manner in which the free flow of air produces sound in the oral cavity. it can be illustrated as follows: fransiska inapaska wuwur & agus subiyanto, 2023 an analysis of consonant pronunciation errors by efl preschool children (5-years-old): distinctive features approach 431 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 2 3 4 3 6 ) ‘box’ [bɑːks] → [bɑːk] s k -syll -syll +cons +cons -son ø -son # +ant -ant +cor -cor +cont -cont figure 4. the [s] → [k] sound illustration fifth, the mispronunciation of voiced alveolar fricative or consonant [z] from the word ‘jeans’ can be explained based on one of the words from ʤinz/, but the sound [z] is omitted to become /ʤin/. so, it can be said that the rule explains that the alveolar fricative sound [z] with the characteristics [-syll, +cons, -son, -nasal, +ant, +cor, +cont] is omitted, and the sound [n], which is marked with [±syll, +cons, +son, +nasal, +ant, +cor, -cont], pronounced at the end of a word. it also happens because of the manner feature, about how sound is produced by lowering the velum and allowing air to flow through the nasal cavities. besides that, it also affects how the sound is produced with relatively free airflow. so, this can be illustrated as follows: ‘jeans’ [ʤinz] → [ʤin] z n -syll ±syll +cons +cons -son ø +son # -nasal +nasal +ant +ant +cor +cor +cont -cont figure 5. the [z] → [n] sound illustration fransiska inapaska wuwur & agus subiyanto, 2023 an analysis of consonant pronunciation errors by efl preschool children (5-years-old): distinctive features approach 432 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 2 3 4 3 6 ) sixth, the mispronunciation of voiceless postalveolar fricative or consonant [ʃ] from the word ‘ship’ can be explained based on one of the words from /ʃɪp/, but the students change it to /sɪp/. so, it can be said that the convention explains that the sound [ʃ] with the characteristics [-syll, +cons, -son, -ant, +cor, +cont, +voice] is replaced by a voiceless alveolar fricative [s], which is marked with [-syll, +cons, -son, +ant, +cor, +cont, -voice], pronounced at the beginning/initial of the word. it happens because it affects how sound is produced from the alveolar area to the front of the oral cavity. in addition, this also affects how the vocal cords produce sound in vibration. thus, it can be illustrated as follows: ‘ship’ [ʃɪp] → [sɪp] ʃ s -syll -syll +cons +cons -son -son # -ant +ant +cor +cor +cont +cont +voice -voice figure 6. the [ʃ] → [s] sound illustration then, the mispronunciation of the other last consonant in voiced labiodental fricative or consonant [v] from the word ‘van’ can be explained based on one of the words from /væn/, and the students change it to sound [p], so it looks like this /pæn/. thus, it can be said that the rule explains that the sound [v] with the characteristics [-syll, +cons, -son, +ant, -cor, +cont, +voice] is replaced by a voiceless bilabial stop [p], which is marked with [-syll, +cons, -son, +ant, -cor, -cont, -voice,], pronounced at the beginning of the word. it happens because it affects how the free flow of air produces sound in the oral cavity. thus, it can be illustrated as follows: fransiska inapaska wuwur & agus subiyanto, 2023 an analysis of consonant pronunciation errors by efl preschool children (5-years-old): distinctive features approach 433 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 2 3 4 3 6 ) ‘van’ [væn] → [pæn] v p -syll -syll +cons +cons -son -son # -ant +ant -cor -cor +cont -cont figure 7. the [v] → [p] sound illustration the possible factors that cause preschool children’s english pronunciation addressing the causes of pronunciation errors in 5-year-old preschoolers, the author discovered that differences in the consonant sound systems of indonesian and english had the most significant impact. this occurs because the sound characteristics of the native language, in this case indonesian, differ from english, making it difficult for indonesian speakers to pronounce english. the indonesian language contains 21 consonants and five vowels, while the english language has 24 consonants and 12 vowels. therefore, there are factors involved in students' pronunciation errors. in the pronunciation of the sound [tʃ] from the word ‘church’, which is changed to [k] at the final of the sound position because the students are unfamiliar with the letter, as the affricative consonant sound [tʃ] neither occurs at the final of a word nor have that sound in indonesian. so, the students generated the replacement of the sound [k]. this is similar to the pronunciation of the sound [ʤ] from the word ‘stage’, which changes to the sound [d] at the final position where the affricative consonant sound [ʤ] does not occur. in addition, the pronunciation of the [θ] sound from the word ‘thief’ at the initial position was changed by the students to the [t] sound because the fricative consonant sound [θ] does not appear in any indonesian words. thus, the indonesian phonological writing system does not employ these sounds. the sound [z] from the word ‘jeans’ is then deleted into the sound [n] at the final position. the fricative consonant sound [z] does not appear at the final position in indonesian. in contrast, the fricative sound [s] from the word ‘box’ is likewise deleted to become the stop sound [k] because of an articulation error in which the final position of the sound is deleted. students modify the pronunciation of the sound [ʃ] from the word ‘ship’ to [s]. as previously stated, the sound [ʃ] does not exist in indonesian; hence students have difficulty pronouncing it. this also correlated with the students' change in the pronunciation of the [v] sound from the word ‘van’ to the [p] sound. therefore, the replacement sound that the students changed became [p]. conclusion based on the findings and discussion in the previous section, it can be concluded that five-year-old preschool students have made several phonological pronunciation errors in fransiska inapaska wuwur & agus subiyanto, 2023 an analysis of consonant pronunciation errors by efl preschool children (5-years-old): distinctive features approach 434 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 2 3 4 3 6 ) consonant sounds. there are seventy total pronunciation mistakes made, and seven consonants have pronunciation errors made by students. they are [tʃ], [ʤ], [θ], [s, [z], [ʃ], and [v]. the sound [tʃ] is changed by the sound [k], [ʤ] is changed by the sound [d], [θ] is changed by the sound [t], [ʃ] is changed by [s], and [v] is changed by [p]. then, there is a [s] sound and a [z] sound when deletion occurs. seven consonants with sound pronunciation errors are analyzed using distinctive features to be understood in detail, especially in terms of major class, the way of articulation, and the articulation site. related to the factors that allow students to replace or modify english sounds because some of these english consonant sounds are unavailable in indonesian, students also make articulation errors. acknowledgement the writer would like to express her gratitude for the outstanding support she received to publicize her research. the writer is also grateful to her highly acclaimed alma mater and the lecturer who supervised her research for their help and guidance. in addition, the writer would like to express gratitude to the three preschool children for their willingness and consent to participate as subjects in this research study and to the instructors who made this research possible. furthermore, the writer would like to thank the supervising lecturer who provided invaluable support and assistance throughout this research and her regarded university of higher education. in order to ensure the completion of this research accurately and appropriately, the writer needs to stay true to suitable academic standards and guidelines. the writer also would like to thank the editor and reviewers who provided valuable feedback on this research. references adila, s., & refnaldi (2019). pronunciation errors made by senior high school students in speaking performance. journal of english language teaching, 8(3). alzinaidi, et al. (2019). diagnosing saudi students' english consonant pronunciation errors. arab world english journal, vol.10 no.4 pp.180-193. bui, then sao. (2016). pronunciations of consonants /ð/ and /θ/ by adult vietnamese efl learners. indonesian journal of applied linguistics, vol. 6 no. 1, pp. 125-134. doi: dx.doi.org/10.17509/ijal.v6i1.2744 chan, a. y. w. (2008). cantonese esl learners' pronunciation of english final consonants. language, culture, and curriculum, vol.19 no.3, pp.296-313. https://doi.org/10.1080/07908310608668769 creswell w. john. 2013. research design pendekatan kualitatif, kuantitatif, dan mixed. yogyakarta : pustaka pelajar. deterding, d. (2006). the pronunciation of english by speakers from china. english worldwide, vol.27 no.2, pp.175-198. https://doi.org/10.1075/eww.27.2.04det hasibuan, a. (2016). the problems of 3 years old children in pronouncing consonant (a case of damar's phonological acquisition). jurnal education and development stkip tapanuli selatan, 2(6), 60-64. jabali, o., m. & abuzaid y., j. (2017). pronunciation errors committed by palestinian students at an-najah national university: an analytical approach. arab world english journal (awej), 8(2), 119131. keshavarz, m. h., and khamis abubakar, m. (2017). an investigation into pronunciation problems of hausaspeaking learners of english. international online journal of education and teaching (iojet), 4(1). 61-72. http://iojet.org/index.php/iojet/article/view/152/150. http://dx.doi.org/10.17509/ijal.v6i1.2744 https://doi.org/10.1080/07908310608668769 https://doi.org/10.1075/eww.27.2.04det fransiska inapaska wuwur & agus subiyanto, 2023 an analysis of consonant pronunciation errors by efl preschool children (5-years-old): distinctive features approach 435 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 2 3 4 3 6 ) mathew, i. (2003). errors in pronunciation of consonants by learners of english as a foreign language whose first languages are indonesian, gayo and acehnese. monash university linguistics papers, vol. 3, no. 2, pp.29-44. mohamad, h., et al. (2021). a study on phonological process: a case on indonesian efl students’ pronunciations. trans-kata: journal of language, literature, culture, and education, vol.1 no.2, pp.105–110. rosyidin, k. (2016). phonological processes applied by students of english language and letters department of maliki state islamic university of malang. academia. schane, s. a. (1973). generative phonology. new jersey: prentice-hall. supriadi, n. (2014). analisis kesalahan fonologis bahasa mandarin oleh mahasiswa d3 bahasa mandarin universitas jenderal soedirman. parole: journal of linguistics and education, 4(2), 99-119. sidabutar, u. (2020). the analysis of phonological process on the students' pronunciation. journal of english teaching and applied linguistics, 2(1), 21-28. purba, h., s., r (2016). phonological processes in language acquisition by children of three years old. english education: english journal for teaching and learning, iain padangsidimpuan indonesia, 4(1). doi: https://doi.org/10.24952/ee.v4i01.1190. https://doi.org/10.24952/ee.v4i01.1190 fransiska inapaska wuwur & agus subiyanto, 2023 an analysis of consonant pronunciation errors by efl preschool children (5-years-old): distinctive features approach 436 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 2 3 4 3 6 ) empty page english franca: academic journal of english language and education vol. 6, no. 1, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i1.4136 whatsapp in the indonesian online efl learning milieu: how do the students engage? arini nurul hidayati universitas siliwangi tasikmalaya arininurul@unsil.ac.id fuad abdullah universitas siliwangi tasikmalaya fuadabdullah@unsil.ac.id melisa sri universitas siliwangi tasikmalaya melisasri@unsil.ac.id tenia ramalia universitas islam syekh-yusuf tangerang tramalia@unis.ac.id widia yunita stain hubbulwathan, bengkalis widia.yunita@gmail.com fera sulastri universitas siliwangi tasikmalaya ferasulastri@unsil.ac.id abstract whatsapp has been extensively used by many english as a foreign language (efl) teachers in indonesia as a near synchronous online learning platform. this program enables users to make announcements, exchange ideas and learning materials, and participate in online debates. some recent publications inform its utilization in learning language, yet little discusses how students engage in the learning activities. therefore, to fill this void, the present study aims to investigate the students' behavioral engagement during online learning using whatsapp. to collect the data, this study employed observation and semistructured interviews. an observation was completed in one class at a state university in tasikmalaya, west java, indonesia to perceive how the students responded to the teacher's mailto:arininurul@unsil.ac.id mailto:fuadabdullah@unsil.ac.id mailto:melisasri@unsil.ac.id mailto:tramalia@unis.ac.id mailto:widia.yunita@gmail.com mailto:ferasulastri@unsil.ac.id 84 | english franca, vol. 6, no. 1, 2022 instructions during the learning process. meanwhile, the interviews were conducted with nine students in a similar class. the data were analyzed using thematic analysis. the findings revealed that students engaged behaviourally by (1) posing questions or comments politely, (2) using emoticons and emojis as politeness reinforcements, and (3) confirming the unclear information behind the scene. implications for teaching and further studies are discussed. keywords: efl learning, online learning, students’ behavioral engagement, whatsapp. introduction the advancement of the internet has widened the potential of online learning to spread along with the education environment. so far, online learning has received considerable attention as an alternative to traditional face-to-face and instructor-led education (douglas & van der vyver, 2004; hidayati et al., 2021). online teaching offers a huge opportunity to expand the learning environment for diverse student populations across various ranges of regions. moreover, the current after-pandemic situation has strengthened the position of online learning to be the solution for distance learning (hidayati et al., 2021). in online learning, teachers usually utilize several strategies and applications that support them in delivering materials, communicating with students, sharing information, and conducting discussions (irianti & sulastri, 2018; ramalia, 2021). among the applications, whatsapp messenger is present as one of the most commonly used applications in the indonesian efl teaching and learning milieu. as a handy and friendly-user application, whatsapp has been preferred to assist language teachers in facilitating the learning process. its utilization has provided many benefits, especially in enhancing students' english vocabularies (bensalem, 2018; hashemifardnia et al., 2018; jafari & chalak, 2016), improving their reading and writing skills (ahmed, 2019; susanti & tarmuji, 2016), boosting the students’ learning motivation as well as reducing their learning anxiety (ali & bin-hady 2019; indaryani & suliworo, 2018), and more importantly, helping teachers deliver instructions (alshammari, 2017) which are commonly sent in the chat groups feature (amry, 2014). due to these potential advantages, whatsapp chat groups are currently getting more popular among language teachers and educators. in the recent learning trends in which many schools and universities in indonesia implement online learning, teachers and lecturers require extra effort to effectively attract students to stay engaged. zhang, et al. (2007) inform that students require teachers to promote online discussion forums arini nurul hidayati, et. al: whatsapp in the indonesian online efl learning milieu: how do the students engage? 85 to provide guidance, which makes them more comfortable in the discussion. to meet this challenge, this research believes that teachers need to play the role of a mentor. in other words, students’ participation in the online learning platforms is shown by the positive reactions of all parties in the online environment. very, unfortunately, it is a really hard effort to make sure that all students give full attention during online learning, because the teachers could not control their activities and movements constantly. considering the difficulties in online learning, teachers must consider students’ involvement in the learning process. this refers to the students’ engagement to the degree of attention, effort, participation, interest, and enthusiasm shown by students when they are learning or being taught and it relates to students’ investment in learning and their commitment to achieving learning goals. in this context, students’ engagement is a multidimensional concept that is generally considered to include behavioral, emotional, and cognitive engagement. although there are three types of engagement, behavioral engagement has been studied the most extensively concerning student achievement and graduation rates (brophy, 1988). behavioral engagement can be observed when students contribute to classroom discussion, participate in academic tasks, and prove that they are listening to the teacher's instruction, especially in an online learning atmosphere, behavioral engagement can be observed. the literature shows that students with a high sense of belonging, teacher and peer support, and positive expectations show higher behavioral engagement and obtain good learning outcomes (wooley & bowen, 2007). the pioneering work by finn (1989) saw that students’ behavioral engagement while participating in classroom activities is a starting point for good grades and identification with school. many studies have discussed students’ engagement in efl contexts (harunasari & halim, 2019; sadoughi & hejazi, 2021), yet rarely do studies discuss students' behavioral engagement during online learning, especially in the whatsapp-mediated online learning (rabbianty et al., 2021). therefore, the current study is an investigative attempt to answer the following research question (rq), “how do the efl students engage behaviorally in the whatsapp-mediated online learning?” under the concept of behavioral engagement articulated by fredricks et al., (1996). it measures the students' behavioral engagement in terms of time-on-task, student persistence in completing the assigned work, and the level of effort the student invests in completing the tasks. it also considers the students' 86 | english franca, vol. 6, no. 1, 2022 behavior in following the instructions when learning and participating online. theoretical framework behavioral engagement behavioral engagement is an observable act of students while participating in learning, it refers to students’ participation in academic activities and efforts to perform academic tasks. fredricks et al., (2016) define behavioral engagement as the students' behavior in learning tasks, including students' persistence, effort, and contribution to their learning. they continued that in recent studies, behavioral engagement is defined in terms of student participation, effort, attention, persistence, and positive conduct towards the learning activity. this notion concludes that behavioral engagement is defined in the context of specific field engagement, including asking and answering questions, participating, persisting, or giving up easily without paying attention. in addition, student-teacher interaction is very important, because a strong and positive relationship between students and teachers is essential to increasing students' behavioral engagement (birch & ladd, 1997). this teacher support can take the form of any classroom activity in which the teacher is directly involved with a student or group of students (e.g., one-on-one instruction or group work). whatsapp group: a near synchronous learning forum whatsapp group provides pedagogical, social, and technological benefits supporting the implementation of online learning to deliver certain announcements, share ideas and learning resources, and have online discussions (amry, 2014). it can also increase the students' motivation and accelerate the development of knowledge in the study group. in addition, online learning with the help of whatsapp can enhance students' collaboration, share useful knowledge and information, and maintain the joy of learning. in short, participation, collaboration, and fun learning are the values the students could gain amid the learning process since it provides several benefits, such as their collaborative usage, free download, easy to use, availability for sharing comments, text, images, videos, sounds, and documents, ease to post announcements and publish their work in the groups, creation, and dissemination of information and knowledge easily (jimoyiannis, tsiotakis, roussinos, & siorenta, 2013). given this fact, the whatsapp group is considered effective to use as an efl teaching platform. arini nurul hidayati, et. al: whatsapp in the indonesian online efl learning milieu: how do the students engage? 87 research methodology a qualitative case study design was employed to investigate the students’ behavioral engagement in an efl class during whatsappmediated online learning. the design was used as a strategy used to answer the “how” question in this study (yin, 2009) and that providing a detailed account and analysis of one or more cases" (johnson & christensen, 2008). for example, in this case, students' experiences, values, and knowledge of the online learning process and the class, were dependent upon and contained within a specific context. setting and participants in a qualitative study, the participant selection aims to locate information-rich individuals or cases (johnson & christensen, 2008). in line with this, an appropriate sampling strategy should be purposeful and be based on the assumption that the researcher wants to discover, understand and gain insight and therefore must select a sample from which the most can be learned (merriam, 2009). therefore, the researchers purposefully chose to invite participation from one cohort of fourth-semester efl students in a state university in tasikmalaya, west java, indonesia. twenty-nine students of class b from an efl class (12 males; 17 females) were recruited to be observed. this class was chosen because of their enthusiasm to participate in this study. furthermore, nine of the students (3 males; 6 females) were selected for further interviews. the selection criteria were decided due to the students’ activeness in the whatsapp group; 3 of them were very active, 3 others were active, and 3 students were less active. before the data collection, the participants were informed to fill in a consent form to declare their willingness as well as protect their confidentiality. the technique of collecting the data to answer the research question, the researchers used observation and semi-structured interviews to collect the data. the observation was conducted by looking at the textual communication done by students in whatsapp groups during the classes to evaluate how they question and respond to the teacher's instructions. it was conducted in a listening and speaking class in three meetings. meanwhile, semi-structured interviews were conducted to identify students' participation, effort, attention, persistence, and positive conduct regarding the online learning on whatsapp. the interviews were conducted online via whatsapp messenger from august-september 2021. 88 | english franca, vol. 6, no. 1, 2022 the technique of analysing the data thematic analysis was utilized to analyze the obtained data (braun and clarke. (2006). this analysis method covers the following steps, (1) familiarizing with the data; reading and rereading the interview transcript and observation to take notes or mark ideas to get the initial codes, (2) generating initial codes; organizing the data in a meaningful and systematic way into small chunks meaning, addressing specific research questions then analyzing the data, relating the data based on the aims of the research and then categorizing using the initials codes to highlight students' behavioral engagement (3) searching for themes; selecting the data transcript and screenshots and finding out something significant or interesting (4) reviewing potential themes; developing or modifying identified themes in search for them to ensure the placement of the code has been grouped into the appropriate theme. (5) defining and naming the themes; identifying the essence of what each theme is about, determining and giving names to the theme based on the data obtained, namely about students' behavioral engagement in whatsapp-mediated online learning, (7) producing the report; displaying the final draft in the article. results and discussion posing questions or comments politely students' persistence reflects their commitment to completing the course and study plan. persistence is considered a positive outcome measure (cookson, 1988) and it indicates a positive behavioral engagement. in an online learning environment, persistence is usually defined as completing online courses and related to online behaviors such as participation and discussion. in line with that, whatsapp as a learning platform has been providing a positive experience for most participants. this encouraged them to contribute to the learning activities by actively commenting on every teacher’s instruction and questioning the teacher anytime they needed to confirm particular information. according to the participants’ statements, they always considered etiquette and politeness once they commented or replied to the teacher’s instruction and asked questions. the following excerpts support. excerpt 1 adi: "to respond to a piece of information that the lecturer gave, the first thing i did was to read the information carefully and carefully so that there would be no misinterpretation/misunderstanding. only then, do i reply to the arini nurul hidayati, et. al: whatsapp in the indonesian online efl learning milieu: how do the students engage? 89 message/information by paying attention to etiquette in sending messages? the examples are: all right, sir/ma'am. thank you for the information 🙏🏼 noted, sir/ma'am. thank you 🙏🏼” excerpt 2 dewi: "during online learning on whatsapp, the lecturer often conveys messages about approval and other info. i usually respond to her with expressions of agreement or disapproval, also thanking her for the information to show my respect. the examples are: thank you for the information, ma'am🙏 see you too, ma'am. have a nice day✨ i agree, ma'am 🙏🏻” the students mentioned that they participated actively in the online class by giving positive or negative responses depending on the given information. furthermore, they also considered the language use based on the politeness patterns and ethics applied in the indonesian context. the students’ sensitivity to the language use, form, and context showed that they have high critical language awareness (hidayati, et al., 2019). in line with this, molinari (2004) mentions that etiquette allows students to link to group members, group processes, and learning contents. this leads them to build their soft skills in online learning which embed the value of education, and the ability to implement the contents and correlate them with realities (sener, 2012). furthermore, the students’ interaction in the whatsapp group indicates their learning satisfaction which is central to the education experience (garrison & cleveland-innes, 2005). to strengthen the arguments, the following screenshots were taken from the observation. figure 1 a students’ question to the teacher 90 | english franca, vol. 6, no. 1, 2022 picture 2 students’ responses to a teacher’s instruction picture 1 illustrates the way a student asked a question about the given task. she would like to confirm the earlier instruction and ask whether she could upload the overtime video that she had made or if she needed to retake it. this student began her message by greeting “assalamu’ alaikum warahmatullahi wabarakatuh”. as brown and levinson (1987), ferguson (1981), and laver (1979) pointed out that it is commonly used as a ritualized politeness greeting in general islamic society. since the majority of students in this class were muslim, so was the teacher. furthermore, the students usually asked for an apology before coming up to the body of the message. after revealing the content, the student closed the question by thanking the teacher. culturally speaking, this messaging pattern fulfilled the politeness requirement based on the accepted values in the surrounding. in a similar vein, picture 2 also reveals the students' ways of responding to the teacher's instruction. all of them commenced their reply by posing greetings "wa’alaikumsalam, good morning.” these expressions were aimed at showing their politeness. huang (2008) argues that politeness views among people are different depending on cultures. what the indonesian people considered to be polite might not be right for western people and vice versa. moreover, holmes (2001) and cutting (2002) contend that politeness is significantly related to word selection to fit the right situations. the greetings selected by the students were the most appropriate dictions to show respect to teachers in indonesian contexts. by showing that, the students are successful to perform a polite profile which is appreciated by the education community. furthermore, greetings are also one of the characteristics of a good social manner (soo et al., 2011; hei et al., 2013). arini nurul hidayati, et. al: whatsapp in the indonesian online efl learning milieu: how do the students engage? 91 politeness strategies in online texts can also be distinguished based on gender. it is said that women tend to use longer texts than men (pratama, 2019). they also use abbreviations and emoticons significantly more than men and the younger they are, the more abbreviations they use (ling, 2005). a longer message is supposed to convey more information to clear off misunderstandings. han & hyland (2015) stated that the teachers should carefully plan their strategies to enhance the students’ engagement. whatsapp as a platform for information sharing tasks has received very positive feedback from participants, indicating that it is a promising virtual tool and environment that can promote interaction in english learning. this will potentially improve the effectiveness and efficiency of the learning experience (boyinbode et al., 2017). to conclude, the finding informs that whatsapp has given meaningful online learning activities that can encourage efl students to engage positively, and therefore, it is recommended to utilize as a learning platform for university students. using emoticons or emojis as politeness reinforcements as mentioned earlier, cultures differ in the politeness strategies of a particular society. in the research context in which communication is built in the cyber community, the potential to form different politeness strategies is widely open. this type of communication has been infiltrating human life and transforming the principle and features of politeness (pratama, 2019). he continues that the shift of politeness pattern in online learning is through the presence of multimodal texts in the message. multimodality in this context means that during cyber communication, people tend to share information not only by texts but also through pictures, sounds, and even videos. these modes are considered as the representation of human expression when attending to cyber communication. whatsapp emoticons are becoming an important tool as an online facilitator for communication for the primary reason that emoticons can enhance the messages and can help the students to express emotions or feelings (kannan & shreya, 2017; lestari, 2019). in addition, (kavanagh, 2016) contends that whatsapp emoticons also help convey positive politeness strategies. an emoticon is a combination of two words – emotion and icon (macalpine, 2014). primarily, emoticons were created with a combination of symbols and punctuations. this is also defined as facial emotions or a combination of characters and text messages to show the writer's mood (crystal, 2001). at least, four of many factors, such as anxiety, 92 | english franca, vol. 6, no. 1, 2022 attitude, ability, and motivation affect students' learning, especially in the online environment. those emotional patterns were usually represented through particular emoticons. excerpt 3 cici: “emoticons in whatsapp are commonly used by students when studying online. these emoticons seem to be able to increase the level of politeness of a message being conveyed because it is like representing my feelings. such as, a hand that is pleading or is holding hands while looking down symbolizes forgiveness. although the original meaning might be different… students, including i, consider this emoticon to be an emoticon that must be used at the end of a message when chatting with teachers/lecturers.” excerpt 4 nila: “on whatsapp, i only do textual communication, thus, i'm afraid that other people will misunderstand what i wrote. so, to show my welcome and interest…, i like to use emoticons. simply, it shows what i feel, because people do not see my facial expression in chat…" students' attitudes toward online learning may vary. they may feel excited, happy, confident, and adequate, or may feel bored, frustrated, and inadequate. amidst the online learning through whatsapp, the students frequently expressed their attitudes by inserting emoticons in some parts of their chats. kannan & shreya (2019) asserted that it is important to comprehend facial expressions since emoticons 'are graphic icons that determine the emotion or mood as seen on a person's face (p. 55).' there were certain emoticons the students used to reveal their moods. the following screenshots taken from observation exemplify the most frequent whatsapp emoticons shown during the interaction. figure 3 common emoticons used by students arini nurul hidayati, et. al: whatsapp in the indonesian online efl learning milieu: how do the students engage? 93 figure 4 other frequently used emoticons those two pictures inform the whatsapp emoticons that mostly appeared to represent the students’ feelings, as follows. ☺️ = shy but excited 😊 = smiling ✨ = keeping up the spirit 🙏= apologizing / thanking / greeting 🥰= grateful/showing closeness 🤗= hugging/showing warmth these students' facial expression representation can help them express their learning satisfaction as the result of the performance of any educational institution. satisfaction relates to the students’ contribution in terms of motivation, learning, assurance, and retention (biner et al., 1996). mensink & king (2020) described that contribution as the conclusion of the efforts of teachers and students, and it shows students’ interest in learning. in addition, psychological factors are factors that are psychologically or spiritually related to a student's contribution to learning. as one of the internal factors, psychological conditions may affect the online learning process. (irawan et al., 2020) investigated students' psychological impacts on online learning during the pandemic of covid-19. those issues are students feeling saturated with online education, lockdown, and social distancing cause students' anxiety because of a lack of interpersonal communication, and economic issues, especially for those whose parents are 94 | english franca, vol. 6, no. 1, 2022 from lower economic status, since they need to provide internet cost during online learning. it may lead to students' emotional disorders and reflect on their communication, in this case, whatsapp-mediated learning. confirming the unclear information behind the scene students have diverse personality types that influence their learning preferences. those who feel insecure in the whatsapp group textual communication tend to be inactive both in commenting and questioning. instead of posting messages in whatsapp groups, they would secretly send private chats to their colleagues or teacher to confirm particular issues. some of the students in this class experienced such a feeling. in the interviews, they articulated: excerpt 5 dany: “i usually prefer to confirm the unclear information to my friends to my understanding. for example, i asked alisa, "alisa, did the assignment from mrs. ann mean that we have to watch the video and then we record it, right?” i did this because i was too shy to read to many students, therefore, i prefer this way. i sometimes chat with the lecturer as well, if it is too urgent." excerpt 6 cici: “many of us like to ask questions behind the group, so we are more comfortable asking questions to friends or chatting in the class group without lecturers. this is because i'm too shy, i think... and fear being wrong. from my personal experience, i once asked a question in the group but the responses from the lecturer and friends seemed as if my question was wrong and stupid, so i felt humiliated. so, i was a little afraid of the responses and judgments were given by other people." students’ learning styles and preferences need to be considered in the teaching and learning circumstance since it is an important factor that has a significant influence on e-learning. (harrington & loffredo, 2010). teachers might face extroverted and introverted students. those who are introverted usually find themselves insecure in sending messages in the whatsapp group because they are afraid of the negative evaluation from their teacher and counterparts. this condition promotes learning anxiety which potentially impacts learning success (hidayati et al., 2020). furthermore, peacock (2011) argues that a lack of compatibility between the learning styles and teaching styles could lead to student frustration and harm arini nurul hidayati, et. al: whatsapp in the indonesian online efl learning milieu: how do the students engage? 95 learning. therefore, teachers are encouraged to facilitate the students who feel hesitant to contribute to the group's textual communication. conclusions this study revealed that students’ behavioral engagement is a fundamental aspect that affects students to contribute or not contribute to online learning. if the students showed high results in each aspect of engagement, they will potentially get better learning outcomes. several points can be concluded from this study; firstly, the students' behavioral engagement during online class was positive in all three aspects; students' persistence, students' contribution, and students efforts. they frequently replied to the teacher’s instructions, gave questions, and discussed the unclear instructions indicating their active participation in the classroom, including their positive behavior towards the teacher and classroom activities. references ahmed, s. t. s. (2019). chat and learn: effectiveness of using whatsapp as a pedagogical tool to enhance efl learners’ reading and writing skills. international journal of english language and literature studies, 8(2), 61–68. https://doi.org/10.18488/journal.23.2019.82.61.68 alshammari, p. and a. (2017). arab world english journal (awej) volume.8 number3 september 2017 pp. 319 – 337. 8(september), 319–337. amry, a. b. (2014). the impact of whatapp mobile social learning on the achievement and attitudes of female students compared with face to face learning in the classroom. european scientific journal, 10(22), 116– 136. retrieved from http://eujournal.org/index.php/esj/article/view/3909 apriani, e., & hidayah, j. (2019). the ict used by the english lecturers for non english study program students at stain curup. vision: journal for language and foreign language learning, 8(1), 26. https://doi.org/10.21580/vjv8i13280 apriani, e., supardan, d., sartika, e., suparjo, s., & hakim, i. n. (2019). utilizing ict to develop student’s language ethic at islamic university. potensia: jurnal kependidikan islam, 5(1), 1. https://doi.org/10.24014/potensia.v5i1.6279 bensalem, e. (2018). the impact of whatsapp on efl students’ vocabulary learning. arab world english journal, 9(1), 23–38. 96 | english franca, vol. 6, no. 1, 2022 https://doi.org/10.24093/awej/vol9no1.2 fredricks, j. a., wang, m. te, schall linn, j., hofkens, t. l., sung, h., parr, a., & allerton, j. (2016). using qualitative methods to develop a survey measure of math and science engagement. learning and instruction, 43, 5–15. https://doi.org/10.1016/j.learninstruc.2016.01.009 finn, j. d. (1989). withdrawing from school. review of educational research, 59(2), 117-142. garrison, d. r., & cleveland-innes, m. (2005). facilitating cognitive presence in online learning: interaction is not enough. international journal of phytoremediation, 21(1), 133–148. https://doi.org/10.1207/s15389286ajde1903_2 harrington, r., & loffredo, d. a. (2010). mbti personality type and other factors that relate to preference for online versus face-to-face instruction. internet and higher education, 13(1–2), 89–95. https://doi.org/10.1016/j.iheduc.2009.11.006 harunasari, s. y., & halim, n. (2019). digital backchannel: promoting students’ engagement in efl large class. international journal of emerging technologies in learning, 14(7), 163–178. https://doi.org/10.3991/ijet.v14i07.9128 hidayati, a. n., dewi, n. s. n., nurhaedin, e., & rosmala, d. (2020). foreign language listening anxiety in an academic listening class. j-shmic : journal of english for academic, 7(2), 1–9. retrieved from https://journal.uir.ac.id/index.php/jshmic/article/view/3905 hidayati, a. n., ramalia, t., & abdullah, f. (2021). leveraging skype-based webinars as an english language learning platform. al-ishlah: jurnal pendidikan, 13(1), 10–20. https://doi.org/10.35445/alishlah.v13i1.420 indaryani, e., & suliworo, d. (2018). dampak pemanfaatan whatsapp dalam meningkatkan motivasi belajar siswa pada pelajaran fisika. prosiding seminar nasional quantum, 25, 25–31. irawan, a. w., dwisona, d., & lestari, m. (2020). psychological impacts of students on online learning during the pandemic covid-19. konseli : jurnal bimbingan dan konseling (e-journal), 7(1), 53–60. https://doi.org/10.24042/kons.v7i1.6389 irianti, l., & sulastri, f. (2018). best practice approaches and implementation. 2, 248–257. jimoyiannis, a., tsiotakis, p., roussinos, d., & siorenta, a. (2013). preparing teachers to integrate web 2.0 in school practice: toward a framework for pedagogy 2.0. australasian journal of educational technology, 29(2), 248–267. https://doi.org/10.14742/ajet.157 arini nurul hidayati, et. al: whatsapp in the indonesian online efl learning milieu: how do the students engage? 97 ali, j. k. m. & bin-hady, w. r. (2019). a study of efl students’ attitudes, motivation and anxiety towards whatsapp as a language learning tool. arab world english journal, (5), 289–298. https://doi.org/10.24093/awej/call5.19 fathurrochman, i., & apriani, e. (2017). pendidikan karakter prespektif pendidikan islam dalam upaya deradikalisasi paham radikal. potensia: jurnal kependidikan islam, 3(1), 122. https://doi.org/10.24014/potensia.v3i1.2726 kannan, s., & shreya, n. (2017). understanding emoticons: perception and usage of emoticons in whatsapp. artha journal of social sciences, 16(3), 49-68.https://doi.org/10.12724/ajss.42.4 kavanagh, b. (2016). emoticons as a medium for channeling politeness within american and japanese online blogging communities. language and communication, 48, 53–65. https://doi.org/10.1016/j.langcom.2016.03.003 laver, john. (1979). 'linguistic routines and politeness in greeting and parting'. in florian coulmas (ed.) conversational routine: explorations in standardized communication situations and prepatterned speech. netherland. mouton publishers, pp. 289-304 lestari, a. p. (2019). exploring the language use in whatsapp as study pragmatics: proponent of whatsapp emoticon usage. journal of languages and language teaching, 4(1), 58–79. ling, r. (2005). the sociolinguistics of sms: an analysis of sms use by a random sample of norwegians. in mobile communications (pp. 335349). springer, london. mensink, p. j., & king, k. (2020). student access of online feedback is modified by the availability of assessment marks, gender and academic performance. ritish journal of educational technology, 51(1), 10–22. merriam, s. b. (2009). qualitative research; a guide to design and implementation. san fransisco. jossey bass. molinari, deana l. (2004). the role of social comments in problem-solving groups in an online class. american journal of distance education 18(2):89-101. doi: 10.1207/s15389286ajde1802_3 peacock m. (2001). match or mismatch. learning styles and teaching styles in efl? int j appl linguist. 11:120. https://doi.org/10.1111/14734192.00001 pratama, h. (2019). linguistic politeness in online communication. lppm universitas negeri semarang. https://www.researchgate.net/scientific-contributions/deana-molinari-2058071045?_sg%5b0%5d=truwr5a-3ilsokwxvleypbuko46g8dwzaxs1esdh8xno140fstw-5ai1v-yuyev-g4qx8x0.vx6tygiezpd6cegm2bh1qop38xbjpa2d7paryuzhh5trcyxondd0drh0utpv_pmiiwnf9hwaez1ekhk5j0gn2q&_sg%5b1%5d=uvfzsqlurewn69txbqyxpxnd-ezpqvd2m4yv5jqrjrtjvdtywqwvr2xu_dl4bvjwprzsaoa.bv7-bb2omcf288mydenjxcfvzmv5f3ebf4tm3zgyh6rg2hh_c5ftmizbham3h-ojv8ogd_qx9wsgteojkzlliq http://dx.doi.org/10.1207/s15389286ajde1802_3 98 | english franca, vol. 6, no. 1, 2022 rabbianty, e. n., ghofur, a., & wafi, a. (2021). maximizing the use of whatsapp in english remote learning to promote students’ engagement at madura. let: linguistics, literature and english teaching journal, 11(1), 42. https://doi.org/10.18592/let.v11i1.4402 ramalia, t. (2021). j-shmic : journal of english for academic the students’ perspective of using instagram as a writing assignment platform. 8(2), 122–132. retrieved from https://journal.uir.ac.id/index.php/jshmic sadoughi, m., & hejazi, s. y. (2021). teacher support and academic engagement among efl learners: the role of positive academic emotions. studies in educational evaluation, 70, 101060. sener, j. (2012). the seven futures of american education improving learning and teaching in a screen-captured world. createspace, north charleston, sc. soo, k. c. h., david, m. k., kia, l. s., & pei, a. (2011). openings and closings in front counter transactions of malaysian government hospitals. search-the journal of the south east asia research centre for communication and humanities, 3(1), 13-30. wooley, m., & bowen, g. (2007). in the context of risk: supportive adults and the school engagement of middle school students. family relations, 56(1), 92– 104. susanti, a., and tarmuji. a. 2016. “techniques of optimizing whatsapp as an instructional tool for teaching efl writing in indonesian senior high schools.” international journal on studies in english language and literature 4(10). doi: 10.20431/2347-3134.0410005. warren, j. & macalpine, g. (2014). a brief history of emoticons. [online] available at: https://mashable.com/2014/09/23/history-ofemoticons/#ixgqtiljssqh [accessed 15th september 2021] woolley, m. e. & bowen, g. l. (2007). in the context of risk: supportive adults and the school engagement of middle school students. family relations 56(1):92–104. doi:10.1111/j.1741-3729.2007.00442.x. yin, r. k. (2009). case study research: design and methods. california: sage publication inc. zhang, t., gao, t., ring, g., & zhang, w. (2007). using online discussion forums to assist a traditional english class. international journal of elearning, 6(4), 623–643. english franca academic journal of english language and education doi: 10.29240/ef.v7i1.7012 http://journal.iaincurup.ac.id/index.php/english/index eissn: 2580-3689; pissn: 2580-3670 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2022; received in revised form 10 april 2023; accepted 10 may 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-nc-sa 4.0 license a closer look on student-teachers’ attitudes, habits, and their comprehension achievement toward reading of tertiary level eka sartika universitas islam negeri raden fatah, palembang, indonesia corresponding email: ekasartika_uin@radenfatah.ac.id introduction a good reader makes a good student. the national endowment for the arts of usa (2007), it is provided that teenagers who read for pleasure significantly correlates to their academic achievement. students who read voluntarily score better on reading and writing test than infrequent readers. therefore, the outcome demonstrates that proficient readers get advantages in their personal, professional, and social lives, whereas less proficient readers are more likely to experience failure in all three areas. however, according to pisa that the importance of reading skill is still ignored by the indonesians. it can be seen from pisa 2018 result (2019) made indonesia in the 72nd rank of 78 countries that participated in the survey. there are only eight countries which have lower scores than indonesia. furthermore, indonesia is also in the 45th rank out of 48 countries around the world which participated in pirls 2016 international result in reading (pirls, 2017). and no where to found in the report of pirls in 2023. from the indonesian constitution no 20 year 2003 chapter iii article 4 the government regulates the citizen to improve the reading culture through the education, as well as writing and math science. therefore, the government provides library with books to encourage the reading interest, in order to widen the horizon and knowledge to brighten the nation (uu no 43 chapter i article 4, 2007). in contrast, the report of human development index 2021 abstract. this study sought to determine (a) the current state of students' reading attitudes, reading habits, and comprehension achievement; (b) whether there was a significant relationship between these variables; (c) whether or not these variables contributed to students' reading comprehension achievement; and (d) which variable contributed the most to student learning. the data were gathered through giving out reading attitude and reading habit questionnaires, as well as having 313 students complete a reading comprehension test. percentage analysis, pearson product moment analysis, and regression were used to examine the data. the results showed that 1.6% of students had a very positive attitude about reading, 95.9% of students had a positive attitude toward reading, and 2.5% of students had a negative attitude toward reading. in terms of reading habits, 23.1% of students had very good reading habits, 72.3% had good reading habits, and 4.6% had ordinary reading habits. students' reading habits and attitudes about reading were significantly correlated (.365 with sig..000). besides, there was no correlation between students' proficiency in reading comprehension and either their attitude toward reading or their reading habits. only eighth semester students' reading attitudes and behaviors (.134 with sig..233) have a negligible correlation to their semester level. the reading attitudes of students only have a correlation with reading comprehension achievement in the fourth semester (.290 with sig..011). in overall, reading attitudes among students were 13.3% responsible for their reading behavior. last but not least, a combination of reading attitudes and reading habits affected 8.6% of the fourth semester students' reading comprehension achievement. keywords: reading attitude, reading habit, reading comprehension achievement http://u.lipi.go.id/1613357132 http://u.lipi.go.id/1614254143 http://journal.iaincurup.ac.id/index.php/english mailto:ekasartika_uin@radenfatah.ac.id eka sartika, 2023 how do attitudes and habits contribute to reading comprehension achievement? a study at tertiary level student-teachers’ attitudes, habits, and their reading comprehension achievement 2 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 1 6 ) indonesia is in the rank of 114 out of 199 countries, far lower than singapore (12), brunei (51), and malaysia (62). it is actually the fact that indonesian government has to refer to these results so that the massage implied in the government regulation can be reached. reading is an activity that people do to enrich their knowledge. it involves the cognitive component because it activates the thinking, evaluating and judging process in filtering the information. according to palani (2012) “reading is a process of thinking, evaluating, judging, imagining, reasoning and problem solving.” lone (2011) defines, “reading as the ability to recognize, and examine words or sentences and understand the information within.” he continues by saying that reading is a cognitive process that involves examining and analyzing the meaning of written or printed letters, phrases, or sentences in order to comprehend a written linguistic message. reading is one of the necessary skills in foreign language acquisition. being able to read especially reading english sources is important for students in learning the language. many activities, inside or outside the school, require students – whether they like it or not – to be able to use the reading skill in their daily activities. mikulecky and jeffries (2007) argued “reading in english helps students learn to think in english and build their english vocabulary.” furthermore, if students are more at ease with the language, they will be able to write in english more effectively. it implies that students can develop additional talents to help the teaching and learning process by having strong reading skills. the fact that indonesians don't speak english natively makes the students reluctant to use it as a part of their daily activities. other factors could also have caused it. two of them are reading attitude and reading habit. hussain (2006, p.41) revealed that raising pupils' academic achievement was a direct effect of raising study attitudes and habits. the findings of the research conducted by majid and tan (2007) which showed that reading attitudes contributed to the children’s language competence. they found that 62% of students spent their time reading books before they took the test or examination and this attitude affects affected their language competence. it means that more reading by the students prior to the test will improve their performance. in addition, sani and zain (2011) discovered a strong relationship between the respondents' attitude toward reading for language learning and their reading proficiency. it implies that the students' ability to read would be influenced by their good attitude toward reading. good reading habit actually can be seen from the students’ visit to the library. diem’s (2011) research found that the numbers of library visits to schools’ library were very low. to support diem’s finding, the writer had another brief data analysis about the students reading habits in university. the brief observation showed that the library there would have many visitors only when the students of eighth semester were working on their theses. the writer did a brief interview with the students in the reading course at the start of the semester and found out that the students read only when they had assignments from their lecturers but not because they really wanted to read. this condition was assumed to be related to students’ attitude or interest in reading. hence, this study would attempt to look into the studentteachers’ reading attitudes and reading habits of english education study program in correlation to their reading achievement. theoretical framework reading comprehension comprehension needs process in achieving it. it is strongly related to the readers’ prior knowledge. tankersley (2005) states that “comprehension is a process, not a product”, readers interpret what they read using the lenses of their motivation, expertise, cognitive capacity, and experience. dore, et al. (2018) stated the regular development of children's theory of mind capabilities throughout childhood is closely correlated with the growth of their narrative processing ability. children's reading comprehension can be predicted both simultaneously and over time by narrative processing and theory of mind. in addition, sadoski eka sartika, 2023 how do attitudes and habits contribute to reading comprehension achievement? a study at tertiary level student-teachers’ attitudes, habits, and their reading comprehension achievement 3 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 1 6 ) (2004) explains that understanding something, obtaining its significance, is what comprehension is all about. comprehension is the reconstruction of the author's message; the author builds a message and encodes it in printed language, which the reader decodes and reconstructs.. one of the elements influencing attitudes toward reading is efl reading ability (uslu, 2020). active thought is required for reading comprehension (mikulecky & jeffries, 2007). for understanding to occur, words must be decoded and linked to their meanings in the reader's memory. klinger, vaughn, and boardman (2007) claim that arranging meaning while thinking about a word or passage to learn requires reading comprehension. the ability to synthesize one's own experiences, knowledge, language, and critical thinking abilities with the author's message is known as reading comprehension. reading attitudes smith (1990) cited in yamashita (2007) defines reading attitudes are states of mind, views, and emotions that influence how likely reading is. to put it another way, he asserts that a learner's attitude toward reading affects whether they approach or avoid a reading circumstance.reading attitudes in this study are the students’ attitudes toward any activities related to reading. those attitudes are comfort, intellectual values, practical values, anxiety and linguistic (yamashita, 2007). the reading attitude is then defined as one's perception of or behavior toward reading-related activities. according to an individual's behaviors toward all objects and situations are influenced by their attitude, which is a state of emotional and mental readiness that is established via experiences. by evaluating students' attitudes, teachers are also able to assess overall changes in students' attitudes over time and to ascertain the impact of particular elements of the academic or classroom experience on students' attitudes. isakson et al. (2016) noted that attitudes about reading can be either positive or negative and can be reinforced by either positive or negative past experiences. reading attitude, according to logan and johnston (2009), is a significant component that influences students' reading achievement and in-class reading activities and decides whether or not they will become independent readers. reading habits the habit in reading is occasionally changing. baron (2017) implies that the basic definition of what it means to read is shifting as a result of new contemporary technology. even millennials admit that reading in print instead of online helps them focus their attention. however, they also think that print is dull. according to wood and nealthe (2007), habits are learnt propensities to replicate previous actions. they are brought on by context elements that have regularly shifted with earlier performances, such as the setting of the performance, the previous steps in a chain, and specific individuals. habits, defined by joseph (2010), are regular, repetitive activities. as stated by zwiers (2004), habits more accurately describes the instinctive and unconscious processes involved in extrapolating meaning from text. in other words, habits can affect the mental experiences that people who can change their behavior continually perform. the tendency to perform an action repeatedly, consistently, effortlessly, and practically automatically is known as a habit. hasan, et al. (2021) proved that reading habits and how they relate to reading proficiency in esl classrooms, which may be useful, especially for esl teachers, in figuring out how to address students' reading issues. as they create meaning, the habits cooperate and build upon one another (villaume & brabham, 2002).the process of habit can be occurred when someone get used to in one condition prolonged. schacter et al. (2011) use the term of habituation for habit, they define habituation as a general process where a stimulus's response gradually diminishes after being exposed repeatedly or for an extended period of time. they use the example of someone who moved into a neighborhood close to a busy highway and initially heard the sound of the traffic but eventually became accustomed to it and forgot about it when they relocated to the suburbs. eka sartika, 2023 how do attitudes and habits contribute to reading comprehension achievement? a study at tertiary level student-teachers’ attitudes, habits, and their reading comprehension achievement 4 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 1 6 ) reading attitudes and reading habits the amount of time in reading influences one’s improvement in habits toward reading. karim and hasan (2007, p. 21), revealed that reading attitudes and reading habits had a substantial association. the ability to read well can be developed in students if reading is fostered from an early age. parents, teachers, and peers all play a crucial role in encouraging reading habits and fostering positive reading attitudes in students. also, it goes without saying that reading improves a child's academic and professional performance (alsaeedi, et al., 2021). according to ayhan et al. (2013), student' opinions toward reading habits were significantly affected by the frequency of book reading. further their finding revealed that gender was effective on children’s attitudes on reading habit. when they analyzed the average scores, it was observed that girls’ average attitude scores on reading habit were higher than boys’ average scores. it is generally acknowledged that, in terms of student preference and accessibility, digital materials outperform printed books. their scholastic success is closely related to how much they read, and reading can have a big impact on their future jobs (baba & affendi, 2020). thus, by cultivating reading attitudes would improve the students’ reading habits. the effect of reading attitudes to the students’ reading comprehension according to wixon & lipson, referenced in kear (1990), students' attitudes about reading are one of the elements influencing reading performance. altun, et al. (2022) mentioned reading is another action that includes motivation, effort, and attitudes. mckenna et al. (1995, 938) claim that because attitudes are partly formed on the basis of beliefs about the results of reading, it is only logical to assume that poorer readers, who have reason to anticipate frustrating results, will tend to have more negative attitudes than better readers. students who have a positive attitude toward reading, according to beers (2003), regard reading as a chance to develop a personal connection with a material. as readers, they desire to select their own books, get to know authors, visit the library, continue reading journals, and participate in small-group discussions. according to his research, children saw reading as a means of traveling to other places, experiencing different cultures, or conjuring up mental images of movies. in other words, kids who have a favorable attitude toward reading find reading to be a fun activity. the importance of students’ reading habits to their reading comprehension achievement reading habit need continues process in order to create good reading habit. according to roe and ross (1990) reading habit refers to a the individual's consistent critical reading as a result of viewing it as a pleasurable pastime and a way to satisfy a need. additionally, a lot of academics have worked hard to identify the most effective strategy for enhancing kids' reading habits. in addition to being a habit that all students should develop, reading also greatly aids teachers in their efforts to improve their students' learning. according to thanuskodi (2011), reading regularly has a significant and long-lasting impact on one's ability to advance both their own personal growth and the advancement of society as a whole. according to krashen (1993), who was referenced by strommen and mates (2004), people who don't make reading for pleasure a habit may find it very challenging to read and write at a level that is sufficient to meet the expectations of the modern world. there are seven indicators or questions that specify reading habits, according to ganoa and gonzalez (2011, 59). they are attitude toward reading, reading frequency, number of books read, amount of time spent on academic and non-academic reading, as well as motivation in the home and in the classroom. it proved that students need to have good reading habits to be successful in their professional lives. eka sartika, 2023 how do attitudes and habits contribute to reading comprehension achievement? a study at tertiary level student-teachers’ attitudes, habits, and their reading comprehension achievement 5 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 1 6 ) material and method this study is a survey which investigates a correlation among student-teachers’ reading attitudes and reading habit toward their reading comprehension achievement of tertiary level and a correlation design was used. one dependent variable (the criteria variable) and two independent variables are present in this research. independent variable (predictor variable) is used to predict the outcome. reading attitudes and habits are independent variables while reading comprehension achievement is dependent variable. the populations of this research were the writer used questionnaires and test. questionnaires were used to investigate or to find out students’ attitude and habit toward reading. there were two types of questionnaires: ones that asked about reading habits and attitudes. the reading proficiency of the students was assessed using an accomplishment test in reading comprehension. the mikulecky behavioral reading attitude measure (mbram), created by mikulecky in 1976, served as the foundation for the reading and you attitude survey. the author used the updated version, developed by b. a. murray at auburn university in 2009 and cited in west (2010, p. 132–134). the reading and you attitude survey has a total of 28 items, with an even balance of 14 positive and 14 negative statements. the writer used questionnaire taken from an article written by janthong & sripetpun in 2010 entitled “english reading comprehension and reading habit improvement: use of questioning technique.” the title of the questionnaire is “reading habits and self-directed learning questionnaire.” the reading habits questionnaire contains 30 items survey. students gave themselves a degree of agreement rating ranging from highly agreeing (5 points) to strongly disagreeing (1 points). there were 50 multiple-choice questions on the reading comprehension test. they are vocabulary-related details, primary ideas, inferences, cause and effect, references, sequences, and questions. the reliability of the valid items was investigated using the alpha cronbarch analysis in spss. the validity of the instruments was evaluated using the pearson product moment (correlation matrix) in spss. for the reading attitude questionnaire, the total numbers of the questionnaire is 28 items. the result of reading attitude questionnaire (raq) validity and reliability is that it can be said that all of the items of this questionnaire is valid because the result was 0.48 (>0.325) or critical values for r). this questionnaire was also reliable because the result was 0.912 (>0.70). a total of 30 questions were used in the trial run of the reading habit questionnaire. one erroneous question, question no. 8, was discovered by the author after data analysis of the reading habit questionnaire. the writer decided to omit the invalid question, so the total number of the reading habit questionnaire was 29 items. the instruments to be used have been tried out and the results can be said that this questionnaire was valid because the result was 0.47 (>0.314 or critical values for r). this questionnaire was also reliable because the result was 0.905 (>0.70). the reading comprehension accomplishment test contained 50 numbers of questions. results of the reading comprehension achievement test (rcat)'s validity and reliability were valid because the result showed that 0.47 (>0.325 or critical values for r). this test was also reliable because the result referred to 0.94 (>0.70). the writer applied three techniques to analyze the data, namely percentage analysis to have detail on the frequencies data analysis to answer the existing phenomena of each variable, pearson product moment was used to measure the correlation of the three variables, and last the researcher used regression see the influence of the variables that correlate to each other. eka sartika, 2023 how do attitudes and habits contribute to reading comprehension achievement? a study at tertiary level student-teachers’ attitudes, habits, and their reading comprehension achievement 6 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 1 6 ) results and discussion result to get an idea of the characteristics of each variable, descriptive statistical analysis is used. in the following, a description of the data will be presented which includes the mean, median, and frequency descriptions for each variable. table 1 all measured variables' descriptive statistics variable category frequency (%) mean sd n (313) male (103) female (210) n (313) male (103) female (210) n (313) male (103) female (210) reading attitudes very positive 5 (1.6%) 5 (1.5%) 70.39 68.54 71.30 6.853 6.285 6.952 positive 300 (95.9%) 9 (98.7%) 201 (97.3%) negative 8 (2.5%) 4 (1.3%) 4 (1.2%) very negative reading habits very good 72 (23.1%) 5 (1.6%) 10 (3%) 98.05 96.50 98.81 12.189 12.229 12.126 good 226 (72.3%) 70 (89.6%) 156 (83%) average 15 (4.6%) 28 (8.8%) 44 (14%) poor very poor reading comp. achievem ent excellent 30.41 30.25 30.45 8.324 7.929 8.658 good average poor 313 (100%) 103 (100%) 10 (100%) students’ reading attitudes the average score for reading attitudes among pupils, according to the author, was 70.39. the minimum and maximum reading attitudes scores for students were 54 and 93, respectively, with a standard deviation of 6.853. it can be said that 5 kids (1.6%) had very good attitudes toward reading, 300 (95.9%) students had positive reading attitudes, 8 (2.5%) students had negative reading attitudes, and none of them had very negative reading attitudes. from the descriptive analysis of reading attitudes, it shows that there were 39.3% 35.1% of students enjoy reading even when they are not required to do so for school, and those who are enthusiastic about a book will try to encourage their peers to read it. additionally, according to their gender, male students had a mean reading attitude score of 68.54 and a standard deviation of 6.285. the lowest and maximum scores were 55 and 86, respectively. there were 99 (98.7%) male students with positive reading attitudes, and 4 (1.3%) male students with negative reading attitudes. nobody had either a very positive or a very negative attitude about reading. the average reading attitude score for female students was 71.30. 6.952 was the standard deviation. their reading attitudes ranged from a minimum score of 54 to a maximum score of 93. in terms of gender, there were 5 (1.5%) female students with very positive, 201 (97.3%) with positive, 4 (1.2%) with negative attitudes and none of them had very negative reading attitudes (see table 1). eka sartika, 2023 how do attitudes and habits contribute to reading comprehension achievement? a study at tertiary level student-teachers’ attitudes, habits, and their reading comprehension achievement 7 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 1 6 ) students’ reading habit the average score (total) for reading habit was found to be 98.05, with a standard deviation of 12.189. the lowest and best scores were 68 and 143, respectively. table 15 demonstrates that only 72 of the students had bad and extremely poor reading habits, while only 15 students (4.6%) had average reading habits. 226 of the pupils had good reading habits, which is the majority. only 7% of the students appeared to consistently read the books that their teachers assigned before the deadline and requested extra books, according to the items measured, while 47.9% of the students attempted to acquire the books to read when they were told that they were excellent works of english literature. male students received an average score of 96.50, while female students received an average score of 98.81. male students' standard deviation was 12.229, while female students' was 12.126. male students had to receive a minimum score of 68, while female students needed a score of 76. male students may earn a maximum score of 126, while female students could earn a maximum score of 143. only 5 (1.6%) male and 10 (3%) female pupils have excellent reading habits. overall, there were 70 (89.6%) good readers among male students and 156 (83%) among female students. there were 44 (14%) female students and 28 (8.8%) male students with average reading habits. none of them read poorly or extremely poorly. students’ reading comprehension achievement the students' performance in reading comprehension received an average grade of 30.41. the entire class was made up of learners who had trouble understanding what they were reading. the reading comprehension achievement had a standard deviation of 8.324, ranging from a minimum score of 0 to a maximum score of 48. male students had a mean score of 30.25 and a standard deviation of 7.929, while female students had a mean score of 30.45 and an 8.658. they neither demonstrated great, decent, or ordinary reading comprehension skills. they all fell into the low reading comprehension accomplishment category (103 male students and 210 female students), and their minimum and highest scores were both 0 and 48. the correlational analyses the correlation among independent variables and dependent variable the correlation between students' attitudes about reading, reading behaviors, and reading comprehension ability was examined using pearson product moment. the outcome is shown in table 2 that is provided. table 2 pearson product moment correlation among variables measured (n = 313) variables reading attitudes reading habits reading achievement reading attitudes r sig. 1.000 reading habits r sig. .365** .000 1.000 reading achievement r sig. .029 .612 .000 .995 1.000 the correlation between students' attitudes toward reading and their reading habits the results show a.365 relationship between students' attitudes about reading and their reading practices, with a significant level of.000. it suggests that there wasn't much of a connection between the kids' attitudes toward reading and their reading activity. however, the link was significant because the p-value (.000) was below 0.05. eka sartika, 2023 how do attitudes and habits contribute to reading comprehension achievement? a study at tertiary level student-teachers’ attitudes, habits, and their reading comprehension achievement 8 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 1 6 ) the correlation between the students’ reading attitudes and students’ reading comprehension achievement the outcome demonstrates a.029 association with a significance level of.612 between students' reading attitudes and their proficiency in reading comprehension. it denotes that there was only a very slender association between the pupils' attitudes about reading and their success in reading comprehension. since the p-value (.612) was higher than 0.05, the correlation was not considered significant. the correlation between the students’ reading habits and their reading comprehension achievement the two variables' correlation was found to be.000 with a significance level of.995. it suggests that there was only a very tenuous connection between the students' reading behavior and their reading comprehension ability. additionally, the relationship lacked statistical significance (sig. 2 tailed =.995 or > 0.05). the correlation between the students’ reading attitudes, reading habits and their reading comprehension achievement based on their semester level the author used pearson product moment to determine the corellation between students' attitudes toward reading, reading behavior, and reading comprehension achievement dependent on their semester level. the outcome is shown in table 3 that is provided. table 3 pearson product moment correlation among variables measured based on the students’ semester level semester n variables reading attitudes reading habits reading achieveme nt semester 2 74 reading attitudes r sig. 1.000 reading habits r .457** 1.000 sig. .000 reading achievement r -.002 -.116 1.000 sig. .984 .326 semester 4 76 reading attitudes r sig. 1.000 reading habits r .448** 1.000 sig. .000 reading achievement r .290* .171 1.000 sig. .011 .140 semester 6 82 reading attitudes r sig. 1.000 reading habits r .451** 1.000 sig. .000 reading achievement r -.094 -.043 1.000 sig. .403 .701 semester 8 81 reading attitudes r sig. 1.000 reading habits r .134 1.000 sig. .233 reading achievement r -.037 .017 1.000 sig. .742 .882 eka sartika, 2023 how do attitudes and habits contribute to reading comprehension achievement? a study at tertiary level student-teachers’ attitudes, habits, and their reading comprehension achievement 9 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 1 6 ) the correlation between the second, fourth, sixth, and eight semester students’ reading attitudes, reading habits and their reading comprehension achievement the correlation between the second semester students' attitudes about reading and their reading practices was found to be.457 with a significance level of.000. it suggests that there was either a strong correlation between these two variables or a modest link between them in the second semester pupils. the second semester pupils' reading comprehension performance and attitudes were both -.002 with a significance level of.984. this suggests that there was minimal relationship between the second semester students' abilities in reading comprehension and their attitudes about reading. the second semester students' reading habits and reading comprehension skills were both poor, with a significance level of.326 and a correlation of -.116. the second semester students' reading attitudes and reading behaviors were shown to be correlated at a significant level of.000, or.448. it suggests that there was a moderate relationship between these two variables or that fourth-semester students' reading attitudes and reading behaviors were highly associated. the fourth semester students' achievement in reading comprehension and reading attitudes both scored.290 with a significance level of.011. it either suggests that there was minimal correlation between these two characteristics or that there was a significant link between the students' reading attitudes in the fourth semester and their reading comprehension achievement. the fourth semester students' achievement in reading comprehension was.171 with a significance level of.140. to put it another way, the fourth semester students' reading attitudes had little bearing on how well they did in reading comprehension. table 9 revealed a correlation of.451 with a significance level of.000 between sixthgrade students' views toward reading and their reading habits. this suggests a mediocre correlation between the sixth-semester students' reading habits and attitudes toward reading. the sixth-semester students' reading attitudes and actions also had a significant correlation. with a significant level of.403, the connection between the sixth-semester students' reading attitudes and reading comprehension performance was adverse (-.094). in other words, there was only a very tenuous and unfavorable connection between the sixth-semester students' reading attitudes and their success in reading comprehension, or their reading attitudes were hardly related to that success. there was a negative correlation between the sixth semester students' reading habits and their success in reading comprehension, with a significant level of.701 being found. it means there was no measurable relationship between the sixthsemester students' reading habits and their proficiency in reading comprehension. it was found that there was a .134 correlation with a significant level of .233 between the eighth semester students' attitudes about reading and their reading behaviors. which is to say, there was minimal link between the eighth-semester students' attitudes toward reading and their effectiveness with reading comprehension. there was a negative correlation between the eighth semester students' reading attitudes and their success in reading comprehension, with a significant level of.742. in other words, there was minimal link between the eighth-semester students' attitudes toward reading and their effectiveness with reading comprehension. the reading habits and reading comprehension abilities of the eighth semester students revealed a negative correlation of -.043 with a significant level of.701. it suggests that how well the pupils were able to understand what they were reading had little to do with their reading habits. the regression analyses the contribution among students’ reading attitudes and reading habits to find out the contribution among the students’ reading attitudes, reading habits, and their reading comprehension achievement, the writer used both simple and multiple regression analysis to find out the result of each variable that correlate to each other. eka sartika, 2023 how do attitudes and habits contribute to reading comprehension achievement? a study at tertiary level student-teachers’ attitudes, habits, and their reading comprehension achievement 10 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 1 6 ) table 4 the regression analysis of the students’ reading attitudes and their reading habits based on their semester level n independent variable dependent variable r r2 f p< all semester 313 reading attitudes reading habits .365 .133 47.724 .000 semester 2 74 .457 .209 19.056 .000 semester 4 76 .448 .201 18.628 .000 semester 6 82 .451 .203 20.435 .000 semester 4 76 r. attitude & r. habit r. achievement .294a .086 3.447 .037 the contribution of the students’ reading attitudes on their reading habits from all semester the data in table 4 shows that the f value was 47.724 with significance value .000. it means that students’ reading attitudes contributed to their reading habits significantly. it was found that the correlation between students’ reading attitudes and reading habits was .365.it indicated that there was a low correlation between these variables. the r2 in which was .133 indicated that 13.3% of various score of students’ reading habits was affected by students’ reading attitudes and 86.7% might be affected by other factors. the contribution of the second, fourth, sixth semester students’ reading attitudes on their reading habits it was discovered that there was a .457 association between second-semester students' attitudes about reading and their reading behaviors. it suggested that these variables had a moderate connection. according to the r value of .209, reading attitudes affected 20.9% of the various reading habits scores of students, while the other 79.1% of the scores were unaccounted for factors. with a sig. value of .000, the f value was 19.056. in the fourth semester students, the correlation between students’ reading attitudes and reading habits was .448. it indicated that there was a moderate correlation between these variables. the r2 in which was .201 indicated that 20.1% of various score of students’ reading habits was affected by students’ reading attitudes and the rest 79.9% was unexplained factors value. the f value was 18.628 with sig. value .000. further on the sixth semester students, it is found that the correlation between students’ reading attitudes and reading habits was .451. it indicated that there was a moderate correlation between these variables. the r2 in which was .203 indicated that 20.3% of various score of students’ reading habits was affected by students’ reading attitudes and the rest 79.7% was unexplained factors value. the f value was 20.435 with sig. value .000. in other words, the second, fourth, and sixth semester students’ reading attitudes significantly contributed to their reading habit. the contribution of the fourth semester level students’ reading attitudes and reading habits on their reading comprehension achievement from table 4, it was found that the correlation of the fourth semester students’ reading attitudes along with reading habit on their reading comprehension achievement was .294. it indicated that there was a low correlation among these variables. the r square was .086 or it was similar to 8.6%. in other words, 8.6% from the students’ reading comprehension achievement was associated with or could be explained by reading attitudes and reading habits variables. thus, the rest or 91.4% of reading comprehension achievement might be influenced or explained by other factors. the f value was 3.447 with significance value .037. accordingly, regression analysis could be used on account of significant value (.037) was lower than p value (0.05). it could be concluded that students’ reading attitudes and their reading habits used in one time by the students showed some influence or contribution on their reading comprehension achievement. eka sartika, 2023 how do attitudes and habits contribute to reading comprehension achievement? a study at tertiary level student-teachers’ attitudes, habits, and their reading comprehension achievement 11 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 1 6 ) discussion the majority of the students at this university had positive attitudes toward reading (95.9%), as evidenced by the fact that most of them displayed their enthusiasm when they discovered good books and tried to encourage their friends to read them as well. they also liked to spend their free time reading books, even though their professors did not require them to do so. many of the students (72.3%) had good reading habits, according to the students' reading habits. the survey's results revealed that people tried to read good english books when they were recommended to them. the students' results for reading comprehension, however, revealed that they all had low achievement. the findings of this investigation provided an explanation for the happenings at this university. the study's findings intrigued the writer because, despite the fact that most students acknowledged having favorable attitudes toward reading and many of them having strong reading habits, this attitude did not appear to be mirrored in their success in reading comprehension. the statements mentioned in the surveys could be the root of the problem. although it didn't show up in the results of their reading comprehension achievement, it may signify how they felt about reading. the students' reading habits would logically improve the more the students displayed a favorable attitude about reading. in this manner, there would be a strong association between it and the kids' proficiency in reading comprehension. the students' reading attitudes and reading habits, however, did not significantly correlate with their success in reading comprehension. it was a clear indication that there was no guarantee that the students were being truthful when completing the questionnaires. it differs from majid and tan's (2007) assertion that reading attitudes influenced the students' language proficiency. the students' positive opinions regarding reading throughout her interviews, on the other hand, are consistent with what seitz (2010, p. 40) discovered. however, she added, students’ attitudes were multi-faceted. although students might have been provided with high interest and/or challenging activities, they might not remain engaged. the discrepancy of their response from the questionnaire distributed made the writer assumed perhaps that the students wanted to look good though they were asked to fill in the questionnaire honestly, and they did not seem to tell the truth about their attitude toward reading and the writer presumed that maybe the students misinterpreted the meanings implied in the questionnaire. in other words, they answered the questions from their own point of view. the students might think that by reading a little portion of books, they considered themselves to have a good habit toward reading. the poor achievement in students’ reading comprehension might have been influenced by the university scoring system which was different from the one used by the writer in the study. the students' proficiency in reading comprehension did not significantly correlate with their reading habits. this result does not match what fitria (2013) discovered in her research. according to fitria's (2013) research, students' reading habits were likely to have an impact on and decide their success, and that impact could be favorable on the development of their reading skills. the lack of a substantial relationship between students' reading habits and their reading comprehension in this study may be due to students' misconceptions about what constitutes a healthy reading habit. there was a substantial association between students' attitudes toward reading and their reading habits, according to the overall conclusion. according to the contribution, a student's attitude had an impact on 13.3% of their reading results across all categories. in this study, attitudes were found to be closely related to students' reading habits based on the significant link between reading attitudes and reading habits. according to karim (2006, p. 21), there is a strong association between reading attitudes and reading habits. this finding is consistent with his findings. based on their semester level, students' reading attitudes, reading routines, and reading comprehension success did not correlate with one another. the author came to the conclusion that other elements, such as students' learning preferences, motivation, and teachers' instructional strategy, contributed to students' success in reading comprehension. hewit (2008, p. 18–56) identifies four key elements—strategy, style, motivation, and attitude— eka sartika, 2023 how do attitudes and habits contribute to reading comprehension achievement? a study at tertiary level student-teachers’ attitudes, habits, and their reading comprehension achievement 12 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 1 6 ) that might contribute to the success of the teaching and learning process. as ahmadi (2017) stated assisting students' reading comprehension is mostly dependent on motivation. reading comprehension performance and understanding are both aided by motivation. akbari, et al. (2019) comparing the l2 reading motivation construct to the reading motivation construct lacking the l2 reading attitude elements revealed that the l2 reading motivation was more successful in predicting the reading achievement of the learners. next, the lower semester students (2nd, 4th, and 6th) reading attitudes and habits were significantly correlated with moderate correlation, while the higher semester students’ (8 th) was insignificantly correlated. necessarily, the higher their semester level was, the better their awareness in reading would be. akbari, et al. (2017) highly recommend that l1 and l2 reading attitudes are closely associated, and l1 reading can influence l2 reading, suggesting important consequences for the educational system. the results could include a greater focus on l1 literacy and reading as well as a raised understanding of the importance of reading and its related components. fatiloro, et al. (2017) believed for the purpose of expanding their vocabulary, students should read more articles and books. if a student needs to occasionally stay current, they should go to the library first. the writer believed that the students from the eighth semester were supposed to have better results on reading attitudes, habits as well as reading comprehension achievement since the students in the higher semester are going to prepare their theses soon enough. however, the writer assumed that it might be influenced by the numbers of assignments they had had in the higher semester. related to the result from the lower semester students, the writer proposed that it might have been caused by the entrance test. the better the students’ intelligence was, the higher the competitiveness will be. the students from the lower semester might not have a lot of exposure yet from their social life. they were perhaps more willing to study and the writer also assumed that the students from the fourth semester probably had better input than the students from other semesters. the ease with which students can access the material supplied by the internet or other gadgets that have made it easier for students to increase their reading comprehension accomplishment may also be attributed to technological advancements. conclusion following are the conclusions. in general, (1) the higher the students' reading attitudes, the better their reading habits are, and (2) based on the students' lower semester levels (freshman, sophomore, junior), as well as their gender (females are better readers than men), it is interesting to conclude that the students' reading attitudes had a respective influence of 20.1% and 7.2% on their reading habits. (3) however, reading attitudes and habits alone do not ensure that kids will be successful in reading comprehension. in other words, teachers shouldn't base their assessment of their students' reading comprehension skills on their attitudes and reading habits. acknowledgement the author would like to express her gratitude for all the support she received in the process of distributing the research instruments. thanks to all the hard work that wholeheartedly put in the research. references ahmadi, m. r. (2017). the impact of motivation on reading comprehension. international journal of research in english education. 2(1). 1-7. http://ijreeonline.com/article-1-35en.html akbari, h., ghonsooly, b., ghazanfari, m., & ghapanchi, z. (2019). enriching the construct structure of l2 reading motivation: learners’ attitudes in focus. reading psychology, 40(4), 371-395. akbari, h., ghonsooly, b., ghazanfari, m., & shahriari, h. (2017). attitude toward reading: l1 or l2 or both. sage open, 7(3), 2158244017717303. http://ijreeonline.com/article-1-35-en.html http://ijreeonline.com/article-1-35-en.html eka sartika, 2023 how do attitudes and habits contribute to reading comprehension achievement? a study at tertiary level student-teachers’ attitudes, habits, and their reading comprehension achievement 13 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 1 6 ) alsaeedi, z. s. a., ngadiran, n. m., kadir, z. a., altowayti, w. a. h., & al-rahmi, w. m. (2021). reading habits and attitudes among university students: a review. journal of technosocial, 13(1), 44-53. altun, d., tantekin erden, f., & hartman, d. k. (2022). preliterate young children’s reading attitudes: connections to the home literacy environment and maternal factors. early childhood education journal, 50(4), 567-578. ayhan, a. b., simsek, s., & bicer, a. m. (2014). an analysis of children’s attitudes towards reading habits. european journal of research on education. 13-18. beers, k. (2003). reading strategies. retrieved from http://www.allamericareads. org/program/strategies.htm baba, j., & affendi, f. r. (2020). reading habit and students' attitudes towards reading: a study of students in the faculty of education uitm puncak alam. asian journal of university education, 16(1), 109-122. dore, r. a., amendum, s. j., golinkoff, r. m., & hirsh-pasek, k. (2018). theory of mind: a hidden factor in reading comprehension?. educational psychology review, 30, 10671089. fatiloro, o. f., & adesola, o. a., hameed, b. a., & adewumi, o. m. (2017). a survey on the reading habits among colleges of education students in the information age. journal of education and practice, 8(8). 106-110. https://eric.ed.gov/?id=ej1139158 fitria, w. (2013). the correlation among reading habit, reading speed and reading comprehension achievement of the second semester students of english study program of iain sts jambi. [unpublished thesis], palembang: graduate program sriwijaya university. hassan, i., latiff azmi, m. n., muhamad, s. n., & abdullah, a. t. h. (2021). reading habits and their correlation with reading achievement among esl learners in selected malaysian secondary schools. arab world english journal (awej). 12(3). 385-399. doi:https://dx.doi.org/10.24093/awej/vol12no3.27 himpunan lengkap undang – undang sistem pendidikan nasional. (2013). banguntapan, yogyakarta: saufa. hussain, a. (2006). effect of guidance services on study attitudes, study habits and academic achievement of secondary school students. bulletin of education & research, 28(1). 35-45. human development index (2013). the rise of the south: human progress in a diverse world. retrieved from http://hdr.undp.org/sites/default /files/country-profiles/idn.pdf iea (international association for the evaluation of education achievement). (2019). pirls 2019 international results in reading. retrieved from http://timssandpirls.bc.edu/prils2011/reports/downloads/p11_ir_fullbook.pdf isakson, r. l., isakson, m. b., plummer, k. j., & chapman, s. b. (2016). development and validation of the isakson survey of academic reading attitudes (isara). journal of college reading and learning, 46(2), 113-138. janthong, j., & sripetpun, w. (2010). english reading comprehension and reading habit improvement: use of questioning technique. the 2nd international conference on humanities and social sciences april 10th,2010. joseph, m. (2010). what is a habit?. karim, n.s.a., & hasan, a. (2007). reading habits and attitude in the digital age: analysis of gender and academic program differences in malaysia. the electronic library, 25(3), 285-298. https://eric.ed.gov/?id=ej1139158 http://hdr.undp.org/sites/default%20/files/country-profiles/idn.pdf http://timssandpirls.bc.edu/prils2011/reports/downloads/p11_ir_fullbook.pdf eka sartika, 2023 how do attitudes and habits contribute to reading comprehension achievement? a study at tertiary level student-teachers’ attitudes, habits, and their reading comprehension achievement 14 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 1 6 ) kear, d.j., & ellsworth, r.a. (1995). children’s attitudes toward reading: a national survey. reading research quarterly, 30(4), 934-956. klinger j. k., & vaugn, s. (2007). teaching reading comprehension students with learning difficulties. the guilford press. logan, s. & johnston, r. (2009). gender differences in reading ability and attitudes: examining where these differences lie. journal of research in reading, 32(2), 199-214. lone, f.a. (2011). reading habits of rural and urban college students in the 21st century. retrieved from http://digitalcommons.unl.edu/cgi/view content.cgi?article=1617&context=libphilprac majid, s., & tan, v. (2007). understanding the reading habits of children in singapore. journal of education media & library sciences, 45(2), 187-198. mckenna, m. c., kear, d. j., & ellworth, r. a. (1995). children’s attitudes toward reading: a national survey. reading research quarterly, 30,934-956. mullis, i. v. s., martin, m. o., foy, p., & hooper, m. (2017). pirls 2016 international results in reading. retrieved from boston college, timss & pirls international study center website: http://timssandpirls.bc.edu/pirls2016/international-results/ mikulecky, b. s., & jeffries, l. (2007). advance reading power. pearson education, inc. national endowment for the art. (2007). to read or not to read: a question of national consequence. retrieved from http://arts.gov/sites /default/files/toread_execsum.pdf oecd. (2019). pisa 2018 assessment and analytical framework. oecd report. palani, k. k. (2012). promoting reading habits and creating literate society. international refereed research journal. 2(1), 90-94. sadoski, m. (2004). conceptual foundations of teaching reading. guilford. sanda, s. (2011).the correlation among students’ english achievement, students’ grades, gender, parents’ profession and parents’ involvement of state senior high schools in ogankomeringulu regency [unpublished master’s thesis]. sriwijaya university, palembang. sani, a.m., & zain, z. (2011). reading adolescents’ second language reading attitudes, self efficacy for reading, and reading ability in a non-supportive esl setting. the reading matrix, 11(3), 243-254. schacter, d. l., gilbert, d. t., & wegner, d. m. (2011). psychology (2nd ed.). worth publisher. seitz, l. (2010). student attitudes toward reading: a case study. journal of inquiry & action in education, 3(2), 30-44. smith, m.c. (1991). an investigation of the construct validity of the adult survey of reading attitude. paper presented at the annual meeting of the college reading association, november, 1991. suparman, h. u. (2006). developing reading comprehension skills and strategy. armico. strommen, l. t., & mates, b. f. (2004). learning to love reading: interviews with older children and teens. journal of adolescent & adult literacy. 48(3). 188 – 200. tankersley, k. (2005). literacy strategies for grades 4-12: reinforcing the threads of reading. association for supervision and curriculum development: alexandria, va. thanuskodi, s. (2011). reading habits among library and information science students of annamalai university: a survey. kamla raj journal, 3(2), 79-83. uslu, m. e. (2020). transferring l1 reading attitudes to efl reading habits . journal of language and linguistic studies , 16 (1) , 30-41 . doi: 10.17263/jlls.712635 http://digitalcommons.unl.edu/cgi/view%20content.cgi?article=1617&context=libphilprac http://digitalcommons.unl.edu/cgi/view%20content.cgi?article=1617&context=libphilprac http://timssandpirls.bc.edu/pirls2016/international-results/ http://arts.gov/sites%20/default/files/toread_execsum.pdf eka sartika, 2023 how do attitudes and habits contribute to reading comprehension achievement? a study at tertiary level student-teachers’ attitudes, habits, and their reading comprehension achievement 15 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 1 6 ) umre, o., & kamil, p. (2012). the correlation between student’s attitude towards english and their english proficiency of the eleventh-grade students of sman 3 gedangsari. universitas semarang, semarang, indonesia. undp. (2013). united nations development programme in indonesia. retrieved from http://www.id.undp.org/content/indonesia/en/home.html villaume, r., & brabham, e. g. (2002). comprehension instruction: beyond strategies. the reading teacher. 55. 672 – 675. west, c. l. (2010). secondary students’ reading attitudes and achievement in a scaffolded silent reading program versus traditional sustained silent reading. [unpublished dissertation], auburn university. wood, w., & nealthe, d. t. (2007). a new look at habits and the habit–goal interface. the american psychological association. 114(4). 843 – 863. yamashita, j. (2007). the relationship of reading attitudes between l1 and l2: an investigation of adult efl learners in japan. tesol quarterly, 41(1), 81-105. zwiers, j. (2004). building reading comprehension habits in grades 6 – 12: a toolkit of classroom activities. international reading association, inc. http://www.id.undp.org/content/indonesia/en/home.html eka sartika, 2023 how do attitudes and habits contribute to reading comprehension achievement? a study at tertiary level student-teachers’ attitudes, habits, and their reading comprehension achievement 16 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 1 6 ) ----------empty page--------- english franca academic journal of english language and education doi:10.29240/ef.v8i1%20may http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 8, no 1, 2024, page 53-64 article info: http://journal.iaincurup.ac.id/index.php/english received 12 december 2023; received in revised form 15 february 2024; accepted 26 april 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license pre-service teachers’ perception on the prospective in teaching english at high school: phenomena and challenges sundari fitri 1 , sholihatul hamidah daulay 2 1 2 universitas islam negeri sumatera utara corresponding email: sundarif109@gmail.com to cite this article: fitri, s., & daulay, s. (2024). pre-service teachers' perception on the prospective in teaching english at schools: phenomena and challenges. english franca : academic journal of english language and education, 8(1 may). doi: http://dx.doi.org/10.29240/ef.v8i1 may.9931 introduction successful teachers are those who are capable of developing skills and knowledge in complex and multidimensional processes. therefore, from various aspects, the future teacher explores many sides, actors, and dynamics that attract attention. growth substantially increased, mainly in the field of research and the area of teaching practice in this discipline. especially in the areas of practical teaching, the fields of research and publication in the discipline have grown substantially, and their teaching practices are heavily influenced by early education and early teacher development. (evelein et al., 2008) teaching opportunities for prospective teachers are very useful, including opportunities to grow and learn to become professional teachers while improving their understanding and realizing their theories and philosophies. previous statements were closely linked to this discovery that highlighted the importance of teacher training in the field of education (foncha et al., 2015) (adebola, 2022). the study aims to find out how interns view the prospects of teaching english in high school. the study also discusses the challenges faced by teachers during their teaching practice and the phenomena that occur in the classroom during the teaching-learning process. so that we can identify and minimize the obstacles faced by future pre-service teachers. teachers will be valuable if they acquire the theory and knowledge, skills, attitudes, and behavior in the context of the real education they need. in other words, an effort to enhance the understanding and competence of teachers requires teaching practices made abstract. pre-service teachers need to develop skills and apply them as teaching practice in high school to become qualified teachers. therefore, it is essential to prepare for the availability of a complete and qualified school. the research uses qualitative methods that investigate the challenges faced by teachers based on phenomena occurring in the classroom during teaching practice. the study employed a qualitative phenomenological case study methodology, which helped develop a deeper understanding of the dynamics and complexity of teaching english. in this study, the sampling technician chose three interns as informants who informed the challenges phenomena, and insights that identified cases. this study found that pre-working teachers faced many challenges during the teaching practice in creating an effective classroom, where the influential factors were lack of facilities and insufficient resources. however, this study showed the three challenges that faced the pre-service teacher: lack of respect, and lack of education resources. the findings show that beginner teachers, need to put inductive and productive experiences, not only for teachers but also for school administrators and policymakers to cope with the challenges facing them. keywords: pre-service teacher; english instruction; phenomena; challenge. mailto:sundarif109@gmail.com http://dx.doi.org/10.29240/ef.v8i1%20may.9931 fitri & daulay., 2024 pre-service teachers’ perception on the prospective in teaching english at high school: phenomena and challenges 54 | v o l . 8 , n o . 1 , 2 0 2 4 ( 5 3 6 4 ) to help prospective teachers apply the knowledge they have learned theoretically to a class as a professional instructor. (bohórquez, 2012) the prerequisite for being a teacher is indeed teaching experience, where a teacher can expose himself to scenarios and practical situations in the real world also requires teaching experiences as well as barriers and strategies to overcome them. lacking a doubt, teaching practice gives student teachers a great chance to try their hand at teaching before they enter the workforce (abongdia et al., 2015). this is a requirement that prospective teachers greatly need to be professionally trained and ready to become effective (khalid, 2014). on various aspects of teacher preparation, several studies have been carried out. according to the literature, in practice teaching is followed by a candidate teacher to acquire pedagogical information, skills, and values necessary for future teacher professionalism to improve performance (mafugu, 2022). previous research has shown that the curriculum of teachers' education is very interesting concerning the instruction of their training. as discussed earlier on the teaching practice majority of research places emphasis on ranging from evaluation to benefits and disadvantages. demonstrate a particular relationship through further investigated practices. however, a significant impact at that time there can be found characteristic. nevertheless, it turns out there are some gaps in the literature. initially, many of the previous studies assessed the practical teaching practices of practical instruction, evaluation, positive and negative features, and class management. secondly, in previous research on teaching practice, the life experience of teachers is a significant part. in addition to the idea that the preparatory process of strict teaching requires investigation and selfexamination based on previous research. this research has concluded that its connection to teacher development due to classroom instructional research about their identities, the resources they use, student participation, and policy implementation is sure to provide a lot of insight into policymakers' programs and teacher training. a teacher needs to examine these important qualities as a teacher's preparation. previous studies have examined classroom instruction in the field of education, but they still haven't looked directly at english in high school (adebola, 2022). for four weeks they did teaching practice, and gained experience as an english teacher, three teachers of english education major, were asked to think about how their teaching methods and concepts so that there is a change and can improve the teacher's skills in teaching more interesting. using a phenomenological approach is known to have a great impact with positive about the dynamics and challenges that are full of understanding of being a teacher. besides, to provide teaching training, as a source of knowledge and guidance when preparing prospective teachers can use this study to identify the possibilities that will be faced by teachers. through the report, there will be a preventive investigation into teaching practices in schools and universities. the result of offering clear information about the teaching practicum program will help legislators to calm the curriculum in the educational training facility at the high school level. as a preparation, the school administrators, supervisors, and other staff members must make decisions about teaching training. particularly the parties concerned reduced the challenges faced by prospective teachers during the teaching practice. another step that can be taken to overcome such obstacles is identifying the obstacles that may be encountered by teachers, guidelines when preparing to provide teaching training can be used by prospective teachers as a source of knowledge and guidance. besides, teaching practical programs in schools and universities will be prevented through the report. from the above research, a similar study has been conducted that discusses the challenges of indonesian efl pre-service teachers during teaching practice based on experience in teaching english and has not discussed the perception and phenomena faced by pre-service teachers in learning english during practice teaching. this study in addition to fitri & daulay., 2024 pre-service teachers’ perception on the prospective in teaching english at high school: phenomena and challenges 55 | v o l . 8 , n o . 1 , 2 0 2 4 ( 5 3 6 4 ) addressing the problems and challenges faced by pre-service teachers during teaching practice, also discusses the phenomena in the classroom. theoretical framework (debreli, 2012) posits that pre-working teacher retains some of their initial belief about teaching english at the time they complete the program. (khalid, 2014), explain that a requirement that prospective teachers greatly need to be professionally trained and ready to become effective. (fhaeizdhyall1 et al., 2018), concur pre-service teacher is especially concerned about their student's language skills. students who are not good at language will lose interest in the language, have a bad opinion about it, use it inappropriately, and use it against the english in the classroom. (wessels et al., 2017) presented the result that before starting their formal training, pre-service teachers having a positive attitude towards teaching students english in their future classroom, in the fact that they have not yet faced difficulties teaching english in their classroom can affect their overall optimistic prospects. (fraser-seeto, 2013), emphasized that the challenge of teachers has a significant impact on every student's life and is a variable in the classroom environment, and the social and emotional growth of each student. (lauderdale-littin & brennan, 2017) expands on the ability of pre-service teachers to meet the needs of children in the classroom are directly affected by their training. (jennifer & mbato, 2020), explaining the finding that showing a lack of material exposure can leave many pre-service teachers less equipped to deal with student behavior after completing teacher training programs. the focus of this research is on the ability to teach internships in english by preparing an instructional strategy, which is very significant. the study aims to describe interns' perceptions of the difficulties and events they encounter while working as interns at school. there are two main reasons why this research is important. this study helps interns prepare for class by providing insights, information, and skills. in addition, the school will establish a respectable space that can serve as a basis for extracurricular activities designed to help students use the new knowledge they have acquired. the main objective of this study is to describe the perception of internship teachers towards english teaching in high school, the questions that will be addressed in the research are as follows: q1. what is the perception of an internship teacher teaching first teaching in high school? q2. what challenges do interns face during their teaching practice? q3. what kind of phenomena happens during the learning process in the classroom? q4. what is the perception of the internship teacher with the facilities available at the school? materials and method the current study emphasizes the teaching of english as a foreign language with a particular focus on the field experiences of student instructors. this qualitative phenomenological case study methodology was used in the study, which is beneficial to gain a deeper comprehension of the dynamics and complexity of being an english teacher. the phenomenological approach involves investigating a phenomenon through the lens of a group of individuals who have all had the experience of the occurrence together. due to its focus on the perspectives of the subjects and the interpretations they produce of the event under investigation, the phenomenological case study design was considered suitable for this study. participant a third-year pupil a purposive sample technique was used to invite enrolled education students from a state islamic institution in north sumatra, indonesia, to participate in this study. the intended fitri & daulay., 2024 pre-service teachers’ perception on the prospective in teaching english at high school: phenomena and challenges 56 | v o l . 8 , n o . 1 , 2 0 2 4 ( 5 3 6 4 ) purpose of the selection of samples as a resource for well-informed research approach selections (thomas, 2022) serves as proof of sampling. evaluate the teaching experience of fourth-year students who have conducted internships. to that goal, the sample approach is used. for the phenomenon being investigated then not all institute students meet the criteria, in the sampling used. as a result, the researchers suggested that the instructor-students who have just completed the magistracy must meet the requirements and considerations. data collection describes the problem examined comprehensively and unifies current research using multiple data sources. there are two types of data sources obtained. primary data sources are taken from teaching journals and semi-structured interviews, while secondary data includes video teaching during pre-work teacher practice recordings. to obtain this data is to obtain information about the experienced potential teacher. understanding the issues under investigation, do a semi-structured interview. get complete information obtained from the different explanations and perspectives of the three participants during the conduct of the teaching practice interviewed individually. the methods used in this study are likely to specify the speedy interviewers are allowed to ask about issues related to issues by providing a broad background and even being able to define the nature of the interview. in addition, respondents may be able to collect systematic and comparable data through phenomenon examination and forms.(bogdan & biklen, n.d.). the interviews are conducted after the participants have completed their internship and are recorded through audio in indonesian and translated into english with a duration of 20 -30 minutes. the interview begins with a predetermined topic based on the problems experienced during the teaching practice. respondents were asked to explain how their pre-practice now belongs to fulfillment or vice versa, and by engaging with students in their learning planning what they encountered at an important time was collected as an additional source of data to investigate how teachers viewed the phenomena of their classroom practice. as an additional data source, teaching journals were collected to research how the views of teachers on their classroom practice phenomenon. as documentation for the process of analysis and results, the teaching journal would be photographed. done to unify the data and gain an understanding of the issues being investigated in depth. during the field experience, participants kept diaries due to limited time and availability. student teachers were asked to submit in their teaching journals because we refused to visit the teaching practicum site about the weaknesses and disadvantages of teaching at the time and how it impacted students. the authenticity and reliability of the research were proved by the first-hand reports of participants about their experiences as inexperienced teachers. (pinnegar & daynes, 2007) data analysis and ethical consideration researchers encode and examine data to identify emerging themes (karim et al., 2020) therefore, the three data sources are collected and analyzed using thematic analysis. (braun & clarke, 2006) show that to obtain highly comprehensive and complex data descriptions, data sources use thematic analysis which serves as a versatile and useful research approach. the data in the form of patterns and themes is identified, evaluated, and presented to the organization to interpret various aspects of the experience of prospective teachers during their teaching training. to reach this stage, initially, the results of interviews recorded in audio were converted into transcripts all of the audio-recorded interviews were transformed into transcripts using word-processing software, and then, to determine differences and similarities, the transcript was analyzed and compared with the three participants' transcriptions. to identify patterns, themes that pop up, and sub-themes between the data (muyassaroh et al., 2019). initially, to gain a broad understanding of the outcome of the interview then the transcript interview must be reviewed. from our global perspective interviews based on interviews, the researchers combined the same data into fitri & daulay., 2024 pre-service teachers’ perception on the prospective in teaching english at high school: phenomena and challenges 57 | v o l . 8 , n o . 1 , 2 0 2 4 ( 5 3 6 4 ) one theme. the researchers chose the most prominent voice to learn and organize data from the researchers' point of view, closest to the emerging theme. the most important part of this research is ethical considerations as it deals with the respondent's awareness and desire to participate in the research; therefore, it is necessary to inform them by asking for their consent. (akaranga & makau, 2016) applying this, the researchers assume that all respondents are aware of their right to an explanation of the purposes, methods, objectives, and findings of the research, as well as their right to refuse participation or withdraw at any time. results and discussion results this study aims to explore how the pre-service teachers' perception of the challenges of teaching english in high school. the study uses triangulation of data through interviews, collection of future teaching journals, and video observation of teaching. there are three themes and some identified sub-themes from the analytical gazelles that have been collected from three sources as shown in figure 1. figure 1. themes and sub-themes of challenges to english instruction lack of respect the motivation of students increases over the application of innovative pedagogical approaches to the potential of educators. however, in this study, to organize their classes, prospective teachers will face the scourge of discipline. they struggle to maintain discipline to arrange classes at school. students are aware that they are in the institution only to gain teaching experience and, therefore, cannot claim power over them (adu & abongdia, 2015) establishing and maintaining discipline in the classroom internship teachers also experience a total absence among students over intimidation from schools to receive services as a place of their teaching practice. (mufidah, 2019). however, the decline in moral standards and lack of discipline experienced by internship teachers was the reason for the intimidation of the school. it's a global phenomenon, not the bad attitude of a non-exclusive country. unfortunately, this behavior is referred to as one of the obstacles that impede the effectiveness of future teachers throughout teacher training. to verify the statement above, the following respondent quotation is provided. (abdillah & fithriani, 2023) "i was so disappointed to find out my students ate in class as i explained the material. almost every time i go to class to teach, they're still eating. i warned you, but they kept repeating it. i'm confused about making them understand that their lack of respect establishing and maintaining discipline in the classroom lack of education resource less of school material, teaching burden lack of knowledge teaching knowledge of teaching english, practice in preparatory instruction, and applying teaching fitri & daulay., 2024 pre-service teachers’ perception on the prospective in teaching english at high school: phenomena and challenges 58 | v o l . 8 , n o . 1 , 2 0 2 4 ( 5 3 6 4 ) actions are rude. finally, i always tell them to finish their meals before class" (participant 1) "i'm disappointed with the noisy students in my class. when their host teacher explains, they should be attentive and silent." (participant 2) "almost every time i teach, there's always a student who causes a quarrel in the classroom, so making classes unfavorable and have to be stopped, a waste of time" (participant 3) disruptive learning behavior seems to be a major obstacle to all pupils. as noted by the pupils, bullying, sheep complaining, starting a fight, using inappropriate language, disobedience, and disrespect for the teacher often occurred. based on that reaction, participant 1 complained about a lot of students joking while he was teaching. although he was indirectly them this situation lasted until it was eventually ignored by him. he also stressed that the participants greatly underestimated the internship teacher. it's happening to the second participant. the fact that he found a student arguing convinced him that the student was very disrespectful to him and assumed it had no consequences. in particular, they complain about the inability to anticipate inappropriate behavior, using ineffective methods to cope with it. they seem unsure about how to manage students' disturbing behavior. besides they misjudge their abilities as potential interns because they are unable to apply teaching methods effectively. lack of educational resources the key to learning success is to use the right teaching materials in all areas and must support the implementation process to the optimal learning objectives. therefore, during the teaching-learning process providing teaching material efficiently and effectively requires the provision of resources. the process of teaching and learning would be relatively easy if schools had sufficient teaching resources (abdillah & fithriani, 2023). students must become interns to undergo school training and must be equipped with the right resources to be professional teachers. however, during the course of training, there are some challenges faced by interns. however, for optimal educational outcomes, future teachers must be able to overcome these obstacles. stress, short teaching time, heavy workload, and lack of complete facilities in the school are challenges faced by potential teachers. less of school materials /equipment as mentioned in previous research the lack of educational resources makes it difficult for teachers to apply their knowledge in the classroom. one of the trainees complained about the books they used at school. excerpts from the following interview show this: i think the books used do not match the competence of the student, not only that i also had difficulty finding a matching book because of the limitations of the book. so, i had to find a learning resource that could support the learning process. (participant 1) teaching burden one of the instructors identified the load of teaching work during the field practice. during the teaching, the interns felt unmotivated and rather burdened by their duties, which caused their emotional and pedagogical burdens to increase. my mentor handed all the duties over to me, from drafting the curriculum to making the questions of the examination. (participant 2) fitri & daulay., 2024 pre-service teachers’ perception on the prospective in teaching english at high school: phenomena and challenges 59 | v o l . 8 , n o . 1 , 2 0 2 4 ( 5 3 6 4 ) lack of knowledge lack of knowledge is one of the problems that teachers face during teaching practice. knowledge of pedagogical subjects is very necessary in particular can help teachers build clarity to a high degree because create authentic educational material for students the presence of pedagogic content consisting of special content (ball et al., 2008)(baumert et al., 2010) teaching knowledge of teaching english as the data shows, not all interns can master the skills in english. interns are not sure about their knowledge, grammar, vocabulary, and teaching expertise. this seems to make the teaching level inferior in their pedagogical, and emotional environment. "as a teacher of english, i acknowledge that my language skills are very low, as well as my teaching skills. i am not sure of what i teach them, because i have no teaching experience so i hesitate and worry, that what i learn is less accurate". (participant 3) the third participant mentioned that her insufficient knowledge of the subject matter was the reason for the teaching issue connected to content-related knowledge. a lack of confidence in one's abilities to mentor pupils was expressed by participants. her inability to speak english made it difficult for her to instruct pupils. practice in preparatory instruction apart from inadequate pre-working teacher knowledge, inadequate preparation for student-teacher teaching practices also leads to a deficiency in topic understanding. "i have limited time to prepare for things linked to teaching training, along with other student instructors. we only spend a short amount of time in schools because our main goal is to obtain permits to practice teaching there." (participant 1) according to the response, the very short time made him barely able to prepare for teaching. it shows that the teacher is not ready to practice and is not familiar with the teacher's training. however, the teacher endeavors to keep doing practice with the teacher's training. applying teaching strategies teaching methods occur as a means to fill time, enhance learning, teacher-centered space in the classroom (r. n. allen & jackson, 2017). in applying learning teachers often find it difficult to apply ideas acquired in classroom teaching. below are the participants' comments for the preceding. i often considered my ideas when i was teaching in class, i wanted to make interesting teaching methods yet, i was confused to apply them. finally, all i do is follow what my teacher does. (participant 2) the above answers make it clear that pre-work teachers struggle to implement teaching strategies, even though they fail to recognize the challenges faced in this category. the researchers also note that pre-working teachers find it difficult to understand the teaching strategy, either because they do not know enough about the strategy they use or because they suggest strategies during the lesson planning phase that are not in line with the strategy. a thorough analysis of the data indicates that most participants experience difficulties in completing their teaching practice. it is important to emphasize that the above difficulty is caused by a combination of several factors and not a single party or circumstance. the data gathered indicates that pre-working teachers have difficulty effectively teaching english fitri & daulay., 2024 pre-service teachers’ perception on the prospective in teaching english at high school: phenomena and challenges 60 | v o l . 8 , n o . 1 , 2 0 2 4 ( 5 3 6 4 ) during instruction. numerous factors can be blamed for this issue, such as the school's reluctance to assist teachers in supporting their teaching practices and the lack of facilities and media that promote learning. in addition, disruptive student behavior poses a serious challenge to the efficiency of pre-work teacher instruction. additionally, pre-working teachers are unable to finish an ideal teaching practice due to their lack of pedagogical knowledge and english language proficiency. discussion the study aims to investigate the perception of pre-working teachers in teaching english at high school based on the challenges and phenomena during their teaching practices. according to the findings of this study, during the teaching practice, pre-worker teachers begin to be challenged with their pedagogical practice. on the other hand, they also face challenges related to their english language pedagogy. the results show that the challenges faced during the teaching experience through teaching resources, learning media, pre-works teacher english language skills, and teaching techniques. this study revealed that to improve the curriculum for teachers through pedagogical approaches better educational institutions to assist the pre-service teachers in attending to the knowledge brought by their students to the classroom rather than focusing on perceived shortcomings (moll et al., 2001). to design learning some principles encourage and guide the pre-service teacher in teaching. student teachers deliberately promote pedagogical awareness by practicing teaching, behavior, and posture (loughran & hamilton, 2016)(lunenberg et al., 2007) teacher skills in teaching are very much needed in schools especially teaching at the high school level that needs potential teachers. as you can see the teacher's understanding of the school's culture, has resulted in difficulty adapting. however, the above picture of the phenomenon is that schools cannot employ student teachers if their teaching practices are not in line with what students need. this study shows that different students' levels of intelligence make classes noninteractive. because of the lack of student confidence to be active during the learning process. teachers don't get the students to ask and answer during the learning process. this will then cause fewer students to understand the material taught. besides, an inactive class will create turmoil to distract boredom. challenges such as a stormy classroom will significantly impede teacher performance if teachers lack teaching material and experience. nevertheless, teachers and teachers were prevented from developing learning methods due to the lack of facilities in the school, so they could only study in the laboratory. they improve the abilities that arise as a result of being mentally strong which involves barriers in designing meaningful learning experiences for students. therefore, a complete facility such as a laboratory needs to exist because it makes it easy for teachers to teach english and can consider their teaching methods as well as encourage greater interaction between students and teachers (hofstein, 2004) (hofstein & lunetta, 2004) the study also shows that the quality of teachers is influenced by the teaching resources in their training aspects. some student teachers that a field teacher did not help him in designing a learning plan to practice learning in the classroom. teaching practice strongly supports the development of the teacher's knowledge of designing and teaching lessons that are aimed at. besides, ericsson (2014) notes that developing adaptive abilities is also important. another phenomenon revealed in this study is that english language interns also face challenges in teaching, especially in organizing classroom students. student teachers also showed that noisy classes have a great impact on how student teachers manage their classes (abdillah & fithriani, 2023). according to (ulla, 2016) student noise during learning is a lack of concentration, and respect for the teacher is a contribution to such difficulty. the obstacles that teachers typically experience are caused by the disruption of learning behaviors. in some cases, prospective teachers often consider teaching methods to be more fitri & daulay., 2024 pre-service teachers’ perception on the prospective in teaching english at high school: phenomena and challenges 61 | v o l . 8 , n o . 1 , 2 0 2 4 ( 5 3 6 4 ) difficult to minimize difficulties and avoid inappropriate behavior in the classroom during the learning process. these pre-service teachers had no preconceived notions about how the classroom ought to look when they walked in. this is consistent with what (foncha et al., 2015) said that pre-service teachers imagined a friendly environment for instruction and learning without understanding that teachers create this with their students. pre-service teachers worry a great deal about time management and running the classroom (murray-harvey et al., 2000) (mudra, 2018). the reason for this is that the pre-service teachers saw it as a barrier to executing the lesson plans. as a result, it has been noted that student teachers' readiness, the teaching and learning environment, and learners' reactions all affect how well pre-service teachers can manage their courses (mudra, 2018). the pre-service teacher would eventually give up her identity as a teacher. establishing classroom duties, such as controlling students' volume levels and dealing with unacceptable behavior, presents challenges for student teachers. one difficulty is not being the perfect teacher because they are concerned about their classes, roles, and effects on the pupils. contrary to their assumptions, many view an authoritarian instructor as their ideal educator. attempting to imitate an idealized instructor might cause emotions of demotivation and unhappiness due to the danger of losing authority. an example of an effective approach taken from the teacher's experience during the internship did not provide a teacher with an educational program. building on teaching results, teachers of preservation struggle, because they are not taught how to do it. this research found that the problem faced by teachers is not having the competence to teach knowledge. like the statement made (öztürk, 2016) the inability to understand the content and subjects of learning is the anxiety faced by teachers about what is taught to students. a lack of understanding of the content makes student teachers worried that could lead to misunderstandings. therefore, having a high level of knowledge and pedagogical understanding is very much needed by the interns because it is useful training for them. it was noted that comprehensive theories were not often accompanied by effective practice because the teaching method is employed by instructors in school. (j. m. allen, 2009) participated in discussing notes about prospective teachers who highly respect the theory acquired during training, but adhere to conventional teacher practice after training work. besides the content of knowledge and subject student teachers must be able to master certain approaches and ideas in developing their classroom. because observations give student instructors a rapid opportunity to become familiar with their duties and then know how to tackle them sustainably, pre-working teachers can build effective plans for training teachers. this demonstrates that there are challenges in getting teachers ready for classroom instruction. as a result, they hold inadequate teacher preparation responsible for their poor instruction (arasomwan & mashiya, 2021) to improve the understanding of pre-working teachers there is an urgent need about the possibility that it is highly a language teacher. through problem-based learning, this can be achieved. in the teacher's training book is not authentic if the pre-work is presented with problems moving class scenarios (le maistre & paré, 2010). pre-working teachers are asked to analyze class phenomena that are challenging in a real case study of beginners and have the experience to be a teacher. moreover, this research has implications for policymakers to demonstrate an experience that is structured to develop productivity. the main findings in this study show that there are three barriers that teachers face during their teaching practicum: 1) establishing and maintaining discipline in the classroom, 2) less school material, teaching burden, 3) teaching knowledge of teaching english, practice in preparatory instruction, and applying teaching the challenge of pre-working teachers during the teaching exercise must use this information and implement preventive measures against barriers. conclusion this research investigates the phenomena that occur in the classroom during the learning process and the challenges faced by a pre-service teacher during their teaching fitri & daulay., 2024 pre-service teachers’ perception on the prospective in teaching english at high school: phenomena and challenges 62 | v o l . 8 , n o . 1 , 2 0 2 4 ( 5 3 6 4 ) practice. this research uses the phenomenological case method as an in-depth understanding of the dynamics of being a teacher teaching english in high school. in this research, it was found that teachers encountered various challenges ranging from how to communicate with students effectively, to creating interactive classes due to incomplete resource factors and teachers' discomfort with teaching due to student arguments. this study identified three challenges this study identified three challenges namely lack of teaching resources, lack of respect, and lack of knowledge about learning content. the findings of this research indicate the need for structured and systematic induction for teachers, especially those who have just started teaching or are beginners, as a process to avoid challenges that may be faced. in addition, the findings of this research illustrate that it is important to prepare the necessary things for worthy teachers, especially in terms of available resources, teaching, and supervision. the data obtained in this research was a lack of student discipline, lack of respect for teachers, and noise. poorly understood content is also the reason for challenges for teachers due to lack of preparation for teaching practice. these insights will be useful for policy-making, and other interests in making wise decisions about the instructional training of each pre-service teacher. acknowledgment the researcher would like to thank all parties who had contributed while conducting this research. the researcher also appreciates the leadership of the north sumatra state islamic university for their cooperation and hard work so that this research is successful. references abdillah, m. g., & fithriani, r. (2023). indonesian efl pre-service teachers’ experiences: revealing english instructional challenges during teaching practice. reila : journal of research and innovation in language, 5(1), 32–47. https://doi.org/10.31849/reila.v5i1.13228. adebola, o. o. (2022). p re -s service t eachers e xperience during t eaching p practice in s outh a frica : c challenges and s olutions. 7(1), 66–72. adu, e. o., & abongdia, j. a. (2015). institutions’ expectations from students during teaching practice. international journal of educational sciences, 10(2), 213–220. https://doi.org/10.1080/09751122.2015.11917652. allen, j. m. (2009). valuing practice over theory: how beginning teachers re-orient their practice in the transition from the university to the workplace. teaching and teacher education, 25(5), 647–654. https://doi.org/10.1016/j.tate.2008.11.011. allen, r. n., & jackson, a. r. (2017). contemporary teaching strategies: effectively engaging millennials across the curriculum. university of detroit mercy law review, 95(1), 2–34. https://heinonline.org/hol/page?handle=hein.journals/udetmr95&id=8&div=5&collectio n=journals. arasomwan, d. a., & mashiya, n. (2021). foundation phase pre-service teachers’ experiences of teaching life skills during teaching practice. south african journal of childhood education, 11(1), 1–10. https://doi.org/10.4102/sajce.v11i1.700. ball, d. l., thames, m. h., phelps, g., & ball, d. l. (2008). what makes it special ? https://doi.org/10.1177/0022487108324554. baumert, j., kunter, m., blum, w., brunner, m., voss, t., jordan, a., klusmann, u., krauss, s., neubrand, m., & tsai, y. m. (2010). teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. american educational research journal, 47(1), 133–180. https://doi.org/10.3102/0002831209345157. bogdan, r. c., & biklen, s. k. (n.d.). for education an introduction to theory and methods. bohórquez, y. s. (2012). on rethinking our classrooms: a critical pedagogy view (sobre la reflexión en nuestros salones de clase: una perspectiva desde la pedagogía crítica). 19, 194–208. braun, v., & clarke, v. (2006). using thematic analysis in psychology; in qualittaive research fitri & daulay., 2024 pre-service teachers’ perception on the prospective in teaching english at high school: phenomena and challenges 63 | v o l . 8 , n o . 1 , 2 0 2 4 ( 5 3 6 4 ) in psychology. uwe bristol, 3(2), 77–101. https://psychology.ukzn.ac.za/?mdocsfile=1176. debreli, e. (2012). change in beliefs of pre-service teachers about teaching and learning english as a foreign language throughout an undergraduate pre-service teacher training program. procedia social and behavioral sciences, 46(0044), 367–373. https://doi.org/10.1016/j.sbspro.2012.05.124. evelein, f., korthagen, f., & brekelmans, m. (2008). fulfilment of the basic psychological needs of student teachers during their first teaching experiences. teaching and teacher education, 24(5), 1137–1148. https://doi.org/10.1016/j.tate.2007.09.001. fhaeizdhyall1, a., nazamud-din, a., sabbir, f., & ibrahim, s. (2018). the effectiveness of teacher education program: identifying the difficulties and challenges faced by the pre-service english teachers. international journal of english language teaching, 6(1), 1–17. www.eajournals.org. foncha, j. w., abongdia, j.-f. a., & adu, e. o. (2015). challenges encountered by student teachers in teaching english language during teaching practice in east london, south africa. international journal of educational sciences, 9(2), 127–134. https://doi.org/10.1080/09751122.2015.11890302. fraser-seeto, k. (2013). journal of student engagement: education matters pre-service teacher training in gifted and talented education: an australian perspective pre-service teacher training in gifted and talented education: an australian perspective. 3(5), 29– 38. http://ro.uow.edu.au/jseemhttp://ro.uow.edu.au/jseem/vol3/iss1/5. hofstein, a. (2004). the laboratory in chemistry education : thirty years of experience with developments, implementation, and research laboratory activities have long had a distinctive and central role in the science to quote from ira ramsen ( 1846-1927 ), who wrote his me. chemistry education, research and practice, 5(3), 247–264. hofstein, a., & lunetta, v. n. (2004). the laboratory in science education: foundations for the twenty-first century. science education, 88(1), 28–54. https://doi.org/10.1002/sce.10106. jennifer, j., & mbato, c. l. (2020). critical incidents in pre-service teachers’ beliefs and motivation to become english teachers: a study of teacher professional identity construction. ethical lingua: journal of language teaching and literature, 7(1), 112– 127. https://doi.org/10.30605/25409190.172. karim, a., reshmin, l., kabilan, m. k., shahed, f. h., rahman, m. m., & singh, m. k. m. (2020). understanding efl teachers’ beliefs and practices in efl classrooms: a phenomenological approach to the impact of teacher education program in bangladesh. qualitative report, 25(10), 3683–3718. https://doi.org/10.46743/2160-3715/2020.4272. khalid, f. (2014). the impact of teaching practice experience in shaping pre-service teachers ’ professional identities. 5(20), 1921–1927. https://doi.org/10.5901/mjss.2014.v5n20p1921. lauderdale-littin, s., & brennan, m. (2017). evidence-based practices in the public school: the role of preservice teacher training. international electronic journal of elementary education, 10(3 special issue), 369–375. https://doi.org/10.26822/iejee.2018336195. le maistre, c., & paré, a. (2010). whatever it takes: how beginning teachers learn to survive. teaching and teacher education, 26(3), 559–564. https://doi.org/10.1016/j.tate.2009.06.016. loughran, j., & hamilton, m. l. (2016). international handbook of teacher education. in international handbook of teacher education: volume 1 (vol. 1). https://doi.org/10.1007/978-981-10-0366-0. lunenberg, m., ponte, p., & van de ven, p. h. (2007). why shouldn’t teachers and teacher educators conduct research on thier own practices? an epistemological exploration. european educational research journal, 6(1), 13–24. https://doi.org/10.2304/eerj.2007.6.1.13. mafugu, t. (2022). science pre-service teachers ’ experience with mentors during teaching practice. 18(11). moll, l. c., amanti, c., neff, d., & gonzalez, n. (2001). moll (2001): funds of knowledge for fitri & daulay., 2024 pre-service teachers’ perception on the prospective in teaching english at high school: phenomena and challenges 64 | v o l . 8 , n o . 1 , 2 0 2 4 ( 5 3 6 4 ) teaching: using a qualitative approach to connect homes and classrooms. 2. https://liberty.alma.exlibrisgroup.com/discovery/openurl?institution=01libu_inst&vid= 01libu_inst:services&sid=google&auinit=lc&aulast=moll&atitle=funds of knowledge for teaching: using a qualitative approach to connect homes and classrooms&id=doi:10.1080%25. mudra, h. (2018). pre-service efl teachers’ experiences in teaching practicum in rural schools in indonesia. qualitative report, 23(2), 319–344. https://doi.org/10.46743/2160-3715/2018.3115. mufidah, n. (2019). the development of preservice teachers ’ teaching performance in the teaching practice program at english department of state islamic university of antasari banjarmasin. 19(1), 97–114. murray-harvey, r., t. slee, p., lawson, m. j., silins, h., banfield, g., & russell, a. (2000). under stress: the concerns and coping strategies of teacher education students. european journal of teacher education, 23(1), 19–35. https://doi.org/10.1080/713667267. muyassaroh, m. n., asib, a., & marmanto, s. (2019). the teacher ’ s beliefs and practices on the use of digital comics in teaching writing : a qualitative case study. 45–60. öztürk, g. (2016). i̇ngilizceyi yabancı dil olarak öğreten öğretmenlerin yabancı dil öğretimi kaygısı: türkiye’den bir örneklem. sakarya university journal of education, 3(december), 60–60. https://doi.org/10.19126/suje.220180. pinnegar, s., & daynes, j. g. (2007). locating narrative inquiry historically. in handbook of narrative inquiry: mapping a methodology (pp. 3–34). thomas, f. b. (2022). the role of purposive sampling technique as a tool for informal choices in a social sciences in research methods. just agriculture, 2(5), 1–8. www.justagriculture.in. ulla, m. b. (2016). pre-service teacher training programs in the philippines: the studentteachers practicum teaching experience. efl journal, 1(3), 235–250. https://doi.org/10.21462/eflj.v1i3.23. wessels, s., trainin, g., reeves, j., catalano, t., & deng, q. (2017). pre-service teachers’ confidence and attitudes toward teaching english learners part of the bilingual, multilingual, and multicultural education commons, curriculum and instruction commons, and the teacher edu. http://digitalcommons.unl.edu/teachlearnfacpubhttp://digitalcommons.unl.edu/teachlear nfacpub/25. english franca academic journal of english language and education doi: 10.29240/ef.v7i1.6442 http://journal.iaincurup.ac.id/index.php/english/index eissn: 2580-3689; pissn: 2580-3670 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2022; received in revised form 10 april 2023; accepted 10 may 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-nc-sa 4.0 license analysis of teacher's feedback on students in writing recount text at senior high school winda sari, sholihatul hamidah daulay ¹ universitas islam negeri sumatera utara, medan, indonesia ² universitas islam negeri sumatera utara, medan, indonesia corresponding email: sholihatulhamidah@uinsu.ac.id introduction students learn to write from words, sentences, and paragraphs arranged into a text. writing is a textual activity that allows you to describe your thoughts, ideas, and emotions. writing is an interpersonal communication system. that employs a variety of language forms (jalaluddin, md. yunus, & yamat, 2011). writing abilities are necessary in school, and teachers must assist students through writing activities. students may face various challenges when beginning to write in order to develop better writing. writing skills can be fostered in students through regular and ongoing practice.some of the challenges that can arise in student writing activities are that students do not have an idea how to start writing texts, students do not master vocabulary and grammar, and students do not write texts or paragraphs coherently and cohesively. the same thing was expressed by poudel (2018) who stated that text coherence and cohesion are very important for understanding and interpreting messages in writing. to overcome the challenges above, it is very important for teachers to be involved in the student writing process, namely by providing feedback or feedback on student writing. teacher input is essential for enhancing student writing. feedback will also greatly assist pupils in improving the quality of their writing and motivating them to write. a study that looked at written instructor feedback helps students improve their writing talents and abstract this study aims to examine the types of written feedback given by teachers on the writing of eleventh grade senior high school students at sma tarbiyah islamiyah. this study is designed as a qualitative study, the participants of this study were 32 high school students in the class. xi majoring in science and 32 students majoring in social studies. the total of all students studied was 64 people. the instrument used was document analysis to examine the type of written feedback given by the english teacher on the writing results of tenth grade students majoring in social sciences (ips) and natural sciences (ipa). the instrument used in this study was document analysis which aims to determine the type of feedback given by the teacher in recount texts written by students the findings revealed that the two teachers used different written feedback on students' writing. teachers who teach in the science major tend to use direct written feedback and teachers who teach in the social sciences department use indirect feedback. it can be concluded that the reason for the different types of written feedback used is because teachers who teach in science majors think that direct feedback is more detailed and understood more quickly by students. meanwhile, teachers who teach in the social sciences major argue that by providing written feedback indirectly it can encourage students to think and make students more curious about the mistakes they write and students can ask questions to the teacher. keywords: writing, recount text, written feedback. http://u.lipi.go.id/1613357132 http://u.lipi.go.id/1614254143 http://journal.iaincurup.ac.id/index.php/english mailto:sholihatulhamidah@uinsu.ac.id winda sari, et. al., 2023 analysis of teacher's feedback on students in writing recount text at senior high school 94 | v o l . 7 , n o . 1 , 2 0 2 3 ( 9 3 1 0 4 ) influences students' cognitive, affective, and behavioral factors, according to students' assessments of teacher feedback. feedback is also very motivating for students provided, which encourages them to remedy faults or errors in their writing output.this research also shows that teachers are more pleased with the feedback given because they can get more information about the mistakes students write so that they can improve students' writing results. there are many types of feedback strategies that teachers commonly use in correcting student writing, for example direct feedback, indirect feedback, peer-to-peer feedback, and verbal feedback. ferris et al. (2012) said that direct feedback means that the teacher provides feedback by providing the correct form of language for mistakes or errors made in student writing, while indirect feedback is when the teacher only gives symbols, codes, or marks on student writing. giving signs, symbols, and codes in indirect feedback can be done by giving underscores, circles, symbols, and codes. in indirect feedback, the teacher does not state the correct form of language but only gives signs or symbols to words or sentences where there are errors. in fact, the feedback provided by the teacher is often unclear. this can confuse kids, and they may not know how to edit or revise their writing. according to ellis (2008), it is critical for teachers to get aware with the various sorts of feedback and comprehend their impact on student writing.therefore, the types of feedback given by the teacher must be understood by students. in this case, this study aims to find out the type of written feedback given by the teacher on the eleventh grade students' recount text. the research question is: what types of written feedback are given by the teacher on students' written recount texts? theoretical framework writing one of the linguistic abilities that must be achieved by students is writing skill. some experts put forward various definitions of writing as said by nunan (2003) writing is a mental activity to create ideas, think how to express these ideas, and put them in a statement and paragraphs that will be understood by readers. nunan also stated that writing is a thinking process that involves distinguishing ideas, considering how to represent ideas in effective writing, and transforming these ideas into coherent statements and paragraphs. this suggests that writing is an activity in which ideas, thoughts, and feelings are expressed in written form.the definition of writing is also put forward by harmer (2007) who states that writing is a productive skill related to speaking skills. productive skills are related to reading and writing. writing is a process of exploring one's thoughts and learning from writing activities. in other words, writing is an activity in which thoughts and feelings are expressed in written form. so that it can be understood by readers. these activities can be summarized as writing as a means of communicating indirectly. writing is a very difficult skill for some students. richards & renandya (2002) state that the difficulties lie in finding and compiling ideas using the right choice of vocabulary, sentence and paragraph structures and pouring those ideas into text that readers can understand. richards, hull, & proctor (1990) also stated that writing skills were considered difficult for students learning english as a foreign language. students experience difficulties in writing because they do not have confidence in writing. jarvis (2002) said that most students do not like to write because they feel that if they can't do it right the first time they have to write. students think that they have no ability in grammar, and this becomes one of the obstacles in writing. therefore, students need support and assistance from the teacher to be able to write. because writing can help students analyze, convey, and think critically about what they read. providing feedback can also help students to increase their motivation in writing. according to lewis (2002), the purpose of providing feedback by a teacher is to motivate students. this means that providing feedback is needed by students to improve student writing. winda sari, et. al., 2023 analysis of teacher's feedback on students in writing recount text at senior high school 95 | v o l . 7 , n o . 1 , 2 0 2 3 ( 9 3 1 0 4 ) written feedback to overcome students' difficulties in writing texts, the role of the teacher is very important. teachers can help by providing feedback on student writing. according to wahlström (2014) feedback is detailed information offered by the teacher to students in relation to activities assigned to them learning process. in improving students' writing skills, feedback has a significant impact. therefore the involvement of teachers with students is very important. through giving feedback, students can find out what and how they should improve their writing. providing feedback on student writing will encourage students to improve writing skills. ferris (2002) says that written feedback refers to the teacher's or peer's response to student writing (official or unofficial) whether the writing is still in the form of a draft or the last revision. meanwhile, d. r. ferris, 2012 defines feedback as a correction to grammar. written feedback provided by the teacher is very necessary to improve students' writing skills and to improve their writing skills. a teacher has a very important responsibility and role in the success of his students. applying feedback in the teaching and learning process in class is very important in achieving learning objectives related to the topics discussed at the meeting at that time. teachers should provide feedback to help students improve their writing. reid (1993) says that teacher feedback should assist students in developing their writing skills by communicating feedback that is sufficiently detailed to enable students to act and make changes in their writing. the feedback given can be in the form of teacher comments, orders, and questions. feedback in the form of comments can be done in writing or orally or directly to students. giving feedback is not only done by the teacher but students can also provide feedback which is known as peer-to-peer feedback. there are two types of written feedback, direct and indirect. d. ferris et al., (2012) stated that direct feedback is a feedback approach that provides the correct form of language or the linguistic structure of the target language to assist pupils remedy mistakes. the teacher will correct the incorrect word or vocabulary in the student's writing through direct feedback. the instructor will also provide the correct form of grammar when students write mistakes in their writing. d. ferris (2002, 2003) categorizes direct feedback into four categories, namely deletion, insertion, replacement, and reformulation. deletion means deleting the wrong word in writing or text. insertion, namely placing the correct answer in the wrong writing; replacement is to change the error word to the correct word. while formulation means rewriting the wrong parts of students' writing by giving examples of how they should write correctly. d. ferris & roberts (2001) also stated that direct feedback is giving the correct form in students' writing so that students only need to write down the corrections given by the teacher into the final version of their writing. this means the teacher corrects student writing by giving or telling students the correct answers to student writing. d. ferris (2002, 2003) provides examples of this type of direct feedback in the table below: table 1. immediate feedback winda sari, et. al., 2023 analysis of teacher's feedback on students in writing recount text at senior high school 96 | v o l . 7 , n o . 1 , 2 0 2 3 ( 9 3 1 0 4 ) in the table above, we can see several examples of direct feedback to correct student writing. deleting, is done by giving a stroke in a word that is considered to have an error. inserting is accomplished by placing a word as a complement on top of an incomplete sentence. replacing, is done by replacing the wrong word and writing it in the correct form above the wrong word. while rewritingthis is accomplished by rewriting the proper sentence as a replacement for a sentence that is considered incorrect in an article. on the other hand, ellis (2008a) states that written feedback is divided into six types, including: 1) direct feedback, in which the teacher immediately gives the correct form of the corrected word, 2) indirect feedback, in which the teacher shows errors that appear in writing but do not give the actual form, 3) metalinguistic, namely the teacher gives a kind of metalinguistic instructions about errors in student writing, 4) feedback focus, which is related to whether the teacher attempts to improve all (or the majority of) student errors or selects one or two specific types of faults to be fixed, 5) electronic feedback in which the teacher provides feedback out mistakes made by students in their writing and provides hyperlinks to related files that provide the correct form of use, and 6) reformulation or rewriting, i.e. rewriting the entire student text in order to improve the wording used look like used by native speakers to keep the contents of an original text intact. indirect feedback the second type of written feedback is indirect feedback. according to d. ferris & roberts (2001), indirect feedback is feedback provided by the teacher by simply showing that there is an error without giving the correct form, but letting students identify and correct it themselves. the teacher only gives corrections and students have to revise their writing to be correct. according to d. ferris (2002, 2003), there are three types of indirect feedback; coded indirect feedback, uncoded indirect feedback, and comments. in coded indirect feedback, the teacher only underlines errors in student writing and the teacher writes symbols or codes over writing errors made by students. in non-coded indirect feedback, the teacher simply circles the student's writing or error without placing a symbol over the student's writing error. harmer (2004) says that giving comments is an indirect feedback strategy in which the teacher gives comments on students' writing related to what they have written and what they should write to improve it. this feedback does not provide instructions for students to make corrections but the teacher only provides comments on student writing. table 2 below provides examples of indirect feedback (d. ferris, 2002, 2003). table 2. indirect feedback the teacher delivers a code in coded feedback on top of the errors students write. in the first sentence above, the teacher writes 'ww' (incorrect word),'ss' (incorrect sentence construction), and 'vt' (incorrect verb tense). this means that students make mistakes in a word, mistakes in writing sentence structures, and mistakes in the tenses used but the teacher does not give the correct form to the codes given. students are left to think for themselves to revise their writing in the correct form. in uncoded feedback, or the second winda sari, et. al., 2023 analysis of teacher's feedback on students in writing recount text at senior high school 97 | v o l . 7 , n o . 1 , 2 0 2 3 ( 9 3 1 0 4 ) sentence, the teacher only gives a sign (_) and (^) to a word that is considered to have an error without giving the correct form. students must correct the writing that the teacher has given the signs or codes. recount text in english, understanding a text is very important. this aims to enrich knowledge and help students simplify the process of writing texts. there are various types of texts in english that students must learn, these various types of texts are known as genre-based approaches or genre-based texts. according to halliday & matthiessen (2004) in systemic functional linguistics or systemic functional linguistics, focuses on a genre-based approach to teaching second language writing, endeavors to assist students comprehend their goal of writing, the readers who write the writing, how to write the composition the text (text organization). therefore, each text has a different definition, generic structure, and purpose which helps students to understand and recognize that type of text. martin (1985) states that genre is how things are done and language is used to achieve those things. meanwhile, hyland (2007) states that text groups share the same characteristics and are easy to identify. sideway (quoted from chen & su, 2012) categorizes types of text into 7 types of text: recount, narrative, explanation, information report, method, discussion, and exposition are all forms of exposition. each sort of text has unique characteristics and structures. currently, the genre-based approach (gba) is used in all indonesian schools. according to emilia (2011), a genre-based strategy is one that consists of four steps: 1) knowledge formation, 2) text modeling, 3) text construction, and 4) text independent construction. recount text is one of the texts that students learn in school. from junior high to high school, students study recount text. a recount text is one that reports about events or activities. recount writing typically describes someone's experience. recount text is a sort of text that systematically retells past events with the objective of conveying what happened (anderson & anderson, 1997).the goal of this work is to share or tell readers about prior experiences or to entertain them. according to gerot and wignell (1994), a recount text is one that retells past events in order to enlighten or entertain the reader about what and when it happened. as previously explained that each text has a different text structure and purpose. recount text has three structures: orientation, events, and re-orientation (gerot & wignell, 1994). orientation introduces the reader who is involved in the story, where and when the events occur. events tell about activities or actions that occur chronologically. this means that there is continuity between one event and another in sequence. the last structure is reorientation, which is the closing of the text or the conclusion of a text. in this paragraph, the author can give his opinion on these events. in addition to the text structure, recount text also has linguistic features that must be learned by students. the linguistic elements of recount text are focusing on certain actors, using action verbs, showing the setting of place, time, and using the past tense, and focusing on the time sequence (gerot & wignell, 1994). material and method this study is designed as a qualitative study. the purpose of this study was to determine the type of feedback given by the teacher on students' recall text writing. there are two majors in the eleventh grade of sma tarbiyah islamiyah medan, the science major and the social sciences major. teachers who teach are different for the two majors. this study's sample consisted of eleventh grade pupils from tarbiyah islamiyah medan senior high school, deli serdang regency, majoring in natural sciences and social sciences. this study's participants were 32 senior high school students in class. xi majoring in natural sciences and 32 students majoring in social studies. the number of male students from the science department is 16 and 16 female students. meanwhile, the number of male students from the social sciences department was 15 and 17 female students. the total of all students studied was 64 people. the instrument used in this research is document analysis. analysis of student documents aims to determine the type of feedback given by the teacher in recount texts written by students. to find out the type of feedback given by students, the winda sari, et. al., 2023 analysis of teacher's feedback on students in writing recount text at senior high school 98 | v o l . 7 , n o . 1 , 2 0 2 3 ( 9 3 1 0 4 ) framework developed by d. ferris (2002, 2003) was used to analyze the results of students' writing that had been given feedback by the teacher. table 3. frameworks feris developed feedback types of direct feedback indirect feedback type delete coded insert uncoded replace commentary rewrite results and discussion results after analyzing the written documents of students majoring in science that have been given feedback, it can be stated that the teacher delivers both direct and indirect textual feedback to students when they write. the table below illustrates the specifics of direct and indirect written feedback. the table above shows that the teacher gives two types of written feedback on students' writing, direct and indirect feedback. based on the written feedback, it can be illustrated that teachers in science classes use direct feedback in the form of insertion, substitution, deletion, and reformulation. the teacher gave 22 times of insertion or 19.6% (22/112), 44 times of replacement or 39.2% (44/112), 7 times of deletion or 6.2%, and 5 times of reformulation or 4.4%. the table also shows that most teachers use substitutes in their direct feedback which appears the highest frequency of 39.2% or 44 times in student writing. table 4 also shows that teachers use indirect feedback. the teacher provides indirect feedback in the form without code and comments. referring to the teacher's focus on providing written feedback, teachers often provide feedback that focuses on grammar. in addition to grammar, vocabulary and organization are the focus of the teacher in providing written feedback to students. for more detailed information related to teacher focused written feedback, see the table below. winda sari, et. al., 2023 analysis of teacher's feedback on students in writing recount text at senior high school 99 | v o l . 7 , n o . 1 , 2 0 2 3 ( 9 3 1 0 4 ) table 5 table of teacher focus in providing feedback to science majors written feedback focus amount percentage grammar 83 74% vocabulary 19 17% organization 10 9% total 112 100% based on the table above, the focus of the teacher's written feedback can be seen. focus on grammar is the highest amount that appears in written feedback. 83 of the feedback focused on grammar out of 112 of the written feedback provided by the teacher in student writing. meanwhile, 19 feedback focused on vocabulary and 10 feedback focused on organization were given by the teacher in this science class. after analyzing the writing results of students majoring in social studies who had been given feedback by the teacher, the data showed that the teacher gave indirect feedback more often than direct feedback. this can be seen from the table below. table 6. number of written feedback on ips department written feedback amount percentage(%) immediate feedback: insert (insertion) 4 5% replace (substitution) 6 6% delete (deletion) 3 3% rewriting (reformulation) 1 1% indirect feedback: coded uncoded (uncoded) 39 39.3% commenting (commentary) 14 14% question (question statement) 19 19% instructions 13 13% total 99 100% based on the table above, it can be illustrated that there were 99 written feedbacks consisting of direct and indirect feedback. there is direct feedback 14 times out of 99 feedback given by the teacher. 14 times divided into insertion (4/99), substitution (6/99), deletion (3/99), and reformulation (1/99). in giving indirect feedback, teachers often use uncoded feedback in the form of a circle. the number of uncoded feedbacks was obtained 39 times out of 99 feedbacks. in addition, feedback in the form of comments was given 14 times and in the form of questions in student writing was obtained 13 times out of 99 feedback. the use of indirect feedback in non-coded form is very dominant given by teachers who teach in the social studies department. to find out the focus of the teacher's written feedback, table 7 below shows the detailed aspects of the feedback provided by the teacher in the social studies major class. table 7. winda sari, et. al., 2023 analysis of teacher's feedback on students in writing recount text at senior high school 100 | v o l . 7 , n o . 1 , 2 0 2 3 ( 9 3 1 0 4 ) teacher focus in providing feedback on social sciences majors written feedback focus amount percentage grammar 59 59% vocabulary 5 5% organization 35 36% total 99 100% it can be seen from the table above that teachers who teach in the social studies department focus on grammar and also the organization of recount texts in correcting students' writing. the frequency indicated that there were 59 feedbacks regarding grammar out of 99 written feedbacks given. 35 feedback on correcting text organization and 5 feedback focusing on providing corrections to vocabulary. apart from focusing on grammar, the teacher also focuses on providing corrections to the organization or structure of the recount texts written by students. however, the teacher only made 5 corrections to the vocabulary in the student's writing. discussion based on the data obtained, it was found that there was a tendency for teachers to give feedback on students' writing. since there were two classes analyzed in this study, the researcher found that each teacher used a different type of feedback in providing feedback on students' writing. there are two types of feedback that teachers use in correcting student writing, namely direct and indirect feedback. the difference in the amount of the two types of feedback will be described in detail with the image below. figure 1. the trend of the type of feedback given by the teacher the picture above shows a comparison of the types of feedback given by science majors and social studies teachers. teachers who teach in the science major and teachers who teach in the social sciences department use the same type of feedback: direct and indirect feedback but the frequency or amount is different. teachers who teach in the science department use more direct feedback than indirect feedback. the figure above shows that 70% or 78 of the 112 written feedbacks given by the teacher were direct feedback and 30% or 34 of the 112 feedbacks were indirect feedback. these findings indicate that the highest frequency of feedback used by teachers in the science department in providing feedback is direct feedback. winda sari, et. al., 2023 analysis of teacher's feedback on students in writing recount text at senior high school 101 | v o l . 7 , n o . 1 , 2 0 2 3 ( 9 3 1 0 4 ) according to ellis (2008b) providing direct feedback helps students to understand their mistakes and understand how to correct them in subsequent writing. the same thing was stated by d. ferris (2003) who stated that giving direct feedback gives form or replaces it to the correct form by deleting and inserting the correct form or reformulating sentences in student writing. in contrast, the figure above also shows that teachers who teach in the social studies department more often provide indirect feedback than direct feedback. the figure shows that the feedback given to students' writing as much as 88% or 85 of 99 written feedback is a type of indirect feedback and 12% or 14 of written feedback from 99 feedback given to students' writing is a type of direct feedback. based on the data obtained, these findings indicate that the highest frequency of the type of feedback used in providing feedback to the ips major is the indirect type of feedback. providing this type of indirect feedback will help students find out the mistakes they wrote in their writing and it will encourage students to revise them into the correct form. according to d. r. ferris & hedgcock (2004) indirect feedback has the greatest potential to help students develop proficiency in using a second language and develop students' metalinguistic knowledge. this means that students can think about what they should do to revise their writing properly without the help of their teacher. non-coding feedback has the greatest potential to assist students in developing proficiency in using a second language and helping students improve their metalinguistic knowledge (d. r. ferris & hedgcock, 2004). conclusion the findings from the analysis of student written documents that have been given feedback by the teacher show that teachers, who teach in the science department, when providing corrections to student writing in recount texts, use more types of direct feedback in the form of insertion, deletion, replace (substitution), and rewrite (reformulation). in contrast, teachers who teach in the social studies department often use a type of indirect feedback in the form of providing comments and codes on students' writing when correcting students' writing results in recount texts. acknowledgement in the name of allah, the most gracious, the most merciful, first of all, the writer would like to thank the presence of allah swt, the lord of the worlds and our lord prophet muhammad saw, may peace and blessings be upon him, his family and his followers. i would like to thank the influential lecturer in the academic writing for publication subject, ma'am dr. sholihatul hamidah daulay m. hum, thank you for your patience and contribution in guiding, inspiring and motivating me to complete my research article. may allah always protect him and his family. references anderson, m., & anderson, k. (1997). text types in english. 1. australia: macmillan education australia. chen, y. s., & su, s. w. (2012). a genre-based approach to teaching efl summary writing. elt journal, 66(2), 184–192. https://doi.org/10.1093/elt/ccr061 daulay, sh., (2011). introduction to general linguistics. medan: la-tansa press. daulay, s. h., dewi, u., & pulungan, r. (2022). using digtogloss dictation method to improve students’ skills in writing narrative text. al-ishlah: jurnal pendidikan, 14(2), 1703-1710. https://doi.org/10.1093/elt/ccr061 winda sari, et. al., 2023 analysis of teacher's feedback on students in writing recount text at senior high school 102 | v o l . 7 , n o . 1 , 2 0 2 3 ( 9 3 1 0 4 ) daulay, s. h., damanik, e. s. d., & annisa, n. (2023). student’s difficulties on writing descriptive text. eji (english journal of indragiri): studies in education, literature, and linguistics, 7(1), 54-66. ellis, r. (2008a). a typology of written corrective feedback types. elt journal, 63(2), 97– 107. https://doi. org/10.1093/elt/ccn023. ellis, r. (2008b). principles of instructed language learning asian elf journal, 1(1), 1–16. emilia, e. (2011). pendekatan genre based dalam pengajaran b inggris. bandung: rizqi press. ferris, d. (2002). treatment of error in second language student writing. ann arbor, mi: university of michigan press. ferris, d. (2003). response to student writing : implications for second language students. mahwah, new jersey: lawrence erlbaum associates. ferris, d., hyland, k., hyland, f., ferris, d., hyland, k., & hyland, f. (2012). does error feedback help student writers? new evidence on the shortand long-term effects of written error correction. in feedback in second language writing (pp. 81–104). https://doi.org/10.1017/cbo9781139524742.007 ferris, d. r. (2012). written corrective feedback in second language acquisition and writing studies. language teaching, 45(4), 446–459. https://doi.org/10.1017/s0261444812000250. ferris, d. r., & hedgcock, j. s. (2004). teaching esl composition: purpose, process, and practice. in teaching esl composition: purpose, process, and practice: second edition. https://doi.org/10.4324/9781410611505. ferris, d., & roberts, b. (2001). error feedback in l2 writing classes how explicit does it need to be? journal of second language writing, 10(3), 161–184. https://doi.org/10.1016/s1060-3743(01)00039-x gerot, l., & wignell, p. (1994). making sense of functional grammar. retrieved from https://books.google.co.id/ books/about/making_sense_of_functional_grammar.html?id=rlrdnqeacaaj halliday, m., & matthiessen, c. (2004). an introduction to functional grammar. (third). london: routledge. harmer, j. (2004). how to teach writing: written. retrieved from https://www.amazon.co.uk/how-teach-writingpublisherpaperback/dp/b00sluofru. harmer, j. (2007). the practice of english language teaching (fourth). retrieved from https://www. bookdepository.com/practice-english-language-teaching-4th-editionbook-dvd-pack-jeremyharmer/9781405853118. hyland, k. (2007). genre pedagogy: language, literacy and l2 writing instruction. journal of second language writing, 16(3), 148–164. https://doi.org/10.1016/j.jslw.2007.07.005 jalaluddin, i., md. yunus, m., & yamat, h. (2011). improving malaysian rural learners’ writing skill: a case study. procedia social and behavioral sciences, 15, 1845–1851. https://doi.org/10.1016/j.sbspro.2011.04.013 jarvis, d. j. (2002). the process writing method. the internet tesl journal, 8(7), 1–10. retrieved from http:// iteslj.org/techniques/jarvis-writing.html. lewis, m. (2002). giving feedback in language classes. the university of auckland : seameo regional language centre. martin, j. r. (1985). language, register and genre. children writing: reader, 1(1), 984. nunan, d. (2003). practical english language teaching. new york: mcgrawhill/contemporary. poudel, a. p. (2018). academic writing: coherence and cohesion in paragraph. 1(1), 1–10. retrieved from https://www.researchgate.net/publication/322537095_academic_writing_coherence_a nd_cohesion_in_ paragraph. reid, j. m. (1993). teaching esl writing. retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=cat03043a&an=bupn.001726 98&site=eds-live https://doi.org/10.1017/cbo9781139524742.007 https://doi.org/10.1017/s0261444812000250 https://doi.org/10.4324/9781410611505 https://doi.org/10.1016/s1060-3743(01)00039-x https://books.google.co.id/ http://www.amazon.co.uk/how-teach-writinghttp://www.amazon.co.uk/how-teach-writinghttp://www/ https://doi.org/10.1016/j.jslw.2007.07.005 http://www.researchgate.net/publication/322537095_academic_writing_coherence_and_cohesion_in_ http://www.researchgate.net/publication/322537095_academic_writing_coherence_and_cohesion_in_ http://search.ebscohost.com/login.aspx?direct=true&db=cat03043a&an=bupn.00172698&site=eds-live http://search.ebscohost.com/login.aspx?direct=true&db=cat03043a&an=bupn.00172698&site=eds-live winda sari, et. al., 2023 analysis of teacher's feedback on students in writing recount text at senior high school 103 | v o l . 7 , n o . 1 , 2 0 2 3 ( 9 3 1 0 4 ) richards, j. c., hull, j. c., & proctor, s. (1990). the language teaching matrix. in the language teaching matrix (fourth). https://doi.org/10.1017/cbo9780511667152. richards, j. c., & renandya, w. a. (2002). methodology in language teaching : an anthology of current practice (second). england: cambridge university press. suryani, i., & daulay, s. h. (2022). students’ perceptions on writing activities by using padlet application. the proceedings of english language teaching, literature, and translation (eltlt), 11(1), 175–188. retrieved from https://proceeding.unnes.ac.id/index.php/eltlt2021/article/view/1658. https://doi.org/10.1017/cbo9780511667152 https://proceeding.unnes.ac.id/index.php/eltlt2021/article/view/1658 winda sari, et. al., 2023 analysis of teacher's feedback on students in writing recount text at senior high school 104 | v o l . 7 , n o . 1 , 2 0 2 3 ( 9 3 1 0 4 ) ----------empty page--------- english franca academic journal of english language and education doi:10.29240/ef.v621.5242 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 7, no 2, 2023, page 337-344 article info: http://journal.iaincurup.ac.id/index.php/english received 24 april 2023; received in revised form 10 july 2023; accepted 24 august 2023, avalaible online 30 november 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open access article under the cc by-sa license copyright (c) 2023 author the use of the story telling method to improve student speaking ability yasmika baihaqi1, ian harum prasasti2, ladyana alvin as3 ¹ universitas muhammadiyah metro indonesia 2 stmik kalirejo lampung 3 universitas muhammadiyah metro indonesia corresponding email: yasmikabaihaqi@gmail.com to cite this article author (2023) “the use of the story telling method to improve student speaking ability”: baihaqi, y., prasasti, i., & as, l. (2023). the use of the story telling method to improve student speaking ability to senior high school 5 metro. english franca : academic journal of english language and education, 7(2). doi:http://dx.doi.org/10.29240/ef.v7i2.8486 introduction speaking is a skill that may be used to effectively communicate thoughts and sentiments to a wide audience as well as directly foster social interactions, claim dionar & adnan (2018). it implies that by being proficient in speaking, we can interact vocally with a wide range of individuals in our daily lives. speaking is one of the four key talents that students should develop, according to fauziah (2019). students in higher education are expected to be able to speak english fluently. they should be able to master all aspects of speaking, including pronunciation, grammar, vocabulary, fluency, and comprehensibility. according to maulidar et al. (2019), a strong teaching style throughout the learning process may determine whether or not a teacher is effective in accomplishing the learning target. anggraeni et al. (2020) assert that a teacher's inventive tactics and selection of materials can enhance their students' comprehension of the content being taught. the teaching tactics employed by the teacher might have an impact on the students' proficiency in english, particularly in speaking. according to sherine et al. (2020), the main obstacles faced by efl students are the small number of speaking lessons available and the dearth of resources. some other of the problems experienced by student are: 1) students are often apprehensive and perplexed about their desire to communicate in english. 2) students’ lack the motivation to speak english as a result of a lack of vocabulary, grammatical patterns, and speaking practice. 3) kids continue to make common errors while pronouncing english words. 4) they have issues with intonation, abstract. this study aims to find evidence of the method learning storytelling can improve students speaking ability at sman 5 metro. a total of 59 students were included in the study. this research used a quasi-experimental methodology. data analysis revealed that the post-test mean score was greater than the pre-test mean score (54.06 > 44.27). the results of the analysis show that the t value obtained is greater than the t table (17,067 > 2,048), and the second data shows that the t-test value obtained is greater than the t-table (3,269 > 2.021), so it can be concluded that learning to speak using storytelling in the even semester of class xi sman 5 metro can improve abilities. therefore, the alternative hypothesis (ha) is accepted and the null hypothesis (ho) is rejected. this means that the use of story-telling provides an improvement in students' speaking. keywords: story telling, speaking ability, senior high school file:///c:/users/user/downloads/cccccc http://journal.iaincurup.ac.id/index.php/english/index https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:yasmikabaihaqi@gmail.com http://dx.doi.org/10.29240/ef.v7i2.8486 yasmika baihaqi, et. al., 2023 the use of the story telling method to improve student speaking ability 336 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 3 5 3 4 2 ) emphasis, and other factors. to solve this problem, the teacher should give more opportunity encourage students to speak english in class and show that they can do so. when someone speaks fluently, there are few to no pauses in their speech (marilyn & harcourt, 2019). however, among the speaking skills in efl, fluency is one of the hardest to achieve (briesmaster & molina, 2017). through reporting, the storytelling technique seeks to strengthen children's values and communication abilities (syafii et al., 2021). according to safdarian in zuhriyah (2017), storytelling is the students' approach of remembering tales in a new word structure after the teacher has told them. this is because children are very imitative (ehrlich et al., 2020). the approach of investigating the storytelling of the life session can enhance learning results, raise public awareness of particular concepts, and inspire and motivate people to feel confident in their ability to learn and form sound educational beliefs (edel roddy et al., 2020). for the reason above, the writer wants to prove how storytelling techniques can enhance students' speaking ability. so, the writer is interested in conducting research entitled: “the using of the story telling method to improve student speaking ability to senior high school 5 metro academic year 2021/2022”. the following research question led this study in order to achieve these objectives: 1. can the storytelling method improve speaking ability in the eleventh grade of senior high school 5 metro? 2. how significant is the use of the storytelling method of speaking ability for eleventhgrade high school students? theoretical framework speaking is the most crucial of the four skills in situations when the language is a second or foreign language. on the other hand, students find it extremely challenging to properly converse in english with others in indonesia. students typically have to or are required to communicate in english, but they are unable to do the work effectively for a variety of reasons, including anxiety or emotion, shyness, or a lack of proficiency in the language. the researcher believes that repeating the narrative again made the speaking exercise more enjoyable and appealing. she thinks that by using the tale-retelling technique, the students were initially stimulated to understand the story, which increased their motivation to speak english freely. additionally, it makes learning enjoyable for the kids. the researcher describes the figure of the frame of thinking as follows: figure 1. variable of research note: x = independent variable y = dependent variable = influence speaking (y) storytelling (x) yasmika baihaqi, et. al., 2023 the use of the story telling method to improve student speaking ability 337 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 3 5 3 4 2 ) material and method the research methodology utilized in this study according to arikunto (2020), a research design is a program or plan created by the researcher as the completed activity aim. because the data in this study is in the form of statistical and numerical analysis, quantitative research was applied. experimental research is a part of it. the researcher employed quasiexperimental design as her method of experimentation. quasi-experimental research, according to sugiyono (2020), is study that mimics an actual experiment. the researcher employed two variables in this study: speaking as the dependent variable (y) and storytelling as the independent variable (x) respectively. a study variable, according to sugiyono (2020), is a natural trait or value of a person, item, or activity that has a specific variation that is applied to it to be investigated and conclusions derived (sugiyono, 2020). the population of this research included all eleventh graders from sman 5 metro, namely class xi ipa, which comprised of four classrooms with a total of 142 students. the controlled group consisted of 29 students from xi mipa 2 while the experimental group consisted of 29 students from xi mipa 3. the researcher, who employed a test as the instrument in this study, chose the experimental group and the control group at random. the pre-test and post-test are used by the researcher to gather data. creswell and co. the pre-test assesses some of the characteristics or attributes used to evaluate participants in an experiment before to treatment (creswell, 2018). according to creswell (2018), a post-test is a measure of some feature or attribute that is checked for trial participants after treatment. the data was collected by the researcher via testing. there are many processes involved in gathering data for this research. it includes a pretest and a post-test. a twoquestion pre-test was administered to both the experimental and control groups. following the completion of the pre-test, the researcher gave the students treatment. the purpose of treatment is to enhance students' speaking ability. researchers use a variety of narrative texts as a therapeutic medium. the post test will be the same as the pre test. the experimental and control groups were given a post-test with a total of two questions, and each student improved significantly following treatment. the researcher used spss statistics 25 to calculate the data and employed the t-test for data analysis to assess whether the storytelling method improved students' speaking abilities. results and discussion result data description includes information on students' storytelling and non-storytelling speaking skill scores. this information was taken from the preand post-tests. experiment and control group pre-test results are shown in the following table: table 1. the result of pre-test in experiment and control group data description score experimental control number of cases 29 29 mean 44.2759 41.5172 std. deviation 11.05472 6.36183 range 48.00 24.00 minimum 20.00 32.00 maximum 68.00 56.00 yasmika baihaqi, et. al., 2023 the use of the story telling method to improve student speaking ability 338 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 3 5 3 4 2 ) data description includes information on students' storytelling and non-storytelling speaking skill scores. this information was taken from the preand post-tests. experiment and control group pre-test results are shown in the following table: table 2. data description data description score experimental control number of cases 29 29 mean 45.6552 54.0690 std. deviation 11.63822 7.53056 range 52.00 28.00 minimum 20.00 44.00 maximum 72.00 72.00 although the control group's post-test scores are lower than those of the experimental group. because of the huge disparity in average, the experimental group outperformed the control group. testing hypotheses is covered in the section that follows. the data must pass the normalcy and homogeneity tests before the t-test can be used to examine them in this hypothesis testing phase. while anova is used in the homogeneity test, spss is used for the normalcy test, which involves evaluating the normality test and the chi-square calculation. for the preliminary hypothesis testing the researcher aims to determine whether there is an improvement in the narrative technique for teaching speaking skills to sma negeri 5 metro class xi students. table 3. the results of the first hypothesis testing paired differences df sig. mean std. deviation std. error mean 95% confidence interval of the difference t lower upper pair 1 pretestexp posttestexp -12.551 3.960 0.735 14.058 11.045 -17.067 28 .000 table 3 shows that at a significance level of 0.05, the calculated t-value (17.067) is more than the critical t-table value (2.048), but it is less than 0.05 (see appendix). taking a storytelling class during the second half of eleventh grade at 5 metro state senior high school may have a positive effect on students' abilities. therefore, we accept ha, the alternative hypothesis. the second hypothesis demonstrates that there is a substantial difference in students' speaking ability before to and after being taught utilizing storytelling among eleventh-grade students at an even semester 5 metro public high school. table 4. the results of the second hypothesis testing levene's test for equality of t-test for equality of means yasmika baihaqi, et. al., 2023 the use of the story telling method to improve student speaking ability 339 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 3 5 3 4 2 ) variance s f sig. t df sig. mean differe nce std. error differe nce 95% confidence interval of the difference lower upper post-test equal variances assumed 7.163 .01 0 3.26 9 56 .002 8.4137 9 2.5741 3 3.2572 0 13.57 039 equal variance not assumed 3.26 9 47 .9 49 .002 8.4137 9 2.5741 3 3.2380 2 13.58 956 the table indicates that the computed t value (3.269) is more than the t table (2.021) and has a significance threshold of 0.05, hence the significance (0.02) is less than 0.05 and the hypothesis is accepted. as a result, learning to communicate via narrative for eleventh graders in the even semester of 5 metro public high school is crucial. as a result, the alternative hypothesis (ha) is accepted, whereas the null hypothesis (ho) is rejected. discussion one of the most crucial abilities in learning english is speaking. speaking is the capacity to apply linguistics knowledge to real-world communication, where students apply this ability in their day-to-day activities. it takes more than one person to communicate with in order to make a conversation; it is not only a matter of sending messages to other people. when people communicate, they put thoughts into words; convey their perceptions, emotions, and intentions, and help listeners understand what they are saying. one of the most crucial elements in the development of other english language abilities is speaking. speaking can both be the basis for and the end of speaking. for instance, understanding different tenses will help you ensure that, when you speak, your vocabulary and grammar are correct. similarly, when you listen to english being spoken aloud or while engaging in listening exercises, the other person can repeat what they have said. a fantastic technique for assisting students in honing their speaking abilities is storytelling. the lack of visual signals during storytelling aids a child's ability to visualize and comprehend the narrative. they develop their speaking abilities to a whole new level as they start to tell stories; they become more purposeful, articulate, and considerate of their listeners. additionally, they learn to listen intently to one another when working in small groups. responses from the students about using storytelling to practice in speaking. when questioned about the impact that narrative plays in improving their english-speaking abilities, students typically gave positive answers. according to the study, telling stories to students improved their understanding and retention of the material. all things considered, it is evident that the pupils were motivated, captivated, and enthusiastic about the storytelling method of teaching english. while the majority of students expressed satisfaction with the lesson when the method was applied, others found it difficult since they thought creating stories would require them to learn all of the words, be familiar with every aspect of story construction, and comprehend linguistic quirks. furthermore, they kept attempting to converse in english while incorporating bahasa indonesia. the use of storytelling to improve students' speaking ability is a previous study that the results of this study relate to. the findings demonstrated that using storytelling to teach speaking might encourage students to communicate in english, regardless of how poorly their language skills were, and to express their views freely. (zaid & sarjiyati, 2019). based on the study's findings, students' speaking abilities were significantly enhanced when they learned english through the narrative approach. the first hypothesis test yasmika baihaqi, et. al., 2023 the use of the story telling method to improve student speaking ability 340 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 3 5 3 4 2 ) demonstrated that the experimental class's outcomes exceeded those of the control group. using the storytelling method can help students become more proficient speakers for a number of reasons, such as: first, the use of the storytelling method has a more positive influence on students, as a fun medium and can attract students' attention to learning english. second, it helps increase students' interest in learning to speak by expressing and developing their imagination about a story and expressing it verbally. students also gain knowledge in speaking, such as they get a lot of new vocabulary, and how to pronounce it properly and correctly. then lastly, in learning english storytelling discusses students' daily lives, their big day stories, and students’ unforgettable experiences, so learning is fresher and more fun than before, because besides that, students are also required to be creative. teachers may accomplish their aims in the classroom by using a variety of tactics, say saragih et al. (2019). according to sari and zainil (2020), for learning to be effective and efficient, it is necessary for teachers as well as students to do their jobs properly. the goal of instruction is clear: for students to learn, teachers must provide them with suitable techniques, and students must respond correctly. conclusion the researchers concluded in this part that there was a difference in the students' speaking abilities before and after treatment, as well as an improvement in the students' speaking abilities following the intervention. the researcher discovered that students benefited from applying the story-telling strategy. first, kids' capacity for self-expression can be enhanced through storytelling. it inspires people to express their ideas, feelings, and thoughts. secondly, narrating stories serves as a foundation for further intellectual pursuits. learning becomes easier and more natural as a result, which is an excellent method to get kids ready for school. third, students get the ability to focus and actively listen to others when they are told stories. as they listen to others speak, they develop greater patience. additionally, it helps them realize how different everyone's opinions are and opens their eyes to what other people are thinking. results from the data analysis and the preceding chapter's explanation led the researchers to the conclusion that the students' speaking abilities differed before and after therapy. this is evident from the students' capacity to communicate before to therapy. for the first hypothesis, the t value produced is more than the t table (17.067>2.048), indicating that there is an improvement in storytelling approach in teaching speaking ability for eleventh graders of sman 5 metro, indicating that ha (hypothesis alternative) was accepted. the second hypothesis demonstrates that the t table value obtained is greater than the t table (3.269>2.021), indicating that there is a significant of using storytelling method in teaching speaking ability for eleventh-grade high school students, indicating that ha (hypothesis alternative) was accepted. according to the findings of this study, the usage of the storytelling approach may increase students' speaking ability. suggestions for teachers include using this storytelling method as one way to teach english, particularly speaking ability. because this strategy may help students be more creative and have more fun while learning the language. acknowledgement the author would like to thank everyone that helped him in the process of sharing this study tool. especially to principals, teachers and students of sman 5 metro. references adnan zaid, sri sarjiyati, (2019). proceeding of the 2nd icollit (international conference on language, literature and teaching) anggraeni, w., . w., & assafary, a. f. (2020). teachers’ strategies in teaching speaking skills at sman 1 palopo. foster journal of english language teaching and learning. yasmika baihaqi, et. al., 2023 the use of the story telling method to improve student speaking ability 341 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 3 5 3 4 2 ) arikunto suharsimi. 2020. prosedur penelitian; suatu pendekatan praktek, jakarta: rineka cipta briesmaster, m., & molina, m. b. (2017). the use of the 3/2/1 technique to foster students’ speaking fluency. retrieved from: https://digitalcommons.nl.edu/ie/vol9/iss2/8. inquiry in education: 9 (2) creswell, john w & j. david creswell. 2018. research design qualitative, quantitative, and mixed methods approaches fifth edition. sage publications, inc edel roddy, tamsin macbride, annette coburn, a. j.-w. and b. d. (2020). moving stories: exploring the life session storytelling method as a way of enhancing innovative, generative outcomes in practice. international practice development journal, 11(1), 356-378. https://doi.org/10.4324/9780203933428-16 ehrlich, d. m., ehrlich, j. a., & haberyan, a. (2020). storytelling in a first-year seminar. insight: a journal of scholarly teaching, 15(1), 105-121. https://doi.org/10.46504/15202006eh fauzia, f. s. (2019). performance in public speaking class at english language education department, islamic university of indonesia. 1–19. marilyn, u., & harcourt, p. (2019). international multi-disciplinary journal, ethiopia issn 1994–9057 (print) issn 2070-0083 (online) https://dx.doi.org/10.4314/afrrev.v13i3.12teacher ’ s voice quality and teaching effectiveness, 13(55), 141–148. maulidar, k., gani, s. a., & samad, i. a. (2019). teacher’s strategy in teaching speaking for cadets. english education journal, 10(1), 80–94. sari, c. r., & zainil, y. (2020). teachers’ strategies in teaching speaking english at sman 15 padang. journal of english language teaching, 9, 733–739. https://doi.org/10.24036/jelt.v9i4.1103 35 saragih, e., nauli, a., simbolon, r. s. d., l.tobing, g. p., nababan, r. o., & hutagalung, n. t. (2019). english teachers’ strategies in teaching conversation materials at high school level in medan. jurnal edutech, 5. sherine, a., et al. (2020). improving second language speaking and pronunciation through smartphones. https://doi.org/10.3991/ijim.v14i11.13891. 14 (11). sugiyono, 2020. metode penelitian kualitatif. bandung: alfabeta. zuhriyah, m. (2017). storytelling to improve students' speaking skill. english education: jurnal tadris bahasa inggris, 10(1), 119-134. doi: 10.24042/ee-jtbi.v10i1.879 https://doi.org/10.4324/9780203933428-16 https://doi.org/10.46504/15202006eh https://doi.org/10.24036/jelt.v9i4.1103%2035 yasmika baihaqi, et. al., 2023 the use of the story telling method to improve student speaking ability 342 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 3 5 3 4 2 ) empty page english franca academic journal of english language and education doi:10.29240/ef.v8i1%20may http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 8, no 1, 2024, page 179-190 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2023; received in revised form 10 february 2024; accepted 24 april 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license pronunciation errors in speaking committed by non-majoring english students: causes and solution julia rizki¹, sofyan a. gani², asnawi³, saiful marhaban 4 1 2 3 4 universitas syiah kuala, banda aceh, indonesia corresponding email: juliarizkiriad@gmail.com to cite this article: rizki, j., a. gani, s., & marhaban, s. (2024). pronunciation errors in speaking committed by nonmajoring english students: causes and solution. english franca : academic journal of english language and education, 8(1 may), 179-190. doi: http://dx.doi.org/10.29240/ef.v8i1 may.9513 introduction in mastering the target language, a learner may cope with difficulty. language learners from nations where english is spoken as a foreign language, according to ballard and clanchy (as cited in abukhadrah, 2015), struggle with word choice, pronunciation, oral production, and comprehension. oral production refers to speaking skill that needs spontaneity in a real-time situation. speaking is more difficult for many people to learn a new language than listening, reading, and writing for two reasons, according to nunan (2003, p. 48). at first, the interlocutor needs to respond as soon as their conversation partners have concluded. next, they are unable to edit their spoken words, unlike when they write. therefore, those difficulties probably cause errors for efl learners in speaking proficiency. in the teaching and learning process, an error is regarded to be useful for both teachers and students to overcome learning problems. as stated by keshavarz (2012, pp 57-58), errors can be perceived as a sign that a language is being learned. examining pupils’ errors can reveal information about their proficiency in the target language. we can set up an explanation of the linguistic elements that cause the errors made by the students. moreover, khansir (2012) explains that by examining students’ errors, teachers can become aware of the challenges that students are facing and provide the right support for them as they learn. as a result, the instructor can concentrate on the learning issues of the learners. considering what the researcher discovered in the classroom during the teaching and learning process, the efl students at international tourism college (itc) made errors abstract. errors produced by students while studying english as a foreign language might reveal their level of difficulty and serve as the foundation for developing an effective teaching and learning method. therefore, this study aimed to find out the causes of pronunciation errors in speaking skills committed by efl learners and discover the solutions for both students and teachers. it focused on analyzing the causes of pronunciation errors using a diagnosis proposed by carl james. the method used in this study was a case study. the researcher used purposive sampling in which the sample was chosen for a specific purpose. twenty non-majoring english students from international tourism college got involved as the subject of this research. the data were collected from documentation of speaking diagnostic test results and interviewing the participants based on the test results. the findings reported that there were three causes of pronunciation errors, namely interlingual, intralingual, and communication strategy-based errors. it is advised that in order to address this issue, educators and students work together to increase motivation among students to speak the target language more frequently in all contexts. as a result, this error analysis can be used as a guide when creating a speaking learning plan. keywords: non-majoring english students, pronunciation and grammatical errors, speaking skills. mailto:juliarizkiriad@gmail.com http://dx.doi.org/10.29240/ef.v8i1%20may.9513 rizki, et al., 2024 pronunciation errors in speaking committed by non-majoring english students: causes and solution 180 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 7 9 1 9 0 ) with their speaking abilities. initially, when they were performing in front of the class, they struggled to create the proper sentences. they were conversing in the wrong tenses. in several cases, the teacher rectified the students' errors right away by repeating their words using the correct syntax and pronunciation; in other cases, the corrections were made after the fact. pronunciation is the next issue, which incorporates intonation. sometimes, they had trouble pronouncing some words. they mispronounce words even when they are familiar with them. as a result, such errors may impair the students' speaking abilities. we must pinpoint the errors that students make to more effectively customize the learning process to meet their needs and assist them in overcoming their speaking difficulties. we can determine the reasons behind the speaking errors made by the students by classifying the errors according to their type and cause. therefore, to support their language development, we must examine their errors by identifying the type and source of the problems. ramasari (2017) did a previous study that examined and described the pronunciation errors caused by 37 indonesian first-semester students in the teacher education program during their speaking. by selecting a topic that had been covered in class for five to ten minutes, the students were asked to record their speaking abilities. the idea of richard and corder was applied in the study to classify errors. the results demonstrate that interference, intralingual, and developmental errors are the main causes of errors made by students. to categorize and identify the pronunciation errors made by two groups of fifty saudi students, ababneh (2018) carried out a study. students majoring in english make up the first group, while students majoring in other subjects make up the second. the results demonstrate that the students from two distinct groups made comparable errors. they struggled with vowel sounds and had trouble pronouncing consonants. the source of pronunciation errors might be the student's first language. al-tamari (2019) categorized the errors found in his study using the error categorization scheme put forward by dulay and burt. the results show that interlanguage errors lead to speech errors, but intralingual errors account for the majority of grammatical errors. regarding the researcher's observations, no research has been done in aceh, indonesia, on the causes of errors based on james's (2013) classification. heydari & bagheri (2012) state that certain experts in the field of second language learning have demonstrated inaccuracies in taxonomies. carl james then developed the most recent error taxonomy in 1998. for these reasons, the researcher planned to employ carl james' error classification to carry out a study looking into the causes and remedies of pronunciation problems made by non-majoring english students. theoretical framework error analysis (ea) throughout the language learning process, errors made by students are expected in order to enhance the quality of instruction and learning. as to corder (as referenced in ts, 2020), an error pertains to the consistent mistakes made by language learners that reveal details about their progress in acquiring the target language. he went on to say that the mistakes show what the student has learned about the linguistic system over the course. furthermore, an error is not the same as a mistake, which can also happen throughout the learning process. in language learning, james (2013, p. 78) has distinguished between mistake and error. while a mistake can be self-rectified, an error is an example of a language that has purposefully or inadvertently diverged and cannot be corrected by the student. additionally, brown (2007, pp. 257-258) distinguishes between mistake and error. a mistake is defined as a performance error resulting from an unanticipated source or slip. errors are common among both english language learners and native speakers. this means that an error is a measurable departure that indicates the level of language competency of the learners, but a mistake cannot accurately represent a recognized system. rizki, et al., 2024 pronunciation errors in speaking committed by non-majoring english students: causes and solution 181 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 7 9 1 9 0 ) the examination of learners' challenges in understanding the target language is called error analysis (ea). an area of applied linguistics is error analysis, as james (2013, pp. 1-2) described. determining the frequency, kind, causes, and consequences of unsuccessful language use is known as error analysis (ea). according to brown (2007, p. 259), ea is the study of errors made by students, which may be viewed, analyzed, and classified to show the linguistic systems of the students. furthermore, error analysis (ea) is defined by ellis and barkhuizen (2009, p. 51) as a set of procedures for identifying, describing, and explaining the mistakes committed by pupils. al-khresheh (2016) asserts that ea is an appropriate methodology for examining the errors made by language learners since it can help determine the root cause of an error and its appropriate treatment. the "father" of ea, pit corder, explains that ea has two objects, i.e. theoretical and applied. the theoretical object is used to explain what and how a learner studies a second or foreign language. then, the applied object is used to allow the learner to study more appropriately by utilizing our knowledge of the learner’s dialect for educational purposes (abisamra, 2003). ea contributes to a pedagogy of second language acquisition from a theoretical aspect and an applied one. thus, the result of analyzing the learners' errors is hoped to be useful for the teaching and learning process. according to yang (2010 as cited in merizawati, 2018), there are three levels of errors in second language acquisition, as follows: 1. misspellings at this level, yang divided into four types of misspelling: punctuation errors, typographic errors, dyslexic errors, and confusables. in punctuation errors, the learners make errors in exclamation, closing inverted commas, capitals, commas between an antecedent and a restrictive relative clause, and colons. in typographic errors, the learners make typos when writing. in dyslexic errors, the learners feel uncertain in selecting the words that have the same sound or similar spellings. in confusables, the learners get confused with similar-sounding morphemes and words. 2. lexical errors this level is divided into formal errors and semantic errors. in formal errors, the learners make errors in misselection, misformation, and distortions. in semantic errors, the learners make errors due to confusion of sense relations and collocational errors. 3. pragmatic errors (pragmalinguistic deviations) in pragmatic errors, the learners make errors when the speaker encodes the message inappropriately. moreover, there are some improper sources, such as taboo, value and power, and social distance. the causes of pronunciation error there are various causes of errors in ea, and different specialists have different theories about where the errors come from. according to brown (2007, pp. 263-266), there are four categories of sources of errors: communication techniques, the environment of learning, intralingual transfer, and interlingual transfer. the diagnosis of the error caused by james (2013, pp. 178–200), who categorizes the errors into: 1. interlingual errors the native language has an impact on these kinds of errors, which affects the acquisition of the target language. another name for it is "mother-tongue influence." the learners' mother tongue does not pronounce it with the same symbol. as a result, students might write the word in the same way as they would in their native tongue (subandowo, 2017). 2. intralingual errors these errors, which include misleading analogies, misanalysis, insufficient rule application, taking advantage of redundancy, ignoring co-occurrence limits, rizki, et al., 2024 pronunciation errors in speaking committed by non-majoring english students: causes and solution 182 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 7 9 1 9 0 ) hypercorrection or monitor overuse, overgeneralization, and system simplification, are all produced by the target language itself. learners of language are not proficient in phonetics and pronunciation (sembiring & fiber, 2016). 3. communication strategy-based errors these errors are separated into two categories: analytic strategies, or circumlocution, and holistic strategies, or approximation. when employing a holistic approach, students can approximate when speaking the target language; for example, if they can say x, they can also say y. in order to refer to the intention, students use the analytical technique to determine the referent's criterion attribute. 4. induced error each of these errors happen when teachers give students the wrong definitions, examples, and explanations; occasionally, they may happen when students fail to comprehend what the teacher is attempting to teach them. stated differently, the following factors contribute mostly to errors during the teaching and learning process: mistakes caused by materials, mistakes caused by teacher speak, mistakes caused by exercises, mistakes caused by pedagogical priorities, and mistakes produced by look-ups. previous study a group of advanced-level students of english made numerous errors in all the foregoing categories, such as pronunciation and grammar (hojati, 2013). errors can be committed not only by advanced learners but also by beginners. thus, there are several previous studies conducted by some researchers on learners' errors in speaking. al-tamari's (2019) study attempts to categorize speaking errors and clarify errors produced by arabian pupils. the researcher groups the errors found by applying the error classification scheme put forth by dulay and burt. according to the study's findings, interlanguage errors lead to pronunciation errors, but intralingual errors are mostly responsible for grammatical errors. to categorize and identify the pronunciation errors made by two groups of fifty saudi students, ababneh (2018) carried out a study. students majoring in english make up the first group, while students majoring in other subjects make up the second. in this study, which combined quantitative and qualitative methods, students were asked to pronounce written words. the results demonstrate that the pupils struggled with vowel sounds and consonant sounds that were absent. overall, there were similarities between the pronunciation problems made by the students in the two groups, suggesting that the students' native language could be the cause. fitriani and zulkarnain (2019) conducted another study intending to identify the typical speech errors and learning experiences of vocational college students in banda aceh. in addition to recording the students' speaking performances, this qualitative-quantitative study also distributed questionnaires. according to the survey, grammar, and pronunciation errors are most frequently made when speaking. grammatical errors include language tenses and plural morphemes, whilst pronunciation errors range from vowel to consonant production. in this regard, the students agreed that they occasionally made errors in grammar despite their efforts to speak english correctly. materials and method this study uses a qualitative descriptive design. at the international tourism college (itc) in banda aceh, indonesia, efl learners frequently make pronunciation mistakes. the researchers discovered and characterized the reasons of these problems and developed a strategy that both students and teachers can use to correct them. carl james' error classification was used by the researchers to analyze the errors. to gather specifics, the researcher employed a case study that concentrated on a single entity, like an individual, a group, or a community. a case study is a particular model louis et al. (2018) that can be rizki, et al., 2024 pronunciation errors in speaking committed by non-majoring english students: causes and solution 183 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 7 9 1 9 0 ) used to report on in order to explain a general concept. because the researcher watches the influence in a natural situation during the study, a case study can also demonstrate cause and effect. next, rather than using numbers to explain the data to be conveyed, words were used. twenty students, ages 18 to 22, were the study's subjects; twelve of them were female and eight were male. purposive sampling was utilized in this study, meaning that the sample was chosen with a specific goal in mind—that is, the learners had completed an itc general english course. itc is a professional training center that gets aspiring business owners and prospects for employment ready. the hotel, web programming, and airline programs are managed by this college. to gather data for this study, speaking diagnostic test result document and an indepth interview were utilized. using an interview guide, the researchers devised five questions to elucidate the errors made by the students based on the speaking diagnostic test findings documents. al-tamari's (2019) questions regarding the comments from the students were adapted and modified to form the interview guide. a list of pertinent questions for every participant is provided in the interview guide (patton, 2002, p. 343). semistructured interviews are the type employed in this study. according to dörnyei (2007, p. 136), semi-structured interviews are frequently employed in applied linguistics research. although the structure is open-ended, this kind of interview adheres to the planned questions or interview guide. because of this, intriguing topics may arise throughout the semistructured interview depending on the participants' answers. the researcher used an interview guide to conduct in-person interviews with the students and recorded their responses after reviewing the test results from the document and determining the reasons for any errors. by inquiring about the students' learning techniques, motivation, and challenges with learning the target language, this interview helped to clarify the errors made by the students. results and discussion results in order to determine the reasons behind the pronunciation problems, the researcher in this study examined the speaking diagnostic test result document. interviewing the participants helped to improve the data by identifying strategies for teachers and students to address pronunciation issues. the causes of pronunciation error an interlingual error impacted by the learners' mother tongue is the initial source of the error. the researcher contrasted the errors made by the learners with their native indonesian language. table 1. interlingual error in pronunciation word correct pronunciation learners’ error contrast around breakfast last mount think /əˈraʊnd/ /ˈbrekfəst/ /læst/ /maʊnt/ /θɪŋk/ /əron/ /brikfəs/ /les/ /mon/ /ting/ no final sound think bath teeth something /θɪŋk/ /bæθ/ /tiːθ/ /ˈsʌmθɪŋ/ /ting/ /bet/ /tit/ /samtɪng/ [θ] → [t] motivation university /ˌməʊtɪˈveɪʃn/ /ˌjuːnɪˈvɜːrsəti/ /motifasyen/ /unifersiti/ [v] → [f] rizki, et al., 2024 pronunciation errors in speaking committed by non-majoring english students: causes and solution 184 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 7 9 1 9 0 ) event very novel /ɪˈvent/ /ˈveri/ /ˈnɑːvl/ /efən/ /feri/ /nofel/ that this then another /ðæt/ /ðɪs/ /ðen/ /əˈnʌðər/ /det/ /dis/ /den/ /ənodər/ [ð] → [d] clothes music because /kləʊðz/, /kləʊz/ /ˈmjuːzɪk/ /bɪˈkəz/, /bɪˈkɔːz/ /klos/ /musik/ /bikaus/ [z] → [s] exactly college english /ɪɡˈzæktli/ /ˈkɑːlɪdʒ/ /ˈɪŋɡlɪʃ/ /egzakli/ /koledʒ/ /english/ [ɪ] → [e] another brother young cousin done /əˈnʌðər/ /ˈbrʌðər/ /jʌŋ/ /ˈkʌzn/ /dʌn/ /ənodər/ /brodər/ /yong/ /kozin/ /don/ [ʌ] → [o] o’clock competition mom follow novel popular /əˈklɑːk/ /ˌkɑːmpəˈtɪʃn/ /mɑːm/ /ˈfɑːləʊ/ /ˈnɑːvl/ /ˈpɑːpjələr/ /əklok/ /kompətesyen/ /mom/ /folou/ /nofel/ /populər/ [ɑː] → [o] pray play /preɪ/ /pleɪ/ /prai/ /plai/ [eɪ] → [ai] around mount now house how /əˈraʊnd/ /maʊnt/ /naʊ/ /haʊs/ /haʊ/ /əron/ /moun/ /nou/ /hos/ /how/ [aʊ] → [ou] the cause of interlingual pronunciation errors is shown in table 1. the final sound contained the first contrastive sound arising from the original language and the target language. this section has five words—"around," "breakfast," "last," "mount," and "think"— that the students mispronounce. the stop final consonants, which are the sounds of /d/, /t/, and /k/ in each word, were not pronounced by the students. this mistake might have been influenced by their native tongue. the consonant sound produced the following contrastive sound. because of their native tongue, the students mispronounced the consonants in /θ/, /v/, /ð/, and /z/. they pronounced the sound /θ/ into /t/ for the words think /�ϋk/, bath /baeμ/, teeth /tiˑ�/, three /θriˑ/, and something /ˈsʌm�\/. they also mispronounced other consonant sounds/v/ into /f/ in the phrases motivation/ˌməʊtɪ veɪʃn/, university/ˌjuːnɪ vɜːrsəti/, event/ɪ vent/, very/ˈveri/, and novel/ˈnɑ\vl/. then, in terms like that (ðaet), this (ðɪs), then (èen), and another (ˈnʌðər/), the pupils pronounce the consonant sound /ð/ as /d/. the last consonant, /z/, was mispronounced by the students as /s/ in the terms clothes (kləʊz/), music (ˈmjuːzɪk/), and because (bɪˈkəz/). the students also made errors in diphthong and monophthong when it came to the vowel sound. the learners mispronounced the sounds /ɪ/, /ʌ/, and /ɑ\/ in monophthong. n the words exactly/ɪɡ zaektli/, college/ˈkɑ\lɪdʒ/, and nglish/ˈ ϋɡlɪʃ/, they mispronounced /ɪ/ as /e/. n the words another/ə nόðər/, brother/ˈbrόðər/, young/jό\/, cousin/ˈkōzn/, and done/dōn/, the /ʌ/ is also pronounced into /o/. the monophthong sound /ɑ / is also impacted by their mother tongue. xamples of this sound are the words o clock ( klɑ k/), competition ( kɑ\mpə t ʃn/), follow ( fɑ\ləʊ/, novel ( nɑ\vl/), popular (ˈp \pjələr/), and mom (mɑ m/). rizki, et al., 2024 pronunciation errors in speaking committed by non-majoring english students: causes and solution 185 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 7 9 1 9 0 ) because of their mother tongue, the learners mispronounced the sounds /eɪ/ and /aʊ/ in the diphthongs. the sound /eɪ/ was mispronounced as /ai/. the learners mispronounced the words pray (pre /) and play (ple /) as /prai/ and /plai/, respectively, since they pronounced the words differently than what was written. in terms like around/əˈraʊnd/, mount/maʊnt/, now/naʊ/, house/haʊs/, and how/haʊ/, the sound of /aʊ/ was pronounced as /ou/. table 2. intralingual error inpronunciation word correct pronunciation learners’ error contrast daughter half listen high hour masque /ˈdɔːtər/ /hæf/ /ˈlɪsn/ /haɪ/ /ˈaʊər/ /mɑːsk/ /daftər/ /helf/ /listən/ /haig/ /haur/ /maskiu/ silent letter problem breakfast wear bread /ˈbrekfəst/ /wer/ /bred/ /brikfəs/ /wir/ /brid/ [e] → [i] nervous purpose thirty uniform /ˈnɜːrvəs/ /ˈpɜːrpəs/ /ˈθɜːrti/ /ˈjuːnɪfɔːrm/ /nefərs/ /propəs/ /triti/ /yunifrom/ similar to other words in tl the intralingual error cause that is affected by the target language is shown in table 2. words without sound provide a problem. words like "daughter" were still pronounced by the students as /ˈdɔ\tər/. the children pronounce the silent letter [gh] as the sound /f/, similar to the word "enough." furthermore, the pupils accurately pronounced the sounds /l/ in the word half (haef), /t/ in the word listen (ˈlɪsn/), /g/ in the word high (haɪ/), and /h/ in the word hour (ˈaʊər/). the learners pronounced the word masque/mɑ sk/ s last syllable [que] as they would have the letter [q] in the target language. the students mispronounced the sound of /e/ in the terms bread/bred/, wear/wer/, and breakfast/ˈbrekfəst/, which is a type of pronunciation error known as misselection. the letter [e] was alphabetically pronounced by them. in such words, it becomes /i/. the learners misordered the sounds in the word, which is a type of pronunciation problem. for example, the pronunciation of the word anxious, /ˈnɜːrvəs/, is nearly identical to that of the word never, /ˈnevər/. the student blended the pronunciation into /nefərs/ as a result. next, there is a similarity between the words propose (prəˈpəʊz/) and purpose (ˈpɜ\rpəs/). as a result, the student spoke it as /propəs/. subsequently, the number three/θriː/ is referred to by the phrase thirty/ˈ�ːrti/. as a result, the student mispronounced it as /triti/. uniform is the final word (/ˈju\nɪfɔ\rm/). this word's last syllable, [form], sounds like the word from, /frɑːm/. as a result, the student mispronounced it as /yunifrom/. table 3. communication strategy-based errors in pronunciation word correct pronunciation learners’ error contrast take face translate /teɪk/ /feɪs/ /trænzˈleɪt/ /tek/ /fis/ /translit/ [eɪ] → [e] / [i] the cause for pronunciation errors in communication strategy is shown in table 3. the learners mispronounced the sound [eʪ] as /e/ and /i/ in this error. for example, the learners mispronounced the verb take as /tek/. the learners pronounced the words face rizki, et al., 2024 pronunciation errors in speaking committed by non-majoring english students: causes and solution 186 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 7 9 1 9 0 ) (/feɪs/) and translated (/traenzˈleɪt/) as /fis/ and /translit/, respectively. based on their understanding of the target language, they employed these terms approximatively. according to this study, pronunciation problems were mostly produced by interlingual errors, which were followed by intralingual and communication strategy-based errors. the learners mispronounced final sounds (/d/, /t/, & /k/), consonant sounds (/θ/, /v/, /ð/, & /z/), vowel sounds (/ɪ/, /ʌ/, & /ɑː/), and diphthong sounds (/eɪ/ & /aʊ/) in their interlingual errors. when making intralingual errors, the students mispronounced silent letters, the vowel sound (/e/), and sounds that were similar to those of another word in the target language. next, in terms of communication strategy-based errors, the students mispronounced the diphthong sound (/eɪ/). the solutions for the students and teachers to solve the errors the researcher questioned the students about their english-speaking errors during the interview. to identify the errors and look into their difficulty, this interview employed the indonesian language to create a solution that would work for both the teachers and the students. the researcher translated the interview into english before presenting the results. 1. the learners’ reason for making errors out of the twenty participants, nine acknowledged that their first language also affected their ability to speak english when asked why they made those errors. due to they were not used to speaking english, they just said what was on their mind. they know the word, then they pronounce it seems like how it is written. the sound they pronounced referred to an indonesian sound, even though it was an english word. then, the rest of the students conveyed that they spoke too fast so they missed some sounds like the final consonant sounds. the other students also made errors because they were nervous, forgetful, had dental problems, and were accustomed to making errors. 2. the learners’ learning strategy in using dictionary when it comes to learning how to use a dictionary, the majority of them use both an electronic and book dictionary. some people prefer the more accessible and efficient electronic dictionaries, like google or other mobile applications. they said that they could hear how it was pronounced directly. some others only use a book dictionary due to the instructor asked them to bring it to the class while learning. during the learning process in the classroom, they faced a new word that they did not know the meaning of and how to pronounce. hence, they were asked to look up the dictionary to find the meaning and pronunciation. 3. the frequency of speaking english when asked how often they use english, the majority of them admitted that they don't speak it very often because they mainly use it in the classroom. when they were learning, their teacher instructed them to talk in english. when they encounter the teacher outside of the classroom at the college, they must also say hello in english. they admitted that they had no friends to talk to in english outside the college. hence, the chance to speak english is very limited due to there being no interlocutor. some others also stated that they only communicate in english when they are with someone who does, such in an online game or when they meet up with buddies from boarding school. as a result, kids could practice speaking english more and have the conversation conducted in that language. discussion the causes of pronunciation errors according to this study, pronunciation problems were mostly produced by interlingual errors, which were followed by intralingual and communication strategy-based errors. in their interlingual errors, the learners mispronounced vowels (/ /, /ʌ/, & /ɑ\/), diphthongs (/eɪ/ & /aʊ/), omitted words, and spelled words incorrectly. the learners made misordering, rizki, et al., 2024 pronunciation errors in speaking committed by non-majoring english students: causes and solution 187 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 7 9 1 9 0 ) overinclusion, and misselection of the vowel sound (/e/) when making intralingual pronunciation errors. subsequently, in terms of communication strategy-based errors, the students mispronounced the diphthong sound (/eɪ/). these results, which relate the causes of error, generally support the work of other studies in this field. according to a study by ramasari (2017), non-majoring english students' errors were caused by interference errors, intralingual errors, and developmental errors. they mispronounced vowel sounds (/ae/) and consonant sounds (/b/, /ð/, /z/, & /v/). the learners' mother tongue may have had an impact on them when they committed this error. the current study's findings are consistent with fitriani and zulkarnain's (2019) subsequent investigation. in the earlier study, the students also made errors with diphthongs (/eɪ/, /aɪ/, /əʊ/, & /eə/), vowels (/u:/, /ə/, /ɜ/, /ʌ/, & /ɔ/), and consonants (/s/). for arabian students, the finding of a study conducted by al-tamari (2019) shows the same result interlingual errors cause pronunciation errors. the arabian students also had problems with consonant and vowel sounds, such as /p/, /v/, and /ə:/. other saudi students also indicate similar findings to a study conducted by ababneh (2018). in that previous study, the findings show that the students had difficulty in vowel sounds (/ɪ/, /e/, /i:/, /ɔ/, and /æ/), diphthong sounds (/ei/ & /əʊ/) and consonant sounds (/p/ & /v/) and the source of pronunciation error might be the student's first language. it is interesting to note that one distinct cause of pronunciation problems in these studies is communication strategy-based errors. the learners' use of an analytical or holistic approach resulted in the errors. the students overused terms to convey their ideas, or they felt that if they could say "a," they could also say "b." errors based on communication strategies may be the source of these mistakes. the solutions for the students and teachers to solve the errors from the data in the interview, the researcher offers some suggestions to the students and teachers to solve the errors, as follows: 1. for the students the results of this survey showed that the students admitted to using english very infrequently. since the teacher asked them to speak in english, they only spoke in english in the english class or when they spoke with the teacher outside of it. the kids' lack of an english discussion partner is the root of this issue. the interlocutor is necessary to help the pupils improve their english-speaking skills. this study's conclusion is consistent with that of rahmaniah and asbah (2019). the lack of an english-speaking community and infrequent use of the language were external factors contributing to the learners' substantial speaking difficulties. we can conclude from the error findings that the pupils still require additional practice speaking english as the target language. by learning the vocabulary by heart, they have increased their vocabulary. however, learners could forget the terminology if it is not used frequently. additionally, they mispronounce the word. the pronunciation and spelling of english terms vary (achmad & yusuf, 2014). consistent with the aforementioned concepts, our results imply that students can participate in an activity that highlights speaking in a real-world setting. furthermore, as motivation has an impact on learning, it is critical to think about raising pupils' motivation levels when they are learning english. high-motivation language learners found it easier to pick up the target language (jafari, 2013). high motivation may push students to participate in extracurricular activities that push them to use english outside of the classroom, such as joining an english club or following the english community, to increase their exposure to the language. for students to practice english more frequently, they must be involved in the english community. examples of this include joining an english club or befriending english speakers. 2. for the teachers teachers can be a planner and facilitators in every teaching and learning process in the classroom. peer correction and group interaction, as well as the rizki, et al., 2024 pronunciation errors in speaking committed by non-majoring english students: causes and solution 188 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 7 9 1 9 0 ) creation of new teacher strategies and a stronger emphasis on the needs of individual students, have all had an impact on pedagogical approaches to teaching english (adams-goertel, 2013). therefore, it can be recommended that the students engage in group interaction, peer correction, and real practices. moreover, speaking activities can be varied. vũ (2013) suggested that the teachers can apply group work or pair work, such as an interview or telephone conversation. teachers need to encourage the students in every speaking activity in the classroom and plan the learning strategy carefully. as a result, educators must also create fresh approaches to instruction. in the case of error correction, teachers should pay more attention to how to correct the learners' errors. according to a research finding conducted by amara (2015), the learners' affective factors and the effectiveness of the error correction should be considered by the teacher during the teaching and learning process. the teacher has to be careful in making corrections to the learners' errors to not decrease their motivation in learning the target language. furthermore, teachers can correct errors made by students to enhance language acquisition. additionally, they can create an activity that makes students more eager to study english. achmad and yusuf (2014) concluded some activities can improve learners’ pronunciation in nglish, i.e., identifying minimal pairs, listening dictation, rhymes and limericks, and ‘describe and demonstrate’ speaking activities. this makes language learning probably more engaging for both teachers and students. conclusion based on the research problem's discussion and conclusions, it can be said that there are three reasons why students make pronunciation errors when speaking: intralingual, interlingual, and communication strategy-based errors. for the most part, the learners' interlingual errors were negative transfers from their mother tongue. their pronunciation was affected by their mother tongue. for the intralingual errors, the learners then committed errors in misanalysis or overgeneralization towards the target language. finally, errors based on communication techniques have been observed in both analytical and holistic strategies. to reduce pronunciation errors, learners should be more motivated to utilize the target language outside of the english classroom. this will benefit both teachers and students. high motivation from the students is necessary to support language learning. they can so become members of an english community or group. to help students become more proficient speakers, teachers can also create lesson plans that include activities like minimal pair identification, listening dictation, rhyming and limericks, and speaking exercises (roleplay, interview, discussion, and others). these techniques can increase the number of possibilities for speaking practice for the pupils. as a result, it can aid learners in pronouncing words correctly in english. acknowledgment the researchers would like to thank all of the research participants as well as syiah kuala university, the university that was involved and made the greatest possible contribution to this study. references ababneh, i. (2018). english pronunciation errors made by saudi students. european scientific journal, esj, 14(2), 244–261. abisamra, n. (2003). an analysis of errors in arabic speakers’ nglish writings. investigating writing problems among palestinian students studying english as a foreign language. unpublished doctoral dissertation, p5. abukhadrah, q. a. (2015). the difficulties of learning english as perceived by a group of international students: a case study. international journal of english language rizki, et al., 2024 pronunciation errors in speaking committed by non-majoring english students: causes and solution 189 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 7 9 1 9 0 ) teaching, 3(8), 40–48. achmad, d., & yusuf, y. q. (2014). activities to overcome efl learners’ pronunciation problems. rate issues (summer). adams-goertel, r. (2013). prosodic elements to improve pronunciation in english language learners: a short report. applied research on english language, 2(2), 117–128. al-tamari, e. (2019). analyzing speaking errors made by efl saudi university students. arab world english journal (awej) special issue: the dynamics of efl in saudi arabia. al-khresheh, m. h. (2016). a review study of error analysis theory. international journal of humanities and social science research, 2, 49–59. amara, n. (2015). errors correction in foreign language teaching. the online journal of new horizons in education, 5(3), 58–68. brown, d. h. (2007). principles of language learning & teaching. (5th eds.). pearson: longman. dörnyei, z. (2007). research methods in applied linguistics. ellis, r., & barkhuizen, g. (2009). analyzing learner language. oxford university press. fitriani, n., & zulkarnain, s. . (2019). vocational college students’ common errors in fl speaking performance. studies in english language and education, 6(1), 141–151. heydari, p., & bagheri, m. s. (2012). rror analysis: sources of l2 learners’ rrors. theory & practice in language studies, 2(8). hojati, a. (2013). an investigation of errors in the oral performance of advanced-level iranian efl students. mediterranean journal of social sciences, 4(4), 171. jafari, s. s. (2013). motivated learners and their success in learning a second language. theory and practice in language studies, 3(10), 1913. james, c. (2013). errors in language learning and use: exploring error analysis. routledge. keshavarz, m. h. (1994). contrastive analysis and error analysis. rahnama publications. khansir, a. a. (2012). error analysis and second language acquisition. theory & practice in language studies, 2(5). louis, c., lawrence, m., & keith, m. (2018). research methods in education (8th ed.). routledge. merizawati, h. (2018). an error analysis in paper presentations: a case study of indonesian efl learners. linguist journal of linguitics and language teaching, 4 (2), 71-103. nunan, d. (2003). practical english language teaching. patton, m. q. (2002). qualitative research and evaluation methods. thousand oaks. cal.: sage publications, 4. rahmaniah, r., & asbah, a. (2019). the speaking difficulties encountered by non-english students in language classroom. linguistics and elt journal, 6(2), 22–25. ramasari, m. (2017). students pronunciation error made in speaking for general communication. linguistic, english education and art (leea) journal, 1(1), 37–48. sembiring, n., & fiber, y. a. (2016). an analysis of pronunciation errors made by the fourth semester students of english education study program at unika. jurnal suluh pendidikan, 3(1). subandowo, d. (2017). the language interference in english speaking ability for efl learners. proceedings of iselt fbs universitas negeri padang, 5, 205–210. ts, a. s. (2020). the dominant errors of speech production committed in speaking class interaction. pedagogy: journal of english language teaching, 7(2), 136–144. vũ, t. n. l. (2013). grammatical errors made by english major students at hai phong private university when speaking english and the solutions. đại học dân lập hải phòng. rizki, et al., 2024 pronunciation errors in speaking committed by non-majoring english students: causes and solution 190 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 7 9 1 9 0 ) empty page english franca academic journal of english language and education doi:10.29240/ef.v8i1%20may http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 8, no 1, 2024, page 77-90 article info: http://journal.iaincurup.ac.id/index.php/english received 26 december 2023; received in revised form 15 january 2024; accepted 24 april 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license general english pre-intermediate implementation: learning resources for local and international students yuyun ilantri¹, ahmad bukhori muslim², isti siti saleha gandana³ 1 2 3 universitas pendidikan indonesia, indonesia corresponding email: yuyunilantri@upi.com to cite this article: ilantri, y., muslim, a., & gandana, i. (2024). general english pre-intermediate implementation: learning resources for local and international students. english franca : academic journal of english language and education, 8(1 may), 77-90. doi: http://dx.doi.org/10.29240/ef.v8i1 may.9679 introduction in today's rapidly evolving educational landscape, the role of learning resources has become increasingly crucial. as society progresses and technology reshapes how we gather and process information, educators face the challenge of providing effective tools to facilitate learning. despite significant advancements in educational theory and pedagogy, many teachers and coursebooks still lean heavily on intuitive and eclectic approaches (tomlinson, 2020). this persistence can be attributed to various factors. traditional teaching methods often prioritize personal intuition over evidence-based practices, perpetuating reliance on familiar instructional strategies. however, research shows that learning tools significantly impact student achievement (brown, 1995; brown, 2001; brown, 2007; tomlinson, 1995), highlighting the urgency of investing in high-quality resources to meet diverse student needs and enhance engagement. addressing this reliance on intuitive methods underscores the ongoing need for professional development and support, encouraging educators to embrace evidence-based practices and elevate the quality of instruction. experts in the field of english teaching highlight the distinct dynamics that local and foreign students bring to a beginner english class. according to harmer (2007), the mix of local and foreign students creates a rich, multicultural learning environment that can enhance the educational experience. local students often have some passive exposure to english through media and education, which can give them a slight advantage in terms of familiarity with the language. conversely, foreign students contribute diverse linguistic and cultural perspectives, which can foster a more global understanding of english usage and application. brown (2001) emphasizes the importance of inclusive teaching strategies to abstract. the study aims to identify the learning resources that are employed in a language center at indonesia's oldest university both for local and international foreign students. the study uses descriptive qualitative as the main approach through interviews with an english teacher coordinator and learning resources documentation analysis. the interview data and documents were analyzed through thematic analysis. the findings revealed that there is consideration of both types of classes in the same class, the study findings indicate that the instructional materials used for them are typically similar. teachers still face difficulties since international students must attend classrooms where the bulk of the students speak indonesian even though they still struggle to understand the language. in addition, this pre-intermediate program makes use of digital instructional resources. this is done since textbook-based teaching materials are viewed as being out of date and becoming less and less relevant to modern advancements. to help teachers improve their lesson plans and make them more relevant in the future, it is believed that the research's findings would be useful as evaluation material. keywords: general english, learning resources, local and international students mailto:yuyunilantri@upi.com http://dx.doi.org/10.29240/ef.v8i1%20may.9679 yuyun ilantri, et al., 2024 general english pre-intermediate implementation: learning resources for local and international students 78 | v o l . 8 , n o . 1 , 2 0 2 4 ( 7 7 9 0 ) accommodate this diversity, such as differentiated instruction and culturally responsive materials. furthermore, krashen's (1982) input hypothesis suggests that interaction between local and foreign students can provide meaningful, comprehensible input that is crucial for language acquisition. thus, the interplay between local and foreign students in a beginner english class, when effectively managed, can significantly enhance the learning process by combining diverse experiences and perspectives. in line with the importance of a teacher's role in creating teaching materials in class (brown, 1995; brown, 2001; brown, 2007; tomlinson, 1995; tomlinson, 2020), teachers are expected to demonstrate creativity in utilizing learning resources to craft engaging and enjoyable learning experiences for students (tomlinson, 1995; tomlinson, 2020). brown (2001) posits that course books function as resources for achieving predefined learning objectives based on learners' needs, while pasaribu (2022) emphasizes the crucial role of well-designed textbooks in maintaining student interest. furthermore, it is advocated that textbooks should be supplemented with additional resources to enrich education (linse, 2005). for instance, instructional films can offer fresh perspectives, while appealing worksheets provide opportunities for practical application of newly acquired skills. according to harmer (2001), students' comprehension is influenced not only by auditory inputs but also by visual, tactile, and interactive elements. therefore, integrating diverse resources aligns with the principles of multimodal learning and accommodates various learning preferences and styles. as brown (2001) notes, textbooks remain a cornerstone in language education, illustrating their enduring popularity among educators. this research will be substantiated by several prior studies, offering critical insights into the analysis and utilization of learning materials. jassim and jassim (2021) posit that the thorough examination of materials is paramount, as it sheds light on the appropriateness of specific teaching pedagogies. furthermore, their study delves into the investigation of learning resources employed by educators for both local and international students in implementing general english pre-intermediate. considering the evaluation of the textbook as a fundamental aspect of this research, it will entail the meticulous collection and assessment of data to make informed judgments, aiming to enhance decision-making processes (jahangard, 2007). moreover, this study will encompass the evaluation and implementation of the textbook, aiming to gauge its efficacy and suitability for educational purposes, aligning with the critical assessment advocated by tomlinson (2011). by synthesizing these perspectives, the research endeavors to offer a nuanced understanding of the role of learning resources in language education and their impact on teaching and learning outcomes. in 2016, rosyida conducted a study titled "teachers perception toward the use of english textbooks." a qualitative study is used to gather data and understand it. the case study examines several issues, one of which is the challenges involved in selecting, analyzing, organizing, comprehending, and integrating english textbooks. she discovers that professors have a key role in applying the course book throughout the lesson. it is suggested that teachers make thoughtful decisions and make sure the resources used closely reflect the curriculum and the needs of the pupils. the teachers also assert that they use additional worksheets to give their students more diverse exercises. she believes that teachers should have the freedom to develop extra materials and change or adjust the elements in the textbook to assist learning, advance students' knowledge, and motivate them, even if students are generally satisfied with the textbooks they choose. also, assert that they use additional worksheets to give their students more diverse exercises. next, handayani (2021) conducted a thesis titled the evaluation of english textbook interactive english 1 for seventh grade of junior high school published by yudhistira. this qualitative research found that the textbook covers most of the sub-aspects of content. she adds that the teachers who will utilize a textbook should provide authentic and current materials for additional learning resources and arrange more activities that will stimulate the students' thinking skills. moreover, septiana et al. (2020) found that teachers have positive attitudes toward the use of the super minds textbook. besides, they can present the materials well and implement them with relevant learning resources. somehow, they believe yuyun ilantri, et al., 2024 general english pre-intermediate implementation: learning resources for local and international students 79 | v o l . 8 , n o . 1 , 2 0 2 4 ( 7 7 9 0 ) that teachers have to prepare the teaching and assessment activities well. hence, learning resources are crucial to the learning process because having access to sufficient learning resources will aid teachers and students in aiding the learning process and achieving the established learning objective. moreover, jassim and jassim (2021) conducted a paper entitled evaluating english for iraq textbook grade 5 in terms of textbook quality standards. the study was conducted to compare the pupils' book and activity book of american council for teaching of foreign language (actfl) standards. the data was gathered statistically through the questionnaire with the english the data of unit 8 was analyzed descriptively. it is discovered that the english book already meets the standard of actfl for communication, cultures, connections, comparisons, and communities. also, it meets the 5 match cultures and connections standards largely whereas it matches communications, comparisons, and communities moderately. therefore, before beginning to teach, a teacher must first do all of the necessary planning. in general, teachers' success in the classroom is largely dictated by the preparedness of their lesson plans. when something is carefully planned, the end product will be good. teaching materials are one of the things that a teacher must prepare before carrying out learning in class. because instructional materials contribute significantly to the success of learning implementation. teaching materials organized in this manner, per existing provisions and systematics, will be extremely beneficial to teachers and students during the teaching and learning process. moreover, learning evaluation is critical for determining the effectiveness of a learning system adopted by educators. because failing to do an evaluation means that an instructor has made no progress in building a learning system. besides, students naturally want to hear something new every day(kearney, 2013). in other words, the teacher's evaluation seeks to determine whether or not students have mastered the information being taught. furthermore, whether or not the teaching activities carried out conform with what is expected. however, however, there has been no research on learning resources carried out in english courses where there are two types of students at once, namely local and international students. theoretical framework learning resources according to experts, learning resources in english teaching activities encompass a wide range of materials and tools that facilitate language learning and instruction. harmer (2007) defines course books as essential tools that provide valuable explanations and exercises. brown (2001) identifies textbooks as the most common teaching materials used in language classes. o'neil (1982) describes textbooks as the core component of any english program, supplying critical language input for learners. harmer (2001) also emphasizes the importance of worksheets in enhancing student understanding through simple and effective activities. handayani (2021) highlights the necessity of integrating authentic and current materials with textbooks to enrich the learning experience. pasaribu (2022) underscores the significance of an appealing textbook design in maintaining student interest. additionally, al farid and damayanti (2022) stress the importance of incorporating digital tools, reliable internet connectivity, and online platforms in lesson planning. collectively, these expert opinions suggest that learning resources in english teaching include both traditional materials (like textbooks and worksheets) and digital tools, which are essential for engaging students, providing structured learning, and supporting diverse educational needs. the importance of learning resources learning resources are crucial in teaching english, as emphasized by several experts. according to harmer (2007), well-designed course books provide valuable explanations and exercises, making them indispensable in language classes. brown (2001) also highlights that textbooks are the most common teaching materials used. o'neil (1982) underscores the importance of textbooks as they form the core of any english program, providing essential language input for learners. harmer (2001) suggests that various yuyun ilantri, et al., 2024 general english pre-intermediate implementation: learning resources for local and international students 80 | v o l . 8 , n o . 1 , 2 0 2 4 ( 7 7 9 0 ) worksheets can enhance students' understanding through simple and effective activities. handayani (2021) points out that teachers should use textbooks along with authentic and current materials to enrich learning experiences and organize more engaging activities. pasaribu (2022) adds that a well-designed textbook, both in terms of cover and content, is crucial for maintaining student interest. additionally, al farid and damayanti (2022) emphasize that teachers should pay close attention to each component of the lesson plan, including gadgets, online platforms, internet connections, and online resources. these perspectives collectively show that learning resources not only support structured learning but also engage and motivate students, facilitating a more effective and dynamic english teaching process. text-based learning resources according to harmer (2007), course books usually include explanations and exercises that are very useful. they are the most common teaching materials in language classes (brown, 2001). o'neil (1982) stated that textbooks are essential to any english program because they provide the main language input for learners in the classroom. teachers can use worksheets to help students understand better by providing simple activities (harmer, 2001). textbooks also serve as a reference for students' learning and track their progress (o'neil, 1982). handayani (2021) suggests that teachers should use textbooks along with authentic and current materials and organize more activities. pasaribu (2022) notes that a good textbook should have an attractive design both on the cover and inside. in conclusion, textbooks are the main guide for teaching and learning activities, playing a fundamental role in providing english language input. modern textbooks now include multimedia elements, interactive exercises, and digital supplements to support active learning and align with educational theories to enhance student understanding and engagement. digital learning resources according to dash (2022), digital learning resources for english teaching encompass various online tools, software, and multimedia content designed to enhance language acquisition and literacy skills. these resources, such as interactive websites, educational apps, virtual classrooms, and digital textbooks, can increase student involvement and energize and empower students to learn. lessons delivered via the internet—a complex and rapidly expanding network of interconnected computer networks (kearney, 2013; rennie & smyth, 2020)—leverage these digital tools effectively. learning resources may include print and non-print materials; audio, visual, electronic, and digital hardware/software resources; and human resources like a cassette, cd-rom, or video (harmer, 2001; tomlinson, 2012). the importance of these resources has been especially evident during the covid-19 pandemic (al farid & damayanti, 2022). current theories in digital pedagogy, such as the community of inquiry framework and connectivism, emphasize the significance of interactive and collaborative learning environments. these theories advocate for the use of technology to facilitate communication, critical thinking, and personalized learning experiences, making digital resources a dynamic and flexible approach to english language teaching, catering to diverse learner needs, and promoting effective language acquisition. other learning resources handayani (2021) underscores the importance of integrating authentic and current materials alongside textbooks, while pasaribu (2022) emphasizes the significance of appealing supplementary resources in maintaining student interest. by incorporating digital tools, audio-visual aids, reading materials, and collaborative platforms, educators can create a dynamic learning environment that caters to diverse needs. o'niel (1982) suggests the necessity of supplementing textbooks with various resources, while harmer (2001) and linse (2005) highlight the role of visuals in enhancing linguistic skills, and al farid & damayanti (2022) stress the importance of technology in lesson planning. furthermore, yuyun ilantri, et al., 2024 general english pre-intermediate implementation: learning resources for local and international students 81 | v o l . 8 , n o . 1 , 2 0 2 4 ( 7 7 9 0 ) harmer (2001) recommends the use of worksheets, flashcards, and drawing boards to engage students, while tomlinson (2011, 2012) suggests incorporating magazines, newspapers, novels, and articles to improve writing skills. additionally, incorporating essay tasks allows learners to express themselves effectively (tomlinson, 2011, 2012). despite the variety of resources available, harmer (2007) emphasizes the importance of using relatable materials to enhance student learning. textbook: general english-pre intermediate the general english (ge) program is designed by a language center at one of the universities in bandung, indonesia. it aims to fulfill the needs of those who want to learn and improve their communication skills in english, both spoken and written, in the day-to-day context. the program is designed with communicative and interactive learning concepts to provide participants with interesting and stimulating activities to practice and use the language meaningfully. the program is offered in five levels (elementary, pre-intermediate, intermediate, upper-intermediate, and pre-advanced), each of which lasts for 8 sessions of 100 minutes each (4800 minutes or 80 learning hours total). in this study, the researcher will be focused on two classes of pre-intermediate level. these classes are under two different teachers who assist each other both local and international students. each class will have 10 maximum numbers of students. the classes are held on tuesday and wednesday starting at 16.40 until 18.00 wib. the textbook is published by the university publisher but the teachers can develop any other learning resources to use in the class brown (2007) notes that teachers have a crucial role in developing and using materials. materials and method data collection procedures the data collection process was conducted over one month during the second semester of the 2023 academic year. data were gathered through an in-depth interview and a textbook checklist based on sheldon's (1982) framework. following the data collection, the researcher provided a comprehensive description of the fundamental structure of the informant's experiences. the collected interview data and documents were then subjected to thematic analysis. the findings underscore that descriptive qualitative research necessitates a deep understanding of the material, achieved through meticulous data collection and analysis (creswell, 2012; merriam, 2009). instruments in this study, the researcher employed two data collection methods: interviews and document analysis using a checklist. according to merriam (2009), meaning, understanding, and insights relevant to the research problem can be derived from interview transcripts, field notes from observations, and various documents, including web data. interviews were conducted with both the international class teacher and the local class teacher to gather comprehensive information regarding the learning resources utilized at the same level. the interview questions were adopted from spratt et al. (2005) and comprised direct inquiries about the participants' experiences, opinions, feelings, and knowledge. these qualitative data included detailed descriptions of people's activities and behaviors (merriam, 2009). additionally, the researcher utilized a textbook checklist based on sheldon's (1988) framework to examine the textbook titled "general english pre-intermediate" used in the class. the analysis focused on the images, text, and content of the textbook to gather further information. site and participants this study was conducted in a general english pre-intermediate level class at a language center associated with a university in bandung, indonesia. the class included a diverse group of students, comprising both local and international participants. for this research, a participant was deliberately selected who held dual roles as the english program yuyun ilantri, et al., 2024 general english pre-intermediate implementation: learning resources for local and international students 82 | v o l . 8 , n o . 1 , 2 0 2 4 ( 7 7 9 0 ) coordinator and an english teacher. this strategic selection aimed to provide in-depth insights into the instructional methods and resources used within this educational setting, leveraging the participant's comprehensive perspective and expertise in the program's implementation and pedagogical practices. results and discussion results textbook in the execution of teaching and learning activities within the classroom setting, the educator has adopted the utilization of a textbook titled "general english pre-intermediate level." to systematically gather pertinent data regarding this instructional resource, the researcher employed a method of document analysis, utilizing a comprehensive book checklist developed by sheldon (1982). by adhering to established academic protocols and utilizing validated assessment tools, the researcher ensured the rigor and reliability of the data collection process, facilitating a nuanced understanding of the textbook's efficacy and suitability for educational purposes within the specific instructional context. "… we have one module which is hmmm for levels, there are five levels at ge, at our institution, yeah. the first is elementary, it is pre-intermediate, then there is upper intermediate, and the last one is pre-advance each level has its module which has been written by one of our instructors as well as staff at our institution and has on the isbn right. so this is already a book that we made, hmmmm what is it, so this book has become a book. and every level, even every program has a different book…." also revealed is that the team coordinator said that this book has been used in this institution for a very long time. additionally, they offer books for every level, so there is never a shortage of textbooks. it was also written and implemented for the pre-intermediate level of the general english course book. figure 1. textbook for general english this book displays clearly and has decent paper quality. also, this book has given readers enough useful information that it is simple to locate sub-chapters on each page. a total of 12 chapters in this book, and will be covered in 21 meetings. this book's educational goals have also been met. the coordination team claimed that the book was not visually appealing, so it only included language and images in black and white, which made the book less engaging. while, one prerequisite for a good book is that the textbook has a visually appealing design or layout, both on the cover and inside the book (pasaribu, 2022). the textbook, according to o'neil (1982), is the clear center of any english program and the primary source of language instruction for students in the classroom. yuyun ilantri, et al., 2024 general english pre-intermediate implementation: learning resources for local and international students 83 | v o l . 8 , n o . 1 , 2 0 2 4 ( 7 7 9 0 ) table 1. textbook factual details by sheldon 1982 title : pre-intermediate level: general english course book authors : rica dahlan & andrian permadi publisher : balai bahasa universitas pendidiakan indonesia price : included in the class's price isbn : 978-602-97459-4-8 no. of pages : 165 components : sb/tb/tests/cassettes/video/call/ other : none level : pre-intermediate physical size : 30x25 cm length : 30 cm units : 2 lesson/section : 24 hours : 1 hour & 40 mins (100 mins) target skills : speaking, listening, writing, reading, and grammar target learners : 18-50 years old target teachers : experienced english teachers according to brown (2001), textbooks play a pivotal role in language education, serving as comprehensive resources for achieving predefined learning objectives. furthermore, tomlinson (2020) emphasizes the importance of selecting textbooks that cater to diverse learner needs and preferences, promoting engagement and facilitating effective language acquisition. this textbook is designed to accompany students aged 18 to 50 enrolled in the course, encompassing a total of 165 pages and bearing a recognized isbn. it addresses essential language skills, including speaking, listening, reading, and grammar, aligning with the principles of communicative language teaching advocated by brown (2007) and the emphasis on a balanced approach to language learning promoted by tomlinson (2020). the book's user-friendly design, characterized by a straightforward writing style, clear fonts, and well-organized headings, reflects tomlinson's (2020) emphasis on the importance of usability and accessibility in instructional materials. additionally, its compact size facilitates portability, aligning with the need for practical and convenient resources in language education. however, it is noted that the book lacks supplementary learning resources such as cassettes, videos, or audio materials, highlighting the importance of integrating multimedia elements to enhance learning experiences, as suggested by brown (2001). ―…to implement books for each level because at one level there are 24 meetings minus 3 progress tests so for effective learning there are 21, that means yes. so every 7 meetings, the 8th meeting is a progress test. the teacher is welcome to see, and map the learning of the kbm for 21-24 meetings…" furthermore, each instructor has her unique approach to utilize this book in the classroom as well. it's only that this institution has guidelines for using this book in class as well. "…so for them, we have various teaching arrangements, for example, there is one class taught by one teacher or it could be team teaching or one teacher meets the class one time the next day by another teacher…" the coordinator used to pair up the teachers for they to use the book in class. as a result, they have a variety of teaching arrangements, such as having one teacher teach a single class, team teaching, or having one teacher meet with the class once before having a yuyun ilantri, et al., 2024 general english pre-intermediate implementation: learning resources for local and international students 84 | v o l . 8 , n o . 1 , 2 0 2 4 ( 7 7 9 0 ) second teacher teach it the following day. therefore, one or two teachers must evaluate the syllabus and the book's suitability. “…and they are allowed to modify, not modify books, but modify teaching materials. yes, they are even required to send out a lesson plan, complete with the lesson plan later whether they have the latest handouts…” every instructor must also exercise creativity when utilizing their resources. because even though they may have used the same book and taught from it multiple times, there may have been updates that included new handouts, slides, or other materials. as a result, they now have references for what to teach and what resources the material comes from. in light of this, the book is simply meant to serve as a general guide for teachers, ensuring that every class works toward the same objectives while utilizing flexible teaching strategies and resources. so that the activities are all different later in class and later in practice. "…the difficulty, for example, is this, this book took quite a long time from when i first entered it, and it was already available around 2014/2015, that's how it is. so, sometimes, there are teenagers who are general english, right, so this class is opened from high school, maybe high school students now don't know some content or some stories…" she noted that several people, particularly high school students, believed that this book was irrelevant. this book's material is rather dated considering that it was written in 2011. according to handayani (2021), teachers who use textbooks should set up extra exercises and provide authentic, up-to-date materials as supplemental learning tools. somehow, the humor in this book might not be age-appropriate, current, or relevant, therefore the instructor is free to choose another text to use in class as long as it has the same objective, language focus, or overall topic. figure 3. text example in the book yuyun ilantri, et al., 2024 general english pre-intermediate implementation: learning resources for local and international students 85 | v o l . 8 , n o . 1 , 2 0 2 4 ( 7 7 9 0 ) figure 4. text example the book the diverse discourse depicted in the two images above presents a notable challenge for educators, particularly when students aged 18 to 25 are unfamiliar with the historical figure depicted in figure 3. in addressing this challenge, instructors may need to allocate additional time to provide explanations, allowing students to familiarize themselves with the subject matter if the reading material featuring such figures is utilized. this observation aligns with brown's (2001) theory on the importance of textbooks as comprehensive resources for achieving predefined learning objectives. additionally, tomlinson's (2020) emphasis on selecting textbooks that cater to diverse learner needs and preferences underscores the significance of choosing materials that are accessible and engaging for students. rynanta and ruslan (2013) argue that learning materials rich in relevant content and themes are more likely to capture students' interest and engagement, supporting the notion that textbooks can effectively hold students' attention due to their comprehensive and knowledge-rich nature. furthermore, incorporating recent and culturally relevant texts into the curriculum may facilitate easier comprehension and discussion among students, aligning with tomlinson's (2020) recommendation to select materials that resonate with learners' experiences and interests. additionally, the study discovered that both local and international students received identical instructional materials. "then, there are fresh graduates but they are foreigners, men, yes, from tajikistan, then there are also those from timor leste whose women are currently taking their masters, and the others are undergraduate and graduate students. so we use the same teaching materials for them" she added that in her most recent class, which had about 10 pre-intermediate pupils, there were 24 meetings held twice a week for one level. thus, the course will be completed in three months. three of the initial 10 students were male, while the remaining eight were female. registration began with high school, and we had two high school students—one in grade 10 and one in grade 11 if i'm not mistaken. because it will encourage them to speak english in class, using the same teaching materials for both domestic and foreign students will increase the success of learning english. digital learning resources in gathering this data, the researcher utilized an interview with the english teacher coordinator. the researcher will use the interview questions adopted from spratt et al. (2005) that consist of direct questions from people about their experiences, opinions, yuyun ilantri, et al., 2024 general english pre-intermediate implementation: learning resources for local and international students 86 | v o l . 8 , n o . 1 , 2 0 2 4 ( 7 7 9 0 ) feelings, and knowledge collected through interviews to make up qualitative data, as do detailed descriptions of people's activities, and behaviors. it is undoubtedly encouraging to increase their digital literacy as a source or a learning tool in the classroom in this all-digital world. digital literacy is equally crucial for the teachers in this institution. consequently, the following instructional resources are digital ones that teachers use in the classroom. "…usually, there are resources that we get from the internet, there are websites that, for example, are often taken and opened. british council learning english… apart from that, we also have e-books with examples like this, like reading extra, maybe you already know. listening extra, there are lots of e-book lists.‖ today's digital age, however, encourages teachers to use a wider variety of educational resources. this institution also goes through it (dash, 2022). he claimed that they frequently used teaching resources from the british council to bolster listening instruction for kids. also utilized to help learning are reading extra and listening extra. slides that are frequently distributed to students also frequently use images from google figure 5. reading extra in light of jassim and jassim's (2021) assertion regarding the importance of digitalizing learning materials, it is imperative to consider the incorporation of digital resources into the educational landscape. by digitalizing learning materials, educators can leverage platforms like reading extra, which offers a diverse array of reading genres to teach grammar, writing, speaking, and reading skills. this approach not only enhances accessibility but also enables customization to meet the individual needs of students, aligning with the principles of personalized learning advocated by contemporary theorists such as tomlinson (2020). moreover, the availability of detailed lesson plans and instructional resources for games further enriches the learning experience, fostering engagement and making learning more enjoyable, as suggested by brown (2001). by embracing digital resources and supplementing traditional teaching materials with interactive and adaptive learning tools, educators can create a more dynamic and effective learning environment, catering to the diverse needs and preferences of modern learners. additionally, this kind of instructional material will not be used at every meeting but rather under the guidelines in the general english textbook. if reading or listening and learning go hand in hand, reading extra or the british council will provide additional reading. for teachers to adapt the educational materials they employ to the needs of their students. teachers can also substitute teaching resources from reading extra, the british council, or other sources for those that are thought to be inappropriate for young students. yuyun ilantri, et al., 2024 general english pre-intermediate implementation: learning resources for local and international students 87 | v o l . 8 , n o . 1 , 2 0 2 4 ( 7 7 9 0 ) "…from us is the general english one. therefore, i prefer to use the 100 minutes to chat or something, or at a meeting or in the early minutes, let's see the book. i see what page the book is on, what the topic is, and what language focus we are discussing. however, usually they don't use books anymore…" students who want to practice speaking english should take this module. although the textbook has all the necessary skills, the team coordinator instructs the instructor to concentrate on improving the pupils' english speaking abilities. as a result, they encourage students to speak up a lot in class because they are exposed to a lot of english during those 100 minutes, and the instructor may utilize this as an opportunity to improve the student's speaking abilities. a cassette, cd-rom, or video (tomlinson, 2012;2020) are examples of learning resources that can include but are not limited to, print and non-print; audio, visual, electronic, and digital hardware/software resources; and human resources. on the other side, berge and clark (2005) and al farid and damayanti (2022) claimed that if we overly rely on technological resources, pupils' motivation levels may drop. to prevent a decline in enthusiasm for class activities, teachers should ensure that the volume of digital learning resources is still manageable and distributed appropriately. other learning resources the teacher employs various types of teaching materials in addition to textbooks and online learning resources to complete the module's teaching materials. it certainly makes teachers aware that supporting learning activities with various types of digital teaching materials is anticipated to facilitate more varied learning with the aid of additional instructional resources created by the university and the academic staff. “…so every year at our place we make or renew the syllabus that we have. so in this syllabus, at this level, what makes it is the teaching team and the english language coordinator here, usually they already have it so what is the material…” figure 6. syllabus the teacher can continually enhance the curriculum by incorporating additional materials and resources each year, evolving the textbook into the primary resource for the first year, and then expanding it with supplementary materials or grammar resources in subsequent years. alongside traditional textbooks, educators utilize websites to access a plethora of resources, activities, handouts, and exercises, regularly evaluating and updating their selections to ensure relevance and effectiveness. this iterative process of evaluation and adaptation aligns with pasaribu's (2022) emphasis on the importance of regularly yuyun ilantri, et al., 2024 general english pre-intermediate implementation: learning resources for local and international students 88 | v o l . 8 , n o . 1 , 2 0 2 4 ( 7 7 9 0 ) assessing and updating educational materials to meet the evolving needs of students and the changing educational landscape. by providing multiple pathways to mastery, educators enable diverse learners to fully engage with and absorb lesson content, as advocated by kearney (2013). additionally, while coordinators may provide templates for modules, teachers retain autonomy in determining the most effective ways to present content based on curriculum requirements and educational references. discussion in the rapidly evolving landscape of education, the continuous enhancement and adaptation of teaching resources are paramount for fostering effective learning environments. according to the findings, each level of the book must be implemented considering there are 24 sessions per level, with 21 meetings necessary for optimal learning, excluding the 3 progress tests. a progress test is held after every seven meetings, encouraging teachers to map the learning process over 21–24 sessions. this flexible teaching arrangement allows for single-teacher classes, team teaching, or alternating teachers, necessitating an assessment of the syllabus and the book's suitability by one or two instructors. in line with this, the institution initially supported digital learning by providing computers for instructors to upload lesson plans and teaching materials, accessible to all teachers. however, due to the discontinuation of providing personal computers, teachers now must collect and share resources through the coordinator team. this scenario underscores the critical role of technology in enhancing educational delivery and student engagement. kearney (2013) posits that technology can significantly boost classroom engagement, motivating and empowering students to learn. however, he also warns that excessive use of technology might lead to passive learning, affecting students' retention and comprehension. thus, the optimal use of technology in classrooms is crucial for fostering active learning and ensuring students fully grasp the material. the strategic integration of both traditional and digital resources, supported by regular evaluation and updates, remains essential for dynamic and effective educational environments. jassim and jassim (2021) emphasize the importance of digitalizing learning materials, which allows resources like reading extra to serve as comprehensive tools for teaching key language skills. this aligns with tomlinson’s (2020) advocacy for personalized learning, where materials are tailored to meet individual student needs. additionally, pasaribu (2022) underscores the necessity of continually assessing and updating educational materials to maintain engagement and relevance. moreover, providing multiple pathways to achieve educational outcomes, as suggested by kearney (2013), ensures that all students can fully engage with and understand lesson content. while coordinators may provide templates, teachers need to have the autonomy to adapt these resources to better suit their students' needs, ensuring a more engaging and effective learning experience. in conclusion, the findings highlight the importance of flexible and comprehensive teaching arrangements, the integration of digital resources, and the optimal use of technology. by aligning with contemporary educational theories and practices, educators can create an engaging and effective learning environment that meets the diverse needs of modern students. conclusion the effective integration of both traditional and digital resources, along with their regular evaluation and updating, is essential for creating dynamic and engaging learning environments. the institution's approach of applying the same material for both local and international students ensures consistency and inclusivity, allowing for a uniform learning experience across diverse student populations. flexible teaching arrangements, such as team teaching or alternating teachers, and the thoughtful use of technology, play a crucial role in meeting the varied needs of students and enhancing their overall learning yuyun ilantri, et al., 2024 general english pre-intermediate implementation: learning resources for local and international students 89 | v o l . 8 , n o . 1 , 2 0 2 4 ( 7 7 9 0 ) experiences. this approach is supported by contemporary educational theories, which emphasize the importance of personalized learning and the optimal use of technology to foster active engagement and comprehensive understanding. by aligning teaching practices with these modern theories, educators can ensure that their instruction remains relevant, engaging, and effective in promoting academic achievement and a deeper grasp of the material. acknowledgment we would like to extend our sincere gratitude to all the researchers whose invaluable contributions have enriched this journal. your dedication and insights are deeply appreciated. additionally, we are grateful to universitas pendidikan indonesia for their unwavering support and commitment to advancing scholarly excellence. thank you for your collective efforts in fostering academic growth and innovation. references al farid, a. a. p & damayanti, i. l. (2022). the implementation of school from home in english for young learners classrooms. jurnal pendidikan indonesia, 22(2), 1-16. doi: https://doi.org/10.17509/jpp.v22i2.49062. ball, d. l., thames, m. h., & phelps, g. (2008). content knowledge for teaching: what makes it special? journal of teacher education, 59(5), 389-407. doi 10.1177/22487108324554. brown, h. d. (2001). teaching by principles. an interactive approach to language pedagogy. englewood cliffs: prentice hall. brown, h. douglas. 2007. principles of language learning and teaching. usa: longman brown, j. d. (1995). the elements of language curriculum: a systematic approach to program design. boston: heinle & heinle. cohen, l., manion, l., & morrison, k. (2018). research methods in education (8th ed.). london: routledge. https://doi.org/10.4324/9781315456539. creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). boston, ma: pearson. cunningsworth, a. (1995). choosing your coursebook. oxford: heineman. dash, b. b. (2022). digital tools for teaching and learning english in 21st century. international journal of english and studies (ijoes), 4(2), 8-13, doi:http://dx.doi.org/10.47311/ijoes.2022.4202. djamarah, s. b. (2015). teachers and learners in educational interaction psychological a theoretical approach. rineka reserved. jakarta. grossman, p. l. (1990). the making of a teacher: teacher knowledge and teacher education. new york: teachers college press. grossman, p. l. (1990). the making of a teacher: teacher knowledge and teacher education. new york: teachers college press. grossman, p. l. (1990). the making of a teacher: teacher knowledge and teacher education. new york: teachers college press. handayani, n. (2021). the evaluation of english textbook interactive english for 1 for seventh grade of junior high school. yudhistira. harmer, j. (2007). the practice of english language teaching. malaysia: pearson education limited. jahangard, a. (2007). the evaluation of the efl materials taught at iranian public high schools. asian efl journal, 9(2), 1-122. jassim, h. h., & jassim, r. r. (2021). evaluating english for iraq textbook grade 5 in termsof textbook quality standards. international journal of humanities and educational research, 3 (4), 148-158. http://dx.doi.org/10.47832/2757-5403.4-3.14. johnson, r.b. and christensen, l.b. (2008). educational research: quantitative, qualitative, and mixed approaches. 3rd edition, sage publications, inc., lose angeles. https://doi.org/10.17509/jpp.v22i2.49062 https://doi.org/10.4324/9781315456539 http://dx.doi.org/10.47832/2757-5403.4-3.14 yuyun ilantri, et al., 2024 general english pre-intermediate implementation: learning resources for local and international students 90 | v o l . 8 , n o . 1 , 2 0 2 4 ( 7 7 9 0 ) kearney, e. m. (2013). on becoming a teacher. the netherlands. sense publisher. kumaravadivelo, b. (2006). understanding language teaching. london: lawrance erlbaum associates, publishers. linse, c. t. (2005). practical english language teaching: young learners: new york: mcgraw-hill companies inc. litchman (2006). qualitative research in education: a user’s guide. london sage publication merriam. s. b. (2009). qualitative research: a guide to design and implementation. san fransisco, ca jossey-bass. miles, m. b., huberman, a. m., & saldana, j. (2014). qualitative data analysis: a methods sourcebook, edition 3. usa: sage publications. miles, m.b, huberman, a.m, & saldana, j. (2014). qualitative data analysis, a methods sourcebook, edition 3. usa: sage publications. o'niel. r. (1982). why use textbook? elt journal, 36(2). pasaribu, a. n. (2022). the efl stdudents perceptions of the quality of the english language textbook. english review: journal of english education, 10(2), 409-420. https://doi.org/10.25134/erjee.vl0i2.6242. rennie, f., & smyth, k. (2020). digital learning: the key concepts, second edition. new york. rosyida, e. (2016). teachers perception towards the use of english textbook. open journal system uin, 9 (1), 43-54. rynanta, r. a. c., & ruslan, s. (2017). content analysis on the english textbook entitled ―english in mind starter (student’s book)‖. sangeetha, v. (2023). the effective use of online resources in improving students’ english grammar skills in the efl classes at the tertiary level. international journal of emerging technologies in learning (ijet), 18(14), pp. 215–228. https://doi.org/10.3991/ijet.v18i14.36745. septiana, e., mujiyanto, j., & sutopo, d. (2020). teachers perception, plan, implementation, and evaluation toward the use of super minds textbook in efl classroom. english education journal, 10(3), 321-330. sheldon, l. e (1988). evaluating elt textbooks and materials. elt journal, 43(4). spratt, m., pulverness, a., & williams, m. (2005). the tkt (teaching knowledge test) course. cambridge: cambridge university press. tomlinson, b. (1998). material development in language teaching. new york: cambridge university press. tomlinson, b. (2011). materials development. in carter, r., & nunan, d. the cambridge guide to teaching english to speakers of other languages. cambridge: cambridge university press. tomlinson, b. (2012). materials development in language teaching 2nd edition. cambridge university press. tomlinson, b. (2020). is material developing? language teaching research quarterly, 15, 1-20. wu, m. (2023). analysis of english teaching in jinzhou citytake yixian high school as an example. shs web of conference, 168. https://doi.org/10.1051/shsconf/202316801012. https://doi.org/10.25134/erjee.vl0i2.6242 https://doi.org/10.3991/ijet.v18i14.36745 https://doi.org/10.1051/shsconf/202316801012 english franca academic journal of english language and education doi: 10.29240/ef.v7i1.7090http://journal.iaincurup.ac.id/index.php/english/index eissn: 2580-3689; pissn: 2580-3670 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2022; received in revised form 10 april 2023; accepted 10 may 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-nc-sa 4.0 license the effectiveness of computer-assisted language learning (call) by smartphones to increase english proficiency of papuan efl students wira kafryawan iain fattahul muluk papua, indonesia corresponding email: wira.kafryawan@gmail.com introduction technological developments have provided changes in the process of implementing teaching and learning. ease of access and rapid change to technology in the teaching and learning process is utilized to further improve the quality of education. computer-based learning influences the process of transforming conventional education into digital form (keengwe & georgina, 2018). along with technological developments, mastering english as a foreign language is considered an urgency. technology has a significant impact on learning english as a foreign language. english has become a tool that can facilitate students to communicate and interact with foreigners who do not speak indonesian. besides, many teachers have used computers and technology to develop english teaching and learning processes (gheytasi et al., 2020). computer-assisted language learning or call is a term used in learning language supported by computers and technology. it refers to all learning processes in which students use computers to develop and improve their language skills (beatty, 2013). computerassisted language learning (call) played a significant role in the development of language learning. call attempts to trigger the technology for effective and significant increase of language learning (han, 2020). some similar terms are used to represent concepts of call. abstract. this study aims to find out the effectiveness of computer-assisted language learning (call) by smartphones to increase english proficiency of papuan efl students. the mixed method was implemented specifically related to the explanatory sequential design (quantitativequalitative) where the research design comprised two interactive sequential stages. the first stage was carried out by collecting and analyzing quantitative data using the pre-experimental method to find out the difference before and after being given treatment. the samples were determined using purposive sampling where 30 papuan efl students were selected, and data were analyzed by using spss. the second stage was carried out by collecting and analyzing qualitative data using structured interviews. the samples were determined using purposive sampling also, and 7 papuan efl students were considered representative to obtain data. the results show that computerassisted language learning (call) by smartphones is effective to increase english proficiency of papuan efl students by a significant increase of 38.70%. the effectiveness of this learning cannot be separated from the aspects of efficiency, flexibility, and accessibility supported by excellence in terms of visualization and auditory systems. moreover, some factors that certainly become constraints of computer-assisted language learning (call) including internet networks, small screens, notifications and advertisements, lack of proficiency towards applications, unsupported smartphones, and battery power. by solving all these constraints, call can be more effective to be applied in teaching and learning. the significant implication provides better change in the world of education through learning strategies in utilizing technology especially certain context and conditions in papua. keywords: call, english, papuan, efl http://u.lipi.go.id/1613357132 http://u.lipi.go.id/1614254143 http://journal.iaincurup.ac.id/index.php/english mailto:wira.kafryawan@gmail.com wira kafryawan, 2023 the effectiveness of computer-assisted language learning (call) by smartphones to increase english proficiency of papuan efl students 218 | v o l . 7 , n o . 1 , 2 0 2 3 ( 2 1 7 2 3 0 ) computer-aided instruction (cai) does not necessarily focus entirely on language learning and the term instruction suggests a teacher-centered approach. computer-assisted language teaching (calt) gives more emphasis on the teacher. computer-adaptive learning testing (calt) focuses on testing language skills using a computer. technology-enhanced language learning (tell) refers to language learning that any technology used in the classroom to improve students' language skills. web-enhanced language learning (well) refers to call which focuses on the world wide web as a teaching medium. in relation to learning english, there are several essential components that must be considered related to language skills and knowledge. skills include speaking, listening, writing, and reading. knowledge includes grammar, vocabulary, and pronunciation (nunan, 2015). from the previous observation by giving likert questionnaires of motivation to papuan efl students about english learning, only 33% had high motivation in learning english. the rests showed medium and low motivation. the critical problems faced by papuan students in learning english are boredom with conventional learning so that their motivation and interest in improving their english skills are gradually decreased. the moreover, there is a lack of adequate language laboratories and computer equipment to be used effectively in learning english. smartphones today are a communication tool supported by nano artificial intelligence-based computer devices that are used not only to communicate but also to complete multi-tasks of computers (levy et al., 2011). nevertheless, students generally only spend all their time with their smartphones to interact on social media and play games. the way out of the problems can be offered that smartphones based on android and ios can be used as a supportive tool for computer-assisted language learning (call) due to the fact that smartphones should be able to substitute the roles of language laboratories and computers as a medium in learning english. this substitution should be a breath of fresh air to solve the boredom of conventional teaching and learning. therefore, the study aims to find out the effectiveness of computer-assisted language learning (call) by smartphones to increase english skills of papuan efl students in the classroom. the results of this study are expected to improve students’ english proficiencies, both spoken and written, and can be sustainably applied not only in english subject but in others. the results are also highly expected to give significant contributions in the world of education nowadays and future with better learning strategies in utilizing technology. the result should focus in giving significant contributions to enhance english proficiency of papuan efl students by call and completely cope current issues about lagging education in papua. furthermore, it is expected to be a reference for further research and find new insights as a complement to the previous study. theoretical framework this study refers to several previous studies focusing on computer-assisted language learning (call) to increase english proficiency. the ability of students in learning english grammar shows progress using call. the progress reflects the positive correlation of learning grammar to their performance on grammar tests (li & hegelheimer, 2013). the use of personal computers greatly supports the improvement of students' english proficiency based on achievement scales (al seghayer, 2013). there is an increase in understanding related to the effects of student feedback and the development of collaborative skills in call implementation (vurdien, 2013). other findings explain that students who were instructed using call had higher scores than those who received conventional instruction (kılıçkaya, 2015). moreover, the integration of computer and pronunciation (computer-assisted pronunciation training) is superior in reducing students' pronunciation problems compared to only learning in the classroom (luo, 2016). students who are less proficient in english tend to solely read the texts in call class, while more proficient students usually ignore reading and frequently produce improvisation with additional explanation in speech (yeldham, 2018). call also improves students’ english skills integrated into the blogging for l2 writing in fully online language courses (lee, 2017). wira kafryawan, 2023 the effectiveness of computer-assisted language learning (call) by smartphones to increase english proficiency of papuan efl students 219 | v o l . 7 , n o . 1 , 2 0 2 3 ( 2 1 7 2 3 0 ) then, four benefits of feedback on the use of call in learning english: (1) providing comfort and active learning, (2) increasing interest and satisfaction, (3) increasing cooperation and sharing, and (4) increasing the use of words (ko, 2019). nevertheless, students' pronunciation skills in call do not improve significantly without targeted pronunciation training (martin, 2020). by using personal computers to strengthen, the proficiency in speech, there is a significant increase in learning (torres et al., 2020). from those previous studies above, the use of a smartphone as a substitution for a personal computer in computer-assisted language learning (call) is considered completely ideal nowadays. the fundamentals of computer-assisted language learning (call) can be classified into eight categories. the first is a word processor. most computers come with a pre-installed word processor such as microsoft word. such programs are extensively used in the process of word structure composition. in general, word processors such as microsoft word are equipped with spelling and grammar corrections as well as a simple thesaurus program as standard tools (beatty, 2013). the role of word processing in computers gives significant potential development of language skills. however, several barriers need to be overcome (dalton & hannafin, 1987). the second is games. games can also be used for pedagogical purposes, especially in improving language skills. spell checking, listening comprehension, fast reading, knowledge of synonyms and antonyms, general knowledge, and other english abilities may all be practiced using quiz-based games. through games, students indirectly improve their language skills without realizing it (beatty, 2013). several advantages of using computer games offer exposure to the target languages, enhanced engagement, and increased students’ involvement when communication occurs (klimova & kacet, 2017). the third is literature. one way that students are given the stimulation to improve language skills is through activities related to literature review via computer. great quality materials for the call program are literature which is now freely available in digital forms such as books in pdf extension and ebook formats and usually includes accompanying visual material (beatty, 2013). literature in digital formats, such as an ebook that students can easily access the learning sources, has a significant impact on increasing the quality of learning (glackin et al., 2014). fourth is the corpus. corpus linguistics is part of applied linguistics, but it is also a useful tool for computer language teaching and learning. both teachers and students can use the corpus in various ways in the classroom (beatty, 2013). through corpora implementation, students can improve the understanding of their language usage related to teaching and learning (huang, 2011). fifth is computer-mediated communication. in general, computer-mediated communication refers to communication between persons or groups that are geographically or temporally separated (luppicini, 2007). one of the most common activities related to call is communicating using a computer, which is referred to as computer-mediated communication (cmc). cmc includes communication via email, bulletin boards, and chatlines using social networking internet services such as facebook and twitter (beatty, 2013). sixth is the use of the world wide web (www). the use of the world wide web has also provided opportunities for the creation of websites dedicated to teaching and learning english for instance, bbc learning english is one of the well-known english learning websites (beatty, 2013). the web-based language project gave students a chance to improve their reading and writing abilities as well as, to varied degrees, their information-searching and problem-solving abilities (s. c. yang, 2001). seventh is another adaptation of material for call. in addition to material specifically intended for language learning, there are a lot of materials that can be adapted. many applications and simulations not intended for language learning can be adapted for language learning purposes. this goes back to the teacher's creativity to adapt other materials for call (beatty, 2013). eighth is the personal digital assistant (pda). pdas are commonly used in education and have made them popular choices in learning, especially when combined with supporting accessories such as foldable keyboards, digital cameras, and modems that allow access to internet networks. the functions and uses of pdas have now been combined into a device called a smartphone (beatty, 2013). pdas improve speaking skills, provide indirect feedback wira kafryawan, 2023 the effectiveness of computer-assisted language learning (call) by smartphones to increase english proficiency of papuan efl students 220 | v o l . 7 , n o . 1 , 2 0 2 3 ( 2 1 7 2 3 0 ) on pronunciation, and expand opportunities for meaningful communication in the target language, but they also pose some difficulties for l2 learners (dizon, 2021). computer-assisted language learning (call) by smartphones is also often referred to as mobile-assisted language learning. in many ways, learning by smartphones has long been predicted to be one of the more advanced innovations in education. smartphones have become a part of our everyday life and learning contexts. the use of smartphones in language learning is also very effective in overcoming the limitations of face-to-face learning. language learning using smartphones has various advantages and limitations. the advantages of learning a language using smartphones are generally related to the inherent qualities of the device itself, involving better structures, fast connection, individuality and easy use (levy et al., 2011). smartphones provide high-speed internet access, a rich data mix, better quality audio, and moving images. smartphones can also send music, pictures, and videos that are suitable for online learning. data can also be stored on devices that can accommodate a lot of space or capacity. however, the limitations of learning a language using smartphones involve small typing keys resulting in unfriendliness users, small screen display, low screen resolution, slow processing, limited storage capacity, high cost, and risks of theft and damage. the use of smartphones for language learning generally comprises two categories: language learning via smartphones using communication media such as facebook, whatsapp, twitter, and telegram, and language learning via smartphones using pre-installed applications and programs such as applications through playstore and applestore (thomas et al., 2012). besides, the benefits of computer-assisted language learning (call) by smartphones are, first, students may interact with individuals at anytime and anywhere and access language learning resources more quickly and simply owing to this. the second benefit of using digital technology is that it makes it easier for students to participate in group and individual language learning activities both synchronously and asynchronously, which improves the effectiveness of speaking, listening, reading, and writing skills development. third, mobile technology provides a variety of resources and tools for language learning that encourage language learners to be more socially motivated, independent, and interactive (kim & kwon, 2012). language learning using computers and smartphones can be classified into three orientations of instruction, namely: 1) teacher-driven language instruction in which students focus primarily on teacher instructions, 2) computer-based language instruction in which students focus only on computers, 3) computer-based language instruction that driven by the teacher where students focus on the computer as well as the teacher. therefore, to explore call by smartphones related to teacher instruction. it is considered four essential descriptions that can be used as a reference involving enhancement of knowledge about call and the types of activities that are effective in the classroom, the impact of call on teaching and learning, certain factors that make a difference for teachers who use call in class and mastering new ideas about call after completing the course (kılıçkaya, 2015). material and method this study is appropriately considered to agree with a mixed method due to the fact that the study of computer-assisted language learning (call) by smartphones needs not only proven hypothesis but problem solving as well as deeper exploration of the subject. this study uses a mixed method, specifically the explanatory sequential design (quantitativequalitative) where the research design consists of two interactive sequential stages (creswell & clark, 2017). in the first stage, collecting and analyzing quantitative data, which are carried out, has priority to answer questions in the research. the second stage is collecting and analyzing qualitative data following the first phase. researchers generally interpret qualitative data to help explain the results obtained in the quantitative data. the stages are specifically explained as follows: the first stage was carried out by collecting and analyzing quantitative data using the pre-experimental method to find out the difference before and after being given treatment. the samples were determined using purposive sampling where 30 efl students were selected from the faculty of islamic economics wira kafryawan, 2023 the effectiveness of computer-assisted language learning (call) by smartphones to increase english proficiency of papuan efl students 221 | v o l . 7 , n o . 1 , 2 0 2 3 ( 2 1 7 2 3 0 ) and business iain fattahul muluk papua who were considered representative of the study. the instrument of the study was questionnaire of grammar and vocabulary test formulated by accurately noticing the learning topic of call before giving test. then, data were analyzed using spss. the second stage was carried out by collecting and analyzing qualitative data using structured interviews. in conducting structured interviews, research instruments were prepared in the form of questions in which alternative answers had been predicted. the samples were determined using purposive sampling from the faculty of islamic economics and business iain fattahul muluk papua who were considered representative for the interviews as many as 7 efl students as respondents. results and discussion results the data that was collected for both the pre-test and post-test were processed and quantitatively examined to determine whether there were any significant differences between the two phases before and after receiving a treatment of computer-assisted language learning (call) via smartphones. the data that was processed is the accumulated scores from the grammar and vocabulary aspects both pre-test and post-test. the following pre-test and posttest data are presented in the following table: table 1. the average scores of call scores english proficiency of papuan efl students pre-test 50,19 post-test 69.61 based on the table above, it can be described that the average pre-test score is 50.19 and the post-test average score is 69.61. according to the statistics, students' english proficiency increased after receiving treatment in the form of computer-assisted language learning (call) by smartphones. there is a substantial difference between the pre-test and post-test results. further description of the data also needs to be elaborated. the main objective in analyzing the results of the pre-test and post-test is to measure the effectiveness of computerassisted language learning (call) by smartphones on students' english proficiency before and after receiving treatment in learning. the following descriptive statistics provide an overview of the data that can be viewed from the calculation in terms of mean, derivation standard, variance, maximum and minimum: table 2. descriptive statistics of call n min max mean std. dev variance pre-test 30 12.86 85.71 50.19 18.48 341.55 post-test 30 28.57 95.71 69.61 17.61 310.31 valid n 30 based on the table above, it can be seen that the average pre-test score is 50.19, the maximum value is 85.71 and the minimum value is 12.86. while the average score of posttest score is 69.61, the maximum value is 95.71 and the minimum value is 28.57. from the description of the data above, it can be seen that the difference in the average or mean scores of the pre-test and post-test is significantly different. to strengthen the evidence from the data, the analysis can be shown whether the treatment from the effectiveness of computer-assisted language learning (call) by smartphones is significant or not. after conducting a descriptive statistic test, the next step is to attest a normality test on the pre-test and post-test. the normality test is the test carried out that aims to assess the distribution of the data normally or vice versa. more clearly, the normality test is carried out to find out whether the pre-test data and post-test data are normally distributed or not. normality wira kafryawan, 2023 the effectiveness of computer-assisted language learning (call) by smartphones to increase english proficiency of papuan efl students 222 | v o l . 7 , n o . 1 , 2 0 2 3 ( 2 1 7 2 3 0 ) tests on pre-test and post-test with the treatment of computer-assisted language learning (call) by smartphones are carried out using the kologorov-minorv statistical test through the spss. the following results of the normality tests are presented in tables: table 3. normality test of call kolmogorov-smirnov test pre-test post-test n 30 30 normal parametersa,b mean 50.1907 69.6190 std. deviation 18.48108 17.61587 most extreme differences absolute .102 .143 positive .075 .082 negative -.102 -.143 test statistic .102 .143 asymp. sig. (2-tailed) .200c,d .121c a. test distribution is normal b. calculated from data c. lilliefors significance correction d. this is a lower bound of the true significance from the calculation of the normality test presented in the table above, the pre-test obtained a sig 0.200, while the post-test obtained a sig 0.121. the ratio of the value shows α = 0.05, the pre-test sig> α (0.200> 0.05) and the post-test sig> α (0.121> 0.05). based on the description of the data, it can be concluded that both pre-test data and post-test data are normally distributed. due to the distribution of pre-test and post-test, data is normally distributed and the ttest can be used to find out the effectiveness. t-test is a type of parametric statistical test used to prove the significance and relevance of research samples. in the following t-test, one sample test was carried out using the spss with a significance level of 5%. the hypothesis is ha: there is a significant difference in learning based on computer-assisted language learning (call) by smartphones to increase english proficiency of papuan efl students and ho: there is no significant difference in learning based on computer-assisted language learning (call) by smartphones to increase english proficiency of papuan efl students with conditional criteria if the significance < 0.05 then ho is rejected as well as if significance > 0.05 then ho is accepted. the calculation is described based on the following table: table 4. t-test of call class df sig. (2-tailed) α t-test t-table pre-test 29 0,000 0,05 10.560 2.045 post-test based on the result of the t-test, it is obtained that α = 0.05 is smaller than sig. (2tailed) or (0.000 < 0.05) and t-test ≥ t-table (10.560 ≥ 2.045), it can be concluded that there is a significant difference between the pre-test scores and post-test scores. this means that after receiving treatment using computer-assisted language learning (call) by smartphones, the english proficiency of papuan efl students increases significantly. to attest to the hypothesis, t-test ≥ t-table gives an answer that ho is rejected and ha is accepted. the hypothesis apparently shows that there is a significant difference in learning based on computer-assisted language learning (call) by smartphones to increase english proficiency of papuan efl students. in addition, to show the significance of increasing english proficiency of papuan efl students before and after being given the treatment of computer-assisted language learning (call) by smartphones, the paired sample test calculation is used and the final result of wira kafryawan, 2023 the effectiveness of computer-assisted language learning (call) by smartphones to increase english proficiency of papuan efl students 223 | v o l . 7 , n o . 1 , 2 0 2 3 ( 2 1 7 2 3 0 ) significance is shown by percentage value. the calculation is described based on the following table: table 5. paired sample test of call paired differences t df pre-test post-test mean std. deviation std. error mean 95% confidence interval of the difference lower upper -19.42 10.07 1.83 -23.19 -15.66 10.56 29 the table above shows paired differences with a value of -19.42 obtained from the difference value in the paired samples test: 69.6190 50.1907 = 38.70% 50.19 the final score from overall calculation 38.70% showed a significant difference between pre-test and post-test of computer-assisted language learning (call) by smartphones. score of 38.70% refers to range of influence by using call of smartphone compared by conventional teaching and learning. it means that using call by smartphones can improve students' english proficiencies. subsequently, the results of qualitative data by interviewing 7 papuan efl students are displayed in the form of transcription. nevertheless, it is not attached in its entirety owing to the long transcription. therefore, only essential representations of transcription are attached. the entire transcription describes effectiveness of computer-assisted language learning (call) by smartphones, efficiency, flexibility and accessibility of computer-assisted language learning (call) by smartphones, influence of visual and auditory systems of computer-assisted language learning (call) by smartphones, and limitations in computerassisted language learning (call) by smartphones. the transcription representations are described as follows: respondent 1: i think it's effective because i myself prefer to read on my smartphone, it's more practical, at least we just mark what's important, we can take it anywhere, we don't need to carry too many books, we just have to open the application, everything is there. there is an improvement in english because at home you can look around, you can read while. responden 2: in my opinion, i really prefer going online using a smartphone. if using a smartphone, it's easier to understand and easier to keep up with the times too. for example: there are also things i don't understand, i can google for them on my smartphone too. responden 3: it's easy to understand by a smartphone and it's simpler and you can hear the english pronunciation right away on your smartphone. there is an increase of knowledge and i usually open the english application at home. respondent 5: in my opinion, it's more effective via a smartphone and it's more efficient. i don’t need handwriting anymore because everything is on the smartphone. i can study at home too. so, it's easy for me to understand english. respondent 6: i think both are good and people also have different ways of learning. but in my opinion, it's easier for me to understand when i'm using a smartphone. because it saves my time, for example: if you use an ordinary blackboard and you have to write first, right? it saves time, and the material is also more complete, for example: if someone forgets to write in the manual. my english is improving little by little. wira kafryawan, 2023 the effectiveness of computer-assisted language learning (call) by smartphones to increase english proficiency of papuan efl students 224 | v o l . 7 , n o . 1 , 2 0 2 3 ( 2 1 7 2 3 0 ) responden 7: i think it's better to use a smartphone. i prefer it when learning to use a smartphone that is easier for me to understand, lots of examples with pictures, lots of material in the pictures. if i use my smartphone, it really helps to improve my english because the material is easy for me to understand by using my smartphone. discussion the discussions are constrained to find out the effectiveness using computer-assisted language learning (call) by smartphones, to quantitatively attest the significant contribution of call to increase papuan efl students’ proficiencies, and to qualitatively elaborate what extend the effectiveness of call. several limitations of using call by smartphones are also discussed. effectiveness of computer-assisted language learning (call) by smartphones from the calculation above, it can be attested that the english proficiency of papuan efl students after using computer-assisted language learning (call) by smartphones is better than those of conventional learning with a significant difference of 38.70%. it means that using call by smartphones can enhance students' english skills. therefore, to answer the problem of the study, it can be stated that computer-assisted language learning (call) is effective to increase english proficiency of papuan efl students. it can be assumed that some advantages of using call related to english proficiency as a foreign language have been gained in some areas including grammar, vocabulary, pronunciation, speaking, listening, writing, and reading. efficiency, flexibility and accessibility to help describe the results obtained in the quantitative analysis stage which has proven that computer-assisted language learning (call) by smartphones is truly effective in improving english language skills as well as provide a description of what causes learning based on computer-assisted language learning (call) by smartphones is more effective than conventional learning. moreover, data analysis was carried out qualitatively by interviewing seven papuan efl students. the efficiency, adaptability, and accessibility of the learning medium used to study english have a significant impact on how well students' english skills can be improved, according to the findings from the first respondent, fifth respondent, and sixth respondent. students tend to study by using learning media that are practical and effective. they feel no need to be burdened with carrying books that might be considered heavy to bring everywhere. by using a smartphone, they can study anywhere and anytime and get learning materials more quickly and easily. this seems to have been ingrained in them as generation z, the generation that grows, develops, and utilizes all-digital and sophisticated technology and has grown up with access of the internet and portable digital technology from a young age in line with the education of 5.0. related to the aspect of flexibility, computer-assisted language learning (call) to improve students' english skills where the focus on aspects of some skills that utilize computers allows students to practice extensively what they have learned without time and location restrictions (y.-f. yang, 2012). call by smartphones is essential to solve problems related to time and space. related to the aspect of accessibility, one of the benefits of learning using call by smartphones is allowing students to more easily and quickly to access language learning materials (kim & kwon, 2012). easy and quick access to materials in learning can enhance the quality of learning itself. moreover, the aspect of efficiency is also influential which should be an addition and complement to these two previous aspects. by focusing on these three aspects which include efficiency, flexibility and accessibility in the implementation of computer-assisted language learning (call) by smartphones in the class, students feel learning english becomes more practical and effective without being wira kafryawan, 2023 the effectiveness of computer-assisted language learning (call) by smartphones to increase english proficiency of papuan efl students 225 | v o l . 7 , n o . 1 , 2 0 2 3 ( 2 1 7 2 3 0 ) constrained by time and space and they can learn english anytime and anywhere. it is also easier to access learning materials. furthermore, all things of teaching and learning related to efficiency, flexibility and accessibility of learning media where smartphones as multifunctional media are used both as communication tools and learning media without having to be constrained by various things that are often experienced in conventional learning. therefore, computer-assisted language learning (call) by smartphones with a higher level of efficiency, flexibility and accessibility is more effective to increase english proficiency of papuan efl students compared to conventional learning. influence of visual and auditory systems interview results from the second respondent, the third respondent, and the seventh respondent where their answers provide an overview of learning english based on call using a smartphone that is easier to understand owing to the fact that learning using a smartphone provides better visualization and auditory which is more varied than conventional learning. learning objectives can be accomplished with the use of well-designed audio-visual learning materials. each sort of audio-visual learning content has unique qualities, strengths, and weaknesses. using audio-visual learning resources can speed up the learning process and enhance the information in learning materials (fuady & mutalib, 2018). learning activities supported by a variety of multimedia visualization systems are beneficial in facilitating language skills. in addition, students can remember new vocabulary better, practice speaking skills more often, become competent in language and linguistics performance, and improve their learning ability (hwang et al., 2016). better visualization related to the representation of an object, situation, or set of information as an image, such as pictures that can help in learning english, especially vocabularies. of course, with these various visualizations, students will find it easier to absorb language knowledge and skills. then, the integration of computer-assisted pronunciation training is superior in reducing students' pronunciation problems compared to just conventional learning in class (luo, 2016). learning english with the aid of auditory systems will more readily stimulate students' listening, speaking, and pronunciation skills, enabling them to comprehend and simulate languagerelated information more quickly and accurately. as we are currently experiencing in the era of education 5.0, where society is fully dependent on technology in the world focusing on education, some points related to learning models and methods will all be synchronized with the rapid advancement of technology. this will be dominated by aspects related to visualization and auditory aspects. therefore, in line with what has been stated by previous studies that computer-assisted language learning (call) by smartphones which are supported by advantages in terms of varied visualization and auditory is also more effective in improving english proficiency of papuan efl students compared to other conventional learning. based on the interview with the fourth respondent, it turns out that not all students prefer and choose to study using computer-assisted language learning (call) by smartphones. it was found that some students prefer conventional learning because conventional learning is easier to understand. thus, it can be concluded that not all students prefer studying by call. in terms of interest and motivation, several students are more likely to choose conventional learning using the blackboard as a medium and lecturers who dominate the direction and learning materials in class. however, based on the analysis of the quantitative calculations described above, students still experience a significant increase in learning using call by smartphones compared to conventional learning. the materials are still absorbed unconsciously in call and it is also more effective than conventional learning. it can be assumed that there is a paradox between the results achieved by students in learning and their interest and motivation. this case will be much more interesting to study in further research. limitations in computer-assisted language learning (call) by smartphones wira kafryawan, 2023 the effectiveness of computer-assisted language learning (call) by smartphones to increase english proficiency of papuan efl students 226 | v o l . 7 , n o . 1 , 2 0 2 3 ( 2 1 7 2 3 0 ) utilizing smartphones to learn english has given students new probabilities and a variety of learning experiences. the use of smartphones for english learning did not present any barriers for the students (ta’amneh, 2021). nonetheless, other results from the interview involving several factors become constraints in computer-assisted language learning (call) by smartphones related to improving the english proficiency of papuan efl students. by solving all these following constraints, call can be much more effective to be implemented in the classroom. firstly, the internet network is one of the constraints in call. a bad network is an obstacle for students in learning. the technology that aids in studying english still needs to be enhanced. to improve learning objectives, the issue must be resolved by enhancing mobilebased learning media (nuraeni et al., 2020). this makes students constrained in the learning process. specifically, it can also be assumed that bad weather conditions related to geographical location determine the good and bad quality of the internet network in papua. then, the quality of the network is also determined by whether there is a quota/credits owned by students and the limited wi-fi distance that can be accessed in the campus area. an internet network that is slow or inaccessible during teaching has the potential to disrupt the teaching and learning process so that it affects the quality of achieving learning objectives. this is in line with one of the determining factors for the use of call in the context of lower technology involving the high cost of the internet and limited internet access (levy et al., 2011). the geographical location of the campus lies in a mountainous area and far from the capital city, the internet quality is less stable and the economic conditions of students are also at a lower and moderate level. therefore, the way to solve internet network problems that often occur in call by smartphones is to choose english learning applications that do not require a strong internet network or do not require access and internet network at all. availability of stable wi-fi facilities throughout the campus area will be very helpful so that students do not require internet quota anymore to access the internet network. secondly, the small display of a smartphone is one of the difficulties in call. through a small smartphone screen, the learning material displayed is automatically small based on device size. students read more slowly, learn less deeply, recall materials less, and sleep worse when they use screens to study. this is the reason why so many students opt to print their electronic textbooks (myrberg & wiberg, 2015). it is difficult for some students to follow the lesson, especially students who have problems with eyesight. the complaint is also about the eyes getting tired. moreover, it will also have a negative impact on eye health if you look at smartphones for a long period of time. the use of call by smartphones has limitations related to small typing keys which result in not being user friendly, small screen display, and low screen resolution (levy et al., 2011). therefore, the solution offered to overcome small screens in call by smartphones is providing additional devices in the form of lcd projectors that can be connected to smartphones and learning can also be interspersed with conventional learning through boards and books to reduce eye interaction with smartphone screens. for students who have a tablet/pad, it can also be used to display a larger screen with a better resolution. thirdly, it is inevitable that when learning english using smartphones, students will always be interspersed with notifications in the form of messages and chats from friends and relatives. students are distracted and learning is hampered by excessive smartphone use in the classroom (mahsud et al., 2021). when notifications come in the device, students will be curious and open the contents of the notification. concentration automatically will disappear for a moment in learning, causing students will be left behind and find it difficult to follow learning. next, advertisements that often appear in applications often interfere with learning. it is undeniable that some applications are always accompanied by advertisements. in some english applications, the advertisements cannot be closed instantly and students have to wait a few seconds to finish causing the concentration of students in learning will also be disturbed by the advertisement service. there are several factors that hinder the use of call in lowtechnology contexts which include teacher and student constraints, institutional constraints, wira kafryawan, 2023 the effectiveness of computer-assisted language learning (call) by smartphones to increase english proficiency of papuan efl students 227 | v o l . 7 , n o . 1 , 2 0 2 3 ( 2 1 7 2 3 0 ) physical constraints, and internet constraints (levy et al., 2011). notifications and advertising services can be classified as physical constraints which are a challenge in call. in this case, to overcome the problem of notifications and advertisements that often appear in call, you can set the 'do not disturb' mode on your smartphones which can block any notifications, including voice calls and messages from appearing on the smartphones. furthermore, to avoid advertising services that often appear, it is recommended to use an offline english learning application that does not require an internet network. fourthly, some students are confused about operating the english learning application for call. this becomes an obstacle in understanding the learning material. some students are also less proficient and they are not used to using english learning applications via smartphones due to the fact that the learning model has not adapted to the way students learn, unlike conventional learning (sormunen et al., 2019). however, they begin step by step to adjust and get used to using the english learning application. language learning using computers provides a solution called teacher-driven computer-based language instruction where students focus on the computer as well as the teacher. the implementation of these instructions can overcome obstacles related to students' lack of proficiency in using smartphone applications in language learning (kılıçkaya, 2015). lecturers or instructors must provide a more detailed and comprehensive introduction and understanding of the operation of english learning applications before starting learning materials to minimize confusion and misunderstanding in learning. fifthly, some smartphones do not support call, specifically constrained by limited random access memory (ram) capacities, causing not compatible with english learning applications. in fact, some students use smartphones with low process acceleration due to limited ram resulting in smartphones not being able to follow learning instructions. the challenges were described in teaching and learning issues involving erratic signals, unsupported gadgets, and psychological problems (annisa et al., 2020). thus, the material presented cannot be fully understood. limitations of learning a language using smartphones if the media does not fully support of slow processing aspect and limited storage capacity (levy et al., 2011). as an instructor or a lecturer in teaching call, we cannot guarantee that all smartphones used by students to take part in call-based learning have high quality and configuration. limitations regarding smartphones that do not support or are not compatible can only be solved by replacing smartphones with compatible ones or by sharing smartphones with colleagues so they can follow the learning process properly in the classroom. sixthly, another limitation related to the battery power of devices. one barrier to using mobile phones for language learning and acquisition was identified in the study as knowledge or skills (pengnate, 2018). some students are constrained by running out of smartphone battery power during the learning process. this obstacle makes students stop and cannot continue learning. several factors hinder the use of call related to low-technology contexts which include teacher and student constraints, institutional constraints, physical constraints, and internet constraints. the problem of lack of smartphone battery power specifically refers to the category of physical constraints (levy et al., 2011). there are several solutions that students can apply to avoid smartphones running out of power during the learning process involving students can activate the power-saving mode in smartphone features. with this feature, the consumption of smartphone battery power in learning will be more efficient. students can also minimize the use of battery power by opening only applications or programs related to learning. then, students can provide electrical expansions chargers or portable chargers so that when the smartphones run out of power in the call learning process, they can immediately recharge the smartphones while continuing learning. conclusions computer-assisted language learning (call) by smartphones has proven effective to increase english proficiency of papuan efl students by a significant increase of 38.70%. the effectiveness of this learning cannot be separated from the aspects of efficiency, flexibility, and accessibility supported by excellence in terms of visualization and auditory systems. wira kafryawan, 2023 the effectiveness of computer-assisted language learning (call) by smartphones to increase english proficiency of papuan efl students 228 | v o l . 7 , n o . 1 , 2 0 2 3 ( 2 1 7 2 3 0 ) furthermore, several factors crucially become limitations of computer-assisted language learning (call) including internet network, small screens, notifications and advertisements, lack of proficiency towards applications, unsupported smartphones, and battery power. by solving all these constraints, it can be more effective to be implemented in teaching and learning. the significant contribution gives better change in the world of education with learning strategies in utilizing technology especially certain context and conditions in papua. although this study has followed scientific standards, there are still certain restrictions involving the distribution of the questionnaires and samples in the current study. however, this study is expected to give scientific contributions and additional references for further research. acknowledgements the researcher would like to thank the academic community of iain fattahul muluk papua who has supported and given contributions in finishing this study. references al seghayer, k. (2013). the impact of four reading motivational constructs on motivating efl learners to read online texts in english. international journal of computer-assisted language learning and teaching (ijcallt), 3(2), 56–81. annisa, r., nadila, s. m., salsabila, s. a., putri, s. a. e., & nurmajesti, h. (2020). e-learning as an adaptation strategy in facing covid-19 pandemic: a case study on the 2018 and 2019-generation students of post graduate sociology department, university of indonesia. 6th international conference on social and political sciences (icosaps 2020), 40–44. beatty, k. (2013). teaching & researching: computer-assisted language learning. routledge. creswell, j. w., & clark, v. l. p. (2017). designing and conducting mixed methods research. sage publications. dalton, d. w., & hannafin, m. j. (1987). the effects of word processing on written composition. the journal of educational research, 80(6), 338–342. dizon, g. (2021). affordances and constraints of intelligent personal assistants for secondlanguage learning. relc journal, 00336882211020548. fuady, r., & mutalib, a. a. (2018). audio-visual media in learning. journal of k6 education and management, 1(2), 1–6. gheytasi, m., azizifar, a., & gowhary, h. (2020). the effect of smartphones on the reading comprehension proficiency of iranian efl learners. procedia-social and behavioral sciences, 199, 225–230. glackin, b. c., rodenhiser, r. w., & herzog, b. (2014). a library and the disciplines: a collaborative project assessing the impact of ebooks and mobile devices on student learning. the journal of academic librarianship, 40(3–4), 299–306. han, y. (2020). connecting the past to the future of computer-assisted language learning: theory, practice, and research. issues and trends in learning technologies, 8(1), 1– 13. huang, l.-s. (2011). corpus-aided language learning. elt journal, 65(4), 481–484. hwang, w.-y., shadiev, r., hsu, j.-l., huang, y.-m., hsu, g.-l., & lin, y.-c. (2016). effects of storytelling to facilitate efl speaking using web-based multimedia system. computer assisted language learning, 29(2), 215–241. keengwe, j., & georgina, d. (2018). the digital course training workshop for online learning and teaching. education and information technologies, 17, 365–379. kim, h., & kwon, y. (2012). exploring smartphone applications for effective mobile-assisted language learning. multimedia-assisted language learning, 15(1), 31–57. kılıçkaya, f. (2015). computer-based grammar instruction in an efl context: improving the effectiveness of teaching adverbial clauses. computer assisted language learning, 28(4), 325–340. wira kafryawan, 2023 the effectiveness of computer-assisted language learning (call) by smartphones to increase english proficiency of papuan efl students 229 | v o l . 7 , n o . 1 , 2 0 2 3 ( 2 1 7 2 3 0 ) klimova, b., & kacet, j. (2017). efficacy of computer games on language learning. turkish online journal of educational technology-tojet, 16(4), 19–26. ko, m.-h. (2019). students’ reactions to using smartphones and social media for vocabulary feedback. computer assisted language learning, 32(8), 920–944. lee, l. (2017). learners’ perceptions of the effectiveness of blogging for l2 writing in fully online language courses. international journal of computer-assisted language learning and teaching (ijcallt), 7(1), 19–33. levy, m., blin, f., siskin, c. b., & takeuchi, o. (2011). worldcall: international perspectives on computer-assisted language learning (vol. 5). routledge. li, z., & hegelheimer, v. (2013). mobile-assisted grammar exercises: effects on self-editing in l2 writing. luo, b. (2016). evaluating a computer-assisted pronunciation training (capt) technique for efficient classroom instruction. computer assisted language learning, 29(3), 451– 476. luppicini, r. (2007). review of computer mediated communication research for education. instructional science, 35, 141–185. mahsud, m., khalaf, a. j. m., mahsud, z., afzal, a., & afzal, f. (2021). addiction to smartphones leading to distraction in the classrooms: effect of different cultures. journal of statistics and management systems, 24(4), 741–754. martin, i. a. (2020). pronunciation development and instruction in distance language learning. myrberg, c., & wiberg, n. (2015). screen vs. paper: what is the difference for reading and learning? nunan, d. (2015). teaching english to speakers of other languages: an introduction. routledge. nuraeni, c., carolina, i., supriyatna, a., widiati, w., & bahri, s. (2020). mobile-assisted language learning (mall): students’ perception and problems towards mobile learning in english language. journal of physics: conference series, 1641(1), 12027. pengnate, w. (2018). students’ attitudes and problems towards the use of mobile-assisted language learning (mall). 2018 5th international conference on business and industrial research (icbir), 590–593. sormunen, k., lavonen, j., & juuti, k. (2019). overcoming learning difficulties with smartphones in an inclusive primary science class. journal of education and learning, 8(3), 21–34. ta’amneh, m. a. a. a. (2021). the use of smartphones in learning english language skills: a study of university students’ perspectives. international journal of applied linguistics and english literature, 10(1), 1–8. thomas, m., reinders, h., & warschauer, m. (2012). contemporary computer-assisted language learning. a&c black. torres, m. c. c., salamanca, y. n. s., cely, j. p. c., & aguilar, j. l. b. (2020). all we need is a boost! using multimodal tools and the translanguaging strategy: strengthening speaking in the efl classroom. international journal of computer-assisted language learning and teaching (ijcallt), 10(3), 28–47. vurdien, r. (2013). enhancing writing skills through blogging in an advanced english as a foreign language class in spain. computer assisted language learning, 26(2), 126– 143. yang, s. c. (2001). language learning on the world wide web: an investigation of efl learners’ attitudes and perceptions. journal of educational computing research, 24(2), 155–181. yang, y.-f. (2012). blended learning for college students with english reading difficulties. computer assisted language learning, 25(5), 393–410. yeldham, m. (2018). viewing l2 captioned videos: what’s in it for the listener? computer assisted language learning, 31(4), 367–389. wira kafryawan, 2023 the effectiveness of computer-assisted language learning (call) by smartphones to increase english proficiency of papuan efl students 230 | v o l . 7 , n o . 1 , 2 0 2 3 ( 2 1 7 2 3 0 ) -----------empty page--------- english franca academic journal of english language and education doi:10.29240/ef.v8i1%20may http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 8, no 1, 2024, page 167-178 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2023; received in revised form 10 february 2024; accepted 24 april 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license perplexity ai on the writing efficiency of efl students in higher education: students’ insights citra utami lubis 1 , benni ichsanda rahman hz 2 1 2 english education departemen, faculty of tarbiyah and teacher training, state islamic university of north sumatera corresponding email: citrautmi12@gmail.com to cite this article: utami lubis, c., & hz, b. (2024). perplexity ai on the writing efficiency of efl students' in higher education: students' insight. english franca : academic journal of english language and education, 8(1 may), 167-178. doi: http://dx.doi.org/10.29240/ef.v8i1 may.9982 introduction the use of technology in teaching english has been essential (ahmadi, 2018; gilakjani, 2017; liang, 2021). the way english is taught has changed significantly as an outcome of technology integration into education, and it has become a crucial part of modern teaching methods (haleem et al., 2022; ahmadi, 2018). technological developments have given educators a variety of tools and resources to improve their students' language learning experiences. a variety of internet resources and tools that focus on various aspects of learning a language, including vocabulary, grammar, listening, reading, and speaking comprehension is one of the main advantages (chun et al., 2016; rahman hz & daulay, 2021; newton & nation, 2020). in addition to making teaching english more lively and personalized, technology gives students the tools they need to get digitally literate to prepare for the challenges of the workforce of the 21st century (van laar et al., 2017; hz et al., 2023). in essence, technology appears essential in the english classroom, improving student performance and creating a more participative and comfortable environment (ahmadi, 2018; kaur, 2019; chen hsieh et al., 2017). technology serves a dual role in advancing knowledge discovery and optimizing time efficiency (agustina et al., 2023; haleem et al., 2022; javaid et al., 2020). in the realm of knowledge acquisition, technological advancements, such as artificial intelligence, high-level data analysis, and cloud computing, expedite research processes and enable scientists to analyze vast datasets with greater efficiency. this not only facilitates global collaboration but also provides swift access to abundant informational resources, fostering a more effective abstract. this research investigates the perceptions of eighth-semester students majoring in english language education at a university in north sumatra regarding the use of perplexity ai to enhance writing efficiency for english as a foreign language (efl) learners. surveys were distributed to gather data on students' views regarding the ease of use, knowledge enhancement, satisfaction, motivation, and engagement facilitated by perplexity ai. the findings reveal that the majority of respondents perceive perplexity ai positively, acknowledging its role in improving understanding, facilitating knowledge discovery, optimizing time usage, motivating learning, and enhancing productivity. these results provide insights into the potential of perplexity ai to augment language learning processes and inform the integration of technology in english language education. while the study offers valuable insights, its generalizability may be limited by the sample size and context specificity. future research should aim to broaden the participant pool and refine perplexity ai's features to maximize its effectiveness in supporting efl learners' writing proficiency. keywords: ai, students’ insights, technological integration, writing efficiency mailto:citrautmi12@gmail.com http://dx.doi.org/10.29240/ef.v8i1%20may.9982 lubis & rahman hz, 2024 perplexity ai on the writing efficiency of efl students in higher education: students’ insights 168 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 6 7 1 7 8 ) and innovative environment for the creation of new knowledge (szymkowiak et al., 2021; van den berg, 2019; agustina et al., 2023). concurrently, technology plays a crucial role in optimizing time efficiency for both individuals and organizations. through the integration of diverse technological tools and innovations, processes are streamlined, monotonous tasks are automated, and overall efficacy is augmented. tools such as digital calendars, communication platforms, and time management applications ensure efficient coordination and collaboration, guaranteeing timely task completion. the incorporation of predictive analytics, driven by artificial intelligence and machine learning, further enhances resource allocation and planning. this technological support enables individuals and organizations to focus on strategic initiatives, fostering increased productivity and overall performance across various sectors (h. chun et al., 2015; kamal, 2020). in writing, technology can be used to improve students' writing accuracy (hz et al., 2023; lim & phua, 2019; barrot, 2023). a variety of technologies exist to support and improve writing accuracy, including perplexity ai, chatgpt, ai essay writer, simplified, and others. these apps have been used to help people improve the accuracy of their writing. these apps are essential in helping users develop and polish their texts and offer helpful support in reaching higher writing accuracy. for instance, perplexity ai application. these apps were launched in august 2022 and have been used by more than 500,000 users according to the number of downloads in the play store and app store. because accuracy is a main goal, this application was specially designed to motivate and improve students' writing skills. by using these innovative tools, teachers can help students develop a more precise and error-conscious writing style and also offer them a fun and engaging site to practice accuracy in real-life situations. thus, the integration of these technologies is essential to modernizing and improving writing skills (stanojević et al., 2018; ghavifekr & rosdy, 2015; kasneci et al., 2023). in real classroom conditions, researchers have observed a substantial number of students experiencing difficulties in writing well. as noted by (kumayas & lengkoan, 2023; qamariah et al., 2020; handayani & johan, 2018), these difficulties manifest in various forms, including struggles with grammar, such as subject-verb agreement, tenses, punctuation, and sentence structure. these observed challenges underscore the necessity for targeted interventions to address these writing hurdles and enhance students' overall proficiency. this technology can be used in places where researchers study to help students who have difficulty in writing. through contextual observation, researchers have noted that a large number of students continue to have difficulty writing well. as stated by (kumayas & lengkoan, 2023; qamariah et al., 2020; handayani & johan, 2018) these difficulties come in many forms, including difficulties with grammar, which include subject-verb agreement, tenses, punctuation, and sentence structure. the observed difficulties highlight the need for targeted interventions to address these writing challenges and enhance students' overall proficiency. previous research has investigated the effects of artificial intelligence on efl students' writing skills, both on a global scale and in the indonesian context (gayed et al., 2022; nazari et al., 2021; hz et al., 2023; marzuki et al., 2023). these studies investigated various perspectives including students' perspectives regarding artificial intelligence (ai) on writing skills, which then produced various conclusions. however, evidence regarding efl students' perspectives on writing skills using perplexity ai is still limited, because this application is relatively new in the world of technology. therefore, students need to use perplexity ai to enhance their writing skills, as this tool delivers more accurate and focused feedback. perplexity ai assists students in identifying areas that require improvement, such as grammar, sentence structure, and word choice, by evaluating the writing's complexity and clarity. this helps students improve their writing skills in a focused and effective way. additionally, using this technology makes learning deeper and more interactive while preparing students for the increasingly complex communication needs of the real world. lubis & rahman hz, 2024 perplexity ai on the writing efficiency of efl students in higher education: students’ insights 169 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 6 7 1 7 8 ) teaching writing with perplexity ai is hypothesized to offer significant benefits for students. the integration of perplexity ai into writing instruction holds the potential to enhance various aspects of students' writing skills. by providing real-time feedback and personalized guidance, the application can assist students in refining their grammar, vocabulary, and overall writing proficiency. the interactive nature of perplexity ai fosters an engaging learning experience, allowing students to practice and improve their writing in a dynamic virtual environment. additionally, the adaptability of the ai system enables it to cater to individual learning needs, promoting a personalized and effective learning journey. as this hypothesis is explored further, it is anticipated that perplexity ai could emerge as a valuable tool in the educational arsenal, contributing to the development of more competent and confident writers among students. to that extent, this study aims to investigate the effect of the use of perplexity ai in the writing skills process from the perspective of students. theoretical framework the theoretical framework for this study is grounded in the principles of educational technology integration, writing instruction, and language acquisition theories. firstly, it draws from educational technology integration theories, emphasizing how the incorporation of tools like perplexity ai can enhance language learning experiences through personalized feedback and interactive learning environments (haleem et al., 2022; chun et al., 2016). secondly, it integrates theories of writing instruction and feedback mechanisms, highlighting the significance of timely and targeted feedback in improving writing skills (lim & phua, 2019; barrot, 2023). lastly, the framework incorporates theories of language acquisition and proficiency development, recognizing that effective writing instruction must address grammar, vocabulary, and overall writing proficiency (ahmadi, 2018; newton & nation, 2020). by synthesizing these theoretical perspectives, the study aims to investigate how the utilization of perplexity ai influences efl students' writing efficiency and proficiency. figure 1. the principles of educational technology integration, writing instruction, and language acquisition material and method design a qualitative case study is the most appropriate method for this research because it is going to explore students' perceptions regarding the effect of using perplexity ai on the efficiency of writing english texts. according to (baxter & jack, 2008) case studies are a kind of research that makes it easier to investigate a phenomenon in its context by showing and comprehending various aspects of phenomena through the use of various information educational technology integration  personalized feedback  interactive learning environments writing instruction and feedback mechanisms  timely feedback  targeted feedback writing instruction and feedback mechanisms  timely feedback  targeted feedback lubis & rahman hz, 2024 perplexity ai on the writing efficiency of efl students in higher education: students’ insights 170 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 6 7 1 7 8 ) sources. using this method will give researchers a comprehensive understanding of how students perceive the application of perplexity ai and how it affects their ability to write english texts efficiently. several information sources will shed light on the phenomenon and enable an in-depth investigation of contextual factors that could affect these perceptions because of the case study's set of information sources. participants and techniques of data collection the research used purposive sampling to select a sample of 39 english education studies with previous experience writing english texts in a university located in the north sumatra province. because all of the participants were also a student in university, the selection of the participants was based on their proficiency and experience writing texts in english as well as their involvement in english education. the participants ranged in age from 21 to 22 years old and had intermediate english language proficiency. students are allowed to use mobile phones in class, and their teacher allows them to use the application. the research will be set up in a city with widely available internet access. this qualitative research employed two primary data collection methods: a modified questionnaire incorporating elements from specific teaching methods or learning approaches (jurgelaitis et al., 2019) and semi-structured interviews. these approaches were utilized to thoroughly investigate and comprehend the influence of perplexity ai on the writing efficiency of efl students in higher education, as revealed through the perspectives of the students. the adapted questionnaire, inspired by (jurgelaitis et al., 2019) concentrated on qualitative aspects related to incorporating perplexity ai into writing instruction, aiming to capture the nuanced experiences and perceptions of students engaging with this technology. simultaneously, semi-structured interviews facilitated a more in-depth qualitative exploration, enabling students to express their distinctive viewpoints and illuminate the complexities of their interactions with perplexity ai. by employing this qualitative methodology, the study sought to reveal detailed, context-specific insights into how efl students perceive and navigate the integration of ai in enhancing their writing efficiency within the realm of higher education. technique of data analysis there were two methods used to analyze the data, namely quantitative and qualitative. in quantitative, the results of the student questionnaires will be analyzed to produce a variety of assessments of how this application is perceived by the students. this involves using statistical techniques to collect a variety of assessments about how students perceive this application. in qualitative, the interview results will be developed and given a deeper analysis. qualitative analysis aims to provide a comprehensive and in-depth analysis of the information collected from the interviews. to gain a deeper understanding of the subjective experiences and perspectives related to the use of the apps, a deeper interpretation of participant responses is required. results and discussion results the research information was gathered by giving out surveys to students in their eighth semester studying english language education at a university in north sumatra. the surveys were given to all eighth-semester students, and the obtained results include data about how students see the use of perplexity ai in making writing more efficient for those learning english as a foreign language (efl) in college. the questions in this survey are grouped into several indicators that align with the research variables, including ease, knowledge, satisfaction, motivation, and activeness. the following is the overall graph of the percentage of respondents for each indicator. lubis & rahman hz, 2024 perplexity ai on the writing efficiency of efl students in higher education: students’ insights 171 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 6 7 1 7 8 ) table 1. the response to statement perplexity ai is easy to understand statements respondents percentages (%) strongly agree agree neutral disagree strongly disagree 7 23 8 1 17,95% 59% 20,51% 2,56% the presented data indicates that 39 respondents have provided feedback on a statement or question related to the perplexity of ai is easy to understand. about 17,95% of respondents or 7 individuals stated strongly agree, while the majority of respondents, approximately 59% stated agree. around 20,51% or 8 respondents, remain neutral on the statement. only one respondent, approximately 2,56% stated disagreed, and there is no indication of strongly disagreement. based on the data, it can be concluded that the majority of respondents tend to agree or strongly agree that perplexity ai is easy to understand with a small portion holding a neutral stance, and almost none expressing disagreement. therefore, it can be inferred that respondents generally have a positive perception regarding the ease of understanding the perplexity of ai. table 2. the response to statement perplexity ai assist in discovering new knowledge statements respondents percentages (%) strongly agree 7 17,95% agree 30 77% neutral 2 5,13% disagree strongly disagree from the provided data, it can be concluded that 77% of the total 39 respondents agree, and 17,95% strongly agree with the statement that perplexity ai assists in discovering new knowledge." in contrast, only about 5,13% hold a neutral perspective on the statement, with no respondents expressing disagreement or strong disagreement. the conclusion drawn is that the majority of respondents express support for the statement, indicating a positive perception of the role of perplexity ai in facilitating the discovery of new knowledge. the lack of respondents expressing disagreement or strong disagreement also reflects a substantial consensus among them regarding the positive role of perplexity ai being perceived as beneficial in facilitating the search for and understanding of new knowledge for users. table 3. the response to statement perplexity ai help use time as efficiently as possible statements respondents percentages (%) strongly agree 10 25,64% agree 26 67% neutral 3 7,69% disagree strongly disagree from the data results, it can be observed that the highest percentage is in the agreed category, reaching 67% of the total respondents, equivalent to 26 individuals. this indicates that the majority of respondents hold a positive view regarding the statement that perplexity lubis & rahman hz, 2024 perplexity ai on the writing efficiency of efl students in higher education: students’ insights 172 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 6 7 1 7 8 ) ai helps use time as efficiently as possible. additionally, 25,64%, or 10 respondents, strongly agree, contributing positively to the overall perception of the role of perplexity ai in optimizing time usage. although there is a small number of respondents, approximately 769% or 3 individuals, who remain neutral on the statement, the dominance of agreement and the absence of negative responses suggest a solid consensus regarding the effectiveness of perplexity ai in facilitating efficient time usage. therefore, it can be concluded that there is strong support for the positive view regarding the effectiveness of perplexity ai in optimizing time usage. table 4. the response to statement perplexity ai can motivate to be more competent in writing english statements respondents percentages (%) strongly agree 6 15,38% agree 21 54% neutral 9 23,08% disagree 3 7,69% strongly disagree the data indicates that out of a total of 39 respondents, approximately 15,38% or 6 respondents strongly agree, while the majority, around 54% or 21 respondents agree with the statement that perplexity ai can motivate them to be more competent in writing english. there are 9 respondents, or approximately 23,08%, who hold a neutral position on the statement. a small number, about 7,69% or 3 respondents, express disagreement, while none strongly disagree. based on the data, it can be concluded that the majority of respondents have a positive view regarding the statement, with a small portion expressing disagreement. the presence of neutral respondents indicates some variation in perspectives regarding the ability of perplexity ai to motivate individuals to become more competent in writing english. table 5. the response to statement perplexity ai can enhance productivity statements respondents percentages (%) strongly agree 4 10,26% agree 17 44% neutral 15 38,46% disagree 2 5,13% strongly disagree 1 2,56% the data indicates that the majority of respondents, around 44% or 17 individuals, agree with the statement that perplexity ai can enhance productivity. meanwhile, approximately 38.46% or 15 respondents remain neutral on the statement. the number of respondents who strongly agree is 10,26% or 4 individuals. on the other hand, only about 5,13% or 2 respondents express disagreement, and 2,56% or 1 respondent strongly disagrees. considering the largest number of respondents who agree, it can be concluded that the majority hold a positive view regarding the perplexity ai's capability to enhance productivity. despite some respondents being neutral and a small portion expressing disagreement, the majority provide support for the statement. so perplexity ai has the potential to enhance productivity, and the majority of respondents responded positively to the statement. lubis & rahman hz, 2024 perplexity ai on the writing efficiency of efl students in higher education: students’ insights 173 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 6 7 1 7 8 ) discussion overall, perplexity ai has received positive feedback from students in this research environment. in the development of the questionnaire, students consistently expressed that they find perplexity ai easy to understand, helpful in discovering new knowledge, and significantly facilitating the use of time in the writing process. from the gathered data, it is evident that students not only view perplexity ai as a helpful tool but also as a motivator that encourages them to be more competent in writing in english. the increase in motivation is identified as a factor that enriches their learning experience. furthermore, it is observed that the overall use of perplexity ai enhances the productivity of students in producing written work. these findings provide a deeper understanding of the positive contributions of perplexity ai to the efficiency and writing skills of efl students in higher education. therefore, the results of this research serve as a strong foundation to support the implementation of perplexity ai in the context of english language learning at the university level. in the context of time efficiency in the use of perplexity ai, the average score of 4,3% indicates that this technology has proven to be a highly efficient tool in supporting the learning process for students. this high achievement not only signifies that perplexity ai is highly valued for its positive contribution to time efficiency but also reflects the satisfaction and comfort level of students with its usage. students believe that this technology can enhance their understanding and processing of learning materials, enabling them to utilize their time more optimally. thus, the adoption of perplexity ai in the learning environment not only has the potential to improve learning efficiency but also creates a more adaptive and high-quality learning experience for students. in the evaluation context, a low rating of 3,9% for perplexity ai responses, indicating difficulties in understanding, highlights a substantial challenge in the technology's ability to provide clear and comprehensible answers. this rating reflects significant user dissatisfaction with the quality of the generated responses. the importance of addressing this issue is underscored by the need for substantial improvements in perplexity ai's communication aspects, including clarity, readability, and contextual relevance. efforts should be directed toward enhancing the technology's capability to deliver responses that not only meet but exceed user expectations. the pursuit of perfection in readability and comprehension is crucial for both improving current ratings and ensuring that users derive significant value from the application of perplexity ai in problem-solving and informationdelivery scenarios. the findings of this research indicate that the use of perplexity ai can improve students' writing performance by providing explanations or answers that are easy to understand following the statements in table 1. these results align with statements made by previous researchers such as (ahmadi, 2018; kaur, 2019; chen hsieh et al., 2017), asserting that technology in english language learning should be employed to facilitate human tasks. in essence, perplexity ai is recognized for significantly easing the learning process for students in the domain of writing. this discovery contributes positively to the general notion that the integration of technology, particularly perplexity ai, can serve as an effective means to improve students' abilities and performance in the context of english language learning, providing meaningful additional support to their writing processes. respondent 1 highlights the exceptional impact of perplexity ai on writing. perplexity ai excels in explaining complex concepts clearly and provides detailed feedback for immediate error correction. this experience enhances the respondent's awareness of writing weaknesses and boosts confidence. based on the interview with respondent 1, it can be concluded that the use of perplexity ai significantly improves writing quality, serving as both a tool and a guiding source for enhanced performance. the other result of our research indicates that perplexity ai can assist in discovering new knowledge under the statements in table 2. modern technology has opened wide doors for the discovery and addition of new knowledge. in this context, perplexity ai emerges as a highly relevant innovation. with its ability to assist in discovering new knowledge, perplexity ai plays a crucial role in expanding the scope of information accessible to users. technology lubis & rahman hz, 2024 perplexity ai on the writing efficiency of efl students in higher education: students’ insights 174 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 6 7 1 7 8 ) not only facilitates access to existing information but also significantly contributes to guiding users in the process of exploration and the discovery of new knowledge (agustina et al., 2023; van den berg, 2019; szymkowiak et al., 2021). thus, the interconnection between technology like perplexity ai and the addition of new knowledge becomes increasingly evident, illustrating how technological advancements can serve as primary drivers in the development of science and discoveries. based on the statement submitted by respondent 3 who expresses a profound appreciation for the substantial advantages of perplexity ai in broadening their knowledge. perplexity ai responses are described as enlightening and motivating, offering clear insights without confusion. the user highlights the ease of understanding complex concepts and credits perplexity ai as a steadfast companion in their quest for knowledge. in summary, the testimonial underscores the positive impact of perplexity ai in facilitating accessible and comprehensible knowledge exploration. another finding that researchers obtained and presented in table 3 is about the perplexity of ai helping use time as efficiently as possible. perplexity ai emerges as a valuable technological tool not only in assisting with knowledge acquisition but also in playing a central role in optimizing time usage. this is relevant to the responses of some experts, namely (haleem et al., 2022; javaid et al., 2020) who stated that the existence of technology allows for time efficiency, speeding up various activities, and providing convenience in completing daily tasks. perplexity ai, with its ability to simplify information and provide quick, easily understandable responses, illustrates the connection between technology and efficient time utilization. users can quickly navigate through various information, enabling more effective time allocation. in essence, the integration of technology, as demonstrated by perplexity ai, showcases its potential to improve overall time management and productivity in daily activities. based on the response given by respondent 5 who expressed high satisfaction with the efficiency of perplexity ai, emphasizing its assistance in optimizing time utilization. the ai's ability to provide clear and to-the-point responses eliminates the need for repetitive readings or restating questions, contributing to a sense of time savings. the user's experience highlights the convenience and effectiveness of perplexity ai, allowing them to focus on other tasks and deriving a personal sense of satisfaction from its use. so, it can be concluded that perplexity ai can significantly contribute to time management and user contentment. the other results of our research also indicate that perplexity ai can enhance the quality of students' writing. this is evidenced by the statement that perplexity ai can motivate students to be more competent in writing english in table 4. following theories presented by (stanojević et al., 2018; ghavifekr & rosdy, 2015; and kasneci et al., 2023), certain technologies have the potential to facilitate students' writing. this is attributed to the fact that perplexity ai incorporates artificial intelligence features that make human tasks more creative. within the features available in perplexity ai, users can modify each sentence according to their preferences, aligning with the writing style they desire. moreover, with perplexity ai, users can also choose specific words to use. for example, consider a student who wants to express the idea of "the weather is beautiful." using perplexity ai, the student can creatively rephrase it as "the weather is splendid" or "the weather is delightful," thus enhancing the overall quality and expressiveness of their writing. from respondent 2 statement, it is evident that the use of perplexity ai in the writing process has a significant impact on improving the quality of their writing. the respondent highlights that the ai not only explains complex concepts clearly but also provides a strong motivation to enhance competence in writing english. additionally, the experience of using this ai is described as having a companion guiding through each stage, offering constructive guidance, and consistently encouraging to achieve excellence in writing. therefore, it can be concluded that perplexity ai is not just a tool but also a significant source of motivation in enhancing the quality of writing, aligned with the experiences and perceptions of respondent 2. lubis & rahman hz, 2024 perplexity ai on the writing efficiency of efl students in higher education: students’ insights 175 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 6 7 1 7 8 ) the next are the results obtained and presented by researchers in table 5 about how perplexity ai can increase productivity. perplexity ai is a testament to technological advancements, serving as a tool that can significantly enhance productivity. in the realm of information processing and assistance, this technology simplifies tasks, providing quick and efficient solutions. its ability to facilitate understanding and offer precise answers aligns with the broader theory that with technology, like perplexity ai, at our disposal, we can truly boost productivity significantly. the integration of technology not only simplifies processes but also aligns with the general principle stated by some experts, namely (kamal, 2020; h. chun et al., 2015) that technology empowers us to achieve more in less time, ultimately leading to improved productivity. based on the response given by respondent 5 who expressed a profound positive impact on productivity since utilizing perplexity ai, likening it to a fantastic assistant that has brought about significant improvements. highlighting the tool's accurate instant responses and exceptional support in handling complex questions and tasks efficiently, the user emphasizes how perplexity ai has dynamically transformed their work and learning approach. so, it can be concluded that perplexity ai plays a crucial role in creating a more optimal and dynamic environment, aiding in the effective achievement of daily goals, and thus enhancing user productivity. conclusion this research indicates that students have a positive response to perplexity ai in improving their academic writing performance. positive findings include easy understanding, assistance in discovering new knowledge, time efficiency, motivation, and increased productivity. students see perplexity ai as a helpful tool, both in writing and as a source of motivation. these conclusions can provide a strong foundation to encourage the use of perplexity ai in english language learning at the university level. in the context of its use by educators, perplexity ai can be an effective tool to enhance students' writing skills, as long as they maintain creativity. these findings can serve as a reference for future researchers to explore specific aspects of using perplexity ai and its potential for further development. additionally, for students using technology, maximizing its benefits involves understanding its features while preserving creativity and being aware of shortcomings. active participation in the learning process with perplexity ai is expected to help students achieve optimal results in developing their english writing skills. while this study provides valuable insights, its main limitation is the restricted number of participants from a single educational institution with a uniform educational background. therefore, careful consideration is needed when generalizing the findings. for future research, it is recommended to broaden the participant pool by involving diverse educational institutions. this approach can offer a more comprehensive understanding of user perceptions regarding perplexity ai in english language learning. involving institutions at both university and high school levels will provide a holistic perspective, enriching the research findings to support the development and implementation of perplexity ai in various educational settings. acknowledgments i would like to extend my deepest gratitude to all those who have contributed to the completion of this study on the writing efficiency of efl students in higher education. first and foremost, i am profoundly thankful to my academic advisor, for their continuous support, insightful guidance, and invaluable feedback throughout the research process. i also wish to express my appreciation to the faculty and staff of [university name], particularly the english department, for providing the necessary resources and a conducive environment for conducting this research. special thanks to the participating students, whose willingness to share their insights and experiences made this study possible. i am also grateful to my colleagues and peers for their encouragement and constructive discussions, which have greatly enriched this research. additionally, i extend my thanks to the administrative staff who facilitated the logistical aspects of this study. lubis & rahman hz, 2024 perplexity ai on the writing efficiency of efl students in higher education: students’ insights 176 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 6 7 1 7 8 ) finally, i would like to acknowledge the unwavering support of my family and friends, whose patience and understanding have been a source of strength and motivation throughout this journey. references agustina, i., siregar, l. a., husain, d. l., asfahani, a., & pahmi, p. (2023). utilization of digital technology in children’s education to enhance creative and interactive learning. at-tarbawi: jurnal pendidikan, sosial dan kebudayaan, 10(2), 276–283. https://doi.org/10.32505/tarbawi.v10i2.6970. ahmadi, d. m. r. (2018). the use of technology in english language learning: a literature review. international journal of research in english education, 3(2), 115–125. https://doi.org/10.29252/ijree.3.2.115. barrot, j. s. (2023). using automated written corrective feedback in the writing classrooms: effects on l2 writing accuracy. computer assisted language learning, 36(4), 584– 607. https://doi.org/10.1080/09588221.2021.1936071. baxter, p., & jack, s. (2008). qualitative case study methodology : study design and implementation for novice researchers. 13(4), 544–559. chen hsieh, j. s., wu, w. c. v., & marek, m. w. (2017). using the flipped classroom to enhance efl learning. computer assisted language learning, 30(1–2), 1–21. https://doi.org/10.1080/09588221.2015.1111910. chun, d., smith, b., & kern, r. (2016). technology in language use, language teaching, and language learning. modern language journal, 100, 64–80. https://doi.org/10.1111/modl.12302. chun, h., kim, j. w., & lee, j. (2015). how does information technology improve aggregate productivity? a new channel of productivity dispersion and reallocation. research policy, 44(5), 999–1016. https://doi.org/10.1016/j.respol.2014.11.007. gayed, j. m., carlon, m. k. j., oriola, a. m., & cross, j. s. (2022). exploring an ai-based writing assistant’s impact on english language learners. computers and education: artificial intelligence, 3(october 2021), 100055. https://doi.org/10.1016/j.caeai.2022.100055. ghavifekr, s., & rosdy, w. a. w. (2015). teaching and learning with technology: effectiveness of ict integration in schools. international journal of research in education and science, 1(2), 175–191. https://doi.org/10.21890/ijres.23596. gilakjani, a. p. (2017). a review of the literature on the integration of technology into the learning and teaching of english language skills. international journal of english linguistics, 7(5), 95. https://doi.org/10.5539/ijel.v7n5p95. haleem, a., javaid, m., qadri, m. a., & suman, r. (2022). understanding the role of digital technologies in education: a review. sustainable operations and computers, 3(may), 275–285. https://doi.org/10.1016/j.susoc.2022.05.004. handayani, n. d., & johan, m. (2018). correlation between problem faced in grammar and writing ability of efl university students. journal of english education, 4(2), 108– 120. hz, b. i. r., laiya, r. e., sarumaha, m. s., & supiyandi. (2023). navigating english writing proficiency tests in the era of artificial intelligence. journal of english education and teaching, 7(3), 480–498. https://doi.org/10.33369/jeet.7.3.480-498. javaid, m., haleem, a., vaishya, r., bahl, s., suman, r., & vaish, a. (2020). industry 4.0 technologies and their applications in fighting the covid-19 pandemic. diabetes and metabolic syndrome: clinical research and reviews, 14(4), 419–422. https://doi.org/10.1016/j.dsx.2020.04.032. jurgelaitis, m., čeponienė, l., čeponis, j., & drungilas, v. (2019). implementing gamification in a university‐level uml modeling course: a case study. computer applications in engineering education, 27(2), 332–343. https://doi.org/10.1002/cae.22077. kamal, m. m. (2020). the triple-edged sword of covid-19: understanding the use of digital technologies and the impact of productive, disruptive, and destructive nature of the lubis & rahman hz, 2024 perplexity ai on the writing efficiency of efl students in higher education: students’ insights 177 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 6 7 1 7 8 ) pandemic. information systems management, 37(4), 310–317. https://doi.org/10.1080/10580530.2020.1820634. kasneci, e., sessler, k., küchemann, s., bannert, m., dementieva, d., fischer, f., gasser, u., groh, g., günnemann, s., hüllermeier, e., krusche, s., kutyniok, g., michaeli, t., nerdel, c., pfeffer, j., poquet, o., sailer, m., schmidt, a., seidel, t., … kasneci, g. (2023). chatgpt for good? on opportunities and challenges of large language models for education. learning and individual differences, 103(march). https://doi.org/10.1016/j.lindif.2023.102274. kaur, p. (2019). kahoot! in the english language classroom. south east asia journal of contemporary business, economics and law, 20(6), 49–54. liang, w. (2021). university teachers’ technology integration in teaching english as a foreign language: evidence from a case study in mainland china. sn social sciences, 1(8), 1–29. https://doi.org/10.1007/s43545-021-00223-5. lim, f. v., & phua, j. (2019). teaching writing with language feedback technology. computers and composition, 54(june). https://doi.org/10.1016/j.compcom.2019.102518. marzuki, widiati, u., rusdin, d., darwin, & indrawati, i. (2023). the impact of ai writing tools on the content and organization of students’ writing: efl teachers’ perspective. cogent education, 10(2). https://doi.org/10.1080/2331186x.2023.2236469. nazari, n., shabbir, m. s., & setiawan, r. (2021). application of artificial intelligence powered digital writing assistant in higher education: randomized controlled trial. heliyon, 7(5), e07014. https://doi.org/10.1016/j.heliyon.2021.e07014 newton, j. m., & nation, i. s. p. (2020). teaching esl/efl listening and speaking (2nd editio). routledge. https://doi.org/10.4324/9780429203114. qamariah, h., sri wahyuni, & meliana. (2020). an analysis of students’ grammatical errors in writing english text in the second grade students of smk-smti banda aceh. getsempena english education journal, 7(1), 58–71. https://doi.org/10.46244/geej.v7i1.1041. rahman hz, b. i., & daulay, e. (2021). online learning media: english education department students’ perspective. metathesis: journal of english language, literature, and teaching, 5(1), 50. https://doi.org/10.31002/metathesis.v5i1.3604. stanojević, d., cenić, d., & cenić, s. (2018). application of computers in modernization of teaching science. international journal of cognitive research in science, engineering and education, 6(2), 89–104. https://doi.org/10.5937/ijcrsee1802089s. szymkowiak, a., melović, b., dabić, m., jeganathan, k., & kundi, g. s. (2021). information technology and gen z: the role of teachers, the internet, and technology in the education of young people. technology in society, 65(december 2020). https://doi.org/10.1016/j.techsoc.2021.101565. van den berg, c. (2019). teaching innovation to strengthen knowledge creation in a digital world. electronic journal of knowledge management, 17(2), 144–155. https://doi.org/10.34190/ejkm.17.02.004. van laar, e., van deursen, a. j. a. m., van dijk, j. a. g. m., & de haan, j. (2017). the relation between 21st-century skills and digital skills: a systematic literature review. computers in human behavior, 72, 577–588. https://doi.org/10.1016/j.chb.2017.03.010. lubis & rahman hz, 2024 perplexity ai on the writing efficiency of efl students in higher education: students’ insights 178 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 6 7 1 7 8 ) empty page english franca: academic journal of english language and education vol. 6, no. 2, 2022, iain curup p-issn 2580-3670, e-issn 2580-3689 doi: 10.29240/ef.v6i2.5319 language styles analysis in coffee and tea advertisement on mass media komala dwi syaputri universitas bina darma komala_ds@binadarma.ac.id neti afriani universitas bina darma afrianineti40@gmail.com abstract this research aims to describe the language style used and the meanings contained in the coffee and tea advertisement on mass media. researchers chose coffee and tea advertisement in mass media as the object of research. the method in this research was descriptive qualitative. the data collection technique was observation and notetaking. the data collected were categorized according to the type of advertisement and then analyzed one by one using language style theory and semantic theory. the results of this research found 27 data on coffee and tea advertisement containing language styles, consisting of 3 rhetorical language styles (consisting of 1 alliteration, 7 assonances, and 11 hyperboles), then 3 figurative language styles (consisting of 1 personification, 1 simile, and 2 synecdoches), and 4 denotative meaning (does not contain language style), as well as the semantic meaning contained in it. the repetition of consonant sounds always occurs in an alliteration language style. while in assonance, the style of language was in the form of repetition of the same vowel sound to achieve the goal of obtaining a beautiful effect in a sentence. meanwhile, hyperbola was a style of language that tends to exaggerate the actual reality. in the figurative style, personification was a style of language that describes inanimate objects as if they saw a living creature. in contrast to simile, this style was comparing the similarities of something, and synecdoche was a style of language used to express a whole or a part. while denotative meaning was a language or word that was used to express mailto:komala_ds@binadarma.ac.id mailto:afrianineti40@gmail.com 374 | english franca, vol. 6, no. 2, 2022 something that was without any deviation from the word. hyperbole was the most common language style found in this research. this was because the advertisement writer wants to highlight the specialty of the coffee and tea products offered by using excessive elements in the advertising language and wants to define a product in an interesting sentence through a short direct comparison. the element of exaggeration in his words was evident in the style of hyperbole. keywords: advertisement, coffee and tea, language styles, mass media introduction mass media is one of the tools used to convey messages to the public. the message displayed can be in the form of sound, images, or writing delivered through print, electronic, or online media. in the current era of technological advances, many companies or manufacturers use mass media as a means to help promote and market their products. one of them is advertisement through television and youtube. according to the british institute of advertising practitioners (jefkins,1996), advertising is the most persuasive sales message directed to the most potential buyers of goods or services certain services at the lowest possible cost. an advertisement can be said to be successful if the advertiser can attract the target to become a partner, support, and even finally buy the product offered. according to wibowo (2003), the advertisement that is liked by the public is usually also due to the expertise of advertisers in utilizing the use of language styles. in terms of skills in using words, language style is required to uphold the values of honesty, clarity, and frugality. in the advertisement, the special characteristics of the language used must be short, concise, clear, and interesting. keraf (2017) stated that the use of language styles can at least assess a person's personality, character, and ability in using a particular language. the better the style of language, the better people will judge it; the worse the style of a person's language, the worse the assessment given to it. advertising is expected to change the image or public view of a product, at first the product is not attractive and is a normal thing for someone, but after seeing the advertisement it can change the views of the advertised product. the advertisement is packaged in a language style through a unique and interesting message in a slogan (tagline) komala dwi syaputri, & neti afriani: language styles analysis in coffee and tea advertisement on mass media 375 and then supported by an advertising model with very varied message delivery. in this research, researchers are interested in examining the language styles in the advertisement of coffee and tea in mass media. this research focuses on analyzing the meaning contained in the slogan of coffee and tea on television and youtube using semantic studies. coffee and tea were chosen in this research because these two products are a product category that is still in great demand in society. the nielsen company indonesia (a company engaged in global information and media and focusing on research and conducting research in providing information on market developments) stated that, throughout 2021, nielsen found positive growth in 9 out of 10 categories, namely online services, facial care, hair care, coffee and tea, snacks, clove cigarettes, seasonal condiments, liquid milk, and instant food and noodles. in an increasingly advanced era like today, there are various types of beverages that are commonly consumed by people in everyday life. today, coffee and tea have become the most famous beverage in the world after water. in its development, coffee and tea are not only consumed by the elderly but have penetrated all ages. nowadays, many young people like to consume coffee and tea. with this situation, many companies or producers use them to make and produce coffee and tea and then market them through advertising. this semantics study aims to analyze the meaning contained in morphemes, words, phrases, and context-free sentences in coffee and tea advertising slogans. researchers use the theory from gorys keraf (2017) because this theory is relevant to the research and is suitable to be used to conduct this research. before conducting this research, the results of a survey were conducted by researchers by observing advertisements on television for 7 consecutive days. in this survey, the researchers found that there were variations in the language styles in the slogans of coffee and tea on television, for example in the pikopi gula aren advertisement with the slogan “lebih paten lebih keren”. this advertising slogan contains an alliteration style and denotative meaning. in the pikopi gula aren advertisement, there is a repetition of the consonant sound n. the meaning contained in the advertisement is that pikopi gula aren is coffee with a mixture of palm sugar and produces coffee with a patent and extraordinary taste so that it is cooler and superior to other coffees. in addition, coffee with a patent taste is very suitable for consumers to enjoy both weekdays and 376 | english franca, vol. 6, no. 2, 2022 weekends. therefore, the researcher's interest in the slogan, which is always present in every advertisement, makes it unique and attracts the attention of the researchers. the attractiveness of using language style in each advertisement is unique, which encourages researchers to examine it further and in-depth. based on the above background, the researchers formulated the problems that were what are the language styles used in the coffee and tea advertisement slogan on mass media and what is the semantics meaning contained in the language styles of coffee and tea advertisement slogan on mass media. related to the formulation of the problem above, the research objectives to be achieved are to find out the language styles used in the coffee and tea advertisement slogan on mass media and to describe the semantics meaning contained in the language styles of coffee and tea advertisement slogans on mass media. the limitation of this study focuses on the analysis of language styles in the coffee and tea advertisement slogan on mass media. the mass media selected in this study were television and youtube. advertisement of coffee and tea focused on several national television channels, including nettv, gtv, rcti, mnctv, sctv, antv, and trans tv in the july 2022 edition. in the youtube analysis, the researchers focused on the official coffee and tea accounts obtained from observing television advertisements with different editions of the year, namely july 2021. the reason the researchers chose television and youtube in this research is besides being easy to access, based on surveys and data from liputan6.com, pt. the nielsen company indonesia stated that television is still the main advertising channel because it can reach more audiences at the same time and is then followed by digital channels (such as youtube). in terms of the selected channel, the researchers focus on television which is still dominantly watched by all of society. in addition, the reason for supporting because when compared to other televisions channel, this 7-television channel most often displays coffee and tea advertisement. because every month and year the advertisement always increases and not all advertisements that appeared on the channel had been analyzed by the researchers based on data from timesindonesia.co.id, coffee and tea in july became a beverage trend as consumers switched to a healthy lifestyle after the covid-19 pandemic. previously, taat kuspriyono (2015) in his research entitled “the use of language styles at pt. l’oreal indonesia web advertisement (a case study of pt. l’oreal indonesia)”. in his research, kuspriyono focuses on l'oreal advertisements taken from the official komala dwi syaputri, & neti afriani: language styles analysis in coffee and tea advertisement on mass media 377 website of pt. l’oreal. kuspriyono uses the language style theory proposed by nurdin et al (2004). then in research ira wirasari and theodora evipani br karo (2018), in their research entitled “study of language style in antangin fit on social media”. their research focused on the #gakgampangtumbang version of the advertisement antangin fit published on social media facebook on september 4, 2016. the research method used is descriptive qualitative, using the main techniques namely interviews with advertising designers and literature studies as well as using style theory from gorys keraf (2010) and the semiotic theory approach from roland barthes to describe the visual meaning contained in advertisements. and last in research hendro ade saputra and ade bayu saputra (2021), in their research entitled “analysis of language styles used in the south radar daily newspaper”. in their research, they focused on the purpose of analyzing language style including the meaning used in the march 2021 edition of the daily newspaper radar selatan. the language style theory they use is the theory of gorys keraf (2007). meanwhile, in this research, the researchers analyzed the language style in coffee and tea advertisement on mass media television in the july 2022 edition of television and youtube in the july 2021 edition, using the theory language style of gorys keraf (2009). then the same research in the title "analysis of language style in ads for tourism charm of ntb on youtube content" by nina in 2020 and also in research by i made saputra and i nyoman kardana in 2017 with the research title "use of language by bugis communities in sanganan village, tabanan, bali. the data findings and results obtained in this research are also different from previous research, so this research has been updated from previous research. the value of the benefits of this study can be studied theoretically, which is expected to add to the study of science in the field of linguistics. practically, this research can have an impact on society and students. language and can provide attraction and interest to buy coffee products and n the time see advertisements that aired on television and youtube. as for students, the benefits of this research are expected to be used as material for knowledge about language styles. especially the style of language in the slogan of coffee and tea as well as the semantic meaning contained in the advertisement. 378 | english franca, vol. 6, no. 2, 2022 theoretical framework concept of advertisement in general, ordinary people say advertisement is "selling" or the business of selling products, goods, or services to the audience. jefkins (1996) says that "... advertising is a way of selling through the dissemination of information". in everyday life, there are many kinds of advertisements. broadly speaking, there are 6 kinds of advertisement, as stated by jefkins (1996), namely consumer advertising, business-tobusiness advertising, commercial advertising, retail advertising, financial advertising, and job advertising. advertisement is made not only to convey information but have the nature of encouraging and persuading us to be interested. shurter (1971) slightly mentions advertising as a form of a commercial letter that aims to make direct sales, demand production services, provide and test reactions to products, reach company prospects, maintain and develop agencies, and have good faith. in addition, shurter (1971) also said that the advertising structure is structured to stimulate reading interest, arouse desire for the product, convince readers that the product/service is the best product, and encourage readers to take action. therefore, it can be concluded that an advertisement made must be accompanied by a purpose and structured to have a clear vision, mission, strategy, and target in marketing. in the advertisement, various elements support each other. these elements are verbal elements (text/language) and nonverbal elements (refers to visuals and context, such as pictures and illustrations). these two elements are the driving force of an advertisement and give spirit to the advertisement. coffee and tea advertisement on mass media advertisement is now something that can no longer be avoided by anyone and anywhere. the human need for information provides great opportunities for companies or producers to offer products produced through advertising and promotion through mass media. examples of popular mass media today are television and youtube. in modern times like today, real daily necessities continue to be in demand and purchased by consumers in any society. many products are advertised through television and youtube, including beverage advertisements, such as coffee and tea. jefkins (1996) argues that “...effective communication is always largely determined by the combination of words and pictures...”. komala dwi syaputri, & neti afriani: language styles analysis in coffee and tea advertisement on mass media 379 from the existing discussion, it can be concluded that beverage advertisement of coffee and tea on mass media is included in the type of product advertisement or commercial advertising. the goal is to promote and introduce a product to the public so that people are interested in buying the product. therefore, it is very appropriate to deliver beverage advertisements through television and youtube. in conveying the message content through the two-mass media, it is as if directly between communicators and communicants, because the point is that the advertisements delivered will be easy to understand. after all, they are audible and supported by visuals. concept of language style based on the direct or indirect meaning language style, in particular, is known in rhetoric with the term style which is derived from the latin stillus, which is a kind of tool for writing on a wax plate or can be interpreted as a way of expressing thoughts through language that specifically shows the soul and personality of the writer. in addition, language style or style is part of diction or word choice which questions whether or not the use of certain words, phrases, or clauses is appropriate to deal with certain situations (keraf, 2017). language style based on a direct or indirect meaning style based on meaning is measured by whether the meaning is direct or not, namely, whether the reference used still maintains its denotative meaning or whether there are deviations. if the reference used still maintains the basic meaning, then the language is still plain. if the reference used has changed its meaning (either in the form of a connotative meaning or has deviated far from its denotative meaning), then the reference is considered to have a language style based on whether or not the meaning is direct. language style which is called a trope or figure of speech is divided into two groups, namely rhetorical language style, and figurative language style. language style rhetoric is still further divided into twenty-one types, namely alliteration, assonance, anastrophe, apophasis or preterisio, apostrophe, asyndeton, polysyndeton, chiasmus, ellipsis, euphemism, litotes, hysteron proteron, pleonasm and tautology, periphrasis, prolepsis or anticipation, erothesis or rhetorical questions, syllepsis and zeugma, correction or epanorthosis, hyperbole, paradox, and oxymoron. while the figurative language style consists of similarities or similes, metaphors, allegory, parables and fables, personifications or prosopopoeia, allusions, eponyms, epithets, synecdoche, metonymy, antonomasia, hypalase, 380 | english franca, vol. 6, no. 2, 2022 irony, cynicism, and sarcasm, satire, innuendo, antiphrasis, and pun or paronomasia. three rhetorical language styles are found in this research (consisting of 1 alliteration,7 assonance styles, and 11 hyperbole styles) and 2 figurative language styles (1 personification style, 1 simile, and 2 synecdoche styles). rhetorical style is a deviation from the usual construction to achieve a certain effect. 3 rhetorical language styles are discussed in this research alliteration, assonance, and hyperbole. alliteration is a series of words that begin with the same letter or sound alike. in other words, alliteration is a language style that is the repetition of the same consonant sound that follows each other, it is usually used in poems and prose, to create a beautiful sentence or to emphasize the word. for example, "you came and you change my whole life now". assonance is the repetition of vowel sounds, most commonly within a short passage of verse or language style is the repetition of the same vowel sound in words that follow each other, and it is usually used in the poem to emphasize or to make it more artistic. for example, "you will have healthy and shiny white skin". in the sentence above, the assonance style is shown through the repetition of the vowel sound (y) at the end of the healthy and shiny. hyperbole is a language style that exaggeration either the character or size of a thing which has the aim to emphasize, intensify, etc. for example, "you will have a perfect feeling!". besides the rhetorical style, the figurative language style is also discussed in this research. the figurative language style is a further deviation, especially in the area of meaning. this language style is formed based on comparisons or similarities. there are 3 figurative styles discussed in this research namely personification or prosopopoeia and synecdoche. personification or prosopopoeia is a figurative language style that describes inanimate objects or inanimate objects as if they have human characteristics. for example, "the howling wind in the middle of the night added to our fears". the sentence above contains a personification style because it describes the wind as if it could roar (scream). we already know that roaring is a feeling possessed by living things. similarities or similes is an explicit comparative language style, which is to directly compare something with something else, for example, "you are like the moon". synecdoche is a style of language that uses part of something to express the whole (pars pro toto). "i don't see the bridge of his nose" or uses the whole to state apart (total pro parte), for example, "indonesia managed to get a gold medal in the table tennis competition". komala dwi syaputri, & neti afriani: language styles analysis in coffee and tea advertisement on mass media 381 concept of semantic meaning according to saussure (1996), every linguistic sign or language sign consists of 2 components, namely a significant component (which means) which is in the form of a series of sounds, and a significant component (which is interpreted) which is in the form of an understanding or concept (which is owned by the significant). based on the theory developed by saussure, meaning is an understanding or concept that is owned or contained in a linguistic sign. if the linguistic sign equates its identity with a word or lexeme, it means that meaning is an understanding or concept that is owned by each word or lexeme. if equated with a morpheme, meaning is the understanding or concept that is owned by each morpheme, both basic morpheme and affix morpheme. therefore, the meaning of a word or lexeme when used in a real language is often separated from its basic understanding or concept, as well as its reference. many experts say that the meaning of a word can only be determined if the word is already in the context of a sentence. experts also said that the meaning of the new sentence can be determined whether the sentence is in the context of discourse or in the context of the situation. since language is a mediator, the relationship between a word and its meaning is a mediator. chair (2019) stated that there are various 12 types of meaning consisting of associative meaning, conceptual meaning, connotation meaning, contextual meaning, denotative meaning, grammatical meaning, idiom meaning, lexical meaning, the meaning of terms, nonreferential meaning, referential meaning, word meaning. this research found 5 meanings, namely: 1. connotation meaning the connotative meaning is another meaning that is “added” to the denotative meaning related to the sense of the value of the person or group of people who use the word. for example, the word pig, when viewed from the denotative meaning, the word pig means a four-legged animal whose meat is used. but when viewed from the meaning of its connotation, then the resulting meaning is no longer the same as the previous meaning, namely a 4-legged animal whose meat is used, but there is a negative feeling that arises when hearing the word. 2. contextual meaning 382 | english franca, vol. 6, no. 2, 2022 contextual meaning is the meaning of a lexeme or word that is in one context. contextual meaning can also relate to the situation, namely the place, time, and environment of the use of the language. 3. denotative meaning the denotative meaning is the original meaning, the original meaning, or the actual meaning of the lexeme. denotative meaning has similarities with lexical meaning, namely interpreting a lexeme according to the original meaning of the lexeme. for example, the word "ushi" in japanese means "a type of four-legged animal that is usually bred and used for meat and milk". 4. non-referential meaning non-referential meaning is the meaning of a word that arises but there is no reference to the word. on the word and, or and because it does not have a referential meaning because these words do not have a real reference or reference, but still have meaning when paired with other words in a sentence. 5. referential meaning a word or lexeme is called referential if there is a reference. words such as horse, red, and pictures are including words that have a referential meaning because there are references in the real world. research methodology in general, the method was a way or procedure that could be used to find out something, which had systematic steps. while the methodology was studied in studying the rules of a method. it could be concluded that the research methodology was studied by studying the regulations contained in the study (usman & akbar, 2015). in this research, the method used was descriptive qualitative. this method aims to describe the language styles found in coffee and tea advertisement on television. according to bagdan and taylor in moleong (2002), qualitative research was researched that produces descriptive data, namely in the form of written/oral words from people or observed behavior. this research method was to illustrate a certain situation or event (tarjo, 2019). the object of research aims to obtain data with a purpose and something legitimate and something reliable (sugiyono,2019). in this research, the object of this research was the coffee and tea advertisement that was shown on mass media. the source of this research data was taken from television july 2022 edition and youtube july 2021 edition. in this research, the theory used was the theory of language style proposed by gorys keraf (2017). komala dwi syaputri, & neti afriani: language styles analysis in coffee and tea advertisement on mass media 383 data collection techniques could be deemed as the most important step in research since the main purpose of the research was to obtain data. the data collection techniques used in this research were observing and note-taking techniques (pranowo,2009). the steps of data collection techniques carried out by researchers were observing (watching) the slogan of coffee and tea advertisement on television. then chose coffee and tea advertisement that contain language style on television. after that, recorded coffee and tea advertisements contain language styles, and further recorded coffee and tea advertisements contain language styles for in-depth analysis. observations were made by the researcher in stages on various television channels every day. for a week there were 7 days, and researchers made observations from 06 am-06 pm every day. if monday was 06-12 am on the rcti channel, then the next time was the mnctv channel. on the next day from 06-12 am mnctv channel, then the next hour was the rcti channel. the reason the researchers chose the researched hour was that the researchers chose the shoulder time, which was the broadcast time between 12 am-04 pm. the researcher did not choose prime time because that hour was dominated by talk shows and movies. therefore, researchers could not get a lot of advertisements at that hour. after the researchers collected observational data on television, the researchers turned to look for coffee and tea advertisements on youtube the same advertisement in the july 2021 edition through the official coffee and tea advertisement account, once collected, the researcher would proceed to the analysis stage. according to moleong (2018), the job of data analysis was to organize, sort, group data, code, and categorize it. the data analysis techniques used in this study were as identified all coffee and tea advertisements that had been collected. then classify coffee and tea advertisement based on the language style used. after that, all the data that had been classified were then presented in descriptive form. this presentation aims to show the style and meaning of what was in the coffee and tea advertisement. results based on research that has been done on coffee and tea advertisement slogans on mass media, it was found 27 data on advertisement slogans containing language style based on direct or indirect meaning. the results of the analysis consist of 3 rhetorical styles (consisting of 1 alliteration, 7 assonance language styles, and 11 384 | english franca, vol. 6, no. 2, 2022 hyperbole language styles), then 3 figurative language styles (1 personification, 1 simile, and 2 synecdoche styles), and 4 denotative meaning (does not contain language style). the kind of language styles contained in the coffee and tea advertisement slogan vary and are classified according to the theory that has been proposed by gorys keraf (2009). in this research, alliteration style was found in the advertisement luwak white coffee with the slogan my mood booster, the meaning contained in the advertisement is that luwak white coffee is coffee that is comfortable to drink and pleasant when consumed. with a special blend of composition, this coffee is suitable for drinking in any situation and makes coffee the most delicious choice (non-referential). while assonance style was found in the advertisement abc tulus mix with the slogan rasanya unik gayanya asik, the meaning contained in the advertisement is contemporary coffee with a combination of palm sugar and bubble gum flavor mixed with finely ground coffee to produce a unique coffee taste that is different from the others with an addictive sensation when enjoyed (denotative). then in the advertisement luwak white coffee with the slogan ngafe dirumah aja, the meaning contained in the advertisement is that luwak white coffee is coffee that can be created into various kinds of drinks. luxurious coffee is always ready to be enjoyed and can have a cafe-style coffee every day through this coffee without the hassle of going to the cafe (referential). furthermore, the same style of language is also found in the advertisement pikopi gula aren with the slogan lebih paten lebih keren, the meaning contained in the advertisement is that pikopi gula aren is coffee with a mixture of palm sugar produces coffee with a patent and extraordinary taste, so that it is cooler and superior to other coffees. in addition, coffee with a patent taste is very suitable for consumers to enjoy both weekdays and weekends (denotative). next in the advertisement sariwangi sari murni with the slogan ngeteh pagi untuk semangati hari, the meaning contained in the advertisement is that drinking sariwangi in the morning can give you enthusiasm for activities because the tea contains something that makes you more enthusiastic in carrying out daily activities (connotation). followed by the advertisement teh kotak with the slogan cerita rasa, the meaning contained in the advertisement is that in life many unexpected events have no end, as well as one example of a love story. the kotak can fill and brighten the day by carrying out daily activities with a variety of flavors from the tea (contextual). then in the advertisement, top coffee gula aren with the slogan kopi ngehitzz komala dwi syaputri, & neti afriani: language styles analysis in coffee and tea advertisement on mass media 385 arennya legitzz, the meaning contained in the advertisement is the enjoyment of palm sugar coffee with legit characteristics that can be created as desired and enjoyed in a contemporary style to make this coffee unique and different from the others (connotation), and last, in the advertisement top white coffee with slogan ngopi lagi yuk, the meaning contained in the advertisement is a blend of smooth coffee with the authentic taste of white coffee which makes this coffee has a strong and relaxing characteristic when enjoyed so that it makes it calm and can be enjoyed again and again (denotative). in hyperbole, there are 11 advertisements found, namely frestea with the slogan paduin nikmatnya, the meaning contained in the advertisement is that in life there are often plans beyond expectations. for example, being confused by a wide variety of choices. frestea with a blend of quality tea and natural ingredients can refresh the mind to combine various choices (connotation). in fruit tea lemon with the slogan ngeblend sensasinya, the meaning contained in the advertisement is that fruit tea lemon is a combination of original tea and lemon which is rich in vitamins so that the sensation of taste can keep you enthusiastic and blend in carrying out activities (connotation). then, fruit tea sosro with the slogan ngeblend sensasinya, the meaning contained in the advertisement is in this life, many changes will be experienced, as well as one example in the story of friendship. but that's not an excuse to always bemoan the changes, fruit tea sosro can fill your days and blend in with your longing to keep doing existing activities (connotation). next in the advertisement, golda coffee with the slogan perfect blend, the meaning contained in the advertisement is the composition of italian coffee combined with a gold italian roast technique that produces a strong coffee taste so that it gets a taste that is so perfect and delicious (connotation). followed by kopi nongkrong with the slogan enaknya menggelora, the meaning contained in the advertisement is the combination of a strong coffee taste with condensed milk that is perfectly mixed so that it makes this coffee taste incomparably delicious and very suitable to be enjoyed when hanging out with friends (connotation). in mountea with the slogan segernya bikin pede, the meaning contained in the advertisement is that the naturalness of tea that comes from the mountains with a sweet taste that fits and is packaged in a transparent glass makes consumers feel confident when drinking this tea, for example, confident in expressing something (referential). next in mountea with the slogan nyatain rasa seger lo, the meaning contained in the advertisement is that this 386 | english franca, vol. 6, no. 2, 2022 tea contains sweetness with an original freshness that makes people who drink it will feel the real freshness that is sought in the drink (connotation). in pikopi moccachino with the slogan jagonya kopi, the meaning contained in the advertisement is that this coffee was created with a barista-style taste that is different from other coffees to accompany your days (referential). after that in the advertisement teh pucuk harum with the slogan bikin seger dimana aja, the meaning contained in the advertisement is the freshness of the tea from the best shoots with the right sweet taste so that whatever the situation and condition, inside or outside the house is very suitable to drink because it makes you feel comfortable and causes thirst to not come again (connotation), and then in teh rio with slogan segernya kebangetan, the meaning contained in the advertisement is a combination of tea and real sugar with a very fitting taste without deception to produce extraordinary enjoyment and freshness (connotation) and last in teh rio with slogan segernya waenakseeeh, the meaning contained in the advertisement is quality tea with a blend of sugar that has an exotic taste when enjoyed so that it tastes very fresh (connotation). while the personification style is found in the advertisement kapal api special with the slogan secangkir semangat hidupkan hari, the meaning contained in the advertisement is that kapal api special coffee is an offering of the strength of the spirit given to liven up the day through a cup of coffee (connotation). a simile style found in the advertisement nescafe ice black with the slogan smooth & bold ala cafe, the meaning contained in the advertisement is that this coffee is formulated with a smooth and bold taste so that it produces a delicious coffee taste delicious cafe style (connotation). and followed by the synecdoche style, which is found in the advertisement kapal api special mix with the slogan untuk indonesia, the meaning of this advertisement is that the perfect combination of selected coffee beans and sugar produces a better taste so this coffee is suitable for be presented to indonesia (referential) and then in the torabika cappuccino with slogan nikmatnya diakui dunia, the meaning contained in the advertisement is that this coffee is a combination of the best coffee and new zealand milk with thick creamy foam without losing the original taste of the coffee so that the enjoyment of this coffee is recognized by the world (referential). while the denotative meaning is contained in the advertisement frestea nusantara with the slogan nyamannya teh rasa rumahan, the meaning in the advertisement is that tea is specially made for home komala dwi syaputri, & neti afriani: language styles analysis in coffee and tea advertisement on mass media 387 use so that consumers feel comfortable when drinking frestea (connotation). in garantea with the slogan sehat bebas gula, the meaning contained in the advertisement is that the health of this tea comes from the content of tea that is perfectly blended and free of sugar so that it gives birth to benefits that can protect your body from negative things (denotative). followed by nescafe latte with the slogan cheers bareng nescafe, the meaning contained in the advertisement is a delicious coffee that is practical and just a click to drink, so one can enjoy cafe-style cheers with friends (denotative), and then in sariwangi with the slogan jaga kadar kolesterol. minimum sariwangi setiap hari, the meaning contained in the advertisement is that this tea has a special appeal because of its composition and taste, which is made from 100% real tea and contains flavonoids, so this tea helps maintain cholesterol levels and can be enjoyed every day without worry (referential). discussion based on the language style table above, the researchers use the theory language style of gorys keraf to examine this research in depth. the use of this theory because besides being relevant is intended to obtain accurate data about the language style in coffee and tea advertisement slogans. in this section, the researcher interprets the results found. 1. alliteration according to keraf 2017, the repetition of consonant sounds always occurs in an alliteration language style. for example, in the advertisement luwak white coffee with the slogan my mood booster! in the advertisement, there is a repetition of the consonant sound m. the impact of using the slogan is to state that if you drink this coffee, then this coffee will become a mood booster for consumers. so that consumers will always drink it often because of the convenience that this coffee provides. the meaning contained in the advertisement is stating that this coffee is luwak white coffee that is comfortable to drink and pleasant when consumed. with a special blend of composition so that this coffee is suitable for drinking in any situation and makes coffee the most delicious choice. this advertisement in semantic theory contains a non-referential meaning, which means it has no reference. the meaning of a word in a non-referential meaning can change depending on how the sentence is made. in the luwak advertisement with the slogan my mood booster, it does not refer to the actual 388 | english franca, vol. 6, no. 2, 2022 meaning, namely a cheerful or happy feeling, but refers to a coffee that can have an influence or a good mood after drinking it. 2. assonance according to keraf 2017, assonance style is a kind of style in the form of repetition of the same vowel sound to achieve the goal of obtaining the effect of beauty in a sentence. for example, in the advertisement sariwangi sari murni with the slogan ngeteh pagi untuk semangati hari, which in the slogan there is a repetition of the vowel sound i. the impact and meaning contained in the advertisement are that drinking sariwangi in the morning can give you enthusiasm for activities because the tea contains something that makes you more enthusiastic about carrying out daily activities. this advertisement in semantic theory contains a connotative meaning, namely the word semangati hari means that it does not refer to the actual meaning, which means inviting passionately to do activities. spirit is in the form of an adjective that is not matched with the word day. the assonance language style is also found in teh kotak advertisement with the slogan cerita rasa, there is a repetition of the vowel a. the meaning contained in the advertisement is that in life many unexpected events have no end, as well as one example of a love story. the impact of using the slogan is that teh kotak can provide comfort when drinking it, thus making consumers more relaxed and flexible in telling stories. teh kotak can fill and brighten the day by carrying out daily activities with a variety of flavors from the tea. this advertisement in semantic theory contains contextual meaning. because in the cerita rasa slogan, the contextual meaning of the word rasa is a passionate feeling of love. 3. hyperbole according to keraf 2017, this language style is a language style that tends to exaggerate the actual reality. this exaggeration is seen in the pikopi moccachino advertisement with the slogan jagonya kopi. the slogan of the word jagonya seems to exaggerate as if this product is the most superior and most dominating product among other coffee products. the impact of using the slogan is that when consuming this coffee, consumers will feel that the taste of this coffee is different, so the sensation of this coffee tastes deserves a thumbs up. the meaning contained in the advertisement is that this coffee was created with a barista-style taste that is different from other coffees to accompany your days. this advertisement in semantic theory contains a referential meaning, which has a reference to the word coffee, which is a kind of drink that is thick black and has a fragrant aroma. komala dwi syaputri, & neti afriani: language styles analysis in coffee and tea advertisement on mass media 389 then, in the kopi nongkrong advertisement with the slogan enaknya menggelora. the impact of using the word in the slogan is that when we enjoy this coffee, we don't just drink ordinary coffee. however, we will also feel the tempestuous sensation of the delicious coffee when we drink it. the meaning contained in the advertisement is the combination of a strong coffee taste with condensed milk that is perfectly mixed so that it makes this coffee taste incomparably delicious and very suitable to be enjoyed when hanging out with friends. this advertisement, in semantic theory, contains a connotative meaning on the word menggelora which seems to state that the sensation of enjoyment from the coffee is very crazy. 4. personification according to keraf 2017, in the personification style, the depiction of inanimate objects such as humans is seen in this language style. for example, the kapal api special coffee advertisement with the slogan secangkir semangat hidupkan hari. the impact of using the word in the slogan is that consuming a cup of coffee can provide positive energy to cheer up the day. the meaning contained in the advertisement is that kapal api special coffee is an offering of the strength of the spirit given to liven up the day through a cup of coffee. this advertisement semantically contains a connotative meaning, namely in the form of feeling for a cup which means a noun, namely cup, but the cup is matched with spirit. 5. simile according to keraf 2017, similarities or similes is an explicit comparative language style, which is to directly compare something with something else. for example, in the advertisement nescafe ice black with the slogan smooth & bold ala cafe. in the slogan, the word ala is a word that compares and resembles similarities. the impact of using this word is that when consumers want to buy and drink this coffee, a smooth and bold taste of the coffee will appear, like cafe-style coffee that is practically wrapped in this coffee. the meaning contained in the advertisement is that this coffee is formulated with a smooth and bold taste so that it produces a delicious coffee taste delicious cafe style. this advertisement in semantic theory contains a connotative meaning (figurative meaning) which is defined as a comparison or similar. this meaning is defined as the meaning of words or expressions that contain assumptions or appreciation. in the advertisement, nescafe stated that smooth and bold coffee resembles the taste of cafe-style coffee. 390 | english franca, vol. 6, no. 2, 2022 6. synecdoche according to keraf (2017), synecdoche is a style of language that uses part of something to express the whole (pars pro toto) or uses the whole to state a part (totum pro parte). advertisement of coffee torabika cappuccino with slogan nikmatnya diakui dunia is a synecdoche that uses one thing to express the whole (pars pro toto), namely the word dunia. the impact of using this word is that when consumers buy this product, consumers will think that this coffee is very good for consumption because it has been verified and recognized by the world. the advertising slogan states that the enjoyment of coffee torabika, which comes from a perfect blend, has made this coffee recognized by the world. this advertisement in semantic theory contains a referential meaning to the word world which means is a general name used to refer to the entire human civilization, human experience, human history, or the human condition in general throughout the earth, or about everything contained in it. the word refers to the deliciousness of coffee. 7. denotative meaning according to chaer (2019), denotative meaning is the original meaning, the original meaning, or the actual meaning of the lexeme. for example, in the advertisement garantea with the slogan sehat bebas gula. the impact of using the word in the slogan is to give the real impression that if you avoid sugar, you will be healthy. the meaning contained in the advertisement is that the health of this tea comes from the content of tea that is perfectly blended and free of sugar so that it gives birth to benefits that can protect your body from negative things. this advertisement in semantic theory contains a denotative meaning, where the slogan states the true meaning, without any deviations in words and sentences. conclusion from the results of this research, it can be concluded that there are 27 data on advertisement slogans containing language style based on direct or indirect meanings. the results of the analysis consist of 3 rhetorical styles (consisting of 1 alliteration style, 7 assonance styles, and 11 hyperbole styles), then 3 figurative language styles (1 personification style, 1 simile style, and 2 synecdoche styles), 4 denotative meaning (does not contain language style), as well as the semantic meaning contained in coffee and tea advertising slogan. the language style is widely used in advertising. advertisers use language style to beautify the writing to make it attractive and to komala dwi syaputri, & neti afriani: language styles analysis in coffee and tea advertisement on mass media 391 emphasize the advertising message so that it can be accepted by consumers. hyperbole is the most common language style found in this study. this is because the advertisement writer wants to highlight the specialty of the coffee and tea products offered by using excessive elements in the advertising language and wants to define a product in an interesting sentence through a short direct comparison. the element of exaggeration in his words is evident in the style of hyperbole. in addition, the language style contained in every coffee and tea advertisement has meaning. the semantic meaning of advertisements can be obtained by the researcher using language theory about semantics and looking at advertisements as a whole. each advertisement has its meaning depending on the views and knowledge of the researchers. references chaer, a. (2019). linguistik umum. rineka cipta. jefkins, f. (2015). periklanan. erlangga. keraf, g. (2017). diksi dan gaya bahasa. gramedia pustaka utama. kuspriyono, t. (2015). penggunaan gaya bahasa pada iklan web pt. l’oreal indonesia (studi kasus pt. l’oreal indonesia). amik bsi jakarta. meleong, l.j. (2018). metologi penelitian kualitatif. pt remaja rosdakarya, bandung. nielsen. (2021). belanja iklan online services melonjak 67 persen di 2021 bisnis liputan6.com. nina. (2015). analysis of language style in ads for tourism charm of ntb on youtube content. stkip muhammadiyah bogor. pranowo. (2009). berbahasa secara santun. pustaka pelajar. saputra, h.a., saputra, a.b. (2021). an analysis of language styles used in the daily newspaper of radar selatan. iain bengkulu. saussure, f. de. (1996). pengantar linguistik umum (penerjemah: rahayu s. hidayat). gadjah mada university press. shurter, r.l. (robert l. (1971). written communication in business. new york, mcgraw-hill. sugiyono. (2019). metode penelitian kuantitatif, kualitatif, dan r&d. alfabeta. suparta, i.m., kardana, i.n. (2017). use of language by bugis communities in sanganan village, tabanan, bali. ikip saraswati tabanan.universitas warmadewa. 392 | english franca, vol. 6, no. 2, 2022 tarjo. (2019). metode penelitian. yogyakarta: cv budi utama tren minuman. (2022). konsumen beralih ke gaya hidup sehat pasca pandemi covid-19 | times indonesia usman, h., akbar, p.s. (2015). metodologi penelitian sosial. bumi aksara. wibowo, w. (2003). sihir iklan: format komunikasi mondial dalam kehidupan urban-kosmopolit. gramedia pustaka utama, jakarta. wirasari, i., karo, t.e.b. (2018). kajian gaya bahasa iklan antangin fit pada media sosial. telkom university. english franca academic journal of english language and education doi: 10.29240/ef.v7i1.6594 http://journal.iaincurup.ac.id/index.php/english/index eissn: 2580-3689; pissn: 2580-3670 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2022; received in revised form 10 april 2023; accepted 10 may 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-nc-sa 4.0 license indonesian students’ growth perception of an english immersion program widya rizky pratiwi universitas terbuka, tangerang selatan, indonesia corresponding email: widya_pratiwi@ecampus.ut.ac.id introduction english is taught as a foreign language in indonesia and is rarely used in a broad community. nevertheless, learning english is very important because it is an international lingua franca (köylü & tracy, 2022). it facilitates the bridge between languages, economies, and cultures, provides information, and enables people from different countries to interact and work together. as part of a globalized free market, the indonesian government works to prepare its citizens for many opportunities. it provides the exchange of experience, knowledge, and expertise for which english is needed as a communication medium. globalization unavoidably affects all walks of life, including indonesia. however, english language learning is limited in indonesian communities (liando & tatipang, 2022). in addition, indonesian efl teachers face many challenges. students may be reluctant to learn english. they could be shy, afraid to make mistakes, or disinterested. english instruction may need more timetabling, poor resources, inappropriate materials that do not match student proficiency, limited facilities, and overcrowded english classrooms (pratiwi, 2019). grammar-based pedagogies persist even though the practical use of english has been promoted in indonesian curricula since 1980. while functional approaches foster communicative competence and a comfortable and engaging environment that encourages learning and teaching, grammar-based approaches engender students' perceptions that english is burdensome (ayuni & susanti, 2018). fitriani (2019) explains that a lack of authentic experiences in using english for communication is a significant obstacle for indonesian efl students. even after studying english for many years, students are often unable to communicate well with native speakers. some affluent parents, dissatisfied with indonesian english education, may send their children to study overseas, which is very expensive (pratiwi et al., 2020). however, not all parents can choose this option, perpetuating unequal access to appropriate english abstract. becoming a part of an english village as a form of immersion program differs significantly from studying english in a classroom setting where students can directly practice speaking in real-life situations. this study looks at how indonesian students perceive the benefits of intense classes in an english immersion program on their cognitive development both during and after the program. the biggest indonesian english village, kampung inggris pare, was the location. this qualitative case study involving participant observation, interviews, and photos included 14 participants. an interactive analytic model was then used to gather, reduce, present, and make conclusions from the data. according to the study, most participants improved after taking intense english classes in kampung inggris pare, especially in the cognitive areas. vocabulary was the area where they felt most heavily upgraded (hug), followed by fluency and pronunciation. this study suggests that an immersion program like english village is one way to address several issues with english learning in schools. an english immersion program's intense sessions might be advantageous for students. keywords: students’ perception; cognitive progress; immersion program; english village http://u.lipi.go.id/1613357132 http://u.lipi.go.id/1614254143 http://journal.iaincurup.ac.id/index.php/english mailto:widya_pratiwi@ecampus.ut.ac.id widya rizky pratiwi, 2023 indonesian students’ growth perception of an english immersion program 58 | v o l . 7 , n o . 1 , 2 0 2 3 ( 5 7 6 8 ) education. seeing reality, the indonesian government is working to improve student attainment of desired foreign language outcomes by providing more opportunities for immersive education. this initiative is a response to increasing dissatisfaction with instruction focused on english grammar and memorization, which is common in many public schools (knell et al., 2007). actually, some ways can be accomplished by efl students to acquire the english language acquisition, such as taking courses at language institutes, private tutoring, international schools, or studying abroad. however, learning works best when the students feel comfortable and relaxed (crespo, 2020). in fact, as has been explained, efl teachers find some difficulties in teaching oral communication skills (utami, 2019). one affected factor is a learning environment. based on the problems, some researchers (lan, 2020; crespo, 2020) report that immersion programs have been demonstrated to positively influence the students’ english competence, and these programs may be far more costly in time and money. english immersion programs obtained some advantages not only in language acquisition but also in cultural recognition for all the program participants (noguchi, 2019). thus, immersion programs can be a solution to learning english comfortably and relaxed with a supporting environment. one kind of immersion program provided in indonesia is english villages ((pratiwi, 2019; supriyono et al., 2020). english village is a rich environment that integrates the learning of a foreign culture with language teaching through experiential classes in which students can interact in english outside of the classroom, offering substantial opportunities for transactional authenticity (erni et al., 2021). the concept of english village is one of the immersion programs developing in efl and esl countries that share the goal of offering students an immersive experience in a second or foreign language habitat. the english village setting offers many opportunities for true transactional interaction. students can communicate in english outside of the classroom in larger society once they have acquired the knowledge in lessons. inside multicultural theme parks, the english villages blend content-based language immersion with informal and experiential learning. the english village themes promote a more universal, forwardthinking, and constructivist understanding of learning in general and english language learning in particular in educational theory, policy, and practice. the largest english village that exists in indonesia is kampung inggris pare. indonesia's premier english village of kampung inggris pare is translated as the english village of pare. it is different from english villages in other countries such as south korea. according to yulianingsih et al., (2018.), kampung inggris pare is a fully-running community located in a suburb of pare in kediri, regent of east java. the village is organized around 160 english institutions (rasyad & riyanto, 2018). the village includes many community businesses such as bicycle rentals, food stalls, dormitories, boarding houses, cafes, and restaurants to meet the daily needs of students from across indonesia. these institutions provide students with instruction in english. in addition, the surrounding javanese and bahasa-speaking communities support an immersive language environment by providing facilities and services to the students in english. many people from around indonesia and neighboring countries participated in this english village to learn and practice speaking english directly. the diversity of students' origins certainly makes the adaptation process in the english village of kampung inggris pare unique. besides, this uniqueness attracts researchers' attention to studying this indonesian center of english acquisition, even though it is less of a study (mahruf, 2019; malik, et al., 2020; sari & rozimela, 2021). most researchers found that this english village effectively improves students' english skills. however, none investigated and linked the studies as an immersion program domain. therefore, this study was focused on investigating indonesian students’ perception of immersion programs regarding their progress, especially related to their communicative competence, during and after joining widya rizky pratiwi, 2023 indonesian students’ growth perception of an english immersion program 59 | v o l . 7 , n o . 1 , 2 0 2 3 ( 5 7 6 8 ) intensive classes in this english village-based immersion program. the guiding research question was: 1. at what level is the progress of indonesian students’ growth during and after studying in this english village-based immersion program?” 2. how do indonesian students perceive their progress during and after joining intensive courses in this english village-based immersion program?. theoretical framework this session presents some theoretical frameworks that support the current study. it involves an immersion program, speaking skills, and the nature of perception. immersion program immersion refers to an approach to second language instruction where the usual school curricular activities are conducted in a second language (curtain, 1986). immersion is a communicative approach that reflects the essential situation of first-language learning and, at the same time, responds to the special needs of second-language students (genesee, 1985). in this approach, the second language is not taught as the content of instruction. however, it functions as its medium of instruction, the material or communication between teacher and students or between students in the classroom. for example, in a science class, a teacher uses a second language to lead a lesson on simple and complex cells, where the second language functions as academic communication (genesee, 1985). thus, a language immersion program provides for the teaching and learning of regular school subjects while at the same time responding to the communicative needs of second language students. efl immersive learning accelerates english acquisition. language institutes, private tutoring, international schools, and studying abroad may not be as effective or desirable in improving linguistic proficiency. in contrast, immersion programs have been demonstrated to positively influence the students’ english competence, and these programs may be far more costly in time and money. one form of english immersion program found in some asian countries is the english village. it shares the goal of providing students with an immersive experience in a second or foreign language environment. the english village provides many facilities that support the use of english in daily interaction (pratiwi et al., 2020). therefore, it is believed to have many features that contribute to the improvement of english learning in indonesia. speaking skills language has a central role in students' intellectual, social, and emotional development, and it is the key to successfully studying all subjects and evolving all areas of human working. learning the language is aimed at communicating or speaking. good english speaking is essential, especially for students, because it becomes a weapon for exploring the world. therefore, improving english speaking competence is a critical point for indonesian students, as it is highly needed to contribute to students improving their communication skills. according to porcheron et al. (2018), speaking is a speech production that becomes an element of daily activities. it is reported as an effective language acquisition skill, which involving communication skills, as well as other crucial components like pronunciation, intonation, grammar, vocabulary, etc. (rizqiningsih & hadi, 2019). it is the process of sharing knowledge, emotions, needs, opinion, or ideas that take place between the speaker and the listener. in conclusion, speaking is a creative process and an active interplay between speaker and listener that integrates feeling and thought. according to harris (1969), speaking ability comprises four elements: pronunciation, grammar, vocabulary, and fluency. widya rizky pratiwi, 2023 indonesian students’ growth perception of an english immersion program 60 | v o l . 7 , n o . 1 , 2 0 2 3 ( 5 7 6 8 ) 1. pronunciation: students can talk more clearly by pronouncing their words while they speak. it concerns the phonological processes determining how sounds vary and pattern in a language. 2. grammar: these processes are necessary for students to arrange a correct sentence in conversation or to be able to manipulate the structure and tell appropriate grammatical forms apart from inappropriate ones. grammar helps learn the right approach to becoming proficient in a language orally and in writing. 3. vocabulary: lack of word choices makes it difficult for someone to express themselves verbally or in writing effectively. hence, vocabulary refers to the proper diction employed in communication. 4. fluency: fluency is known as the capacity to talk clearly and smoothly. if students can speak english fluently, they might be described as english masters or as having a good command of the language. the nature of perception perception is perception is the way people try to understand the world and sensory inputs around them involving five sense organs to gather information (dwinata, 2017).. it is interpreted as observing a person toward the environment by using his feelings to become aware of everything in his environment (said et al., n.d.). it is also explained that perception is the process of receiving stimuli through the sense, which is perceived by attention or awareness that the individual can determine, interpret, and appreciate what is observed. based on said's point of view, it can be assumed that people's perceptions of the same object or concept can differ. it depends on how people pay attention to the item, how deep the interest is, how high the motivation is, how long the process takes, how much hope, and so on. material and method this research examined indonesian secondary and tertiary students' growth perception of an english immersion program from the cognitive and non-cognitive aspects during and after having intensive classes in an english village. i purposely selected participants and locations at kampung inggris pare in tulungrejo and pelem village, the suburbs of the town pare in kediri regent of east java, indonesia. i conducted the study in kampung inggris pare because it is the largest indonesian english village. besides, teaching and learning differ from what is often encountered at school. it was a qualitative research design with a case study approach. atmowardoyo (2018) mentions some kinds of research methods that may be beneficial in tefl studies, including a case study. he explains that a case study involves an in-depth examination of an individual, an organizational unit, or an event with unique characteristics. numerous researchers have utilized case study methods in tefl research to develop theoretical descriptions based on the phenomena associated with english language teaching and learning. fourteen participants were involved in this research. they were selected from six english institutions focused on speaking programs: mr. bob, the daffodils, kresna, global english, ella, and peace academy in kampung inggris pare. several factors were taken into account when selecting the participants. first, male or female. second, the volunteers were my classmates at these six english institutions. third, they were pupils who had completed at least a junior high school. fourth, participants traveled to kampung inggris pare for the first time when this research did. and fifth, the selected participants agreed to participate in this research. these above considerations were made for the following reasons: 1) males and females were given equal opportunities to participate in this study to avoid gender discrimination; 2) participants were chosen from is' classmates to be easily observed; 3) widya rizky pratiwi, 2023 indonesian students’ growth perception of an english immersion program 61 | v o l . 7 , n o . 1 , 2 0 2 3 ( 5 7 6 8 ) this research did not specifically target elementary or junior high school students because the majority of them lack the capacity to act and make their own decisions, where students in this age group typically still relied on their teachers and parents. the last factor in selecting the participants who first attended kampung inggris pare was to quickly gather the students' standpoints on the differences in their learning experiences and progress before and after visiting and studying in this english village-based immersion program. of course, these considerations affected the validity of the observations, interviews, and other data collecting. as a qualitative researcher, i conducted a participant observer. i came to the classroom daily to learn, did the assignment together, and built relationships with potential participants within and outside the classroom. this way encouraged me to have more opportunities to conduct observations, semi-structured interviews, photographs, or even casual conversations. i collected the data using a field note for observation, a voice recorder and a guideline for semi-structured interviews, and a camera to take photographs. students’ perception of the cognitive progress adapted from four speaking elements echoed by harris (1969). however, the interview questions that was supported by observation did not focus on grammar due this element was offered in a different class. as observed, in kampung inggris pare, students in level basic and intermediate learned speaking and grammar in different classes. students who chose speaking class were directed and trained to speak confidently by ignoring grammar. the primary purpose was for students can speak without fear of making grammatical errors. in contrast, students who took grammar classes were more concerned about how the language was used in good grammar and structure. these students were also trained to complete the english test with grammar. thus, the questions asked about pronunciation, vocabulary, and fluency. the questions started by asking closed-ended interviews of participants' thoughts about their speaking elements' progress during and after studying in this place. further investigations were carried out to explore about some factors behind the highly upgraded or minor improvement (un-upgraded), such as what makes the participants’ speaking elements highly upgraded (hug), upgraded (ug), slightly upgraded (sug), or un upgrade (uug). the example of open-ended questions as follows: table 1. list of questions no questions note 1 what do you think about your pronunciation progress during and after studying in this place? you may choose four of the choices: highly upgraded (hug), upgraded (ug), slightly upgraded (sug), un-upgraded (uug). 2 what do you think about your vocabulary growth during and after studying in this place? 3 what do you think about your speaking fluency during and after studying in this place? 4 what makes your pronunciation highly upgraded, upgraded/ slightly/ upgraded/ unupgrade? 5 what makes your vocabulary highly upgraded, upgraded/ slightly/ upgraded/ un-upgrade? 6 what makes your speaking fluency highly upgraded, upgraded/ slightly/ upgraded/ unupgrade? widya rizky pratiwi, 2023 indonesian students’ growth perception of an english immersion program 62 | v o l . 7 , n o . 1 , 2 0 2 3 ( 5 7 6 8 ) analyzing the data began with gathering the raw data, such as transcripts, field notes, or pictures. the subsequent phases included gathering and preparing the data for analysis, looking through all the data, manually or digitally coding it, connecting themes and descriptions, and finally assessing the significance. then, for the trustworthiness degree of this research result, creswell (2014) reported eight primary validity strategies, some of which were applied in this research, namely triangulating, detailed description, member checking or negotiation, clarifying the bias i brings to the study, and prolonged time. results and discussion result to find out how indonesian students perceive their progress after intensive classes in an english village, especially in improving speaking skills, i investigated the impact of implementing learning strategies based on students' perceptions. studying the world indicates the need to examine perceptions and ideas constructed, and the world is mainly the world of perceptions, images, or mental concepts. thus, when people want to study something, what should be initially known is where, when, and how to meet and learn it. therefore, perceptions and senses perform a unique source of how to experience something. three questions were developed based on the cognitive strategy applied in learning english, especially for those who took the speaking class. these questions aimed to know the students' perception of their pronunciation, vocabulary and speaking fluency after studying for months in an english village of kampung inggris pare. as has been explained before, to make it more measurable, i limited participants to give firm responses to one of the answer options: highly upgraded (hug), upgraded (ug), slightly upgraded (sug), or did not upgrade/ un upgraded (uug). further investigations were carried out on students who were still experiencing a minor improvement. i presented the student's answers in the chart below. figure 1. indonesian students’ perception of the cognitive progress the chart explains that among the three types of cognitive aspects that appeared in learning english, especially speaking skills, vocabulary proficiency was the most greatly improved speaking element (hug). eleven students responded to it. then, the second cognitive aspect that highly increased was speaking fluency, in which eight students contributed to sharing their feelings. meanwhile, the last one was pronunciation, in which less than half of the participants felt a level of highly upgraded (hug). widya rizky pratiwi, 2023 indonesian students’ growth perception of an english immersion program 63 | v o l . 7 , n o . 1 , 2 0 2 3 ( 5 7 6 8 ) vocabulary development two reasons were echoed by students who had rapidly progressed toward vocabulary proficiency. first, they said vocabulary improved rapidly because they often discovered new vocabulary when they engaged in natural conversations in this english village, whether in class, camp, or broader social interactions. some also said that apart from getting the benefits of daily use, they had a target of vocabulary memorizing or reviewing at camp. some were based on their self-initiation, partly because it was mandatory and a camp rule. the number of words focused varies depending on the ability or agreement with the tutor. however, they are mostly memorized or reviewed 30-50 per week or five words daily. this rapid increase was felt by both the primary level and more advanced students. the example of an interview extract is presented our vocabulary especially me improve because we always listen to people around us speak. at camp, we have an english zone so we must speak english. at class, the tutor will punish us to sing when speak indonesia. begitupun ketika berjalanjalan di sekitar pare ini. sehingga, secara tidak langsung, from unknown to be known especially for daily vocabulary. (interview with p3). [our vocabulary, especially mine, improves because we always listen to people around us speak. we have an english zone at camp, so we must speak english. in class, the tutor will punish us for singing when speaking indonesian. likewise, when walking around pare. so, indirectly, from unknown to be known, especially for daily vocabulary]. speaking fluency as for fluency, the difference in responses was clearly seen among students who had just come for one or two months with those who had stayed and studied in pare for a long time. students who had experienced a rapid increase in speaking fluency were at an advanced level because they had long experienced the impact of this english village. they always claimed to try to use english as much as possible. this effort was undoubtedly beneficial for practicing fluency in speaking because the longer they used english in their interactions, the more fluent they spoke. this statement was supported by toro et al. (2018) who stated that fluency is the natural use of language that occurs when speakers participate in a conversation despite their limited communicative ability. the extract as follows i have been here for three months. as i dream of taking a scholarship di luar negeri, my ambition to master english, especially in speaking, is high. so, i practice my english with whom i talk, even though my friends speak bahasa indonesia with me. (interview with p6) meanwhile, students who enrolled in basic classes generally felt those who did not feel very fluent or slightly upgraded (sug) in speaking. some participants took advanced classes and had a knowledge of english, but they had just arrived in the english village of kampung inggris pare for a month. they have yet to experience interactions using english in a natural environment for a long time. so, even though they had a basic knowledge of english, they were not fluent in speaking because they had never practiced it outside the english village of kampung inggris pare. yeah i am here for one month. actually, i have learn english for some years in my city, but saya tidak praktik. no friends. (interview with p2) [yeah, i have been here for a month. actually, i have learned english for some years in my city, but i never practice my english because no peers for practicing]. widya rizky pratiwi, 2023 indonesian students’ growth perception of an english immersion program 64 | v o l . 7 , n o . 1 , 2 0 2 3 ( 5 7 6 8 ) pronunciation growth different cases were felt for pronunciation training. the improvement in pronunciation was felt to be the slowest and most difficult compared to the other two types of cognitive aspects. numerous studies have examined the pronunciation difficulties of efl students (indrayadi et al., 2021). p11 argued pronunciation is rather difficult because even though a student had made many efforts to resemble a native english speaker, it would still not be exactly the same because the tongue was different. (interview with p11). this opinion implied how a person's accent greatly affected pronunciation in english. they needed extra effort to improve this skill. practicing english in this english village could form good pronunciation by itself. however, this achievement would be found for a long time if it was not given more attention and effort, for example, taking a pronunciation class. some students took a speaking packet program which included several speaking aspects classes such as vocabulary, speaking, pronunciation, grammar for speaking, and other classes related to speaking. for example, in pronunciation classes, the students would be taught some tricks to improve pronunciation, such as tongue twister training, the way to read the oxford dictionary, getting resources from listening material, and pronunciation training through a song or other listening material. in addition, some joined special rapper classes to practice their pronunciation. among the total number of students, four participants felt a very significant increase in all types of cognitive aspects, including pronunciation. two students had lived in pare for approximately three months, one had stayed for more than eight months, and the other had only stayed for one month. therefore, the length of the study was not the only factor determining one's success in learning languages. other supporting factors might have an effect, such as maximum effort. in addition to student responses, i obtained data from tutors regarding students' learning outputs during one period. this value would then be transferred and appear on the certificate of completion. the accumulative value of the students' speaking skills was based on their cognitive development, which included fluency, vocabulary, pronunciation/ accent, and understanding. the table is displayed below. table 2. students’ final score the table proves that each course institute had a respective authority in managing their institution. all institutions in kampung inggris pare agreed upon no standard rules. each tutor assigned a grade to the students based on the institution's reference. widya rizky pratiwi, 2023 indonesian students’ growth perception of an english immersion program 65 | v o l . 7 , n o . 1 , 2 0 2 3 ( 5 7 6 8 ) some institutions provided grades based on 1-10 or 10-100. some also gave grades with the letters a, b, c, d, or error symbols. these grades were similar to the college level. furthermore, others were awarded a grade with the words good, very good, or excellent. so, it was not easy to obtain accurate data based on the student's final grade in one period. however, i tried to balance the four types of values in general. based on the institutional guidelines shown on the back of the certificate, at the global english institute, they equalized 7 with a good user, 8 with a very good user, and 9 with an expert user. the numbers 7, 8, and 9 in global english could possibly be equivalent to the range 70-90 in ella and kresna english course institutions. excellent grade and symbol a could possibly be equated with a perfect score of 10 or 100. so, i concluded that students who obtained grades "a, excellent, 80-100/ 8-10" were highly improved or upgraded (hug) students. while those who got scores of b and 6-7/ 60-79 were categorized as improved or upgraded students (ug). discussion it has been generally well-known that most people faced some problems in learning english as a second or foreign language in non-english speaking countries ((hibatullah, 2019)). kampung inggris can answer some challenges, the weakness of english teaching to learn english and social needs, which grows fast (karmala et al., 2018). these statements support the result of the finding in this study. immersion refers to an approach to second language instruction where the usual school curricular activities are conducted in a second language ((ballinger et al., 2017)). immersion is a communicative approach that reflects the essential situation of first language learning and at the same time responds to the special needs of second language learners ((kessler, 2018)). in this approach, the second language is not taught as content of instruction. however, it functions as its medium of instruction the material or communication between teacher and students or between students in the classroom. thus, a language immersion program provides for the teaching and learning of regular school subjects while at the same time responding to the communicative needs of second language learners. kampung inggris pare is a kind of imersion program tnat provides many facilities that support the use of english in the daily interaction. therefore, it is believed to have many features that contribute to the improvement of english learning in indonesia. based on the result of the study, the english immersion program of kampung inggris pare produced a positive impact of students progress both cognitive and non-cognitive aspects especially in metacognitive aspect. these results are in line with some previous research findings. according to (nguyen & terry, 2017)), the use of learning strategies significantly brings positive effects on the students' mastery of english." (lestari & wahyudin, 2020) reveal that learning strategies are among the primary factors that aid students determine hown and how well learners learn a foreign language. learning strategies lead the students to reach excellent language achievement in improving their english-speaking fluency and proficiency (shahini & shahamirian, 2017)). the strategies enable students to get the big responsibility to enhance their progress in developing l2 skills, which includes a wide range of behavior that can help build communicative competence in many ways. with learning strategies, students' learning methods could be more disciplined. they also got more comfortable conditions to study by using proper learning strategies, and students could receive and more convenient to understand the lessons that lecturers gave them. the students have critical skills in communicating. oxford quotes, "more effective learners showed careful orchestration of strategies, targeted in a relevant, systematic way at specific l2 tasks" (2003, p.10). among the three types of cognitive aspects that appeared in learning english, especially speaking skills, vocabulary proficiency was a speaking element that was felt greatly improved, followed by speaking fluency, and pronunciation. widya rizky pratiwi, 2023 indonesian students’ growth perception of an english immersion program 66 | v o l . 7 , n o . 1 , 2 0 2 3 ( 5 7 6 8 ) vocabulary improved rapidly because students often discovered new vocabulary when they engaged in natural conversations in kampung inggris pare, whether it was in class, at camp, and in broader social interactions. besides, they had a target of vocabulary memorizing or reviewing at camp 30-50 per week or five words per day. related to the progress of this strategy, no differences between basic level and advanced students. in contrast, students who had experienced a rapid increase in speaking fluency were students at an advanced level because they had long experienced the impact of this immersive environment than students’ who just arrived. while the improvement in pronunciation was felt to be the slowest and most difficult. even though students have practiced their english in this immersive environment, they needed extra effort to improve this skill, such as taking a pronunciation and rapper class. by joining these classes, the students will get more reinforcement to exercise the tongue and learn the strategy. conclusion participating in an english village as a type of immersion program is distinct from learning english in schools, where students can directly practice their speaking skills in authentic communication while studying. according to the study, intense instruction in kampung inggris pare's english village-based immersion programs improved all students' speaking and cognitive abilities. vocabulary received the highest heavily upgraded (hug) rating, followed by fluency and pronunciation. according to this report, the english village is one solution to the multiple difficulties indonesian schools have teaching english. the intense english village sessions offered by the immersion program are advantageous to students. thus, it is suggested that english can be learned through immersion programs at english village. acknowledgement the researcher would like to thank all parties who have contributed to this research. gratitude to allah for blessing and mercy. thanks to the owners and teachers of six institutions mr. bob, the daffodils, kresna, global english, ella, and peace academy in kampung inggris pare. thanks to the participants for their kind responses. and special thanks to my family and my institution universitas terbuka for all kinds of support. references. atmowardoyo, h. (2018). research methods in tefl studies: descriptive research, case study, error analysis, and r & d. journal of language teaching and research, 9(1), 197. https://doi.org/10.17507/jltr.0901.25. ayuni, m. (n.d.). problem based learning in foreign language learner’s (fll) grammar class: how will students perceive it? ballinger, s., lyster, r., sterzuk, a., & genesee, f. (2017). context-appropriate crosslinguistic pedagogy: considering the role of language status in immersion education. journal of immersion and content-based language education, 5(1), 30– 57. crespo, l. d. (2020). creating an immersion program for els in high-school. greensboro college creswell, j. w. (2009). research design : qualitative, quantitative, and mixed methods approaches. sage. curtain, h. a. (1986). the immersion approach: principle and practice. second language acquisition. milwaukee public schools. 1-14. dwinata, e. (2017). language and perception. in linguistics and literature (vol. 1, issue 1). https://doi.org/10.17507/jltr.0901.25 widya rizky pratiwi, 2023 indonesian students’ growth perception of an english immersion program 67 | v o l . 7 , n o . 1 , 2 0 2 3 ( 5 7 6 8 ) erni, d., prihantoro, p., & apriani, e. (2021). the implementation of english immersion program in teaching speaking in future english education center (feec) pare (doctoral dissertation), iain curup. fitriani, n. (n.d.). communication breakdown among indonesian efl learners: barriers and strategies. www.eltsjournal.org genesee, f. (1985). second language learning through immersion: a review of u.s. programs. in source: review of educational research (vol. 55, issue 4). winter. harris, d., p. (1969). testing english as a second language. new york: mcgraw. hill book company. hibatullah, o. f. (2019). the challenges of international efl students to learn english in a non-english speaking country. . journal of foreign language teaching & learning, , 4(2), 88–105. indrayadi, t., daflizar, irawan, y., & helty. (2021). indonesian efl students’ difficulties in recognizing english letters. qualitative report, 26(11), 3476–3491. https://doi.org/10.46743/2160-3715/2021.4846. karmala, e. t., kristina, d., & supriyadi, s. (2018). learning public speaking skills from an ethnography study ofkampung inggris. english language and literature international conference (ellic) proceedings , 2, 228–230. kessler, g. (2018). technology and the future of language teaching. foreign language annals, 51(1), 2015–2018. kesuma sari, d., & rozimela, y. (2021). the implementation of scaffolding strategies at speaking english course in kampung inggris pare east java. knell, e., haiyan, q., miao, p., yanping, c., siegel, l. s., lin, z., & wei, z. (2007). early english immersion and literacy in xi’an, china. in source: the modern language journal , autumn (vol. 91, issue 3). https://www.jstor.org/stable/4626047. köylü, z., & tracy-ventura, n. (2022). learning english in today’s global world: a comparative study of at home, anglophone, and lingua franca study abroad. studies in second language acquisition, 44(5), 1330– 1355. https://doi.org/10.1017/s0272263121000917. lan, y.-j. (2020). emerging technologies immersion, interaction, and experienceoriented learning: bringing virtual reality into fl learning. 24(1), 1–15. http://hdl.handle.net/10125/44704. latif mahruf, a. (n.d.). the teaching of speaking at “mr pepsi english course” in kampung inggris pare kediri. lestari, m., & wahyudin, a. y. (2020). language learning strategies of undergraduate efl students. . journal of english language teaching and learning, \, 1(1), 25–30. liando, n. v. f., & tatipang, d. p. (2022). english or indonesian language? parents’ perception toward children’s second language learning context. jurnal lingua idea, 13(1), 61. https://doi.org/10.20884/1.jli.2022.13.1.5749 mahruf, a. l. (2019). the teaching of speaking at “mr pepsi english course” in kampung inggris pare kediri. language-edu, 8(2). malik, c., mahmud, m., anshari, a., & salija, k. (2020). efl teachers’ strategies in teaching english at kampung inggris pare, kediri, indonesia. asian efl journal, 27(3.1), 165192 nguyen, h., & terry, d. r. (2017). english learning strategies among efl learners: a narrative approach. iafor journal of language learning, 3(1), 4-19. a narrative approach. iafor journal of language learning, 3(1), 4–19. noguchi, t. (2019). the impacts of an intensive english camp on english language anxiety and perceived english competence in the japanese efl context. journal of https://doi.org/10.46743/2160-3715/2021.4846 https://www.jstor.org/stable/4626047 https://doi.org/10.1017/s0272263121000917 http://hdl.handle.net/10125/44704 https://doi.org/10.20884/1.jli.2022.13.1.5749 widya rizky pratiwi, 2023 indonesian students’ growth perception of an english immersion program 68 | v o l . 7 , n o . 1 , 2 0 2 3 ( 5 7 6 8 ) pan-pacific association of applied linguistics, 23(1), 37–58. https://doi.org/10.25256/paal.23.1.3. porcheron, m., fischer, j. e., reeves, s., & sharples, s. (2018). voice interfaces in everyday life. conference on human factors in computing systems proceedings, 2018-april. https://doi.org/10.1145/3173574.3174214. pratiwi, w. r. (2019). demotivational factors of non-english major students in learning english. els journal on interdisciplinary studies in humanities, 2(2), 193– 205. http://journal.unhas.ac.id/index.php/jish. pratiwi, w. r., atmowardoyo, h., & salija, k. (2020). the need analysis of participation in an english immersion village at kampung inggris pare. international journal of language education, 4(1), 158–170. https://doi.org/10.26858/ijole.v4i2.12599. rasyad, a., & riyanto, y. (2018). agents of change in the management of community empowerment through nonformal education in kampung inggris, indonesia. http://www.ssdjournal.org/ssdjournal.editor@gmail.com rizqiningsih, s., & hadi, m. s. (2019). multiple intelligences (mi) on developing speaking skills. in english language in focus (elif) 1(2), 127-136. said, l., djafar, m. b., & akil, m. (n.d.). the teachers’ perception on bilingual education program at an indonesian senior high school. shahini, g., & shahamirian, f. (2017). improving english speaking fluency: the role of six factors. advances in language and literary studies, 8(6), 100–104. said, l., (2019). ethnographic study on bilingual education program at an indonesian senior high school. (unpublished doctoral thesis), state university of makassar, indonesia. sari, d. k., & rozimela, y. (2021, march). the implementation of scaffolding strategies at speaking english course in kampung inggris pare east java. in ninth international conference on language and arts (icla 2020) (pp. 51-56). atlantis press. supriyono, y., saputra, y., sari, n., & dewi, n. (n.d.). english immersion program in efl setting: a modified model, implementation, and effectiveness. toro, v., camacho-minuche, g., pinza-tapia, e., & paredes, f. (2018). the use of the communicative language teaching approach to improve students’ oral skills. english language teaching, 12(1), 110. https://doi.org/10.5539/elt.v12n1p110. utami, v. (2019). linguists: journal of linguistics and language teaching teacher’s difficulties in teaching oral communication skills in indonesia: a comparative literature review. in 16 linguist: j. linguist. lang. teach (vol. 5, issue 2). http://ejournal.iainbengkulu.ac.id/index.php/linguists. yulianingsih, w., rasyad, a., & dayati, u. (n.d.). the involvement of informal sector workers in society learning activities at kampung inggris pare kediri. in www.jsser.org journal of social studies education research sosyal bilgiler eğitimi araştırmaları dergisi (vol. 2018, issue 3). www.jsser.org. https://doi.org/10.25256/paal.23.1.3 https://doi.org/10.1145/3173574.3174214 http://journal.unhas.ac.id/index.php/jish https://doi.org/10.26858/ijole.v4i2.12599 http://www.ssdjournal.org/ssdjournal.editor@gmail.com https://doi.org/10.5539/elt.v12n1p110 http://ejournal.iainbengkulu.ac.id/index.php/linguists http://www.jsser.org/ english franca academic journal of english language and education 10.29240/ef.v8i2 november.12236 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 8, no 2, 2024, page 451-460 article info: http://journal.iaincurup.ac.id/index.php/english received 24 april 2024; received in revised form 10 july 2024; accepted 24 august 2024, available online 24 november 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license copyright (c) 2024 author improving students' speaking ability through extracurricular kultum muhammad putra gama1, ernita daulay2 12english study program, faculty of tarbiyah and teacher training, uin-su medan corresponding email: muhammad0304203171@uinsu.ac.id to cite this article: gama, m. p. g., & ernita daulay. (2025). improving students’ speaking ability through extracurricular kultum for students of madrasah aliyah. english franca: academic journal of english language and education, 8(2 november). retrieved from https://journal.iaincurup.ac.id/index.php/english/article/view/12236 introduction learning english at school includes various aspects, such as mastering vocabulary, grammar, correct pronunciation, and intonation. activities such as discussions, presentations, and daily conversations in english help students hone their speaking skills. apart from that, the existence of extracurricular programs such as english clubs and english debate competitions also provides students with more opportunities to practice. with english language skills, students are expected to be able to compete on the global stage, accessing wider information and knowledge. the results of field observations found that madrasah aliyah sabilul mukminin students still experienced problems in learning to speak english. these challenges arise due to various factors, such as lack of exposure to english in everyday life and limited opportunities to practice actively. many students feel inferior and are afraid of making mistakes when speaking english, which makes them hesitate to participate in conversations. abstract. activities such as discussions, presentations, and daily conversations in english help students hone their speaking skills; however, students often experience obstacles in learning to speak english, including feelings of inferiority and fear of making mistakes, which causes hesitation in participating in conversations. the problem formulation for this research is to determine whether extracurricular activities can improve students' english-speaking skills. this research aims to assess the improvement in english speaking skills through extracurricular activities for madrasah aliyah sabilul mukminin students in binjai city. this research uses quantitative methods with an experimental design, with the population consisting of all class xi students at madrasah aliyah sabilul mukminin, binjai city, totaling 74 students from 2 classes. a random sampling method was used to select one class, resulting in the selection of 40 students from class xi-a as the experimental group. the research findings indicated an n-gain score of 0.73, classified as high, with a percentage of 73.00%, and a significance level of 0.000, which is less than 0.05 (0.000 < 0.05), signifying a substantial enhancement in students' english-speaking proficiency following participation in extracurricular cultural activities. the research concludes a considerable increase in students' english-speaking skills after participating in extracurricular kultum activities at madrasah aliyah sabilul mukminin, binjai city. keywords: extracurricular, culture, and speaking ability https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:muhammad0304203171@uinsu.ac.id https://journal.iaincurup.ac.id/index.php/english/article/view/12236 leni mardiah napitupulu & benni ichsanda rahman the influence of savi (somatic, auditory, visual, and intellectual) learning model activities in improving student’s speaking skills 452 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 5 1 4 6 0 ) based on the problems found, the problem formulation for this research is whether extracurricular activities can improve the english-speaking skills of madrasah aliyah sabilul mukminin students in binjai city. this research aims to determine the increase in english speaking skills through an extracurricular culture of madrasah aliyah sabilul mukminin students in binjai city. furthermore, the results of this research are expected to provide benefits or usefulness, namely being one way the author can expand and develop his expertise, especially in the field of learning mastery, especially through extracurricular activities. can help english teachers in developing and implementing learning methods outside the classroom that can improve students' speaking skills. can be used as a guide for educational environments when discussing learning models to further improve students' ability to master language, especially english. this study brings novelty by adapting extracurricular activities of kultum (seven-minute lecture) to improve the english-speaking ability of students of madrasah aliyah sabilul mukminin. although kultum is commonly used in religious contexts to practice speaking skills, this approach is rarely explored in the context of english teaching. this study offers an innovative solution by integrating kultum as a method of speaking in english, which not only provides an opportunity for students to practice speaking but also builds their confidence. in this case, kultum is adapted to create a more relaxed and contextual environment for students to practice speaking in english, without the pressure to speak in formal situations. in addition, this study fills the gap in previous studies. several previous studies, such as hasan (2024) who examined the influence of english club extracurricular activities, and sari (2019) who explored debate as a method of improving speaking skills, have emphasized the importance of extracurricular activities. however, both did not examine how speaking activities in a more informal and meaningful context, such as kultum, can provide benefits in improving students' english-speaking skills. kultum can provide opportunities for students to speak more naturally and contextually with various topics, which are more applicable in everyday life. thus, this study fills this gap by focusing on the unique potential of kultum as a method that can help students overcome anxiety and lack of exposure to english in everyday life. theoretical framework language skills consist of four important aspects: listening, speaking, reading, and writing, with speaking being a fundamental aspect due to its relationship with other skills. speaking is a crucial activity for communication, expression of ideas, emotions, and messages, facilitating interaction in various situations. it involves producing sounds to convey thoughts and feelings (purnamasari, 2022). speaking ability develops through practice, with regular interaction improving communication skills (karim et al., 2022). it also involves the ability to express ideas, emotions, and information effectively using verbal language. factors influencing speaking ability include both internal and external elements. internal factors such as self-confidence, fear, and doubts can hinder effective communication, while external factors like the home environment or social relationships also play a role (anjelina & tarmini, 2022; dahlia et al., 2023). a person's speaking effectiveness depends on speech accuracy, tone, rhythm, and vocabulary (purnamasari, 2022). speaking can be classified into three types: persuasive, instructive, and recreational. persuasive speech involves logical arguments to influence the audience, instructive speech leni mardiah napitupulu & benni ichsanda rahman the influence of savi (somatic, auditory, visual, and intellectual) learning model activities in improving student’s speaking skills 453 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 5 1 4 6 0 ) conveys knowledge and requires understanding, and recreational speech engages and entertains the audience (casaurina & farid, 2024). speaking also involves various skills like pronunciation, tone, and facial expressions to enhance communication (karim et al., 2022). indicators of speaking ability include expressing opinions, mastering topics, and using varied language. courage in speaking and the ability to convey emotions through proper pronunciation and rhythm are also important (rahmad & evi, 2023). teachers use media to support the development of these speaking skills in students (safitri et al., 2022). extracurricular activities, which take place outside regular class hours, provide students with opportunities to enhance their talents, creativity, and social skills. these activities, as outlined in the minister of education and culture regulation no. 62 of 2014, help develop students' potential in areas like cooperation, independence, and personality (agustina et al., 2023). they are designed to support students' personal development and prepare them for future careers, offering both recreational and educational benefits (trias alwasi et al., 2023). the goal of extracurricular activities is to improve students' cognitive, affective, and psychomotor skills while fostering their personal development. these activities also aim to strengthen students' social responsibilities and career readiness (agustina et al., 2023). based on the ministerial regulation no. 39 of 2008, extracurricular activities are intended to develop student's talents and interests, reinforcing their personalities and preparing them for a democratic, independent society (trias alwasi et al., 2023). extracurriculars are classified into mandatory and optional types, with the former being compulsory for all students. these activities include scouting, sports, arts, and various other fields aimed at detecting and nurturing students' talents (arifudin, 2022). kultum, or a sevenminute lecture, is a brief religious lecture meant to convey advice or teachings in a short time. it serves to remind and educate people on religious matters, encouraging good deeds based on quranic teachings (eriyanto, 2022). kultum is an essential method for delivering valuable content concisely, often used in educational settings to develop students' public speaking and preaching skills (saputro, 2024). effective kultum requires clear objectives, proper socialization, and feedback after the activity. its impact is measured by how well the goals are achieved, and how participants engage with and respond to the message (izzan & oktaviani, 2022). materials and method this research used a quantitative experimental approach with the "one group pretest-posttest design." it involved a pretest to measure students' initial speaking ability, followed by a posttest to assess their speaking skills after an intervention. the research was conducted at madrasah aliyah sabilul mukminin, binjai city, focusing on 74 class xi students. a random sampling method selected class xi-a, consisting of 40 students, as the experimental group. an english speaking ability test served as the data collection instrument, where students performed an oral exam assessing pronunciation, fluency, and confidence. the pretest measured their initial speaking ability, while the post-test evaluated their progress after receiving treatment through extracurricular kultum activities. the data from the pre-test and post-test were analyzed using descriptive statistics, calculating the mean scores for both tests. the n-gain score was used to measure the intervention's effectiveness, and statistical significance was assessed to determine if the improvement was meaningful. a significant difference between pre-test and post-test results would indicate that the extracurricular kultum activities positively impacted students' english speaking skills. leni mardiah napitupulu & benni ichsanda rahman the influence of savi (somatic, auditory, visual, and intellectual) learning model activities in improving student’s speaking skills 454 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 5 1 4 6 0 ) result and discussion result the research aimed to assess the improvement in english speaking skills through cultural extracurricular activities at madrasah aliyah sabilul mukminin in binjai city. the improvement was measured by comparing pre-test (before learning) and post-test (after learning) scores. the pre-test evaluated students' initial english-speaking abilities, while the post-test was conducted after the learning through cultural extracurricular activities. the posttest was an oral exam where students spoke english in front of the class. to assess the progress in students' english-speaking abilities, the average, standard deviation, maximum and lowest scores from both the pre-test and post-test were calculated. the comparison of these scores provides insight into how the extracurricular activities affected students' speaking abilities. these results were presented in a table to clearly show the changes before and after the extracurricular learning process. table 1. pre-test and post-test results of students' english-speaking abilities before and after the implementation of extracurricular cultural learning class mean standard deviation maximum value minimum value pre-test 43,62 7,93 60,00 30,00 post-test 85,00 6,69 95,00 70,00 based on table 1 regarding the description of the pre-test and post-test results of students' english-speaking abilities before implementing extracurricular cultural learning, it is known that the average score is 43.62, the standard deviation is 7.93, the maximum score is 60.00 and the minimum score is 30.00. the post-test scores obtained after implementing learning using kultum extracurriculars obtained a mean of 85.00, a standard deviation of 6.69, a maximum score of 95.00, and a minimum score of 70.00.the results of the comparison of the english-speaking ability scores of madrasah aliyah sabilul mukminin students in binjai city, both before using the kultum extracurricular and after using the kultum extracurricular, turned out to have differences in the average scores, thus supporting evidence of an increase in students' speaking skills. furthermore, based on table 1, a graph of the results of the pretest and post-test of english-speaking ability before and after implementing learning using extracurricular culture is presented in figure 1. figure 1. graph of student pre-test and post-test results leni mardiah napitupulu & benni ichsanda rahman the influence of savi (somatic, auditory, visual, and intellectual) learning model activities in improving student’s speaking skills 455 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 5 1 4 6 0 ) the evaluation of potential improvements in learning outcomes is conducted through pretests and posttests of student performance associated with the implementation of discovery learning models utilizing video learning material. furthermore, the n-gain value of 0.73 categorizes it into the top category as per the grading criteria delineated in table 2 below. table 2. n-gain criteria no percentage criteria 1. n-gain >0,70 high 2. 0,30 ≤ n-gain ≤ 0,70 medium 3. n-gain < 30 low according to table 2, the n-gain result of 0.73 from the pre-test and post-test regarding students' english-speaking skills through cultural extracurricular activities is categorized as high. this signifies a 73% enhancement in pupils' speaking proficiency. an ngain value of 0.73 indicates a substantial enhancement in students' english proficiency. a statistical test was performed to assess the efficacy of cultural extracurricular activities by comparing pre-test and post-test results through an experimental equivalent time series design. the findings of this analysis are encapsulated in table 3, offering insights into the efficacy of extracurricular activities. table 3. effectiveness test statistics paired samples test paired differences t df sig. (2tailed) mean std. deviat ion std. error mean 95% (cid) low er upper pair 1 postes pretes 41.37 5 8.005 1.266 38.8 15 43.93 5 32.6 88 39 .000 according to table 3, the computed significance level of 0.000 is less than the threshold of 0.05 (0.000<0.05), indicating an enhancement in english speaking proficiency following extracurricular learning for class xi students at madrasah aliyah sabilul mukminin, binjai city. the research findings regarding cultural extracurricular activities and their effect on improving students' english-speaking skills resulted in an n-gain value of 0.73, which is classified as high, corresponding to a percentage of 73.00%. the calculated significance level of 0.000 was found to be less than the threshold of 0.05 (0.000<0.05). this result indicates a significant improvement in the english-speaking abilities of students after the implementation of the kultum extracurricular program for madrasah aliyah sabilul mukminin students in binjai city. leni mardiah napitupulu & benni ichsanda rahman the influence of savi (somatic, auditory, visual, and intellectual) learning model activities in improving student’s speaking skills 456 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 5 1 4 6 0 ) discussion kultum activities train students to be able to speak and communicate well. in kultum, students are allowed to present material in a short time, so they must be able to organize and convey their ideas clearly and effectively. this activity hones rhetoric, articulation, and facial expression skills which are important in verbal communication. apart from that, kultum also teaches students to overcome nervousness and build self-confidence when speaking in public. kultum activities can train students to speak english. in this activity, students are allowed to deliver material in english, which helps improve their ability to communicate using this international language. through kultum, students learn to organize and convey their ideas effectively in english, enrich vocabulary, and improve mastery of grammar. several results of research carried out previously support the results of the research carried out, namely research arizka & arlina (2023) emphasized that extracurricular activities help increase student learning activities by providing a more varied and enjoyable learning experience. through various activities such as sports, art, music, debate, and science, students can explore their interests and talents outside the classroom, which in turn can motivate them to be more enthusiastic about learning. participation in extracurricular activities also teaches important skills such as time management, teamwork, and leadership, all of which contribute to improved academic achievement. research result adnyana (2022) emphasizes that extracurricular activities train students' skills by providing various opportunities to develop abilities outside the academic curriculum. through participation in activities such as sports, art, music, debate, and science clubs, students can explore and hone their talents and interests. these activities teach students important skills such as leadership, teamwork, time management, and problemsolving. apart from that, extracurriculars also help students improve communication and interpersonal skills, which are very important in everyday life and the future world of work. research result nupus & parmiti (2022) emphasized that kultum's activities helped improve students' communication skills significantly. in kultum, students are allowed to present material in a short time, which forces them to structure and articulate their ideas clearly and efficiently. this activity trains students to speak in public with confidence, improves rhetorical skills, and improves skills in managing intonation and facial expressions. research result pandy et al., (2023) emphasized that kultum activities train speaking skills in english by allowing students to regularly use the language in formal contexts. in kultum, students are asked to present material in english, which encourages them to enrich vocabulary, improve grammar, and hone pronunciation. this activity helps students overcome nervousness and increase confidence when speaking in public. apart from that, kultum also trains critical thinking skills and logically constructing arguments in english. several results of research carried out previously support the results of the research carried out, namely research arizka & arlina (2023) emphasized that extracurricular activities help increase student learning activities by providing a more varied and enjoyable learning experience. through various activities such as sports, art, music, debate, and science, students can explore their interests and talents outside the classroom, which in turn can motivate them to be more enthusiastic about learning. participation in extracurricular activities also teaches important skills such as time management, teamwork, and leadership, all of which contribute to improved academic achievement. leni mardiah napitupulu & benni ichsanda rahman the influence of savi (somatic, auditory, visual, and intellectual) learning model activities in improving student’s speaking skills 457 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 5 1 4 6 0 ) research result adnyana (2022) emphasizes that extracurricular activities train students' skills by providing various opportunities to develop abilities outside the academic curriculum. through participation in activities such as sports, art, music, debate, and science clubs, students can explore and hone their talents and interests. these activities teach students important skills such as leadership, teamwork, time management, and problemsolving. apart from that, extracurriculars also help students improve communication and interpersonal skills, which are very important in everyday life and the future world of work. research result nupus & parmiti (2022) emphasized that kultum's activities helped improve students' communication skills significantly. in kultum, students are allowed to present material in a short time, which forces them to structure and articulate their ideas clearly and efficiently. this activity trains students to speak in public with confidence, improves rhetorical skills, and improves skills in managing intonation and facial expressions. research result pandy et al., (2023) emphasized that kultum activities train speaking skills in english by allowing students to regularly use the language in formal contexts. in kultum, students are asked to present material in english, which encourages them to enrich vocabulary, improve grammar, and hone pronunciation. this activity helps students overcome nervousness and increase confidence when speaking in public. apart from that, kultum also trains critical thinking skills and logically constructing arguments in english. thus, it can be emphasized that cultural activities can improve students' englishspeaking skills. in this activity, students are allowed to present material in english, which encourages them to use and practice this language more often. the process of preparing and delivering cult material helps students enrich vocabulary, improve grammar, and hone pronunciation. conclusion the study concludes that participation in extracurricular cultural activities enhances the english-speaking proficiency of students at madrasah aliyah sabilul mukminin in binjai city. the pre-test results indicated an average score of 43.62 and a standard deviation of 7.93, however, the post-test data revealed an average score of 85.00 and a standard deviation of 6.69. the pre-test had a maximum score of 60.00 and a minimum of 30.00, while the post-test had a maximum score of 95.00 and a minimum of 70.00. this comparison demonstrates a significant difference between the pre-test and post-test, demonstrating that the cultum exercise successfully improved students' english-speaking skills. the n-gain value recorded was 0.73, categorizing it as high, with a percentage gain of 73%. the statistical analysis utilizing the paired samples test yielded a significance value (2-tailed) of 0.000, which is less than 0.05, signifying a substantial enhancement in students' english-speaking proficiency following their engagement in extracurricular kultum activities. consequently, schools should prioritize teacher training in classroom management and the implementation of diverse instructional approaches and resources that enhance the efficacy of english instruction. acknowledgment the author would like to express his deepest gratitude to all parties who have provided support in this research. especially to the principal of madrasah aliyah sabilul mukminin binjai, who has given permission and facilities to conduct this research. gratitude is also expressed to the teachers and teaching staff who have provided valuable direction and guidance during the research process. the author would also like to thank the students of leni mardiah napitupulu & benni ichsanda rahman the influence of savi (somatic, auditory, visual, and intellectual) learning model activities in improving student’s speaking skills 458 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 5 1 4 6 0 ) madrasah aliyah sabilul mukminin who have actively participated in the extracurricular activities of the kultum and helped in data collection. the author wishes to express gratitude to all individuals and entities that offered moral and technical assistance in the completion of this research. this research aims to contribute to the advancement of english language acquisition, particularly within the framework of extracurricular education. references adnyana, i. k. s. (2022). meningkatkan keterampilan berbicara bahasa inggris dengan menerapkan model pembelajaran hybrid learning pada masa pandemi covid -19. journal of education action research, 6(2), 235-241. agustina, i. o., juliantika, saputri, s. a., & rizkia putri, s. (2023). peran kegiatan ekstrakurikuler dalam pembinaandan pengembangan siswa sekolah dasar. jurnal bintang pendidikan indonesia , 1(4), 86-96. anissa valenia samputri, arina mayang fanguna, & ahmad khoiri. (2022). peran kokurikuler dan ekstrakulikuler terhadap peningkatan prestasi siswa di smp istiqomah sambas purbalingga. jurnal pengabdian masyarakat, 1(1), 34-40. anjelina, n., & tarmini, w. (2022). keterampilan berbicara siswa sekolah dasar pada pembelajaran bahasa indonesia. jurnal basicedu, 6(4), 7327– 7333. arifudin, o. (2022). optimalisasi kegiatan ekstrakurikuler dalam membina karakter peserta didik. jiip jurnal ilmiah ilmu pendidikan, 5(3), 829-837. arizka, p. s., & arlina, a. (2023). implementasi program public speaking skill pada kegiatan ekstrakulikuler pendidikan agama islam. munaddhomah: jurnal manajemen pendidikan islam, 4(4), 815–824. astitah, a., mawardi, a., & nurhidayah, m. (2020). pola pembinaan karakter melalui ekstrakurikuler peserta didik di sma muhammadiyah 1 makassar. jurnal pilar : jurnal kajian islam kontemporer, 11(1), 131–146. auliya, i. (2021). pelatihan dakwah bil lisan melalui kegiatan kuliah tujuh menit pada santri di pondok pesantren an-nadhira kalibeber. arkana jurnal komunikasi dan media, 1(1), 22–33. casaurina princesa vitara dan farid ahmadi. (2024). analisis speaking skill dalam speech siswa kelas vi : studi kasus sd negeri pedurungan kidul 02 semarang. jurnal prima edukasia volume 12 nomor 1, 1-12. dahlia, d., intiana, s. r. h., & ... (2023). kemampuan berbicara siswa kelas v sd dalam pembelajaran bahasa indonesia. jurnal educatio fkip, 9(4), 2164-2170. eriyanto. (2022). pembentukan karakter melalui kultum (kuliah tujuh menit) pendidikan agama islam. jurnal pendidikan profesi guru agama islam, 02(08), 9-16. fira deyanti, & hindun hindun. (2023). pengaruh muhadharah terhadap kemampuan public speaking di pondok pesantren cendekia amanah. jurnal pendidikan dan sastra inggris, 4(1), 110-116. hasan, h. p. (2024). comparing levels of english speaking anxiety among english club extracurricular and non-english club extracurricular students. retain: journal of research in english language teaching, 12(02), 15-23. hawa, s., syarifah, s., & muhamad, m. (2021). pembinaan akhlak peserta didik melalui kegiatan kultum (kuliah tujuh menit) di sd negeri 17 pangkalpinang. sustainable jurnal kajian mutu pendidikan, 4(2), 75-90. heryati, y. (2023). meningkatkan kemampuan berbicara dengan desain student active learning kombinasi synchronous dan asynchronous. ranah: jurnal kajian bahasa, 12(2), 429. leni mardiah napitupulu & benni ichsanda rahman the influence of savi (somatic, auditory, visual, and intellectual) learning model activities in improving student’s speaking skills 459 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 5 1 4 6 0 ) indrawati, & hartati, s. (2023). manajemen kegiatan ekstrakurikuler dalampembentukan karakter peserta didik di mts al hikmahbalekencono kecamatan batanghari kabupatenlampung timur tahun pelajaran 2022/2023. unisan journal, 2(3), 785-792. izzan, a., & oktaviani, n. (2022). efektivitas kegiatan kuliah tujuh menit (kultum) dalam membentuk kepercayaan diri siswa kelas v di sdit assalam garut kota. jurnal masagi, 01(01), 10. karim, i. k., juniarti, y., & arifin, i. n. (2022). deskripsi kemampuan berbicara anak. jurnal raudhah, 1-9. magdalena, i., safitri, d., & adinda, a. p. (2021). analisis keterampilan berbicara siswa kelas 3 pada pembelajaran bahasa indonesia di mi. roudhotul jannah kota tangerang. jurnal pendidikan dan dakwah, 3(2), 368-395. mursyid, m., & yono. (2022). efektivitas program muhadhoroh terhadap peningkatan kemampuan public speaking siswa di majlis taklim riyadul hasanka kp. kebon kopi. abdi dosen: jurnal pengabdian pada masyarakat, 6(1), 42-49. nasution, s. r. j., & nur, l. (2022). pengembangan kegiatan ekstrakurikuler pramuka berbasis online flipped learning. jurnal santiaji pendidikan (jsp), 12(1), 1-8. nisrinah, n., mus, s., & basri, s. (2020). pengelolaan layanan ekstrakurikuler. jambura journal of educational management, 1(2), 64-74. nupus, m. h., & parmiti, d. p. (2022). peningkatan keterampilan berbicara melalui penerapan metode show and tell siswa sd negeri 3 banjar jawa. jurnal ilmiah sekolah dasar, 1(4), 296. pandy akbar wirawan, reno diqqi alghazali, a. (2023). penguatan mental mahasantri aljamiah iain curup melalui kuliah tujuh menit. journal of dakwah, 2(3), 275-295. purnamasari, r. (2022). analisis kemampuan berbicara dalam presentasi ilmiah mahasiswa program studi pendidikan teknologi informasi stkip taman siswa bima. sintaks: jurnal bahasa & sastra indonesia, 2(2), 180-186. rahmad setyo jadmiko, & evi sri wahyuningsih. (2023). analisis kemampuan berbicara melalui kegiatan presentasi dengan memanfaatkan aplikasi canva pada pembelajaran bahasa indonesia kelas vi sdn 1 wajakkidul. jotika journal in education, 3(1), 32-35. safitri, n., fahruddin, rachmayani, i., & astini, b. n. (2022). efektivitas penggunaan media kartu bergambar untuk meningkatkan kemampuan berbicara anak kelompok b di tk islam nurul iman tahun ajaran 2021/2022. jurnal mutiara pendidikan, 2(2), 48-55. santi pratiwi, k. (2023). penerapan nilai-nilai religius melalui kegiatan kultum di sdn serang 03. pendas : jurnal ilmiah pendidikan dasar, 08(volume 08 no 2 december 2023), 1338–1348. saputro, d. m. (2024). implementasi kemampuan dakwah peserta didik melalui kultum bergilir di mts muhammadiyah watulimo trenggalek jawa timur. 4(1), 41–50. semiun, t. t., wisrance, m. w., napitupulu, m. h., seran, y., luruk, f. d., & pale, e. s. (2022). pelatihan pidato bahasa inggris sebagai upaya peningkatan kemampuan speaking. empowerment : jurnal pengabdian masyarakat, 5(02), 2015–2222. sugiyono. (2020). metode penelitian kuantitatif, kualitatif dan r&d,. bandung: alfabeta. sugiyono. (2021). metode penelitian kualitatif, kuantitatif, reserach and development, mixed metod, dan penelitian tindakan. bandung: alpa beta. surur, a. m. (2021). peningkatan kemampuan khatabah (public speaking skill) santri ma’ had darul hikmah iain kediri. ijaz arabi journal of arabic learning, 1(2), 128-137. trias alwasi, f., nurohmah, w., herdiani, s., & widyaksana nugraha, r. (2023). analisis leni mardiah napitupulu & benni ichsanda rahman the influence of savi (somatic, auditory, visual, and intellectual) learning model activities in improving student’s speaking skills 460 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 5 1 4 6 0 ) pelaksanaan ekstrakurikuler di sekolah dasar negeri dan swasta. jurnal ilmiah multidisiplin, 3(1), 416-425. trivirdha tanjung, a., nugraha, u., & putra, a. j. (2022). persepsi siswa dalam mengikuti kegiatan ekstrakurikuler drumband di smp n 11 muaro jambi. cerdas sifa pendidikan, 11(2), 109-118. english franca academic journal of english language and education doi:10.29240/ef.v8i1%20may http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 8, no 1, 2024, page 155-166 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2023; received in revised form 10 february 2024; accepted 24 april 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license web-based self-reflection assessment for efl students’ self-development dewinta mandalika¹, siti drivoka sulistyaningrum² 1 2 master program of english education, faculty of languages and arts, universitas negeri jakarta, jakarta, indonesia corresponding email: dewintashosu@gmail.com to cite this article: mandalika, d., & sulistyaningrum, s. (2024). web-based self-reflection assessment for efl students’ self-development. english franca : academic journal of english language and education, 8(1 may), 155-166. doi: http://dx.doi.org/10.29240/ef.v8i1 may.9883 introduction self-reflection is a crucial aspect of personal development, particularly for students seeking to enhance their academic and professional careers. self-reflection assessment is defined as a sort of assessment-as-learning in which learners freely connected, observed, inquired, and gathered evidence in their learning circumstances (yan & brown, 2017). selfreflection assessment has proven to provide significant benefits for learners' academic accomplishment and progress, such as: increasing academic and professional achievement (brown & harris, 2013; yan et al., 2020). it can also be used to track the learning process, stimulate self-correction, and drive learning toward learning goals; it can be used to reflect on learning results and to suggest future learning paths (harris & brown, 2018; yan, 2020). in brief, it can be concluded that self-reflection assessment helps to improve teaching and learning and regarded as an effective self-improvement strategy (freiberg & snead, 2017). experts in the field of education and psychology have highlighted the importance of self-reflection for personal growth and development. self-reflection assessment is critical to accomplishing learning goal, because, from a pedagogical standpoint, when students have a realistic sense of their own performance and can manage their future learning accordingly, abstract. web-based self-reflection assessments are tools to reflect on learning experiences and monitor personal development. it helps to identify strengths and weaknesses in learning process, set goals for improvement, and track progress over time. this study emphasizes the many advantages that students might experience while using web-based self-reflection assessment in english language acquisition. in order to explore the possibilities of web-based self-reflection evaluation for efl students' self-development, this study used a systematic review. it accomplished this by employing specific keywords associated with the study question to evaluate papers from google scholar & eric. the papers published in english between 2021 and 2022 were included in the search criteria. ten items in all that were pertinent were chosen. the criteria for preferred reporting items for systematic review and meta-analyses (prisma) 2020 were followed. before the review started, a selection method for the inclusion and exclusion criteria was explained to guarantee the study's focus. based on the findings, the reviewed articles indicated that web-based self-reflection assessment can help to improve students' language skills, enhancing engagement, boosting confidence, promoting critical thinking, facilitating meaningful learning, reflect on performance & learn from mistakes, motivating individual learning and development, and develop strategies to reach good learning goals. the study concludes that the tool is a valuable resource for efl students seeking to enhance their personal growth and could potentially benefit other institutions looking to integrate web-based self-reflection assessment into their programs. the tool's accessibility and immediate feedback, make it a powerful tool for promoting personal growth and academic success. keywords: web-based, self-reflection, efl students, self-development. mailto:dewintashosu@gmail.com http://dx.doi.org/10.29240/ef.v8i1%20may.9883 mandalika & sulistyaningrum, 2024 web-based self-reflection assessment for efl students’ selfdevelopment. 156 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 5 5 1 6 6 ) effective self-regulated or life-long learning is more likely to occur (baas, et al., 2015). indeed, academics argue that self-reflection assessment should be included into the curriculum so that students can develop skills and strategies for meaningful self-assessment, which can lead to excellent immediate and long-term learning outcomes (brown & harris, 2014; yan, 2020). in short, self-reflection assessment can help individuals better understand their experiences, emotions, behaviors, and make positive changes to their lives. in the context of efl students, self-reflection can help students become more aware of their learning processes and identify areas where they can improve. students can develop their own techniques for acquiring and assimilating new knowledge from what they have learnt or experienced during the learning process. to put it another way, students should study the strategies and abilities they may employ to improve their performance in response to any problems they may encounter (rizal & sulistyaningrum, 2022). moreover, grant & ashford (2020) argued that self-reflection can help individuals to develop a sense of purpose and meaning in their work. they argue that by reflecting on their values, goals, and motivations, individuals can develop a clearer sense of direction and make more intentional choices about their career paths. as sarracino & freire (2020) emphasized that the importance of self-reflection in the context of education can help students to deepen understanding of themselves and their learning processes. they suggest that by reflecting on their own experiences and perspectives, students can become more engaged and active learners, and can develop a sense of ownership over their own learning. moreover, zi yan (2023) stated that the benefits of self-reflection on academic achievement attributable in large part to its association with self-regulated learning. students must self-assess the value of their own work against predetermined criteria, identify the difference between their present and intended performance standards, and take steps to bridge that gap. the process not only makes learning more goal-oriented and effective, but it also provides students with a plethora of learning opportunities (yan & boud, 2022). unfortunately, most studies in self-reflection assessments were only focused on general issue, and didn't touch about the use of web-based for self-reflection assessments. also, many of the studies have not dealt with efl students context. based on the overview of existing studies, it requires additional information specifically to examine the potential more clearly in english learning especially for efl students. thus, this research has a novelty and has the gap to fulfill from the previous research. therefore, this research intends to conduct a systematic review study to investigate the potential of web-based self-reflection assessment for efl students’ self-development. an explanation of the significance of self-reflection assessment in the english language learning process follows. two research questions were constructed to identify which studies would be reviewed: (1) what kind of web-based self-reflection assessment do efl students use? (2) what self-development do efl students get in learning english using web-based self-reflection assessments?. these questions guided the selection of publications for the review. the issues were addressed by synthesizing the results following a review of the research. this systematic review was carried out in accordance with the preferred reporting items for systematic reviews and meta-analyses (prisma) criteria. theoretical framework web-based self-reflection assessment web-based self-reflection assessment is a tool that allow students to reflect on their learning experiences and monitor their personal and academic development. it can assist pupils in identifying their own strengths and limitations, set goals for improvement, and track their advancement over time, it has the potential to enhance students' self-awareness (scaffidi & berman, 2011). in addition, research has shown that web-based self-reflection assessments can be effective in promoting students' academic achievement and selfefficacy (liu & lee, 2010; hong & lee, 2019). the use of web-based self-reflection assessments can also promote self-regulated learning, which is an important aspect of successful language learning. by providing students with a means of reflecting on their learning and setting goals for improvement, web-based self-reflection assessments can help mandalika & sulistyaningrum, 2024 web-based self-reflection assessment for efl students’ selfdevelopment. 157 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 5 5 1 6 6 ) them take charge of their own learning and become more engaged and motivated. furthermore, the use of web-based self-reflection assessment is becoming increasingly popular in educational field, as they provide an efficient and effective opportunity for learners to ponder their learning and personal development. with the increasing availability of digital tools and online resources, it is now possible to find and use web-based self-reflection assessments that are interactive, engaging, and easy to use. as mandalika, et al (2023) concluded that the innovative digital learning tool which integrates interactivity and instantaneous feedback to give students interesting and successful learning experiences; this is extremely important in the sphere of education, especially when it comes to english language learning activities. efl students’ self-development english as a foreign language (efl) students often face challenges in learning and improving their language skills. one way to address these challenges is through selfreflection assessment, which allows students to identify their strengths and shortcomings and set goals for their improvement. through web-based self-reflection assessments, students can complete assessments at their own pace and convenience, it promotes active learning, encourages students to take responsibility for their own learning, and increases their motivation to improve their language skills. research has shown that it has a positive impact on language learning outcomes. demir (2017) found that the use of self-reflection and goal setting resulted in improved language skills for students. similarly, jang (2016) & kim (2018) found that web-based self-reflection assessments improved efl learners' writing and speaking proficiency, respectively. rabbani & sulistyaningrum (2022) found that many students can benefit from self-reflection to improve their listening skills. self-reflection can allow students to see vital elements from every situation they have been through. it allows students to feel positive about the future when performing language practices since they already know that what they did before will be valuable for future language practice. in conclusion, web-based self-reflection assessments have the potential to improve efl students' self-development, and language learning outcomes. materials and method this paper used the preferred reporting items for systematic reviews and metaanalyses (prisma) by page et al. 2021 to guide the data collection, organization, and analysis of the examined publications in a systematic review. to begin, the publications for this systematic review were collected by an extensive search of the google scholar and eric databases. the aim of the review was to offer valuable information and benefit of webbased self-reflection assessment in english learning. this study examines the potential, concepts, and perceptions in using web-based self-reflection assessment for efl students’ self-development by evaluating a variety of related articles. for this study, certain procedures were carried out according to five phases: formulating the research question, identifying the study, assessing the study, summarizing the findings, and finally, interpreting the results. figure 1 shows these procedures. figure 1. phases of a systematic literature review. mandalika & sulistyaningrum, 2024 web-based self-reflection assessment for efl students’ selfdevelopment. 158 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 5 5 1 6 6 ) phase 1: framing questions engaging in self-reflection assessment give students chance to gain valuable insights from their experiences. it enables them to adopt an optimistic outlook on their future language practices by recognizing the relevance of their prior efforts. ultimately, web-based self-reflection assessments hold the promise of enhancing the self-development of efl students and improving their language learning achievements. the purpose of this study is to present research from 2021–2022 that have a wider potential for self-reflection assessment in english language acquisition. (1) what form of web-based self-reflection evaluation do efl students use? was the study topic. (2) what kind of self-improvement do efl students experience when they use web-based self-reflection assessments to learn english? phase 2: identifying relevant work google scholar and eric were the two databases selected for this study. as a component of the larger google search engine, google scholar offers a vast collection of full-text information and peer-reviewed publications on a variety of topics. this database also includes reputable academic websites, books, theses, and technical publications. conversely, the education resource information centre, often known as eric, is a digital library accessible online that specializes in education research and offers access to more than 1,000 academic papers with thorough indexing. phase two began with a search for relevant papers pertaining to the study topic. next, the papers were selected based on the inclusion and exclusion criteria of the review. the search terms for publications about webbased self-reflection assessment for the self-development of efl students are shown in table 1. context in the english language was the main concern. table 1. keywords that were utilized to find pertinent articles databases keywords used google scholar web-based self-reflection in english language web-based self-reflection for efl students web-based self-reflection assessment in english language web-based self-reflection assessment for efl students eric web-based self-reflection in english language web-based self-reflection for efl students web-based self-reflection assessment in english language web-based self-reflection assessment for efl students phase 3: assessing the quality of the studies in order to guarantee that the process of selecting articles followed a review framework, particular guidelines were set according to eligibility and exclusion criteria. for the final evaluation, only items that satisfied the qualifying requirements were taken into account. the papers had to be current (written between 2021 and 2022) and discuss the application of web-based self-reflection evaluation for the self-development of efl students. the articles also needed to be full-text and subjected to peer review. there are three possible types of study designs used in the articles: mixed-method, qualitative, and quantitative. however, books, book chapters, and series were among the exclusion criteria. mandalika & sulistyaningrum, 2024 web-based self-reflection assessment for efl students’ selfdevelopment. 159 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 5 5 1 6 6 ) moreover, the evaluation did not include any publications that were published prior to 2021 or that looked at web-based self-reflection assessment in a broader context. an outline of the qualifying and disqualifying requirements may be found in table 2. table 2. the requirements for eligibility and exclusion. eligibility exclusion journal (research articles)  web-based self-reflection assessment for efl students  complete text and peer review  mixed, quantitative, and qualitative methods book, book chapters, book series  self-reflection evaluation using the web in general  not focusing on english context english non-english between 2021-2022 before 2021 these standards helped focus the evaluation and make the search for pertinent publications more manageable. phase 4: summarizing the evidence for this review, two databases were used: google scholar and eric. the goal in selecting these databases was to locate pertinent publications. using the study's keywords, 87 papers were selected for screening in accordance with the inclusion and exclusion criteria. eleven articles were rejected in the first stage of screening because they were all duplicates. after a second round of screening, which included 76 papers, publications released prior to 2021, works focusing on different settings, and articles on generic materials, were assessed and eliminated. 38 papers remained after this, which were sorted through and assessed in accordance with the inclusion and exclusion criteria. due to their failure to comply with the conditions, 28 items were eliminated from the final list. phase 5: interpreting the findings in the fifth and final step, the results from the ten articles that were chosen were assessed using the web-based self-reflection evaluation criteria for the self-development of efl students. three research technique groups were created out of the ten articles. two quantitative studies, two mixed-method studies, and six qualitative research were included. table 3 provides an analysis of the methods applied to the studies, with the most often used approach being qualitative research. table 3. quantity of investigations using the study designs as a basis. methods google scholar eric qualitative 6 quantitative 1 1 mixed-methods 2 results and discussion results ten papers in all were judged appropriate for inclusion in this review after the five stages of eligible article selection were finished. as a result, the results of the earlier studies will be thoroughly examined in this section. all of the selected studies included self-reflection assessments in the context of english language acquisition, regardless of the kind of study methodology (qualitative, quantitative, or mixed). a compilation of ten publications revealed mandalika & sulistyaningrum, 2024 web-based self-reflection assessment for efl students’ selfdevelopment. 160 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 5 5 1 6 6 ) that students employ a variety of web-based self-reflection assessments, including speaking, listening, reading, and writing tasks, to help them learn the language. learners used those types of web-based self-reflection assessments in their language learning process and gain many benefits and experiences to level up their english language skills. table 4 gives an overview of the types or kinds of web-based self-reflection assessment that learners used in their english language learning practice. table 4. overview of web-based self-reflection assessment types used by efl learners. no author(s) database study design sample self-reflection types 1 rabbani, m. h., & sulistyaningru m, s. d. gs ql 15 english magister students listening test 2 nafisah, i. n., silvani, d., primary, m. a., & rosmala, d. gs ql student-teacher all english test 3 arefian. h. m. gs ql 15 english language studentsteachers all english test 4 putra, h., & sulistyaningru m, s. d. gs ql 14 english magister students reading test 5 alfianti, m., & aminin, z. gs qn 34 efl students speaking test 6 taufik, m., & cahyono, b. y. gs ql 25 students writing test 7 rizal, r. p., & sulistyaningru m, s. d. gs ql 6 english magister students reading test 8 dhanarattigan non, j., & thienpermpoo l, p. er mm 41 efl students writing test 9 chung, h.q., chen, v. & olson, c.b. er qn 214 efl students, 13 english teachers writing test 10 takarroucht, k. er mm 60 english department students writing test ql = qualitative qn = quantitative mm = mixed methods gs = google scholar er = eric. the majority of the studies focused on students from colleges, institutions, and high schools. another important point is that most of the studies looked at respondents who were connected to the english language, which makes sense given the review's emphasis on language learning. mandalika & sulistyaningrum, 2024 web-based self-reflection assessment for efl students’ selfdevelopment. 161 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 5 5 1 6 6 ) discussion all of the studies that were included in this analysis employed a range of selfreflection evaluations in the forms of english examinations, according to the overall analysis. three research employed writing examinations as a kind of self-reflection evaluation (taufik, et al., 2021, dhanarattigannon, et al., 2022 & chung, et al., 2021), in these studies, the researchers also explained about language learning outcomes or self-development that efl students get in learning english using web-based self-reflection assessments. taufik et al stated that many of the students loved conducting self-reflection assessments, and they all believed that it improved their understanding of their writing and enhanced their writing skills. students consented to the use of self-reflection assessment for current and prospect learning. the findings from their study revealed that after doing self-reflection assessments, students can verify their background knowledge and increase their understanding on the narrative text, and it also improved their grammar and spelling skills. the first point to consider was that the majority of the students were enthusiastically participated in learning activities. in line with that purwanti (2015) found that students were enthusiastic about using self-reflection assessment in writing. using self-reflection assessment, they were able to identify writing errors. the majority of them were even urged to utilize it in the future. furthermore, self-reflection assessment may be utilized to assess pupils' true english proficiency. students who performed poorly on the self-reflection assessment performed poorly on the english proficiency test. those who performed well in the self-reflection assessment also performed well in the english proficiency test. in other words, students' self-reflection assessment scores are accurate indicators of their level of english ability (mistar, 2011). besides that, the study conducted by dhanarattigannon et al found that selfreflection assessment was viewed by students as a writing growth tool (self-monitoring), a method of changing their thoughts toward writing, and a means of enhancing their selfconfidence. self-reflection assessment can be an effective method for efl students, and it can be used to teach and learn english writing in an efl context. moreover, chung et al stated that students' reflection assessment positively impacts students' self-efficacy and their writing outcomes. one of the benefits of using self-reflection assessment, it gives pupils more opportunities to practice writing independently (syafei, 2012). self-reflection assessment in efl writing contexts reveals that it can assist efl students enhance their writing skills. this increases their understanding of their own writing process and performance, altering their perspectives on english writing instruction and evaluation (bing, 2016; bowman, 2017; elgadal, 2017; herayati, 2020; wong & mak, 2018). and through selfreflection assessment, students' self-confidence in writing increases (belachew, et al., 2015; bowman, 2017; elgadal, 2017). reading exams were the next kind of self-reflection evaluation that was employed, according to the review's findings. in two studies conducted by (putra, et al., 2022 & rizal, et al., 2022), self-reflection assessment has an impact on pupils' capability to develop their reading conception. students can consider, develop, and establish their own ways for acquiring and absorbing new knowledge from what they have learned or experienced through self-reflection assessment. self-reflection assessments help students to examine their reading experiences, set goals, and track their progress. students might identify specific areas where they struggle by reflecting on their reading performance, such as comprehension, vocabulary, or fluency. they may also identify the ideas and techniques that work best for them and make changes as needed. sedairia (2019) argued that because of the important role it plays in strengthening efl students' capacity to perceive, evaluate, and reflect on the significance of what is read, self-reflection assessment is considered an advanced critical thinking method. it is critical for students to grasp a lesson, specifically those attracted in language acquisition, as they will be better able to ascertain the requirements and objectives of their learning and to reflect on their reading experiences, and progress. students can actively participate in the learning process and take responsibility of their reading development by adding regular self-reflection exercises into their reading habits. mandalika & sulistyaningrum, 2024 web-based self-reflection assessment for efl students’ selfdevelopment. 162 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 5 5 1 6 6 ) for a study conducted by (alfianti, et al., 2022), the next type of self-reflection assessment used was speaking test type. researcher explained that self-reflection assessment encourages pupils to develop their speaking abilities. this aligns with a study conducted by ministri (2020), that explained self-reflection assessment taught students about their own strengths and limitations, and it allowed them to track their progress by gradually comparing their results. this scenario can be used to measure students' speaking ability through self-reflection. when the pupils observe themselves speaking, they will engage in a self-assessment. they begin to assess their speech, fluency, accuracy, body language, expression, and so on. the students will track their own progress in speaking. students simply have to evaluate and contrast their speaking performances as recorded in their video portfolio and correct any mistakes in their most recent speaking performance. when the pupils have completed their flaws, they will feel motivated to talk more confidently. self-reflection assessment was a useful tool that played an important part in factors influencing students' speaking performance such as correctness, fluency, and organization (khonamri, et al., 2021). moreover, peter & michaela (2018) stated that students were more aware of their abilities, had a better understanding of themselves, and could better define themselves after doing self-reflection assessment. students also become more capable of more than they previously believed. after performing self-reflection, they were able to participate in deeper learning and better when doing self-presentations. english listening test was the next type of self-reflection assessment, for a study conducted by (rabbani, et al., 2022) showed that many students benefit from self-reflection assessment when it comes to strengthening their listening skills, as there is an observable improvement or advancement in their listening practice. self-reflection assessment can help students see vital elements from any process they have been through. it can improve and balance pupils' listening practice if done often and correctly. it can also assist pupils obtain new views and lessons from experiences they have had in earlier tasks. this encourages students to be positive about their future listening practice since they are already aware of what they were supposed to demonstrate in the prior exercise will be valuable for future listening practice. andrade (2019) & yan (2016) stated that self-reflection assessment has been utilized in many ways. it can be used for assessing one's own knowledge, skills, or performance, or as a process of teaching and learning and practice. so, this is very useful for students' future english practice. moreover, suwartono (2014), stated that the true learning is predicated on students' ability to develop their own knowledge of what they are studying and connect it to their schema effectively; thus, the primary source of learning should be experience, which is referred to self-reflection assessment. lastly, it is important to remember that two research (nafisah et al., 2021 & arefian, 2022) explored the use of all english examinations as a kind of self-reflection evaluation. what is meant by all english tests here is various combination of all english language skills tests. in the study that nafisah et al did, self-reflection assessment can be utilized as a platform for student and teacher reflection in efl teaching practice, allowing students and teachers to learn from their errors and successes in the classroom. doing reflective practice also can solve problems to achieve learning goals. it also adds that self-assessment as a form of reflective practice can be beneficial to students or teachers. through self-reflection assessment, students define their learning and performance techniques, provide feedback to themselves based on well-understood standards and criteria, and select the next steps to improve their performance. self-reflection can motivate and empower students to take charge of their own learning. the students are responsible with identifying their own weaknesses, devising a strategy to increase their comprehension, and then reflecting on how well they achieved their goal. students will display greater performance and significant motivation when they develop goals to aid their improved knowledge, identify criteria, selfevaluate their progress toward learning, reflect on their learning, and generate methods for more learning (richard, 2022). on the other hand, for a study conducted by arefian, it concluded that all students benefited from their self-assessment and self-reflective practices by assessing, measuring, evaluating, checking, and confirming previously acquired materials, reflection on previous procedures, mastery of specific areas of knowledge and mandalika & sulistyaningrum, 2024 web-based self-reflection assessment for efl students’ selfdevelopment. 163 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 5 5 1 6 6 ) skills, conducting self-reflective practices independently, and perceiving their level of success by establishing their own educational goals, making individual plans and targets, and measuring learning and performance, and making decisions. in line with that, nilsen & ellström (2012) describe reflective practice as a system for converting experience into learning by evaluating one's attitudes, beliefs, and behavior and drawing conclusions to facilitate better future alternatives or reactions. as a result, reflection can be utilized in the context of teaching and learning as a technique to help teachers or learners integrate their self-reflection assessment of their teaching learning process. moreover, self-reflection assessment has a significant potential for improving learning outcomes when used for educational purposes, it has gained a lot of attention in higher education (zi yan, et al., 2023). allen & chaerles (2017) concluded that self-reflection assessment can provide various advantages, including tools for adjusting and adapting professionalism between students and teachers, fostering relevant instruction, and assisting them in their own development. embracing this potential tool has the potential to be a beacon of hope in realizing digital learning objectives across various educational domains (mandalika, et al., 2023). conclusion the valuable tool and platform for students and teachers to internalize the teaching and learning process and make informed choices for future improvement is the one that educational fields need, such as high school, universities, and colleges, especially in english language learning activities. self-reflection assessments were found to offer lots of benefits for efl students’ self-development, such as improving students' language skills, enhancing engagement, boosting confidence, promoting critical thinking, facilitating meaningful learning and professional development, reflect on performance, learn from mistakes, facilitated goal setting, planning, monitoring, and motivating individual learning and development, and achieve learning goals. in this review, the researcher looked at web-based self-reflection assessment potential in english education world. for this systematic review, the studies that were analyzed were 10 articles on self-reflection assessment for efl students’ selfdevelopment. these studies highlighted the various of web-based self-reflection assessment types that used by efl learners to gain good language learning outcomes, the scrutinized studies also unveiled the merits and advantages of using web-based self-reflection assessment in getting good self-development for efl learners in learning english language. this review provided ideas of how learners can use various types of web-based selfreflection assessments to help their language learning practice in the form of english language test, such as writing tests, reading tests, speaking tests, listening test, etc. these kinds of online self-reflection tests improved students' language abilities and general language competency. to adapt to the changing landscape of the 21st century, it is essential for educators or learners to embrace the use of digital learning tools or platforms for english language learning like web-based self-reflection assessment. this is particularly important as teaching and learning activities have become the current digital learning. teachers or learners should be open to innovative way and approaches, and recognize the inevitability of digital learning assessment tools, such as web-based self-reflection assessment. it is now possible to find and use web-based self-reflection assessments that are interactive, engaging, and easy to use. embracing this tool offers hope for attaining objectives in digital learning in all educational fields. future research should investigate how these web-based learning tools can potentially benefit other institutions looking to integrate self-reflection assessment into their programs. the tool's accessibility and immediate feedback, make it a powerful tool for promoting personal growth and academic success. acknowledgement the researcher would like to thank lecturer of universitas negeri jakarta who have contributed to review during the production of this research. mandalika & sulistyaningrum, 2024 web-based self-reflection assessment for efl students’ selfdevelopment. 164 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 5 5 1 6 6 ) references alfianti, m., & aminin, z. (2022). the implementation of self-assessment in efl student’s speaking performance. universitas banten jaya. vol 5, no. 2. allen, jr., & chaerles, e. (2017). teacher self-assessment: a facilitative process for principal instructional support. doctoral dissertation committee. faculty of the college of education, university of houston. andrade, h. l. (2019). “a critical review of research on student self-assessment.” frontiers in education 4: 4. doi:10.3389/feduc.2019.00087. [crossref], [google scholar]. arefian. h. m. (2022). perceptions of self-assessment literacy and self-directed reflection during online learning for iranian efl student teachers. reflective practice, international and multidisciplinary perspectives. doi: 10.1080/14623943.2022.2096584. baas, d., j. castelijns., m. vermeulen., r. martens., & m. segers. (2015). “the relation between assessment for learning and elementary students’ cognitive and metacognitive strategy use.” the british journal of educational psychology 85 (1): 33–46. doi:10.1111/bjep.12058. [crossref], [pubmed], [web of science ®], [google scholar]. belachew, m., getinet, m., & gashaye, a. (2015). perception and practice of selfassessment in efl writing classrooms. journal of languages and culture, 6(1), 1-8. doi: 10.5897/jlc2013.0254. bing, x. (2016). a study of the effects of student self-assessment on the efl writing of chinese college students. journalism and mass communication, 6(2), 91-107. doi:10.17265/21606579/2016.02.005. bowman, j. e. (2017). engaging students in the assessment process: a quantitative study of peer and self-assessment [doctoral dissertation, notre dame of maryland university]. proquest dissertations and theses database. https://www.proquest.com/openview/022bfcc783d0ecc1cea68b23f3a43997/1?pqorig site=gscholar&cbl=18750. brown, g. t. l., & l. r. harris. (2013). “student self-assessment.” in the sage handbook of research on classroom assessment, edited by j. h. mcmillan, 367–393. thousand oaks: sage. [crossref], [google scholar]. brown, g. t. l., & l. r. harris. (2014). “the future of self-assessment in classroom practice: reframing self-assessment as a core competency.” frontline learning research 3: 22–30. doi:10.14786/flr.v2i1.24. [crossref], [google scholar]. chung, h.q., chen, v., & olson, c.b. (2021). the impact of self-assessment, planning and goal setting, and reflection before and after revision on student self-efficacy and writing performance. read write 34, 1885–1913. https://doi.org/10.1007/s11145-02110186-x. demir, y. (2017). the effects of self-reflection and goal setting on the improvement of students’ language skills. journal of language teaching and research, 8(1), 125131. doi: 10.17507/jltr.0801.16. dhanarattigannon, j., & thienpermpool, p. (2022). efl tertiary learners’ perceptions of selfassessment on writing in english. learn journal: language education and acquisition research network, 15(2), 521-545. elgadal, h. a. (2017). the effect of self-assessment on inexperienced efl students’ writing during revision. university of birmingham. freiberg, h.j., & snead, l. o., (2017). rethinking student teacher feedback: using a selfassessment resource with student teachers. sage. from practices to principles. uk: palgrave macmillan. grant, a. m., & ashford, s. j. (2020). reflection: the power of looking back in order to move forward. journal of organizational behavior, 41(6), 505-514. harris, l. r., & g. t. l. brown. (2018). using self-assessment to improve student learning. new york: routledge. [crossref], [google scholar]. mandalika & sulistyaningrum, 2024 web-based self-reflection assessment for efl students’ selfdevelopment. 165 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 5 5 1 6 6 ) herayati, d. f. (2020). teaching writing through self-assessment and analytical scoring. international journal of scientific & technology research, 9(2), 4268-4272. hong, j. c., & lee, y. h. (2019). effects of web-based self-reflection on self-regulated learning, academic achievement, and self-efficacy in college students. educational technology research and development, 67(4), 831-848. jang, e. e. (2016). the effects of web-based self-reflection on efl learners’ writing proficiency and self-regulated learning. english language teaching, 9(1), 19-30. doi: 10.5539/elt.v9n1p19. john, e., & yunus, m. m. a. (2021). systematic review of social media integration to teach speaking. sustainability. 13,9047. https:// doi.org/10.3390/su13169047 khan, k.s., kunz, r., kleijnen, j., & antes, g. (2003). five steps to conducting a systematic review. j. r. soc. med., 96, 118–121. [crossref]. khonamri, f., federation, r., & republic, c. (2021). slovak republic european journal of contemporary education. 10(1), 77–88. https://doi.org/10.13187/ejced.2021.1.77lao. kim, h. (2018). the effects of web-based self-reflection on efl learners’ speaking proficiency and self-regulated learning. journal of language teaching and research, 9(5), 1035-1042. doi: 10.17507/jltr.0905.16. liu, m., & lee, s. (2010). a study of factors influencing students' perceived learning outcomes and satisfaction in e-learning courses. journal of computer assisted learning, 26(3), 175-189. mandalika, d., ramadhanty, f., dasuki., suseno, m. (2023). telegram bot as a digital learning platform in english language teaching and learning. english language and literature international conference (ellic) vol. 6. mistar, j. (2011). a study of the validity and reliability of self-assessment. teflin journal, 22(1), 45-58. nafisah, i. n., silvani, d., primary, m. a., & rosmala, d. (2021). investigating selfassessment as a platform of student-teacher’s reflection in efl teaching practice. teaching & learning english in multicultural contexts (tlemc). http://jurnal.unsil.ac.id/index.php/tlemc/index. nilsen, p. n. g., & ellström, p. e. (2012). integrating research-based and practice-based knowledge through workplace reflection. journal of workplace learning, 24(6), 03415. page, m.j., mckenzie, j.e., bossuyt, p.m., boutron, i., hoffmann, t.c., mulrow, c.d., & moher, d. (2020). the prisma 2020 statement: an updated guideline for reporting systematic reviews. bmj 2021, 372, n71. peter s. z., & michaela, s. (2018). eportfolio as a tool for reflection and self-reflection, reflective practice, 19:3, 291-307, doi: 10.1080/14623943.2018.1437399. purwanti, t. t. (2015). the implementation of self-assessment in writing class: a case study at stba lia jakarta. teflin journal, 26(1), 97-116. putra, h., & sulistyaningrum, s. d. (2022). enhancing reading comprehension for magister degree students through self-reflection. the 3rd online national seminar on english linguistics and literature (ellit) vol. 3. rabbani, m. h., & sulistyaningrum, s. d. (2022). using self-reflection in listening skills english proficiency for teacher course through web source. the 3rd online national seminar on english linguistics and literature (ellit) vol. 3. richard, e. (2022). maximizing self-reflections in the classroom: enhancing learning for students, teachers, and parents (1st ed.). routledge. https://doi.org/10.4324/9781003329176. rizal, r. p., & sulistyaningrum, s. d. (2022). investigation of reflecting reading comprehension strategies through self-directed learning on higher education.students. the 3rd online national seminar on english linguistics and literature (ellit) vol. 3. mandalika & sulistyaningrum, 2024 web-based self-reflection assessment for efl students’ selfdevelopment. 166 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 5 5 1 6 6 ) sarracino, l., & freire, p. (2020). reflection as a pedagogical strategy: engaging students in learning processes. in f. sánchez-martínez & m. a. zabalza-bribián (eds.), active learning in higher education (pp. 29-44). springer. scaffidi, a. k., & berman, n. b. (2011). developing a web-based self-reflection tool to enhance student learning. journal of educational technology development and exchange, 4(1), 1-14. sedairia, l. (2019). the effect of using self-reflection assessment technique on developing efl students' critical thinking skills. journal of education and practice, 10(17), 169-176. suwartono. (2014). enhancing the pronunciation of english suprasegmental features through reflective learning methods. teflin journal, 25 (1), 79-93. retrieved 12/3/ 2017 from http://search.proquest.com/docview/1627 736802?accountid=85 syafei, m. (2012). backwash effects of portfolio assessment in academic writing classes. teflin journal, 23(2), 206 -221. takarroucht, k. (2022). the effect of self-assessment on the development of efl writing self-efficacy: a case of algerian higher education. international journal of language education, v6 n2 p157-168 2022. taufik, m., & cahyono, b. y. (2019). developing efl students’ writing skill through self assessment integrated with e-portfolio. ijee (indonesian journal of english education), 6(2), 171-186. doi:10.15408/ijee.v6i2.12019. wong, k. m., & mak, p. (2018). self-assessment in the primary l2 writing classroom. canadian modern language review, 75(2), 1-14. doi:10.3138/cmlr.2018-0197. yan, z. (2020). “self-assessment in the process of self-regulated learning and its relationship with academic achievement.” assessment & evaluation in higher ducation 45 (2): 224–238. doi:10.1080/02602938.2019.1629390. [taylor & francis online], [web of science ®], [google scholar]. yan, z. (2016). “the self-assessment practices of hong kong secondary students: findings with a new instrument.” journal of applied measurement 17 (3): 1–19. [pubmed], [google scholar]. yan, z., & brown, g. t. l. (2017). a cyclical self-assessment process: towards a model of how students engage in self-assessment. assessment & evaluation in higher education, 42(8), 1247–1262. https:// doi.org/10.1080/02602938.2016.1260091. yan, z., chiu, m. m., & ko, p. y. (2020). effects of self-assessment diaries on academic achievement, self-regulation, and motivation. assessment in education: principles, policy & practice, 27(5), 562–583. https://doi.org/10.1080/0969594x.2020.1827221. yan, z., & d. boud. (2022). “conceptualising assessment-as-learning.” in assessment as learning: maximising opportunities for student learning and achievement, edited by z. yan, and l. yang, 11–24. new york: routledge. [google scholar]. zi yan., xiang, w., david, b., & hongling, l. (2023). the effect of self-assessment on academic performance and the role of explicitness: a meta-analysis, assessment & evaluation in higher education, 48:1, 1-15, doi: 10.1080/02602938.2021.2012644. english franca academic journal of english language and education doi:10.29240/ef.v621.5242 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 7, no 2, 2023, page 343-356 article info: http://journal.iaincurup.ac.id/index.php/english received 24 april 2023; received in revised form 10 july 2023; accepted 24 august 2023, avalaible online 30 november 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open access article under the cc by-sa license copyright (c) 2023 author exploring students' difficulties in toefl listening roni la’biran¹, resnita dewi² ¹ universitas kristen indonesia toraja, tana toraja , indonesia ² universitas kristen indonesia toraja, tana toraja, indonesia corresponding email: ronilabiran@ukitoraja.ac.id to cite this article author (2023) “exploring students' difficulties in toefl listening”: la'biran, r. (2023). exploring students' difficulties in toefl listening: uki toraja's english education program. english franca : academic journal of english language and education, 7(2). doi:http://dx.doi.org/10.29240/ef.v7i2.8065 introduction english, being an international language, holds immense importance in today's era of globalization. according to (hessel & strand, 2023) proficiency in english has become a fundamental requirement for effective communication in various fields such as trade, transportation, technology, and tourism. to assess someone's english proficiency, the test of english as a foreign language (toefl) is widely used. in indonesia, several renowned universities make the toefl test mandatory for admission and also for thesis or dissertation exams. additionally, companies utilize it as a prerequisite for job applications and promotions. as stated by (gu et al., 2015), toefl serves as a standardized assessment globally, including in indonesia, to evaluate individuals' english language skills for higher education. among the different language skills, listening plays a pivotal role in gaining knowledge, comprehending the world around us, (stephan & pathak, 2016) developing ideals and values, and appreciating various aspects of life. in this age of mass communication where oral interactions are dominant, effective and critical listening skills are increasingly vital. (gil fernández et al., 2021) a significant aspect of the listening process is comprehension, especially when answering listening tests. it involves understanding spoken language, encompassing individual words, speech sounds, and overall meaning. abstract. the aim of this research was to identify the challenges encountered by students while engaging with toefl preparation tests within the english study program at fkip uki toraja. the participants in this study consisted of 12 students from the 8th semester of the english department at fkip uki toraja. the research employed a descriptive qualitative method and collected data through interviews. the data was then analyzed using three main stages: the data reduction, data display, and drawing conclusions. after analyzing and discussing the findings, it can be concluded that 8th semester english department students at uki toraja encounter various difficulties when listening to toefl preparation tests, which can be categorized into three main areas. each category presents different challenges. regarding the comprehension of listening materials, students face difficulties with complex grammatical structures, understanding every word in spoken discourse, interpreting the meaning of lengthy spoken texts, and encountering unfamiliar vocabulary. additionally, students encounter difficulties related to listening itself, including anxiety, deducing the meaning of unknown words, lack of concentration, unclear pronunciation, difficulty with retention, losing focus, and listening without transcripts. furthermore, students also face obstacles related to the physical setting, such as poor-quality cassettes or discs, inadequate equipment, and background noise. keywords: analysis, difficulties, listening, toefl, test /users/ronilabiran/downloads/cccccc http://journal.iaincurup.ac.id/index.php/english/index https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:ronilabiran@ukitoraja.ac.id http://dx.doi.org/10.29240/ef.v7i2.8065 roni la’biran & resnita dewi, 2023 exploring students' difficulties in toefl listening 344 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 4 3 3 5 6 ) at the christian university of indonesia toraja (uki toraja), particularly in the english department, toefl preparation holds great significance. (cogill j, 2008) mastering listening skills is crucial for achieving success in the toefl test. however, despite the significance of listening skills, students often encounter difficulties during the listening process. through observation among seventh-semester students in the english department at uki toraja, it was noticed that students exhibited unexpected responses and struggled to complete tasks or listen attentively. (aprino et al., 2022) to overcome these challenges, it becomes necessary to identify the factors that contribute to students' difficulties with the listening section of the toefl test. some students in the english department have expressed difficulties with toefl listening comprehension. consequently, one plausible approach to address these issues is to investigate and understand the factors that influence students' struggles. conducting a literature review reveals several elements that can affect listening comprehension, including characteristics of the listener, characteristics of the passage being listened to, and the testing conditions in which the listening section is conducted. (maharani & miftachudin, 2021) by exploring these factors, we can gain valuable insights into improving students' performance and addressing their difficulties effectively. theoretical framework the theoretical framework for exploring students' difficulties in toefl listening within the context of uki toraja's english education program can be developed in the context of exploring students' difficulties in toefl listening, schema theory can be applied to understand how students' prior knowledge and experiences influence their understanding of toefl listening materials. when students engage in listening comprehension tasks, they activate their existing schemas related to the topic, context, and language structures present in the listening passages. these schemas are built from their previous experiences, knowledge of the world, and familiarity with the english language. however, when students' prior knowledge is at odds with the structure and substance of the toefl listening materials, they can have challenges. schemas may not be enough to help students understand the listening sections if they have never heard academic english before or if the subject matter is completely new to them. problems with content comprehension, concept following, supporting detail identification, and inference making might arise when students' schemas do not align with the listening materials. researchers may examine the influence of students' preexisting schemas on their understanding of toefl listening materials by incorporating schema theory into the theoretical framework. they might hone in on terminology, cultural allusions, or academic discourse as particular areas where students struggle owing to schema incompatibilities. with this knowledge in hand, teachers may devise plans to help their students' preexisting schemas better prepare them for the toefl listening part. some strategies include giving students background information, teaching them key vocabulary words ahead of time, or actively activating and constructing the right schemas before they listen to the contents. overall, schema theory adds to the existing body of research by drawing attention to the significance of students' background information in explaining their toefl listening performance issues. it proposes instructional strategies to handle schema mismatches and improve understanding, and it stresses the significance of bringing students' preexisting schemas into alignment with the listening materials. researchers may study the unique problems and obstacles encountered by students of the english education program at uki toraja on the toefl listening section by combining these theoretical viewpoints. students' listening abilities and their scores on the toefl listening portion may be improved with the use of the results that guide the creation of individualized interventions and methods of education. roni la’biran & resnita dewi, 2023 exploring students' difficulties in toefl listening 345 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 4 3 3 5 6 ) material and method qualitative methods, such as student surveys and in-depth interviews, were used to gather data for this study. according to (aspers & corte, 2019) according to, qualitative research focuses on providing meaning via the description of real-life events and circumstances. college of english majors at fkip uki toraja in their eighth semester make up the study's participant group. the purpose of this research is to better understand the difficulties these students have on the toefl listening comprehension section of the test. the major technique used to collect data for this study is interviews. in an interview, the interviewer asks the interviewee questions designed to elicit answers that shed light on the issue at hand by way of expressions and information. the use of open-ended questions in interviews allows for more free-form replies. we will use the framework suggested by (baltacı, 2017) to examine the gathered data. this model consists of several steps for qualitative data analysis: (1) data reduction: as the data obtained from the research location can be substantial and may become more complex over time, it is important to perform data reduction. this involves summarizing the data, selecting relevant subjects, focusing on important aspects, and searching for themes and patterns; (2) data presentation: following the data reduction process, the subsequent stage involves displaying the information. qualitative research provides flexibility in presenting data through methods such as concise descriptions, charts, interconnections between categories, flowcharts, and narrative text, the latter being a commonly employed approach in the past; (3) drawing conclusions/verification: the third phase in data analysis, as outlined by miles and huberman, involves drawing conclusions or verification. in qualitative research, these conclusions may provide partial responses to the initial problem statement, yet they often necessitate additional refinement after the research is conducted at the study site. to sum up, this qualitative research approach entails conducting interviews with 8th-semester students in the english department at fkip uki toraja to investigate the challenges they encounter in toefl listening comprehension. the data gathered from these interviews is analyzed utilizing the framework suggested by miles and huberman, which includes processes such as data reduction, data presentation, and drawing conclusions/verification. results and discussion results as outlined in the preceding chapter, the study's objectives are to identify the challenges faced by students in the toefl preparation test within the english study program at fkip uki toraja. the researcher provides an overview of the research findings derived from the analysis conducted through interviews with english major students at uki toraja. the data is gathered from active 8th-semester students majoring in english at the university. a total of 12 students, comprising 2 males and 10 females, who have undergone the toefl test in the toefl preparation course, were interviewed. students’ difficulties related to listening material the primary challenges in listening comprehension stemmed from the materials, including unfamiliar vocabulary, complex grammatical structures, restricted vocabulary, and lengthy spoken passages. unfamiliar words the initial inquiry seeks to investigate whether students comprehend listening texts that incorporate numerous unfamiliar words, including idioms. the interview results confirmed that the students' main challenge lies in dealing with unfamiliar words, as articulated by participants 1 through 12. the following are excerpts from the students' responses in the interviews: s1: tidak karena pengetahuan saya tentang idiom kurang. [i don't know much about idioms.] roni la’biran & resnita dewi, 2023 exploring students' difficulties in toefl listening 346 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 4 3 3 5 6 ) s4: tidak ,karna sulit untuk memahami kata-kata baru apalagi idiom [no, because it's difficult to understand new words, especially idioms..] s6: tidak. karena kata-kata asing membuat saya kesulitan memahami teks tersebut secara utuh. [no. because foreign words make it difficult for me to understand the text as a whole.] from the insights gathered in the aforementioned interviews, the researcher deduced that a significant number of students encounter challenges in grasping the speaker's message due to the presence of unfamiliar words, including idioms that are not comprehensible to them. difficult grammatical structure the second inquiry seeks to investigate whether students encounter challenges with complex grammatical structures. the interview results demonstrated that students in the english department at fkip uki toraja find difficulty in dealing with grammatical structures, as expressed by participants 2, 5, 6, 7, 9, 10, 11, and 12. here are excerpts from the students' responses in the interviews: s3: iya sulit karena dimana kita memburtuhkan ketepatan dan pengetahuan extra mengenai grammar. bukan semata-mata menebak kata apa yang di dengar, grammar membutuhkan analisa dari rumus tesnses.[it's difficult because where we need accuracy and extra knowledge about grammar. not just guessing what words are heard, grammar requires analysis of the tesnses formula.] s4: iya sulit karena bahasa memiliki struktur gramatikal yang rumit membuat saya sulit untuk tidak memahaminya. [yes it is difficult because the language has a complicated grammatical structure that makes it difficult for me not to understand it.] s11: iya, menurut saya , saat mendengarkan teks listening pada test toefl, saya sering sulit dalam memahami karena grammarnya yang sulit saya bedakan. [yes, in my opinion, when i listen to listening text on the toefl test, i often find it difficult to understand because the grammar is difficult for me to distinguish.] derived from the aforementioned interview findings, the researcher inferred that a majority of the students have not achieved proficiency in grammar, perceiving it as a challenging task. similarly, in the context of listening, students encountered difficulty due to the intricate grammatical structures present in the listening texts. they expressed that comprehending the listening passages in the toefl test posed a challenge owing to the complex grammar involved. according to them, gaining a thorough understanding of grammar demands heightened precision and knowledge. limited vocabulary the third inquiry aims to investigate whether students comprehend the speech of a native speaker. the interview results indicated that students in the english department at fkip uki toraja find it challenging to understand every single word in incoming speech, as mentioned by participants 2, 3, 5, 7, 9, and 10. here are excerpts from the students' responses in the interviews: s4 : bagi saya kurang dalam memahami karna terkadang prononciationnya tidak jelas,dan terkadang terdapat banyak kata-kata baru yang membuat saya kurang dalam memahami apa yang di katakan penutur aslinya. [for me, i lack understanding because sometimes the pronunciation is not clear, and roni la’biran & resnita dewi, 2023 exploring students' difficulties in toefl listening 347 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 4 3 3 5 6 ) sometimes there are many new words that make me less able to understand what the native speaker is saying.] s9: tidak selalu, apalagi jika ada kosakata yang jarang saya dengar. [not always, especially if there is a vocabulary that i rarely hear] s10: tidak karena banyak kata-kata baru yang saya tidak pahami ketika penutur asli yang berbicara. [ no because many words i don't understand when a native speaker is speaking] derived from the aforementioned interview findings, the researcher inferred that the majority of students encounter difficulty in listening due to challenges in understanding each word in incoming speech. this suggests a lack of mastery in vocabulary, possibly stemming from encountering numerous unfamiliar words when native speakers communicate. consequently, when attempting to comprehend every word spoken by the speaker, they face challenges as not all the words are familiar to them. long spoken the fourth question aims to explore whether students face difficulties in understanding extended spoken texts. the results from the interviews affirmed that students do encounter challenges in grasping the meaning of lengthy spoken passages. this difficulty was articulated by several students, including participants 1 through 12. here are a few instances of student responses collected during the interviews: s3: ya sulit, karena suatu kata yang bergandengan dengan kata-kata lain akan beda maknanya. kalau satu kata mungkin masih bisa dipahami dan juga agak kelelahan dan terganggu ketika mendengarkan teks yang panjang. [yes, it is difficult, because a word that goes hand in hand with other words will have different meanings. if one word may still be understood and also a bit tired and distracted when listening to a long text.] s4: iya ,karna jika textnya panjang otomatis akan terdapat banyak kata-kata baru didalamnya sehingga membuat saya kurang dalam menafsirkan maknanya [yes, because if the text is long, there will be a lot of new words in it, so that it makes me less able to interpret the meaning] s5: iya saya merasa sulit dalam menafsirkan makna dari teks yang panjang karena terlalu panjang teksnya sehingga susah mengerti apa maknanya. [yes, i find it difficult to interpret the meaning of a long text because the text is too long so it is difficult to understand what it means..] based on the aforementioned interview findings, the researcher reached the conclusion that the majority of students encountered challenges in understanding the meaning of lengthy spoken texts. this difficulty could potentially be attributed to their limited vocabulary proficiency, as the texts often contained numerous unfamiliar words that hindered their interpretation. students’ difficulties related to the listener the challenges students face in listening comprehension stem not only from the content of the listening materials but also from the listeners' insufficient proficiency in the english language. the obstacles associated with the listener factor encompass pre-listening anxiety, concerns about unclear pronunciation, difficulty in retention, encountering unfamiliar words, loss of concentration, and the absence of a transcript during listening sessions. roni la’biran & resnita dewi, 2023 exploring students' difficulties in toefl listening 348 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 4 3 3 5 6 ) feel worried the fifth inquiry seeks to investigate whether students experience feelings of fear and concern regarding their ability to comprehend spoken language. the results obtained from the interviews affirmed that students within the english department of fkip uki toraja genuinely experience fear and anxiety regarding their ability to comprehend auditory content. this apprehension was articulated by various students, including participants 2 through 12. here are a few illustrative instances of student responses gathered during the interviews: the results obtained from the interviews affirmed that students within the english department of fkip uki toraja genuinely experience fear and anxiety regarding their ability to comprehend auditory content. this apprehension was articulated by various students, including participants 2 through 12. here are a few illustrative instances of student responses gathered during the interviews: s3: ya sedikit takut dan khawatir karena akan harus bisa memahami apa yang dituturkan oleh pembicara nantinya. [yes, i am a little afraid and worried because you will have to be able to understand what the speaker will say later] s5: sangat takut dan khawatir karena soal toefl susah dimengerti ketika mendengar apa yang dikatakan penutur. [very afraid and worried because the toefl questions are difficult to understand when hearing what the speakers are saying.] s12 : iya saya khawatir dan takut jika tidak ada satu pun jawaban saya yang benar. [yes i am worried and afraid if none of my answers are correct.] drawing from the aforementioned interview findings, the researcher reached the conclusion that students frequently experience fear and worry when undertaking the listening section of the toefl test. this apprehension may stem from the fear of providing incorrect answers and not earning any points. additionally, students express concern about the difficulty level of the toefl questions, fearing that they may struggle to comprehend them. unclear pronunciation the sixth inquiry seeks to investigate whether students encounter challenges in recognizing familiar words due to variations in pronunciation by the speaker. the outcomes of the interviews verified that students encounter challenges related to unclear pronunciation. several students, including participants 1 through 12, expressed this difficulty. here are a few instances of student responses gathered during the interviews: s1: iya saya merasa sulit karena meskipun saya mengetahui kata tersebut tetapi pronouncation native spekaker berbeda dengan yang saya tahu sehingga itu dapat mengecoh saya. [yes, i find it difficult because even though i know the word, the native speaker's pronunciation is different from what i know so that it can deceive me.] s8: iya sulit karena pronouncation dari native speaker berbeda dari yang saya ketahui. [yes, it's difficult because the pronunciation of native speakers is different from what i know.] s11 iya sulit karena memiliki memiliki aksen atau dialek yang berbeda dengan yang saya ketahui. [yes, it's difficult because i have a different accent or dialect from what i know.] drawing from the aforementioned interview findings, the researcher concluded that a significant number of speakers have varying pronunciations for roni la’biran & resnita dewi, 2023 exploring students' difficulties in toefl listening 349 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 4 3 3 5 6 ) words. these differences in pronunciation could be attributed to diverse accents or dialects. consequently, students are required to practice listening to a wide range of accents and dialects to enhance their ability to understand different speakers.. hard to remember the seventh question seeks to investigate whether students experience difficulties in remembering words or phrases that have been heard quickly when answering the toefl test's listening comprehension section. the results of the interviews substantiated that students within the english department at fkip uki toraja encounter difficulties in memorizing words. this challenge was articulated by multiple students, including participants 1 through 12. here are a few instances of student responses collected during the interviews: s2: iyah, saya sulit dalam menghafal kata dengan mendengarkan. [yes, i have a hard time memorizing words by listening.] s5 : ya, suara yang terlalu cepat membuat saya kesulitan mengingat kata arau frasa yang barus saya dengar. [yes, the voice is too fast, making it difficult for me to remember the words or phrases i just heard] s11: iya, saya sering lupa mengenai apa yang saya dengar saat test listening [yes, i often forget about what i heard during the listening test] based on the result of interview above the researcher concluded that many students found difficult in listening comprehension because are difficult on memorizing words. it means that they quickly forgot what they have just heard. encountering unknown word the eighth inquiry sought to explore whether students encounter challenges in deciphering the meaning of unfamiliar words while listening. the results of the interviews affirmed that students do indeed experience difficulties in deducing the meaning of unknown words. this challenge was voiced by various students, including participants 1 through 12. here are a few instances of student responses collected during the interviews: s3. ya, karena pemahaman saya tentang kosakata bahasa inggris masih fasih sehingga sulit untuk menyimpulkan apa yang si pembicara katakan. [yes, because my understanding of english vocabulary is still fluent so it is difficult to conclude what the speaker is saying.] s5: sangat sulit,karena terlalu cepat berbicara sehingga saya tidak bisa pahami apa yang dikatakan dan sulit untuk menyimpulkan arti kata. [yes, it was very difficult, because i spoke too fast so i couldn't understand what was being said and it was difficult to conclude the meaning of words.] s7: iya karena sulit mengikuti pembicaraannya [yes because it is difficult to follow the conversation] drawing from the aforementioned interview findings, the researcher inferred that a majority of the students struggle to deduce the meaning of unfamiliar words. this difficulty arises from the tendency of students to continue listening without contemplating the meaning when encountering unknown words. it is crucial for students to be adept at inferring the meaning of unknown words, especially considering that the audio is played only once. roni la’biran & resnita dewi, 2023 exploring students' difficulties in toefl listening 350 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 4 3 3 5 6 ) lose concentration the ninth question aimed to investigate whether students can concentrate when they are simultaneously searching for answers and listening to dialogue. the interview findings confirmed that students do face difficulties in maintaining concentration during this task. this was expressed by several students, including student 1, student 2, student 3, student 4, student 5, student 6, student 7, student 8, student 10, student 11, and student 12. here are a few examples of student responses gathered during the interviews: s3: tidak, saya tidak akan bisa berkosentrasi jika mencari jawaban dan mendengarkan di waktu yang bersamaan karena itu akan sangat membuat konsentrasi saya hilang. [no, i won't be able to concentrate if i look for answers and listen at the same time because it will really make my concentration go away.] s5: tidak dapat, karena bingung mau fokus ke dialog atau mencari jawaban. [i can't, because i'm confused about whether to focus on the dialogue or looking for answers.] s7: tidak karena tidak bisa konsentarsi jika mencari jawaban dan mendengarkan dialog secara bersamaan. [no because i can't concentrate when looking for answers and listening to dialogues at the same time. derived from the aforementioned interview findings, the researcher concluded that the majority of students reported an inability to concentrate during listening comprehension. this issue may arise due to the presence of surrounding noises, which could originate from external sources. the tenth inquiry sought to explore whether students encounter challenges in completing the listening comprehension section of the toefl test without a transcript. the interview results affirmed that students indeed find it difficult to answer the listening section questions without a transcript. this difficulty was articulated by various students, including participants 1 through 12. here are a few instances of student responses collected during the interviews: s6: ya. transkip akan membantu saya menjawab soal-soal. [yes. the transcript will help me answer the questions.] s8: iya sulit karena dengan adanya transkip sangat membantu saya mengerjakan test toefl [yes it is difficult because the transcript really helps me do the toefl test test] s11: iya sulit karena saya kesulitan tanpa transkip karena masih kesulitan dalam pronouncation dan vocabulary. [yes, it is difficult because i have difficulty without transcripts because i still have difficulties in pronunciation and vocabulary] from the findings of the aforementioned interviews, the researcher inferred that the majority of students find it challenging to engage in the listening session of the toefl test without having access to the transcript. this difficulty may be attributed to their struggles with pronunciation and vocabulary, making the absence of transcripts a hindrance to their comprehension. students’ difficulties related to speaker and physical setting challenges in listening comprehension are not solely attributed to factors related to the message or the listener; they also arise from the physical setting, encompassing environmental aspects. disturbances caused by noise and a substandard cd player affect students during their listening comprehension. roni la’biran & resnita dewi, 2023 exploring students' difficulties in toefl listening 351 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 4 3 3 5 6 ) noise the eleventh question aimed to investigate whether students have difficulty concentrating when there is noise around them. the results of the interviews affirmed that noise is indeed one of the challenges encountered by students. this difficulty was voiced by several students, including participants 1 through 12. here are a few instances of student responses collected during the interviews: s3: ya karena jika ada kebisingan sementara kumpulan kalimat tanpa henti memaksa untuk terus mendengar serta berpikir sudah pasti konsentrasi saya akan tiba tiba terhenti [yes, because if there is noise while a collection of sentences is endlessly forcing me to keep listening and thinking, it is certain that my concentration will suddenly stop] s7: sulit, karena otomatis kita tidak bisa untuk berkonsentrasi jika ada suara yang bising. [it's difficult, because we automatically can't concentrate if there is a loud sound.] s11: iya sulit, saat ada suara bising, saya tidak bisa focus mendengarkan, karena terlalu banyak suara ribut. [yes, it's difficult. when there's noise, i can't focus on listening, because there's too much noise.] derived from the aforementioned interview findings, the researcher concluded that noises significantly disrupted students' listening learning experiences. this disruption stems from the high concentration required for effective listening. however, in the presence of noises, students struggle to maintain concentration and listen attentively. this underscores the importance of soundproof classrooms to prevent external noises from disturbing students. poor-quality cd player the twelfth question aimed to investigate whether the unclear sound produced from bad equipment interferes with students' listening. the results of the interviews verified that substandard tapes or disks have a considerable impact on students' capacity to listen to audio. several students, including participants 1 through 12, expressed this concern. here are a few instances of student responses collected during the interviews: s1: tentu saja. karena apa yang di dengarkan akan sangat mengganggu jika medianya buruk [of course. because what you listen to will be very disturbing if the media is bad] s3: ya, karena peralatannya itu adalah penunjang dalam mendengarkan pembicara agar bisa mengerjakan test [yes, because the equipment is a support in listening to the speaker so that you can do the test] s4: iya ,karna jika suara yang dihasilkan tidak bagus otomatis kita tidak bisa memahami soal-soal dari test tersebut . [yes, because if the sound produced is not good, we automatically cannot understand the questions from the test.] derived from the aforementioned interview findings, the researcher inferred that a significant number of students encounter challenges due to the poor quality of tapes or disks, which profoundly impacts their ability to listen to audio. this issue arises because inadequate tape or disk quality results in unclear sounds, making it difficult for students to comprehend the audio as they cannot hear it clearly. roni la’biran & resnita dewi, 2023 exploring students' difficulties in toefl listening 352 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 4 3 3 5 6 ) discussion students’ difficulties in listening comprehension toefl preparation test the research findings regarding the research question revealed that students' difficulties in listening can be categorized into three main groups: those associated with the listening material, the listener, and the physical setting. students’ difficulties related to the listening material the findings indicate that students encountered various challenges related to the listening material. these difficulties included the complexity of understanding every single word in incoming speech, interpreting the meaning of lengthy spoken texts, dealing with unfamiliar words, grappling with difficult grammatical structures, and encountering new vocabulary. these findings were similar with the research conducted (silviyanti et al., 2020) in his research entitled “learners’ listening comprehension difficulties in english language learning: the study titled "learners’ listening comprehension difficulties in english language learning: a literature review" identified challenges in listening comprehension related to the listening material. the research revealed that unfamiliar words, complex grammatical structures, and idioms were among the difficulties faced by students in understanding spoken content, (jyoti, 2020) the study conducted by jyoti (2020) highlighted that students encounter challenges in listening comprehension related to the listening material, specifically with unfamiliar words, lengthy complex texts, and difficult grammatical structures. . this supports according to (jyoti, 2020), when listening texts contain known words it would be very easy for students to them. students’ difficulties related to the listener in addition to challenges associated with the listening material, students also reported difficulties related to the listener, signifying that their struggles in listening comprehension were influenced by internal factors. (jumino, 2018) states that lack of english language skill from the listener also make them found difficulties in listening comprehension. according to (kiliç & uçkun, 2012), when listening texts contain known words it would be very easy for students to them. this research also has similarities as the previous study conducted by (kiliç & uçkun, 2012) concluded students found several difficulties related to their selves as the listener in listening comprehension that is anxiety, unknown words, unable to concentrate, unclear pronunciation, and hard to remember. according to findings, there were several difficulties that students’ faced in listening from the listener factor. they were anxiety, difficult to infer the meaning of unknown words, unable to concentrate, unclear pronunciation, hard to remember, lose focus and sleepy. this supports (szpyra-kozłowska, 2013)who argues that poor pronunciation is the main problem leading to the students’ difficulty in listening comprehension. according to (al-rubaat & ali alshammari, 2019), in addition to identify the words despite their unfamiliar pronunciation, students should try to decide which linguistic part belongs to which word. students’ difficulties related to the physical setting the final category contributing to students' challenges in listening comprehension is associated with the physical setting. (al-rubaat & ali alshammari, 2019) the term "physical setting" refers to an external factor that affects students' ability to hear the tape recorder in the classroom. in certain classes, teachers utilize recorded materials with lower quality, contributing to the challenges faced by students. .(gilakjani & ahmadi, 2011) the assertion is that listening comprehension is primarily influenced by four main components: the listener, the speaker, the medium, and the environment factors. roni la’biran & resnita dewi, 2023 exploring students' difficulties in toefl listening 353 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 4 3 3 5 6 ) this supports the idea that the quality of the sound system can have an impact on the comprehension of learners' listening. (mohammed, 2017) according to the findings, two difficulties were identified in relation to the physical setting: poor quality of tapes and disks, and noise. listening material the study's results reveal that students encounter challenges in listening comprehension primarily attributed to unfamiliar words and idioms found in the listening materials. participants noted that their lack of familiarity with idiomatic expressions impeded their understanding of the texts. several students explicitly stated that they struggled to comprehend new words, especially idioms. (nordlund & norberg, 2020) this suggests that a limited vocabulary and unfamiliarity with idiomatic language pose significant challenges to their listening comprehension. for instance, one student mentioned that their knowledge of idioms was lacking, while another expressed difficulty in understanding new words, particularly idiomatic expressions. the findings from the interviews strongly support the conclusion that many students encounter difficulties in comprehending spoken texts due to the presence of unfamiliar words and idioms (javanmard et al., 2017). some foreign terms were singled out as a major roadblock to fully grasping the texts' meanings. clearly, students are unable to fully understand the speaker due to these language obstacles. educators and curriculum designers may tackle this problem by including activities that increase vocabulary, experience with idiomatic expressions, and exposure to real language sources in listening materials (silviyanti et al., 2020). students may improve their listening comprehension by being exposed to more complex words and phrases and by practicing using colloquial expressions. helping students overcome these challenges may be enhanced by tactics like pre-teaching important terminology and leading conversations on idioms. in general, the research highlights the need of addressing students' difficulties with hearing materials that include foreign vocabulary and idioms. educators may assist students in developing better listening comprehension skills by concentrating on expanding students' vocabulary and acquainting them with colloquial idioms. anxiety regarding listening skills according to the results, students' issues with understanding what they hear have more to do with their english skills than with the listening materials themselves. concern and anxiety, poor pronunciation, forgetfulness, unfamiliar terms, lack of focus, and difficulty without a transcript are some of the elements that contribute to these challenges, according to the results. a lot of students were nervous and stressed out about how they would do on the toefl listening section. this apprehension originates from worries about the perceived difficulty of the questions and the consequences of providing incorrect answers, such as losing points. additionally, unclear pronunciation by native speakers poses a challenge for students, leading to confusion and potential deception when recognizing familiar words. participants commonly expressed difficulty in recalling words or phrases heard quickly, highlighting a challenge in retaining information due to the brisk pace of the listening tasks. additionally, the participants faced obstacles in deducing the meaning of unknown words, impacting comprehension as they found it challenging to grasp the speaker's intended message. lack of concentration emerged as a significant obstacle, with students indicating that simultaneous engagement in finding answers and listening to dialogue affected their ability to concentrate effectively. external noises in the classroom or other distractions could further contribute to this problem. lastly, students found it challenging to answer listening comprehension questions without the assistance of a transcript. the transcript provided support in navigating unfamiliar vocabulary and pronunciations. roni la’biran & resnita dewi, 2023 exploring students' difficulties in toefl listening 354 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 4 3 3 5 6 ) based on the findings, it is evident that students' listening difficulties arise from various factors both within themselves and in the listening tasks. to address these challenges, strategies can be implemented, such as teaching stress and intonation patterns to enhance pronunciation recognition, providing practice opportunities for memorization skills, incorporating activities to deduce the meaning of unknown words, improving concentration through focused listening exercises, and gradually reducing reliance on transcripts through targeted training. by addressing these factors comprehensively, educators can help students overcome their listening difficulties and improve their overall listening comprehension abilities. physical setting hinders listening comprehension the research findings highlight the impact of the physical setting on students' listening comprehension difficulties. (ikhsan & ismail, 2022) emphasize that the external factors, such as the quality of recorded materials used in class, can influence students' ability to hear clearly. similarly, (gilakjani & sabouri, 2016) identifies listener, speaker, medium, and environment factors as key components affecting listening comprehension. this research aligns with a previous study conducted by (padang et al., 2022), which discovered that students struggle to understand recording materials due to noise and unclear audio. this emphasizes the significance of sound system quality in learners' ability to comprehend (caterine et al., 2021). this study's results show that there are two particular physical setting-related issues: high levels of noise and low-quality cassettes and disks. conclusion to review, the primary goal of this research was to look at the difficulties that students in the english study program at fkip uki toraja had while listening to practice exams for the toefl. it became out that there are three main factors that contribute to these problems: the listening material itself, the listeners, and the listening environment. particular difficulties encountered when listening to the content were deciphering long lengths of text, learning new words, and dealing with complex grammatical patterns.these challenges highlight the need of targeted education and practice to improve students' comprehension and decoding skills. students also had issues specific to their listening abilities, such as nervousness, trouble deducing the meaning of unfamiliar words, poor concentration, muddled pronunciation, forgetfulness, distraction, and difficulty following along without transcripts. to overcome these obstacles, it is necessary to create a conducive learning atmosphere and use methods that enhance focus, understanding, and memory. students also had trouble listening because of the physical environment, which included things like low-quality cassettes or disks, insufficient equipment, and distracting sounds. to ensure that students are able to concentrate and fully understand the spoken content, it is essential to identify and resolve these contextual issues. teachers, curriculum designers, and language program creators may benefit greatly from this study's findings since they stress the need of identifying and classifying students' challenges. to improve students' listening comprehension abilities, it is necessary to identify the unique obstacles presented by the listening content, listener characteristics, and the physical environment. then, effective interventions and teaching approaches may be developed to address these issues. to sum up, this research highlights the significance of finding out what students find challenging in listening to toefl practice exams and fixing it. teachers may help their students improve their listening comprehension by identifying the unique difficulties presented by the content, the listeners, and the classroom environment. it is essential to consider these findings when designing language programs and materials, providing support to students, and improving the overall learning environment. through emphasizing the importance of the thesis statement, providing a comprehensive overview of the difficulties identified in each category, and leaving a final impression on the reader roni la’biran & resnita dewi, 2023 exploring students' difficulties in toefl listening 355 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 4 3 3 5 6 ) regarding the implications of the findings, this conclusion effectively fulfills the requirements of a strong and impactful conclusion. acknowledgement the researchers would like to express my sincere gratitude to all those who contributed to the completion of this research on "exploring students' difficulties in toefl listening: uki toraja's english education program." this endeavor would not have been possible without the support and collaboration of various individuals and institutions. first and foremost, the researchers extend their deepest appreciation to the students of uki toraja's english education program who participated in this study. the study was greatly enhanced by their openness to discuss their experiences and issues with toefl listening, which increased its depth and quality. the researchers would like to express their gratitude to the teachers and lecturers from uki toraja's english education program for all of the helpful feedback and suggestions they provided. the course of this research has been significantly influenced by their knowledge and dedication to academic brilliance. thanks also go out to the management of uki toraja, who provided the necessary assistance and resources for the researchers to carry out their work efficiently. the success of this initiative was greatly influenced by their dedication to creating an ideal learning environment. friends and coworkers who offered words of encouragement and helpful criticism at different points in the researchers' journey are much appreciated. in terms of improving the approach and analysis, their thoughts and recommendations have been priceless. finally, the researchers would like to thank their families from the bottom of their hearts for being there for them through the thick and thin of this study, providing constant support and understanding. their unwavering faith in them and their support has been an inspiration. this study was a group effort, and we are grateful for the camaraderie that was there throughout. references al-rubaat, a. m., & ali alshammari, h. (2019). analysis of phonetic and phonological constraints of saudi efl learners. english language teaching, 13(1). https://doi.org/10.5539/elt.v13n1p63 aprino, d., elfrida, e., & lubis, a. a. (2022). english students’ difficulties in understanding listening section of the toefl test. journal of english education and teaching, 6(2). https://doi.org/10.33369/jeet.6.2.250-270 aspers, p., & corte, u. (2019). what is qualitative in qualitative research. qualitative sociology, 42(2). https://doi.org/10.1007/s11133-019-9413-7 baltacı, a. (2017). nitel veri analizinde miles-huberman modeli (miles-huberman model in qualitative dataanalysis). ahi evran üniversitesi sosyal bilimler enstitüsü dergisi, 3(1). caterine, w., amalia, t., & shaberina, s. g. r. (2021). indonesian efl learners’ ability to comprehend and produce implicature. ideas: journal on english language teaching and learning, linguistics and literature, 9(2). https://doi.org/10.24256/ideas.v9i2.1924 cogill j. (2008). chapter 2 pedagogy and models of teacher knowledge sample of theoretical framework. primary teachers’ interactive whiteboard practice across one year: changes in pedagogy 2 and influencing factors, 1–17. gil fernández, a., sanabria, c. c., & ramírez valencia, a. (2021). smile room: a plataform for the practice and reinforcement of listening efl. revista boletín redipe, 10(4). https://doi.org/10.36260/rbr.v10i4.1270 gilakjani, a. p., & ahmadi, m. r. (2011). a study of factors affecting efl learners’ english listening comprehension and the strategies for improvement. journal of language teaching and research, 2(5). https://doi.org/10.4304/jltr.2.5.977-988 gilakjani, a. p., & sabouri, n. b. (2016). learners’ listening comprehension difficulties in english language learning: a literature review. english language teaching, 9(6). https://doi.org/10.5539/elt.v9n6p123 gu, l., lockwood, j., & powers, d. e. (2015). evaluating the toefl junior ® standard test roni la’biran & resnita dewi, 2023 exploring students' difficulties in toefl listening 356 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 4 3 3 5 6 ) as a measure of progress for young english language learners . ets research report series, 2015(2). https://doi.org/10.1002/ets2.12064 hessel, a. k., & strand, s. (2023). proficiency in english is a better predictor of educational achievement than english as an additional language (eal). educational review, 75(4). https://doi.org/10.1080/00131911.2021.1949266 ikhsan, e. m., & ismail, s. (2022). an analysis on students’ listening comprehension problems at the third semester english language education of universitas islam riau. jurnal kependidikan discovery, 1(1). javanmard, m., steen, m., vernon, r., & newnham, e. (2017). experiences of internationally qualified midwives and nurses in australia and other developed nations: a structured literature review. evidence based midwifery, 15(3). jumino, j. (2018). application of information literacy based on english ability: case study of the information and library science s-1 study program students, academic year 2013. anuva, 2(1). https://doi.org/10.14710/anuva.2.1.11-17 jyoti, r. (2020). exploring english language students’ difficulties in listening comprehension. journal la edusci, 1(3). https://doi.org/10.37899/journallaedusci.v1i3.125 kiliç, m., & uçkun, b. (2012). listening text type as a variable affecting listening comprehension anxiety. english language teaching, 6(2). https://doi.org/10.5539/elt.v6n2p55 maharani, s., & miftachudin, m. (2021). revealing teachers’ methods in teaching test of english as foreign language (toefl). journal of english teaching and learning issues, 4(2). https://doi.org/10.21043/jetli.v4i2.12204 mohammed, a. (2017). the role of language laboratory in english language learning settings. english language teaching, 10(2). https://doi.org/10.5539/elt.v10n2p86 nordlund, m., & norberg, c. (2020). vocabulary in efl teaching materials for young learners. international journal of language studies, 14(1). padang, f., purba, d. v. m., & saragih, e. (2022). pragmatic analysis of speech acts in short dialogue of listening comprehension test. jurnal ilmiah profesi pendidikan, 7(2b). https://doi.org/10.29303/jipp.v7i2b.509 silviyanti, t. m., rahmadhani, r., & samad, i. a. (2020). efl students’ strategies in answering the listening section of the longman toefl. studies in english language and education, 7(1). https://doi.org/10.24815/siele.v7i1.13007 stephan, u., & pathak, s. (2016). beyond cultural values? cultural leadership ideals and entrepreneurship. journal of business venturing, 31(5). https://doi.org/10.1016/j.jbusvent.2016.07.003 szpyra-kozłowska, j. (2013). on the irrelevance of sounds and prosody in foreign-accented english. second language learning and teaching, 10. https://doi.org/10.1007/978-3642-24019-5_2 english franca academic journal of english language and education doi: 10.29240/ef.v7i1.6977 http://journal.iaincurup.ac.id/index.php/english/index eissn: 2580-3689; pissn: 2580-3670 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2022; received in revised form 10 april 2023; accepted 10 may 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-nc-sa 4.0 license exploring the use of digital technology in english language teaching: strategies and methods for effective implementation like raskova octaberlina universitas islam negeri malang, malang, east java, indonesia corresponding email: like@uin-malang.ac.id introduction in learning, a way is needed to achieve the desired learning goal. there are various ways to make it happen. a teacher teaching english lessons has their way of realizing their goals. in learning to realize the desires and expectations of teachers, a strategy is needed. every teacher must have a strategy to shape students as expected. likewise, with learning english, there are many obstacles and difficulties in learning a language, so sometimes the achievements of learning english cannot be achieved within the allotted time. with these problems, the teacher needs to speak up. the teacher seeks and chooses the appropriate strategy so that these problems can be overcome and learning objectives can be resolved. at this time, education challenges were getting higher, with various kinds of student characters and existing problems. however, the nation's educational goals must still be achieved. therefore, a strategy is needed by teachers, including english teachers. english is regarded as a foreign language in indonesia. even though they are seldom used daily, foreign languages are taught in classrooms and public spaces. minor roles for other languages are also played in society. indonesian is mainly used as the mother tongue, followed by the regional language, indonesian, and, more recently, english as a foreign language (broughton, 1980). english is well known being the international language that many people in indonesia must master. students' english skills will support student careers and global competition and lead students to be more advanced in world civilization. the globalization of technology, including education, has impacted all facets of life. in this life, technological advancement cannot be avoided because it will inevitably abstract. the globalization of technology, including education, has impacted all facets of life. therefore, english learning strategies must be studied so teachers can easily choose and determine english learning strategies for teaching students digital base technology. this research aims to describe (1). digital technology in the world of education; (2). digital technology-based english learning methods; (3). digital technology in the development of language learning skills. hence, this study applied library research methods through gathering research article by utilizing publish-or-perish application. the results of this study are (1). technology supporting education is expected to assist students and educators in carrying out teaching and learning activities in schools; (2). at this time, many english learning methods have been integrated with digital technology. such as utilizing digital technology using the direct method and others; (3). the use of digital technology is also used in developing students' english skills (listening, speaking, reading, and writing), for example, the use of youtube videos, digital posters, digital comics, and grammarly tools. henceforth, this study urges the elt teachers to leverage their digital technology competences as well as their pedagogy to attend meaningful and engaging learning for their students. keywords: elt, strategies, methods, digital technology http://u.lipi.go.id/1613357132 http://u.lipi.go.id/1614254143 http://journal.iaincurup.ac.id/index.php/english mailto:like@uin-malang.ac.id like raskova octaberlina, 2023 exploring the use of digital technology in english language teaching: strategies and methods for effective implementation 176 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 7 5 1 9 0 ) accompany scientific progress. every new invention aims to improve human lives in some way. the existence of technological advancements has both beneficial and adverse effects. thus, it presents particular difficulties for educators. therefore, english learning strategies need to be studied so that teachers can easily choose and determine english learning strategies for teaching students based on digital technology (dt). dt for education comes into popularity due to the emergence of industrial revolution 5.0 which requests all educational system to produce more competitive graduates with the latest technological competence (muslimin et al., 2023). also, the 21st century educational trend which encompasses technology literacy for academician, triggers the need for teachers to attend technology to support their teaching, including in the teaching of english context (iskandar et al., 2022). consequently, both teachers and students should open their mind to the introduction of the technology that can aid them teach and learn english successfully. therefore, dt with its various types (visual, audio, video, etc.) comes into habit in the english as foreign language (efl) teaching and learning circumstances, which its choices depend on the competence of efl teachers to mingle it with the best efl pedagogy. there have been various researches proving the benefits of dt for english language teaching (elt). first, dt helps teachers to attend more authentic materials in efl class since the teachers can provide native audio or music, authentic efl interaction in the form of video, or even bringing the students to virtual native interaction through vr technology (parvin, 2015). second, the technology aids teachers to prepare their teaching more effectively since they can learn to develop their teaching plan from the uploaded materials in internet (altinay et al., 2016). so, they are less exhausted and stressful. third, dt provides more attractive, interesting, and interactive learning materials which can improve students’ learning motivation and engagement (hassan & mirza, 2021). fourth, this technology cuts the distance and provide solution for learning in distance or challenges situation i.e., covid-19 pandemic (muslimin et al., 2023). however, those benefits would not exist in efl teaching and learning as if the efl teachers are not eager to lift their dt competence. dt is not only supporting the teaching english in general, but it also specifically helps efl teachers to boost their efl skills teaching. as examples, the listening teachers can probably get difficult to provide native like pronunciation of words. with dt i.e., vocaroo app. or speaky app., the teachers can produce native like pronunciation of words that they type in. the reading teachers also easily provide more suitable reading materials according to their students reading level as they check the difficulty of the reading materials in readibilityformula.com. all in all, dt brings a lot of benefits to the nowadays efl teaching which requires teachers to obtain enough knowledge to apply dt in teaching practice (soifah et al., 2021). nevertheless, few studies unveil theories and experiences of dt implementation in efl teaching to match with the suitable pedagogy i.e., choice of teaching strategies and methods, where the nowadays efl teachers can use as learning. henceforth, the present study is intended to grasp the theories and practices of dt in efl teaching obtained from the literatures, which specifically focused on the digital technology in the world of education, digital technology-based english learning methods, and digital technology in the development of language learning skills. theoretical framework digital technology in education educational technology is a study or practice for students to aid in schools' teaching and learning process. it can also take the shape of a teaching method that requires existing technology and is adequate to produce a learning concept. the system required for developing human requirements or performance daily must be utilized in educational technology. in addition, educational technology requires several components, such as components and equipment used for processing and analyzing data and resolving an like raskova octaberlina, 2023 exploring the use of digital technology in english language teaching: strategies and methods for effective implementation 177 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 7 5 1 9 0 ) existing problem. in this lesson, the teacher expects students to be able to use existing and advanced technology to communicate their learning outcomes using these tools, which can alter the teacher's position in the classroom. whether in the media or elsewhere. to continue teaching in the classroom, the role of the instructor is still necessary, as the purpose of technology is to aid learning, not to replace the teacher fully. in this regard, the employment of learning technology is a means of preparing the future workforce, as it is viewed as a field of interest in education. principals and education offices must pay attention to educational technology in the formal educational environment; consequently, the current educational technology is beginning to develop as education that teaches theory and practice for designing, developing, utilizing, and assessing human processes, resources, and systems. the amount of knowledge and information that must be mastered is not tiny but vast and limitless. the evolution of educational technology is mainly determined by the increase in demand, which is influenced by the evolution of technology as a product of human ingenuity. technological advancements have had an impact on communication and data. education and technology have been integral components of human life from ancient times till the end of time education and technology progress in tandem with human progress on the planet. education is a highly significant personality-forming factor, and the evolution of education must constantly involve modifications that are better and more robust than before. 1. the method in english language teaching strategies are usually misinterpreted as approaches, methods and learning techniques, even though strategies in learning differ from those mentioned. the approach becomes the outermost umbrella in learning. in learning english, several existing approaches distinguish language learning from other learning, namely the standard-based approach, competency-based approach, communicative approach, content-based approach, and eclectic approach. in a narrow sense, strategy means a way to achieve goals. the strategy is still conceptual about the decisions that will be taken in implementing learning. then the method is a step or form of implementation of the strategy. so, discussing strategy must be distinct from discussing learning methods. in line with this, richards and rodgers (2001) stated that the approach differs from the method. the side-by-side approach of correlative assumptions is related to the nature of language learning, while the method is all lesson plans coherently derived from the approach. in short, the approach has an axiomatic nature, and the method has a procedural nature. according to ginting (2019), the term learning method refers to a particular approach or pattern of applying different fundamental educational principles and numerous other associated techniques and resources to facilitate students' learning. following this, sanjaya (2016) views the learning technique as a strategy used to implement prepared plans in actual actions in order to attain the set goals as effectively as possible. the teaching-learning english method, according to richards and rodgers (2001), has several types according to the characteristics possessed as follows: a. grammar translation method the grammar translation method was used in the 17th, 18th and 19th centuries. therefore the learning system is still quite classic. at that time, the emphasis of language acquisition was on grammar, syntactic structures, memorizing vocabulary, and text translation. at the end of the 19th century, this new method was the grammar translation method because earlier, this method was known as the classical method. the grammar translation method is a method for teaching language that attempts to help students acquire the grammar and vocabulary of the target language so they can read literature published in that language. also, learning a foreign language is believed to like raskova octaberlina, 2023 exploring the use of digital technology in english language teaching: strategies and methods for effective implementation 178 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 7 5 1 9 0 ) provide students with a mentally stimulating exercise. that strengthens their minds (freeman, 2000). b. direct method the direct method is familiar. language instructors have long used the idea behind it. it was most recently brought back as a strategy when the aim of instruction changed to mastering linguistic proficiency in a foreign language (freeman, 2000). the end of the nineteenth century saw the introduction of the direct technique, which resulted from a reform movement in response to the limitations of grammatical translation. the teacher and the pupils spoke in unison, establishing the meaning of the grammatical forms they studied by relating them to objects, pictures, and others. the translation was abandoned in favour of this method. the text itself remained the primary focus, and precision was crucial (harmer, 2007). c. oral approach the core of the oral approach and situational language instruction is a knowledge of language structure. the basis of language teaching comprises speaking, grammar, and a collection of essential vocabulary words. its perspective paralleled that of american structuralists such as fries. the emphasis on providing structures in context differentiates the situational language teaching method. the following were the approach's primary characteristics: (1). language instruction typically begins with spoken language. before information is presented in writing, it is delivered orally; (2). a target language is used in the classroom; (3). new language points are presented and practised in context; (4). grammar rules are based on the principle that simple forms should be taught first complicated ones; (5). vocabulary selection methods guarantee an essential general service vocabulary is provided; (6). after establishing a firm basis in vocabulary and grammar, reading and writing are introduced. d. audiolingual method the audiolingual technique is a method for teaching languages based on a structural approach. this method focuses on the study and description of a language to be taught by beginning with the sound system (phonology), the system of word construction (morphology), and the system of sentence building (syntax). it relates to the structure of the language and also stresses the system of emphasis and tone in this instance. the target language is taught with an emphasis on word pronunciation and rigorous drills. this exercise is typically employed as the primary instructional strategy. e. total physical response the total physical response method is a way of teaching languages that emphasizes the coordination of voice and movement. this approach aims to teach languages through physical or motor activities (movement). total physical response reveals forms without errors and conscious (explicit) memorizing of rules, and the total physical response method is a method that belongs to the understanding approach. in line with this. different from the instructional technique. this language-learning strategy employs command to build coordination of language skills and behaviour. the total physical response method is a method of learning a foreign language (english) which begins with commands or utterances accompanied by movements from the teacher, which students then follow according to the (motor) movements they have seen from the teacher. moreover, this results in students feeling happy and not bored and bored in following english lessons (brown h. d., 2011). f. silent way the silent way is a method of language instruction based on the principle that the teacher should remain as silent as possible throughout the class while like raskova octaberlina, 2023 exploring the use of digital technology in english language teaching: strategies and methods for effective implementation 179 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 7 5 1 9 0 ) pupils should be encouraged to talk more frequently. the silent way is a technique of instruction in which learning takes place in silence so that pupils can be more focused and optimally comprehend what is being taught and learned during the teaching and learning process. this strategy allows the instructor to pay close attention to factors that can disrupt student concentration. g. community language learning community language learning (cll) is a psychologically-based style of language instruction in which students work together to build the language abilities they wish to acquire. cll is a way to respond to the learner's sensitivity to communicative intent in learning. the number and knowledge of learners sometimes force community intent. it has caused cll to make unique demands on language instructors. they must be fluent and sensitive in l1 (native language) and l2 (foreign language). h. suggestopedia the suggestopedia approach is a teaching strategy that tries to reduce stress among students while they are learning. the teacher makes ideas that encourage students to focus. other names for this approach are suggestopedy and suggestopedagogy. when a group at the research institute of pedagogy led by georgi lozanov began investigating foreign languages in 1975, they invented suggestopedia (dardjowidjojo, 2010). before developing this technique, lozanov was an expert in memory disorders like hypermnesia and hypnosis. i. whole language whole language instruction involves teaching listening, speaking, reading, and writing together rather than separately to help students understand language. according to edelsky, froese, goodman, and weaver in santosa (2008), whole language instruction delivers language instruction as a whole, not in pieces. speaking, reading, writing, and language elements like grammar and vocabulary are covered in-depth in whole language listening instruction. students are invited into a world rich with linguistic stimuli when studying a language using a whole language method. the four facets of language— listening, speaking, reading, and writing—are referred to here as stimulation. these four talents are covered by language, ensuring that language stimulation is both practical and realistic. j. multiple intelligence according to gardner (1983), there are eight types of intelligence that each individual possesses, including linguistics, logic mathematical, spatial, kinaesthetic, musical, interpersonal, intrapersonal, and naturalist intelligence. each person accessing that information will receive it through eight sorts of intelligence. thus, amstrong (2002) mentions that such intelligence capital enhances each student's competence and create them motivates and inspires them since almost all brilliant children are intelligent. k. neurolinguistic programming a strategy for technique behaviour modification that takes into account the stages of human development, proper communication techniques, and knowledge of how the brain learns are the neuro linguistic program. because cognitive learning in the realm of therapists may be applied to learning in the classroom, nlp is being used in language acquisition, especially in english. l. the lexical approach a technique for teaching foreign languages is the lexical approach. the fundamental tenet of this method is the notion that producing and understanding lexical chunks is a crucial component of learning a language. when students are taught in this manner, it is presumed that they can like raskova octaberlina, 2023 exploring the use of digital technology in english language teaching: strategies and methods for effective implementation 180 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 7 5 1 9 0 ) recognize grammatical patterns and that they have a use for the meaningful vocabulary they have acquired. use the lexical approach as an alternative to grammar-based methods. the lexical method improves learners' lexis, or word and word combination, competency. understanding and creating lexical phrases as unanalyzed wholes, or chunks, is a significant aspect of language learning. these chunks serve as the raw data through which learners see conventional language patterns perceived as grammar conventional language patterns seen as grammar (lewis, 1993). m. competency-based language teaching competency-based language teaching is essential to define competency before considering competency-based language instruction. weddle (2006) defined competencies as follows: competencies are descriptions of the fundamental abilities, knowledge, attitudes, and behaviours needed to carry out a task or activity successfully in the actual world. these tasks can be connected to any aspect of life but are often associated with the workplace and adjusting to social life in a new location. n. communicative language teaching one method used in the teaching process is called communicative language teaching. this method is used in english lessons to assess pupils' language proficiency. according to alamri (2018), clt's fundamental goal is for pupils to improve functional language skills by participating in communicative activities. moreover, richards (2006) stated that clt is an approach that is a collection of correlative hypotheses addressing the fundamental nature of language teaching and learning. it describes the type of material that will be taught. as defined by richards and rodgers (2001) communicative language teaching is a methodology that focuses on making communication skills the aim of language instruction and establish techniques for instructing the four language skills that acknowledge the connection between language and communication. o. task-based language teaching including tasks and texts, task-based learning gives pupils extensive exposure to language and the chance to apply it themselves (willis, 1998). according to richards and schmidt (2002), task-based learning is an educational strategy that leverages the central units for planning and delivering instruction in communicative and interactive tasks. task-based learning is an alternative method of language usage study. it can assist the student by placing them in a situation resembling the actual world, where spoken communication is essential for performing a specific task. strategy in english language teaching strategy is a way to find out, set a position, and make a strategy to achieve a desire or goal. generally, a strategy is known as a technique for achieving specific goals. following the definition of the indonesian language dictionary (kbbi) 2nd edition (setiawan, 2023), strategy is the science and art of mobilizing all the resources owned by a nation to carry out a particular mission in a war. sudjana (2000) argues that strategy is a pattern deliberately made to carry out a particular activity with a specific purpose. the strategy can relate to the learning context and have different meanings. the strategy in learning is a method used by the teacher or teaching staff to realize the objectives of learning activities. teachers can use this method in various learning activities and materials. the process in a teaching and learning activity is an activity that involves teachers and students with one goal, namely, the achievement of learning objectives. according to (brown, 2007), the types of learning strategies follow second language acquisition. there are two types of strategies, namely, learning strategy and communication strategy. like raskova octaberlina, 2023 exploring the use of digital technology in english language teaching: strategies and methods for effective implementation 181 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 7 5 1 9 0 ) a. learning strategy learning strategy consists of metacognitive strategy, cognitive strategy and socio-affective strategy. metacognitive strategy is often used in information delivery theory as an implementer. the metacognitive strategy is complex from the beginning of the lesson plan, learning activities, learning products and evaluation. several types of strategy applications are advance organizers, directed attention and selective attention. besides, the cognitive strategy is a particular learning strategy specific to certain learning tasks and more directly involved with the material. several types of strategy applications are repetition, resourcing, grouping and others. then, socio-affective is a strategy for students' social mediation activities and social activities with the community and the people around them. an example of this strategy is cooperation, a strategy in class with one person or in pairs to obtain feedback or a language learning model. the question or clarification is asking native or more proficient english speakers to explain or give examples. b. communication strategy suppose the learning strategy concerns the receptive reception of language input, memory, and memory. in that case, the communication strategy concerns the mechanical use of verbal and nonverbal communication and productive skills. discussions about linguistics usually take much work to distinguish between the two. a communication strategy is defined as a plan that is potential and has indeed been designed to solve individual problems in achieving communicative goals. this strategy focuses on most of the communication strategy competencies. communication strategies are divided into several types: avoidance and compensatory. avoidance strategy is a strategy that can be divided into several categories. the categories often discussed are message abandonment, namely leaving a material or discussion in learning due to difficulties. then, in syntactic or lexical avoidance, for example, in using the word "considerable/considered", students are usually confused about using the second word to represent the word "plays a big role". compensatory is a communication strategy in learning to obtain compensation due to limited language skills. this strategy has several types. they are circumlocution describes the target word by adding the target action. the example says, "i sweep with a broom", so the word "with a broom" clarifies the sweeping activity; the other type is an approximation is using alternative words in an utterance, for example, "ship with a sailboat." material and method the present study aimed to grasp the theories and practices of dt in efl teaching obtained from the literatures, which specifically focused on the digital technology in the world of education, digital technology-based english learning methods, and digital technology in the development of language learning skills. henceforth, this study applied library research methods through gathering research article by utilizing publish-or-perish (pop) application. library research is the collection of knowledge and data using a variety of library materials, such as books, similar study results, articles, and journals pertinent to the problem we are attempting to resolve. to connect theories, the papers are evaluated and synthesized. a study known as library research looks at numerous book references and the findings of related prior studies, both of which help establish a theoretical foundation for the subject being examined (sarwono, 2006). the data were gathered from google scholar database. the process of data mining was started by searching the research article through inserting “digital technology” and “elt” keywords in the app. then it was found that there were 12 articles with the details were in table 1. like raskova octaberlina, 2023 exploring the use of digital technology in english language teaching: strategies and methods for effective implementation 182 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 7 5 1 9 0 ) table 1. the data obtained from pop publication year 2007-2023 papers 16 citations 15 citates/year 0.94 so, the selection of the data had already been conducted together with the insertion of the keywords to the pop application. since the article found were limited, so the researcher employed all the articles as the data. to analyze the data, the thematic analysis was conducted meeting the specific objectives stated in this research (nowell et al., 2017). these specific objectives were noted as themes. so, the researcher read all the data or the research articles and look for the intended information that later gathered according to the decided themes. after all the information had been tabulated according to the suitable themes, the results were described and discussed. therefore, the results and the discussion were also described following this pattern. results and discussion results relevant to the objective of the present study to unravel the theories and practices of digital technology (dt) in efl teaching obtained from the literatures, the results of the study are presented following the order of the harvested papers (see table 2). table 2. the literature review of the harvested paper paper authors (years) findings 1 a’yuni, z. q. (2021). the study was interested to combine the benefits of communicative language teaching (clt) method with the goodness of dt in an online class. the results showed that some experienced difficulties and some found positive impacts toward the implementation. 2 abbasi, i. (2020). this study results the importance of the users’ wisdom to apply the dt. the positive impacts appear if they could choose the appropriate content. 3 ananda, r. (2020). this study emphasized the importance to trigger students’ interest to learn through the dt application. the more students are interested, the better their effort to learn more. 4 dewi, a. k., ratminingsih, n. m., & santosa, m. h. (2020). the study unveiled fact that task-based language starting to learn with the support of mobile devices in finishing the assignment effectively improves students' writing competency and motivates them to write in eleventh grade. 5 djonnaidi, s., wahyuni, n., & nova, f. (2021). the study promoted the use of dt to support efl skill teaching i.e., speaking. they said that digital poster can both promote students’ motivation and creativity, as well as their speaking productivity. 6 faridi, a. (2009). the study exposed some examples of the dt application in various modes i.e. virtual learning, digital library application, e-learning or online school, game-based learning, and some more. 7 haleem, a., javaid, m., qadri, m. a., & suman, r. (2022). this study emphasized on the implementation of dt in the direct method (dm) application. they try to elevate the efficacy of dm by adding the positive sides of dt. 8 lestari, s. (2018). the study found that dt could leverage the attainment of like raskova octaberlina, 2023 exploring the use of digital technology in english language teaching: strategies and methods for effective implementation 183 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 7 5 1 9 0 ) the teaching objectives if the school could take benefits of the positive sides and reduce the emergence of negative sides of dt. 9 maghfiroh, a. (2022). this study also highlights the use of dt to support efl skill learning, especially reading. 10 maritsa, a., hanifah salsabila, u., wafiq, m., rahma anindya, p., & azhar ma’shum, m. (2021). very close to lestari’s study, this study found that technology has emerged as a vital tool in the field of education, assisting teachers in effectively guiding learners towards their intended goals. in the present era, the widespread use of technology is frequently observed in educational settings, where educators employ various technological resources to conduct teaching activities and facilitate student learning. this integration of technology in education has proven to be instrumental in enhancing the teaching and learning process, ultimately contributing to improved educational outcomes. 11 meinawati, e., & baron, r. (2019). this study magnifies efl teachers to use the social media to increase efl students’ interest to learn efl subconsciously. the study showed that facebook was good to train students’ writing skill. 12 pratama, y., & fridolini. (2020). similar to maghfiroh (2022), their study unveiled the benefits of creating online learning through google classroom to elevate the student’s reading comprehension. 13 rorimpandey, r. (2019). this study urged the creativity of efl teachers to employ dt to support teaching. the study found that youtube was effective to support efl skills teaching. 14 sanverdi, m. (2022). the study showed the implementation of adaptive learning model in elt context as performed through rosetta stone platform. it cultivates the samples of dt application in current era. 15 sulastry, y. (2018). this study showed similar stance toward rorimpandey’s (2019) study that dt in the form of e-books can boost the efl students’ listening skill. 16 sulistyowati, e. (2021). the study exposed the use of dt to support writing skill learning. there have been a lot of useful dt such as grammarly that can be both learning resources, learning tutor, and reminder of writing errors that can help students to increase their learning autonomy. table 2 describes the results of the literature review of the harvested papers from pop. later, the details data would be thematically discussed in discussion part. discussion the role of digital technology in education this technology facilitates the delivery of instruction. the role of technology in education is to facilitate the attainment of learning objectives. those who can effectively utilize technology in school to expand their knowledge (lestari, 2018). technology in supporting education is expected to assist students and educators in carrying out learning and instruction activities in education so that instructors can be assisted in explaining or teaching their students without having to exhaust themselves by evaluating the results of the training provided to these students. worldwide demands need the world of education constantly update technology and adapt schools to advancements in information technology like raskova octaberlina, 2023 exploring the use of digital technology in english language teaching: strategies and methods for effective implementation 184 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 7 5 1 9 0 ) to improve the educational standard, changing its application in the world of education, particularly during the learning process. therefore, educational technology is beneficial for acquiring educational training for teachers or students to work professionally upon entering the workforce and utilize existing learning facilities in technological advancements. the following roles of excellent and negative influence are associated with the usage of technology: a. positive sides the existence of technology makes this instruction quite simple. everyone will find it easier to learn anything when there are no impediments nearby. it is also simple for schools and universities to locate content that may be completed at home and to contact students in a variety of locations who participate in online learning: (1) the advent of the mass media as a source of knowledge and the focus of education, especially electronic media; (2). the impact is that the instructor is not simply a reference source of knowledge, so students are not only concentrated on the teacher and the learning information the teacher provides but also have internet access to learning material; (3). there are new techniques that can facilitate the educational process for students. using technology, approaches are developed that engage students' interest in learning and make the subject easier to comprehend; (4). education can be conducted online; (5). as a result of the evaluation, a technologically-based data management system has been created; (6) rapid completion of educational facilities (maritsa et al., 2021). b. negative sides in addition to having a good impact on education, technology also has a negative effect. in speech and communication skills, education is one of the required abilities. so, they are more likely to interact with technology, particularly when learning a language over the internet, where the conversation is reduced. according to (abbasi, 2020), students and teachers exert adverse effects in the following examples: (1). students who frequently access the internet may cause concern if they take advantage of information technology but not optimally or if they access material containing undesirable content, such as pornography and online gaming (2). students can be exposed to information overload, meaning they have access to all accessible information and can continuously discover what they are looking for, such as pornographic content that can cause addiction (3). many students or students grow addicted to cyberspace or the internet; this produces apathy towards something new; consequently, a firewall or filter must be used when accessing the internet (4). there are illegal acts in technology (cyber crime). however, not only in the world of technology but also in the field of education, this can occur and become a severe problem; for instance, some students or students steal confidential or valuable papers or assets. english learning strategy-based digital technology the following is a discussion of english learning strategies based on digital technology. this discussion will consist of various digital technology innovations in learning english, examples of integration of english learning methods with digital technology, and developing english language skills with digital technology. some of the examples that will be explained are the results of previous studies that have been carried out. a. digital technological innovation in learning english as an educational medium, digital technology has produced creative english learning programs. according to faridi (2009), these applications also include following: (1). online learning e-learning, also known as online learning, is the implementation of education via technology services that include the telephone, audio, videotape, satellite transmission, and computer. including courses or instruction delivered utilizing distance-learning technologies and virtual classrooms; (2). digital library is an online library with 800 billion pieces of knowledge on like raskova octaberlina, 2023 exploring the use of digital technology in english language teaching: strategies and methods for effective implementation 185 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 7 5 1 9 0 ) science and other topics; (3). online university an application of the remote education process in which a virtual university is one of the benefits provided by internet services to students who have difficulty in face-to-face time. the method enhances the educational experience. then quoted from a site, the next innovation is (4) virtual reality (vr) can be used to study english by creating an engaging and dynamic learning environment. reading vr and vocabulary vr are two examples of vr applications for studying english; (5). game-based learning (gbl) is a gamebased strategy for enhancing knowledge and abilities. the following are some instances of game-based learning for learning english: the english courses provided by duolingo are interactive games. babbel provides speaking, listening, and writing drills in the guise of entertaining games; (6). educational application. hello english, one of the most popular english-learning applications, provides comprehensive english courses ranging from grammar and vocabulary to listening and speaking. there is also bbc learning english, which offers english lessons from the bbc on a wide range of broad topics; (7) educational videos on youtube. videos for learning can be utilized as an aid for learning english since they contain engaging and simple visuals. examples of english-learning videos include english with lucy, which provides english-tutorial video segments on various themes. bbc learning english and voa learning english provide native-speaker-led english tutorial videos; (8). adaptive learning, adaptive learning enables students to study at a level that corresponds to their ability and delivers more efficient and effective practice. the rosetta stone platform, which employs complex algorithms to adapt exercises and learning content to the user's progress and skill level, is an example of adaptive learning in the english language learning process (sanverdi, 2022). b. utilization of digital technology in developing language learning methods currently, digital technology is also utilized to integrate english language instruction. the following is a digitally-based integration strategy for learning english. (1). utilization of digital technology using the direct method, according to haleem et al. (2022) stated that the direct method remains popular and in use today. the direct method or direct method is a method of presenting foreign language material in which the teacher uses the foreign language as the language of instruction without using the student's native tongue at all. if there are difficult words for students to comprehend, the teacher can interpret them by using props, demonstrating, and illustrating. implementers of this method have advantages and disadvantages; therefore, a teacher/instructor who employs direct instruction must possess a high level of creativity to ensure that this method runs smoothly and achieves its objectives. one of the strategies for learning media in the classroom is internet-based learning. it makes it easier for students to absorb lessons, interact by developing their imagination about what they hear and see, and add vocabulary quickly and easily. each site's games are created interactively to direct student participation with computer media so that it stimulates and helps students feel delighted about learning, even if they are impressed to play, with the hope that they would be able to absorb instructional material better. there are still several things that could be improved in the usage of websites and internet media, one of which is students' reliance on technology if it is not balanced with their desire to learn english. using the median computer concurrently with the direct method approach, researchers carry out the implementation. the researcher used dave's esl cafe website (http://eslcafe.com) to teach english this time. after opening these sites, the following procedures must be taken: the introduction offers a variety of topics related to the stuff heard or viewed on the website. a simple evaluation might be like raskova octaberlina, 2023 exploring the use of digital technology in english language teaching: strategies and methods for effective implementation 186 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 7 5 1 9 0 ) conducted by administering an initial test on the subject matter or another method. 2. the instructor provides examples of the subject in the form of brief dialogues, employing language that is typically used every day. this material can initially be conveyed verbally with gestures, dramatized signals, or via visual media in the form of images. learners are instructed to be disciplined when listening to these discussions and then smoothly replicating them. (2). according to a’yuni (2021), other research integrates communicative teaching-learning methods using online classrooms. the stated based on research findings and debate, fu’s five foundational principles for the implementation of communicative language teaching (clt) in online efl researcher classrooms are identified (tempo.co, 2020). they are employing grammatical material, being a facilitator, the speaker's or writer's aim is to be communicatively competent, providing students with the opportunity to express their thoughts and opinions, and tolerating errors; nonetheless, there are five unfulfilled ideals. moreover, the majority of the teachers' difficulties and problems stemmed from factors such as english's status as a foreign language in indonesia, the discrepancy in students' english proficiency backgrounds, the absence of students' feedback in the teaching and learning process, students' low confidence of shame and fear of being wrong when communicating, students' passive attitude, and lack of control over students' conditions and situations during online learning. therefore, teachers revealed how they overcome these obstacles and problems, including requiring students to communicate with them in english, requiring students to follow an english school program in which they must interact with school teachers every week, establishing frequent communication with students, reminding students to remain active in the online learning process and motivate students. (3). according to dewi et al. (2020) study, task-based language starting to learn with the support of mobile devices in finishing the assignment effectively improves students' writing competency and motivates them to write in eleventh grade. according to the findings of the one-way anova, mobile-assisted taskbased learning has a substantial influence on students' writing proficiency and writing motivation. the study of the manova test suggests that mobile-assisted task-based learning has a simultaneous influence on students' writing skills and writing motivation. based on the execution and findings of the study, a mobile device is proposed as an alternate technique for teaching writing to teachers. it is anticipated to be utilized as an additional option for offering pupils practice in writing tasks and other english classes. based on the three studies that have been described above, at this time, there has been the integration of various methods of learning english with the communicative approach, the direct method, the approach with the task method, the structural approach, the linguistic approach, the competency approach and others which are integrated with various forms of digital technology such as online classes, online learning management systems, web-based studies, mobile-assisted or computer-assisted, youtube videos, interactive applications and other forms of digital technology. this proves that the educational aspect also follows the development of digital technology because teachers must develop and meet the needs of students with the demands of the times in the global era. use of digital technology in the development of language learning skills in addition to integrating learning methods, digital technology is also used in learning english in various skills, namely listening, speaking, reading and writing. digital technology can be used as a development medium, a supporting facility, and a motivation for learning english skills. the following is previous research that examines this matter. (1). listening skill like raskova octaberlina, 2023 exploring the use of digital technology in english language teaching: strategies and methods for effective implementation 187 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 7 5 1 9 0 ) firstly, according to rorimpandey (2019) that using video youtube in teaching listening, stated that the result of the research: in the fundamental listening course for first-semester students of the department of english education at fbs unima, there are substantial disparities in listening comprehension in between able to teach using youtube videos and those taught utilizing conventional media. youtube videos are more successful than traditional media for teaching basic listening to english education department students in their first semester. because learning basic listening involves repeated practice, this course demands students to listen, think, and concentrate on receiving information, become accustomed to hearing strange sounds or concepts, be understood, and generate new knowledge. thus, it is also determined that using video media to teach essential listening to first-semester students of the department of english education at fbs unima is more successful than using traditional media to teach listening comprehension. hence, the effective weight of 9.5%. secondly, sulastry (2018) stated that e-books are a form of media that may be utilized for listening comprehension. using e-books inspire students to participate actively in the learning process by making learning entertaining and challenging. the use of e-books as a listening learning medium has been tailored to fundamental skills. using the e-book is intended so that children would be encouraged to learn independently, develop listening skills, and be familiar with and able to use technology. (2). speaking skill according to ananda (2020), it can be inferred that vlog media is an innovation in learning based on the description of the data that has been studied as a result of the research. students have a favorable opinion of using vlogs as a tool for acquiring english language proficiency. the use of vlogs in english lessons has successfully made learning more engaging, improving students' positive perceptions of adding interest and enthusiasm in learning to speak so that students no longer view learning to speak as difficult and tedious. next, djonnaidi et al. (2021) found that one of the most successful strategies for teaching speaking online is to use digital poster media to implement the poster comment approach. this strategy is ideally suited for use with pupils during a pandemic. in addition to exercising their creativity, kids can articulate their thoughts on the information or pictures portrayed on the poster. students become more daring while expressing their views and opinions due to applying this strategy. future improvements to this approach will increase its quality and effect on the teaching and learning process. (3). reading skill maghfiroh (2022) research on teaching reading using digital comic learning media explains how using digital comic media improves the reading literacy of fourth-grade sdn damarsi pupils. the usage of digital comic media influences the reading proficiency of fourth-grade pupils at damarsi elementary school; thus, it is advised that comics be incorporated into the development of other courses. it is recommended that future scholars explore new materials and topics. the second research cited by pratama and fridolini (2020) indicates that using google classroom as a new technology can increase student comprehension in correctly comprehending reading information since it is technologically assisted. although there are significant downsides to utilizing google classroom, it is still widely used. utilizing technology with a blended learning paradigm is one of the most influential and engaging alternatives for enhancing students' reading comprehension abilities. like raskova octaberlina, 2023 exploring the use of digital technology in english language teaching: strategies and methods for effective implementation 188 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 7 5 1 9 0 ) (4). writing skill sulistyowati (2021) examined the impact of grammar checkers on students' writing skills by applying digital technology to the instruction of english writing skills. according to the researcher, the implementation of grammarly improved the writing skills of pupils in class xi mipa 4 at sma negeri 1 jalaksa. the results revealed a substantial correlation between the application of grammarly and improving students' writing scores. based on their interpretation of these data, the authors believe that grammarly is a form tool that assists students in reducing writing mistakes. the adoption of grammarly improved the writing skills of sma negeri 1 jalaksana pupils in class xi ipa 4 through its use. according to an additional study by meinawati et al. (2019), from the data analysis findings, it was determined that facebook had a good effect on both the overall capacity to write in english and the process of learning to write descriptively. the question-and-answer session was interactive. this is also evident from the english descriptive writing test outcomes. however, professors have differing opinions on facebook use. facebook helps students improve their grammar, vocabulary, and knowledge sharing. using technology improvements, this study's findings have consequences for teaching and learning within and beyond the classroom. instructors can utilize one to two hours of time outside the classroom for facebook-based conversations. conclusion in this global era, the world of education has developed and been integrated with digital technology. based on the data exposure described, the researcher concludes, namely: (1) technology in supporting education is expected to assist students and educators in carrying out teaching and learning activities in schools so that teachers can be assisted in explaining or teaching their students without having to exhaust themselves by evaluating the results of the training provided to these students. technology also has positive and negative influences on education. therefore, it is the responsibility of educators to regulate and anticipate this; (2) at this time, many english learning methods have been integrated with digital technology. such as utilizing digital technology using the direct method, integrating communicative teaching-learning methods using online classrooms, task-based language learning with the support of mobile devices, and many other combinations which the researchers adapted to the needs of students, conditions, environment and teacher goals; and (3) in addition to methods, the use of digital technology is also used in developing students' english skills, for example in listening skills can use digital technology such as youtube videos and e-books, than in speaking skills can use vlog videos and digital posters, then develop reading skills using digital comics and google classroom, and finally, in writing skills, it can use grammarly and facebook social media. acknowledgement the author would like to deliver her gratitude to all people who contributed to the fulfillment of this research data. references a’yuni, z. q. (2021). a study on implementing communicative language teaching (clt) in efl online classroom. fitk uin syarif hidayatullah jakarta, jakarta, indonesia. abbasi, i. (2020). the influence of technology on english language and literature. english language teaching, 13(7), 1–20. https://doi.org/10.5539/elt.v13n7p1 alamri, w. a. (2018). communicative language teaching : possible alternative approaches to clt and teaching contexts. 11(10), 132–138. https://doi.org/10.5539/elt.v11n10p132 like raskova octaberlina, 2023 exploring the use of digital technology in english language teaching: strategies and methods for effective implementation 189 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 7 5 1 9 0 ) altinay, f., dagli, g., & altinay, z. (2016). the role of information technology in becoming learning organization. procedia computer science, 102(august), 663–667. https://doi.org/10.1016/j.procs.2016.09.459 amstrong, t. (2002). multiple intelligences in the classroom 2nd ed. clearance center. ananda, r. (2020). pemanfaatan video blog ( vlog ) sebagai media pembelajaran speaking pada siswa sma kelas xi di yayasan pendidikan. visipena, 11(2), 217–227. broughton, g. (1980). teaching english as a foreign language. routledge. brown, h. d. (2007). principles of language learning and teaching. pearson education. brown h. d. (2011). teaching by principles an interactive approach to language pedagogy. longman. dardjowidjojo, s. (2010). psikolinguistik pengantar pemahaman bahasa manusia. yayasan obor. dewi, a. k., ratminingsih, n. m., & santosa, m. h. (2020). mobile-assisted task-based language learning, writing competency, and motivation. jpi (jurnal pendidikan indonesia), 9(1), 119. https://doi.org/10.23887/jpi-undiksha.v9i1.23164 djonnaidi, s., wahyuni, n., & nova, f. (2021). pengaruh penerapan media poster digital dalam pembelajaran daring di masa pandemi terhadap kemampuan berbicara siswa di politeknik negeri padang. jinotep (jurnal inovasi dan teknologi pembelajaran): kajian dan riset dalam teknologi pembelajaran, 8(1), 38–46. https://doi.org/10.17977/um031v8i12021p038 faridi, a. (2009). inovasi pembelajaran bahasa inggris berbasis ict dalam rangka meningkatkan mutu pendidikan. lembaran ilmu kependidikan, 38(1), 59–67. freeman, d. l. (2000). techniques and principles in language teaching. oxford university press. gardner, h. (1983). frames of mind: the theory of multiple intelligences. basic book inc. ginting, a. y. (2019). the implementation of a natural approach to improve students’ achievement in vocabulary. universitas negeri medan, indonesia. haleem, a., javaid, m., qadri, m. a., & suman, r. (2022). understanding the role of digital technologies in education: a review. sustainable operations and computers, 3(may), 275–285. https://doi.org/10.1016/j.susoc.2022.05.004 harmer, j. (2007). how to teach english. pearson education limited. hassan, m. m., & mirza, t. (2021). the digital literacy in teachers of the schools of rajouri ( j & k ) -india : teachers perspective. 28–40. https://doi.org/10.5815/ijeme.2021.01.04 iskandar, i., sumarni, s., dewanti, r., & asnur, m. n. a. (2022). infusing digital literacy in authentic academic digital practices of english language teaching at universities. international journal of language education, 6(1), 75–90. https://doi.org/10.26858/ijole.v6i1.31574 lestari, s. (2018). peran teknologi dalam pendidikan di era globalisasi. 2(2), 94–100. lewis, m. (1993). the lexical approach: the state of elt and the way forward. language teaching publications. maghfiroh, a. (2022). the effect of using digital-based comic learning media on reading literacy for grade 4 elementary school students. 21(1), 1–15. https://doi.org/10.21070/ijins.v21i.751 maritsa, a., hanifah salsabila, u., wafiq, m., rahma anindya, p., & azhar ma’shum, m. (2021). pengaruh teknologi dalam dunia pendidikan. al-mutharahah: jurnal penelitian dan kajian sosial keagamaan, 18(2), 91–100. https://doi.org/10.46781/almutharahah.v18i2.303 meinawati, e., & baron, r. (2019). media sosial dan pembelajaran: studi efektivitas penggunaan facebook dalam pembelajaran bahasa inggris. jurnal tatsqif, 17(1), 34– 51. https://doi.org/10.20414/jtq.v17i1.679 muslimin, a. i., mukminatien, n., & ivone, f. m. (2023). tpack-samr digital literacy competence, technostress, and teaching performance: correlational study among efl lecturers. contemporary educational technology, 15(2), ep409. https://doi.org/10.30935/cedtech/12921 like raskova octaberlina, 2023 exploring the use of digital technology in english language teaching: strategies and methods for effective implementation 190 | v o l . 7 , n o . 1 , 2 0 2 3 ( 1 7 5 1 9 0 ) nowell, l. s., norris, j. m., white, d. e., & moules, n. j. (2017). thematic analysis: striving to meet the trustworthiness criteria. international journal of qualitative methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847 parvin, r. h. (2015). the effectiveness of using technology in english language classrooms in government primary schools in bangladesh. forum for international research in education, 2(1), 1–15. pratama, y., & fridolini. (2020). penggunaan google classroom sebagai media pembelajaran reading comprehension di universitas darma persada. diglosia, 4(2), 433–441. richards, j. c., & rodgers, t. s. (2001). approaches and methods in language teaching. cambridge university press. richards, j. c. & schmidt, r. (2002). longman dictionary of language teaching and applied linguistics, 3rd ed. pearson education limited. richards, j. c. (2006). communicative language teaching today. cambridge university press. rorimpandey, r. (2019). video youtube dalam pengajaran basic listening. 12(2). sanjaya, w. (2016). strategi pembelajaraan berorientasi standar proses pendidikan. kencana prenada media. santosa, p. (2008). materi dan pembelajaran bahasa indonesia di sd. universitas terbuka. sanverdi, m. (2022). the use of rosetta stone application for vocabulary improvement in english : the use of rosetta stone application for vocabulary improvement in english : a review study. december 2021. sarwono, j. (2006). metode penelitian kuantitatif dan kualitiatif. graha ilmu. setiawan, e. (2023). kamus besar bahasa indonesia (kbbi). https://www.kbbi.web.id/ soifah, u., jana, p., & pratolo, b. w. (2021). unlocking digital literacy practices of efl teachers. journal of physics: conference series, 1823(1). https://doi.org/10.1088/17426596/1823/1/012030 sudjana, h. d. (2000). strategi pembelajaran. falah production. sulastry, y. (2018). penggunaan media e-book dalam pembelajaran listening bahasa inggris. prosiding seminar nasional pendidikan kaluni. http://dx.doi.org/10.30998/prossnp.v1i0.47 sulistyowati, e. (2021). penerapan grammarly tool untuk meningkatkan keterampilan menulis teks analisis ekspositoris siswa. jurnal educatio fkip unma, 7(2), 559–566. https://doi.org/10.31949/educatio.v7i2.1144 tempo.co. (2020). menteri pendidikan indonesia, nadiem makarim, pada 16 maret 2020 di jakarta. 24 maret. https://nasional.tempo.co/read/1323504/nadiem-terbitkan-edarankebijakan-pendidikan-masa-darurat-corona/full&view=ok weddle, k. s. (2006). definitions components characteristics integrating competencies and content standards: mapping competencies resources. http://www.cde.state.co.us/cdeadult/download/pdf/competencybasededucation.pdf willis, j. (1998). a framework for task-based learning. de henseler books. english franca academic journal of english language and education doi:10.29240/ef.v621.5242 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 7, no 2, 2023, page 291-304 article info: http://journal.iaincurup.ac.id/index.php/english received 24 april 2023; received in revised form 10 july 2023; accepted 24 august 2023, avalaible online 24 august 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open access article under the cc by-sa license copyright (c) 2023 author the difficulty of reintegration: examining the child soldier’s post-war life in selected african novels philomena ama okyeso yeboah¹, paul otoo², philip kwame freitas³, mohammed abdul basit4 ¹3 kwame nkrumah university of science and technology, ghana ² st hubert seminary senior high school, ghana 4 nusrat jahan ahmadiyya college of education, ghana corresponding email: philokyeso@yahoo.ca to cite this article author (2023) “the difficulty of reintegration: examining the child soldier’s post-war life in selected african novels”: yeboah, p., otoo, p., freitas, p., & abdul-basit, m. (2023). the difficulty of reintegration: examining the child soldier’s post-war life in selected african novels. english franca : academic journal of english language and education, 7(2). doi:http://dx.doi.org/10.29240/ef.v7i2.8307 introduction one of the many obligations of writers is to address and expose social ills and societal decadences (osundare, 2007, edebor, 2013, olumide, 2013). it is for this reason that in africa, literature is often considered a social institution and writers considered “righters” (osundare, 2007). african writers as part of their social responsibility are to highlight through the medium of language, the innumerable challenges that plague the african continent with the ultimate goal of bringing about change. this has been the preoccupation of many african writers like chinua achebe, ngugi wa thiong’o, ayi kwei armah, ama ata aidoo, alain mabanckou, ben okri and many others. the works of such writers and literature in general can therefore be regarded as a tool that exposes and tackles the burden of prevalent and diverse wrongdoings in our societies (megbowon & uwah, 2020). in addition to bad governance and poor leadership are the civil wars that have devastated many african countries since the 1990s. these include countries like nigeria (biafran war), sierra leone (sierra leone civil war), rwanda (rwandan genocide), etc. under the bigger umbrella of african civil war narratives are child soldier abstract. many research works on the child soldier phenomenon seem to focus largely on the war-time experiences of the child soldier. consequently, great attention is given to the life of the child soldier during the war. this paper, through qualitative content analysis and the trauma theory (cathy caruth’s concept of belatedness and dominick lacapra’s concept of acting-out) pays particular attention to the child soldier’s life after the war and his preparedness towards reintegration. the difficulty that accompanies this exercise makes obvious the loss of the child soldier. even though he is far away from the war, he becomes a troubled child who struggles futilely to erase his war-time memories. the paper finds that the child soldier’s loss is often manifested in the form of extreme violence, post-traumatic stress disorder, identity crisis and the lack of trust. also, the paper subtly questions rehabilitation as an absolute curative measure for the child who was once a vicious perpetrator of violence and chaos. the paper finds that although rehabilitation provides a serene environment for the former child soldier and attempts to normalize his difficult and painful memories in his present world, it does not completely heal him of his psychological pain and wound. keywords: reintegration, trauma, war, child soldiers file:///c:/users/windows%2010/desktop/ef/vol%207%20no%202%20tahun%202023/cccccc http://journal.iaincurup.ac.id/index.php/english/index https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:philokyeso@yahoo.ca http://dx.doi.org/10.29240/ef.v7i2.8307 philomena ama okyeso yeboah, et. al., 2023 the difficulty of reintegration: examining the child soldier’s post-war life in selected african novels 292 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 9 1 3 0 4 ) narratives – texts that seek to highlight the plights and predicaments of children who are conscripted as soldiers during times of war. the authors of these texts are indubitably fulfilling their social responsibilities as writers by going beyond the ordinary to capture the living realities of child soldiers in africa. this is why yeboah et. al. (2022:206) emphasize that “writers always write to reflect the socio-politico-cultural conditions of the societies and eras in which they find themselves. reiterating this same point, rachmayanti and andini (2014: 84) posit that “literature is the reflection about life, thought, feeling, behaviour and attitude of human being”. by highlighting the issue of child soldiering and its psychological implications on the child in their texts, uzodinma iweala and ishmael beah set out to sensitize readers and caution against the blatant abuse of the rights of children during times of war. aside uzodinma iweala’s beasts of no nation and ishmael beah’s a long way gone: memoirs of a boy soldier, which are the primary source of data for this paper, the child soldier figure has been depicted by many other writers with some even sharing their personal experiences. the publication of ahmadou kourouma’s last novel, allah is not obliged (2000) is mostly regarded by literary critics as what set the pace for the discussion on child soldiering two decades ago. kourouma’s masterpiece tells the story of ten-year-old birihima, who leaves his native village in ivory coast after the death of his mother in search of his auntie, mahan. while crossing the border into liberia, he is captured by rebels and forced into military services as a child soldier. he experiences untold trauma as he fights in a chaotic civil war with many other child soldiers. he witnesses death, torture and dismemberment. these are indeed experiences that are very traumatic for a young boy. with the conversation on child soldiering already opened by kourouma, uzodinma iweala and emmanuel dangala join the conversation with the publication of beasts of no nation and johnny mad dog respectively in 2005. unlike kourama and many other writers, dangala, who in 1997 together with his family fled their home in brazaville in the wake of a brutal civil war, approaches the issue of child soldiering from two different narrative perspectives. he employs two teenagers, laokoles and johnny mad dog, to tell the story. while laokoles wants to complete high school and become an engineer, johnny mad dog joins an armed rebel. dongala masterfully uses dual narrators, both of whom are teenagers to portray the effects of war on children and how children who are recruited as child soldiers leave behind their innocence to commit atrocities. in 2007, the conversation on child soldiering in the african literary space continued. this time, authors began to tell their own stories. they sought to recount their personal experiences in the wars that have devastated the african continent. these writers include ishmael beah and grace akallo. with the publication of her autobiographical work, girl soldier, akallo widened the scope of the child-soldier figure in africa to include the female gender. on october 10, 1996, rebels from the lord’s resistance army raided grace akallo’s school when she was only fifteen. this was the beginning of her life as a child soldier. together with other girls, they were forced into soldiering and made concubines of army commanders. these girls who became known as “aboke girls” (missing school girls who came to symbolize thousands of children who were kidnapped in northern uganda by rebels), were forced to endure savagery, starvation, and abuse. akallo tells her story with the help of an american researcher, faith mcdonnel, who provides an in-depth insight and background to the brutal war in northern uganda. aside akallo’s girl soldier, the year 2007 also saw the publication of another childsoldier narrative titled song for night by the nigerian-born novelist, chris abani. born in 1966 at the beginning of the biafran-nigerian civil war, abani did not personally experience the war but through fiction, he is able to create a vivid picture of the concept of child soldiering. his novel revolves around a 15-year-old boy soldier called my luck. he is trained as a sapper, a soldier who specializes in laying and clearing mines. abani presents to readers, the struggle of a child soldier on a journey to understand his place and identity in the world. the trauma that my luck suffers comes to him in dreams as he is often haunted by the people that he has killed and women that he had raped. philomena ama okyeso yeboah, et. al., 2023 the difficulty of reintegration: examining the child soldier’s post-war life in selected african novels 293 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 9 1 3 0 4 ) a significant thread that runs through these child-soldier narratives is how the authors dwell on the concept of childhood to highlight the effects of war on children. they do this by employing an african child as the narrator of events – a method which became prominent after the publication of camara laye’s african child. this is why maxwell okolie in his section of eldred d. jones’ childhood in african literature argues that “in fact, the african child did not become a subject of literature until the early fifties in the wake of negritude controversies.” (p.29). he acknowledges camara laye as the writer to have set a precedent in discussing the theme of childhood and making it possible for subsequent novelists and writers like uzodinma iweala and ishmael beah to integrate it in their works. these child-soldier narratives just like the texts used for this paper, reveal how the innocence and childhood of child soldiers are compromised. the events they experience and personally narrate to readers are unimaginably traumatic and disturbing. however, this paper draws attention to an area that is often ignored or has received very little attention – the consequences of the trauma on the child soldier’s life after the war has ended. the trauma experienced by the child soldier is so destructive that it drastically alters the child’s personality and life in general, leaving him lost. even when the war is over and the child soldier is far away from it, he is forced to relive these experiences because they are firmly cemented in his psyche and follow him regardless of time and geographical boundaries. theoretical framework the present study is underpinned by the trauma theory. the researchers deem this theory to be apt because the protagonists in both novels do not only witness violence brought about by war but they also have to deal with the belated and persistent return of their wartime memories even when they have been rescued and sent to rehabilitation centres. considering the belated nature of the protagonists’ trauma, the paper relies on the traditional model of the trauma theory propounded by cathy caruth which sources its roots from the therapeutic practices of sigmund freud. cathy caruth has been recognized as the pioneer of trauma theory with her critical introduction to a collection of essays titled trauma: exploration in memory (1995) and the publication of her work, unclaimed experience: trauma, narrative, and history (1996). in trauma: explorations in memory (1995), she regards trauma as “a response, sometimes delayed, to an overwhelming event or events, which take the form of repeated, intrusive hallucinations, dreams, thoughts or behaviors stemming from the event, along with numbing that may have begun during or after the experience, and possibly also increased arousal to (and avoidance of) stimuli recalling the event” (p. 4). just like freud, caruth stresses on the belatedness of trauma. she believes that the traumatic event is so overwhelming that the mind cannot integrate it at the time of its occurrence, which then leads to the belated return of the trauma in forms such as flashbacks and nightmares. this is what some trauma critics like bessel van der kolk term “dissociation” – an inherent latency within the experience itself, since the traumatized individual does not repress or forget the traumatic event afterwards, but because he or she does not consciously experience the event itself as it happens. the individual is thus dissociated from the event at the time of its occurrence since the experience is so overwhelming that it cannot be registered by the mind. it however comes back to the victim later on, in the form of dreams and hallucinations. in his work, “writing history, writing trauma”, which focuses on the interpretation of historical traumas such as the holocaust, dominick lacapra, a historian and a contemporary of cathy caruth, calls this “acting out”. lacapra explains acting-out as: a situation in which one is haunted or possessed by the past and performatively caught up in the compulsive repetition of traumatic scenes – scenes in which the past reforms and the future is blocked or fatalistically caught up in a melancholic feedback loop. in acting out, tenses implode, and it is as if one were back there in the past reliving the traumatic scene. (p. 21) philomena ama okyeso yeboah, et. al., 2023 the difficulty of reintegration: examining the child soldier’s post-war life in selected african novels 294 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 9 1 3 0 4 ) from lacapra’s perspective, acting-out can be understood as the compulsive repetition of past traumatic experiences in the present in such a manner that the victim seems helplessly glued to his/her past. it is almost as if there is a total collapse between the past and the present. lacapra reiterates that there is a tendency for the past traumatic experiences to affect the victim’s future because the victim of trauma during acting-out, relives a “past that will not pass away” (p.124). for him, this does not only cause confusion between the present and the past but affects the victim’s future as well. this is evident in the texts used for this study as agu’s dreams of becoming an engineer or a doctor seems shattered. also, although ishmeal beah is taken to new york, he is occasionally confronted by the awful memories of his past life as a soldier. materials and method the study employs a close textual reading of two child soldier narratives – uzodinma iweala’s beasts of no nation and ishmael beah’s a long way gone: memoirs of a boy soldier. this mode of analysis is what some scholars call “qualitative content analysis” – a systematic investigation of texts to understand meanings that are present in them (leavy, 2017). for mayring (2023), qualitative content analysis enables a systematic analysis of textual material especially important for educational research. hawkins (2018) as quoted by yeboah et. al. (2023:9) is of the view that the instrumental role of textual analysis is to help with the “understanding of language, symbols…in texts to gain information regarding how people make sense of and communicate life and life experiences”. the research approach employed in this study is purely qualitative since it grants the researchers the opportunity to critically observe the data and offer detailed explanation and description to it (babbie, 2016; 2020). the paper relies on cathy caruth, dominick lacapra and sandra l. bloom’s ideas concerning trauma to help identify and examine the difficulties that accompany the reintegration of former child soldiers in the two texts. the researchers deliberately select a novel and a memoir for this paper because we believe that the memoir, which is a true reflection of the sierra leone civil war, will go a long way to authenticate the fictitious events in iweala’s beasts of no nation. results and discussion set in a fictionalized african country that is being ravaged by war, uzodinma iweala’s beasts of no nation (2005) recounts the harrowing experiences of agu, a young boy who is forced into child soldiering. being a symbol of many other child soldiers who have fought different wars in africa, agu showcases how young and innocent children are turned into ruthless killers as a result of war by powerful warlords. although agu escapes from the rebel group after the killing of the commandant, he must deal with the difficulties that accompany reintegrating himself back into the society. agu suffers from severe post-traumatic stress disorder and identity crisis. through the protagonist, agu, iweala shows that the trauma that child soldiers suffer do not easily go away and know no geographical boundaries. ishmael beah’s a long way gone: memoirs of a boy soldier (2007) recounts the author’s personal experiences as a child soldier in the sierra leone civil war which lasted for eleven years (1991 – 2002). before he is recruited as a child soldier, ishmael witnesses heads being cut off with machetes, smashed with cement bricks and rivers filled with human blood. these scenes are so traumatizing that even though he often closes his eyes to avoid thinking about them, it proves a futile act. he is later recruited by the government army to fight the rebels. together with other child soldiers, he is given drugs and fed on american movies so that he can kill without any hesitation. ishmael suddenly moves from an innocent child to a blood-thirsty killer. he is selected by his superior for a rehabilitation programme. at the rehabilitation centre, ishmael and the other chid soldiers find it extremely difficult to leave philomena ama okyeso yeboah, et. al., 2023 the difficulty of reintegration: examining the child soldier’s post-war life in selected african novels 295 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 9 1 3 0 4 ) behind their former lives as soldiers. it is at the centre that their war-time memories begin to torment them. results with the aid of the trauma theory, the paper finds that some of the challenges that make reintegration of former child soldiers as seen in the case of agu in beasts of no nation and ishmael in a long way gone: memoirs of a boy soldier include post-traumatic stress disorder (compulsive return of their trauma in the form of hallucinations and dreams), the display of physical violence, loss of identity and the lack of trust. this finding resonates with the assertion that “the use and abuse of children by armed groups can result in low selfesteem, feelings of guilt, violent behaviour, shame as well as lack of trust and confidence” (twum-danso, 2003: 32). the paper also finds that although agu and ishmael find reintegration extremely difficult, they welcome it differently – while agu welcomes reintegration keenly, ishmael seems unenthused about it as he feels betrayed by his lieutenant for selecting him for rehabilitation. it becomes obvious that the levels of attachment that these children build during their days as soldiers determine how they welcome the idea of rehabilitation and their preparedness towards it. again, the paper finds that rehabilitation with all of its techniques, does not completely eradicate the former child soldier’s traumatic memories. although agu and ishmael are no longer at the battle grounds, they fight a different form of war which is equally destructive – the belated and persistent return of their trauma. these memories that plague the young minds of agu and ishmel are devastating to the extent that they sometimes consider death as the only solution. although ishmael travels to new york to escape the war, he is still haunted by his war-time memories. this shows that childhood trauma knows no geographical boundaries. also, agu who used to be a staunch christian as he loved to read the bible begins to question his faith. considering these findings, the paper strongly recommends that children must not be conscripted into armed forces or rebel groups during times of war because no amount of rehabilitation can completely rid them of their trauma. also, just as yeboah et al. (2022) argues that child soldiers turn from victims to victimizers just to survive the brutalities of war, it is important to acknowledge that the violence they experience as victims and perpetuate as victimizers have the tendency of completely changing the trajectory of their lives. discussion traumatized and lost: reintegration in beasts of no nation even though the concept of reintegration is given much attention in beah’s a long way gone: memoirs of a boy soldier, it is discussed briefly in iweala’s beasts of no nation since the novel concentrates more on the child soldier’s war-time experiences than his days after the war. agu gains his freedom after one of the soldiers, rambo, kills the commandant. agu is then taken to a rehabilitation centre which he describes as “heaven”. he tells readers: i am not having to worrying about anything from war, like bombing or shelling, or dying. at night we are sleeping inside with fan instead of outside in heat or rain. they are giving us much of food and telling us that we can be sitting down to eating it at the table in room with wall that is painting blue and floor that is just white. they are giving us as much food as we can even be wanting. we are not having to ask if we are wanting more. they are just letting us to take it. plantain, rice, meats, chicken, fishes—anything we are wanting we are having. sometimes i am eating even if i am not hungrying too much because philomena ama okyeso yeboah, et. al., 2023 the difficulty of reintegration: examining the child soldier’s post-war life in selected african novels 296 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 9 1 3 0 4 ) i am fearing that the food is finishing and i will not be eating any for the next day. (p. 138). at the rehabilitation centre, agu is introduced to a whole new environment, and he takes time to describe its tranquility through great use of imagery: sleeping under a fan in a room, having so much to eat even when he is not hungry and not worrying about bombs, shootings, dying and the war in general. these are luxuries he could not afford during his days as a child soldier. living in such a calm environment now, it is only right for readers to assume that agu has completely broken ties with the past and can now move on as any ordinary child. however, this seems not to be the case. even though agu is far away from the violence of war and is now in a serene environment, he struggles mentally to erase the memories of war from his mind. this depicts the psychological wound that leaves him lost. in his conversation with amy, an american woman who is possibly a psychologist or a therapist, agu reveals: and sometimes i am telling her, i am hearing bullet and scream in my ear and i am wanting to be dying so i am never hearing it again. i am wanting to lie down on the warm ground with my eye closed and the smell of mud in my nose, just like strika. i am wanting to feel how the ground is wet all around my body so that if i am sweating, i am feeling like it is the ground sweating through me. and i am wanting to stay in this same place forever, never moving for anything, just waiting waiting until dust is piling on me and grasses is covering me and insect is making their home in the space between my teeths. i am telling her that i am thinking one iroko tree will be growing from my body, so wide that its trunk is separating night and day, and so tall that its top leaf is tickling the moon until the man living there is smiling. i am saying to her sometimes, i am not saying many thing because i am knowing too many terrible thing to be saying to you. i am seeing more terrible thing than ten thousand men and i am doing more terrible thing than twenty thousand men. so, if i am saying these thing, then it will be making me to sadding too much. (p. 141). now that agu is no longer a child soldier, he seems to feel its psychological impact even more. he suffers from severe hallucinations to the extent that he thinks only death can save him from these awful memories and alleviate his pain. this shows the extent to which agu has been shattered beyond repair. the fact that agu is hallucinating is evident of the depth to which he is haunted by scenes from his previous life as a child soldier. this depicts the psychological stress and conflict that he faces in his bid to find his way back into the society as a normal child. this is what bessel van der kolk, a trauma researcher, calls the ‘traumatic memory’. in trauma culture, ann kaplan explains van der kolk’s idea of traumatic memory as follows: since only the sensation sector of the brain, the amygdala, is active during the trauma, the traumatised individual can only feel emotions. he or she cannot make sense of the traumatic experience due to the fact that the meaning-making [sector of the brain] (in the sense of rational thought, cognitive processing), namely, the cerebral cortex, remains shut down because the effect is too much to be registered cognitively in the brain. (p. 34) this explains why agu experiences flashbacks and hallucinations of his war-time experiences even though he is now in a serene environment. although some scholars have argued that agu reclaims his sanity, this paper argues otherwise. thus, although agu is no longer a child soldier, he is still haunted by his war-time memories. he cannot erase them from philomena ama okyeso yeboah, et. al., 2023 the difficulty of reintegration: examining the child soldier’s post-war life in selected african novels 297 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 9 1 3 0 4 ) his mind; however, he constantly and compulsively relives these awful memories. this shows the extent to which he has been shattered emotionally and psychologically by the horrors he witnessed as both a victim and victimizer during the war. his war-time experiences have been consolidated into his long-term memory and constantly triggers post-traumatic stress disorder (p.t.s.d). this usually manifests in the form of hallucinations and nightmares. he therefore reveals to readers: “i am hearing bullet and scream in my ear and i am wanting to be dying…” (p. 141). this statement shows how these traumatic experiences have impaired agu’s quality of life. a similar situation is highlighted in one of the most celebrated and important modernist novels, virginia woolf’s mrs. dalloway. through the character septimus warren smith, a world war i veteran who is haunted by his war-time memories, woolf depicts the lonely, petrifying and depressing experiences of trauma victims even after the traumatic event itself has ended. having suffered depression and having written a novel (mrs. dalloway) to illustrate the effects of trauma, virginia woolf herself could not be healed completely of her trauma. though woolf seemed to understand perfectly the effects of trauma on the human mind and how it renders people lost, she committed suicide – the apex of a traumatized mind. the memories that intrude on agu’s mind even at the rehabilitation centre does not only overwhelm him but also, the psychologist who is supposed to listen to him without any emotional attachments and help him salvage the little that is left of his humanity. agu reveals this when he says: when i am saying all of this, she is just looking at me and i am seeing water in her eyes. so i am saying to her, if i am telling this to you, it will be making you think that i am some sort of beast or devil. amy is never saying anything when i am saying this, but water is just shining in her eye. (pp. 141-142). this shows the intensity of agu’s trauma. the idea that his story troubles amy, the psychologist, to the point of almost shedding tears only makes his trauma and loss more obvious to readers. it is therefore justifiable to argue that this exercise cannot help relieve agu completely of his trauma, grief and pain. it is not surprising that agu explains that “every time i am sitting with her i am thinking i am like old man and she is like small girl because i am fighting in war and she is not knowing what war is” (p. 140). it can be deduced that the “talking cure” of trauma as developed by sigmund freud in the 1880s and later upheld by some scholars like judith herman, does not completely relieve victims of their trauma. it only does so partially. the “talking cure” as proven in the case of agu in beasts of no nation, seems to be an insufficient curative technique because it only provides a space for agu to explore and process his traumatic experiences. although it helps agu to normalize his difficult and painful memories in his present world, it does not erase these memories from his mind. this communicates the sense of loss that engulfs child soldiers even after the war has ended. from this backdrop, it is important to state emphatically that children as seen in the case of agu must not be conscripted as soldiers because no amount of rehabilitation can heal them completely. the impossibility of erasing trauma from their minds and the horrors they have experienced as victims and carried out as victimizers is a stern caution to anyone who imagines conscripting children into wars. the researchers therefore strongly agree with caruth (1995:9) that “the impact of the traumatic event lies precisely in its belatedness, in its refusal to be simply located, in its insistent appearance outside the boundaries of any single place or time.” at the rehabilitation centre, a priest, father festus, comes in every wednesday and sunday to pray with the former child soldiers to help them forget about their past. agu makes known the unrealistic nature of this exercise as he reports: i am always thinking confession and forgiveness and resurrection. i am not knowing what all this word is meaning. they are not making philomena ama okyeso yeboah, et. al., 2023 the difficulty of reintegration: examining the child soldier’s post-war life in selected african novels 298 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 9 1 3 0 4 ) any sense to me anytime his is saying them…i do not know if i am believing him, but i am liking to hear it” (p. 140). clearly, this exercise and the whole idea of rehabilitation even though tend to give these former child soldiers some sort of hope, purpose and comfort, it does not entirely relieve them of their pain and awful memories. their mental bruises and scars cannot be easily wiped away so it even shatters agu’s faith and belief in god. this is why bloom (2018: 22) says that “for people who have held firm religious or spiritual beliefs, traumatic experiences may also shatter their faith…whatever a person’s belief system is preceding a traumatic event, they will inevitably question the previous foundations of their moral existence.” this only communicates the intensity of the trauma that troubles agu even at the rehabilitation centre. it shatters the assumptions and beliefs upon which his sense of safety and freedom were previously built upon. the only comfort and hope that agu acquires seems to only stem from his basic needs like food, clothing, and shelter being catered for at the centre. this is affirmed by agu in the extract below: now i am strong again. my arm and my leg is carrying me again and when i am walking my bone is not cracking and the whole place is not spinning around and around anymore. i am wearing new clothe one new shirt that is white with black strip across my chest and new trouser that is blue and fitting well well. i am liking it very much because it is clean and dry and it is not having any hole from bullet or blood from the last person who is wearing it. (p. 138). undoubtedly, at the rehabilitation centre, agu is given a new life that is devoid of the drudgeries of his former life as a child soldier. in the extract above, through the use of personification and imagery, agu establishes the contrast between his former life as a child soldier and his current life at the rehabilitation centre. he was weak, but he is now strong and he now walks without his bone cracking. he used to wear dirty, wet, and blood-stained clothes, but now he wears clean and dry clothes. the contrast gleaned at this point although highlights the serenity of agu’s new environment, it most importantly depicts the harsh and perilous nature of his old life a child soldier. even though agu lives a comfortable life at the rehabilitation centre and does not worry about the war anymore, the belated return of his trauma and the fact that rehabilitation does not stop his war-time memories from haunting him show the extent to which he is lost. the prayer sessions with father festus and the therapy sessions with the psychologist, amy, do not help agu to totally regain his sanity. having been taken away from the war fronts and given a comfortable life, agu still laments “i am remembering sound of people coughing and screaming, and the smell of going to toilet and dead body everywhere. this is the only thing i am knowing” (p. 140). here, the continuous use of the progressive tense becomes very significant in understanding the insistent return of agu’s trauma. even though his child soldiering days are over, he still uses the present tense in his narrations. this shows the extent to which these traumatic experiences weigh down young agu. the weight of senseless killings, rape and torture, all combined, render agu lost even though he is now in a comfortable environment. a different form of war: reintegration in a long way gone: memoirs of a boy soldier in ishmael beah’s a long way gone: memoirs of a boy soldier, the factors that make reintegration problematic for ishmael and make glaring his loss go beyond psychological ill health (specifically p.t.s.d). in the case of ishmael, he becomes extremely violent and finds it difficult to build trust. he confirms the psychological trauma they (child soldiers) experience after the war when he says, “but we were still traumatized, and now that we had time to think, the fastened mantle of our war memories slowly began to open.” (p. 145). ishmael’s revelation philomena ama okyeso yeboah, et. al., 2023 the difficulty of reintegration: examining the child soldier’s post-war life in selected african novels 299 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 9 1 3 0 4 ) explains perfectly the idea of trauma being belated. it confirms the opinion held by many trauma scholars like cathy caruth and dominick lacapra that trauma is much realized in its belatedness. during the war, the traumatic memories of the child soldiers are restrained by a “fastened mantle”, but away from the war, the fastened mantle loosens and they are violently attacked by these memories in the form of hallucinations, nightmares and flashbacks. away from the war and introduced to a peaceful environment, the bitter memories of these children begin rushing back. ishmael reveals: but at night some of us would wake up from nightmares, sweating, screaming, and punching our own heads to drive out the images that continued to torment us even when we were no longer asleep.” (p. 148). in the above extract, ishmael makes known the vicious nature of their trauma even at the rehabilitation center since they have to punch their heads in order to drive away these memories. although this may seem exaggerated, it creates a vivid image of the psychological battle that these young children must fight even after the war. this is substantiated by the use of words like “sweating”, “screaming” and “punching”. the plosives within these words are indicative of the violent and persistent return of their war memories. these memories are so strong that they do not attack these former child soldiers only in dreams but even when they are awake. in fact, what ishmael and the other child soldiers experience in the extract above is a disorder (hypnopompic hallucination) that can be adequately explained medically. according to berry (2012), hypnopompic hallucination is a type of sleep-related hallucination experienced by an individual after full awakening from sleep. this makes it difficult for the individual to differentiate between what is real and what is not real. herman (1997) quoted by anthonissen (2009:6) also explains what accounts for ishmael’s nightmares when she says that, “most trauma victims also suffer from traumatic nightmares. like flashbacks, these nightmares can repeat themselves, they can be experienced as if the traumatic event is happening again, and they often consist of exact fragments of the traumatic past”. in a conversation with the nurse, esther, ishmael recounts one of such memories that haunt him. he narrates: i shot them on their feet and watched them suffer for an entire day before finally shooting them in the head so that they would stop crying. before i shot each man, i looked at him and saw how his eyes gave up hope and steadied before i pulled the trigger. i found their sober eyes irritating. (p. 159) denied the hard drugs that numbed his conscience and emotions during the war, ishmael is now haunted constantly by nightmares and flashbacks of his past life as a child soldier. anthonissen (2009: 7) explains that, “these visual traumatic memories, in nightmares as well as in flashbacks, can give the trauma victim the impression that he or she is reliving the traumatic event in the present.”. lacapra (2001: 119), a historian and a contemporary of cathy caruth, calls this “acting-out” – a situation in which one is haunted or possessed by the past and performatively caught up in the compulsive repetition of traumatic scenes” the researchers also agree with bloom (1999) when she posits that “a traumatic experience impacts the entire person – the way we think, the way we learn, the way we remember things, the way we feel about ourselves, the way we feel about other people, and the way we make sense of the world are all profoundly altered by traumatic experience” (p. 2). this explains why even though ishmael and the other former child soldiers are no longer combatant, they still exhibit violent behaviours at the rehabilitation centre. a typical scenario is the violent encounter between ishmael’s group and the new arrivals who have also been rescued from some rebel forces and brought to the rehabilitation centre. ishmael narrates this violent encounter: philomena ama okyeso yeboah, et. al., 2023 the difficulty of reintegration: examining the child soldier’s post-war life in selected african novels 300 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 9 1 3 0 4 ) alhaji broke the silence. “where are you boys from?” he asked. the boys widened their eyes and stared at alhaji as if he had just asked them the wrong question. one of the boys, who looked a little older and had no hair on his head, stood up, clenching his fist. “and who the fuck are you? do we look like we are here to answer questions for bastar pekin lek you?” he leaned across the table and looked down on alhaji. alhaji got up and pushed him. the boy fell, and when he got up, he pulled a bayonet and jumped on the table toward alhaji. all of us stood up, ready to fight…i took out my grenade and put my fingers inside the pin. (pp. 161-162). from the above extract, we glean the damage that has been done to these children. violence seems to be the only language they understand and the only solution to their problems. the fact that these children still engage in gang fights even at the rehabilitation centre shows how their personalities have been severely impaired. the questions, “and who the fuck are you?”, “do we look like we are here to answer questions for bastar pekin lek you?”, paint a clear picture of how child soldiering has altered the personalities of these children. it shows how they have imbibed the idea of always resorting to violence even in a non-violent setting. bloom (2018) therefore quotes strueber et al. (2007) as saying this about children who have experienced and perpetrated criminal violence: their early experiences have done such damage to them that they have become detached from other humans, and they have become incapable of empathy, often on a permanent basis. because they are so severely impaired in their capacity to form and maintain attachment bonds, they are unable to attach to other people, or to a civilized system of laws and beliefs. they are unable to love and care for the life other than their own, and even their capacity to love and respect themselves is severely impaired or missing on all levels other that of pure survival. (p. 19) this corroborates and explains the violent behaviours displayed by these former child soldiers at the rehabilitation centre. the violence intensifies when ishmael and his friends later realize that the new arrivals fought for the rebels. ishmael further narrates: ‘they are rebels’, mambu shouted, and before he could reach for his bayonet, the boy punched him in the face. he fell, and when he got up, his nose was bleeding. the rebel boys drew out the few bayonets they had and rushed toward us. it was war all over again… as the boys rushed toward us, i threw the grenade among them, but the explosion was delayed. we leaped out from underneath the stoop where we had taken cover and charged into the open yard, where we began to fight. some of us had bayonets, others didn’t. a boy without a bayonet grabbed my neck from behind. he was squeezing for the kill and i couldn’t use my bayonet effectively, so i elbowed him with all my might until he let go of my neck. he was holding his stomach when i turned around. i stabbed him in his foot. the bayonet stuck, so i pulled it out with force. he fell and i began kicking him in the face. as i went to deliver the final blow with my bayonet, someone came from behind me and sliced my hand with his knife. it was a rebel boy, and he was about to kick me down when he fell on his face. alhaji had stabbed him in the back. he pulled the knife out, and we continued kicking the boy until he stopped moving. i wasn’t sure whether he was unconscious or dead. i didn’t care. (p. 163-164) philomena ama okyeso yeboah, et. al., 2023 the difficulty of reintegration: examining the child soldier’s post-war life in selected african novels 301 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 9 1 3 0 4 ) the extract is replete with words that paint an awful image of war and the violence that accompany it – “stabbed”, “punch”, “bleeding”, “charged”, “elbowed”, “kicking”, “blow” and “sliced”. even though the actual war is over, these boys are certainly dealing with another form of war. they engage in bloody fights as if they were back on the battle grounds fighting their opponents. here, there is no regard for human life since they have been trained to kill without mercy. these instances accurately depict how much these young boys miss the violence they experienced in their former lives as “soldiers”. they also show the extent to which they have been brainwashed to think that violence is the only way to make their voices heard. even though, they are far away from the war, they engage in a violent fight that leads to the death of six people with several others wounded. it is shocking as the children indicate that they need the violence to deal with their boredom. this is revealed when ishmael says, “we needed the violence to cheer us after a whole day of boring traveling.” (p.165). at the rehabilitation centre, one thing that these boys hate is to be associated with the word, “civilian”. they call civilians “sissy” (refers to a man or a boy with female qualities or a coward) and always want to be seen as combatants. we glean this from one of their violent confrontations as mambu (one of the former child soldiers who fought for the rebels) calls ishmael and his friends “sissy civilians”. ishmael recounts this confrontation: we are not civilians,” mambu said angrily, walking toward the boy. “if anyone is a civilian, it is you boys. you are wearing civilian clothes. what kind of army person wears only civilian clothes? did these sissy civilians who brought you here make you wear those clothes? you must be a weak soldier, then. (p.163) one cannot help but wonder how these former child soldiers can be easily reintegrated and rehabilitated if they still cherish so much the idea of being seen as soldiers. herman (1997) rightly explains that “this is a common sentiment among combat veterans. a war veteran is often isolated by his special status as an initiate in the cult of war. he imagines that no civilian, certainly no woman or child, can comprehend his confrontation with evil and death.” (p. 66). it is therefore not surprising that ishmael admits: it was infuriating to be told what to do by civilians. their voices, even when they called us for breakfast, enraged me so much that i would punch the wall, my locker, or anything that i was standing next to. a few days earlier, we could have decided whether they would live or die. (p. 167) this communicates the pride that the former soldiers took in being “soldiers”. previously, they assumed the role of god, deciding who lives or dies but now, they seem to have been stripped of this privilege. this tends to enrage them. in all of these, ishmael reveals that they constantly resort to violence because the drugs in their bodies are wearing off. the frustration that they experience due to their inability to get more drugs makes them more violent. ishmeal narrates: during that same week, the drugs were wearing off. i craved cocaine and marijuana so badly that i would roll a plain sheet of paper and smoke it. sometimes i searched in the pockets of my army shorts, which i still wore, for crumbs of marijuana or cocaine. we broke into the mini-hospital and stole some pain relievers—white tablets and off white—and red and yellow capsules. we emptied the capsules, ground the tablets, and mixed them together. but the mixture didn’t give us the effect we wanted. we got more upset day by day and, as a result, resorted to more violence. in the morning, we beat up people philomena ama okyeso yeboah, et. al., 2023 the difficulty of reintegration: examining the child soldier’s post-war life in selected african novels 302 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 9 1 3 0 4 ) from the neighborhood who were on their way to fetch water at a nearby pump. if we couldn’t catch them, we threw stones at them. sometimes they dropped their buckets as they ran away from us. we would laugh as we destroyed their buckets… we would fight for hours in between meals, for no reason at all. during these fights, we destroyed most of the furniture and threw the mattresses out in the yard. we would stop to wipe the blood off our lips, arms, and legs only when the bell rang for mealtime. (p. 167-168) the former child soldier’s act of substituting pain killers for hard drugs like marijuana and cocaine which they are deprived of at the rehabilitation centre only shows the extent to which they have become addicted to them. the fact that ishmael just rolls plain sheets and smoke them further affirms his addiction. ishmael beah reveals the extent to which he was rendered a lost child as a result of child soldiering. he recounts, “i lost my sense of self. after crossing that line, i was not a normal kid. i was a traumatized kid. i became completely unaware of the dangerous and crooked road that my life was taking.” (when good comes from bad, 2000). the sense of loss that engulfs ishmael is again highlighted during his days in new york where his war-time memories continue to haunt him. even though ishmael beah seems to have successfully worked-through his trauma at the rehabilitation centre (benin home) in sierra leone and is now staying in new york which is far away from the war zone, he is still haunted occasionally by his past. he says that “i tried to think about my life in new york city, where i had been for months. but my mind wandered across the atlantic ocean back to sierra leone.” (p. 19). the trauma that beah experiences is overwhelming and etched permanently in his brain that it knows no geographical bounds. it follows him wherever he goes and a little screech sends him back to the battle field in sierra leone. this is why dori laub posits that “a traumatic experience invariably plays a decisive formative role in who one comes to be, and how one comes to live one’s life” (p. 86). this is evident of the loss that beah suffers – a loss so great that even a change of environment seems inadequate to erase the pain and memory. conclusion using textual analysis and anchored on the trauma theory, the paper sought to investigate the difficulty that accompanies the reintegration of former child soldiers as seen in uzodinma iweala’s beasts of no nation and ishmael beah’s a long way gone: memoirs of a boy soldier. this required a critical examination of the child soldier’s life after the war has ended and he has been taken off the battle field and introduced to a new environment. the paper finds that while at the rehabilitation centre, the former child soldier’s display of extreme violence, post-traumatic stress disorder, identity crisis and the lack of trust make obvious the difficulty that accompanies reintegration. also, the paper finds that rehabilitation with all of its techniques, does not completely eradicate the former child soldier’s traumatic memories. though agu and ishmael are no longer on the battle grounds, they fight a different form of war – the belated and persistent return of their trauma. this help establish the fact that during times of war, the rights of children must be protected at all cost. acknowledgement the researchers wish to extend their gratitude and utmost appreciation to all individuals and organizations who have participated and made significant contributions to this study. to the administrators of kwame nkrumah university of science and technology, st hubert seminary senior high school, and nusrat jahan ahmadiyya college of education. the collaboration and diligent efforts of all parties involved have contributed to both the benefits and drawbacks observed in this research. philomena ama okyeso yeboah, et. al., 2023 the difficulty of reintegration: examining the child soldier’s post-war life in selected african novels 303 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 9 1 3 0 4 ) references anthonissen, e. (2009). representing the trauma of child soldiers: ishmael beah's a long way gone and uzodinma iweala's beasts of no nation. masters thesis . ghent university. babbie, e. (2020). the practice of social research. cengage learning. babbie, e. (2016). the basics of social research. (7th, ed.) cengage learning. beah, i. (2000). when good comes from bad . retrieved from nuclear age peace foundation : https://www.wagingpeace.org/when-good-comes-from-bad/. beah, i. (2007). a long way gone: memories of a boy soldier. new york: sarah crichton books. berry, r. b. (2012). parasomnias. in fundamentals of sleep medicine. sciencedirect. retrieved from https://www.sciencedirect.com/topics/medicineanddentistry/hypnopompic. bloom, s. l. (2018). humanising mental health care in australia: a guide to traumainformed approaches (1 ed.). (r. benjamin, j. haliburn, & s. king, eds.) abingdon, ox: routledge. bloom, s. l. (1999). trauma theory abbreviated. retrieved from www.sanctuaryweb.com. caruth, c. (1995). trauma: exploration in memory. baltimore: the john hopkins university press. caruth, c. (1996). unclaimed experience: trauma, narrative, and history . baltimore: the john hopkins university press. edebor, s. a. (2013). waiting for an angel: a portrait of helon habila as righter. abuad journal of humanities, 1(1), 24-34. hawkins, m. (2018). textual analysis. the sage encyclopedia of communication research methods. herman, j. l. (1997). trauma and recovery. new york: basic books. iweala, u. (2005). beasts of no nation. united states: harper perennial. jones, e. (1998). childhood in african literature: a review. in e. jones, s. gikandi, & j. gibbs (eds.), childhood in african literature (pp. 1-8). africa world press, inc. lacapara, d. (2001). writing history, writing trauma. baltimore: the john hopkins university press. laub, d. (1991). truth and testimony the process abd the struggle. america imango, 48(1), 78-91. laub, d. (2013). bearing witness, or the vicissitudes of listening. in testimony (pp. 77-94). routledge. leavy, p. (2017). research design: quantitative, qualitative, mixed methods, art-based, and community-based participatory research approaches. new york, usa: guilford publications . philomena ama okyeso yeboah, et. al., 2023 the difficulty of reintegration: examining the child soldier’s post-war life in selected african novels 304 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 9 1 3 0 4 ) mayring, p. a. (2023). qualitative, multimethod and mixed methods research. in international encyclopedia (4th ed.). sciencedirect. retrieved from https://www.sciencedirect.com/social-sciences/qualitative-content-analysis. megbowon, f.k., & uwah, c. (2020). african literature: a tool for societal regeneration. imbizo: international journal of african literary and comparative studies, 11(1), 1-17 okoli, m. (1998). childhood in african literature literary perspective. in childhood in african literature (pp. 29-35). africa world press, inc. olumide, o. (2013). social committment in african writings: a postcolonial analysis of helon habila's waiting for an angel. akungba journal of english studies and communication, 21, 217-230. osundare, n. (2007). the writer as righter: the african literature artist and his social obligations. ibadan, nigeria : hope publications. rachmanyanti, e., & andini, t. (2014). an analysis of japanese rituals of a new year geisha in arthur golden's memoirs of geisha. celtic: a journal of culture, english language teaching, literature and linguistics, 1(2), 83-91. twum-danso, a. (2003). monographs 82: africa's young soldiers. the co-option of childhood . retrieved from institute for security studies. yeboah, p.a.o., freitas, p.k., otoo, p., gyimah manu, j. (2023). the three shake their heads in defiance" ecocritical inscriptions in selected ghanaian poems. proglas 32 (1), 7-19. yeboah, p. a.o., otoo, p., freitas, p. k., bonku, l. k., & issaka, c. a. (2022). understanding the child soldier in uzodinma iweala's novel, beasts of no nation. language literacy: journal of linguistics, literature and language teaching, 6(2), 412-422. yeboah, p. a.o., otoo, p., gyimah manu, j., & freitas, p. k. (2022). grief and resilience live together: an assessment of arthur miller's death of a salesman. celtic: a journal of culture, english language teaching, literature and linguistics, 9(2), 205218. doi:10.22219/celtic.v9i2.23114. english franca academic journal of english language and education doi:10.29240/ef.v8i1%20may http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 8, no 1, 2024, page 33-52 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2023; received in revised form 10 february 2024; accepted 24 april 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open access article under the cc by-sa license investigating efl students’ self-efficacy on the use of quillbot paraphrasing tool in academic writing agis andriani¹, asri siti fatimah², syilvia arini permatasari³ 1 2 3 siliwangi university, tasikmalaya, indonesia corresponding email: agisandriani@unsil.ac.id to cite this article author: andriani, a., fatimah, a., & permatasari, s. (2024). investigating efl students’ self-efficacy on the use of quillbot paraphrasing tool in academic writing. english franca : academic journal of english language and education, 8(1 may). doi: http://dx.doi.org/10.29240/ef.v8i1may.8831 introduction self-efficacy is one of the key points in the process of learning due to it contains students’ belief in their abilities. flammer (2018) stated that self-efficacy is the belief in one’s ability to have a significant impact. furthermore, it becomes an important point because it is able to decide the result of learning through students’ belief in their ability. dharma (2018) stated that students who believe in themselves will be driven to achieve their learning objectives and be able to keep going on in facing the challenges. it is possible to conclude that students who have good self-efficacy would be able to achieve good results in learning. however, a good level of students’ self-efficacy is affected by many factors. schunk & dibenedetto (2021) stated that students’ self-efficacy is related to behavioral, personal, and social factors. behavioral is related to class attendance and assignment. personal is related to cognitions and emotions. then, social is related to teachers and friends at school. students who have good emotions during the learning process, and have a good environment around them at school, would complete class attendance and assignments. so, they would be able to have a good result on learning. in this study, self-efficacy that would be investigated is related to students’ academic writing skills on the use of the quillbot paraphrasing tool. paraphrase is one of the important components of academic writing. tardy (2010) in it, research, summarize, paraphrase, cite abstract. the present study aimed to investigate the self-efficacy of efl students regarding their use of the quillbot paraphrasing tool in academic writing. a qualitative research method was employed, and data were gathered through interviews. the participants consisted of four efl students who were currently in the process of writing their theses and utilizing the quillbot paraphrasing tool. data analysis was conducted using nvivo thematic analysis.the findings indicated that efl students' self-efficacy in utilizing the quillbot paraphrasing tool was not satisfactory. this lack of self-efficacy was influenced by various factors, including behavioral, social, and personal aspects. among these factors, behavioral elements had the most significant impact as they directly affected the students' competence in academic writing. the participants' belief in their own academic writing abilities was undermined by behavioral factors, as they experienced difficulties in vocabulary and grammar usage. furthermore, the study revealed that the social environment played a crucial role in enhancing efl students' self-efficacy. specifically, the support and encouragement received from lecturers and classmates positively influenced the participants' self-belief and confidence in utilizing the quillbot paraphrasing tool. in conclusion, this research suggests that efl students' self-efficacy in using the quillbot paraphrasing tool for academic writing can be improved by addressing behavioral challenges and fostering a supportive social environment. keywords: self-efficacy, quillbot, efl student, academic writing. mailto:gmail@gmail.com http://dx.doi.org/10.29240/ef.v8i1may.8831 andriani, et al., 2024 investigating efl students’ self-efficacy on the use of quillbot paraphrasing tool in academic writing 34 | v o l . 8 , n o . 1 , 2 0 2 4 ( 3 3 5 2 ) references, adopt genre conventions that satisfy audience expectations, and choose language and grammar that are typical of less informal and more formal genres of writing are all required. paraphrasing in academic writing is important because it is able to help writers to avoid plagiarism. fitria (2022) stated that paraphrasing is a crucial academic writing skill due to it allows us to avoid plagiarism. however, in addition to its importance for academic writing, it becomes challenging for efl undergraduate students due to the need for other skills in it, including vocabulary and grammar. ismail et al. (2020) identified that vocabulary and grammar are the most challenging skills in paraphrasing. so, paraphrasing in academic writing is important because it is able to avoid plagiarism. however, paraphrasing needs other skills including vocabulary and grammar, which makes paraphrasing challenging. challenges in paraphrasing related to vocabulary and grammar skills are able to be solved through the use of technology by efl undergraduate students. bakla & karakaş (2022) stated that due to the diverse linguistic origins, writing tradition, and demands of nonnative english-speaker researchers and native english-speaker researchers, the technical tools and tactics that they will use in academic writing may also differ. the phenomenon of using technology in an academic writing context is able to be seen while efl undergraduate students are writing a research proposal. here, they use a paraphrasing tool namely quillbot in solving their challenges related to vocabulary and grammar skills in paraphrasing during the process of writing a research proposal. so, the use of quillbot by efl undergraduate students is able to help them in solving the challenges of paraphrasing. quillbot is one of the paraphrasing tools that is usually used by efl undergraduate students while writing a research proposal. fitria (2021) stated that it is a paraphrasing software that can be easily found on the internet and is able to paraphrase any content. the use of it is able to help students in paraphrasing. syahnaz & fithriani (2023) stated that learners found that it is very valuable due to the language it utilizes to paraphrase their writing, including turning active phrases into passive or changing vocabulary to synonyms, which is particularly helpful to avoid plagiarism. furthermore, the use of it is more efficient due to it is faster than manual paraphrasing. fitria (2021) added that it makes writing quickly due to it could assist users with improving their writing instantly by cutting out words that are unnecessary and assisting them in communicating their ideas clearly. so, according to those previous studies, quillbot is a paraphrasing tool that is able to help users paraphrase through its features. numerous studies have been conducted related to the use of quillbot for paraphrasing. fitria (2021) stated that it is able to be used as an alternative tool for students in paraphrasing through her analysis of inputting an english abstract text into the free and premium versions it. then, hiếu et al. (2022) added that based on their study, they found that the use of quillbot by students in english writing advanced 3 class as a paraphrasing tool is able to enhance students’ paraphrasing skills for writing academic essays through action research. furthermore, kurniati & fithriani (2022) stated that the use of quillbot by post-graduate students as a part of technology in academic writing is able to improve students’ academic writing skills. the conclusion is based on post-graduate students’ perceptions through questionnaires and semi-structured interviews. moreover, syahnaz & fithriani (2023) added that students in the fifth semester perceived that the online paraphrase tool assists efl students in solving the challenges they have when writing academic papers and thereby enhances their writing results. so, through several previous studies above, it can be concluded that quillbot is able to help students in facing the challenges of paraphrasing. in line with the previous studies, and based on the pre-observation, the researchers found that efl students are using quillbot paraphrasing tool because they have problems in paraphrasing for academic writing purpose, and it affects their self-efficacy in academic writing. the problems makes them harder in paraphrasing for academic writing and build a believe that they have low ability in academic writing. so, they need to find a tool that can help them in solving their problems iin academic writing. andriani, et al., 2024 investigating efl students’ self-efficacy on the use of quillbot paraphrasing tool in academic writing 35 | v o l . 8 , n o . 1 , 2 0 2 4 ( 3 3 5 2 ) previous studies and pre-observation found that the use of quillbot is able to help students in facing the challenges of paraphrasing. unfortunately, the research about efl students’ self-efficacy on the use of quillbot paraphrasing tool in academic writing remains under-researched. for this reason, this study aims to investigate the efl students’ selfefficacy on the use of the quillbot paraphrasing tool in academic writing. theoretical framework self-efficacy self-efficacy refers to an individual's belief in their own abilities and their confidence in their capacity to have a significant impact (flammer, 2018). it is defined as the belief in one's capability to learn or perform at a certain level (schunk & dibenedetto, 2021). in the educational context, self-efficacy plays a crucial role in students' learning achievements. academic self-efficacy, in particular, is identified as a key factor influencing academic success (hayat et al., 2020). strong academic self-efficacy is positively correlated with better academic achievement, as students who believe in their own capabilities are more motivated to achieve their learning objectives and persevere through challenges (honicke & broadbent, 2016; dharma, 2018). while self-efficacy is an important determinant of students' learning achievements, it interacts with other factors. according to schunk and dibenedetto (2021), there are three primary factors that contribute to students' academic success: personal, behavioral, and social or environmental factors. personal factors encompass self-efficacy, cognition, and emotions. behavioral factors include class attendance and completion of assignments. social or environmental factors involve the influence of teachers, peers, and the overall school climate. strong self-efficacy has a positive impact on motivation, learning, selfregulation, and ultimately, achievement (wigfi, 2016). therefore, it plays a pivotal role in determining students' learning achievements. it is an individual's belief in their own capabilities and has a significant influence on their motivation, perseverance, and overall academic success. however, it is important to acknowledge that self-efficacy is not the sole determinant of achievement, as it interacts with personal, behavioral, and social/environmental factors. by understanding the role of self-efficacy and its interaction with other factors, educators can effectively support students in enhancing their learning achievements. efl student efl, or english as a foreign language, refers to a situation where individuals use english as a language that is not their first or second language. harmer (2007) describes efl as a context in which learners acquire english with the purpose of utilizing it when communicating with english speakers worldwide. additionally, si (2019) highlights that efl is predominantly used by non-native english speakers, such as chinese individuals who study english in china. moreover, rosyada & sundari (2021) identify that students in nonnative english-speaking countries, like indonesia, study english as a foreign language (efl). based on these definitions, efl students can be defined as individuals who employ english as their foreign language, including students in indonesia. in indonesia, english as a foreign language is commonly taught in schools as part of the educational curriculum (gayatri et al., 2023; kartika-ningsih & gunawan, 2019; pujianto et al., 2014). students in indonesia learn english as a foreign language with the aim of developing their communication skills in english. they learn speaking, listening, reading, and writing skills in english (abrar et al., 2018; andriani et al., 2021; andriani, saputra, et al., 2023; mulyani et al., 2023). efl instruction in indonesia involves teaching grammar, vocabulary, speaking skills, reading, writing, and listening comprehension in english (ismaili, 2015). efl teachers in indonesia play a crucial role in assisting students in developing their english language abilities using effective methods and strategies (andriani et al., 2021). andriani, et al., 2024 investigating efl students’ self-efficacy on the use of quillbot paraphrasing tool in academic writing 36 | v o l . 8 , n o . 1 , 2 0 2 4 ( 3 3 5 2 ) paraphrasing paraphrasing in a simple definition means transferring information in another form of a sentence without changing the whole meaning. bailey (2003) stated that paraphrasing is modifying a text while retaining all of its meaning. then, oshima et al. (2007) stated that paraphrasing means putting information in a written context from another source in the writer’s own words while keeping the same meaning. furthermore, fitria (2021) stated that paraphrasing is a technique for communicating a thought or notion in a different language without changing its original meaning. so, from those definitions, it can be concluded that paraphrasing means transferring information in another form of a sentence without changing the whole meaning. paraphrasing in academic writing has an important role due to it is able to avoid plagiarism. bailey (2003) stated that in order to reduce the possibility of plagiarism in academic writing, effective paraphrasing is important. furthermore, fitria (2022) stated that paraphrasing needs a variety of attempts to modify the terminology in order to accomplish the goal of preventing plagiarism. there are three important things that should be fulfilled in paraphrasing which has an objective to avoid plagiarism in academic writing. oshima et al. (2007) stated that a good paraphrase should use the writer’s own language and sentence pattern, rephrase is the same length as the original, and not modify the original meaning. so, the main reason that paraphrasing is important in academic writing is that paraphrasing is able to avoid plagiarism in academic writing. paraphrasing is a complicated skill due to it needs another skill. thadphoothon (2019) stated that the ability to paraphrase is a combination of different capabilities. paraphrasing needs another skill, it becomes challenging for efl undergraduate students. thadphoothon (2019) categorized the challenges in paraphrasing from undergraduate students’ perspectives. the most challenging part of paraphrasing is weak vocabulary mastery. furthermore, ismail et al. (2020) added that undergraduate students struggle to come up with the right synonym. then, mira & fatimah (2020) added that paraphrasing is challenging without assistance from students’ english proficiency and dictionaries. mira & fatimah (2020) also explained that students’ english proficiency means students’ vocabulary mastery. pratama & prawesti (2022) stated that the big point of students’ challenges in paraphrasing is utilizing their own language and limited vocabulary. the low level of students’ vocabulary mastery makes it harder for them to understand the academic text. through those explanations from the previous study, it can be concluded that one of the challenges in paraphrasing is vocabulary mastery. then, another challenge in paraphrasing by efl undergraduate students identified by thadphoothon (2019) is related to syntax, sentence form, or grammatical. followed by ismail et al. (2020) stated that there are many main challenges in paraphrasing by undergraduate students, one of the main challenges is confusion about how to rebuild the sentence in the new form. furthermore, ovilia et al. (2022) added that students are confused when writing sentences with correct grammatical structure. so, it can be concluded that grammar is one of the challenges in paraphrasing. other challenges in paraphrasing from efl undergraduate students’ perspective identified by thadphoothon (2019) are not understanding the original text, word choice, and not understanding the whole meaning. the next challenge is still related to the first challenge, which is vocabulary mastery. pratama & prawesti (2022) stated that the big point of students’ challenges in paraphrasing is utilizing their own language and limited vocabulary. students’ vocabulary mastery is still related to students’ understanding and word selection. basmai & trisno (2022) added that strong vocabulary mastery is essential for comprehending what you read. so, from the explanations above, vocabulary is able to be identified as one of the challenges in paraphrasing. through previous studies related to paraphrasing skills challenges for efl undergraduate students, there are several points that can be concluded as the main challenges in paraphrasing. the first one is vocabulary. the second challenge is syntax, sentence form, and grammar. andriani, et al., 2024 investigating efl students’ self-efficacy on the use of quillbot paraphrasing tool in academic writing 37 | v o l . 8 , n o . 1 , 2 0 2 4 ( 3 3 5 2 ) quillbot paraphrasing tool quillbot is a paraphrasing tool in the form of a website that would be able to paraphrase sentence(s) automatically. fitria (2021) stated that quillbot is an online tool that assists users in paraphrasing in writing, preventing plagiarism, summarizing lengthy sentences, and enhancing grammar to be more accurate and professional appearance. furthermore, kurniati & fithriani (2022) added that one of the most widely used applications known as a paraphrasing tool is called quillbot. so, quillbot is an automatic paraphrasing tool that would be able to paraphrase sentence(s). figure 1. the main page of quillbot for paraphrasing the picture above is the main page of quillbot for paraphrasing. on the left side, there is a box to put the original source that will be paraphrased by quillbot. then, on the right side, there is a box to put the result of paraphrasing by quillbot. in paraphrasing, quillbot provides seven modes of paraphrasing that can be used by the user based on their needs. however, only two modes can be utilized in free mode. the other mode can be accessed through the premium mode. figure 2. using quillbot for paraphrasing in standard mode andriani, et al., 2024 investigating efl students’ self-efficacy on the use of quillbot paraphrasing tool in academic writing 38 | v o l . 8 , n o . 1 , 2 0 2 4 ( 3 3 5 2 ) figure 3. using quillbot for paraphrasing in fluency mode those pictures are examples of using quillbot for paraphrasing in standard mode and fluency mode. from the pictures, there are differences between the left box and the right box. on the left box, there is only the original sentence. but, on the right box, there is the result of paraphrasing and also the word choice that would be able to be changed marked by yellow color. the result of paraphrasing is able to be copied directly from quillbot to another application by clicking the icon below the result of paraphrasing. figure 4. synonyms features in quillbot the use of quillbot as a paraphrasing tool by undergraduate students must have many reasons. one of the reasons is that quillbot is able to offer many advantages to undergraduate students. fitria (2021) stated that the advantages of quillbot are divided into two parts due to quillbot having two editions. in the free edition, the advantages are rapid and efficient in paraphrasing english sentences. then, in the premium edition, the advantage of quillbot is the same as the free edition, but there are other advantages that is offered by quillbot, there are the tool’s maximum character limit is able to be improved to 10,000, premium edition offers all modes of paraphrasing on quillbot, the synonym option in premium edition is the highest level, in premium edition contents is paraphrased more rapidly than in the free edition, differentiate settings let users to differentiate contents paraphrased in different mode at the same time, freeze mode to avoid word(s) or phrase(s) of being changed, and the last one is quillbot is able to provide the result of paraphrase as long as the original version. andriani, et al., 2024 investigating efl students’ self-efficacy on the use of quillbot paraphrasing tool in academic writing 39 | v o l . 8 , n o . 1 , 2 0 2 4 ( 3 3 5 2 ) furthermore, fitria (2022) stated that quillbot has several advantages, there are quillbot is able to delete, add, and modify words to be paraphrased automatically, quillbot is able to produce distinctive, excellent, and valuable content, quillbot is a quick and efficient paraphrasing tool, and quillbot is able to paraphrase content at the level of sentence and paragraph due to the use of native ai in the process of paraphrasing. moreover, kurniati & fithriani (2022) added that there are several benefits from the use of quillbot. there are quillbot is able to improve students’ positive attitude in writing, supplying a range of userfriendly writing tools, and supporting language improvement in students. so, through those explanations above, quillbot is a paraphrasing tool that would be able to paraphrase sentence(s) automatically. it has several features that are able to make paraphrasing is easier and more efficient. furthermore, according to several previous studies, due to its features, quillbot is able to have a positive impact on students’ paraphrasing skills. academic writing academic writing is a part of writing skills that is usually used in the academic field. oshima et al. (2007) stated that academic writing is a part of writing that is usually used in high school and higher education with a formal language and it might have a different style in every language. furthermore, geyte (2013) stated that academic writing is written by academics or learners for the benefit of other academics. in this study, academic writing focuses on the higher education level due to the study will be conducted in indonesia. kurniati & fithriani (2022) stated that the regulation in indonesia sets that academic writing is studied by higher education students. through those definitions above, it can be concluded that academic writing is a part of writing that is usually used in an academic context. academic writing has many purposes. bailey (2018) stated that the purposes of academic writing are to summarize the research done by others on a topic, to respond to a question that has been provided or chosen by the writer, to discuss a topic of common interest, and to express the writer’s viewpoint. in achieving the purpose of academic writing, it is manifested through many products. geyte (2013) stated that academic writing is a writing process that produces journals, articles, textbooks, dissertations, group project reports, et cetera. so, it can be concluded that even though academic writing has many products, they have the same purpose. in academic writing, there are a lot of components that should be followed by the writer so that the result of writing would be able to reach the purpose of it. tardy (2010) stated that researching, summarizing, paraphrasing, citing sources, adopting genre norms that satisfy audience expectations, and choosing words and grammar that are typical of less informal and more formal genres of writing are all required. those components in academic writing should be followed by the writer due to it having its own function. there is a function of each component that should be followed in academic writing. bailey (2003) that the function of summarizing and paraphrasing is to integrate a variety of references. then, bailey (2003) stated that grammar is a part of accuracy in writing. if the error of grammatical structure is always repeated, it would be able to make the meaning lost. here, the grammatical structure is important for academic writing because it is able to help readers from misunderstanding. furthermore, bailey (2003) stated that synonyms are able to give viewers variety and interest. it is still related to vocabulary. similar to grammatical structure, synonyms or vocabulary are able to help readers from misunderstanding, that is why the number of accuracies is based on its context. so, each component in academic writing should be followed by the writer due to it has its own function for academic writing. however, even though each component in academic writing has its own function, it makes academic writing challenging for efl undergraduate students. aldabbus & almansouri (2022) stated that the biggest issues were choosing the right academic terminology, organizing thoughts and creating thesis statements, and writing cohesive paragraphs. furthermore, mustafa et al. (2022) added that the main challenges that students in higher education face in academic writing are their lack of vocabulary, dependence only andriani, et al., 2024 investigating efl students’ self-efficacy on the use of quillbot paraphrasing tool in academic writing 40 | v o l . 8 , n o . 1 , 2 0 2 4 ( 3 3 5 2 ) on simple grammar form, incorrect spelling of unfamiliar or lengthy words, inability to comprehend long and complex sentences, and as a result, failure to paraphrase or summarize them. so, there are many challenges that appear due to many components that should be followed by the writer. in english as a foreign language context, those components that should be followed by the writer in academic writing become a challenge. wang (2017) stated that instructional strategy is successful in enhancing chinese students’ awareness of some issues pertaining to the coherence of academic writing. besides, students’ skills are also needed to collaborate with teachers’ instructional strategy. wang (2017) added that in the efl context, students who have scored more than five in ielts writing skills are able to be more advanced in academic writing. meanwhile, students who have a low level of english usually use a tool to help them in academic writing, such as a grammar tool. so, through the study from wang (2017) it can be concluded that in the efl context, both teacher and student should be able to collaborate in solving the challenge of academic writing. materials and method in this study, the researcher used a descriptive case study as a part of a qualitative research method. zainal (2007) stated that a descriptive case study is a method that is usually used to describe the natural phenomena that arise from the information in question, such as finding the differences of strategies in reading by the reader and how they are used by the reader. the study focused on investigating efl students’ self-efficacy on the use of the quillbot paraphrasing tool in academic writing. thus, the approach used in this study is an appropriate approach due to the approach that helped the researcher in investigating how efl students’ self-efficacy on the use of the quillbot paraphrasing tool in academic writing comprehensively. the study collected data through semi-structured interviews with 4 informant based several criteria. adams (2015) noted that the semi-structured interview (ssi) uses a mix of closedand open-ended inquiries usually followed by whyor howspecific inquiries. there are several indicators that is chosen to develop interview guidelines for conducting a semi-structured interview. the first one is according to the self-efficacy theory from schunk & dibenedetto (2021) related to social, behavioral and personal. the second is according to adopting technology from moore & benbasat (1991). the data of the study was analyzed by thematic analysis. it analyzed the result of the interview process. braun & clarke (2006) noted that thematic analysis is a technique to analyze, describe, and report the pattern (themes). furthermore, guest et al., (2012) noted that thematic analysis is a method for analyzing the data where the data is identified and describing both explicit and implicit themes in the data. analyzing the data through thematic analysis, the researcher used software that was able to help the process of analysis deeper and in more detail named nvivo. it was used because it was able to get a well-structured result of analysis and able to follow step-by-step thematic analysis theory. almaiah (2020) stated that using descriptive coding first, sentences, words, and phrases from the data transcript were then added to the nvivo coding process and tagged with the appropriate keywords. andriani, et al., 2024 investigating efl students’ self-efficacy on the use of quillbot paraphrasing tool in academic writing 41 | v o l . 8 , n o . 1 , 2 0 2 4 ( 3 3 5 2 ) results and discussion results figure 5. themes and codes the picture above shows the themes and codes of the study. those were developed from the results of data analysis using thematic analysis by using nvivo. there are six themes developed in order to find the efl students’ self-efficacy on the use of quillbot paraphrasing tool in academic writing. andriani, et al., 2024 investigating efl students’ self-efficacy on the use of quillbot paraphrasing tool in academic writing 42 | v o l . 8 , n o . 1 , 2 0 2 4 ( 3 3 5 2 ) social factors figure 6. the result of social factors picture 6 shows the result of the analysis process through nvivo. it shows classmates and lecturer are part of social factors that affect efl students self-efficacy. those are able to determine efl students’ self-efficacy through their feedback and support of efl students’ writing. it is found that a lecturer is able to have a positive impact on efl students’ writing because they give positive feedback on efl students’ difficulties in academic writing. they give solutions to students’ difficulties in academic writing by recommending a technology namely the quillbot paraphrasing tool. further, classmates are able to affect efl students’ psychological conditions and help to organize their academic writing through discussion. efl students adopt the quillbot paraphrasing tool to organize their academic writing over other tools. the first time, they used the quillbot paraphrasing tool because there was a recommendation from their lecturers to use it in order to make it easier to finish their writing. further, in paraphrasing, a tool provides word choice and paraphrasing by changing the grammatical structure which is able to solve problems in academic writing both grammar and vocabulary. additional feature, it is also able to avoid plagiarism in academic writing. apart from the use of technology to organize academic writing, efl students also organize their writing manually. they organize their writing by discussion with classmates. it is used because they are able to solve their problems in academic writing both vocabulary and grammar. through discussion, efl students are able to find the solution to handle their problems including the theory related to grammar, and tools to solve the problem both in vocabulary and grammar. andriani, et al., 2024 investigating efl students’ self-efficacy on the use of quillbot paraphrasing tool in academic writing 43 | v o l . 8 , n o . 1 , 2 0 2 4 ( 3 3 5 2 ) behavioral factor figure 7. the result of behavioral factor picture 7 shows the result of analysis through nvivo. it shows that efl students has problems with vocabulary and grammar while completing academic writing tasks. they have low vocabulary skills because sometimes they do not know the synonym of the word and the most appropriate terms in academic field. further, they have low grammar skills because they still confuse the form of active and passive sentences and the use of tenses. personal factor figure 8. the result of personal factor picture 8 shows the result of analysis through nvivo. it shows that efl students have different motivations in writing academically. there are efl students who feel andriani, et al., 2024 investigating efl students’ self-efficacy on the use of quillbot paraphrasing tool in academic writing 44 | v o l . 8 , n o . 1 , 2 0 2 4 ( 3 3 5 2 ) motivated and the other are unmotivated. their motivation in academic writing affects their choice to solve their problems. efl students who have low motivation just have one or two solutions to solve their problems. meanwhile, efl students who have high motivation have more than two solutions to solve their problems in academic writing. excerpt 1 p1 : as i said before, my solution to increase motivation, although i have difficulty is discussing with friends and using some applications that are able to help me in relieving my difficulties p2 : alright. the first problem is vocabulary. i usually use the word hippo to find the synonym of vocabulary that i have used to make it more academic. the second problem is coherence, sometimes i paraphrase manually through reverse from active to passive. then, i am using the application or software quillbot, on the website i put the result of the manual paraphrase. then, the result will automatically paraphrase through the application. after that, the result of paraphrasing from quillbot, checked the grammar by grammarly p3 : using the application. then, if grammar, there is grammarly, a grammar checker. but, to paraphrase, i use quillbot to see the form of the paraphrase p4 : from my mistakes, sometimes discuss with friends, how should it be. ask friends, and read journals and it increases vocabulary. that is one of the solutions. there are other solutions. i often use grammarly to check, and i also use quillbot to paraphrase, to help me in paraphrasing i mean. in conclusion, efl students’ motivation can be different because it is affected by their writing experience which may be different from each other. however, it can be seen through their effort to find the solution to their difficulties. efl students who have high motivation have many solutions to solve their problems. meanwhile, efl students’ who have low motivation just have one or two solutions to solve their problem. furthermore, their motivation also affects their self-efficacy because it is taken from how much their effort to solve their problem in academic writing. organizing academic writing figure 9. the result of organizing academic writing picture 9 shows the result of analysis through nvivo. it shows several ways to organize academic writing that are used by the participants. there are three ways to organize academic writing, by using quillbot, grammarly and word hippo. however, quillbot is a tool that is usually used by all participants. grammarly is used by three andriani, et al., 2024 investigating efl students’ self-efficacy on the use of quillbot paraphrasing tool in academic writing 45 | v o l . 8 , n o . 1 , 2 0 2 4 ( 3 3 5 2 ) participants, and word hippo is used by one participant. it is still related to the previous theme, the second participant who has high levels of cognition has much effort to solve his problem in academic writing. meanwhile, other participants who have low levels of cognition have low effort to solve their problems in academic writing. efl students use the quillbot paraphrasing tool to organize their academic writing. it happens due to they have low ability of vocabulary and grammar. further, they should be able to avoid plagiarism in academic writing. so, in order to avoid plagiarism and solve their difficulties of vocabulary and grammar, they use quillbot. figure 10. the result of treemap picture 10 shows the result of the treemap analysis through nvivo. it shows that in interview sessions with all participants, quillbot is the most spoken word. the use of quillbot in an academic writing context is able to help efl students organize their writing. the reason is that efl students have low ability in grammar and vocabulary, and quillbot is able to help them in solving those problems. syahnaz & fithriani (2023) stated that quillbot is helpful for three reasons: first, it enhances the language used in their writing, second, it reduces grammatical errors, and third, it improves the topic of argument. it is able to help students solve problems in grammar because it is able to change the form of the sentence from active to passive and vice versa automatically through paraphrasing. further, quillbot has a grammar checker feature that would be able to help students to check their grammar in writing. so, quillbot is able to help students’ grammar skills through active-passive features in paraphrasing and grammar checker. andriani, et al., 2024 investigating efl students’ self-efficacy on the use of quillbot paraphrasing tool in academic writing 46 | v o l . 8 , n o . 1 , 2 0 2 4 ( 3 3 5 2 ) advantage of quillbot paraphrasing tool figure 11. advantage of quillbolt paraphrasing tool picture 11 shows the result of analysis through nvivo. it shows several advantages that is mentioned by the participants, there are able to improve their vocabulary skills, memorize the form of paraphrasing, and avoid plagiarism. in general, efl students think that quillbot paraphrasing tool is helpful and fast. the reason is that it is able to help them in academic writing. the most important thing, it is able to help them solve their academic writing problems both grammar and vocabulary easily. disadvantage of quillbot paraphrasing tool figure 12. disadvantage of quillbolt paraphrasing tool picture 12 shows the result of analysis through nvivo. it shows the disadvantage of quillbot paraphrasing tool that is mentioned by participants. they stated that the disadvantage of quillbot paraphrasing tool is it needs to be rechecked by the user because andriani, et al., 2024 investigating efl students’ self-efficacy on the use of quillbot paraphrasing tool in academic writing 47 | v o l . 8 , n o . 1 , 2 0 2 4 ( 3 3 5 2 ) there may be some inappropriate word or different result in paraphrasing. nurmayanti & suryadi (2023) stated that in order to make sure that the tool’s interpretation is compatible with the cited sources, learners should read it again. so, the use of the quillbot paraphrasing tool needs efl students’ prior knowledge to avoid grammatical errors. discussion the lecturer’s recommendation of using the quillbot paraphrasing tool which is part of technology in academic writing is also able to improve efl students’ motivation in academic writing because it gives solutions to students’ problems in academic writing. saugadi & sari (2020) stated that findings indicated that teachers at sman 2 tolitoli had a part to play in increasing students’ motivation to learn during the covid-19 pandemic. this can be seen through engaging in a variety of learning activities, utilizing learning media, and choosing the best approach to ensure that a learner’s academic progress is maintained and that they are confident enough to pursue their goals. furthermore, mardhiyyah et al., (2021) stated that the usage of instructional media, according to the researchers, can improve a learner’s motivation to study and get over language difficulties in the classroom. so, lecturers are able to improve efl students’ motivation through their advice on the use of tools for solving their difficulties in academic writing. lecturers’ recommendations to efl students are able to have a positive impact on their writing. lecturers as a part of social is included as an external part of efl students. schunk & dibenedetto (2021) stated that social factors are classroom teacher and peers school climate. they are able to develop efl students’ ability and belief in writing. in this case, lecturers give a recommendation to efl students to solve their obstacles in academic writing. it can be categorized as a support to efl students in writing. in line with the aim of the study which is to investigate efl students’ self-efficacy on the use of quillbot paraphrasing tool, support from lecturers is able to develop efl students’ self-efficacy. schunk (1995) stated that teachers and parents frequently persuade learners that they can complete the task by saying things like “you can do this”. positive advice boosts selfefficacy, but if successive attempts fail, this boost will disappear. in this study, there is positive support from lecturers to efl students so it is able to improve efl students’ selfefficacy in academic writing. in line with the aim of the study which is to investigate efl students’ self-efficacy in academic writing, classmates are able to determine their self-efficacy. villegas-puyod et al., (2020) stated that support from classmates additionally showed a beneficial relationship with self-efficacy. furthermore, saefudin et al., (2021) added that social support plays a critical role in boosting students’ academic self-efficacy. so, a good classmate is able to give good self-efficacy to efl students. grammar skills become a challenge for efl students in academic writing due to they have a low understanding of grammar. mustafa et al., (2022) stated that the findings indicate that the primary issues for students are their limited vocabulary, and grammar, lack of ability to understand what they are reading, and their difficulty with summarizing, and paraphrasing. however, grammar skills are important in academic writing because it is usually used as a strategy to avoid plagiarism through paraphrasing and affect the result of academic writing. ovilia et al., (2022) stated that the outcome of the paraphrasing exercise revealed that “change the synonym” and “change to active and passive form” are the most common tactics employed by learners. so, a low understanding of grammar would affect the result of academic writing. vocabulary is an important element in academic writing. tardy (2010) stated that researching, summarizing, paraphrasing, citing sources, adopting genre conventions that satisfy audience expectations, and choosing language and grammar that are typical of less informal and more formal genres of writing are all required. however, vocabulary becomes a challenge in academic writing for efl students because in the academic context, vocabulary used is a specific vocabulary that is rarely used by efl students. cennetkuşu (2017) stated that the learners feel that vocabulary is their major challenge, whether it be a lack of a rich andriani, et al., 2024 investigating efl students’ self-efficacy on the use of quillbot paraphrasing tool in academic writing 48 | v o l . 8 , n o . 1 , 2 0 2 4 ( 3 3 5 2 ) vocabulary and phrases or terminology specific to their area. furthermore, sajjad et al., (2021) added that the major findings reveal that learners struggle with a variety of aspects of academic writing, including word choice, vocabulary, and paraphrasing. so, efl students’ challenge in academic writing is vocabulary due to in an academic context, vocabulary used is specific terms. efl students rate their ability based on their experience. it comes from their experience in completing assignments and attending the academic writing class. while completing assignments, they feel that they are still confused about the use of grammar in academic writing. furthermore, attending the academic writing class is also able to help them rate their ability because they are able to compare their ability with their classmates. in line with the aim of the study which is to investigate efl students’ self-efficacy on the use of the quillbot paraphrasing tool in academic writing, efl students’ experience is able to help in determining their self-efficacy. schunk & dibenedetto (2021) stated that behavioral factors that contain class attendance and completing assignments are able to affect students’ selfefficacy. so, efl students’ experience in writing academically is able to help in investigating self-efficacy. in this study, efl students get their motivation from their experience in writing. based on their experience, there are two students who feel motivated and two others are unmotivated. the reason is that they have a different experience in writing. students who have a good experience in writing will have good motivation. tabernero & hernández (2011) stated that the findings indicate that people who judge themselves as having a higher capacity for recycling engage in more recycling activities, set more ambitious objectives for themselves, are more satisfied with their behavior, and are more intrinsically motivated. so, efl students’ motivation is developed through their experience in writing. apart from grammar, quillbot is also able to help students’ vocabulary skills problems. hiếu et al., (2022) stated that the preliminary results suggested that students responded well to this program and that it somehow helped research participants expand their vocabulary and develop their capacity for flexible and effective language use. quillbot is able to help efl students’ problems in vocabulary skills through paraphrasing method. it provides a feature to paraphrase by changing its words with the synonyms. fitria (2021) stated that there are a number of paraphrasing techniques that were examined in this study for creating paraphrases using quillbot including applying equations or synonyms to paraphrase. each word in quillbot is provided with several synonyms so that efl students are able to find the most appropriate word based on its context. so, quillbot is able to help efl students solve their difficulties through synonyms provided on each word. organizing writing through quillbot by efl students is able to help them in academic writing. the reason is that quillbot organizes writing by giving the solutions to their problems including vocabulary and grammar. those problems are solved through the paraphrasing technique in quillbot because paraphrasing in quillbot provides features related to vocabulary and grammar. so, that is able to help efl students organize their academic writing. as a part of technology, quillbot paraphrasing tool is helpful in solving efl students’ difficulties in academic writing. in line with quillbot paraphrasing tool, other tools are also able to help students with academic writing. han et al., (2021) added that the self-regulation learning that is assisted by icourse+pigai is more effective at enhancing learner’s academic writing skills due to it allows for more writing practice and feedback on their errors. further, fitria (2021) stated that the text of premium accounts is processed faster. the premium feature is able to unlock several features in quillbot that are able to make work faster. the unlocked usefulness of technology and the faster results are able to make efl students adopt it, including quillbot paraphrasing tool. quillbot paraphrasing tool is used by efl students to organize their academic writing. it is able to have a positive impact on their skills including they are able to remember the forms of paraphrase. the forms of paraphrasing in quillbot that are commonly used by efl students are paraphrasing through changing the word choice and changing the sentence structure active-passive and vice versa. fitria (2021) stated that the findings andriani, et al., 2024 investigating efl students’ self-efficacy on the use of quillbot paraphrasing tool in academic writing 49 | v o l . 8 , n o . 1 , 2 0 2 4 ( 3 3 5 2 ) demonstrate that quillbot’s text-paraphrasing capabilities employ a variety of techniques; (1) using equations or synonyms to paraphrase, (2) modifying the words’ shape, and (3) employing active or passive sentences as a sort of paraphrase. the more efl students use quillbot paraphrasing tool, the better of remember the form of paraphrasing. quillbot paraphrasing tool is used to organize efl students’ academic writing. it is used because they have problems related to vocabulary and grammar skills. meanwhile, those skills are important because usually used as a strategy for paraphrasing. as the effect of using it, efl students are able to improve their vocabulary skills (andriani, 2021; andriani, niamah, et al., 2023). the reason is that quillbot paraphrasing tool provides word choice in each word so that they are able to find the most appropriate words in the same context and remember them in the future. so, efl students are able to improve their vocabulary skills due to the use quillbot paraphrasing tool. , fitriah et al., (2023) added that as a result, the learn english vocabulary application has a major impact in enhancing learners’ learning vocabulary. so, from those features of quillbot, it is able to have a positive impact on students’ vocabulary skills which is part of paraphrasing skills. efl students use quillbot paraphrasing tool to organize academic writing. the reason is that they have a low level of vocabulary and grammar. however, those skills are needed because usually used as a strategy to paraphrase. so, quillbot is helpful in solving their problems because able to paraphrase automatically. further, there is an advantage that appears through the use of quillbot paraphrasing tool especially in the academic writing context. it is able to avoid plagiarism easily. diaz et al., (2021) stated that the findings indicate that knowledge of the internet and student trust in it have a direct impact on plagiarism rates. in conclusion, efl students use quillbot paraphrasing tool to organize academic writing because it is able to avoid plagiarism easily even though they have a low level of vocabulary and grammar skills. conclusion the study suggest more study about students’ self-efficacy in order to reveal students’ problem in learning. the study findings indicate that efl students' self-efficacy in using the quillbot paraphrasing tool for academic writing is not at a satisfactory level. this lack of self-efficacy is influenced by various factors, including behavioral, social, and personal aspects. among these factors, behavioral challenges have the greatest impact as they undermine students' belief in their own academic writing abilities. difficulties in vocabulary and grammar usage contribute to this perception. it is important to note that self-efficacy is not solely determined by individual factors. the study highlights the significance of support from the individuals surrounding the students, such as teachers and classmates, in boosting their motivation to learn and enhancing learning outcomes. this suggests that creating a supportive and encouraging learning environment can positively influence students' self-efficacy and ultimately improve their academic writing skills. based on these points, it is recommended that further research be conducted to delve deeper into students' self-efficacy and identify specific challenges they face in learning. this additional research can shed more light on the factors affecting self-efficacy and inform the development of targeted interventions to support efl students in overcoming these challenges, and this study emphasizes the need to address behavioral obstacles and promote a supportive learning environment to enhance efl students' self-efficacy in using the quillbot paraphrasing tool for academic writing. moreover, it underscores the importance of continued research in understanding students' self-efficacy and providing evidence-based recommendations to improve their learning experiences. acknowledgment the authors want to say thanks to the supervisor and english franca publisher who helped to revise and publish the journal. further, we would like to say thanks to all participants who are willing to participate in this study. andriani, et al., 2024 investigating efl students’ self-efficacy on the use of quillbot paraphrasing tool in academic writing 50 | v o l . 8 , n o . 1 , 2 0 2 4 ( 3 3 5 2 ) references abrar, m., mukminin, a., habibi, a., asyrafi, f., makmur, m., & marzulina, l. (2018). “if our english isn’t a language, what is it?" indonesian efl student teachers’ challenges speaking english. qualitative report, 23(1), 129–145. https://doi.org/10.46743/21603715/2018.3013. adams, w. c. (2015). conducting semi-structured interviews. in handbook of practical program evaluation: fourth edition (pp. 492–505). wiley blackwell. https://doi.org/10.1002/9781119171386.ch19. aldabbus, s., & almansouri, e. (2022). academic writing difficulties encountered by university efl learners. british journal of english linguistics, 10(3), 1 – 10. https://www.eajournals.org/. almaiah, m. a. (2020). thematic analysis for classifying the main challenges and factors influencing the successful implementation of e-learning system using nvivo. international journal of advanced trends in computer science and engineering, 9(1), 142–152. https://doi.org/10.30534/ijatcse/2020/22912020. andriani, a. (2021). tuturan meminta guru bahasa inggris non-penutur asli dalam pengajaran di kelas. education university of indonesia. andriani, a., niamah, i. y., & saputra, y. (2023). engagement aspects and representational functions in quizizz website as a medium of english language instruction. edulangue, 5(2), 232–253. https://doi.org/10.20414/edulangue.v5i2.5918. andriani, a., saputra, y., & hendriani, r. a. (2023). the efl students ’ perception toward the use of wattpad to help in reading comprehension. 4778, 1820–1831. https://doi.org/10.24256/ideas.v11i2.4389. andriani, a., yuniar, v. d., & abdullah, f. (2021). teaching english grammar in an indonesian junior high school. al-ishlah: jurnal pendidikan, 13(2), 1046–1056. https://doi.org/10.35445/alishlah.v13i2.956. bailey, s. (2018). academic writing a handbook for international students. routledge. bailey, s. (2003). academic writing : a practical guide for students. nelson thornes ltd. bakla, a., & karakaş, a. (2022). technology and strategy use in academic writing: native, native-like versus non-native speakers of english. iberica, 2022(44), 285–314. https://doi.org/10.17398/2340-2784.44.285. braun, v., & clarke, v. (2006). using thematic analysis in psychology. qualitative research in psychology, 3(2), 77 – 101. cennetkuşu, n. (2017). international students ‟ challenges in academic writing : a case study from a. journal of language and linguistic studies, 13(2), 309–323. dharma, a. d. d. (2018). students’ self-efficacy: a case study on the first semester student of english education at jambi university. universitas jambi. diaz, j. c. t, duart, j. m., carrión, p. v. t., & gutierrez, i. m. (2021). plagiarism and use of technology by high school students. campus virtuales, 10(2), 175–184. fitria, t. n. (2021). quillbot as an online tool: students’ alternative in paraphrasing and rewriting of english writing. englisia: journal of language, education, and humanities, 9(1), 183 – 196. https://doi.org/10.22373/ej.v9i1.10233. fitria, t. n. (2022). avoiding plagiarism of students’ scientific writing by using the quillbot paraphraser. elsya : journal of english language studies 4(3), 252–262. https://doi.org/10.31849/elsya.v4i2.9917. fitriah, p., bunau, e., rahmani, e. f., apriliaswati, r., & rosnija, e. (2023). effectiveness of learn english vocabulary application in enriching students’ vocabulary learning. journal of scientific research, education, and technology (jsret), 2(2), 849–859. https://doi.org/10.58526/jsret.v2i2.166. flammer, a. (2001). self-efficacy. international encyclopedia of the social and behavioral sciences. gayatri, p., sit, h., chen, s., & li, h. (2023). sustainable efl blended education in indonesia: practical recommendations. sustainability (switzerland), 15(3). https://doi.org/10.3390/su15032254. geyte, e. v. (2013). writing : learn to write better academic essays. harpercollins publisher. https://doi.org/10.46743/2160-3715/2018.3013 https://doi.org/10.46743/2160-3715/2018.3013 https://doi.org/10.1002/9781119171386.ch19 https://www.eajournals.org/ https://doi.org/10.30534/ijatcse/2020/22912020 https://doi.org/10.3390/su15032254 andriani, et al., 2024 investigating efl students’ self-efficacy on the use of quillbot paraphrasing tool in academic writing 51 | v o l . 8 , n o . 1 , 2 0 2 4 ( 3 3 5 2 ) guest, g., macqueen, k. m., & namey, e. e. (2012). applied thematic analysis. routledge. han, y., zhao, s., & ng, l. l. (2021). how technology tools impact writing performance, lexical complexity, and perceived self-regulated learning strategies in efl academic writing: a comparative study. frontiers in psychology, 12, 1–18. https://doi.org/10.3389/fpsyg.2021.752793. harmer, j. (2007). the practice of english language teaching. pearson longman elt. hayat, a. a., shateri, k., amini, m., & shokrpour, n. (2020). relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model. bmc medical education, 20(1), 1–11. https://doi.org/10.1186/s12909-02001995-9. hiếu, b. v., huy, h. m., & hằng, c. t. t. (2022). áp dụng ứng dụng quillbot nhằm cải thiện kỹ năng tái diễn đạt trong viết bài luận học thuật đối với sinh viên chuyên ngành ngôn ngữ anh, trường ngoại ngữ, đại học thái nguyên. tnu journal of science and technology, 227(13), 116–124. https://doi.org/10.34238/tnu-jst.6717. honicke, t., & broadbent, j. (2016). the influence of academic self-efficacy on academic performance: a systematic review. educational research review, 17, 63–84. https://doi.org/10.1016/j.edurev.2015.11.002. ismail, sunubi, a. h., halidin, a., amzah, nanning, & kaharuddin. (2020). paraphrasing technique to develop skill for english writing among indonesian college students of english. systematic reviews in pharmacy, 11(11), 291–297. https://doi.org/10.31838/srp.2020.11.43. ismaili, m. (2015). teaching english in a multilingual setting. procedia social and behavioral sciences, 199, 189–195. https://doi.org/10.1016/j.sbspro.2015.07.505. kartika-ningsih, h., & gunawan, w. (2019). recontextualisation of genre-based pedagogy: the case of indonesian efl classrooms. indonesian journal of applied linguistics, 9(2), 335–347. https://doi.org/10.17509/ijal.v9i2.20231. kurniati, e. y., & fithriani, r. (2022). post-graduate students’ perceptions of quillbot utilization in english academic writing class. journal of english language teaching and linguistics, 7(3), 437. https://doi.org/10.21462/jeltl.v7i3.852. mardhiyyah, s. a, latief, m. a., & masduqi, h. (2021). enhancing the students’ learning motivation by using instructional media for thailand’s municipal school. pedagogy : journal of english language teaching, 9(1), 76 – 91. https://doi.org/10.32332/joelt.v9i1.3131. mulyani, s., abdullah, f., ruslan, r., hidayati, a. n., andriani, a., & tandiana, s. t. (2023). unwillingness to communicate in survival english course: evidence from indonesian efl students. journal of english language studies, 8(1), 50. https://doi.org/10.30870/jels.v8i1.17411. mustafa, a., arbab, a. n, & sayed, a. a. e. (2022). difficulties in academic writing in english as a second/foreign language from the perspective of undergraduate students in higher education institutions in oman. arab world english journal, 13(3), 41–53. https://doi.org/10.24093/awej/vol13no3.3. nurmayanti, n., & suryadi, s. (2023). the effectiveness of using quillbot in improving writing for students of english education study program. jurnal teknologi pendidikan : jurnal penelitian dan pengembangan pembelajaran, 8(1), 32 – 40. https://doi.org/10.33394/jtp.v8i1.6392. oshima, a., & hogue, a. (2007). introduction to academic english. pearson/longman. ovilia, r., addinna, a., & oktoviandry, r. (2022). students’ paraphrasing ability in academic writing : techniques and challenges. komposisi: jurnal pendidikan bahasa, sastra, dan seni, 23(2), 141 – 151. pujianto, d., emilia, e., & sudarsono, m. i. (2014). a process-genre approach to teaching writing report text to senior high school students. indonesian journal of applied linguistics, 4(1), 99–110. https://doi.org/10.17509/ijal.v4i1.603. https://doi.org/10.3389/fpsyg.2021.752793 https://doi.org/10.31838/srp.2020.11.43 https://doi.org/10.1016/j.sbspro.2015.07.505 https://doi.org/10.17509/ijal.v9i2.20231 https://doi.org/10.21462/jeltl.v7i3.852 https://doi.org/10.32332/joelt.v9i1.3131 https://doi.org/10.30870/jels.v8i1.17411 andriani, et al., 2024 investigating efl students’ self-efficacy on the use of quillbot paraphrasing tool in academic writing 52 | v o l . 8 , n o . 1 , 2 0 2 4 ( 3 3 5 2 ) rosyada, a., & sundari, h. (2021). learning from home environment: academic writing course for efl undergraduates through google classroom application. studies in english language and education, 8(2), 710–725. https://doi.org/10.24815/siele.v8i2.18374. saefudin, w., sriwiyanti, s., & yusoff, s. h. m. (2021). role of social support toward student academic self-efficacy in online learning during pandemic. jurnal tatsqif, 19(2), 133–154. https://doi.org/10.20414/jtq.v19i2.4221. sajjad, i., sarwat, s., imran, m., & khuram shahzad, s. (2021). examining the academic writing challenges faced by university students in kfueit. palarch’s journal of archaeology of egypt / egyptology, 18(10), 1759–1777. saugadi., & sari, n. i. p. (2020). the role of teachers in increasing student motivation of students in sman 2 tolitoli during the pandemic covid-19. jurnal madako education, 6(2), 165–171. schunk, d. h. (1995). self-efficacy and education and instruction. 281–303. https://doi.org/10.1007/978-1-4419-6868-5_10. schunk, d. h., & dibenedetto, m. k. (2021). self-efficacy and human motivation. in advances in motivation science (1st ed., vol. 8). elsevier inc. https://doi.org/10.1016/bs.adms.2020.10.001. si, p. (2019). a study of the differences between efl and esl for english classroom teaching in china. ira international journal of education and multidisciplinary studies, 15(1), 32 – 35. https://doi.org/10.21013/jems.v15.n1.p4. syahnaz, m., & fithriani, r. (2023). utilizing artificial intelligence-based paraphrasing tool in efl writing class: a focus on indonesian university students’ perceptions. scope : journal of english language teaching, 7(2), 210 – 218. https://doi.org/10.30998/scope.v7i2.14882. tabernero, c., & hernández, b. (2011). self-efficacy and intrinsic motivation guiding environmental behavior. environment and behavior, 43(5), 658–675. https://doi.org/10.1177/0013916510379759. tardy, c. m (2010). writing for the world: wikipedia as an introduction to academic writing. english teaching forum, 1, 12 – 27. villegas-puyod, j., sharma, s., ajah, s., chaisanrit, m., & skuldee, b. (2020). the role of teacher support, classmate support, and self-efficacy in reducing speaking anxiety among university students using english as a foreign language. human behavior development & society, 21(3), 59–68. http://simsrad.net.ocs.mq.edu.au/login?url=https://search.ebscohost.com/login.aspx?di rect=true&db=aph&an=146377304&site=ehost-live. wang, p. (2017). a comparative study of efl/esl academic writing among mandarin chinese speakers on coherence in discourse: cross-cultural and language development effects. university of york. wentzel, k., & wigfield, a. (2016). handbook of motivation at school. handbook of motivation at school. https://doi.org/10.4324/9781315773384. zainal, z. (2007). case study as a research method. jurnal kemanusiaan, 9, 1 – 6. template jurnal didaktika fkip um palembang english franca academic journal of english language and education doi:10.29240/ef.v8i1%20may http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 8, no 1, 2024, page 207-224 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2023; received in revised form 10 february 2024; accepted 24 april 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license improving students’ academic writing quality by using ict online tools at english tadris study program in iain curup jumatul hidayah 1 , prihantoro 2 , eka apriani 3 , atul bansilal patil 4 , ahmed j. obaid 5 , alesa durgayan 6 , zulihi 7 1 2 3 institut agama islam negeri curup, 4 mit art, design and technology university 5 university of kufa, najaf, iraq 6 armenian state pedagogical university after kh. abovyan 7 iain fattahul muluk papua coresponding email: jumatulhidayah@iaincurup.ac.id to cite this article: hidayah, j., prihantoro, p., apriani, e., patil, a., muthmainnah, m., durgayan, a., & zulihi, z. (2024). improving students‟ academic writing quality by using ict online tools at english tadris study program in iain curup. english franca : academic journal of english language and education, 8(1 may). doi: http://dx.doi.org/10.29240/ef.v8i1 may.10201 introduction students' ability to successfully negotiate meaning in written texts impacts their writing skill evaluation, leading to general agreement that the ability to write is a highly valued type of symbolic capital in all educational situations worldwide. students' ability to read with understanding, as well as their listening and speaking abilities, is critical to their success in elementary and secondary education. in contrast, students in higher education are required to demonstrate their understanding of course subject by writing assignments and essays that synthesize the information they have read and evaluated. academic writing, in the form of extensive and carefully drawn-out projects, academic papers, or extended essays, is the conventional approach for demonstrating expertise at the international level. academic writing arises as a new genre in higher education, posing a challenge for students speaking both their native and second languages. however, because english is not their first language, l2 students find the process to be much more difficult. for them, the abstract. the complexities of academic writing need the efficient use of ict tools to assist english students in writing. the current study focused on the above discussion. the purpose of this study was to investigate the usage of ict tools for english academic writing, as well as their usefulness. 50 students from iain curup's english department were recruited to participate. this study's data were gathered using an explanatory sequential mixed-method design via questionnaires, interviews, and student artifacts. data were examined using both quantitative and qualitative criteria. in terms of ict tools, this study discovered that students used a variety of online resources to improve the quality of their academic writing, including citation tools, search engines, editing tools, translation tools, monolingual and bilingual dictionaries, and a bilingual concordancer. in terms of the usefulness of ict tools, this study discovered that online resources benefited students in a variety of ways when conducting their english academic writing assignments. as a result, using editing software, students were able to maintain proper grammar and sentence flow. the translation tool was another great resource that enabled students to broaden their vocabulary in order to speak successfully in a range of situations and registers. students can learn more by utilizing search engines on their own. they could uncover statistics to back up their writing. in a nutshell, the use of digital tools improved the quality of students' english academic writing. keywords: english academic writing, ict online tools, english learning, english students mailto:jumatulhidayah@iaincurup.ac.id http://dx.doi.org/10.29240/ef.v8i1%20may.10201 hidayah, et al., 2024 improving students‟ academic writing quality by using ict online tools at english tadris study program in iain curup 208 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 0 7 2 2 4 ) problem is divided into two parts: first, learning the proper language, and second, learning the necessary academic rules to accompany it. writing in disciplines involves not just a solid general command of the english language, but also a sufficient knowledge with writing patterns and standards unique to the field (douglas, 2015). academic writing in the university context as a topic of study and practice is of great interest to both researchers and practitioners. students are expected to be able to adapt to the unique language needs of their subjects of study when they attend higher education. this includes improving their communication abilities while also growing their understanding of the field. although new students are assumed to have a basic command of the english language, academic writing remains a problem that requires additional progress (bailey, 2019; coffin & donohue, 2012; hood, 2010). in this regard, the teaching of academic writing is essential in academic settings to provide students with the capacity to understand the norms and language features used in certain fields of study. because of this, an increasing amount of academics consider academic writing to be their main issue when it comes to academic settings (jones, 2011; oshima & hogue, 2006; zhu, 2004). because academic writing affects undergraduate students' academic and professional achievement and gives them access to a community of practitioners in a particular area of study, researchers emphasize the significance of teaching academic writing in higher education. furthermore, a significant number of firstyear college students recognize the importance of developing their writing skills in order to improve their ability to articulate their thoughts in a way that is appropriate for academic settings, to do well in their classes, and to one day contribute to academic publications (austin, 2002; hunter et al., 2007; jones, 2011). the requirement for effective teaching strategies to promote the learning of academic discourse has resulted in the development of diverse teaching techniques, as well as the incorporation of technology into academic writing instruction. many scholars have looked into how students utilize various writing tools and how that has changed their writing as a result of the tools' effectiveness for language students. in contrast to previous study, which mostly focused on printed dictionaries (e.g. béjoint, 1981) the advent of computer-based resources has caused a change in focus on corpus interfaces as well as electronic dictionaries. dictionaries and corpora are often addressed individually. research on dictionaries often takes a comparative approach, contrasting dictionary usage with no dictionary use (lew, 2016), contrasting paper dictionaries with online ones (dziemianko, 2010), or contrasting monolingual dictionaries with bilingual ones (ng, 2015). in addition, they investigate how dictionary use affects students' ability to produce and remember particular language phenomena for instance, grammatical information and examples (chan, 2012), definitions, pictorial illustrations, and on collocations (laufer, 2011; lew et al., 2018), , on the middle construction (liang & xu, 2017). andersen et al. (2014) the usage of an online writing tool is one of the most common forms for allowing students to improve their academic writing skills. by detailing online evaluation and offering comments, this program can track student progress and assist students identify areas for growth. furthermore, it presents distinct ways for promoting students' writing collaborations in unbounded time (andreasen et al., 2014). research on the efficacy of various online writing tools for instructing writers for specific objectives has also blossomed. the tools can be used to improve students' spelling and grammar, guide them through the writing process, assist them in coming up with ideas before they write, and allow them to work together on writing projects. research shows that students' writing improves as a result of using the writing online tools. (miyazoe & anderson, 2010). it is in this context, this research offers some perspectives on the use of online ict tools in writing courses, including their characteristics and types, as well as technical issues related to how to utilize various online tools for academic writing. because ict is becoming more popular for writing and may help students write better, this research offers some perspectives on the use of online tools in academic writing. it is claimed that if information and communication online resources were incorporated into the teaching of writing, students hidayah, et al., 2024 improving students‟ academic writing quality by using ict online tools at english tadris study program in iain curup 209 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 0 7 2 2 4 ) would become more engaged in the topic, which would lead to an improvement in their writing abilities. in light of these concerns, the current research looks into the various internet resources that can help students in academic writing classes. this research is guided by two research questions. first, what are ict online tools used by students in academic writing? second, how can ict online tools improve students‟ academic writing? it is expected that the results of this study contribute to english lecturers and elt practitioners in terms of providing information, design, and practical solutions for dealing with the application of ict online tools in the academic writing field. the study's findings might also help make decisions about establishing curriculum, textbooks, and online modules for english language programs in the context of english language teaching at islamic higher education institutions. theoretical framework academic writing anyone who wants to actively engage in academic communities in higher education is seen to need to be able to read, understand, and write intelligible texts (flowerdew, 2013; flowerdew & wang, 2015; motta-roth, 2009). undergraduate students need to be aware of the various forms of writing, be able to organize their thoughts in a logical manner, and appropriately express their meanings in accordance with the discourse norms of the specific academic community in which they are members. only then will they be able to accomplish the goals outlined above (flowerdew, 2000; johns, 2008). in academic writing, one must select one's words very carefully in order to convey complicated concepts to scholarly readers. the process of producing an academic paper involves not only the act of writing itself, but also the creation of meaning and the engagement in social interaction (byrnes, 2013; gebhard et al., 2013; ryshina-pankova, 2015). a student's academic life is shaped in large part by the school papers they write, particularly in college. academic writing is a talent that must be acquired since it shapes our thinking, how we portray ourselves to others, and how we successfully and efficiently express key concepts (johnson, 2016). in summary, a key element in predicting a student's success in college is their capacity to access, evaluate, and synthesize the thoughts and viewpoints of other writers in order to develop their own academic voice (gebhard et al., 2013; johnson, 2016). teaching academic writing a lot has been written about how academic writing is taught in higher education (bailey, 2019; miyazoe & anderson, 2010; wingate, 2012). according to studies, college students should be specifically taught academic writing in order to prepare them for the many assignment kinds, such as case analyses, summaries, papers, research reports, essays, and literature reviews; (cooper & bikowski, 2007; hyland, 2015). in order to write effectively in the classroom, students must understand the components of various writing styles as well as the appropriate use of discourse structures and linguistic elements in various contexts (hyland, 2015; jones, 2011). in this sense, raimes and jerskey (2012) assert that teaching writing for academic purposes requires university students to have a strong understanding of academic genres. this is due to the fact that cultivating academic genre awareness aids students in determining the aim and potential audience, combining concepts from many sources, and presenting their position. additionally, college students must comprehend acknowledged writing systems like quote marks, cites, and references in order to include evidence and support into their work (jordan, 2002). the importance of teachers in assisting students to improve their writing and overcome writing deficiencies has been further examined by research on academic writing. many researchers maintain that language teachers are essential in helping students learn academic writing (apriani, labiran, et al., 2022) and exposing them to academic discourse communities so they can participate and engage in written communication, despite spack's hidayah, et al., 2024 improving students‟ academic writing quality by using ict online tools at english tadris study program in iain curup 210 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 0 7 2 2 4 ) (1988) claim that "english teachers cannot and should not be held accountable for teaching writing in the disciplines" (p. 40) (jordan, 2002) the quality academic of writing the following factors should be kept in mind when writing academic papers. academic writing has an organized, formal, and objective format, with abstract and sophisticated terminology used often. academic writing is connected with academic activities or writing as lecturers and researchers perform for publication and conference participation by academics (bailey, 2008; thaiss & zawacki, 2006). five academic writing talents must be achieved, according to hedge (in murray and christison, 2011). for starters, students can show a high level of organizing ability, which allows the topics in their writing to be easily comprehended. following that, students demonstrate outstanding writing correctness by paying close attention to technical terms to avoid misconceptions. third, in order for information to be communicated, students must control their use of grammar as writers. additionally, the author must be conversant with the discipline's vocabulary, and students as writers must be able to integrate all of these skills in order to produce a style that is acceptable for the reader and context. both jalongo (2022) and richards and miller (2005) provide a wide picture of the basic requirements of academic writing in education when it comes to distinguishing an educational writing style. according to jalongo, an author should examine some elements, such as using the writings of prominent authorities in the area to define specialist vocabulary and professional jargon, avoiding using esoteric phrases that will alienate people of the intended audience, removing clichés and replacing them with the author‟s own figurative language, using specific facts, analogies, and examples to stress essential points and bring concepts to life, and eliminating unnecessary language, redundancy, and double-speak. many of jalongo's comments are reiterated by richards and miller (2005). they emphasize the need of thoroughly scrutinizing each word to ensure that the language is appropriate for the audience. they stress the importance of concentrating on the target audience. they suggest that if a lecturer wants his or her work to seem formal and scholarly, the tone should match. richards and miller, like jalongo, stress the need of avoiding jargon and clichés in academic writing. additionally, they advocate for the use of concrete nouns in writing to facilitate the reader's comprehension. this is complemented by the notion that non-contributing adjectives and adverbs should be eliminated. they also imply parallel patterns in the writing. "fluency and readability" are the outcomes of this. they stress the need of avoiding sexist and gender-biased language in writing. finally, richards and miller recommend that you use the passive voice only when absolutely necessary. the passive voice is commonly used to produce dry, academic writing (richards & miller, 2006). in terms of educational writing style, they recommend the following: first, the author makes transitions as seamless as possible, with one section flowing naturally into the next. to indicate what will be said in the next section or subsection is a weak form of transition. second, if the author seems unsure, he can spell it out. unless they are widely used, acronyms should be used sparingly and specified from the outset. third, the author does not use the passive voice. fourth, the author avoids anthropomorphizing (i.e., give human-like characteristics to a nonhuman form). fifth, the author avoids jargon and overuse of words. sixth, it is not recommended that the author use "this" as a stand-alone pronoun; instead, modify a noun with it. the antecedent for “this” is frequently unclear. klingner, scanlon, and pressley state that the publishing guide of the american psychological association recommends these standards. they begin by saying that these are the most common mistakes that writers make when writing for educational audiences, and as editors, they hope that authors would focus on fixing them. allan glatthorn is the author of several publications on curriculum, curriculum development, and curriculum leadership. he has also authored books on dissertation writing and professional writing. he devoted a chapter to academic writing style in his book, "writing the winning dissertation: a step-by-step guide" (glatthorn, 1998). despite this, the majority of the chapter is devoted to paper creation, organizing, and following standards, even in this hidayah, et al., 2024 improving students‟ academic writing quality by using ict online tools at english tadris study program in iain curup 211 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 0 7 2 2 4 ) format. he does, however, provide sound counsel. he emphasizes the need of clarity, maturity, and formality in academic writing, as well as striking a balance between confidence and trepidation. he also says that a writer should utilize simple phrases and create clear, mature sentences with the primary point in the main clause. he, like other authors of his type, advises against using the passive voice in writing. after that, he offers the following advice: using jargon in a discriminatory manner, keeping trendy expressions to a minimum, using formal phrases instead of colloquial ones, using contractions sparingly, avoiding the use of adjective nouns, avoiding the use of "we" and "our" in general, staying away from the second person in wordings, and avoiding the use of sexist masculine pronouns when referring to guys and females. ict in education since the introduction of technology into the sphere of education, the strategy and technique of teaching have evolved fast. it is now simpler for lecturers to prepare their lectures utilizing various ict technologies, making learning more effective for students. ict has had a significant influence on education, particularly language instruction, during the previous decade (apriani & hidayah, 2019; sanjaya et al., 2020). when it comes to efl instruction, it has virtually become an important component of the classroom. ict tools can be categorized not only computer but other mobile devices as well. ghavifekr et al. (2016, p.39) state that "ict tools" are the standard technological instruments used in classrooms, including computers, laptops, lcds, digital photocopiers, digital audio and video equipment, digital cameras, scanners, dvd players, and multimedia projectors.information and communication technology, or ict for short, is a broader term that refers to a variety of technological tools that are used to support education and other academic fields simultaneously. the utilization of computer technology, projectors, the internet, and various multimedia tools are key components of classroom instruction at the higher levels of education (ghavifekr et al., 2006). as stated by unesco, creating and implementing ictenabled teacher programs is "the key to fundamental, far-reaching educational changes." based on ict study, the usage of ict has increased teachers' enthusiasm in their teaching, and they have implemented several fascinating and creative approaches in their classrooms with the assistance of ict. as what glover et al. (2005) stated, ict has helped lecturers to uncover new and exciting classroom applications for improved technology utilization(glover et al., 2005). with the advent of new technology, the world has become a global village in which we may interact with anybody on the planet in seconds. this breakthrough enables us to take benefit of research being performed for the purpose of improving the quality of education provided to students. learners have two significant options for developing skills utilizing cutting-edge technology. according to kent and facer (2004), the first place in which students utilize technology in a broad range is school, but learner involvement with computer activities becomes narrower at home (kent & facer, 2004). as ict has been proven to be a strong instrument for educational reform, it is now widely used in the educational area, allowing lecturers to give lectures more successfully and interactively. ict study has also shown that using ict enhances educational standards and establishes a link between theory and its practical application, generating real-life circumstances for learners to grasp numerous phenomena that would be impossible to understand without ict (lowther et al., 2008; weert & tatnall, 2005). the learning process accelerates as students become more actively involved in ict classrooms, making it simpler for teachers to improve students' decision-making and reasoning abilities (lu, hou and huang 2010). ict has transformed the teaching-centered environment into a student-centered one (castro sánchez & chirino alemán, 2011). both lecturers and students benefit from ict since it enhances educational options and affordances. ict may also be a vital tool that students utilize in the learning process to investigate new topics, uncover novel concepts, resolve problems, and come up with solutions. ict supports student-centered, self-directed learning (kovalik et al., 2013). students engage in purposeful technology usage by gathering the necessary data, curating hidayah, et al., 2024 improving students‟ academic writing quality by using ict online tools at english tadris study program in iain curup 212 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 0 7 2 2 4 ) the content, and arranging it in accordance with the requirements of the project. ict can help learners become more inventive and critical assessors of their learning material (castro sánchez & chirino alemán, 2011). ict has an influence on communication skills (apriani & handrianto, 2021) since it allows learners to communicate ideas and cooperate anytime, anywhere. it enables students to assess their problems and clarify their views, therefore improving their critical thinking skills. ict fosters the development of higher-level concepts. ict for education is being recognized as one of the most potent and productive topics of study in the future to exploit its effectiveness in many ways in education worldwide, as advised by a growing body of ict literature to consider and apply ict with the greatest effects. numerous research' conclusions demonstrate that using ict-based pedagogies with students has a good impact. when computer-based technology is correctly incorporated, it may enhance global knowledge, encourage pair and group collaboration, improve experiential learning, provide access to real resources, and encourage more engagement. the information technology (it) tools for teaching writing based on semenov (2005), information technology (it) is a natural instrument in education since learning is fundamentally dependent on dealing with information. offcomputer information processing includes listening, speaking, reading, writing, comforting, assessing, synthesizing and analyzing, solving mathematical issues, and memorizing poems and state capitals. even more crucially, it may be utilized for other forms of information processing, such as project planning or the search for new knowledge outside of school textbooks, which were previously marginal in conventional schools but are now becoming increasingly vital. it appears digital technology offers many facilities to overcome the problems which occurred in teaching and learning activities. the problems such as time, place, or interaction and communication can be reduced by using it. moreover, digital technology implementation in education can also develop the students‟ language skills like their speaking, listening, reading, and writing skills. in writing, digital technology has been proven beneficial to assist students in improving their writing. several applications such as quillbot, turnitin, mendeley, and grammarly are amongst these applications. quillbot helps an author paraphrase his written words. turnitin helps an author check the degree of plagiarism that he has made either intentionally or unintentionally. mendeley is a free citation and social networking software for academics. mendeley helps an author cites any source he has read in accurate and proper ways. grammarly helps an author check the grammatical accuracy of his writing. materials and method the explanatory sequential mixed-methods design was used in this study. (cohen et al., 2018; creswell & poth, 2018; heigham & croker, 2009). as the foregoing, this study was initiated by working on the quantitative data and ended by processing the qualitative data. the rationale of using mixed method for this study was based on the following reasons: first, the present study used quantitative and qualitative approaches to have solid understanding of the phenomenon. second, the data for the present study were in the form of qualitative and quantitate data. third, the design of collecting data consisted of two stages: collecting quantitative data and collecting qualitative data. the subjects of the research were 50 (fifty) students of english study program. the selection of the participants was determined from the consideration of the students who were taking academic writing course. hence, they could provide the data which were relevant to the goal of the study. they had also taken basic ict subjects, so they were regarded as having basic digital literacy skills. the researcher anticipated that the study's materials and tasks would be appropriate for their english and digital literacy abilities. additionally, the next consideration was that these student teachers potentially have a good opportunity to implement what they have experienced and learned during this program in their own teaching in the near future. this study's data came from student artifacts, interviews, and questionnaires. this study used triangulation of data, which necessitated these several data sources in order for hidayah, et al., 2024 improving students‟ academic writing quality by using ict online tools at english tadris study program in iain curup 213 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 0 7 2 2 4 ) the researcher to fully comprehend the phenomenon (yin, 2003) additionally, it gave readers a wide range of perspectives on the subjects this research is discussing (cohen et al., 2007). this research used three methods of data collection: questionnaires, interviews, and student artifacts in order to fulfill data triangulation requirements. every technique used for gathering data is significant and helpful in promoting various viewpoints on the subject at hand. it also significantly adds to a more comprehensive image of the scene of interest. these many data sources also allowed the researcher to do in-depth analysis, which in turn helped the researcher organize the study for transferability and validation procedures and to establish a wide repertory of contextual perspectives toward the case. with regard to the instruments of the research, researchers used three instruments. first, online questionnaires were used to gather quantitative data related to the types of online tools for academic writing and how these tools foster students‟ academic writing quality. subsequently, the rubrics on academic writing were used to compare the result of students‟ writing before and after using ict tools in academic writing. the interview will figure out students‟ perception and opinion of using ict tools in writing. while document observation is the record of students‟ competence in writing before and after using ict tools in writing. the data was analyzed by researchers using two techniques. the information gathered from the online questionnaire was presented and disseminated by researchers using a descriptive-statistic technique to processing the quantitative data. the qualitative information obtained from the observations and interviews was then interactively analyzed using miles' et al. (2014) model. the data collection, data condensation, data presentation, and conclusion drawing were the four interconnected parts of this paradigm. as was previously mentioned, observations and interviews were used to gather qualitative data. by categorizing the raw data from observations and interviews according to emerging themes, further simplification was achieved. data coding processes are another term that may be used to describe data condensation. in addition, researchers used an inter-coder reliability approach to identify significant coded motifs drawing upon o‟connor and joffe (2020), academics collaborate to establish excellent coding, and inter-coder reliability is essential to this process. the raw qualitative data was first coded by us, the study's researchers. to select the most relevant coding results for the final themes to be presented, we compared and examined our various data codification outcomes. subsequently, the qualitative data were presented as tables including results from data codification, data visualization, interview transcripts, data interpretation, and theoretical and argumentative discussions. lastly, a comprehensive and representative presentation of the aforementioned facts was made. results and discussion results ict online tools used by students in academic writing during the writing portion of the assignment, students should feel free to consult any relevant online materials. figure 1 shows the frequency distribution of students' use of different search tools together with their corresponding 95% confidence intervals. around half of the student body utilized some sort of editing tool, with another 15% or so making use of translation software. the use of search engines by students was likewise high. almost one in ten students reported using a citation manager, such as mendeley or zotero. students utilized both bilingual and monolingual dictionaries in their academic work (8.40% and 4.40 respectively). the bilingual concordancer had the lowest usage rate of any instrument, at 1%. hidayah, et al., 2024 improving students‟ academic writing quality by using ict online tools at english tadris study program in iain curup 214 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 0 7 2 2 4 ) figure 1. online tools used by students the range of learning resources utilized by individual students varies widely. figure 2 shows that most students utilize between one and four distinct types of learning tools, whereas eight students use five, six students use six, and only two students use all seven. of those students who use more than one type of tool, 78.3% continue to rely on bilingual tools for more than half of their searches, proving that one tool type almost always predominates. overall, this demonstrates how students favor using bilingual tools and how they tend to rely on a small set of tool types while writing. figure 2. number of tool types used per number of learners the information gleaned from the questionnaire was corroborated by the information obtained in the interview. the interviews revealed that students use a number of ict tools for academic writing. in order to edit or paraphrase their writing, some of the students made use of editing software such as grammarly, quillbot, and ginger, amongst others. the translation tool is another another tool that students usually make use of when they are composing academic work. they frequently did translation work from sources written in bahasa indonesia into english. several translation systems, including google translate, deepl, bing translator, and others, were discussed in the interview. another technology that was frequently utilized by students was the search engine. students increasingly turned to search engines like google, yahoo, and aol in order to look up material and resources that they might use in their writing. the students also made use of concordances and 0% 10% 20% 30% 40% 50% 0 5 10 15 0 1 2 3 4 5 6 7 n u m b er o f le ar n er s number of tools hidayah, et al., 2024 improving students‟ academic writing quality by using ict online tools at english tadris study program in iain curup 215 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 0 7 2 2 4 ) monolingual dictionaries in their studies. table 1 summarized the tools that students used intheir academic writing. table 1. ict tools used by students types of ict tools names of application editing tools grammarly ginger writer quillbot zoho writer language tool virtual writing tutor citation tools mendeley cite. zotero. endnote. translation tools google translate bing translator. deepl translate translatedict. translate.com bilingual dictionary deepl. google translate. wordreference. linguee. reverso. bilingual concordancer lextutor monolingual dictionaries collins wiktionary google dictionary oxford cambridge search engine google yahoo bing bing aol baidu ict online tools improve students’ academic writing the improvement of students‟ academic writing was gained by calculating students‟ writing before and after the ict online tools was implemented in teaching writing. to figure out the improvement, students‟ writing before and after implementing ict online tools was compared using descriptive statistic. it was found that students‟ writing before using ict online tools was not satisfied enough because there were many students on the level of „good‟ writing competence than in „very good‟ level. figure 3. students‟ academic writing of tbi a before using ict online tools https://themeisle.com/blog/best-grammar-checker-free/#grammarly https://themeisle.com/blog/best-grammar-checker-free/#ginger https://themeisle.com/blog/best-grammar-checker-free/#writer https://themeisle.com/blog/best-grammar-checker-free/#zoho https://themeisle.com/blog/best-grammar-checker-free/#language-tool https://themeisle.com/blog/best-grammar-checker-free/#virtual-writing-tutor https://www.eapfoundation.com/news/reviews/concordancers/#lextutor hidayah, et al., 2024 improving students‟ academic writing quality by using ict online tools at english tadris study program in iain curup 216 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 0 7 2 2 4 ) the graphic above shows the academic writing of tbi a before ict online tools were used. there were only 14 % on very good level and many students were in good level of academic writing. the moderate students was approximately 34% of the entire students of class. meanwhile after the ict online tools were used in teaching academic writing there is an improvement of their writing as follows: figure 4. students‟ academic writing of tbi a after using ict online tools the graphic shows that there is an improvement of students‟ academic writing after using ict online tools in teaching writing. the students in moderate level was 11% compared to the achievement before using ict tools. there was a decrease of the students who were in moderate level about 25%. the „very good‟ level of academic writing had improved 57% that 36% students was in level very good after ict online tool were implemented in teaching writing. however, in the „good‟ level decreased to 10% compared to the data before ict online tools were used. on the second class (tbi 5b), before the ict tools was used in teaching academic writing the result of students‟ writing is not satisfied as none of the students on the „very good‟ level, even though there were 63% of the students were in „good‟ level. figure 5 students‟ academic writing of tbi b before using ict online tools hidayah, et al., 2024 improving students‟ academic writing quality by using ict online tools at english tadris study program in iain curup 217 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 0 7 2 2 4 ) there were 8% got d (poor writing) where the score was in the range of 50-59 and 29% or about 7 students in „moderate‟ level or about 29% students. after implementing ict online tools in teaching academic writing for class tbi b, there was an improvement of students writing with satisfactorily results. figure 6. students‟ academic writing of tbi b after using ict online tools there were 100% improvement in poor writing level from 8% into 0% who got poor writing after ict online tools was used. in moderate level from 29% has decrease into 11 % which means there were 71% improvement of students‟ academic writing. in „very good‟ level the improvement was 100% from none of the students got a (very good) into 21% (4 students). there was also a significant improvement found in tbi c after using ict online tools for academic writing. before ict online tools was used none of the students were in very good level or got grade a and there were 45% of students were in moderate level of writing. figure 7. students‟ academic writing of tbi c before using ict online tools the students who were in good level of academic writing were 55%. even though none of the students were in poor level of writing but the biggest concern was there were hidayah, et al., 2024 improving students‟ academic writing quality by using ict online tools at english tadris study program in iain curup 218 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 0 7 2 2 4 ) many students in moderate and good level and none of the students were in very good level. therefore, the decision to use ict online tools to improve academic writing was needed. figure 8. students‟ academic writing of tbi c after using ict online tools the result of students‟ academic writing after using ict online tools in teaching academic writing had satisfied result. from the graphic 6. the students who were in moderate level had decreased about 78% from 45% (9 students) to 11 % (2 students). meanwhile the students who were in very good level had increased from 0% to 32 % (6 students). and the students in good level of academic writing remained the same that was 11 students or 55% before using ict online tools to 57% after using ict online tools in writing. according to the findings of an analysis of the students' artifacts, there was a discernible rise in the level of academic writing produced by the students. the findings are summarized in the table that follows. table 2. qualitative analysis on students‟ artifacts trait before using ict tools after using ict tools logic & organization does not develop ideas cogently, uneven and ineffective overall organization, unclear introduction or conclusion develops ideas cogently, organizes them logically with paragraphs and connects them with effective transitions. clear and specific introduction and conclusion. language employs words that are unclear, sentence structures inadequate for clarity, errors are seriously distracting employs words with fluency, develops concise standard english sentences, and balances a variety of sentence structures effectively. spelling and grammar writing contains numerous errors in spelling and grammar which interfere with comprehension while there may be minor errors, the writing follows normal conventions of spelling and grammar throughout and has been carefully proofread the reader development of ideas most ideas unsupported, confusion between personal and external evidence, reasoning flawed supports most ideas with effective examples, references, and details, makes key distinctions purpose the purpose and focus of the the writer has made good decisions hidayah, et al., 2024 improving students‟ academic writing quality by using ict online tools at english tadris study program in iain curup 219 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 0 7 2 2 4 ) writing are not clear to the reader about focus, organization, style, and content so as to achieve the purpose of the writing. an examination of the students' academic writing revealed that, prior to utilizing the resources provided by ict, the students were unable to develop ideas in a way that was logical and well-organized. the text was organized in a way that was both inconsistent and inefficient. the introductions and conclusions that the students produced were not clear. their writing could be described as having the following characteristics: (1) there were some attempts at order and structure, even though the writing still contained problems; (2) there was obvious paragraphing; (3) there were attempts at sequencing and transitions between ideas; and (4) the introduction and conclusion were developed to some degree. after incorporating ict tools into the composition of academic texts, students showed significant improvement in the quality of their academic writing. students were able to produce unified and cohesive concepts inside paragraphs with typically appropriate transitions, a clear overall arrangement that related the majority of ideas together, as well as a decent introduction and conclusion. in terms of language, after integrating ict tools in their academic writing students were able to apply words with greater fluency, produce succinct and standard english sentences, and effectively balance a variety of sentence structures academic writing. every sentence has a structure that is powerful and effective. they could benefit from using a wide variety of sentence structures and durations, each of which has been carefully selected. based on the results of the analysis, students' writing had a significant number of spelling and grammar mistakes that hampered readability before they started utilizing ict tools. however, the findings revealed that using ict tools improved spelling and grammar in academic writing. while it was possible that a few typos snuck through, rest assured that all of the material adhered to standard spelling and grammar rules and was proofread thoroughly. the usage of ict internet tools demonstrated that students may improve how they developed their thoughts in their text. the supporting information was appropriate for the purpose and audience. external sources of information were synthesized and incorporated into the text. they could make strong arguments and their reasoning was free of logical flaws. furthermore, the topics addressed in the writing demonstrated that the student was improving their understanding of the disciplines, genre's questions, ideals, and approaches. the writing that students produced after using ict tools revealed, with reference to the aim of the writing, that students had successfully achieved the purpose of the writing by making sound decisions regarding emphasis, organization, style, and content. discussion using ict online tools in academic writing perhaps a new thing for the students but the impact of it can be seen from the result on their academic writing after using ict internet tools to write. the result of students‟ academic writing indicated that they have explored a new way in learning writing using digital technologies and have more exciting atmosphere in learning academic writing. it is in accordance to the miller et al. (2005) who stated that ict has helped lecturers to uncover new and exciting classroom applications for improved technology utilization. digital technology is widely used in education and using it in teaching learning process will give a good effect to students‟ progress in learning as well as the product of learning. the results of the questionnaire and the interview suggested that the proliferation of ict-based online resources is beneficial to students in the process of academic writing (apriani, santiana, et al., 2022). it was important for students to use ict and internet research tools when writing academic papers. students have to strengthen their writing skills in order to succeed. it is therefore not surprising that editing tools have become the online tools that are utilized the most frequently by students. students had access to editing tools that allowed them to verify their grammar and rephrase the paragraphs they had written. hidayah, et al., 2024 improving students‟ academic writing quality by using ict online tools at english tadris study program in iain curup 220 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 0 7 2 2 4 ) students had the belief that employing various forms of text editing increased the overall quality of their written work. translation tools were yet another resource that had a considerable impact on the literature produced by students. students can utilize them to translate necessary material from their first language into english or english into their first language. students might have a better way to cope with their lack of vocabulary by using these resources, which are available to them. the data gleaned from the students' artifacts also demonstrated that the students' writing skills increased as a direct result of their use of the ict online tools. students developed their thoughts in a logical manner by using the tools available online (apriani, arsyad, et al., 2022). they broke it down into paragraphs using a logical structure, and then connected each paragraph to the next using strong transitions. they were able to compose an introduction and conclusion that were both understandable and specific. students were able to use words more fluently with the assistance of online resources. they were able to generate standard english sentences that were clear and concise and properly balance a variety of sentence forms. students were also able to support the majority of the concepts in their writing with good examples, references, and details with the help of online resources. conclusion after describing the findings of the present study. two conclusions can be dranwn from this study. first, with regard to the utilization of ict online tools in academic writing, it was discovered that these students made use of a variety of online resources in order to enhance the caliber of their academic writing. because of their usefulness in the process of writing academic content, the internet tools were selected. the students utilized a variety of resources, including citation tools, search engines, editing tools, translation tools, monolingual dictionaries, bilingual dictionaries, and a bilingual concordancer. second, this study found that the online tools that students use in academic writing aid students in various ways, particularly with regard to the application of ict online tools to improve the quality of students' academic writing. students were able to maintain their grammar and phrase flow under control with the aid of editing tools. the translation tool was another useful resource that encouraged students to expand their vocabularies in order to communicate effectively in a variety of contexts and registers. students can learn more by using search engines themselves. they might find data to support their writing. in a nutshell, the utilization of digital resources helped improve the caliber of students' writing. as a direct consequence of this, an increased number of researchers are anticipated to carry out scientific research on the aforementioned two variables. in addition, researchers can conduct a psychometric analysis in order to develop a theoretical model by investigating the interaction of growth mindset, metacognition, and learning engagement as predictive variables for the efficacy of ict online tools. this may be done to generate a theoretical model. additional research might look into how english teachers use scaffolding to help their students develop their growth mindsets, metacognition, and learner engagement when they are engaged in ict-based learning. acknowledgment first and foremost, researchers would like to express our profound gratitude to allah swt for his blessings and guidance throughout the completion of this research. researchers extend our heartfelt thanks to the rector of iain curup for the institutional support provided during this study. researchers are also deeply grateful to the dean of the faculty of education and teacher training, whose encouragement and resources were invaluable. our sincere appreciation goes to the head of the english tadris study program for their cooperation and facilitation, making this research possible. researchers are particularly indebted to the lecturers and students of the english tadris study program who participated in this study; their willingness to engage and provide insightful feedback was crucial for the success of this research. researchers also wish to acknowledge the contributions of our colleagues and friends at iain curup, whose discussions and hidayah, et al., 2024 improving students‟ academic writing quality by using ict online tools at english tadris study program in iain curup 221 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 0 7 2 2 4 ) suggestions have significantly enriched this work. special thanks to the technical staff and it support team for their assistance with the ict tools used in this research. finally, researchers would like to thank our families for their unwavering support and patience throughout the research process. their encouragement and understanding have been a source of strength and inspiration. references andreasen, l. b., winther, f., hanghøj, t., & larsen, b. (2014). colwrit collaborative online writing in google docs: presenting a research design. proceedings of the european conference on e-learning, ecel, 2014-janua, 692–695. apriani, e., arsyad, s., syafryadin, s., supardan, d., gusmuliana, p., & santiana, s. (2022). ict platforms for indonesian efl students viewed from gender during the covid-19 pandemic. studies in english language and education, 9(1), 187–202. https://doi.org/10.24815/siele.v9i1.21089 apriani, e., & handrianto, c. (2021). empowering ict potentials in english language teaching. … and language …, 10(2), 42–48. https://www.researchgate.net/profile/ciptro-handrianto2/publication/355807938_empowering_ict_potentials_in_english_language_teachin g/links/617f986e3c987366c3101e97/empowering-ict-potentials-in-english-languageteaching.pdf apriani, e., & hidayah, j. (2019). the ict used by the english lecturers for non english study program students at stain curup. vision: journal for language and foreign language learning, 8(1), 26–37. https://doi.org/10.21580/vjv8i13280 apriani, e., labiran, r., esmianti, f., syafryadin, s., & supardan, d. (2022). the implementation of mind mapping technique by using weblog in improving students‟ islamic writing: achievement and insight. english review: journal of english education, 10(3), 947–956. https://doi.org/10.25134/erjee.v10i3.6688 apriani, e., santiana, s., & harmi, h. (2022). investigating the role of ict toward students‟ higher order thinking in writing skills at islamic university students. al-ishlah: jurnal pendidikan, 14(2), 2213–2224. https://doi.org/10.35445/alishlah.v14i2.2260 austin, a. e. (2002). preparing the next generation of faculty. journal of higher education, 73(1), 94–122. https://doi.org/10.1177/1524838007301163 bailey, r. (2008). academic staff perceptions of the role and utility of written feedback on students‟ written work. zeitschrift schreiben. bailey, r. (2019). student writing and academic literacy development at university. journal of learning and student experience │, 1(7), 1–12. béjoint, h. (1981). the foreign student‟s use of monolingual english dictionaries: a study of language needs and reference skills. applied linguistics, 2(3), 207–222. https://doi.org/10.1093/applin/2.3.207 byrnes, h. (2013). positioning writing as meaning-making in writing research: an introduction. journal of second language writing, 22(2), 95–106. https://doi.org/10.1016/j.jslw.2013.03.004 castro sánchez, j. j., & chirino alemán, e. (2011). teachers‟ opinion survey on the use of ict tools to support attendance-based teaching. computers and education, 56(3), 911–915. https://doi.org/10.1016/j.compedu.2010.11.005 chan, a. y. w. (2012). cantonese esl learners‟ use of grammatical information in a monolingual dictionary for determining the correct use of a target word. international journal of lexicography, 25(1), 68–94. https://doi.org/10.1093/ijl/ecr014 coffin, c., & donohue, j. p. (2012). english for academic purposes: contributions from systemic functional linguistics and academic literacies. journal of english for academic purposes, 11(1), 1–3. https://doi.org/10.1016/j.jeap.2011.11.008 cohen, l., manion, l., & morrison, k. (2007). research methods in education. in research methods in education. routledge. https://doi.org/10.4324/9780203029053-23 cohen, l., manion, l., & morrison, k. (2018). research method in education (8th ed.). hidayah, et al., 2024 improving students‟ academic writing quality by using ict online tools at english tadris study program in iain curup 222 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 0 7 2 2 4 ) routledge. cooper, a., & bikowski, d. (2007). writing at the graduate level: what tasks do professors actually require? journal of english for academic purposes, 6(3), 206–221. https://doi.org/10.1016/j.jeap.2007.09.008 creswell, j. w., & poth, c. n. (2018). qualitative inquiry & research design choosing among five approaches (4th ed.). sage publications, inc. douglas, j. (2015). developing an english for academic purpose course for l2 graduate student in the sciences. across the disciplines, 12(3), 1–14. https://doi.org/10.37514/atd-j.2015.12.3.07 dziemianko, a. (2010). paper or electronic? the role of dictionary form in language reception, production and the retention of meaning and collocations. international journal of lexicography, 23(3), 257–273. https://doi.org/10.1093/ijl/ecp040 flowerdew, j. (2000). discourse community, legitimate peripheral participation, and the nonnative-english-speaking scholar. tesol quarterly, 34(1), 127. https://doi.org/10.2307/3588099 flowerdew, j. (2013). academic disourse. in j. flowerdew (ed.), academic discourse. routledge. https://doi.org/10.4324/9781315838069-20 flowerdew, j., & wang, s. h. (2015). identity in academic discourse. annual review of applied linguistics, 35(october), 81–99. https://doi.org/10.1017/s026719051400021x gebhard, m., chen, i. a., graham, h., & gunawan, w. (2013). teaching to mean, writing to mean: sfl, l2 literacy, and teacher education. journal of second language writing, 22(2), 107–124. https://doi.org/10.1016/j.jslw.2013.03.005 ghavifekr, s., kunjappan, t., ramasamy, l., anthony, a., & my, e. (2006). teaching and learning with ict tools: issues and challenges from teachers‟ perceptions. malaysian online journal of educational technology, 4(2), 38–57. glover, d., door, v., averis, d., & miller, d. (2005). how can the use of an interactive whiteboard enhance the nature of teaching and learning in secondary mathematics and modern foreign languages?‟. in becta. heigham, j., & croker, r. a. (eds.). (2009). qualitative research in applied linguistics a practical introduction. palgrave macmilan. hood, s. (2010). appraising research: evaluation in academic writing. appraising research: evaluation in academic writing, 1–227. https://doi.org/10.1057/9780230274662 hunter, a.-b., laursen, s. l., & seymour, e. (2007). becoming a scientist: the role of undergraduate research in students‟ cognitive, personal, and professional development. science education, 91, 36–74. https://doi.org/10.1002/sce hyland, k. (2015). teaching and researching writing. in c. n. candlin & d. r. hall (eds.), teaching and researching writing: third edition. pearson education. https://doi.org/10.4324/9781315717203 jalongo, m. r. (2022). writing for publication: a practical guide for educators. christophergordon publishers. johns, a. m. (2008). genre awareness for the novice academic student: an ongoing quest. language teaching, 41(2), 237–252. https://doi.org/10.1017/s0261444807004892 johnson, a. p. (2016). academic writing: process and product. rowman & littlefield publishers. jones, l. e. (2011). inside and outside 1101: first-year student perceptions of academic writing. georgia state university. jordan, r. r. (2002). the growth of eap in britain. journal of english for academic purposes, 1(1), 69–78. https://doi.org/10.1016/s1475-1585(02)00004-8 kent, n., & facer, k. (2004). different worlds? a comparison of young people‟s home and school ict use. journal of computer assisted learning, 20(6), 440–455. https://doi.org/10.1111/j.1365-2729.2004.00102.x kovalik, c., kuo, c., & karpinski, a. (2013). assessing pre-service teachers‟ information and communication technologies knowledge. journal of technology and teacher education, 21(2), 179–202. laufer, b. (2011). the contribution of dictionary use to the production and retention of hidayah, et al., 2024 improving students‟ academic writing quality by using ict online tools at english tadris study program in iain curup 223 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 0 7 2 2 4 ) collocations in a second language. international journal of lexicography, 24(1), 29–49. https://doi.org/10.1093/ijl/ecq039 lew, r. (2016). can a dictionary help you write better? a user study of an active bilingual dictionary for polish learners of english. international journal of lexicography, 29(3), 353–366. https://doi.org/10.1093/ijl/ecw024 lew, r., kazmierczak, r., tomczak, e., & leszkowicz, m. (2018). competition of definition and pictorial illustration for dictionary users‟ attention: an eye-tracking study. international journal of lexicography, 31(1), 53–77. https://doi.org/10.1093/ijl/ecx002 liang, p., & xu, d. (2017). the contribution of dictionary use to the production and retention of the middle construction for chinese efl learners. international journal of lexicography, 30(1), 85–107. https://doi.org/10.1093/ijl/ecv042 lowther, d. l., inan, f. a., daniel strahl, j., & ross, s. m. (2008). does technology integration “work” when key barriers are removed? educational media international, 45(3), 195–213. https://doi.org/10.1080/09523980802284317 miles, m. b., huberman, a. m., & saldana, j. (2014). qualitative data analysis: a methods sourcebook. sage publications, inc. miyazoe, t., & anderson, t. (2010). learning outcomes and students‟ perceptions of online writing: simultaneous implementation of a forum, blog, and wiki in an efl blended learning setting. system, 38(2), 185–199. https://doi.org/10.1016/j.system.2010.03.006 motta-roth, d. (2009). the role of context in academic text production and writing pedagogy. in c. bazerman, a. bonini, & d. figueiredo (eds.), genre in a changing world (pp. 317-336.). parlor press. ng, c. w. (2015). impacts of the monolingual and bilingual dictionaries on the lexical errors committed by efl learners in hong kong: a semantic analysis. in lexicography (vol. 2, issue 2). springer berlin heidelberg. https://doi.org/10.1007/s40607-016-0024-0 o‟connor, c., & joffe, h. (2020). intercoder reliability in qualitative research: debates and practical guidelines. international journal of qualitative methods, 19, 1–13. https://doi.org/10.1177/1609406919899220 oshima, a., & hogue, a. (2006). writing academic english. in アジア経済. longman. richards, j. c., & miller, s. k. (2006). doing academic writing in education. in doing academic writing in education. https://doi.org/10.4324/9781410613417 ryshina-pankova, m. (2015). a meaning-based approach to the study of complexity in l2 writing: the case of grammatical metaphor. journal of second language writing, 29, 51–63. https://doi.org/10.1016/j.jslw.2015.06.005 sanjaya, h. k., apriani, e., & edy, s. (2020). using web blog for efl students in writing class. journal of english education and teaching, 4(4), 516–535. https://doi.org/10.33369/jeet.4.4.516-535 thaiss, c., & zawacki, t. m. (2006). engaged writers and dynamic disciplines. heinemann. weert, t. van, & tatnall, a. (2005). information and communication technologies and reallife learning. springer. wingate, u. (2012). “argument!” helping students understand what essay writing is about. journal of english for academic purposes, 11(2), 145–154. https://doi.org/10.1016/j.jeap.2011.11.001 yin, r. k. (2003). applications fo case study research 2nd ed. in interpretive interactionism. zhu, w. (2004). faculty views on the importance of writing, the nature of academic writing, and teaching and responding to writing in the disciplines. journal of second language writing, 13(1), 29–48. https://doi.org/10.1016/j.jslw.2004.04.004 hidayah, et al., 2024 improving students‟ academic writing quality by using ict online tools at english tadris study program in iain curup 224 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 0 7 2 2 4 ) empty page english franca academic journal of english language and education doi:10.29240/ef.v621.5242 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 7, no 2, 2023, page 449-466 article info: http://journal.iaincurup.ac.id/index.php/english received 24 april 2023; received in revised form 10 july 2023; accepted 24 august 2023, avalaible online 30 november 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open access article under the cc by-sa license copyright (c) 2023 author how mr. bean film influence student’s engagement in learning tenses muthmainnah¹, prodhan mahbub ibna seraj², ahmad al yakin³, ghada tosson abd al-lateef4 ¹ universitas al asyariah mandar, indonesia ² sylhet international university, bangladesh ³ universitas al asyariah mandar, indonesia 4 beni-suef technological university, egypt corresponding email: muthmainnahunasman@gmail.com to cite this article author (2023) “how mr. bean film influence student’s engagement in learning tenses”: muthmainnah, m., ibna seraj, p., al yakin, a., abd al-lateef, g., & esmianti, f. (2023). how mr. bean film influence student’s engagement in learning tenses. english franca : academic journal of english language and education, 7(2). doi:http://dx.doi.org/10.29240/ef.v7i2.8734 introduction education as transformation has transformed methods of learning and teaching, making them more entertaining and productive and youtube has recently received much attention from scholars and instructors as an instructional tool. hameed, p. f. m. (2016). the new internet-based language learning modes have long been described as dependable sources. the rise of the internet gave scholars the opportunity to learn the language through fun and fun activities. according to halic et al., (2010); (deng & yuen, 2010); hameed (2016); albahlal (2019) youtube is an online education platform that makes it easy for students to keep content and push them to learn by means of videos, film and images can improve student’s language skills. the challenges face relating to instructors, strategy and facilities most of english teachers are still repetitive in teaching english; instead of teaching materials they give too much attention to the topic of what they teach. it needs media to support its technology and youtube can teach skills, improve teaching perform, great extent and effective in efl classes, roza, v. (2021); szeto, e., & cheng, a. y. n. (2014) and adhikari, y. n. (2021). the role of technology feature (including youtube) in learning abstract. this research concentrates to analyze student’s engagement in learning english in online environment amid covid 19. mr. bean film used in this study to help students understand english tenses for efl classroom. a random choice of english subject was made with 21 students from technique information of computer science faculty at universitas al asyariah mandar indonesia. the english tenses content and language level difficulty based on a mr. bean film was chosen in teaching were: simple present tense, present continuous, present perfect, past simple. they looked at the mr. bean film, analyze the tenses, re write the tenses in sentences then create their own tenses. after the film, the participants replied to material understanding and questions by retelling on their video. the collected data were subject to descriptive qualitative. the findings showed that mr. bean film have a positive effect on english understanding of tenses content. it can be argued that the participants better understand the english tenses with film. in addition, it is found in this study student’s engagement increase and they were motivated to learn english tenses. the teacher's pedagogy is to use a certain mr. bean film to enhance the student’s motivation, engagement and help to be easier to understanding tenses. keywords: mr. bean film, efl, tenses and engagement file:///c:/users/user/downloads/cccccc http://journal.iaincurup.ac.id/index.php/english/index https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:muthmainnahunasman@gmail.com http://dx.doi.org/10.29240/ef.v7i2.8734 muthmainnah, et. al., 2023 how mr. bean film influence student’s engagement in learning tenses 450 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 4 9 4 6 6 ) process is not only as a medium in classroom (apriani, 2016: apriani and hidayah, 2019; apriani et;al, 2020; sanjaya et.al, 2020; gusmuliana et.al, 2020); apriani et.al, 2021) but more than that; using this tool can aid teachers in shaping and molding their students' personalities. (kendiani, et.al, 2021; apriani, et.al, 2019; fathurrochman, i., & apriani, e, 2017). the importance of technology as a tool to aid teachers in facilitating their students' language acquisition has grown as more teachers realize the benefits of incorporating current pedagogy into the classroom. high and low academic success can be impacted by a variety of elements, including motivation, mood, learning techniques, environment, social support, and intellect, physical condition, and lecturer teaching approaches (meilinda, et.al, 2021). using technology in the classroom is a necessary for today's language teachers who want to keep their students interested and engaged. ahmadi (2018); borthwick and brett (2014); have shown that the efficient application of new technology enhances language learning skills for learners. as a result of technological advancements like the world wide web and collaborative software, instructors now have more ways than ever to disseminate information, interact with students from all over the world, and organize and assess student performance in their courses. short film study looks at how movies can be used in efl classrooms. it demonstrates a student's abilities in relation to listening and speaking, use movies as a great source of variety in efl teaching. previous studies has shown youtube's efficiency in learning and teaching efl. according to the latest collaborative and social networking in education trends, youtube has great potential as an educational-technology tool in the performing arts, with the ability to enhance language, motivation, teaching, and the ease with which lessons are recalled (dewitt et al., 2013; guan, song, & li 2018; selvi, tulgar, senturk, topcu, & ozer, 2019). other findings demonstrate by using youtube-film based as media in teaching, hariyono, t. c. (2020), arianti, a. (2019); otchie, w. o., pedaste, m., bardone, e., & chounta, i. a. (2020); moghavvemi, s., sulaiman, a., jaafar, n. i., & kasem, n. (2018) and almurashi, w. a. (2016). the internet and youtube are wonderful potential resources for language acquisition. in addition, students more fun to expressed great ideas and also youtube in the efl classroom it is possible to improve the capacity to speak, listen and pronounce via youtube; both in and outside the classroom. this suggests that short films can get kids to think critically and increase memorizing skills for students. short films also contribute to developing student english skills (writing, reading, listening, and speaking); students can not only watch the video and listen to it all, but they may also encourage students to discuss and share their ideas on the film, too. this study believes that in people's everyday lives, technology plays a significant part and may be utilized efficiently for numerous elements of education. traditional english classes can benefit from incorporating youtube into their curriculum. it's also a great place to find resources online that may be used in the classroom. however, while some research had a favourable opinion of technological integration, saqlani and mahmood (2013) were concerned that technology will be used in the teaching process. the issue was that teachers were unable to overcome the technical problems they faced when using new technology. similarly, cebi (2018) found that while teachers were optimistic about the potential benefits of incorporating technology into their lessons, they were concerned that a lack of training, resources, and knowledge could prevent them from doing so. mahdi and aldera(2013), as well as tweed (2013) found that teachers' ages had little impact on their use of technology in the classroom. however, because this research was not conducted on a sizable population, its findings should not be applied broadly. computers and intelligent boards should be made available to students, and teachers should be offered training and support in order to effectively integrate technology into their lessons. this study sheds light on an innovative approach to english instruction and investigates the usefulness of the multimodal text included in many youtube films as a muthmainnah, et. al., 2023 how mr. bean film influence student’s engagement in learning tenses 451 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 4 9 4 6 6 ) supplementary resource for english instruction in traditional classroom settings. teachers and students at the computer science department were motivated to work together, cooperate, support one another, and take an interest in their lessons after viewing the mr. bean short film as a teaching and learning resource. in this study, we asked the following research question: how the mr. bean movie affects tenses learning in the context of covid 19. theoretical framework integration technology in efl classroom according to adhikari, y. n. (2021), the influence of ict in promoting educational innovation stems from its ability to assist teachers and students in connecting and collaborating with each other. utilizing technology in language learning seems to be an effective training strategy for enhancing comprehension of the complex learning process. the integration of ict can facilitate the learning of english and enrich the learning experience. english teachers utilizing ict have examined their colleagues' proficiency in ict within the current infrastructure to enhance the instruction and acquisition of the english language. it is crucial to choose and apply the appropriate information and communication technology (ict) tools at the right moments. additionally, teachers should receive adequate training on the latest tools to efficiently manage both in-class and extracurricular activities. they should also supervise and evaluate students' online activities to measure their progress toward achieving learning goals. the perspectives of students regarding the utilization of diverse ict devices and applications in the process of learning the english language can greatly influence the convictions of educators. the existing literature has observed that several elements have an impact on the overall technological integration, particularly in efl classes. these factors encompass the widespread use of ict as a tool for enhancing learning, the inclination of instructors to modify existing instructional approaches, the advantages for both teachers and students, and the resourcefulness of teachers. studies by al-awidi & aldhafeeri (2017), li & walsh (2010), afshari et al. (2009), al-kafyulilo, fisser, & voogt (2015), eickelmann (2011), harvey & hurworth (2006), and li & walsh (2010) show that policymakers and educators who prioritize continuous learning are more likely to incorporate technology into their lessons. some research has investigated the effect of use modern technology help the learning process in various subject, including efl classroom. henry (2008) and egbert et al., (2002) stated that the teacher can be more comfortably with their topic by using the newest technological teaching methods. technology as media support the teaching and learning in efl classroom. according to almalki, a. (2020); khatoony, s., & nezhadmehr, m. (2020); hakim, b. (2020); alghasab, m. b., alfadley, a., & aladwani, a. m. (2020); chaaban, y., & ellili-cherif, m. (2017) consistent beliefs about the importance of using technology as a learning tool in efl classroom. in addition, pital, (2020) and adnanetal (2019) claimed that technology can boost the involvement of students. lam (2000), showed that the potential of the technologies to offer a different way of presenting, motivating students and offering realistic resources are aspects that drive teachers to utilize technology. now, technology has advanced to the point that traditional methods of education no longer challenge either students or teachers to reach their full potential. technology enhances and gives a new dimension to teaching and learning. it is the finest approach to develop language acquisition particularly at critical situations. the teachers who utilize technology often have technology experienced technology teaching and have got help from their peers to obtain fresh ideas on call activity. film as elt materials one of the challenges to engage student’s online environment, the language teachers must supply high-quality teaching materials which are engaging, intriguing and upmuthmainnah, et. al., 2023 how mr. bean film influence student’s engagement in learning tenses 452 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 4 9 4 6 6 ) to-date and at the same time a tool that ensures that students learn. many studies are being conducted about the use of movies as language skills and improving student’s foreign language skills, goctu, r. (2017); aliyev, a. (2017). alluri, p. (2018) and voller, p., & widdows, s. (1993). films capture the interest of students, and today's language is more naturally found in class texts. films also provide visual context support that helps students grasp and develop their learning skills also its help to help students to master (improve language skills). hameed, p. f. m. (2016). believe that one of the reasons why films motivate english teaching materials is: films give real and diverse use of language. success in the language classroom is a motivating factor for students. an engaging and learner-centered setting will surely attract efl students and lead to improved learning results. films provide the chance for a complete immersion experience that cannot be duplicated in an efl context. the film's audiovisual aspect is accompanied by the ei (emotional intelligenceparticipation )'s in making language learning experiences holistic. the movie covers the dynamics of dialogue and this is a lacking situation in classroom teaching. students are encouraged to simultaneously view visual aids such as facial expressions and gestures (body language). these visual hints help to understand the vocal message and at the same time create a focus. mr. bean film's helpful students for more understated english. examples the movies provide dramatic english utilized in 'actual' settings outside the classroom. more specifically, films offer interactive language and that interactive language is the true language of conversation; the learners are familiar with it. the students are subject to the film's genuine expressions. it leverages and teaches the natural language flow. english students learn it as a second or foreign language, and most of them don't speak english. in such a circumstance, it is possibly only film and television that can give students this real-life language input. when mr. bean enter efl classroom patil (2020) notes that pedagogical shifts have been a problem for efl teachers from the very beginning of the field to the present day. numerous theories of language acquisition have been presented and many improvements have been made to the techniques of language instruction based on the learner's demands. developing elt materials like movie, video or film more helpful and easier to understand the study than printed materials, (huang, wu & chen 2012); kuhl, scheiter, gerjets, & gemballa, (2011). students must continue their home study via an online learning system. this is the best way to keep students learning amid this crisis. jena (2020) says that online learning is an internet learning system. as such, pallof and pratt in gudea (2008) say, it's not always easy to teach online because it demands supervision and hard work. the conclusion here is that teachers need to prioritize online education in terms of time spent on instructional design, student assessment, and other related tasks. one of the alternate materials by using mr. bean film to aid students in learning english tenses to make english teaching and learning more relevant is to present in virtual classrooms unphysically by building a supportive and welcoming environment for students. materials and method the study included second-semester students from the computer science faculty specializing in information methods. the individuals in question were efl students, meaning they were not natural english speakers. they mostly used the indonesian language and occasionally resorted to their mother tongue for communication during their daily activities, including english learning. factors considered in the selection of these examples include the common challenge students have in learning tenses, as well as their strong familiarity and preference for the films featuring mr. bean and the use of mr. bean are intended for the muthmainnah, et. al., 2023 how mr. bean film influence student’s engagement in learning tenses 453 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 4 9 4 6 6 ) purpose of acquiring knowledge and comprehension of grammatical tenses. in order to answer the study issues, a quantitative research technique was chosen. students agreed to take part in the survey on a voluntary basis, and their responses will remain anonymous. the quantitative technique is intended to determine and measure the link between the various factors, as is the purpose of the current study (dornyei 2007). the study was conducted from march to june 2021. students’ motivation questionnaires were provided online via google forms as this platform enabled the questionnaire to be quickly shared with students and shared with lecturer through a whatsapp group of students. prior to being disseminated to study participants, this questionnaire underwent testing and its validity and reliability were assessed using spss. participants received a total of 20 responses. a correlation analysis was performed to assess the strength of the link between the variables (pallant, 2011), using spss software version 25 to examine the data. the descriptive analysis was employed to obtain mean values. the criterion (petta, et al, 2005) governs the spectrum of attitudes and talents that are determined. the researcher commenced the process of determining the measures of central tendency, variability, and frequency of answers by employing descriptive statistics. moreover, the results of this test demonstrated the synchronized reactions of the participants. a pearson correlation analysis was conducted to determine the association between the level of motivation exhibited by students and their english academic performance. the researcher employed the product moment correlation to test the null hypothesis concerning the association between two variables (x and y). results and discussion results the finding elaborates the result of an instrument used in this study. figure 1. students’ interest in online learning according to the statistics presented in figure 1, students' interest in learning has increased as a direct consequence of participating in online classes. during the online lesson, the students found it highly advantageous. specifically, 2% strongly agreed, 54% agreed, 27% remained neutral, 12% disagreed, and 5% severely disagreed. 2% 54%27% 12% 5% strongly agree agree neutral disagree strongly disagree muthmainnah, et. al., 2023 how mr. bean film influence student’s engagement in learning tenses 454 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 4 9 4 6 6 ) figure 2. students’ psychological motivation the majority of students (85%) have a positive perception of online classes, with 5% strongly agreeing, 40% agreeing, and 38% remaining neutral. additionally, they are enthusiastic about the prospect of participating in online lessons and are satisfied with the online course. figure 3. students peer collaboration figure 3, the majority of students reported their active participation in collaborative efforts, wherein they worked together with fellow students to address challenging issues encountered in online projects or assignments. their motivation for collaboration stemmed from a lack of comprehension of certain concepts taught in the online class, prompting them to seek assistance from their peers. 5% 40% 38% 12% 5% strongly agree agree neutral disagree strongly disagree 6% 51% 34% 5% 4% strongly agree agree neutral disagree strongly disagree muthmainnah, et. al., 2023 how mr. bean film influence student’s engagement in learning tenses 455 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 4 9 4 6 6 ) figure 4. students community support figure 4, community support: i experience a sense of affiliation with the students enrolled in my online courses. i regularly engage with fellow students in my virtual courses. i experience a strong sense of affiliation with the online class community. figure 5. learning management figure 5 depicted the process of managing learning. students exhibit a favorable reaction to the questions, as i eliminate all disruptive environmental elements during online classes, amounting to a mere 3%. i independently review learning materials after completing 51% of the online lesson. i utilize online system answers to self-manage my learning, accounting for 31% of my overall approach. additionally, when undertaking an online course, i allocate 14% of my time to devising a structured learning timetable. 5% 48% 32% 12% 3% strongly agree agree neutral disagree strongly disagree 3% 51%31% 14% 1% strongly agree agree neutral disagree strongly disagree muthmainnah, et. al., 2023 how mr. bean film influence student’s engagement in learning tenses 456 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 4 9 4 6 6 ) figure 6. mr. bean improving english skill the english-language mr. bean film has a positive impact on enhancing your proficiency in the english language. based on the results of the aforementioned questionnaire, it is evident that 13% of respondents strongly agree, 44% agree, 35% are indifferent, and 8% disagree with the notion that mr. bean films facilitate the acquisition of english language skills. figure 7. mr. bean motivates students to learn english tenses according to the findings of the questionnaire, the film featuring mr. bean can serve as a motivating factor for students to learn english, particularly in relation to verb tenses. the result of the questionnaire indicates this. 45% of them are in agreement, 45% of them are neutral, and 10% of them strongly agree. 13% 44% 35% 8% 0% strongly agree agree neutral disagree strongly disagree 10% 45% 40% 5% 0% strongly agree agree neutral disagree strongly disagree muthmainnah, et. al., 2023 how mr. bean film influence student’s engagement in learning tenses 457 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 4 9 4 6 6 ) mr. bean films can enhance students' comprehension of listening activities. the conclusion can be inferred from the questionnaire's outcome. 45% of them are in agreement, 45% of them are neutral, and 10% of them strongly agree. the incorporation of movies or films in the english as a foreign language (efl) classroom has the potential to reduce students' anxiety in both online and offline language learning. the result of the questionnaire indicates this. 45% of them are in agreement, 45% of them are neutral, and 10% of them strongly agree. figure 8. mr. bean can improve students’ vocabulary acquisition movies can enhance your vocabulary acquisition. the conclusion can be inferred from the questionnaire's outcome. 13% of respondents highly agree, 54% agree, 20% are indifferent, 10% disagree, and 3% strongly disagree. figure 9. mr. bean can make students’ more relax in language learning 13% 54% 20% 10% 3% strongly agree agree neutral disagree strongly disagree muthmainnah, et. al., 2023 how mr. bean film influence student’s engagement in learning tenses 458 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 4 9 4 6 6 ) lastly, movies have the potential to enhance relaxation during the process of language acquisition. the result of the questionnaire indicates this. 60% of them agree, 20% are impartial, 10% disagree, and 10% strongly agree. the result of the diagram above will be cleared deeply as follow: table 1. students' learning motivation in the film mr. bean statistics motivation n valid 21 missing 0 mean 82,7143 median 79,0000 mode 79,00 std. deviation 12,70489 range 42,00 minimum 56,00 maximum 98,00 according to the provided data, the average score (mean) for students' learning motivation in the film mr. bean is 82.71. the median value is 79.00, and the most frequently occurring value (mode) is 79. the standard deviation in this case is 12.704, which represents the variation from the average value. the range, which is the difference between the greatest and lowest values, is 42. the lowest score obtained is 56, while the maximum score obtained is 98, which is close to the ideal score of 100. the students' motivation to learn is influenced by the mr. bean film show. despite lacking verbal communication, bean effectively conveys messages through his body language. this approach is included into the learning process to provide stimuli that can impact students' learning outcomes. the impact of student learning outcomes can be observed in the subsequent table. table 2. student learning outcomes statistics learning outcomes n valid 21 missing 0 mean 84,6667 median 81,0000 mode 81,00a std. deviation 11,96383 range 39,00 minimum 60,00 maximum 99,00 according to the provided table, it can be deduced that the average score (mean) of student learning outcomes in the mr. film application is obtained. the value of bean is 84.66, the median value is 81.00, and the dominating value (mode) is 81. the standard deviation in this case is 11.963, which is the measure of variation from the average value. the range, which is the difference between the greatest and lowest values, is 39. the lowest score received is 60, while the maximum score obtained is 99, just one point below the ideal score of 100. in order to reach a conclusion in this study, it is imperative to conduct tests utilizing inferential statistics. the outcomes of these tests are presented in the subsequent table. muthmainnah, et. al., 2023 how mr. bean film influence student’s engagement in learning tenses 459 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 4 9 4 6 6 ) prerequisite analysis is conducted in inferential statistical analysis to assess the efficacy of the learning process implemented by subject teachers. this analysis specifically involves doing a normality test. the data collected from the preand post-tests about the learning outcomes was analyzed using a normality test. the kolmogorov-smirnov test was conducted using spss 22.0 for windows with a significance level of 0.05. a normality test was performed to ascertain the distribution of the population under investigation, namely whether it followed a normal distribution or not. the hypothesis to be tested is h_0: data comes from a normal population h_1: data comes from an abnormal population in inferential statistical analysis, normality test is carried out, for that we can see in table 3, which is as follows: table 3. normality test tests of normality kolmogorov-smirnova statistic df sig. res_1 ,178 21 ,081 the significant value obtained from the kolmogorov-smirnov test for normality of variance, as shown in table 3, is 0.081. given that the significance value exceeds 0.05, we can conclude that the data follows a normal distribution. this indicates that the prerequisite examination for decision making has been satisfied. in this study, decision making was conducted by a correlation test, which involved comparing the correlation coefficient with the value of r table. further details may be found in the accompanying table. the hypothesis to be investigated using the correlation test in this study is as follows: h0 : there is no effect on the application of mr. film. bean h1 : there is an effect on the application of mr. film. bean table 4. correlation test correlations motivation learning outcomes motivatio n pearson correlation 1 ,999** sig. (2tailed) ,000 n 21 21 learning outcomes pearson correlation ,999** 1 sig. (2tailed) ,000 n 21 21 the correlation test yielded a correlation coefficient value of 0.999, with a significance value of 0.0001. to draw conclusions in this study, the researchers compared the obtained correlation coefficient with the critical value from the r table, which was 0.433. put simply, the correlation coefficient exceeds the value of the r table. the study's findings muthmainnah, et. al., 2023 how mr. bean film influence student’s engagement in learning tenses 460 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 4 9 4 6 6 ) indicate that h1, which suggests the presence of an effect resulting from the administration of mr. bean, is accepted based on the comparison between 0.999 and 0.433. table 5. product moment interpretation if r is close to (1), it means that the variable x has a strong and positive influence on the variable y. this means that if the variable x increases, the variable y will also follow: (1) if r is close to (-1) it means that the variable x has a strong and negative influence on the variable y. this means that if the variable x increases, the variable y decreases / decreases; (2) if r is close to (0) then x has less effect on the y variable. this means that there is no correlation. to find out the magnitude of r or to determine the level of correlation (relationship) between variables, a benchmark for interpreting the value of r is used. discussion the correlation study reveals that the film mr. bean has a substantial impact on the learning outcomes of tenses in informatics engineering students. the correlation analysis computation reveals a positive value for the correlation coefficient "r", indicating a positive association and influence. therefore, the alternative hypothesis h1, which asserts a correlation between the film mr. bean and the outcomes of studying english tenses in language courses, is deemed valid. the parameters for determining the relevance of the relationship between student engagement and students' english learning results are: if the significance > 0.05, then h0 is accepted. if the significance is < 0.05, then h0 is rejected. the calculation reveals a correlation coefficient of 0.34 between variable x and variable y. this indicates a moderate correlation between the two variables, as the product moment correlation index typically ranges from 0.40 to 0.70. therefore, engagement has a significant impact on learning outcomes. the correlation coefficient between student involvement and students' english learning results is 0.34, which is statistically significant at a level of p < 0.005. therefore, it can be inferred that there exists a substantial correlation between student engagement and learning outcomes in the subject of english. the magnitude of the role of the film mr. bean on learning outcomes is influenced by several factors, namely: 1. enthusiastic students in carrying out every series of learning activities in online courses using the mr. film. bean to improve understanding of tense. 2. material tenses obtained from the film mr. bean not only shows sentences but is accompanied by actions or activities so that the description of the use of these the magnitude of “r” product moment interpretation 0,00 – 0,20 0,20 – 0,40 0,40 – 0,70 0,70 – 0,90 there is indeed a correlation between the x and y variables, but the correlation is neglected (it is assumed that there is no correlation between x and y variables). between variable x and variable y there is weak or low correlation between variable x and variable y there is a moderate or sufficient correlation between variable x and variabley there is a strong or high correlation muthmainnah, et. al., 2023 how mr. bean film influence student’s engagement in learning tenses 461 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 4 9 4 6 6 ) tenses can be applied in real life, so that students easily remember and know and understand the function of tenses in activities of daily life. 3. the use of mr. short film. bean adds insight on how to interact well, communicate by applying language functions in real life. 4. development of english language competence by using the film mr. bean is shown in students' listening, interpreting, writing and speaking skills. aforementioned above were supported by some experts’ assumptions. according to slameto (2010), interest is a feeling of prefer-ability and connection to an item or activity that occurs without anybody asking. in this situation, the pleasure of paying attention to an activity motivates someone to be interested in it. someone who is interested in anything will pay close attention to it since it piques his curiosity. what as stated by slameto, it can be concluded that the first factor was related to the students interesting in watching mr. bean film in learning tenses. besides that, dasna (2015) stated that interactive learning is the interaction of students and educators, students and teachers, or students and media / learning materials. it means that the learning model also take a role of teaching and learning process. as what researchers found in second and third factors, it could be implied that the learning model by using mr. bean film made the students felt more comfortable in learning tenses. based on the result of the questionnaire, it can be revealed that mr. bean film influenced many aspect in influencing student’s achievement. it is proven by the anwers of the questionnare. most of student interest in online class because it can engage them to study and during online class the students felt they were extremely beneficial in a group.they also fell fun. it attempts to increase the student accomplishment index at university, one of which is learning motivation, are consistent with the findings of budi's (2016) study, which found that motivation has a substantial impact on learning outcomes. in addition, most of the student’s engage in collaboration, they collaborate with another student to solve their difficult problem on online projects or assignments, their motivation in collaboration when the students don’t understand a concept taught in the online class, the students were asking for the assistance from other students. this condition fosters a sense of community support. they have the ability to engage with the students who are enrolled in their virtual courses. consequently, students get a feeling of affiliation with the virtual class community. through this online course, students have the ability to oversee their learning system and establish a structured study schedule. this state can foster greater autonomy in individuals. according to miller (2016), there are both advantages and disadvantages associated with watching movies. the advantages encompass independent study for students, an opportunity for introverted individuals to hone their skills without social interaction, no cost associated with attending a class, and the promotion of colloquial language, pronunciation, and accents through movies. moreover, the utilization of movies as a means of visualization enhances the effectiveness of learning for students (silviyanti, 2014). putu's (2015) research indicates that student motivation, learning media, mastery of teaching approaches, and parental support all exert significant influence. integrating social media can effectively enhance students' acquisition of englishlanguage skills and elevate the overall quality of their learning experience. in a second language learning classroom, films serve as a highly effective instrument to actively include students in a range of activities (goldstein & driver, 2014). it is important to select and utilize appropriate ict tools or social media platforms. additionally, teachers should receive training on these new tools to effectively organize both in-class and out-of-class activities. they should also be equipped to guide and supervise students' online activities in order to assess their learning progress. students' perceptions of the use of different social media tools and applications in learning english can have a favorable impact on pedagogical beliefs. muthmainnah, et. al., 2023 how mr. bean film influence student’s engagement in learning tenses 462 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 4 9 4 6 6 ) mackey & ho (2008) said that the information presented in the movies was highly accepted by learners during the learning process. films, as one of the alternative media, motivate english teaching materials because films give real and diverse use of language. it provides the chance for a complete immersion experience that cannot be duplicated in an efl context. the film's audiovisual aspect is accompanied by the ei (emotional intelligence participation's in making language learning experiences holistic. the movie covers the dynamics of dialogue and this is a lacking situation in classroom teaching. students are encouraged to simultaneously view visual aids such as facial expressions and gestures (body language). these visual hints help to understand the vocal message and at the same time create a focus. mr. bean film's helpful students for more understated english. examples, the movies provide dramatic english utilized in 'actual' settings outside the classroom. more specifically, films offer interactive language and that interactive language is the true language of conversation; the learners are familiar with it. the students are subject to the film's genuine expressions. it leverages and teaches the natural language flow. english students learn it as a second or foreign language, and most of them don't speak english. in such a circumstance, it is possibly only film and television that can give students this real-life language input. that is why, one of the alternative materials by using mr. bean film is to exponential students in learning english tenses. conclusion this study underscored the influence student’s engagement in learning tenses amid covid 19. this study applied the quantitative approach. the finding revealed that mr. bean movie can influence students’ engagements in learning english especially about tense. based on the aforementioned description, it can be inferred that the film mr. bean exhibits a favorable correlation with english learning outcomes. the beneficial impact of scouting activities is evident through the results of data analysis utilizing correlation analysis, which indicates that the correlation coefficient (r) obtained is smaller than the calculated r value observed when watching the movie "mr. bean". this suggests that students find it simpler to learn english through scouting activities due to the incorporation of enjoyable elements. this situation induces relaxation and reduces anxiety, while also yielding positive effects on the improvement of english language proficiency. besides, by watching that movie, it is able to be an activity to improve listening comprehension and enrich their vocabulary. therefore, studying tenses by watching mr. bean movie can be influencing students’ engagement. in relation to the conclusion, there are some suggestions offered for the teacher and student. as suggestion to the teacher, the selection of media to deliver the material determine students’ achievement. moreover, the class is undergone by online during this pandemic. then, student must be enthusiastic students in carrying out every series of learning activities in online courses.the result of this research is expected to become a benefit for learners, teachers, and material designers. for learners, this research is expected to make the influence toward the students' engagement during covid-19. for the learners, this research showed another media to teach tenses effectively. as we know, teaching tenses quite boring if there is no an effective strategy during teaching and learning process. besides that, the research is hoped to make students feel easier to learn english because it contains many things fun. this condition makes them relax and able to decrease their anxiety, they also have beneficial effect in improving english language skill. besides, by watching that movie, it is able to be an activity to improve listening comprehension and enrich their vocabulary. for teachers, the researchers expect that the research can give suggestion for better way to teach tenses as well. hopefully, this media can be used for other teachers to improve their students' achievement in learning english. sometimes, learning english is muthmainnah, et. al., 2023 how mr. bean film influence student’s engagement in learning tenses 463 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 4 9 4 6 6 ) something hard for some learners. so that, this strategy is expected to make teachers give the learning more attractive and let the students having fun on that. for material designers, this research is expected to give better method to teach tenses. as material designers, this method that uses in learning tenses can be used for them as the references. accordingly, this strategy could be the one of others method out there that can improve students' leaning english ability. material designers can give suggestion to use media that can attract during learning english especially in online class. acknowledgement the researchers would like to thank all students who have contributed to this research. also to all parties who have contributed to this research. this research would not have been able to be carried out without the help of a large number of individuals. references adhikari, y. n. (2021). integrating technology into english language teaching in nepal: student and teacher perspectives. prithvi academic journal, 4, 107-120. afshari, m., abu bakar, k., & su luan, w. (2009). factors affecting teachers’ use of information and communication technology. international journal of instruction, 2(10), 77−98. ahmadi, d. m. r. (2018). the use of technology in english language learning: a literature review [research]. international journal of research in english education, 3(2), 115125. https://doi.org/10.29252/ijree.3.2.115. al-awidi, h., & aldhafeeri, f. (2017). teachers’ readiness to implement digital curriculum in kuwaiti schools. journal of information technology education: research, 16, 105−126. https://doi.org/10.28945/3685. albahlal, f. s. (2019). the impact of youtube on improving secondary school students’ speaking skills: english language teachers’ perspectives. journal of applied linguistics and language research, 6(2), 1-17. alghasab, m. b., alfadley, a., & aladwani, a. m. (2020). factors affecting technology integration in efl classrooms: the case of kuwaiti government primary schools. journal of education and learning, 9(4), 10-27. aliyev, a. (2017). improving english writing skills of non-native undergraduate learners with the help of movies supported by online technologies. journal of education in black sea region, 2(2). al-kafyulilo, a., fisser., p., & voogt, j., (2015). factors affecting teachers’ continuation of technology use in teaching. educ inf technol, 21, 1535–1554. https://doi.org/10.1007/s10639-015-9398-0. alkhudaydi, m. d. (2018). investigating factors that influence the use of youtube in teaching biology in high schools in saudi arabia based on the technology acceptance model. international interdisciplinary journal of education, 7(11). alluri, p. (2018). enhancing english language teaching through films in general foundation programs. [paper presentation]. in arab world english journal (awej) proceedings. 1st mec tesol conference. almalki, a. (2020). integration of technology among saudi efl teachers. english language teaching, 13(8), 160-167. almurashi, w. a. (2016). the effective use of youtube videos for teaching english language in classrooms as supplementary material at taibah university in alula. international journal of english language and linguistics research, 4(3), 32-47. apriani, e. (2016). a new literacy: the role of technology to develop students' character. ta'dib: journal of islamic education (jurnal pendidikan islam), 21(1), 59-72. https://doi.org/10.29252/ijree.3.2.115 https://doi.org/10.28945/3685 https://doi.org/10.1007/s10639-015-9398-0 muthmainnah, et. al., 2023 how mr. bean film influence student’s engagement in learning tenses 464 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 4 9 4 6 6 ) apriani, e., & hidayah, j. (2019). the ict used by the english lecturers for non-english study program students at iain curup. vision: journal for language and foreign language learning, 8(1), 26-37. apriani, e., inderawati, r., arianti, a., wati, s., & hakim, i. n. (2021). implementing elearning training toward english virtual lecturers: the process, perspectives, challenges and solutions. international journal of emerging technologies in learning, 16(4). apriani, e., supardan, d., & umami, m. (2020, november). independent learning: english teachers’ problems in designing a good lesson plan in new normal era at man rejang lebong. in international conference on the teaching english and literature, 1(1), 72-78. apriani, e., supardan, d., sartika, e., suparjo, s., & hakim, i. n. (2019). utilizing ict to develop students language ethic at islamic university. potensia: jurnal kependidikan islam, 5(1), 1-14. arianti, a. (2019). the usage of youtube video in teaching english for young learner (teyl) for sixth semester students of english department. cordova journal: languages and culture studies, 9(1), 1-16. borthwick, k., & gallagher a. (2014). ‘inspiration, ideas, encouragement’: teacher development and improved use of technology in language teaching through open educational practice. computer assisted language learning, 27(2), 163-183. https://doi.org/10.1080/09588221.2013.818560 bouzenoun, a. (2018). the constraints that influence the application of feature films in efl classrooms in algeria. journal of second language teaching & research, 6(2), 5-26. çebi, a. (2018). teachers’ perceptions toward technology integration into the language teaching practices. journal of narrative and language studies, 6(11), 150-177. https://doi.org/10.1080/09588221.2012.654495 chaaban, y., & ellili-cherif, m. (2017). technology integration in efl classrooms: a study of qatari independent schools. education and information technologies, 22(5), 24332454. deng, l., & yuen, a. h. (2011). towards a framework for educational affordances of blogs. computers & education, 56(2), 441-451. dewitt, d., alias, n., siraj, s., yaakub, m. y., ayob, j., & ishak, r. (2013). the potential of youtube for teaching and learning in the performing arts [paper presentation]. procedia social and behavioral sciences, 103, 1118–1126. https://doi.org/10.1016/j.sbspro.2013.10.439 dörnyei, z. (2007). research methods in applied linguistics: quantitative, qualitative, and mixed methodologies. oxford: oxford university press. eickelmann, b. (2011). supportive and hindering factors to a sustainable implementation of ict in schools. journal of educational research online, 3(1), 75–103. fathurrochman, i., & apriani, e. (2017). pendidikan karakter prespektif pendidikan islam dalam upaya deradikalisasi paham radikal. potensia: jurnal kependidikan islam, 3(1), 122. goctu, r. (2017). using movies in efl classrooms. european journal of language and literature, 3(2), 121-124. goldstein, b., & driver, p. (2014). language learning with digital video. cambridge university press. guan, n., song, j., & li, d. (2018). on the advantages of computer multimedia-aided english teaching [paper presentation]. procedia computer science, 131, 727–732. https://doi.org/10.1016/j.procs.2018.04.317. https://doi.org/10.1080/09588221.2013.818560 https://doi.org/10.1080/09588221.2012.654495 https://doi.org/10.1016/j.sbspro.2013.10.439 https://doi.org/10.1016/j.procs.2018.04.317 muthmainnah, et. al., 2023 how mr. bean film influence student’s engagement in learning tenses 465 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 4 9 4 6 6 ) gudea, s. (2010). expectation and demand in online teaching, practical experience. information science publishing: new york. hakim, b. (2020). technology integrated online classrooms and the challenges faced by the efl teachers in saudi arabia during the covid-19 pandemic. international journal of applied linguistics and english literature, 9(5), 33-39. halic, o., lee, d., paulus, t., & spence, m. (2010). to blog or not to blog: student perceptions of blog effectiveness for learning in a college-level course. the internet and higher education, 13(4), 206-213. hameed, p. f. m. (2016). short films in the efl classroom: creating resources for teachers and learners. international journal of applied linguistics and english literature, 5(2), 215-219. hariyono, t. c. (2020). teaching vocabulary to young learner using video on youtube at english course. language research society, 1(1). harvey, g., & hurworth, r. (2006). exploring program sustainability: identifying factors in two educational initiatives in victoria. evaluation journal of australasia, 6(1), 36–44. https://doi.org/10.1177/1035719x0600600106. huang, h. w., wu, c. w., & chen, n. s. (2012). the effectiveness of using procedural scaffoldings in a paper-plus-smartphone collaborative learning context. computers & education, 59(2), 250-259. kendiani, s. d. (2020). the islamic characters in teaching english. journal of english education and teaching, 4(3), 431-448. khatoony, s., & nezhadmehr, m. (2020). efl teachers' challenges in integration of technology for online classrooms during coronavirus (covid-19) pandemic in iran. ajelp: asian journal of english language and pedagogy, 8(2), 89-104. kühl, t., scheiter, k., gerjets, p., & gemballa, s. (2011). can differences in learning strategies explain the benefits of learning from static and dynamic visualizations?. computers & education, 56(1), 176-187. lam, y. (2000). technophilia vs. technophobia. a preliminary look at why second language teachers do or do not use technology in their classrooms. canadian modern language review, 56, 389–420. https://doi.org/10.3138/cmlr.56.3.389. li, l., & walsh, s. (2010). technology uptake in chinese efl classes. language teaching research, 15(1), 99– 125. https://doi.org/10.1177/1362168810383347. mahdi, h. s., & al-dera, a. s. a. (2013). the impact of teachers' age, gender and experience on the use of information and communication technology in efl teaching. english language teaching, 6(6), 57-67. https://doi.org/10.5539/elt.v6n6p57. mackey, t. p., & ho, j. (2008). exploring the relationships between web usability and students’ perceived learning in web-based multimedia (wbmm) tutorials. computers & education, 50(1), 386-409. meilinda, s., noviyenty, l., & apriani, e. (2021). the learning strategies in english subject of islamic study program at iain curup. international journal of education research and development, 1(1), 78-102. miller, e. (2016). can you learn a new language by watching movies?. http://www.strategiesinlanguagelearning.com/learn-new-language-by-watching movies/ moghavvemi, s., sulaiman, a., jaafar, n. i., & kasem, n. (2018). social media as a complementary learning tool for teaching and learning: the case of youtube. the international journal of management education, 16(1), 37-42. https://doi.org/10.1177/1035719x0600600106 https://doi.org/10.3138/cmlr.56.3.389 https://doi.org/10.1177/1362168810383347 https://doi.org/10.5539/elt.v6n6p57 http://www.strategiesinlanguagelearning.com/learn-new-language-by-watchinghttp://www.strategiesinlanguagelearning.com/learn-new-language-by-watchingmuthmainnah, et. al., 2023 how mr. bean film influence student’s engagement in learning tenses 466 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 4 9 4 6 6 ) mohamad, a. (2021). the novel adaptation film as a teaching language and literature media. turkish journal of computer and mathematics education (turcomat), 12(3), 1138-1146. otchie, w. o., pedaste, m., bardone, e., & chounta, i. a. (2020). can youtube videos facilitate teaching and learning of stem subjects in high schools?. bulletin of the technical committee on learning technology (issn: 2306-0212), 20(1), 3-8. pallant, j. (2013). spss survival manual. mcgraw-hill education (uk). patil, d. p. (2020). trends and challenges in english language teaching. studies in indian place names, 40(39), 158-164. petta, j. r., johnson, a. c., taylor, j. m., laird, e. a., yacoby, a., lukin, m. d., & gossard, a. c. (2005). coherent manipulation of coupled electron spins in semiconductor quantum dots. science, 309(5744), 2180-2184. roza, v. (2021). incorporating both zoom and youtube in micro teaching class during the covid-19 pandemic: an effectiveness investigation. in journal of physics: conference series 1779(1), 12033. saqlain, n., & mahmood, z. (2013). english language instructors' perceptions about technology-based language learning at northern border university in saudi arabia. turkish online journal of educational technology-tojet, 12(2), 106-110. selvi, o., tulgar, s., senturk, o., topcu, d. i., & ozer, z. (2019). youtube as an informational source for brachial plexus blocks: evaluation of content and educational value. brazilian journal of anesthesiology (english edition), 69(2), 168–176. https://doi.org/10.1016/j.bjane.2018.12.005 silviyanti, t. m. (2014). looking into efl students’ perceptions in listening by using english movie videos on youtube. studies in english language and education, 1(1), 42-58. sommer, p. (2001). using film in the english classroom: why and how. szeto, e., & cheng, a. y. n. (2014). exploring the usage of ict and youtube for teaching: a study of pre-service teachers in hong kong. the asia-pacific education researcher, 23(1), 53-59. tweed, s. r. (2013). technology implementation: teacher age, experience, self-efficacy, and professional development as related to classroom technology integration. voller, p., & widdows, s. (1993). feature films as text: a framework for classroom use. elt journal, 47(4), 342-353. https://doi.org/10.1016/j.bjane.2018.12.005 english franca academic journal of english language and education doi:10.29240/ef.v8i1%20may http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 8, no 1, 2024, page 65-76 article info: http://journal.iaincurup.ac.id/index.php/english received 24 january 2024; received in revised form 10 february 2024; accepted 24 march 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license teacher’s strategy in doing listening skill of cefr b1 and b2 level test based on self-reflection ilma nurlatifah universitas negeri jakarta, jakarta timur, indonesia corresponding email: ilmanurlatifah@gmail.com to cite this article: nurlatifah, i. (2024). teacher’s strategy in doing listening skill of cefr b1 and b2 level test based on self-reflection. english franca : academic journal of english language and education, 8(1 may). doi: http://dx.doi.org/10.29240/ef.v8i1 may.9886 introduction the council of europe created the common european framework of reference (cefr), (byram & parmenter, 2012) which is a collection of professional competency standards for a variety of areas. standardized english language competency has long been a practice in indonesian education. indonesian students are familiar with a variety of assessments, including the toefl, ielts, and toeic. (iskandar et al., 2021). the cefr itself as a course is probed within the scope of learners’ expectations, learning outcomes, and course achievement via self-study, self-reflection, and discussion-based selfassessment practices (nagai et al., n.d.). in this sense, the effectiveness of the cefr and the allied language education tools are aimed to be uncovered as the components of a postgraduate course. to understand the processes and the potential strategies, the research on language learning strategies has increasingly attracted educators. learning strategies play a prominent role in second/foreign language learning, contributing to improving learners' language competence in every respect (rao, 2016). abstract. listening is a receptive skill that plays a crucial role in learning english because it is a language modality used in direct conversation. this study utilized a narrative inquiry approach, a qualitative research method that gathers data through documentation, reflective notes, and participant interviews. six students from mpbi class c participated, providing self-reflections on their experiences with listening tasks and strategies. data collection included detailed selfreflections, semi-structured interviews, and teacher reflective notes, ensuring a comprehensive understanding of the strategies' impact. the primary instrument used in this study was: selfreflection, students maintained journals documenting their thoughts, feelings, and observations regarding the listening strategies used in their classes. interviews with students provided deeper insights into their reflections and allowed for clarification and elaboration on their written reflections. thematic analysis was employed to analyze the data from self-reflections, interviews, and teacher notes. key themes related to listening strategies, student experiences, and instructional practices were identified and categorized. narrative construction techniques were used to create detailed accounts of each participant's experiences, which were then compared and contrasted to identify common patterns and differences. in conclusion, the teacher's strategies significantly benefited students' listening skills development at the cefr b1 and b2 levels. this study highlights the importance of reflective practices, tailored instruction, and continuous feedback in enhancing language proficiency. explore whether there was a difference in this self-reflection of six levels of learning strategies between the different levels of their english proficiency. keywords: teacher’s strategy, listening test, self-reflection mailto:ilmanurlatifah@gmail.com http://dx.doi.org/10.29240/ef.v8i1%20may.9886 ilma nurlatifah, 2024 teacher’s strategy in doing listening skill of cefr b1 and b2 level test based on self-reflection 65 | v o l . 8 , n o . 1 , 2 0 2 4 ( 6 5 7 6 ) the study highlighted several benefits of the teacher’s strategies in developing listening skills for students at the cefr b1 and b2 levels, based on self-reflection from the participants in understanding how effective teaching practices can enhance language learning outcomes. the study demonstrated that the teacher’s strategies significantly benefited students’ development of listening skills at the cefr b1 and b2 levels. these benefits were evident in enhanced comprehension, improved focus, critical thinking, metacognitive awareness, motivation, confidence, test performance, and autonomous learning. understanding these benefits can help educators refine their teaching practices to better support students in achieving listening proficiency.(iskandar et al., 2021) as we know, in english there are four important skills learned: speaking, listening, writing, and reading. these four language skills are sometimes called the "macro-skills". it is often in contrast to the "micro-skills", which are grammar, vocabulary, pronunciation, and spelling. the mode of communication is divided into oral and written forms and direct communication to receive and produce the message. as a teacher, facilitating the development of listening skills among students at the cefr b1 and b2 levels has been both a rewarding and challenging endeavor. engaging in this research study has provided me with a valuable opportunity to reflect on my teaching strategies and their effectiveness in enhancing students' listening proficiency. pre-listening preparation: one aspect of my teaching strategy that stood out during this study was the importance of thorough pre-listening preparation. introducing key vocabulary, discussing the topic, and setting clear listening objectives proved instrumental in priming students for successful comprehension. reflecting on these pre-listening activities, i realized the significance of establishing a solid foundation of understanding before students engage with listening tasks. active listening techniques: throughout the study, the researcher emphasized the use of active listening techniques such as note-taking, identifying main ideas, and listening for specific information. observing students' self-reflections reaffirmed the effectiveness of these strategies in improving their focus and comprehension during listening exercises. however, i also recognized the need to scaffold these techniques appropriately, especially for students at the b1 level who may require more guidance in developing active listening skills. post-listening reflection: engaging students in post-listening discussions was another key aspect of my teaching strategy that emerged from this study. these discussions provided an opportunity for students to review and analyze the content of the listening tasks, clarify misunderstandings, and reflect on their learning process. through their selfreflections, i gained insights into the importance of encouraging metacognitive awareness and self-evaluation among students, empowering them to take ownership of their learning. differentiated instruction: one notable finding from this study was the differences in strategy use between students at different proficiency levels. while b1 level students primarily relied on basic strategies, b2 level students demonstrated more advanced techniques such as summarizing content and inferring meaning from context. this reinforced the importance of differentiated instruction, tailoring teaching strategies to meet the diverse needs and abilities of students at various proficiency levels. continuous improvement: overall, this research study has prompted me to reflect critically on my teaching practices and explore ways to enhance the effectiveness of my strategies in developing students' listening skills. moving forward, i am committed to incorporating feedback from students' self-reflections, refining my instructional approaches, and fostering a supportive learning environment that empowers students to become confident and proficient listeners of english. in conclusion, this self-reflection process has been invaluable in deepening my understanding of the complexities involved in teaching listening skills at the cefr b1 and b2 levels. i am grateful for the opportunity to engage in this research study and look forward to implementing lessons learned to further support the growth and development of my students. ilma nurlatifah, 2024 teacher’s strategy in doing listening skill of cefr b1 and b2 level test based on self-reflection 66 | v o l . 8 , n o . 1 , 2 0 2 4 ( 6 5 7 6 ) in this study, the researcher tries to focus on listening skills, caused by figuring out what the strategies are in doing listening skills of cefr b1 and b2 level based on their selfreflection. listening itself is the receptive skill within the oral mode while reading is the receptive skill in the written mode. on the other hand, writing and speaking are productive skills. writing is produced in written mode while speaking is produced in oral mode (harmer, 2007). in conclusion, this self-reflection process has been invaluable in deepening my understanding of the complexities involved in teaching listening skills at the cefr b1 and b2 levels. i am grateful for the opportunity to engage in this research study and look forward to implementing lessons learned to further support the growth and development of students. based on the situation above, there are two problems throughout this study: 1. what are the teachers' strategies based on self-reflection to improve their ability in listening skills for the cefr test? 2. how do the strategies achieve their goals in listening skills of the cefr test? theoretical framework listening skill according to (gulam, 1966) listening is the ability to accurately receive and interpret messages in the communication process, when someone is unable to listen clearly, messages could be easily misunderstood. the complex process by which we can understand spoken language is referred to as "listening" in language training. speaking, reading, and writing are frequently paired with listening, which is the language skill that is used the most. to listen, one must be receptive (hearing what the speaker says); constructive (constructing and reflecting meaning); collaborative (negotiating meaning with the speaker and responding); and transformative (generating meaning through interaction, creativity, and empathy). successful listening can also be evaluated and learners' approaches and methods for handling tasks can be used to teach strategies, and listeners will be taught efficient methods for handling and approaching listening. listeners can participate in the listening process with these exercises. (rost, 2013). teacher strategy in doing cefr b1-b2 level the three primary categories of learning methods, which include listening skills, are typically recognized as cognitive, metacognitive, and socio-affective. (brown, 2007). first, the cognitive strategy manipulates the content more directly and is more focused on the particular learning task. when it comes to how pupils think when processing instructional materials, cognitive strategies play a role. secondly, the term "metacognitive strategy" in information processing theory refers to an "executive" function that includes preparing for learning, reflecting on the learning process while it is happening, keeping track of one's production of comprehension, and assessing learning after an activity is finished. (jaya, 2019) in other words, students' strategies and methods of organization for the information they are acquiring are referred to as metacognitive strategies. finally, the socio-affective strategies involve socio-mediating and interacting with others in learning activities. students' collaboration with peers in achieving their educational goals is correlated with social strategy (myers et al., 2011) materials and method this study engages a narrative inquiry in which collected narrative data from the student of the mpbi class's perception and their experience when doing the cefr test. following its purpose. narrative inquiry is a qualitative research method focused on the study of stories or narratives to understand human experiences. researchers using narrative inquiry aim to explore how individuals make sense of their lives and experiences through the stories they tell. (creswell, 2014) the instruments or tools of narrative inquiry include various ilma nurlatifah, 2024 teacher’s strategy in doing listening skill of cefr b1 and b2 level test based on self-reflection 67 | v o l . 8 , n o . 1 , 2 0 2 4 ( 6 5 7 6 ) methods and approaches to collect, analyze, and interpret these stories. here, we detail the specific steps and approaches used in this narrative inquiry. research design narrative inquiry framework: the study was grounded in the principles of narrative inquiry, which emphasize understanding human experiences through the stories individuals tell. this approach was chosen to capture the nuanced and contextualized experiences of teachers and students in the process of developing listening skills. participants 1. selection: the study involved six students from the mpbi class c, each representing different levels of proficiency within the b1 and b2 range of the cefr. these participants were selected based on their enrollment in the english language program and their willingness to engage in reflective practices. 2. teacher’s role: the participating teacher, who implemented various strategies to enhance listening skills, also contributed reflective notes and insights on their instructional practices. data collection self-reflections: participants were asked to write self-reflections detailing their experiences, thoughts, and feelings about the listening strategies used during their lessons and tests. these reflections focused on how the strategies helped them understand listening tasks, process information, and improve their skills. reflective notes: the teacher maintained reflective notes documenting the rationale behind chosen strategies, observations of student responses, and perceived effectiveness of different instructional approaches. interviews: semi-structured interviews were conducted with both the students and the teacher. these interviews provided additional depth to the self-reflection, allowing participants to elaborate on their written reflections and discuss their experiences in more detail. documentation: additional data were gathered from classroom materials, lesson plans, and audio recordings of listening tasks used in the classroom. these documents helped contextualize the strategies and provided a comprehensive view of the instructional environment. data analysis narrative construction: individual narratives were constructed for each participant, highlighting their unique experiences and reflections on the listening strategies. these narratives were then compared and contrasted to identify common patterns and divergences. reporting narrative reports: the findings were reported through detailed narrative accounts, capturing the richness of participants’ experiences and the impact of the teaching strategies on their listening skills development. (ford, 2020) reflection and implications: the study concluded with a reflective discussion on the implications of the findings for teaching practices and future research in language education. through narrative inquiry, this study provided an in-depth understanding of the strategies used by teachers to develop listening skills and the experiences of students engaging with these strategies at the cefr b1 and b2 levels. the method allowed for a comprehensive exploration of the personal and contextual factors influencing listening comprehension and instructional effectiveness. ilma nurlatifah, 2024 teacher’s strategy in doing listening skill of cefr b1 and b2 level test based on self-reflection 68 | v o l . 8 , n o . 1 , 2 0 2 4 ( 6 5 7 6 ) results and discussion results in this study, the researcher retells the stories shared by the participants' perspectives about their self-reflection in doing the cefr listening b1 and b2 level tests. narrative of each participant includes knowledge about learning media, the steps when they are doing the cefr test and this study examined the effectiveness of teacher strategies in enhancing listening skills among students at the cefr b1 and b2 levels through their self-reflections. the results reveal several key findings regarding the impact of these strategies on students' listening proficiency and their learning experiences. here are some perspectives from 6 participants when doing listening tests b1 and b2 levels: participant 1’s perspective b1 level: topic “sport” "the topic for this listening section is easy to follow. while listening to the audio, i can find the information from two speakers that are talking. to achieve a high score for this topic, i had to listen to every detail of the audio to understand what the speakers meant to say. in addition, i have to understand the implied and stated questions" b2 level: topic “tourism” "this section has a simple topic so it was easy to follow. throughout listening, i can easily enjoy the audio and follow the conversation. therefore, the information and answers can be found easily. to achieve the high score, i only have to pay attention to the whole section and understand the main ideas & supporting details" participant 2’s perspective b1 level: topic “sport” “there are 6 questions and each question had the audio itself, it makes me not be fooled and missed the previous question. i found a new vocabulary related to sports, such as rugby, and hockey. i had a mistake in the 3rd number, just because the speaker said 'high jump', i immediately clicked on the answer 'high jump', even though it was about diving. i got 5/6 score" b2 level: topic “education” “in this topic, there were 5 questions that related to education. i was asked to listen to a radio show about the value of a university education and to choose the statement that best represents the opinions of all callers. the challenge is what each caller deliberately said was not stated in the options, and i needed to conclude the mean. it is implied mean and i have to think it more." participant 3’s perspective b1 level: topic ”describing people” "i asked to listen to two students talking about the teachers at their college and match the teacher's names to the photos. i think the topic is difficult because of the speaker's intonation and i can't hear so i have to repeat it. i got a score of 9 out of 10 on this topic. i will need to focus on improving my listening skills." b2 level: topic “describing place” "i was asked to listen to a radio journalist describing the champs-elysees in paris and choose true or false. i thought the writer here would recommend the champs elysees to tourists visiting paris but not. i think i should be able to understand well." participant 4’s perspective b1 level: topic “accommodation” ilma nurlatifah, 2024 teacher’s strategy in doing listening skill of cefr b1 and b2 level test based on self-reflection 69 | v o l . 8 , n o . 1 , 2 0 2 4 ( 6 5 7 6 ) "this audio contains a conversation between marcel and the accommodation college provider. they talk about marcel's accommodation for this year. marcel wants to stay at the university hall again but he cannot afford it. so, he asks about the accommodation that has still been left after listening to the audio, i have to answer six questions by choosing five answers available in the text. this listening test is quite easy and simple, but i missed several questions. it is because i am afraid of missing the audio." b2 level: topic ”environment” "when i do the listening test, i have difficulty understanding the context of audio. since i don't know anything about moths' caterpillars, surely, it's added to my vocabulary list and knowledge about the english phenomenon" participant 5’s perspective b1 level: topic ”free time” "in this part, there were 10 questions dealing with activities being offered to holidaymakers on a cruise ship. listeners were required to choose the true or false questions based on the descriptions. the challenges in this activity came from the speaker whose intonation was hard to get. another one was dealing with numbers. the listeners might be distracted by the time the activity started and lasted. e.g. the art class starts at 10 o'clock and lasts two hours. they might choose the true option for the question stating the art class is at 2 o'clock. consequently, listeners should pay attention to numbers." b2 level: topic “health” "one of the two made me confused as to why the answer was wrong. the recording stated that these women may be illiterate so just delivering leaflets everywhere isn't necessarily going to work. the question asked if leaflets are not effective in advertising immunization programs then i chose the option that stated some people can't read. but it turned out that the answer was they do not reach people in isolated areas." participant 6’s perspective b2 level: topic “education” "in this test, i was assigned to listen to a radio show about the value of a university education and to choose the statement that best represents the opinions of all callers. this activity was not difficult as we needed to get the main point of what each caller stated what's on their mind about the value of a university education. the challenge in doing this is the way each speaker said something that was not explicitly stated in the options. therefore, i predict some of the points of discussion to get the best answers." from their self-reflection when doing their listening test, almost all participants had different tests and every test had different difficulties too. so, the researcher gave them 10 questions in questionnaire forms to make some strategy when doing listening tests of cefr b1 and b2 levels. here, below is the data that the researcher collected from all participants. ilma nurlatifah, 2024 teacher’s strategy in doing listening skill of cefr b1 and b2 level test based on self-reflection 70 | v o l . 8 , n o . 1 , 2 0 2 4 ( 6 5 7 6 ) time to do the listening test figure 1. time for listening test most of the respondents answered 3 times for the listening test with a percentage (of 66,7%) which means 4 participants chose 3 times, 1 participant chose 2 times, and 1 participant chose 1 time. participants find some unfamiliar words figure 2. familiar or unfamiliar words from the figure above 5 participants found some unfamiliar words and 1 participant didn't find unfamiliar words. ilma nurlatifah, 2024 teacher’s strategy in doing listening skill of cefr b1 and b2 level test based on self-reflection 71 | v o l . 8 , n o . 1 , 2 0 2 4 ( 6 5 7 6 ) vocabulary is important figure 3. vocabulary in listening test based on the result; 5 participants answered 'yes' that vocabulary matters in doing the listening test. accent in listening test figure 4. accent of 6 participants; only 2 participants had accents easy to understand, 1 participant answered 'no', and the other participant had different problems, such as; (sometimes i heard unfamiliar words as they were pronounced in an unfamiliar accent, there's one speaker whose accent was difficult to comprehend and others speakers' accent was just fine). ilma nurlatifah, 2024 teacher’s strategy in doing listening skill of cefr b1 and b2 level test based on self-reflection 72 | v o l . 8 , n o . 1 , 2 0 2 4 ( 6 5 7 6 ) participants’ challenging figure 5. challenging in listening test from the figure above, the participants have different challenges when doing the listening test, and almost all participants answered that listening has many difficulties and that the listener needs to conclude the most important point of each listening test. listening skill figure 6. to improve listening skill ilma nurlatifah, 2024 teacher’s strategy in doing listening skill of cefr b1 and b2 level test based on self-reflection 73 | v o l . 8 , n o . 1 , 2 0 2 4 ( 6 5 7 6 ) almost all participants said that to improve their listening skills are usually listen to music or more audio read books with audio and take notes it will help much to improve in listening skills. tried the other listening test figure 7. listening test of all the participants only 5 tried the other tests, such as; the test of english foreign language and test of english international communication. listening test b1 and b2 level figure 8. b1 and b2 level from the result, 3 participants answered b1 and b2 levels too difficult. ilma nurlatifah, 2024 teacher’s strategy in doing listening skill of cefr b1 and b2 level test based on self-reflection 74 | v o l . 8 , n o . 1 , 2 0 2 4 ( 6 5 7 6 ) strategy in listening test figure 9. participants’ strategy strategy in a listening test is important, it because will help the listener to answer their listening test of cefr. all participants have various of strategy in a listening test. achieve their goals in doing listening skills of cefr test figure 10. goals in listening skill to achieve their goals some of the participants answer that listening carefully to achieve better scores and keep practicing to overcome the challenges in a listening test. discussion as mentioned in the literature review (gilakjani, 2012) "listening is the activity of paying attention to the speaker and trying to get meaning from what we hear. from the data collected before, the researcher found that the participants needed a technique that could help them overcome their problems in listening to improve their listening skills. the participant's problems included the lack of vocabulary, the low motivation in learning, and low listening comprehension. listeners need a technique to help them develop their listening skills, which can be facilitated through functional and formal practice. they also state that listening is an action performed to obtain the message and information of what is heard in the target language. as ilma nurlatifah, 2024 teacher’s strategy in doing listening skill of cefr b1 and b2 level test based on self-reflection 75 | v o l . 8 , n o . 1 , 2 0 2 4 ( 6 5 7 6 ) a result, efforts to improve listening skills involve a few basic concepts such as pre-listening, while-listening, and post-listening (cook, 2001:132). 1. pre-listening activities help students make some decisions about what they heard from a listening test, to focus attention on meaning while listening. a listening objective must be established. so, students understand the exact information or level of detail necessary. students are expected to be able to use their knowledge and language competence. 2. while listening: techniques include listening to a discussion and determining where the conversation took place, as well as listening to a conversation and determining what the people are talking about. listening activities, focus their attention on key topics in the text, such as asking students to identify the number of speakers, how frequently they hear specific terms, and how many questions they hear. 3. post-listening: this activity is designed to ensure that the instructional material is understood and retained by students. it consists of the extension and development of the listening task. students need to evaluate the results of decisions made during a listening task. in this part, the lesson is about giving a task related to the topic to ensure the students' comprehension and retention of the message and reflection on the language of the passage, asking the students to express and develop the written forms or listening task in spoken. all participants explained that many a variety of strategies in doing listening skills of cefr b1 and b2 level test, and it will help everybody to do the test and help to achieve better scores. based on feedback and reflection, the teacher should be prepared to make adjustments and adaptations to their teaching strategy as needed. this might involve modifying the types of pre-listening activities used, providing additional support during the listening task, or designing different post-listening tasks to better address student needs. for long-term planning the teacher should use feedback and reflection to inform longterm planning for listening skill development. this could involve identifying recurring areas of difficulty for students and incorporating targeted practice activities into future lessons, or exploring new teaching techniques and resources to enhance student engagement and learning outcomes so, by implementing this strategy and continuously reflecting on teaching methods, teachers can effectively enhance students' listening skills at b1 and b2 levels, preparing them for real-world communication challenges and all participants explained that many a variety of strategies in doing listening skills of cefr b1 and b2 level test, and it will help everybody to do the test and help to achieve better scores. conclusion cefr has been used in many countries, especially in europe and asia and the involvement of countries from other continents is an acknowledgment of the framework that is considered as this standard. cefr itself 6 levels of cefr (a1, a2, b1, b2, c1, c2). this study focuses on listening tests of cefr b1 and b2 level. the study concluded that teachers' strategies significantly impact students' listening skills development at the cefr b1 and b2 levels. pre-listening activities, active listening techniques, and post-listening discussions were particularly effective. additionally, students’ self-reflections highlighted the importance of understanding and evaluating their learning strategies, which contributed to enhanced listening proficiency and greater confidence in their language abilities. acknowledgment the researcher would like to express our deepest gratitude to all those who contributed to this study on the strategies used by teachers to develop listening skills for the cefr b1 and b2 level tests. first and foremost, we extend our heartfelt thanks to the students of mpbi class c for their active participation and invaluable self-reflections. their ilma nurlatifah, 2024 teacher’s strategy in doing listening skill of cefr b1 and b2 level test based on self-reflection 76 | v o l . 8 , n o . 1 , 2 0 2 4 ( 6 5 7 6 ) willingness to share their experiences and insights was crucial for the success of this research. the researcher was immensely grateful to the teachers who implemented and shared their strategies for improving listening skills. their dedication to teaching and their innovative approaches to language instruction provided a solid foundation for this study. last, the researcher is grateful to our families and friends for their unwavering support and understanding, which motivated us to pursue and complete this study. references alexander, o. (n.d.). exploring teacher beliefs about teaching english for academic purposes at low proficiency levels. berwald, j.-p., & chastain, k. (1977). developing second language skills: theory to practice. in the modern language journal (vol. 61, issue 4). https://doi.org/10.2307/324832. brown, h. d. (2007). princple of language learning and teaching. in encyclopedia of the sciences of learning (pp. 1743–1745). byram, m., & parmenter, l. (2012). the common european framework of reference: the globalisation of language education policy. the common european framework of reference: the globalisation of language education policy, 1–270. https://doi.org/10.1093/elt/cct048. creswell, j. w. (2014). proceedings of the annual conference of the international speech communication association, interspeech. proceedings of the annual conference of the international speech communication association, interspeech. ford, e. (2020). tell me your story: narrative inquiry in lis research. college and research libraries, 81(2), 235–247. https://doi.org/10.5860/crl.81.2.235. gilakjani, a. p. (2012). the significance of pronunciation in english language teaching. english language teaching, 5(4), 96–107. https://doi.org/10.5539/elt.v5n4p96. gilakjani, a. p. (2012). the significance of pronunciation in english language teaching. english language teaching, 5(4), 96–107. https://doi.org/10.5539/elt.v5n4p96. gulam, k. (1966). business communication: basic concepts and skills. intervention in school and clinic, 2(2), 127–128. iskandar, i., efendi, a. l. i. s., & santosa, i. (2021). the model of listening cefr-based test specification for higher education. 2069(7), 95–106. https://doi.org/10.29300/ling.v7i2.5661. jaya, hariswan putera. (2019). learning styles used and english proficiency of the students of english education study program faculty of teacher training and education sriwijaya university. holistics, 11(1), 17–22. https://jurnal.polsri.ac.id/index.php/holistic/article/view/1339. myers, n., project, l., & tucker, j. (2011). a developmental english proficiency test. 7(1), 61–72. nagai, n., birch, g. c., bower, j. v, & schmidt, m. g. (n.d.). springer texts in education cefr-informed learning, teaching and assessment a practical guide. http://www.springer.com/series/13812. rao, z. (2016). language learning strategies and english proficiency: interpretations from information-processing theory. language learning journal, 44(1), 90–106. https://doi.org/10.1080/09571736.2012.733886. rost, m. (2013). teaching and researching listening, second edition. teaching and researching listening, second edition, 1–407. https://doi.org/10.4324/9781315833705 service, e. t. (2009). guidelines for the assessment of english language learners. princeton nj educational, 1–42. http://scholar.google.com/scholar?hl=en&btng=search&q=intitle:guidelines+for+the+ assessment+of+english+language+learners#1. http://scholar.google.com/scholar?hl=en&btng=search&q=intitle:guidelines+for+the+assessment+of+english+language+learners#1 http://scholar.google.com/scholar?hl=en&btng=search&q=intitle:guidelines+for+the+assessment+of+english+language+learners#1 english franca academic journal of english language and education doi: 10.29240/ef.v7i1.6636 http://journal.iaincurup.ac.id/index.php/english/index eissn: 2580-3689; pissn: 2580-3670 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2022; received in revised form 10 april 2023; accepted 10 may 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-nc-sa 4.0 license using blended learning to increase students’ english learning motivation nurdiana, afrizal, roswati, indah damayanti ¹ state islamic university of sultan syarif kasim riau, riau, indonesia 2 state islamic university of sultan syarif kasim riau, riau , indonesia 3state islamic university of sultan syarif kasim riau, riau, indonesia 4state islamic university of sultan syarif kasim riau, riau, indonesia corresponding email: nurdiana@uin-suska.ac.id introduction motivation refers to a person's willingness to exert a significant amount of effort in order to achieve certain goals in a given scenario. according to yulfi and aalayina, (2021) students' english performance and accomplishment will be influenced by motivation when learning english. fachraini (2017) also stated that a person's motivation determines whether or not they succeed in learning english. according to suryasa et al. (2017), pupils who are sufficiently motivated would become effective language learners with eventual language competency. students who are motivated will get a better comprehension of english, but unmotivated students will struggle to reach their goals. motivation is vital for pupils since it is an aspect of education that the instructor must understand. it will be impossible to execute learning activities effectively for pupils who lack drive to study. purnama et al (2019) state that when teachers understand their students' motivation, they will understand their students' interests. in addition, teachers may identify the optimal method and set it for teaching and learning. as a result, pupils will be more effective and engaged in their studies. several studies found that integrated learning increases students' enthusiasm to learn in relation to the learning paradigm. in the teaching-learning process, blended learning mixes face-to-face or offline sessions with an online gathering. according to fauziah (2020), the blended learning technique increased student participation in class compared to traditional classrooms. because of the utilization of blended learning, the activities in class will be diverse. blended learning, according to sulistiani and sukirno (2016), can increase students' motivation and achievement. as a result, in this day and age, blended learning may be a viable abstract. the goal of this study was to look at students' motivation for english studying at cendana senior high school in pekanbaru. the researchers utilized a descriptive quantitative technique. there were 113 pupils in third grade, divided into four classrooms. the researchers employed a purposive selection strategy to choose 30 pupils from this group. the researchers employed questionnaires to collect data. according to the study's results, the degree of blended-learning students' english learning motivation was 73,2%, indicating that the students were well motivated. in this study, the instrumental factor was found to be the most crucial component in students' motivation for english blended learning. blended learning is fascinating to the instructor and students because it allows them to exercise english in several ways. students can learn not only by seeing and hearing the instructor in front of the class on a chalkboard but also by the teacher's excitement and personal characteristics. students may get more engaged in studying english through various techniques, and they may also exercise their knowledge through blended learning. there might be other explanations from films or music. keywords: english learning motivation, blended learning http://u.lipi.go.id/1613357132 http://u.lipi.go.id/1614254143 http://journal.iaincurup.ac.id/index.php/english mailto:nurdiana@uin-suska.ac.id nurdiana, et. al., 2023 using blended learning to increase students’ english learning motivation 146 | vol. 7, no. 1, 2023 (145-154) option for instructors when it comes to teaching the learning process, particularly when it comes to teaching english. the preliminary research revealed that when students were learning english in blended learning, they struggled to grasp the information because they had to adjust to a blended learning style that was different from their prior learning method. second, students who participate in online meetings while studying english through blended learning are uninterested. finally, when employing blended learning, students are unable to take their work seriously. the researchers discovered that while students were studying english via blended learning, their excitement differed between offline and online meetings. it was demonstrated that when the teacher asked the students to turn on their cameras, they had no reactions; nevertheless, when they participated they were more active in english learning activities during the offline meeting. as a result, it demonstrated that students' enthusiasm to study english in blended learning was poor. aside from the explanation above, the researcher is interested in conducting a study to determine what kind of influence the blended learning model has on increasing the motivation to learn english for high school students in pekanbaru, taking into account several factors such as students' involvement in learning english, students' desire to discover new things in learning, students' encouragement and needs in learning, the conduciveness of the learning environment and students' desire to get good grades. when teachers use blended learning, students should be motivated to learn. the goal of this study, on the other hand, was to look at how students' motivation to learn english alters when blended learning is incorporated into the learning process. using blended learning to increase student motivation during the english teaching-learning process (sari, 2018) sulistiani (2016) describes how to use blended learning to boost student learning motivation and accomplishment. there has been no prior study on the influence of blended learning on enhancing students' willingness to learn english by including a range of motivating factors. based on the study presented above, it can be concluded that the majority of prior studies only sought to establish how students desire to learn english. theoretical framework motivation in learning english motivation in learning is the most important factor in engaging in learning activities, which means that without motivation, no one will engage in learning activities (islam et al, 2018). according to sardiman (2011, p.75), motivation in learning is the force inside students that poses a learning activity, ensuring the continuation of learning activities and providing direction on learning activities, so that the desired goals by the subject of study can be realized. according to kong (2009), "motivation is an inner cause that pushes students forward in learning english with enthusiasm and willingness" in the context of learning english. as a result, pupils who are motivated will succeed in learning english since something motivates them to learn english and they will learn with enthusiasm. as a result, motivation for learning english helps students learn with enthusiasm and interest in order to reach their learning objectives. types of motivation there are two different types of motivation: internal motivation and extrinsic motivation. based on brophy and good (as cited in asio et al., 2017), and hamzah b. uno (2004, p. 23), the researchers came up with the following indicators of the two forms of motivation: intrinsic motivation and extrinsic motivation. the concept of blended learning blended learning is the result of combining the phrases learning and blended. incorporating traditional learning (face-to-face) with web-based online approaches (online teaching), or blended learning, as defined by sharma (2011), is a process. by definition, blended learning is "the term most commonly used to refer to any combination of face-to-face nurdiana afrizal, et. al., 2023 using blended learning to increase students’ english learning motivation 147 | vol. 7, no. 1, 2023 (145-154) teaching with computer technology (online and offline activities)" (tomlinson and whittaker, as cited in sari, rahayu, apriliandari, and sulisworo, 2018, p.164). blended learning is also described by melbourne (2012) as mixing synchronous and asynchronous online learning with in-person instruction, mobility, and the internet. additionally, mohammed (2015) defines blended learning as learning that includes both a number of face-to-face and online class meetings. the researcher defines blended learning as a formal or informal educational program that mixes online digital media with conventional classroom approaches based on the definitions given above. the advantages of blended learning these are some advantages of mixed learning, according to al fiky (2011, p. 24-26): (1) increasing student participation and interaction, (2) improving student performance and learning, (3) encouraging student motivation and independence, (4) increasing the results of student learning, (5) lowering the price of paper and copies. much research demonstrates that using blended learning increases student motivation during the teaching-learning process. using a mixed learning strategy increases students' motivation to study (sulistyawati et al 2022). sulistiani and sukirno (2016) agreed that blended learning can promote students to increase their motivation and achievement. according to tong et al (2022), students' engagement involving teachers, academic success, and self-study capacity, as a result of blended learning, learning attitudes increased. blended learning students have established themselves as engaged learners, which has improved their attention and results (nyoman 2021). additionally, talis et al (2018) contend that including blended learning promotes student participation and accountability for their learning. material and method this study involved third-grade pupils from cendana senior high school in pekanbaru. this was a descriptive quantitative study. according to cohen et al. (2007), the purpose of descriptive studies are to characterize and grasp real-world circumstances or the current condition of events. according to cresswell (2012), the quantitative approach investigates an idea by making restricted assumptions and collecting evidence to support or disprove the assumptions. this technique was chosen by the researchers because it is the best match for their investigation. the participants were all third-grade pupils from cendana senior high school in pekanbaru. there were 113 pupils in all, divided into four courses. in this example, the researchers used a purposive selection strategy to choose only one class as the sample. because they had already been exposed to the blended-learning paradigm in english class, the participants were chosen. according to brophy and good (quoted in asio et al., 2017) and hamzah b. uno (2004, p.23), in blended learning, the researchers collected data on the following measures of students' english learning motivation: students who actively participated in english learning activities, students who wanted to learn more about the lessons, students' encouragement and learning requirements, students' motivation to acquire outstanding marks, and students' sensation of activity.the researchers used google forms to collect data, which they then shared with the students in the whatsapp group. because it gives ordered, mainly numerical data, can be given without the researcher's presence, and is fairly simple to assess, the questionnaire is a common and effective method for collecting survey data. wilson and mclean (1994), as referenced in har et al. (2000, p. 245). results and discussion results describing how students’ english learning motivation in blended learning was the objective of this research. the data was collected from the questionnaire. questionnaire was administered on october 10, 2022 via google form. 30 students were as a sample for getting the data. then, the researchers analyzed the data for getting the percentage of students’ english learning motivation in blended learning. for each indicator consisted of 3 items of questions. the data can be seen as follows: nurdiana, et. al., 2023 using blended learning to increase students’ english learning motivation 148 | vol. 7, no. 1, 2023 (145-154) table 1. students who actively participate in english study activities no respondent's answer f s % mean category 1 strongly agree 8 40 26,67 3,83 high agree 13 52 43,33 neither agree nor disagree 5 15 16,67 disagree 4 8 13,33 strongly disagree 0 0 0 total 30 115 100,00 2 strongly agree 7 35 23,33 3,87 high agree 12 48 40 neither agree nor disagree 11 33 36,67 disagree 0 0 0 strongly disagree 0 0 0 total 30 116 100,0 3 strongly agree 5 25 16,67 3,53 high agree 6 24 20 neither agree nor disagree 19 57 63,33 disagree 0 0 0 strongly disagree 0 0 0 total 30 106 100 total score 11,23 high based on the table above, it shows that the indicator of students actively involved in the english learning activities, included in high category, with a value 74,87% because it is in the 60-80% interval. from the information of the table above, those three items are in high category with the first item mean is 3.83. second item has 3.87 mean, and the third has 3.53 mean. the average mean of these three items is 11.23. it indicates that they are in high category. table 2. students are eager to learn more about the lessons no respondent's answer f s % mean category 4 strongly agree 8 40 26,67 3,77 high agree 10 40 33,33 neither agree nor disagree 9 27 30 disagree 3 6 10 strongly disagree 0 0 0 total 30 113 100,00 5 strongly agree 16 80 53,33 4,4 very high agree 10 40 33,33 neither agree nor disagree 4 12 13,33 disagree 0 0 0 strongly disagree 0 0 0 total 30 132 100,00 6 strongly agree 7 35 23,33 3,9 high nurdiana afrizal, et. al., 2023 using blended learning to increase students’ english learning motivation 149 | vol. 7, no. 1, 2023 (145-154) agree 13 52 43,33 neither agree nor disagree 10 30 33,33 disagree 0 0 0 strongly disagree 0 0 0 total 30 117 100,00 total score 12,07 high according to the table above, the data from students are eager to learn more about the lessons shows that item four has 3.77 mean in the high category. fifth item with 4.4 mean in very high category, and sixth item with 3.9 mean in high category. it means that students are eager to learn more about the lessons. it can seem from the average percentage with a value 80,44% because it is in the 60-80% interval. table 3. students’ encouragement and learning needs no respondent's answer f s % mean category 7 strongly agree 10 50 33,33 4,13 very high agree 14 56 46,67 neither agree nor disagree 6 18 20 disagree 0 0 0 strongly disagree 0 0 0 total 30 124 100,00 8 strongly agree 2 10 6,67 3,03 average agree 5 20 16,67 neither agree nor disagree 16 48 53,33 disagree 6 12 20 strongly disagree 1 1 3,33 total 30 91 100,00 9 strongly agree 2 10 6,67 2,97 average agree 5 20 16,67 neither agree nor disagree 14 42 46,67 disagree 8 16 26,67 strongly disagree 1 1 3,33 total 30 89 100,00 total score 10,13 high based on the table at the previous page, it shows that students’ encouragement and learning needs has the data as follow: seventh item shows 4.13 mean which means in very high category. eighth item shows 3.03 mean which means in average category. ninth item shows 2.97 mean which means in average category. the conclusion of students’ encouragement and learning needs is still in high category, with a value 67,56% because it is in the 60-80% interval. table 4. students urged to get good grades no respondent's answer f s % mean category 10 strongly agree 6 30 20 3,53 high agree 9 36 30 neither agree nor disagree 11 33 36,67 nurdiana, et. al., 2023 using blended learning to increase students’ english learning motivation 150 | vol. 7, no. 1, 2023 (145-154) disagree 3 6 10 strongly disagree 1 1 3,33 total 30 106 100 11 strongly agree 11 55 36,67 4,27 very high agree 16 64 53,33 neither agree nor disagree 3 9 10 strongly disagree 0 0 0 disagree 0 0 0 total 30 128 100,00 12 strongly agree 7 35 23,33 3,57 high agree 12 42 40 neither agree nor disagree 8 24 26,67 disagree 3 6 10 strongly disagree 0 0 0 total 30 107 100 total score 11,37 high the table above shows the data about students urged to get good grade. from the data, the researcher found that tenth item has 3.53 mean in high category. eleventh item has 4.27 mean which means this item in very high category. the twelfth item has 3.57 mean which means this item in high category. from that data, the researcher could say that students urged to get good grades is in high category with a value 75,8% because it is in the 60-80% interval. table 5. an interesting activity for learning no respondent's answer f s % mean category 13 strongly agree 3 15 10 3,47 high agree 13 52 43,33 neither agree nor disagree 11 33 36,67 disagree 1 2 3,33 strongly disagree 2 2 6,67 total 30 104 100 14 strongly agree 2 10 6,67 3,23 high agree 10 40 33,33 neither agree nor disagree 13 39 43,33 disagree 3 6 10 strongly disagree 2 2 6,67 total 30 97 100,00 15 strongly agree 1 5 3,33 2,83 average agree 5 20 16,67 neither agree nor disagree 14 42 46,67 disagree 8 16 26,67 strongly disagree 2 2 6,67 total 30 85 100,00 total score 9,53 high nurdiana afrizal, et. al., 2023 using blended learning to increase students’ english learning motivation 151 | vol. 7, no. 1, 2023 (145-154) the data above shows data about an interesting activity for learning. in this indicator, the researcher found that thirteenth item has 3.47 mean which means in high category. fourteenth item shows 3.23 mean which means it also in high category. fifteenth item gave 2.83 mean which means it just in average category. this indicator shows that an interesting activity for learning has high category with with a value 63,56% because it is in the 60-80% interval. table 6. conducive learning environment no respondent's answer f s % mean category 16 strongly agree 6 30 20 3,63 high agree 9 36 30 neither agree nor disagree 13 39 43,33 disagree 2 4 6,67 strongly disagree 0 0 0 total 30 109 100 17 strongly agree 9 45 30 4,07 very high agree 15 60 50 neither agree nor disagree 5 15 16,67 disagree 1 2 3,33 strongly agree 0 0 0 total 30 122 100 18 strongly agree 6 30 20 3,67 high agree 11 44 36,67 neither agree nor disagree 11 33 36,67 disagree 1 2 3,33 strongly disagree 1 1 3,33 total 30 110 100 total score 11,37 high the table above talks about conducive learning environment while using blended learning. from the data the researcher obtained that sixteenth item has 3.63 mean with high category. seventeenth item has 4.07 mean with very high category. lastly, eighteenth item has 3.67 mean with in high category. from these data, it shows that conducive learning environment gave high category with a value 75,78% because it is in the 60-80% interval. table 7. recapitulation of questionnaire data item number options mean score (𝑥̀ )𝑥̀ ) 1 strongly agree agree neither agree nor disagree disagree strongly disagree 3,83 2 3,87 3 3,53 4 3,77 5 4,4 6 3,9 7 4,13 8 3,03 nurdiana, et. al., 2023 using blended learning to increase students’ english learning motivation 152 | vol. 7, no. 1, 2023 (145-154) 9 2,97 10 3,53 11 4,27 12 3,57 13 3,47 14 3,23 15 3,47 16 3,63 17 4,07 18 3,67 total 66,34 after all, based on the data collected from six categories the researcher could conclude that students' english learning motivation is in high category with a value of 73.2%, as it falls between the 60-80% range. from those indicators, students are eager to learn more about the lessons is in highest value among them all with 80,44% and follow with students urged to get good grades in the second place with value 75.8%. discussion the debate was created to explore students' motivation for english learning in blended learning for each indicator. three types of students actively participate in english learning activities. this indicator obtained a high grade, suggesting that students were actively participated when learning english through blended learning. the findings of this indicator supported talis et al. (2018)'s claim that introducing blended learning increases student engagement and accountability for their learning. students sought to find out things linked to the three lessons. it is shown in the table.2 this indication received a high score category, indicating that students had the desire to locate items connected to the course while learning english in blended learning. tong et al. endorse this indication. (2022) students' contact with the teacher, academic accomplishment, self-study ability, and learning attitudes can all benefit from blended learning. three factors comprise students' encouragement and learning requirements. it is shown in the table.3. this indication had a high score category, indicating that students were inspired to learn and had learning requirements in blended learning. one of the benefits of blended learning, according to al fiky (2011), is the development of autonomous learners and the motivation of learners. these factors come from within the students themselves especially in blended learning. in other word, the students learn without any coercion from others. three objects are given to students who are encouraged to earn good marks. it is shown in the table.4. this indication received a high score category, indicating that students are motivated to achieve excellent marks while studying english through blended learning. the findings support nyoman's (2021) hypothesis that students positioned themselves as active learners in blended learning, increasing their attention and learning outcomes. these include the extrinsic factors of motivation. they are motivated to learn by using blended learning to get good marks. three components make up interesting learning exercises. it is shown in the table.5. this indicator had a high category, indicating that students in blended learning are interested and motivated in learning activities. the findings supported slameto's (2015) notion that engaging activities might aid the teaching-learning process and drive pupils to learn. by providing the interesting learning exercises in blended learning, the students feel enjoy and have motivation in learning. a suitable learning environment consists of three components. it is shown in the table.6. this indicator received a good rating, indicating that students in nurdiana afrizal, et. al., 2023 using blended learning to increase students’ english learning motivation 153 | vol. 7, no. 1, 2023 (145-154) blended learning have a positive learning environment and are engaged. the findings supported surya's (2004) idea that a happy atmosphere might increase the learning process and make it more effective. these also include the extrinsic factors of motivation to increase students’ achievement. by providing the conducive learning environment is able to spur students’ achievement in learning process. based on the numbers presented above, in integrated learning, all indications of students' english learning motivation obtained an acceptable rating. it was shown that while studying english through blended learning, the majority of students are motivated. based on the computation of the questionnaire students' english motivation in blended learning, the study revealed that students had motivation while studying english in blended learning. students' english learning enthusiasm was excellent in blended learning at cendana senior excellent school pekanbaru. the instrumental element was shown to be the most important component in students' motivation for english blended learning in this study (wimolmas, 2013). the teacher and pupils felt that blended learning is exciting because it allows them to practice english in a variety of ways. the students may also learn not just by seeing and listening to the teacher in front of the class on a chalkboard, but also by the teacher's enthusiasm and personal features. the students may get more interested in studying english through a variety of methods, and they may also practice their knowledge through blended learning. there may also be more explanations from films or songs. conclusion based on what has been said and the data supplied, it is feasible to conclude that the study found that students' excitement about studying english cendana senior high school pekanbaru had a high level of integrated learning with a percentage of 73.2%. the first sign, students engaged in english learning activities actively, was at 78.8%; the second, students desiring to learn about the courses, was at 78.8%, the third indication, encouragement and learning requirements of students to learn independently were at 67.56%; the fourth, students' ambition to acquire excellent marks, was at 75.8%; and the fifth, exciting activity in learning, was at 63.56%. acknowledgement in this occasion, we express many thanks to reviewers who have given us feedback on our writing, the student who has involved in this research, the team of research who have cooperated in finishing this journal, and the team of journal publisher who have allowed us to join in this edition. references al fiky, a. i. (2011). blended learning: educational design, multi-media, creative thinking. amman (jordan): dar athaqafa for publishing and distribution. asvio, n. (2017). the influence of learning motivation and learning environment on undergraduate students learning achievement of management of islamic education, study program of iain batusangkar in 2016. noble international journal of social science research, 2(2). cohen, louis., lawrence manion, and keith morrison. (2007). research method in education (sixth edition).london: routledgefalmer cresswell, john. w. (2012). educational research: planning, conducting, and evaluating qualitative research: fourth edition, new jersey: pearson education.hamzah. u. b (2008) teori motivasi & pengukurannya. jakarta: bumi aksara fachraini, s. (2017). an analysis of students’ motivation in studying english (a survey study at uin ar-raniry banda aceh. getsempena english education journal, 4(1). fauziah, z. (2020) pembelajaran bahasa inggris berbasis blended learning di era new normal dengan menggunakan missing pieces activities. jurnal pendidikan dan kajian keislaman. 2(2). nurdiana, et. al., 2023 using blended learning to increase students’ english learning motivation 154 | vol. 7, no. 1, 2023 (145-154) harahap, s. h. (2012). the analysis of grade x students' motivation in learning english at madrasah aliyah negeri (man) hutagodang langga payung (doctoral dissertation, iain padang sidimpuan). mukhtar, f. (2017). the student's motivation in english language learning of eight graders at mts darul amin palangkaraya. palangkarya: unpublished doctoral dissertation. nyoman, m. i. b. (2021). blended learning as a future learning model to enhance students’ learning competence. journal on studies in english language teaching (joselt), 2(2). paramita, i. d. (2021). effect of blended learning on students motivation in civil engineering of department politeknik negeri bali. soshum: jurnal sosial dan humaniora, 11(2). purnama, n. a., rahayu, n. s., & yugafiati, r. (2019). students’ motivation in learning english. project (professional journal of english education), 2(4). sari, i. f., rahayu, a., apriliandari, d. i., & sulisworo, d. (2018). blended learning: improving students' motivation in english teaching learning process. international journal of languages' education and teaching, 6(1). siregar, f. r., & siregar, r. (2020). students’ motivation in learning english. english education: english journal for teaching and learning, 8(2).slameto. (2015). belajar dan faktor-faktor yang mempengaruhinya. jakarta: rineka cipta. subakthiasih, p., & putri, i. g. a. v. w. (2020). an analysis of students’ motivation in studying english during covid-19 pandemic. linguistic, english education and art (leea) journal, 4(1). sulistiani, f., & sukirno, s. (2016). the implementation of blended learning model based on edmodo to improve students learnng motivation and achievement. jurnal pendidikan akuntansi indonesia, 14(1). suryasa, w., prayoga, i. g. p. a., & werdistira, i. (2017). an analysis of students' motivation toward english learning as second language among students in pritchard english academy (peace). international journal of social sciences and humanities, 1(2). surya. m. (2004). psikologi pembelajaran dan pengajaran. bandung: pustaka bani quraisy talis, s. s. n., akib, e., & baso, f. a. (2018). the students’ perception toward implementing blended learning method in english language teaching (elt) at the 5th semester students of english education department (a descriptive qualitative research). jurnal keguruan dan ilmu pendidikan (jkip), 5(1). tong, d. h., uyen, b. p., & ngan, l. k. (2022). the effectiveness of blended learning on students' academic achievement, self-study skills and learning attitudes: a quasiexperiment study in teaching the conventions for coordinates in the plane. heliyon, e12657. wimolmas, r. (2013). a survey study of motivation in english language learning of first year undergraduate students at sirindhorn international institute of technology (siit), thammasat university. language institute, thammasat university. yulfi, y., &alayina, a. (2021). students’ motivation in learning english. linguistic english education and art (leea) journal. 4(2). english franca academic journal of english language and education doi: 10.29240/ef.v8i1%20may http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 8, no 1, 2024, page 1-12 article info: http://journal.iaincurup.ac.id/index.php/english received 15 december 2023; received in revised form 20 january 2024; accepted 30 april 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license english students' views toward the use youtube in improving students' pronunciation nuha mu’adzah rana 1 , ernita daulay 2 1 2 prodi pendidikan bahasa inggris, universitas islam negri sumatera utara corresponding email: nuharana170502@gmail.com to cite this article: mu’adzah rana, n., & daulay, e. (2024). english students' perception toward the use of youtube in improving students' pronounciation. english franca : academic journal of english language and education, 8(1 may), 1-12. doi: http://dx.doi.org/10.29240/ef.v8i1 may.9958 introduction technology plays a vital role in education by facilitating learning, teaching, and accessing information efficiently. easy access to various sources of information enables teachers and students to utilize e-books, journals, instructional videos, and global educational resources. digital learning, simulations, interactive activities, and educational games offer effective alternatives. collaborative tools such as google workspace and microsoft teams support student collaboration locally and internationally. technologies like online platforms and video conferencing facilitate distance learning. the educational transformation by technology includes personalized learning, automated assessment, inclusive education, educational data management, and the development of technology skills, shaping our interaction with knowledge in the digital era. media in the learning process will make learning more enjoyable and of higher quality (ardiansyah & nana, 2020). technology plays a major role in enhancing english language skills, particularly in pronunciation. applications such as "elsa speak" and "speechace" on mobile devices provide pronunciation exercises with immediate feedback. online learning platforms like duolingo and rosetta stone also include pronunciation exercises with voice recording technology and automatic feedback. online resources like youtube and bbc learning english offer videos and audio with various accents to enrich learning experiences. voice recording and feedback apps, including online classes and tutors, use video conferencing technology and web-based platforms to provide direct pronunciation lessons. the development of virtual reality (vr) technology opens up new opportunities in pronunciation abstract. this research aims to explore english students' views regarding the usage of social media platforms like youtube, specifically the "the wizardliz" channel, in enhancing students' pronunciation. this study seeks to investigate students' perceptions of using youtube videos to improve english language learning and to determine if youtube videos can be utilized to enhance english pronunciation. the study employs a qualitative descriptive method, sampling students of english education at a public university, using questionnaires and interview instruments. data collection is conducted through questionnaires. qualitative data analysis is used in this research. the results indicate that students' views of using youtube videos, particularly the "the wizardliz" channel, to enhance pronunciation are highly effective. the questionnaire results, consisting of 11 items, show that the average views score of students is 50% in the "strongly agree" category and 49.93% in the "agree" category. based on these findings, youtube videos can be considered a productive and effective medium beneficial for improving english pronunciation. keywords: views youtube videos, pronunciation mailto:nuharana170502@gmail.com http://dx.doi.org/10.29240/ef.v8i1%20may.9958 rana & daulay, 2024 english students' views toward the use youtube in improving students' pronunciation 2 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 1 2 ) training by allowing users to practice in real-life situations. some applications use artificial intelligence to customize exercises based on individual needs, providing access to diverse resources and interactive exercises, as well as providing significant feedback to improve english pronunciation skills. one example is the feature on the youtube application. as suggested by baskoro (in samosir et al., 2018), youtube is one of the digital media sites in the form of videos that can be downloaded, uploaded, and shared nationwide. for enhanced learning, students need effective tools. one of them is youtube, which allows flexible access and good material visualization. through youtube, students can access free video clips to learn pronunciation. riswandi (2016) states that youtube is a good alternative to improve students' pronunciation learning. youtube plays a crucial role in english pronunciation learning and other languages. english teachers and native speakers provide instructional videos and tutorials focusing on pronunciation, providing step-by-step guidance and exercises to improve learners' pronunciation skills. the platform also provides access to various accents and pronunciation variations through videos introducing sound models relevant to daily situations. many content creators help learners understand pronunciation contexts in real life and enrich their understanding of accents and intonation. entertainment and lifestyle videos use simple words for pronunciation learning and features like subtitles and translations make it easier for learners to access and understand the material. communities and discussions in video comments provide opportunities for learners to share experiences and receive feedback. by utilizing all of these resources, learners can effectively improve their pronunciation skills through consistent practice. according to aleksandrzak (2011), common problems faced by students in the speaking learning process include barriers, fear of making mistakes, use of the native language, and having nothing to say. students want to speak english, but sometimes they find it difficult to do so. therefore, these common problems faced by students should be addressed to achieve success in speaking learning. to succeed in the learning process, students need effective media or tools to assist them. one of the media that students can use for speaking learning is youtube. the use of this media provides several advantages, including accessibility anytime and anywhere, as one of the internet-based learning support media that can visualize techniques and learning materials well. through youtube, learners can upload, watch, and share video clips for free. according to maskar & dewi (2020); and e. putri & sari (2020), youtube is a video-sharing site where users can upload, share, and watch videos. it uses adobe flash video technology to display a wide range of usergenerated video content, including movie clips, tv clips, and music videos, as well as amateur content such as video blogs and short original videos. content creators on youtube prioritize creativity and sharing skills, not just creating content. the wizard liz, a prominent youtuber, has gained significant recognition and popularity for her diverse content, including gaming, technology reviews, lifestyle vlogs, providing highly relatable life motivation, and sharing quotes in her videos. her success is achieved through her charismatic on-screen presence, genuine passion for her content, consistent upload schedule, and high-quality production values. youtube videos like hers can help students of english and non-english majors understand and emulate the pronunciation of each english word according to native speakers, thus boosting students' confidence in speaking english. the wizard liz's dedication to her work and a strong sense of community among her viewers has solidified her position as a respected content creator. balbay and kilis (2017) demonstrate that students are already very familiar with youtube as a learning resource, both for entertainment and self-improvement. this finding is consistent with the research of zaidi and ibrahim (2018), which highlights youtube as a worthy, innovative, and authentic teaching resource, especially in the context of english language learning. thus, it can be concluded that youtube has helped students improve their speaking skills, as demonstrated by the research of saraswati, putri yaniafari, and el khoiri (2021), which emphasizes the platform's role in enhancing students' vocabulary rana & daulay, 2024 english students' views toward the use youtube in improving students' pronunciation 3 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 1 2 ) and pronunciation skills. therefore, the literature consistently indicates that youtube plays a significant role in the educational context, particularly in the development of speaking skills. the main goal of learning english is to be able to communicate effectively with correct pronunciation. however, communicating in a non-native language is often considered difficult and encounters many obstacles. mastering a new language, in this case, english, is not an easy task. therefore, one important aspect to consider is the teaching aspect of english in the classroom. one of them is the use of open materials. according to researchers, communicative materials will facilitate students in absorbing lesson materials. based on the above facts, the author argues that there needs to be a breakthrough in efforts to improve the quality of english language education. therefore, the researcher raises the title "students' views of the use of social media from youtube applications such as "the wizardliz" channel in improving student pronunciation." this study aims to determine the perceptions of english language students towards the wizardliz channel in improving student pronunciation. theoretical framework figure 1. biological process that takes place in the human’s brain views are a biological process that takes place in the human’s brain. it is a process that concerns about the entry of messages or information through five senses, namely the perception as a biological process five senses selective attention individual values, needs, and past experiences characteristics of the object (slameto, 2020; iska, 2020) pronunciation in language learning production of word sounds challenges in learning english (red & leviz, 2019) social media as a tool for language learning facilitates interaction and communication building personal profiles marketing purposes (ardiansah & maharani, 2021) example: "thewizardliz" youtube channel (2023) integrated learning approach utilize social media improve perception and pronunciation leverage engaging content rana & daulay, 2024 english students' views toward the use youtube in improving students' pronunciation 4 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 1 2 ) sense of sight, sense of hearing, sense of smell, sense of taste, and sense of touch (slameto, 2020). according to iska (2020), factors that influence views are; first is selective attention. as humans encounter many stimuli from our setting, we do not respond to all the stimuli. thus, humans only focus or give attention to any stimulus. the next factor is the individual‟ 's values and needs and past experiences. everybody has their background and values which influence the perception process. third is the characteristics of the object such as motion, sounds, size, proximity, etc. big things can be more interesting than small ones to be perceived. pronunciation is how we utter or produce the sound of words. when learning the language english, one of the most difficult subjects, in addition to grammar and words (vocabulary), is pronunciation. (red and leviz,2019). according to (ardiansah and maharani,2021) social media is a means or forum used to facilitate interaction between fellow users and has the nature of two-way communication, social media is also often used to build a person's self-image or profile, and can also be utilized by companies as media. marketing. using social media as a marketing medium can be done by uploading photos to social media accounts such as going to youtube and then it can be seen by consumers who follow the youtube account. thewizardliz is an english-language channel with the concept of a woman sitting and telling a story as if giving advice. this channel contains the experiences of a woman named liz. liz, on her youtube channel, discusses more about self-development and mental health. this channel is very suitable for you to watch because liz herself provides english subtitles for every uploaded video. so, you can more easily understand what is being said. (2023) materials and method in this research, researchers chose to use qualitative methods. this approach, as explained by aspers and corte (2019), emphasizes a variety of techniques and provides an interpretive and naturalistic approach to the material investigated. therefore, this study has the qualitative purpose of discovering the students‟ perception of the use of social media such as the youtube channel”thewizaldliz" to improve english pronunciation skills, including the kinds of applications they have been using, their behaviors using social media for improving english pronunciation skill as well as the usefulness and challenges they faced on using social media. the data of this research was collected by distributing questionnaires and conducting interviews. the results of questionnaires and interviews from the participants will be displayed descriptively to answer the research questions. the qualitative research process involves a series of important steps, including formulating questions and procedures, collecting specific data from participants, conducting inductive data analysis from specific findings to general findings, and interpreting the meaning contained in the data. the definition of qualitative research according to yanuar (2017) means an investigative method that explores various empirical traditions, studying social or humanitarian problems with varied approaches. this research aims to explain how students perceive the use of the youtube application in learning english pronunciation. there are two approaches used in this research. the method for selecting research subjects is as follows: the author asked for recommendations from the english lecturer at university a in selecting research participants. the researcher then selected students majoring in english consisting of 40 students (23 male students and 28 female students). this is based on several considerations. first, the author got to know the students well when doing teaching practice there. second, students are social media users and have gadgets so they have a lot of experience in using social media for learning. third, the teacher recommended eleventh grade because of her belief that students would participate in research cooperatively. fourth, the researcher invited students to watch the youtube channel "the wildzarliz" for a few minutes. fifth, after watching the youtube channel "the widzarliz", researchers distributed questionnaires to students. this research instrument uses interviews, questionnaires, and documentation. after that, all the data is analyzed and rana & daulay, 2024 english students' views toward the use youtube in improving students' pronunciation 5 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 1 2 ) described. this research uses purposive sampling to select questionnaire respondents and interview participants. the total population involved was 33 students, with 30 of them participating in the research and 3 other students conducting interviews. results and discussion results this section presents the results of the study. it indicates the results of the study's pattern responses to questionnaire items. the outcome of the field study is interpreted based on the research question. after offering the results in the table, the findings are discussed and related to the literature and previous research that addresses the study's topic. table 1. student’s perception of using the youtube “thewizardliz” channel improving pronunciation no. statement strongly agree agree neutral disagree strongly disagree 1 i enjoy learning pronunciation through the youtube channel "thewizardliz" 56,7% 33,3% 10% 0% 0% 2 learning pronunciation through the youtube channel "thewizardliz” doesn't hinder my sense of focus 33,3% 53,3% 13,3% 0% 0% 3 learning pronunciation via the youtube channel "the wizardliz" is an interesting activity 43,3% 46,7% 10% 0% 0% 4 i enjoy learning pronunciation through the "thewizardliz" channel 50% 30% 16,7% 3,3% 0% 5 i think i am quite skilled at using the youtube application to learn pronunciation from the "the wizardliz" channel 56,7% 23,3% 16,7% 3,3% 0% 6 after watching 0% 40% 26,7% 33,3% 0% rana & daulay, 2024 english students' views toward the use youtube in improving students' pronunciation 6 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 1 2 ) the youtube channel "thewizardliz" i feel my pronunciation level has increased 7 i put a lot of effort into learning pronunciation from the youtube channel "thewizardliz" 26,7% 40% 23,3% 10% 0% 8 i feel like i have to learn the pronunciation 76,7% 16,7% 3,3% 3,3% 0% 9 i think the youtube channel "thewizardliz" really helped me to learn the pronunciation 63,3% 33,3% 3,3% 0% 0% 10 learning pronunciation through the "thewizardliz” youtube channel helps me to adjust the pronunciation of each english word 50% 33,3% 13,3% 3,3% 0% 11 learning pronunciation through the "thewizardliz” youtube channel helps me to adjust the articulation of each english word 36,7% 43,3% 16,7% 3,3% 0% discussion views are a biological process that takes place in the human‟s brain. it is a process that concerns about the entry of messages or information through five senses, namely the sense of sight, sense of hearing, sense of smell, sense of taste, and sense of touch (slameto, 2020). according to iska (2020), factors that influence views are; first is selective attention. as humans encounter many stimuli from our setting, we do not respond to all the stimuli. thus, humans only focus or give attention to any stimulus. the next factor is the individual‟ 's values and needs and past experiences. everybody has their background and rana & daulay, 2024 english students' views toward the use youtube in improving students' pronunciation 7 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 1 2 ) values which influence the perception process. third is the characteristics of the object such as motion, sounds, size, proximity, etc. big things can be more interesting than small ones to be perceived. pronunciation is how we utter or produce the sound of words. when learning the language english, one of the most difficult subjects, in addition to grammar and words words (vocabulary), are pronunciations. (red and leviz,2019). according to (ardiansah and maharani,2021) social media is a means or forum used to facilitate interaction between fellow users and has the nature of two-way communication, social media is also often used to build a person's self-image or profile, and can also be utilized by companies as media. marketing. using social media as a marketing medium can be done by uploading photos to social media accounts such as going to youtube and then it can be seen by consumers who follow the youtube account. thewizardliz is an english-language channel with the concept of a woman sitting and telling a story as if giving advice. this channel contains the experiences of a woman named liz. liz, on her youtube channel, discusses more about self-development and mental health. this channel is very suitable for you to watch because liz herself provides english subtitles for every uploaded video. so, you can more easily understand what is being said. (2023) in this section, the researcher will explain the results from the table above. from the table above and the first statement, based on the survey results, it can be concluded that the majority of respondents enjoy learning pronunciation through the youtube channel "thewizardliz," with 56.7% of respondents strongly agreeing and 33.3% agreeing. although 10% of respondents were neutral, none showed disagreement. this finding is consistent with the literature stating that media in the learning process can enhance learning enjoyment (ardiansyah & nana, 2020). therefore, the high level of acceptance of the pronunciation learning method through this channel may be related to the effective use of media in facilitating an enjoyable and quality learning process. for the second statement, based on the survey results, the majority of respondents (86.6%) agree that learning pronunciation through the youtube channel "thewizardliz" does not disturb their concentration. from these figures, 33.3% of respondents strongly agree and 53.3% agree. although there were 13.3% who were neutral, none stated disagree or strongly disagree. this finding indicates that learning through this channel does not seem to disrupt focus, which can be considered a positive aspect of the learning process. it confirms that the use of media such as youtube in the context of pronunciation learning may provide a nondisruptive experience and can enhance overall learning effectiveness. regarding the third statement, based on the survey results, it can be concluded that the majority of respondents (90%) agree or strongly agree that learning pronunciation through the youtube channel "thewizardliz" is an engaging activity, with 43.3% strongly agreeing and 46.7% agreeing. although there were 10% of neutral respondents, none stated disagree or strongly disagree. this finding indicates that learning through this channel is generally perceived as an engaging activity by the respondents, which can influence motivation and engagement in pronunciation learning. for the fourth statement, based on the survey results, it can be concluded that the majority of respondents (80%) enjoy learning pronunciation through the "thewizardliz" channel on youtube, 50% strongly agree and 30% agree. although there were 16.7% were neutral and 3.3% disagreed, none stated strongly disagreed. this finding indicates a high level of acceptance of the pronunciation learning method through this channel, which may be due to the quality and usefulness of the content presented by "thewizardliz." statement five, based on the survey results, it can be concluded that the majority of respondents (80%) feel sufficiently skilled in using the youtube application to learn pronunciation through the "thewizardliz" channel. as much as 56.7% strongly agree and 23.3% agree with this statement, while 16.7% are neutral and only 3.3% disagree. none stated strongly disagree. this finding indicates that most respondents feel confident in their ability to effectively utilize the youtube application in pronunciation learning, which may rana & daulay, 2024 english students' views toward the use youtube in improving students' pronunciation 8 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 1 2 ) reflect a level of satisfaction and trust in the "thewizardliz" channel. based on the statement of respondents, the second statement concludes that respondents agree that students today are very accustomed to using youtube as a learning resource, including to enhance english pronunciation learning. the presence of diverse content on youtube, including from channels like thewizardliz that provide motivation and quotes relevant to daily life, allows students to actively engage in learning and improve their speaking skills more enjoyably. findings from balbay and kilis' research (2017) confirm that youtube has become an integral part of students' lives as a learning resource, both for entertainment and self-improvement purposes. thus, the use of youtube as a learning resource, especially in the context of english pronunciation learning, can be considered an effective and relevant strategy in higher education today. as for the sixth statement, it can be concluded that the majority of students believe that after watching the youtube channel "thewizardliz," their pronunciation level has improved. however, there is variation in their confidence levels regarding this improvement. 40.6% of respondents stated that they strongly agree that their pronunciation level improved after watching the channel. 25% of respondents agree, while 34.4% of respondents feel neutral about the statement. none expressed uncertainty or rejection of this improvement. from this conclusion, it can be inferred that the majority of respondents believe that the "thewizardliz" channel positively contributes to improving their pronunciation level, although some feel neutral. based on the statements of respondents, the conclusion from the responses of the three respondents is in line with the findings in the literature by saraswati, putri yaniafari, and el khoiri (2021) which show that youtube has helped students improve their speaking skills. the responses from the three respondents indicate that they all see youtube, especially thewizardliz channel, as an effective tool for improving student pronunciation. the main reasons for agreeing include the content provided by thewizardliz, such as motivation and inspirational words, which can enhance emotional connections with the learning material, strengthen impressions, and help improve pronunciation in a more meaningful way. additionally, they also acknowledge that youtube facilitates access to various video content, and the variety of content from thewizardliz can enrich the learning experience and help maintain student interest and engagement in pronunciation learning. in conclusion, the use of youtube, particularly the thewizardliz channel, along with effective pronunciation exercises, can create a dynamic learning environment and provide more positive results in the development of students' speaking skills. statement seven, based on the survey results, it can be concluded that respondents' opinions are divided regarding the efforts they make in learning pronunciation through the youtube channel "thewizardliz". although most respondents (66.7%) agree or strongly agree that they have made a lot of effort in the learning process, there are also some respondents (33.3%) who feel neutral or even disagree. although no one strongly disagrees, this finding indicates variations in the level of awareness and self-assessment of the effort put into learning pronunciation through the channel. statement eight, it can be concluded that the majority of students feel that they need to learn pronunciation. the majority of respondents, 78.1%, stated that they strongly agree with this statement. while 15.6% of respondents agree. a small percentage, about 3.1%, feel neutral about this statement. no one expressed disagreement with the need to learn pronunciation, but there are 3.1% of respondents stated they strongly disagreed. the conclusion from this table is that the majority of students feel it is important and necessary to learn pronunciation. statement nine, it can be concluded that the majority of students consider the youtube channel "thewizardliz" to be very helpful in learning pronunciation. a total of 65.6% of respondents stated that they strongly agreed with this statement, while 31.2% of respondents agreed. only a small percentage, about 3.1%, feel neutral about this statement. no one expressed disagreement with the view that the "thewizardliz" channel is very helpful in learning pronunciation. the conclusion from this table is that the majority of students believe that the "thewizardliz" channel makes a significant contribution to helping them learn rana & daulay, 2024 english students' views toward the use youtube in improving students' pronunciation 9 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 1 2 ) pronunciation. based on the conclusion drawn from the third respondent's answer, youtube is considered a more engaging and effective learning source compared to traditional learning methods, which consistently aligns with the findings in the research by zaidi and ibrahim (2018). their study highlighted youtube as a credible, innovative, and authentic teaching resource, especially in the context of english language learning. as stated by the respondent, youtube offers various innovative learning experiences that enrich the learning process, including content from channels like thewizardliz. although not specifically focused on english language learning, such youtube content provides additional knowledge about correct and appropriate english pronunciation, in line with the findings of zaidi and ibrahim's research. additionally, the flexibility offered by youtube in revisiting difficult-to-understand material is also highlighted by the respondent, which is a feature that strengthens youtube's advantages as a learning resource. in conclusion, the findings from this research support and align with the research by zaidi and ibrahim (2018) regarding the role of youtube as an effective learning resource in english language learning, particularly in english pronunciation. statement 10, based on the survey results, the majority of respondents (83.3%) agree or strongly agree that learning pronunciation through the youtube channel "thewizardliz" helps them adjust the pronunciation of each english word. this finding is consistent with the concept that pronunciation is one of the key components in spoken language crucial for effective communication. pronunciation not only relates to how someone speaks but also involves clarity in conveying meaning. the definition of pronunciation as the process of producing language sounds underscores the importance of practice and correction to rectify pronunciation errors. in the context of pronunciation learning, improving the pronunciation of each word helps learners form new habits and overcome difficulties that may arise from the influence of their first language, in line with the views of cook and yates as expressed in gilakjani (2016). statement 11, based on the survey data, the majority of respondents (80%) indicate or strongly agree that learning pronunciation through the youtube channel "thewizardliz" is beneficial for them in adjusting the pronunciation of each english word. this finding demonstrates a strong recognition of the effectiveness of the channel in helping respondents improve their english pronunciation. articulation in pronunciation is a physical process where one uses organs in the mouth, throat, and nose to produce sounds or speech. with good articulation, one can pronounce words clearly and accurately so that the message or information can be well understood by listeners. therefore, in the context of pronunciation learning, good articulation is crucial to ensure that words are pronounced correctly and can be understood clearly. thus, the youtube channel "thewizardliz" can significantly contribute to the development of articulation skills and pronunciation learning in english. conclusion many students have a positive view of the role of youtube in improving their pronunciation. the majority of them state that youtube is effective in enhancing their pronunciation skills, especially by watching the channel "thewizardliz," which is a youtuber that provides engaging videos that attract students to watch, try to follow, and learn pronunciation. these videos can also help expand vocabulary and improve pronunciation skills, consistent with the findings of the questionnaire. youtube is considered a valuable tool for learning. the results of this study can be used as a reference for future researchers and inspire further research related to the use of media in teaching pronunciation through youtube applications. this research is expected to benefit english teachers in selecting appropriate media to enhance students' pronunciation skills. acknowledgment the researcher would like to thank supervisor 1 and supervisor 2 who have helped and guided me a lot in this research. rana & daulay, 2024 english students' views toward the use youtube in improving students' pronunciation 10 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 1 2 ) references aleksandrzak, m. (2011). problems and challenges in teaching and learning speaking at the advanced level. glottodidactica: an international journal of applied linguistics 37, 37–48. doi: https://doi.org/10.14746/gl.2011.37.3. ardiansyah, a, a., & nana. (2020). peran mobile learning sebagai inovasi dalam meningkatkan hasil belajar siswa pada pembelajaran di sekolah. indonesian journal of educational research and review, 3(1), 47-56. aspers, p., & corte, u. (2019). what is qualitative in qualitative research. qualitative sociology, 42(2), 139–160. https://doi.org/10.1007/s11133-019-9413-7. azurawati zaidi, farahidatul akmar awaludin, rafidah abd karim, nurul farhani che ghani, muhd syahir abdul rani and nooraileen ibrahim. 2018. university students’ perceptions of youtube usage in (esl) classrooms. balbay, s., & kilis, s. (2017). channel specifically designed for an academic. eurasian journal of applied linguistics, 3(2), 235–251. fadhillah, j. n., muniroh, s., & rahmaningtyas, h. (2021). english department students’ perceptions of using english talk show videos on youtube to improve listening skill. jolla: journal of language, literature, and arts, 1(10), 1451–1465. https://doi.org/10.17977/um064v1i102021p1451-1465. fakhruddin, a. (2020). meningkatkan kemampuan speaking mahasiswa. 1–2. febriani, n., muhayyang, m., & korompot, c. (2023). students’ perception on the use of youtube in learning english during the covid-19 pandemic. journal of english education and literature, 2(2), 239–246. https://www.researchgate.net/publication/367657994_students’_perception_of_the_us e_of_youtube_in_english_language_learning. gilakjani, a. p. (2016). english pronunciation instruction: a literature review. international journal of research in english education, 1(1), 1–6. http://ijreeonline.com/article-1 21-en.html. hairul, m. a., & nurhayati, n. (2023). students’ perception on the use of social media in learning english at tadulako university. ijee (indonesian journal of english education), 10(1), 160–181. https://doi.org/10.15408/ijee.v10i1.31853. jalaluddin, m. (2016). using youtube to enhance speaking skills in esl classroom. english for specific purposes world, 17(50), 1-9. katiandagho, t. (2022). persepsi mahasiswa terhadap penggunaan youtube dalam peningkatan kosakata. jurnal elektronik fakultas sastra, 1–17. kurniawan, i. (2018). student’s perception on the use of youtube as a learning media to improve their speaking skill. proceedings of the international seminar and annual meeting bks-ptn wilayah barat, 1(1), 324–329. retrieved from http://conference.unsri.ac.id/index.php/semirata/article/view/1130. liany, g., tulung, g. j., & lasut, t. m. c. (2021). persepsi mahasiswa terhadap pengaruh penggunaan instagram dalam pembelajaran bahasa inggris. jurnal elektronik fakultas sastra, 18, 1–20. https://ejournal.unsrat.ac.id/index.php/jefs/article/view/33764. lolong, s. (2019). persepsi mahasiswa terhadap penggunaan lagu bahasa inggris untuk pembelajaran bahasa inggris. universitas sam ratulangi, 1(3), 18. luhriyani, s., asfah, i., novia, l., & wahid, a. (2023). persepsi dan motivasi mahasiswa business english communication ( bec ) terhadap pemanfaatan video youtube dalam peningkatan keterampilan bahasa inggris. 748–762. maskar, s., & dewi, p. s. (2020). praktikalitas dan efektifitas bahan ajar kalkulus berbasis daring berbantuan geogebra. jurnal cendekia: jurnal pendidikan matematika, 4(2), 888–899. ngcobo, s. (2014). studentsâ€tm perceptions on the use of technology in language teaching. journal of education and vocational research, 5(3), 94–100. https://doi.org/10.22610/jevr.v5i3.157. https://doi.org/10.14746/gl.2011.37.3 https://doi.org/10.1007/s11133-019-9413-7 http://www.researchgate.net/publication/367657994_students http://www.researchgate.net/publication/367657994_students http://ijreeonline.com/article-1-21-en.html http://ijreeonline.com/article-1-21-en.html http://conference.unsri.ac.id/index.php/semirata/article/view/1130 rana & daulay, 2024 english students' views toward the use youtube in improving students' pronunciation 11 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 1 2 ) qura, u., ibrahim, n., yanti, p. g., & baadilla, i. (2022). pengaruh podcast (siniar) youtube terhadap peningkatan keterampilan berbicara. ranah: jurnal kajian bahasa, 11(2), 351. https://doi.org/10.26499/rnh.v11i2.5147. risyal arief arsyawan, jafar shodiq, & sari wulandri. (2023). students’ perceptions on spotify application in improving english pronunciation. didaktik : jurnal ilmiah pgsd stkip subang, 9(04), 2234–2242. https://doi.org/10.36989/didaktik.v9i04.1758. samosir, f.t. dkk. 2018. efektivitas youtube sebagai media pembelajaran mahasiswa (studi di fakultas fisip universitas bengkulu). record and library journal, 4(2), 81-91. saraswati, rahmawati yaniafari, dan niamika el khoiri. 2021. students perception’ toward the role of youtube video in improving their speaking skills. jolla: journal of language, literature, and arts. doi: 10.17977/um064v1i122021p1765-1774. seher balbay and selcan kilis 2017. students' perceptions of the use of a youtube channel specifically designed for an academic speaking skills course. wahyuni, a., & utami, a. r. (2021). the use of youtube video in encouraging speaking skill. journal ilmiah, 7(3), 1–9. http://pustakailmu.id/index.php/pustakailmu/article/view/62. http://pustakailmu.id/index.php/pustakailmu/article/view/62 rana & daulay, 2024 english students' views toward the use youtube in improving students' pronunciation 12 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 1 2 ) empty page english franca academic journal of english language and education doi: 10.29240/ef.v7i1.6868 http://journal.iaincurup.ac.id/index.php/english/index eissn: 2580-3689; pissn: 2580-3670 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2022; received in revised form 10 april 2023; accepted 10 may 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-nc-sa 4.0 license the use of google translate in efl essay writing: is it a cheating? adelia puspa¹, dwi bayu saputra², lia haryana³ ¹ english education study program of universitas bengkulu, bengkulu, indonesia ² english education study program of universitas bengkulu, bengkulu, indonesia ³ english education study program of universitas bengkulu, bengkulu, indonesia corresponding email: adelia.puspa@unib.ac.id introduction with smartphones and the internet now reaching most aspects of our lives, it seems that efl teachers can no longer expect that their students don't always have direct access to the internet to use online translation apps or sites when writing in english. one of the most used online translation sites is google translate, hereinafter will be referred to as gt. users of gt can translate anything from a single word to an entire range of file types (sheppard, 2011). in addition, gt users are able to translate entire websites, webpages, email, captions for youtube video, instant messages, chats, and other content from the source language to hundreds of target languages (johnson, 2012). subsequently, gt keeps acquiring more users each day because of the variety of translation services provided. as it has grown to become the most widely used online machine translation, research on the topic of gt in language learning has received a lot of attention in recent years. one of the research projects on the topic of gt is conducted by bahri and mahadi (2016). the focus of their research is on gt as an additional tool in learning malay. moreover, in the later study conducted by murtisari et al. (2019), the result indicated that students frequently utilize gt to translate short passages or particular words for their reading and writing assignments. because gt is simple to use and inexpensive, the students use it, particularly for their writing activity. writing, of the four principal abilities in english, is considered troublesome expertise for understudies to procure (al darwish & sadeqi, 2016; belkhir & benyelles, 2017). this problem stems from the fact that students need to master a number of writing skill components, such as subject-verb agreement, word order, and diction, in order to improve abstract. during the process of writing an essay, many students are utilizing online translation tools like google translate due to the widespread availability of computing technology and the internet. online translation programming is strong, yet it is inclined to over-exacting interpretation, and cannot represent the setting similar to a human interpreter. as a result, students are left to rely on a tool that promises to "do the hard work" for them by allowing them to only think and write in their native language. this study is aimed to determine the extent to which students at the university of bengkulu, indonesia, rely on technology in writing essays and whether they consider its use to be cheating or not. the data was obtained by conducting mixed-method research through survey with a closed-ended questionnaire and interview to the english department students of universitas bengkulu who are currently taking a critical writing course. the results discovered that all of the participants have utilized gt as a translation tool for writing essays particularly to translate word from their first language into english. moreover, they considered using gt for essay writing as cheating depending on how it is used; for graded assignments or writing test. keywords: google translate, essay writing, cheating, online translation http://u.lipi.go.id/1613357132 http://u.lipi.go.id/1614254143 http://journal.iaincurup.ac.id/index.php/english mailto:adelia.puspa@unib.ac.id adelia puspa, et. al., 2023 the use of google translate in efl essay writing: is it a cheating? 48 | vol. 7, no. 1, 2023 (47-56) their writing performance. students also struggle with writing for several other reasons, including a lack of experience with a second language, grammatical weaknesses, a limited vocabulary, and a lack of experience with first languages (belkhir & benyelles, 2017). the existence of gt appears to play a crucial role in assisting efl students in writing essays, given that essay writing has become a problem. the quality concerns associated with gt have piqued the interest of a number of academics and have been the subject of research. mixed messages were found in the results. to put it another way, a number of studies found that the translated work lacked quality and was far from publishable. as a result, language learning should not utilize it, whereas other tasks and assignments demonstrated the benefits of gt. back in 2012, the research of van rensburg et al. was carried out in order to investigate the gt translation quality from english into afrikaans and vice versa. the result indicated that gt's products would require the most user input. on the off chance that any clients hope to involve gt items as true reports or to distribute gt items, modifications must be made. the study by precup-stiegelbauer (2013) also found that academic use of raw gt products was not possible. the findings demonstrated that because computers cannot recognize certain word functions, gt can cause issues. therefore, the result of the translation by gt should not be used for language learning purposes or academic settings. this review was verified by groves and mundt’s (2015) research investigation which discovered that the nature of gt yields needed interpretation precision and contained a few mistakes, particularly in word decisions, sentence structures, and missing words. despite some previous research results that sounded mostly negative, the study of chompurach (2021) found the positive side of machine translation. his finding claimed that instead of serving as the primary translation tool, gt could be used as a supplementary tool. in his study, the majority of students viewed gt as a helpful and dependable assistant that improved their writing quality. next, a study by wirantaka and fijanah (2021) has a similar focus but a different point of view. this research aims to investigate teachers' perceptions of the effective use of google translate in students ' writing. furthermore, in the recent study by panah, yunus, and babar (2022), both students’ and teachers’ perceptions are investigated. according to the findings, both teachers and students agreed that gt could be used as an effective translation tool for language learning. it was also mentioned that gt use is strongly correlated with usefulness, ease of use, and accuracy. regarding the effectivity, alhaisoni and alhaysony (2017), discovered that using gt effectively requires the student to translate each word. this is so that the students can find the appropriate gt translation. this finding is similar to the research that discusses gt by chandra and yuyun (2018) with the purpose to investigate further the practice of gt in efl essay writing as well as its role in language learning. the conclusion revealed that students utilized gt in three distinct ways: spelling, vocabulary, and grammar. laiche and nemouchi (2021) conducted a study that discusses the impact of gt on efl learners’ writing performance. results revealed that students' writing was slightly enhanced. they used more original words, produced fewer misspellings, arranged ideas more effectively, and wrote longer sentences. this is in line with mutjaba, parkash, and reynolds’s (2022) study on the effect of using gt on second language writing complexity, accuracy, fluency, and lexical complexity (cafl). according to the findings, syntactic and lexical complexity and fluency were more prominent in high-proficiency learners than in low-proficiency learners. however, a discussion to find out the extent to which students rely on the gt in their writing, and whether they believe that its usage constitutes cheating is still scarce. the urgency of this study is also strengthened by the phenomenon that happened in efl writing classes taught by the researchers where the students use gt when they are asked to write an essay. when they are told not to use gt, they feel some kind of anxiety which lead to a longer time of completing the tasks. according to unstructured discussion among the lecturers of the critical writing course at the university of bengkulu, using online translation sites can be considered 'cheating', much in the same way as math students derive answers to difficult problems via pre-programmed functions on a calculator. this lecturers’ view is in line with the results of the studies regarding this matter, although there were not many of them, that had puspa, et. al., 2023 the use of google translate in efl essay writing: is it a cheating? 49 | vol. 7, no. 1, 2023 (47-56) been done by mulyani and afina (2021) and ata and debreli (2021). in addition, the lecturers are able to easily distinguish between the student's own writing style and that of the internet, especially when they suddenly "switch" in writing quality and use more sophisticated vocabulary. this study, therefore, was to address the lack of literature regarding the extent of students’ dependence on gt when writing essays in the efl context and to explore the students’ cognitive attitude towards the use of gt with a focus on the cheating aspect. to accomplish these aims, the present study addressed the following research questions: (1) to what extent do the students rely on gt when writing english essays?; and (2) are the students considered using gt for composing a writing product as cheating?. material and method the current study used a mixed-method research methodology which is a research strategy that incorporates or is correlated with both qualitative and quantitative research (sugiyono, 2018). the first research purpose which is to find out to what extent the students rely on gt when writing english essays was addressed by the quantitative approach. while the second research goal which is to determine whether students considered using gt to write a writing product to be cheating was achieved through a qualitative approach. according to creswell and poth (2016), a descriptive qualitative design was suitable for the study, exploring experiences, opinions, and perceptions.there are two divisions of the quantitative method: the survey and experimentation methods. a survey was used by the researchers in this study. as stated by baley (1994), for research using statistical data analysis, the sample size minimum is 30. in the current study, the participants were 35 students of an english education department at the university of bengkulu. the students were selected as participants of the study based on the lecturers’ observation of their works; they use gt to write essays in the critical writing course. the survey was conducted through google forms and was distributed to respondents via the whatsapp group of critical writing course. moreover, to facilitate longer or more in-depth feedback in the interview session for the qualitative data, the researcher employed purposive sampling by selecting the students based on their active contributions to class discussions. bertaux (1981) suggests that the smallest acceptable qualitative sample size is 15 interviews, therefore 15 selected respondents were asked to join the interview session. the respondents were assigned codes (s1-15) to anonymize their input. they were assured that nothing they said in the interview would affect their scores on previous assignments or essays. results and discussion results this section displays findings and provides a discussion based on the information gathered from the survey and interview conducted by the researchers. the findings are based on the perceptions of the participants and are followed by a discussion supported by a number of published works. firstly, the results of demographic data and descriptive analysis are presented in this section. table 1: gender (n=35) frequenc y percen t valid male 5 14.3 femal e 30 85.7 total 35 100.0 adelia puspa, et. al., 2023 the use of google translate in efl essay writing: is it a cheating? 50 | vol. 7, no. 1, 2023 (47-56) the participants' gender is shown in table 1. it is evident that the study included 30 female students (85.7%) and 5 male students (14.3%). table 2: frequency of gt use in writing essay frequenc y percen t valid very often 5 14.3 often 15 42.9 sometime s 14 40 seldom 1 2.9 never 0 0 the participants' frequency of using gt is shown in table 2. approximately 42.9% of respondents (15 people) indicated that they often use gt, followed by 40 (14) who confirmed that they sometimes use gt, followed by 14.3% (5 people), and 2.9% (1 person) who acknowledged that they very often and seldom use gt when writing essays respectively. furthermore, there is no respondent who never uses gt at all when writing essays in efl writing classes. table 3: descriptive statistics of the use of gt in writing essays very ofte n ofte n sometime s seldo m neve r % % % % % i use gt to translate a 'word' from my first language into english. 11.4 40 40 5.7 2.9 have used the feature 97.1 frequent use of the feature 51.4 i use gt to translate a 'phrase' from, my first language into english. 14.3 22.9 48.6 14.3 14.3 have used the feature 85.7 frequent use of the feature 37.2 i use gt to translate a 'sentence' from my first language into english. 8.6 34.3 48.6 5.7 2.9 have used the feature 97.1 frequent use of the feature 42.9 i use gt to translate a 'paragraph' from my first language into english. 11.4 25.7 31.4 25.7 5.7 have used the feature 94.3 frequent use of the feature 37.9 i use gt to translate a 'whole text' from my first language intro english. 11.4 22.9 28.6 17.1 20 have used the feature 80 frequent use of the feature 34.3 table 3 illustrates student use of gtt for writing essays, with the focus on the translation of 'word', 'phrase', 'sentence', 'paragraph', 'and whole text' from the students’ first language (bahasa) into english. the highest percentage (97.1) in term of have use the feature adelia puspa, et. al., 2023 the use of google translate in efl essay writing: is it a cheating? 51 | vol. 7, no. 1, 2023 (47-56) belongs to the items “using gt to translate of a 'word' and a ‘sentence’ from the first language into english”. while the lowest percentage (80) in term of have use the feature is related to the item “using gt to translate a 'whole text' from the first language into english”. moreover, for the frequent use of the feature, it is revealed that the highest percentage (51.4) is on the item of “using gt to translate of a 'word' from the first language into english”, followed by the item of “using gt to translate of a ‘sentence’ from the first language into english” with 42.9%. the items of “using gt to translate of a ‘paragraph’ from the first language into english” and “using gt to translate of a ‘phrase’ from the first language into english” obtain 37.9% and 37.2% respectively in term of frequent use of the feature. while the lowest percentage for this criterion is “using gt to translate a 'whole text' from the first language into english” with 34.3%. based on table 2 and table 3 it can be seen that all the respondents stated that they used gt to assist their second-language essay-writing with more than half of the respondents (57.2%) use gt frequently (very often and often). their dependence on gt in writing essays for efl writing classes is mostly in the level of word translation (using gt to translate a 'word' from the first language into english). having found out to which extent the students rely on gt in writing their essays, this research also seeks to find out whether the students consider using gt for writing their assignment essays as cheating or not. an interview with 15 selected respondents shows the following responses. table 4: students’ cognitive attitude of using gt for writing essays q1: are you confident writing essays without using gt? q2: do you believe that gt makes your writing better? q3: do you believe that using gt for wiring essays is cheating? s1 no, because i’m not confident with my writing without gt sometimes, when i don't know something, it makes me easier to do my writing. no, as long as i organize the sentence by myself in my first language s2 no, because sometimes i forget some vocabulary, and i'm afraid of making mistakes in grammar i do believe that because we can translate words that we do not know in english, [but] we have to crosscheck them before we write them down. no, because we're not copy the text just translate the text s3 no, i aren't. because sometimes there are words that are not understood in writing essays. yes, i do. it can help to find right word so the essay can be better. no, gt just help someone to translate word or sentence in their essay s4 i'm confident writing essays without using gt because i believe that my vocabulary is enough to make a sentence but i usually got difficulties in grammar. not really because sometimes the structure in gt doesn't match. yes, i believe that because they use gt to fast do their essay s5 no, i am not comfortable because i i think yes no, i don’t. english learners really need gt to make an essay to adelia puspa, et. al., 2023 the use of google translate in efl essay writing: is it a cheating? 52 | vol. 7, no. 1, 2023 (47-56) am afraid what i write is wrong help them. but if in writing essay test, yes, i do [think] it's cheating s6 no yes, i believe depending on the policy of the lecturer s7 no, because my grammar is bad not completely sure i think yeah s8 yes, i am. but using gt gives me more confidence because i think it can correct my word. no, i don’t. i know the gt will translate my language [but] not grammar. and i’m scared if i’m using it, my reader will not understand what i’m writing yes, i don't really believe in gt sometimes s9 no, because i think if i write my grammar is wrong, and also not having enough vocabulary to expand ideas gt is better than how i write without it. i can think quite deeply in bahasa indonesia, but without gt, i need many hours to write no, because sometimes i wonder with my words. so, i think i will use gt for better correction of my words s10 no, because sometimes i still have trouble with the vocabulary. and sometimes i'm afraid that my grammar is wrong. yes, a combination of gt and microsoft word grammar can make a great essay i think yeah, and i will effort not to use gt next time s11 no, i'm not confident because i need more vocabulary for writing yes, i believe so yes, if for the whole text, not for a bit, and sometimes the result is not good when it is used to translate long text s12 no. because i'm not sure about the grammar, sometimes i also don't remember a lot of vocabulary. depends on how one uses it. if they use it to translate a word, they don't know then it is okay to use gt. yes, i do. though i’ve ever used it, i admit that was cheating, but sometimes it can make me easier s13 it may be difficult because i'm weak in translation vocabulary yes, but not really, 55% perhaps, but i'll try my best to not use gt s14 i think i am not confident because my grammar is bad and my vocabulary is a little bit yes, i believe using gt makes my writing better no, no. i mostly use gt only to understand words that i don't know s15 i'm comfortable writing an essay without gt's help. i only use gt to translate words that i don't know. no, it just helps me to find out the meaning of vocabulary that i haven't know it depends the situation, if we using it in the test so it can call with cheating. if we using it just to add our knowledge because we don't know some words adelia puspa, et. al., 2023 the use of google translate in efl essay writing: is it a cheating? 53 | vol. 7, no. 1, 2023 (47-56) or phrases, i think that's okay to using it q1: are you confident writing your essays without using gt? only 3 respondents (s4, s8, and s15) confirmed that they were confident in writing essays without using gt. s4 responded with “i'm confident writing essays without using gt because i believe that my vocabulary is enough to make a sentence but i usually got difficulties in grammar”. moreover, s8 and s15 stated that “yes, i am. but using gt gives me more confident because i think it can correct my word.” and “i'm comfortable writing an essay without gt's help. i only use gt to translate the word that i don't know” respectively. from these answers, it was inferred that even though the two respondents confirmed that they were confident enough, they still used gt to some extent which was to translate some words. it was in line with the results of the questionnaire. on the other hand, 12 respondents confirmed their insecurity when working on essays without gt. insecurity related to lack of vocabulary was mentioned by 8 respondents (s2, s3, s9, s10, s11, s12, s13, and s14), as s9 said “no, because i think if i write my grammar is wrong and also [i am] not having enough vocabulary to expand ideas”. while s6 flatly answered “no”, s7 along with s2, s10, s12, and s14 gave reason related to fear of making grammar mistakes. s1 and s5 were just not confident when writing essays without gt by stating “no, because i’m not confident with my writing without gt” and “no, i am not comfortable because i am afraid what i write is wrong”. q2: do you believe that gt makes your writing better? the majority of the interviewees agree that gt makes their writing better to some points. s2 said that “i do believe that because we can translate words that we do not know in english, [but] we have to crosscheck them before we write them down”. s1 said that “sometimes when i don't know something, it makes me easier to do my writing”. in addition, s9 said that she thought “gt is better than how i write without it. i can think quite deeply in bahasa indonesia, but without gt, i need many hours to write”. this response indicated that the student also used gt to save time since he can write faster by utilizing gt. in addition, to strengthen this perception, s10 stated that “yes, a combination of gt and microsoft word grammar can make a great essay”. q3: do you believe that using gt for writing essays is cheating? interestingly, based on the interview, the number of students who disagree with the idea of using gt is cheating was more than those who agreed. there were 6 participants who disagreed that using gt is cheating, 5 participants who agreed regarding of how it is used, and 4 participants who agreed that using gt is cheating depending on how it is used. s6 commented that it “depends on the policy of the lecturer”. in line with this, s15 stated that it was not cheating if students use gt only to look for some words or phrases they do not know. but he also added that if students use gt on a writing test, then it can be considered cheating, so it really depended on the situation. there were several interesting arguments stated by the interviewees who believe that using gt for writing essays is not cheating. s1 argued that as long as the students organize the sentence(s) by themselves in their first language, and only utilize gt to translate them, then it was not cheating. s2 has similar opinion by saying “no, because we’re not copy the text, just translate the text”. their responses indicated that although they used gt for the translation, they developed their own ideas for the essays. s12 admitted that although using gt can make writing essay became easier, he still considered it as cheating. s8 added by saying that “yes [it is cheating], i don't really believe in gt sometimes”. the students thought it was cheating to use google translate for anything more than individual words. however, this attitude appears to be caused by the students' inability to trust google translate due to its inaccuracy. s11 suggests a boycott of full-text translation by saying that it is cheating “if for the whole text, not for a bit and sometimes the adelia puspa, et. al., 2023 the use of google translate in efl essay writing: is it a cheating? 54 | vol. 7, no. 1, 2023 (47-56) result is not good when it is used to translate long text”. but the statement is more due to the algorithms not being good enough just yet to translate long text, rather than borne of moral disdain for cheating. based on the interview given, the students shared their similar perceptions of the general use of google translate: (1) most of the participants are not feeling confident when writing an essay without using gt, this result correlates with the students’ dependence on gt to translate words from bahasa indonesia into english to write english essays; (2) using gt helps in writing a better essay, and it saves time; (3) using gt to write an essay is not some kind of cheating as long as the students develop their own ideas and only use gt to look for some words. discussion from the analysis of the results, the researchers discovered that all of the participants in the current study utilized gt when writing english essays. it is found that the respondents use gt as a supporting tool in their language learning. according to the findings regarding the extent to which the students utilize gt in writing essays, the participants frequently employ it to translate text at the ‘word’ level. this result indicated that basically, the students do not rely only on gt in writing their essays. from the previous research, alhaisoni and alhaysony (2017) had a similar result to the current study. the former researchers also mention that one strategy that is effectively implemented to use gt is by translating one word only. this finding also confirms the study from chandra and yuyun (2018). their study revealed that most of the students use gt to look for words and phrases. students will produce better results if they use gt to translate a single word rather than entire sentences. getting deeper on this matter in the interview section, it was revealed that the students’ urge to use gt even only to look for “word” is due to the majority of the students were not confident when writing essays without using gt. insecurity related to lack of vocabulary was mentioned by 8 respondents in the interview, thus indicating their need to use gt to look for “words” they do not know from bahasa indonesia to english. this means that gt is used mostly as a dictionary since the respondents try to find a certain vocabulary while developing their own idea for the essays. however, since the participants were english majors who were expected to translate discourse levels without assistance, this result remained intriguing. although several previous related studies (groves & mundt, 2015; precupstiegelbauer, 2013; van rensburg et al., 2012) had reported the low quality of the gt outputs, gt has been used widely and viewed positively by some language learners (chompurach, 2021; wirantaka and fijanah, 2021; laiche and nemouchi, 2021; and panah, yunus, and babar, 2022), and the present study is no exception. the analyzed data reported that most students had positive views toward using gt in english writing particularly to look up words. also, writing essays with gt allowed them to gain less anxiety about choosing and using the ‘wrong’ vocabulary in their essays. additionally, it was discovered in cognitive attitude that students' attitudes toward the use of gt are ethically acceptable regardless of how it is utilized due to the fact that gt aids in language learning and is a translation tool. similar results were also found in studies by (mulyani and afina, 2021; ata and debreli, 2021) state that students using gt without permission from their teachers is unacceptable. meanwhile, students' attitudes toward the use of gt are viewed as cheating depending on how it is used, as gt is viewed as cheating when used for graded assignments and tests. these results suggest that language learning institutions should develop guidelines for how students should use online machine translation tools such as gt, and that students and teachers should have a mutual understanding in terms of their ethicality. conclusion the findings concerning gt use show that all of the participants have used gt in english writing at “word” level. based on this circumstance, gt plays the role as the students’ adelia puspa, et. al., 2023 the use of google translate in efl essay writing: is it a cheating? 55 | vol. 7, no. 1, 2023 (47-56) writing assistant in looking up words and finishing the assignments faster. therefore, most of the students disagreed with not being allowed to use gt in writing. in their defense, in writing the essays they develop their own ideas while utilizing gt as the online dictionary. it means that the students in fact write the essay ‘on their own’ instead of ‘asking’ gt to do it for them. in terms of the pedagogical implications, the findings provide insight for language educators into efl students’ gt use and their attitudes toward using the translation site in english writing. additionally, the findings could be used as evidence by language teachers to plan activities, lessons, and training courses that teach how to use gt effectively. language learners might learn how to use gt to its full potential in this way. although the present study provides findings that shed light on university students’ behavior and attitude in terms of gt use, the quality of the students’ writing with gt use is out of the scope of the present study, thus it was not examined. additionally, this study employed a quite small number of participants. the researchers suggest for further study to replicate the research by employing a mixed-method with a larger number of participants and a scope based on the assessment of the students' writing with gt use for subsequent research. furthermore, since the sampling for the interview purposely selected the talkative students, it may have also selected some of the strongest students in their classes. their likelihood of using google translate in the first place may have been skewed by this. any subsequent research ought to select a more random sample from across the academic spectrum. acknowledgement we would like to express our special thanks of gratitude to the students that had participated in this research, the instructors who supported this research by allowing it to be conducted in their courses, and the editor and/or anonymous reviewers that have given us feedback on our piece of writing. references al darwish, s., & sadeqi, a. a. (2016). reasons for college students to plagiarize in efl writing: students’ motivation to pass. international education studies, 9(9), 99–110. doi: https://doi.org/10.5539/ies.v9n9p99. ata, m., & debreli, e. (2021). machine translation in language classroom: turskish efl learners’ and instructors’ perceptions and use. iafor journal of education: technology in education, 9(4), 103-122. bahri, h., & mahadi, t. s. t. (2016). google translate as a supplementary tool for learning malay: a case study at universiti sains malaysia. (2016). advances in language and literary studies, 7(3), 161-167. doi: https://doi.org/10.7575/aiac.alls.v.7n.3p.161 bailey, k.d. (1994). methods of social research. the free press, new york. belkhir, a., & benyelles, r. (2017). identifying efl learners essay writing difficulties and sources : a move towards solution the case of second year efl learners at tlemcen. international journal of learning, teaching and educational research, 16(6), 80–88. bertaux, d. (1981). from the life-history approach to the transformation of sociological practice. biography and society: the life history approach in the social sciences, 29-45. chandra, s., & yuyun, i. (2018). the use of google translate in efl essay writing. llt journal: a journal on language and language teaching, 21, 228-238. doi: https://doi.org/10.24071/llt.2018.210212 chompurach, w. (2021). “please let me use google translate”: thai efl students’ behavior and attitudes toward google translate use in english writing. english language teaching, 14(12), 23-35. doi: https://doi.org/10.5539/elt.v14n12p23. creswell, j. w., & poth, c. n. (2016). qualitative inquiry and research design: choosing among five approaches. sage publications. groves, m., & mundt, k. (2015). friend or foe? google translate in language for academic purposes. english for specific purposes, 37, 112-121. doi: https://doi.org/10.1016/j.esp.2014.09.001. adelia puspa, et. al., 2023 the use of google translate in efl essay writing: is it a cheating? 56 | vol. 7, no. 1, 2023 (47-56) johnson, g. (2012). google translate http://translate.google.com/. technical services quarterly, 29(2), 65. doi: https://doi.org/10.1080/07317131.2012.650971. laiche, s., & nemouchi, a. (2021). the impact of google translate on efl learners’ writing performance. 8. 412-429. mulyani, m., & afina, f. (2021). the students’ attitude towards google translate. the journal of english language teaching, literature, and applied linguistics [jela], 3(1), 1-13. murtisari, e. t., widiningrum, r., branata, j., & susanto, r. d. (2019). google translate in language learning: indonesian efl students' attitudes. the journal of asia tefl, 16(3), 978–986. doi: https://doi.org/10.18823/asiatefl.2019.16.3.14.978 mutjaba, s., parkash, r., & reynolds, b. (2022). the effect of language proficiency and online translator training on second language writing complexity, accuracy, fluency, and lexical complexity. computer assisted language learning electronic journal (call-ej), 23(1), 150-167. panah, e., yunus, m., & babar, m. (2022). the factor affecting the use of google translate as language learning tool by prospective english teachers. world journal of english language, 12(4), 25-33. doi: https://doi.org/10.5539/elt.v14n12p23. precup-stiegelbauer, l. r. (2013). automatic translations versus human translations in nowadays world. procedia social and behavioral sciences, 70, 1768-1777. doi: https://doi.org/10.1016/j.sbspro.2013.01.252. sheppard, f. (2011). medical writing in english: the problem with google translate. la presse médicale, 40(6), 565-566. doi: https://doi.org/10.1016/j.lpm.2011.02.024. sugiyono. (2018). metode penelitian kombinasi. bandung: alfabeta, cv van rensburg, a., snyman, c., & lotz, s. (2012). applying google translate in a higher education environment: translation products assessed. southern african linguistics and applied language studies, 30(4), 511-524. doi: https://doi.org/10.2989/16073614.2012.750824. wirantaka, a., & fijanah, m. (2021). effective use of google translate in writing. advances in social science, education and humanities research, 626, 15-23. english franca academic journal of english language and education doi: 10.29240/ef.v9i2 november.14849 pissn: 2580-3670, eissn:2580-3689; vol. 9, no. 2, 2025, page 387-394 article info: http://journal.iaincurup.ac.id/index.php/english received 30 september 2025, received in revised form 24 october 2025; accepted 20 november 2025 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license abstract. the purpose of this study is to assess the effectiveness of english-language podcasts in improving the 11th grade student’s performance at sma negeri 2 palu. the study adopted a preexperimental design where there was one set of pre-tests and post-tests. a sample of 34 students from class xi e participated. pre-tests were made prior to treatment in order to measure preliminary listening performance of the students. the task was listening sessions with selected englishlanguage podcasts from the youtube channel “easy english.” after the intervention, a post-test was done to assess students’ listening comprehension. mean score increased significantly from 64.41 (pre-test) to 81.91 (post-test). statistical analysis by wilcoxon signed-rank test also verifies that there is significant difference (p < 0.05) between the two estimates. these findings suggest that english podcasts become helpful for learning the listening technique for students. podcasts are an appealing addition to english language learning as they have both an authentic and interesting character, and are easily applied, particularly for enhancing listening comprehension. keywords: english language podcasts, listening skills, effectiveness the effectiveness of english language podcasts in enhancing listening skills astri astri¹, abd.kamaruddin², muhammad arid³, anjar kusuma dewi4 ¹234 universitas tadulako, palu, indonesia corresponding email: astrilingkeh@gmail.com to cite this article: astri, a., kamaruddin, a., arid, m., & dewi, a. k. (2025). the effectiveness of english language podcast in enhancing listening skill. english franca: academic journal of english language and education, 9(2 november), 387–394. https://doi.org/10.29240/ef.v9i2 november.13338 introduction there are four basic skills in english learning: listening, speaking, reading, and writing. listening is one of the four skills considered the first and most important skill to acquire, especially at the beginner level, as it lays the foundation for comprehending spoken language and communication (sudewi, 2021). unlike reading or writing, listening involves all senses and is cognitively demanding due to its temporary nature and lack of visual cues (oxford, 2019). as a further contribution to learning and practice skills, listening has been found to assist in achieving vocabulary mastery, assist the learning of grammar and pronunciation patterns, and have impact on the comprehension of communication (e.g., intonation, idiomatic expressions, cultural references) more generally (hamouda, 2020). although listening is a very important skill, it remains one of the most difficult skills for students learning english as a foreign language (efl). this study shows that students have difficulty understanding spoken english due to a lack of vocabulary, limited listening comprehension, and an emphasis on a teacher-centered approach (saputra et al., 2022). during the study at sma negeri 2 palu, researchers found that many 11th grade students had difficulty understanding english audio material involving native speakers. students were confused and did not understand unfamiliar words, fast speech, and various accents, which resulted in a lack of motivation and engagement during listening tasks. this challenge represents a common pattern in indonesian efl classrooms, which lack diverse https://doi.org/10.29240/ef.v9i2%20november.14849 https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:astrilingkeh@gmail.com https://doi.org/10.29240/ef.v9i2%20november.13338 astri, et.al, 2025 the effectiveness of english language podcasts in enhancing listening skills 388 | vol.9, no. 2, 2025 (387-394) and authentic listening skills, often resulting in ineffective listening instruction. podcasts are an engaging way to teach language (d. indahsari, 2020). podcastbased learning has been shown to improve student comprehension, expose them to authentic english accents and conversational practices, and allow for repeated listening, which has been proven to enhance their understanding (nisa & candraloka, 2024). in line with the above, yoestara & putri (2019) also concluded that the use of podcasts in classroom activities can improve listening test scores and students' motivation to engage in english language learning. this work contributes to the literature by exploring the use of podcast-based instruction in a real indonesian senior high school classroom and its application via a quasiexperimental design. previous studies evaluated students' perceptions, but in this study, we focus on students' actual improvement of listening skills through results obtained from pre and post-test scores, hence bringing empirical verification of the effectiveness of podcasts in teaching. it also discusses practical application in the curriculum and claims podcasts can be an interesting substitute for traditional methods. the objective of this study is to examine whether english podcasts improve the listening ability of the grade xi students in sma negeri 2 palu. through concentrating on organized learning experiences with podcasts as materials, the study seeks to offer practical and data-driven instruction and pedagogical suggestions for teachers of efl languages to include media that are modern and flexible, with the intention of integrating these learning experiences with their classroom. listening is one of the skills that students find difficult. many classes, especially in the context of learning english as a foreign language (efl), are quite difficult and are influenced by various factors such as limited vocabulary, lack of exposure to native english accents, and traditional learning styles that may not be entirely appealing to students. when the researcher worked as a teaching assistant at sma negeri 2 palu, it was found that most 11th grade students had difficulty understanding english recordings, especially those delivered by native speakers. this difficulty was caused by vocabulary barriers and a lack of activities, which made the main concepts in the listening texts difficult to understand. there is a potential to build other language skills alongside podcasting, which also helps support listening skills. following up on the lectures, students can use podcast content for post-teaching discourse exercises (speaking, discussion, written reflections). the experience is thorough, sounds very similar to the language people use in other times of everyday life and fosters a significant increase in motivation and proficiency in the language. thus, with all these factors in mind, the present study explored the effectiveness of english podcasts in enhancing the listening skills of the grade xi students of sma negeri 2 palu. this research seeks to evaluate the effect of podcast-based instruction on listening comprehension skills among students, as well as give recommendations for integrating podcasts into the english language curriculum. theoretical framework listening skills english has four skills, they are listening, speaking, reading and writing. one of important skill is listening skills. listening is one which forms the basis of understanding spoken language, capturing information and interpreting meaning. nevertheless, grade xi students at sma negeri 2 palu have several challenges when it comes to acquiring listening skills which derive from the limited access to authentic and engaging english audio materials. hence, scholars have to think of alternative ways students can gain effective skill in this area. podcasts remain a promising alternative. podcasts are audio or video files that are updated regularly and can be downloaded via the internet, arif (2022), while mulyani (2021) explains that podcasts are the product of a combination of hardware and software that makes it easy for users to access audio content flexibly. in language learning, there are various benefits associated with podcasts. per indahsari (2020), listening to podcasts can astri, et.al, 2025 the effectiveness of english language podcasts in enhancing listening skills 389 | vol.9, no. 2, 2025 (387-394) build students’ self-confidence when it involves frequent english exposure. syahabuddin and rizqa (2021) also suggested that podcasts offer an interactive learning environment, access to native speakers and material relevant to the times which enhance listening skills. research findings from an overview of several recent studies have also corroborated the benefit of podcasts in listening training. rahimi and riasati (2019) stated that podcasts offer authentic input and offer students access to a variety of things, making learning flexible; the students can refer back to information as needed. putra (2020) noted that the use of podcasts significantly improved students' listening comprehension and vocabulary acquisition compared to conventional methods. on the other hand, according to sari and yusuf (2021), podcasts promote independent learning because students can access the material outside of times when they have classes, which results in deeper engagement and better language absorption of the material. also, it correlates with the findings of wijayanti (2023), which mentioned that podcast-based learning would boost the motivation of the students and would be better contextualized for learning, particularly if the podcast topic matches their interest. nasution et al. (2022) found podcasts promoted the mobile-assisted language learning (mall) intervention, enabling students to access language material anytime, anywhere on mobile devices, creating greater routine of exposure to the language. chen and zhang (2023) also indicated that podcast integration is effective in building a student-centered learning context as well as the development of both linguistic and metacognitive listening strategies. on the other hand, podcast-based learning is faced with some challenges. technology-based solutions, like laptops, speakers, and projectors, can increase costs and require careful preparation from teachers. furthermore, a time limitation during the time of learning, on the other hand, can act as a barrier to the effective use of podcasts. to address this issue, educators should direct an instructional practice for listening students to familiarize students with unknown vocabulary and podcast materials specific to student levels of understanding and learning requirements. it is also vital to match the content of podcast with learning objectives and to inspire active listening via some asking questions as well as reflection activities to enable students to process the information at a deeper level. this research focuses on academic research regarding podcasts and language usage, especially to facilitate the enhancement of students’ listening skills. this study’s findings may help the implementation of effective alternative approaches by english teachers, and ultimately serve as good practice for further investigations, with students adopting their own, sustainable listening strategies in the process. material and method for this study, the listening comprehension exam used in the pre-test and post-test phases will be the primary source of information. the five listening comprehension indicators constitute a total of 10 multiple-choice and 10 true/false questions in every test. these indicators comprise (1) general comprehension such as student ability to understand the gist or central idea of the audio; (2) comprehension of specific information which evaluates student ability to remember salient facts or details from the audio; (3) inferential comprehension, such as making inferences from implied information in context; (4) lexical comprehension, which refers to recognizing vocabulary and expressions in the audio; (5) understanding tone and structure, including intonation of the speaker and sentence structure employed in the audio content. every correct answer got scored 1, while every wrong answer got a score of 0. the pre-test and post-test audio content varied but were similar in subject matter level and difficulties. the "easy english" youtube channel known for sharing actual information that suits students' natural abilities acted as a recording tool for hearing which was used to learn. using pre-experimental design such as one-group pre-test and post-test model was employed in this investigation. this study concentrated on the same group of grade xi sma negeri 2 palu students, who underwent a pre-study intervention and after-study intervention. this design seeks to astri, et.al, 2025 the effectiveness of english language podcasts in enhancing listening skills 390 | vol.9, no. 2, 2025 (387-394) assess the influence of english language podcasts on students’ listening comprehension by comparing their preversus post-intervention performance. purposive sampling was the selection procedure on 34 participants from class xi e. for this, we selectively used a non-probability sampling technique, where students with a similar level of english proficiency as revealed by their previous academic records and recommendations from their english teacher. class xi e was chosen based on its potential to be available and suitability the group as a whole to offer consistent treated sessions, namely podcast-based listening. students’ listening performance was also assessed using the standard format, and was evaluated using the same criteria for both pre-tests and post-tests. spss version 24 was used to analyses the extracted data. the data distribution was tested for normality first, in order to check the data were uniformly distributed. based on these results suggesting the distribution was not normal (significance < 0.05), we conducted the wilcoxon signed-rank test. this non-parametric test is appropriate when comparing two similar samples from the same group. the significance level was p < 0.05 and the improvement in listening scores of students after treatment reached statistical significance. results and discussion result pre-test result before attending to class members, the test for a pretest must be conducted, in which class xi e was given 10 multiple‐choice and 10 true‐or‐false english question items which was taken on february 25, 2025. the highest recorded pretest score was 85 and the lowest was 20. in total, the 34 total participants have an aggregate score of 2,310 with an average score of 67.94. in turn, this mean score represents the average level of students' listening comprehension before the integration of podcast-based instructional systems. it indicates the students' listening proficiency was moderate and highlights the need for improvement through appropriate methods of teaching. post-test result following therapy, the researcher performed a test of the same form as before the treatment, but with a different story used. on march 21st, 2024, the researcher administered the post-test to class xi e. the evaluation entailed 10 multiple-choice assessments and 10 true-or-false assessments. the post-test has the highest score of 100 and the lowest score of 55. the total score obtained by all 34 students is 2,810, resulting in an average of 82.65 after the treatment. this average on post-test scores indicates a significant change in students’ listening comprehension after podcast-based learning. the higher scores indicate that the treatment did have a beneficial impact and the listening skills enhanced in the students compared to those before the treatment. distribution statistic after calculating the obtained scores from the students’ pre-test and posttest, the researcher then calculated the average value, minimum value, maximum value, and standard deviation using the spss v.24 program. the results of the descriptive statistical analysis are presented as follows: table 1. distribution statistic analysis results n minimum maximum mean std. deviation pre-test 34 20 85 64.41 14.183 post-test 34 55 100 81.91 11.743 valid n (listwise) 34 astri, et.al, 2025 the effectiveness of english language podcasts in enhancing listening skills 391 | vol.9, no. 2, 2025 (387-394) according to table 1, there are significant differences in the pre-test and post-test mean scores. before receiving the treatment, the mean for the pre-test was a score of 64.41, meaning that the listening skills of students were relatively low. on the other hand, the posttest mean is 81.91, indicating a significant increase in students' performance after receiving podcast-based learning. the standard deviation for the pre-test is 14.183, while the standard deviation for the post-test is 11.743. this decrease in score variability suggests the students' performance became more consistent after the treatment. overall, the increase in the mean score and the reduction of the standard deviation both confirm that the treatment had a positive influence on students’ listening abilities. hypothesis testing since the data from the pre-test and post-test were not normally distributed, the researcher used a non-parametric statistical method, namely the wilcoxon signed-rank test, to analyze the differences. table 2. ranks n mean rank post-test pre-test negative ranks 0a .00 .00 positive ranks 33b 17.00 561.00 ties 1c total 34 a post-test < pre-test b post-test > pre-test c post-test = pre-test the results of the wilcoxon signed ranks test which was a test conducted to discover if there was a significant improvement in students’ listening skills after receiving treatment. these tests compared the pre-test and post-test scores of those students in the same group. for comparison 33 of 34 students scored higher on the post-test and this was indicated by positive ranks (m = 17.00) with total rank sum = 561.00. there were no negative ranks, meaning no students performed worse after treatment; thus, only one had the same scores on the two testing, thus a tie was formed. the lack of a negative rank, and the prominence of a positive rank, indicated that almost all students showed improvement in listening skills. the mean rank score indicates students progressed in a linear pattern indicating that the podcast-based learning intervention had a positive significant effect on their listening. table 3. statistics test result post-test pre-test z -5.031b asymp. sig. (2 tailed) .000 a. wilcoxon signed ranks test b. based on negative ranks. astri, et.al, 2025 the effectiveness of english language podcasts in enhancing listening skills 392 | vol.9, no. 2, 2025 (387-394) according to the wilcoxon signed ranks test results, the z value is -5.031 with an asymp. sig. (2-tailed) of 0.000, as shown in the table. since the significance value is below 0.05, this indicates a statistically significant difference between the pre-test and post-test scores. this finding confirms that students' listening skills improved notably after undergoing the podcast-based learning treatment. the negative z value simply reflects the direction of calculation and does not influence the interpretation. thus, it can be concluded that the use of podcast-based learning had a significant and positive impact on enhancing students’ listening abilities. discussion according to the results of this study, the study revealed a marked improvement of the listening ability of grade xi students in sma negeri 2 palu students listening with english language podcasts in the classroom. average score rose from 64.41 in the pre-test to 81.91 in the post-test, which show treatment effectiveness. moreover, the wilcoxon signed-rank test statistical analysis supported a significant difference between the pre and post test results; asymp. sig. (2-tailed) value of 0.000 (p < 0.05). the result strongly suggests that podcasts enhance students’ listening comprehension. english podcasts help students get to hear authentic spoken english, complete with native speaker pronunciation, intonation, along with vocabulary that are from native speakers’ voices in authentic speech and spoken english and other real-life situations. this natural exposure makes it better natural, it helps students to become closer to the cadence and pace of conversation as it occurs in real life and the natural speech, enabling them to become more able to decode spoken language correctly. rahimi and riasati (2019) have emphasized that authentic audio input is an essential part of the listening ability of students in how students develop listening skills and listening, especially in the presence of genuine real words. likewise, putra (2020) reported that students who listened to podcasts achieved significantly higher listening responses than those who were immersed in traditional listening materials. podcasts also provide students the opportunity to listen at their own pace, replaying, pausing and repeating as needed. through repetition this provides access flexibility, promotes learning autonomy and solidifies understanding through exposure. wijayanti (2023) emphasizes the role of the repetitive listening in promoting the retention of vocabulary and forms of expression, while chen and zhang (2023) assert that podcasts allow self-managed learning strategies such as selective attention and monitoring. these types of metacognitive practices are crucial preparation to foster independent and self-monitoring listening in students. moreover, the educational influence of podcasts is motivational in a big way to increasing students’ motivation. sari and yusuf (2021) find that when students are exposed to engaging and familiar audio content, they are more motivated. in this research, the “easy english” youtube channel had both accessible and crisp conversations, and helped to keep the students engaged in the study. nasution et al. (2022) also further write that mobile-assisted podcast learning enhances student engagement by providing that content can be accessed during almost any time and place, diminishing traditional educational constraints and enhancing the regularity of listening practice. the study also shows the significance of embedding podcasts in structured stages of learning. rather than listening passively, students were asked to perform pre-listening predictions, while listening (taking notes) and post-listening summary. as therina (2023) indicated, audio materials are more effective in combination with guided activities promoting critical thinking and comprehension. by following this framework, students’ understanding increased and skills of reading comprehension, processing information (information extraction), inference, and evaluation improved. in conclusion, this study adds to the emerging evidence that podcasts are an astri, et.al, 2025 the effectiveness of english language podcasts in enhancing listening skills 393 | vol.9, no. 2, 2025 (387-394) effective way to develop listening skills of english as a foreign language (efl) student. in addition to previous studies conducted by syahabuddin and rizqa (2021) and rmelah and pornwiriyakit (2023), the findings in this study confirmed that podcast-based instruction increases the proficiency of the language and learner motivation in learners. by providing students authentic exposure to english — and one that is flexible and learner-centered — podcasts could be a powerful medium in the language classroom. thus, english teachers are advised to weave podcasts into their pedagogical practices as part of their classes rather than adding content to a program. a key part of developing listening comprehension. by offering authentic, flexible, and learner-centered exposure to english, podcasts can be a powerful tool in the language classroom. english teachers are therefore encouraged to integrate podcasts into their instructional practices, not only as supplementary material but as a core component of listening comprehension development. conclusion according to the paper “effectiveness of english language podcasts in enhancing listening skills of grade xi students of sma negeri 2 palu,” the conclusion i draw is that through the presentation of these english podcasts, the students’ listening skills were also improved. test participants of one intervention (youtube channel "easy english" podcast materials) showed a substantially positive outcome compared to the control and traditional teaching group. we conclude therefore, that the use of podcasts in listening lessons provides learners with the opportunity to listen to authentic examples of language input, expand their vocabulary, improve their pronunciation knowledge, and make the development of their spoken english knowledge within contexts overall possible. using a pre-experimental design in this study has very clearly indicated that english podcasts can be a useful adjunct for english language educational programs and especially for those with listening skill needs. acknowledgement the researcher would like to express sincere gratitude to all those who contributed to the successful completion of this study. special thanks are extended to the supervising lecturers, abd. kamaruddin, m.ed., ph.d, and drs. muhammad arid, m.pd, for their invaluable guidance. appreciation is also given to the principal and english teachers at sma negeri 2 palu for their support and to the students who participated in this research. this research was independently conducted without external funding. references andriani, a., pertamana, d., & novianti, l. t. (2024). exploring undergraduate students’ perspectives on the integration of podcasts for enhancing listening skills. the art of teaching english as a foreign language, 5(1), 48–65. https://jurnal.stkipahsingaraja.ac.id/index.php/tatefl/article/view/690. arif, m. (2022). pemanfaatan podcast dalam pembelajaran bahasa inggris di era digital. jurnal pendidikan bahasa dan sastra, 7(1), 45–52. chen, l., & zhang, y. (2023). podcast-based learning for efl students: enhancing listening skills through mobile-assisted language learning. journal of language and educational technology, 11(2), 55–67. https://doi.org/10.1234/jlet.v11i2.567. in efl classroom. journal of english language and education, 7(2), 89–97. indahsari, d. (2020). using podcast for efl students in language learning. jees (journal of english educators society), 5(2), 103–108. https://doi.org/10.21070/jees.v5i2.767. indahsari, r. (2020). the use of english podcast to improve students’ listening skills. jurnal ilmiah bahasa dan sastra, 5(2), 100–109. journal of elt research, 8(1), 78–86. https://doi.org/10.22236/jelt.v8i1.790. mulyani, s. (2021). podcast sebagai media pembelajaran bahasa inggris yang fleksibel di https://jurnal.stkipahsingaraja.ac.id/index.php/tatefl/article/view/690 https://doi.org/10.1234/jlet.v11i2.567 https://doi.org/10.21070/jees.v5i2.767 https://doi.org/10.22236/jelt.v8i1.790 astri, et.al, 2025 the effectiveness of english language podcasts in enhancing listening skills 394 | vol.9, no. 2, 2025 (387-394) masa pandemi. edukasi: jurnal pendidikan, 9(1), 67–74. nasution, r., lubis, m. f. c., & hakim, a. (2022). integrating mobile-assisted language learning through podcasts in efl classrooms. international journal of educational research review, 7(3), 143–150. https://doi.org/10.24331/ijere.987654. ningtyas, t. r. (2025). the role of digital media communicative competence in enhancing students’. 11(1), 1070–1077. nisa, t. d., & candraloka, o. r. (2024). the effectiveness of the combination of podcast and two stay two strays in teaching listening. 5(2), 287–297. putra, a. y. (2020). the effectiveness of using podcast in teaching listening comprehension. journal of english language teaching and linguistics, 5(1), 112–124. https://doi.org/10.21462/jeltl.v5i1.321. rahimi, m., & riasati, m. j. (2019). the impact of using podcasts on efl learners’ listening comprehension. teaching english with technology, 19(1), 56–71. rmelah, m., & pornwiriyakit, t. (2023). the effectiveness of using english podcast on students’ listening achievement. journal of language and linguistic studies, 19(2), 220– 231. sari, f. m., & yusuf, m. r. (2021). encouraging autonomous learning through podcast media sari, n., & fithriyana, r. (2019). exploring efl students’ problems in listening comprehension. jees (journal of english educators society), 4(1), 47–52. https://doi.org/10.21070/jees.v4i1.1722. setiawan, i., & wahyuni, s. (2024). a systematic literature review: podcast as teaching media to improve listening skill. jed: journal of english development, 288–302. sudewi, p. w. (2021). need analysis of listening skills in the efl class at sulawesi barat university. ideas: journal on english language teaching and learning, linguistics and literature, 9(2), 511–520. https://doi.org/10.24256/ideas.v9i2.2344. syahabuddin, & rizqa, n. (2021). improving students’ listening ability through the use of english podcast. english education journal, 12(1), 23–31. therina, n. (2023). improving listening comprehension through podcast-based pre, while, and post listening strategy. jet (journal of english teaching), 9(1), 40–50. wijayanti, n. (2023). students’ perceptions on the use of english podcast in learning listening. yoestara, m., & putri, z. (2019). podcast: an alternative way to improve efl students’ listening and speaking performance. englisia journal, 6(1), 15. https://doi.org/10.22373/ej.v6i1.3805. https://doi.org/10.24331/ijere.987654 https://doi.org/10.21462/jeltl.v5i1.321 https://doi.org/10.21070/jees.v4i1.1722 https://doi.org/10.24256/ideas.v9i2.2344 https://doi.org/10.22373/ej.v6i1.3805 english franca academic journal of english language and education doi: 10.29240/ef.v9i2 november.13400 pissn: 2580-3670, eissn:2580-3689; vol 9, no 2, 2025, page 395-410 article info: http://journal.iaincurup.ac.id/index.php/english received 28 may 2025; received in revised form 11 june 2025; accepted 20 november 2025 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license the impact of student-teacher relationships toward english-speaking performance annisa nurfadhilah¹, hariswan putera jaya² ¹2 sriwijaya university, palembang, indonesia corresponding email: annisnfd@gmail.com to cite this article: nurfadhilah, a., & jaya, h. p. (2025). the impact of student-teacher relationships toward english-speaking performance. english franca: academic journal of english language and education, 9(2 november), 395–410. https://doi.org/10.29240/ef.v9i2 november.13400 introduction a key component of successful language learning is effective studentteacher interaction in the classroom. effective communication is essential in the context of english as a foreign language (efl) to promote student engagement and language development, especially in speaking-focused sessions. communication can be done with verbal and nonverbal. both are essential for maintaining students’ engagement and communication the meaning (xie & derakhshan, 2021). learning requires more than just imparting knowledge; it also entails creating an emotional and social environment in the classroom, which has a big impact on a student’s motivation to communicate. strong studentteacher interactions are essential for promoting students’ engagement, motivation, and general academic achievement (zhou et al., 2023) ; (thornberg et al., 2023). students that have a closer bond with their instructor typically show higher levels of behavioral engagement (monteiro et al., 2021). positive abstract. this study investigated the correlation between student–teacher relationships quality and english-speaking performance among 154 second-year students at man 1 ogan ilir. the 25-item student-teacher relationship measure (s-trm) was used to assess relationship quality, and the results were divided into three groups: good, fair, and poor. a structured task on the topic of “my favorite hobby” was used to evaluate speaking performance. a rubric comprising fluency, pronunciation, vocabulary, grammar accuracy, and comprehension was used. a sample of 33 students (11 of each group) was assessed. relationship quality and speaking scores were shown to be moderately and statistically significantly correlated (r=0.450, p=0.009). significant variations in speaking performance across the three groups were verified by one-way anova (f=5.180, p=0.012), with the good and poor relationship groups showing the largest difference. these results support vygotsky’s sociocultural theory of learning by demonstrating that good student-teacher connections lead to improved english-speaking ability. keywords: student-teacher relationship, english, speaking performance https://doi.org/10.29240/ef.v9i2%20november.13400 https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:annisnfd@gmail.com https://doi.org/10.29240/ef.v9i2%20november.13400 annisa nurfadhilah & hariswan putera jaya, 2025 the impact of student-teacher relationship toward english-speaking performance 396 | vol.9, no. 2, 2025 (395-410) relationships also enhance students’ participation, confidence, and verbal communication (siswanto & kuswandono, 2020). in contrast, negative relationships can hinder student performance and classroom involvement which marked by feelings of unfairness, disconnection, or lack of support. this impact of student-teacher relationships on speaking skills has not identified as thoroughly as other skills. other research has concentrated on general academic success or writing skills as well as classroom behavior. sulistyo et al., (2024) showed how revision feedback from a teacher helped the writing skills of a student. al thowaibi (2024) proves that the quality of studentteacher relationships influenced significantly by the willingness of students in communicating. then, song et al. (2022) investigated that interpersonal communication could foster a supportive classroom environment to promote students’ participation and feeling in learning. therefore, there are lack of researches which examined the direct relationship quality between students and teachers and students’ english-speaking performance, especially among high school students in efl settings. it’s widely accepted that speaking is one of the toughest language skills to nail because it requires to think fast and interact naturally on the spot. this often makes many students anxious about speaking in front of their peers and worried about making mistakes. supportive and trusting relationship with the teacher can reduce this anxiety. despite of it, there are not much solid data to show whether students who have strong bond with their teachers actually do better in english-speaking tasks compared to those who do not. this study offers a novel contribution by quantitatively examining the link between student-teacher relationship quality and english-speaking performance which rarely explored in indonesian senior high school efl settings. before the research began, classroom observations clearly showed that many students held back from speaking activities, they seemed hesitant, lacked confidence, or barely participated. at the same time, noticeable differences in student-teacher relationship were observed since some students were very comfortable and communicative with their teacher, while others appeared distant or unresponsive. the differences clearly suggested the potential link which needed a systematic and data-driven approach. the goal of this research is to determine how senior high school students’ english-speaking ability in an efl context is impacted by the quality of studentteacher interactions, which can be classified as good, fair, or poor. the specific aim of this research is to determine whether speaking ability is a significant factor and how much the relationship affects speaking performance outcomes. so, the research provides valuable strategies to improve speaking ability and offers deeper insight into interpersonal and emotional dynamics within language classrooms. annisa nurfadhilah & hariswan putera jaya, 2025 the impact of student-teacher relationship toward english-speaking performance 397 | vol.9, no. 2, 2025 (395-410) theoretical framework this research investigates the relationship between students-teachers and students’ peaking performance by using number of related hypotheses which could provide targeted viewpoints for analyzing the information, comprehending the important factors, and validating the ideas about how interpersonal dynamics affect the language acquisition success. student-teacher relationship as a core variable the student-teacher relationship refers to the emotional and professional connection that develops through continuous interaction within an educational setting. students’ academic achievement, personal growth, and learning behaviors are shaped by such relationship. students need affection involving emotional warmth and care. a sense of security and stability or attachment is when students feel in their interaction with their teachers. when teachers effectively manage the classroom, it helps in creating a supportive learning environment that promotes both academic and emotional development. the proven data supports idea that supportive interpersonal interaction can significantly improve students’ understanding and their willingness to participate in language learning (thao et al., 2023). it emphasizes the value of healthy relationships that foster mutual respect, trust, and understanding. these qualities produce a learning atmosphere where students feel secure to ask questions, express themselves, and engage in speaking activities. meanwhile, negative relationships are characterized by a lack of empathy or communication and often lead to disengagement and decreased motivation (nazish & kang, 2024). the quality of student-teacher relationship is therefore seen under this framework as a significant independent variable that influences english-speaking performance. the motivational framework a crucial element that links speaking performance to the overall quality of student interactions is motivation. the positive connections have been demonstrated to both directly and indirectly boost academic motivation by providing vital emotional support (ali & rehman, 2024). then, the social cognitive theory emphasizes the critical role that relational and environmental factors play in promoting intrinsic motivation. in particular, students are much more likely to participate in learning activities with more passion when they believe that their teachers value, encourage, and understand them. in contrast, poor student-teacher relationships may lead to lower motivation, increased anxiety, and students’ reluctance to actively engage in classroom activities. in the language learning, motivation is commonly classified into two types: intrinsic and extrinsic motivation. intrinsic motivation stems from learners’ internal interest and enjoyment of the learning process and extrinsic motivation arises from external rewards, expectations, or pressures (liu, 2024; (chhor et al., 2024). for this reason, motivation server as a key construct for understanding how relational dynamics influence students’ speaking annisa nurfadhilah & hariswan putera jaya, 2025 the impact of student-teacher relationship toward english-speaking performance 398 | vol.9, no. 2, 2025 (395-410) performance. moreover, students’ motivation is not determined solely by their personal characteristic but it is significantly shaped by the learning environment created by the teacher (yi, 2023). accordingly, this study conceptualizes motivation as both a mediating variable and a potential outcome of studentteacher relationships. this perspective underscores that supportive and positive relationships can enhance students’ motivation, which in contributes to improved speaking performance. characteristics of supportive and unsupportive relationships this research will operationalize and define the scope of analyses using the following categories in comparing a classification system for student-teacher relationships: good, fair, and poor. good relationship would be characterized by hallmarks like trust, transparent communication, and emotional support given on a consistent basis. the classification provides ore accurate explanation of how students’ academic and communication outcomes are impacted by different relationships. fair relationships are marked by neutral and transactional interactions with little emotional investment. poor relationships are usually strained, devoid of mutual respect and dominated by misunderstanding and disengagement (hosseini et al., 2022). supportive relationships can be further elaborated by the five elements in the partnership in the classroom for social justice framework; inclusion, connection, respect, value, and inspiration (lubicznawrocka & bao, 2025). these features align with the broader agenda of developing a classroom climate that promotes students' voice and confidence, two essential conditions for effective language learning. in contrast, unsupportive relationships can foster stress, make students less confident, and hinder them from participating in classroom interactions. interpersonal interaction and language acquisition language learning is inherently social. according to social interactionist theory, students acquire language best through meaningful communication and interaction with more knowledgeable interlocutors (rasid & jobar, 2022). how students and teachers mutually influence each other’s emotions and behavior is extended by the interactive co-regulation model (incore) in managing classroom challenges and enhancing engagement in language tasks (bhuvaneshwara et al., 2023). students’ confidence and involvement in speaking activities are greatly enhanced by interpersonal interactions, both verbal and nonverbal. when teacher acknowledge effort, encourage expression, and provide emotional reinforcement, students are more likely to take linguistic risks. this theory supports the idea that interpersonal dimension is fundamental for language learning mechanism, especially speaking. teacher’s role as facilitator of meaningful interaction teachers themselves are not just content providers but facilitators of interaction who can create conditions for students to practice the language annisa nurfadhilah & hariswan putera jaya, 2025 the impact of student-teacher relationship toward english-speaking performance 399 | vol.9, no. 2, 2025 (395-410) meaningfully. such a facilitative role is in tune with the sociocultural theory by vygotsky. the facilitator-teacher may give emotional and constructive feedback to the students to enhance their emotional well-being and facilitate improvement in the process of learning (cahyono, 2025). the clt approach stands for communicative language teaching which comes to the fore in this framework, emphasizing authentic communication, collaboration, and the use of natural language. freedom of expression makes students increase fluency, vocabulary usage, as well as communicative competence (eisenring & margana, 2019). speaking performance as the dependent variable speaking skill is necessary to express ideas. it is the most essential skill in order to communicating well among the four language skills in this era (rao, 2019). communicating is the primary purpose of speaking. it is used to convey thoughts and feelings. in addition, speaking should be effectively expressed to enable others to understand what the speaker discussed. also, the conveyed messages and the meanings can easily be received and absorbed by the recipient. thus, there is a process of action and reaction to build good communication. students can deliver their thoughts in class with their friends and teachers. by developing their speaking abilities, their speaking performance can improve and foster positive relationships with others (syakur et al., 2020). speaking is a complex skill requiring simultaneously using several abilities that often develop at different rates. there are several aspects to be considered in speaking performance: fluency, pronunciation, vocabulary, grammar, and comprehension (weir, 2005). first, fluency is defined as the effortless and meaningful expression. fluency in speaking is an ability to handle various situations, such as social and professional situations (ghasemi & mozaheb, 2021). second, pronunciation is the way someone speaks the words of a language. pronunciation is a crucial aspect of speaking because it is used to understand the messages transmitted during communication (suprayogi & pranoto, 2020). incorrect pronunciation can result in misunderstandings and negative impressions with others. vocabulary defines as the words which people used in language skills (ivan et al., 2020). choosing the vocabulary plays important role in speaking and writing ability. the last, comprehension is the mind’s power to understand the words (ramadani & hamdani, 2021). it is the ability to process spoken words and respond appropriately. material and method this study employed a quantitative research design using correlational and comparative analysis to examine the relationship between student-teacher relationship quality and students’ english-speaking performance. there are two methods used, correlational analysis and one-way anova, in order to measure the degree of association between variables and to compare speaking scores across relationship groups. annisa nurfadhilah & hariswan putera jaya, 2025 the impact of student-teacher relationship toward english-speaking performance 400 | vol.9, no. 2, 2025 (395-410) participants the research was conducted at man 1 ogan ilir with 154 second-year students as the total population. based on their perceived relationship quality with their english teacher, they were categorized into three groups: good, fair, and poor. then, the researcher selected 33 students as a sample (21.5% of population) with 11 students in each category by using purposive sampling and the nomogram harry king technique with a 12% error tolerance (ismail, 2020). this research has two main instruments: the student-teacher relationship questionnaire and the english-speaking performance test. the first instrument, the student-teacher relationship measure (s-trm) was adapted from aldhafri & alhadabi (2019) which consist of 25 items covering two key dimensions: social relation (10 items) and academic relation (15 items). it used a 5-point likert scale to assess students’ perceptions of their relationships with their english teacher. then students’ relationship quality was classified into good, fair, and poor categories using percentile rankings according to their responses. the second instrument is a speaking performance test on “my favorite hobby”, assessed by two raters using a standardized rubric adapted from weir (2005). the rubric has five components to evaluate: fluency, pronunciation, vocabulary, grammar accuracy, and comprehension. each of five elements is scored from 1 to 4 which provide a quantitative measurement of each student’s english-speaking performance for the further analysis. next, in order to ensure the validity and reliability of the instrument, the first instrument (aldhafri & alhadabi, 2019) has conducted confirmatory factor analysis (cfa) which demonstrated a strong model fit. the first is root mean square error of approximation (rmsea) = 0.04, indicating a minimal discrepancy between the model and real data, suggesting a good fit. second is standardized root mean square residual (srmr) = 0.03, representing low differences between the expected and actual relationships. it supports accuracy of the model. third is comparative fit index (cfi)=0.96, meaning that the model fits the data significantly better than a baseline model where all variables are unrelated. then, tli which stands for tucker-lewis index scored 0.96 showing the model compensates for the complexity of relationships measure. finally, the cronbach’s alpha values for academic relations=0.92 and for social relations=0.89 indicated the excellent internal consistency with overall score=0.95 confirming the reliability. procedures the online questionnaire is used. it is a 25-item student-teacher relationship measure (s-trm) consisting of 10 statements concerning social relations and 15 statements related to academic relations through a 5-point likert scale (1=definitely does not apply, 2=applies little, 3=applies sometimes, 4=applies often, 5=definitely applies). the result will be categorized into annisa nurfadhilah & hariswan putera jaya, 2025 the impact of student-teacher relationship toward english-speaking performance 401 | vol.9, no. 2, 2025 (395-410) reasonable, fair, and poor relationships based on actual data using percentile ranks. after administering the questionnaire online and classifying students into relationship categories, the speaking test was conducted on “my favorite hobby”. a total of 33 students (11 from each category) were selected to represent each relationship quality level by using a random sampler. two raters independently recorded and assessed each student’s speaking performance to ensure objectivity using a standardized rubric with five speaking components: fluency, pronunciation, vocabulary, grammar accuracy, and comprehension (weir, 2005). data analysis the data analysis procedures were performed using spss version 27. pearson’s product-moment correlation was used to examine the relationship between student-teacher relationship scores and speaking performance. the correlation coefficient interpretation guideline is used. additionally, a one-way anova was used to determine whether significant differences in speaking performance existed among the three relationship categories (good, fair, and poor). questionnaire scoring the scoring was done by using percentile ranks according to pianta, r. c., & nimetz (2001). the questionnaire responses were scored and categorized based on standard psychological research practice in the original strs (student-teacher relationships scale) by pianta (2001) where the top 25% (good), middle 50% (fair), and bottom 25% (poor). such method interpret a meaningful quality of students and teachers. the scale of questionnaire used a 5-point likert from 1= definitely does not apply to 5=definitely applies, with the maximum total score is 125. the formula for calculating the final score was (student’s score ÷ 125) x 100. english-speaking performance test two raters assessed the speaking test by using a standardized rubric. it consists with five speaking compontents, they are fluency, pronunciation, vocabulary, grammar accuracy, and comprehension (weir, 2005). each component was rated from 1 to 4, resulting in a maximum total score of 20. the speaking score was then converted to a percentage using the formula: (student’s score ÷ 20) x 100. results and discussion results result of speaking score the chart below shows the comparison result for three relationship groups. annisa nurfadhilah & hariswan putera jaya, 2025 the impact of student-teacher relationship toward english-speaking performance 402 | vol.9, no. 2, 2025 (395-410) diagram 1. the result of relationship quality and speaking performance scores the result shows that students with good relationships scored the highest on average, followed by those with fair and poor relationships, respectively. it supports the trend where more positive relationships are associated with better speaking ability. statistical analysis normality test in order to determine if the data had a normal distribution, the normality was checked before the correlation analysis was performed. table 1. normality test no speaking scores’ category n sig.(2-tailed) result 1 good 11 0.324 normal 2 fair 11 0.835 3 poor 11 0.833 based on the table analysis, the significance value (2-tailed) for the category of students’ scores were 0.324 in good category, 0.835 in fair category, and 0.833 in poor category exceeding 0.05. this indicates that the speaking score data in each category is normally distributed. homogeneity test homogeneity test defines as a test that determine the variance of the data compared which essential in ensuring the assumptions of the anova. in this research, this test aimed to examine whether the groups involved (good, fair, and poor s-tr) had equal variances in the speaking performance scores. the results are presented in the table below: 76,1 70,7 65,4 60 62 64 66 68 70 72 74 76 78 good fair poor mean speaking scores by relationship quality annisa nurfadhilah & hariswan putera jaya, 2025 the impact of student-teacher relationship toward english-speaking performance 403 | vol.9, no. 2, 2025 (395-410) table 2. homogeneity test no speaking scores’ category n levene statistic result 1 good 11 0.580 homogeny 2 fair 11 3 poor 11 the result of the homogeneity test shows that the significance value (pvalue) based on mean = 0.580. the p-value (0.580) is greater than 0.05. it means that variances of the data are homogeny. correlation analysis pearson product moment correlation coefficient is used to examine the correlation between variables. this study figured out the correlation between student-teacher relationships quality in relation to their english-speaking performance. the table below presented the result of the correlation: table 3. correlation analysis the correlation between studentteacher relationships on students’ speaking score n sig(2-tailed) pearson correlation h₀ h₁ 33 0.009 0.450 rejected accepted as presented in the table, the pearson product–moment correlation produced an r-obtained value of 0.450 and a significance value of 0.009. the robtained (0.450) indicates that there is moderate correlation (petrus, 2024) between student-teacher relationship and speaking performance score. since the p-value (0.009) is less than 0.05, h₀ is rejected and h₁ is accepted. it means that there is a significant correlation between student-teacher relationships qualities on students’ english-speaking performance score. one-way anova a one-way anova is used to compare speaking performance among different relationship groups (good, fair, and poor). the results of the test are presented in the table below: table 4. one-way anova students’ speaking score between categories mean square f sig h₀ h₁ 316.098 5.180 0.012 rejected accepted the result of the one-way anova shows that the significance value (pvalue) = 0.012. since the p-value (0.012) is less than 0.05, h₀ is rejected and h₁ annisa nurfadhilah & hariswan putera jaya, 2025 the impact of student-teacher relationship toward english-speaking performance 404 | vol.9, no. 2, 2025 (395-410) is accepted. this indicates that there is a significant difference in students’ english-speaking performance score among good, fair, and poor relationships. discussion several interpretations were drawn from the results presented earlier to enhance the credibility of this research. according to the data analysis, the results of this study revealed that there is a significant correlation between the quality of student-teacher relationships and students’ english-speaking performance. the three classifications of student-teacher relationships show different speaking scores. based on the speaking score’s average of each category, the result shows that students with good relationships scored the highest followed by those with fair and poor relationships, respectively. this analysis reveals a clear trend indicating that greater speaking performance is strongly associated with more positive relationships. specifically, students who reported good relationships with their teachers tended to always score higher in speaking performance assessments compared to those who were categorized as having poor relationships. this would thus imply that the quality of the relationship between students and teachers significantly influences the improvement of oral practice and overall language performance in students. this outcome lends the idea that students experience increased confident and motivation to engage in speaking when situated within a supportive and trusting relationship with their teacher (ariyani et al., 2024). the result also relates to the research emphasizing the criticality of emotional and interpersonal support within the language learning environment (song et al., 2022). in addition, a supportive and trusting relationship can reduce anxiety and promote a safe environment for practicing speaking. the findings are further supported by the study of syahabuddin et al. (2020), which established that the student-teacher relationship corresponds with the process of teaching and learning english. in other words, good student-teacher relationship serves as the basis for a supportive learning environment and raise the standard of teaching, especially in english class. furthermore, the one-way anov analysis was conducted and supported by zainullah et al. (2023) which found that prioritizing positive relationship in educational settings is urgent because it can enhance students’ academic success. such results further resonate with vygotsky (1978) who states that social interaction is the fundamental support in language development. consequently, both formulated hypotheses of this study are accepted: (1) there is a statistically significant correlation between student-teacher relationship quality and students’ english-speaking performance, and (2) there is a significant difference in speaking performance observed among students in the three relationship categories. thus, the findings have several pedagogical implications. first, the findings highlight the urgency in conducting emotionally supportive classroom atmosphere in efl settings. the role of teachers as facilitators is becoming annisa nurfadhilah & hariswan putera jaya, 2025 the impact of student-teacher relationship toward english-speaking performance 405 | vol.9, no. 2, 2025 (395-410) increasingly important. according to the scope of educational psychology, the role of teacher as facilitator can create safe learning environment and also motivate students to actively engage (rajammal, 2024). hence, teachers who build trust and demonstrate care for their students can create a psychologically safe space, encourage active speaking and reduce language anxiety. it proves that the teacher’s ability can recognize students’ potential, emotional needs and learning style since using useful teaching strategies can create meaningful learning experience (andriatno et al., 2024). the result suggests that integrating relationship-building strategies into teacher training programs can improve instructional effectiveness in efl contexts. furthermore, school administrators and policymakers should consider assessing relational competencies as a part of teaching evaluations and curriculum design particularly in skill-based learning like speaking. this research contributes to the literature expand especially on the place where emotional and interpersonal dynamics is essential. in efl learning, the empirical evidences are given of how relationship quality between students and teachers influences english speaking performance. key findings have shown that students with better relationship quality with their teacher performed significantly better in speaking, with a moderate correlation coefficient at r=0.450, p=0.009 and a statistically significant difference among the relationship groups at f=5.180, p=0.012. these results are meaningfully helping teachers and institutions to improve student speaking outcomes, as suggest that positive relationships may play pivotal role in enhancing performance as academic instruction. based on these findings and limitations, further research is desired to include multiples perspective approaches, such teacher self-reporting or observational methods, for a deeper understanding. for the better comprehension of student-teacher relationship, the further research should investigate the specific strategies which can improve english language learning. the longitudinal or qualitative designs may provide richer insights into how these relationships evolve and impact performance over time. because this study classified student-teacher relationships based solely on the perceptions pf students, it has certain advantages in offering insight into how students make meaning of their interactions with teachers. conclusion this study researched the association of student-teacher quality with the performance in speaking english among the second-year student at man 1 ogan ilir. quantitatively, s-trm was used to divide the students into three relationship groups, namely good, fair, and poor, and measure their speaking performance through a structured test on the topic “my favorite hobby”. the result showed a statistically significant moderate correlation (r = 0.450, p = 0.009) and a notable difference in speaking performance among the three groups (f = 5.180, p = 0.012), particularly between students with good and poor annisa nurfadhilah & hariswan putera jaya, 2025 the impact of student-teacher relationship toward english-speaking performance 406 | vol.9, no. 2, 2025 (395-410) relationships. these findings affirm that the quality of students-teacher relationships plays the most essential role in the development of englishspeaking skills. particularly, this relationship will notably affect students’ motivation, confidence, and willingness to participate in classroom interaction-a prerequisite for developing proper speaking skills. from a pedagogical perspective, this study emphasizes the critical need for educators to prioritize relational pedagogy, which involves fostering trust, care, and emotional safety, alongside conventional academic instruction. the teachers who establish good relationships with students contribute greatly to the development of a better learning environment, which consequently improves communicative competence and overall performance substantially. this positive relationship with teacher helps to create a welcoming classroom atmosphere that encourages involvement and gives students the self-assurance they need to effectively communicate their thoughts. acknowledgement the researcher would like to convey her deepest gratitude to the students of man 1 ogan ilir, especially the students in the eleventh grade who participated in this research, and also to everyone who helped the researcher in writing this article, particularly the supervising lecturer who guided me through the process. references al thowaibi, l. (2024). the relationship between teacher-student rapport, stroke and english as a foreign-language learners’ willingness to communicate: the case of saudi efl female university students. international journal of english language education, 12(2), 40. https://doi.org/10.5296/ijele.v12i2.21984 aldhafri, s., & alhadabi, a. (2019). the psychometric properties of the student– teacher relationship measure for omani grade 7–11 students. frontiers in psychology, 10(october), 1–15. https://doi.org/10.3389/fpsyg.2019.02283 ali, a. m., & rehman, a. (2024). influence of teacher and student relationship on the academic motivation in the presence of academic emotions. 5(3), 64–74. andriatno, y., habiburrahman, l., & hadi, r. (2024). analysis of the role of teachers as facilitators in increasing children ’ s creativity in fine arts subjects at sdn 1 senaru. 8(3), 1778–1780. https://doi.org/10.58258/jisip.v7i1.7143/http ariyani, a., basri, m., & arham, m. (2024). lecturers ’ interpersonal communication skills and their influence on student engagement in efl speaking classes issn 2303 – 3037 ( print ) issn 2503 – 2291 ( online ). 11(2), 512–527. bhuvaneshwara, c., chehayeb, l., haberl, a., siedentopf, j., & gebhard, p. annisa nurfadhilah & hariswan putera jaya, 2025 the impact of student-teacher relationship toward english-speaking performance 407 | vol.9, no. 2, 2025 (395-410) (2023). incore an interactive co-regulation model : training teacher communication skills in demanding classroom situations. cahyono, d. (2025). the role of the teacher as a facilitator in the learning process : a review of educational psychology. 3(1), 205–212. chhor, c., sek, v., norng, r., & sam, r. (2024). the investigation of intrinsic and extrinsic motivations impacting efl students ’ english language learning. 06, 12–24. eisenring, m. a. a., & margana, m. (2019). the importance of teacher – students interaction in communicative language teaching (clt). prasasti: journal of linguistics, 4(1), 46. https://doi.org/10.20961/prasasti.v4i1.17052 ghasemi, a. a., & mozaheb, m. a. (2021). developing efl learners’ speaking fluency: use of practical techniques. mextesol journal, 45(2). https://doi.org/10.61871/mj.v45n2-15 hosseini, h. m., fathi, j., derakhshesh, a., & mehraein, s. (2022). a model of classroom social climate, foreign language enjoyment, and student engagement among english as a foreign language learners. frontiers in psychology, 13(august), 1–12. https://doi.org/10.3389/fpsyg.2022.933842 ismail, f. (2020). statistika untuk penelitian pendidikan dan ilmu-ilmu sosial (m. astuti (ed.)). k e n c a n a. ivan, s. s., marintan, s., vivi, h. e., achida, v. n., & erikson, s. (2020). analysis of students ’ vocabulary. 3, 469–475. liu, y. (2024). the dual nature of motivation: intrinsic and extrinsic drivers in second language learning. transactions on social science, education and humanities research, 11, 710–714. https://doi.org/10.62051/yggb6c12 lubicz-nawrocka, t., & bao, x. (2025). partnership in the classroom: engaging students through inclusive student-teacher relationships to advance social justice. social sciences, 14(2), 1–21. https://doi.org/10.3390/socsci14020075 monteiro, v., mata, l., & santos, n. n. (2021). assessment conceptions and practices: perspectives of primary school teachers and students. frontiers in education, 6(april), 1–15. https://doi.org/10.3389/feduc.2021.631185 nazish, a., & kang, m. a. (2024). exploring the positive teacher-student relationship on students’ motivation and academic performance in secondary schools in karachi. academy of education and social sciences review, 4(2), 149–159. https://doi.org/10.48112/aessr.v4i2.710 petrus, i. (2024). statistics in education course materials (iv). noerfikri offset. pianta, r. c., & nimetz, s. (2001). strs student-teacher relationship scale. in journal of psychoeducational assessment. pianta, r. c. (2001). student–teacher relationship scale–short form. lutz, fl: psychological assessment resources, inc., 2001. rajammal, d. t. s. (2024). a role of attunement in the teaching-learning process among prospective teachers. educational administration theory and practices, 30(5), 11218–11222. https://doi.org/10.53555/kuey.v30i5.4926 annisa nurfadhilah & hariswan putera jaya, 2025 the impact of student-teacher relationship toward english-speaking performance 408 | vol.9, no. 2, 2025 (395-410) ramadani, r., & hamdani, s. (2021). the factors affecting students’ english speaking ability at politeknik lp3i medan. edu cendikia: jurnal ilmiah kependidikan, 1(1), 18–22. https://doi.org/10.47709/educendikia.v1i1.1014 rao, p. s. (2019). the importance of speaking skills in english classrooms. alford council of international english & literature journal(acielj), 2(2). www.acielj.com rasid, a., & jobar, a. (2022). icccm-journal of social sciences and humanities the relationship between language acquisition and theory of social interactionist. journal of social sciences and humanities, 1(4), 54–59. https://doi.org/10.53797/icccmjssh.v1i4.9.2022 siswanto, i. l., & kuswandono, p. (2020). understanding teacher identity construction: professional experiences of becoming indonesian montessori teachers. ijeltal (indonesian journal of english language teaching and applied linguistics), 5(1), 1. https://doi.org/10.21093/ijeltal.v5i1.539 song, l., luo, r., & zhan, q. (2022). toward the role of teacher caring and teacher-student rapport in predicting english as a foreign language learners’ willingness to communicate in second language. frontiers in psychology, 13(may), 1–8. https://doi.org/10.3389/fpsyg.2022.874522 sulistyo, t., dewantara, a., widiastuti, o., & marhaban, s. (2024). studentteacher relationship : written feedback provision and writing performance. 12(1), 113–125. suprayogi, & pranoto, b. e. (2020). students’ perspectives toward news voiceover activity in pronunciation class. 430(conaplin 2019), 203–206. https://doi.org/10.2991/assehr.k.200406.041 syahabuddin, k., fhonna, r., & maghfirah, u. (2020). teacher-student relationships: an influence on the english teaching-learning process. studies in english language and education, 7(2), 393–406. https://doi.org/10.24815/siele.v7i2.16922 syakur, a., sugirin, s., margana, m., junining, e., & sabat, y. (2020). improving english language speaking skills using “absyak” on-line learning model for second semester in higher education. budapest international research and critics in linguistics and education (birle) journal, 3(2), 684–694. https://doi.org/10.33258/birle.v3i2.897 thao, l. t., thuy, p. t., thi, n. a., yen, p. h., thu, h. t. a., & tra, n. h. (2023). impacts of emotional intelligence on second language acquisition: english-major students’ perspectives. sage open, 13(4), 1–15. https://doi.org/10.1177/21582440231212065 thornberg, r., hammar chiriac, e., forsberg, c., & wänström, l. (2023). the association between student–teacher relationship quality and school liking: a small-scale 1-year longitudinal study. cogent education, 10(1), 1–10. https://doi.org/10.1080/2331186x.2023.2211466 vygotsky, l. s. (1978). mind in society: the development of higher psychological processes. harvard university press. annisa nurfadhilah & hariswan putera jaya, 2025 the impact of student-teacher relationship toward english-speaking performance 409 | vol.9, no. 2, 2025 (395-410) weir, c. j. (2005). language testing and validation. in d. r. candlin, christopher n; hall (ed.), language testing and validation. https://doi.org/10.1057/9780230514577 xie, f., & derakhshan, a. (2021). a conceptual review of positive teacher interpersonal communication behaviors in the instructional context. frontiers in psychology, 12(july), 1–10. https://doi.org/10.3389/fpsyg.2021.708490 yi, z. (2023). the role of motivation in second language acquisition of english. journal of education and educational research, 5(3), 236–238. https://doi.org/10.54097/jeer.v5i3.13733 zainullah, mahfud, m., & riniati, w. o. (2023). exploring the role of teacherstudent relationships in academic achievement: a qualitative study in primary schools. the eastasouth journal of learning and educations, 1(02), 76–83. https://doi.org/10.58812/esle.v1i02.111 zhou, w., wang, z., han, f., & hong, l. (2023). chinese digestive surgery interns’ learning quality and english reading proficiency during covid-19 pandemic: comparison between face-to-face versus wechat teaching and learning. heliyon, 9(2), e13434. https://doi.org/10.1016/j.heliyon.2023.e13434 annisa nurfadhilah & hariswan putera jaya, 2025 the impact of student-teacher relationship toward english-speaking performance 410 | vol.9, no. 2, 2025 (395-410) english franca academic journal of english language and education doi:10.29240/ef.v8i1%20may http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 8, no 1, 2024, page 133-142 article info: http://journal.iaincurup.ac.id/index.php/english received 24 january 2024; received in revised form 10 february 2024; accepted 24 march 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license the implementation of merdeka belajar curriculum: teachers’ perception ulfa lifia bahri¹, sholihatul hamidah daulay² ¹ universitas islam negeri sumatera utara 2 universitas islam negeri sumatera utara corresponding email: bahriulfa69@gmail.com to cite this article: bahri, u., & daulay, s. (2024). the implementation of merdeka belajar curriculum: teachers’ perception. english franca : academic journal of english language and education, 8(1 may). doi: http://dx.doi.org/10.29240/ef.v8i1 may.10120 introduction the merdeka belajar curriculum is an imaginative, instructive approach that awards schools and instructors more noteworthy opportunities in planning and executing the merdeka belajar curriculum (halimah, 2023). the merdeka belajar curriculum offers a flexible approach to student-centered instruction, allowing for precise adjustments to local advancements, students' needs, and the learning environment, unlike traditional prescriptive programs. in addition, the merdeka belajar curriculum also energizes the usage of an intriguing approach that coordinates different areas of thinking about and learning encounters outside the classroom into the curriculum (irawati 2022 ). this approach looks to supply a more all-encompassing and important learning involvement for understudies, recognizing that real-life circumstances amplify past the boundaries of classic subjects. hence, the merdeka belajar curriculum serves as an establishment for developing students' competencies within the setting of existence, advancing 21st-century aptitudes such as inventiveness, basic considering, collaboration, and problem-solving regarded basic in confronting future challenges. abstract. the reason for this consideration is to find out and obtain information regarding problems and possible actions for utilizing the independent learning curriculum at pematang siantar middle school. the researcher observation, interviews, and documentation instruments. the observation referred to here is observing the behavior of the individual or situation being studied. the researcher participant observation is where the researcher becomes part of the group or environment to be observed. after the observation was complete, the researcher an interview instrument, where the researcher would carry out verbal interactions with respondents to collect accurate information and data. after the observations and interviews have been completed, the author also uses documentation instruments as accurate evidence that the researcher has completed his research. the methodology used in this research is qualitative, which describes the condition of the subject and the data obtained amidst wisdom and questions so that it becomes important information and can be captured by the reader. the majority of teachers criticized this opinion regarding action, the need for books, socialization from the government, and the need for teachers to understand the independent learning instructive module. actions that can be taken are for the teacher to reflect and survey, then ask for suggestions from the teacher, companion, and deputy head of the education program so that it can be better organized to suit the independent learning curriculum. schools must complete the textbooks included in the independent learning curriculum, and the government must increase the socialization of the independent learning curriculum. keywords: implementation, merdeka belajar curriculum, high school mailto:bahriulfa69@gmail.com http://dx.doi.org/10.29240/ef.v8i1%20may.10120 ulfa & daulay, 2024 the implementation of merdeka belajar curriculum: teachers’ perception 134 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 3 3 1 4 2 ) within the execution of a merdeka belajar curriculum, instructors are important as designers and facilitators of learning encounters (shareef, 2020). instructors play a crucial role in tailoring educational programs to meet students' unique needs, pace, and learning styles, acting as instructional architects, mentors, and guides within the merdeka belajar curriculum, fostering basic thinking, imagination, and problem-solving abilities. they cultivate a steady and collaborative environment where understudies are empowered to investigate, ask, and take proprietorship of their learning travel (fatah, f.s 2023). through their direction, teachers instill a sense of autonomy and duty in understudies, enabling them to form educated choices and lock in profoundly with the educational modules' substance. instructors serve as facilitators who invigorate interest, energize free consideration, and give profitable input, supporting a learning environment that advances self-directed learning and long-lasting aptitude procurement. their part amplifies past insignificant instructors; they are catalysts for cultivating enthusiasm for learning and engaging understudies to explore the complexities of the world past the classroom. teachers' discernments of the merdeka belajar curriculum play an essential part in the fruitful usage of this instructive approach (asif, 2020). for a few teachers, the merdeka belajar . the curriculum presents energizing openings, permitting them to be more dynamic in forming pertinent and lock-in learning encounters for understudies. instructors who underwrite this approach frequently see it as a chance to personalize the educational programs to students' interface and needs more viably, making more impactful learning openings. be that as it may, a few instructors might experience challenges executing the merdeka belajar curriculum, especially concerning worldview shifts and the abilities required to plan versatile and adaptable educational modules (ndari, wulan, 2023). these perceptions offer diverse insights into adopting a more autonomous curriculum approach, emphasizing the need for appropriate support and training to assist teachers in navigating these changes more effectively. the impact of the merdeka belajar curriculum on students' learning encounters is significant and multifaceted. with the execution of the free curriculum, understudies frequently experience a more energetic and lock-in learning environment. this approach permits personalized learning encounters custom-fitted to students' one-of-a-kind interface, learning styles, and capacities. as a result, understudies feel more enabled and propelled to require a dynamic part in their instruction. they have expanded their independence to investigate subjects that resound with them, cultivating a more profound level of interest and inherent inspiration. furthermore, the merdeka belajar curriculum empowers intrigue associations, enabling students to see the interconnecting between different subjects and real-life applications. this all-encompassing approach frequently comes about in a more significant understanding of concepts and their pertinence past the classroom, improving students' basic thinking and problem-solving skills. implementing the merdeka belajar curriculum contributes altogether to our understanding of instructive systems, emphasizing the need for versatile and studentcentered approaches in present-day instructional methods (muganga, 2019). this execution gives important experiences into the complexities and conceivable outcomes inalienable in changing conventional instructive structures. it highlights the significance of giving teachers more prominent independence and adaptability in fitting educational programs to suit understudies' assorted needs and interface. besides, the merdeka belajar curriculum usage makes a difference in portraying the challenges teachers and teachers confront when transitioning from ordinary models to more autonomous and flexible approaches (angela, 2020). these experiences offer a more profound comprehension of the complex transaction between instructive methods of insight, educating strategies, and the sociocultural settings in which learning takes put, clearing the way for refining and improving future instructive methodologies. in studies related to the analysis of difficulties and opportunities within the independent curriculum, instructors must be imaginative and mindful of the abilities each understudy has when actualizing these free educational modules since these autonomous educational programs are somewhat distinctive from the past educational modules which ulfa & daulay, 2024 the implementation of merdeka belajar curriculum: teachers’ perception 135 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 3 3 1 4 2 ) were actualized by putting understudies in bunches based on their gifts. in agreement with the issues specified (abidin, 2018), in specific, numerous instructors feel they need to be more focused and equipped to confront rushed educational module changes. the points of interest of the merdeka curriculum clarified by the service of instruction and culture (2021b) center on basic fabric and create understudy competence in its stages so that understudies can learn more profoundly, definitively, and with fun, no surge. learning is more significant and intelligently through extended exercises, giving more extensive openings for understudies to effectively investigate genuine issues such as nature, well-being, and other issues to bolster character improvement and competency profiles of pancasila understudies. agreeing with him, the merdeka educational programs carry the concept of "freedom to learn," which is diverse from the 2013 educational modules (sherly et al., 2020) and implies giving opportunity to schools, instructors, and understudies to be free to enhance, learn autonomous and inventive, where this flexibility begins from the educator as the driving drive. the implementation of the merdeka belajar curriculum holds critical suggestions for the improvement of future educational programs, clearing the way for more versatile, comprehensive, and student-centric instructive systems (kaliraj, 2022). it underscores the significance of coordination, adaptability, and independence inside educational program plans, recognizing that a standardized approach may not satisfactorily cater to understudies' different learning needs and desires. future curricular advancements can draw from the encounters and lessons learned in actualizing the merdeka belajar curriculum for the 21st century. grasping this approach in educational module improvement enables teachers to make energetic learning encounters that cultivate basic consideration, imagination, collaboration, and flexibility among understudies, adjusting instructive objectives with the advancing requests of the present-day world (pramesworo, 2023). moreover, the merdeka belajar curriculum's accentuation on all-encompassing advancement empowers a reexamining of appraisal techniques, encouraging a move towards more comprehensive and adaptable assessment procedures that capture students' multifaceted learning encounters. at the university level, the merdeka belajar curriculum policy is based on the ministry of education and culture deere of 2020, and the policy consists of four essentials. the primary relates to the ease of opening modern ponder programs. it is controlled based on the service of instruction and culture law no.7 of 2020 on higher instruction's foundation, alteration, and scattering. the moment alludes to the higher instruction accreditation framework. it is controlled based on the service of instruction and culture statute no.5 of 2020. the following is, which alludes to the straightforward transformation of higher instruction into its legitimate substance, which can be controlled beneath the declare of the service of instruction and culture in 2020. the last mentioned alludes to learning straightforwardly. three non-academic semesters. it is directed beneath service of instruction and culture declare no.3 of 2020 on national measures of higher instruction (baharuddin, 2021, p. 196; rahman, astina, and azizah, 2021). these rules ought to be executed by his 4,444 colleges in indonesia. research on the merdeka belajar curriculum has been conducted by analysts (e.g., maipita et al., 2020; yuhastina et al., 2020; baharuddin, 2021; rahman et al., 2021). maipita et al. (2020) conducted a study on creating an educational module structure consistent with merdeka belajar at the staff of financial matters, college of negeri medan. the ponder comes about within an educational module structure comprising six components. these are reference materials for translating national rules, elucidating college rules, conceptual premise, structure of considered programs, course structure, and advancement of learning instruments. also, yuhastina et al. (2020) conducted a think about and analyzed the openings and challenges of senior human science teachers in tall schools within the light of the merdeka his belajar educational programs within the fourth mechanical transformation. they found that instructors did not understand that they were instructing tall school understudies who had developed into 4,444 grown-up understudies utilizing an instructive worldview that served 4,444 children. this worldview is different from the worldview utilized in his merdeka belajar curriculum, which is an andragogy (grown-up instruction) worldview. ulfa & daulay, 2024 the implementation of merdeka belajar curriculum: teachers’ perception 136 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 3 3 1 4 2 ) besides, students' reliance on instructors makes it troublesome for instructors to move from an academic to an andragogycal worldview. furthermore, socio-economic conditions are deterrents confronted by instructors. be that as it may, instructors are attempting to actualize his merdeka belajar educational programs. baaruddin (2020) and rahman et al. (2021) conducted a ponder to create an educational module for the merdeka belajar curriculum by joining humanistic moral standards and local intelligence values. this is about his drive to his mbkm educational modules of his pba think about the program at his unsiq (heavenly al quran college) in central java and his mbkm educational programs on the esteem of humanistic morals and neighborhood shrewdness. the concept was presented. this may be seen through the organization and structure of the educational modules, the design of the learning results for each course, the placement of courses, and the dispersion of credits each semester. based on previous research related to inquiring about the english divisions of indonesian colleges, it is said that past thinks about said over incorporate advancement of educational modules consistent with the mbkm approach (maipita et al., 2020; rahman et al., 2021), audit of writing inquire about (baharuddin, 2021), and overview of tall school instructors centers on investigation of comes about. openings and challenges when working with the merdeka belajar curriculum (yuhastina et al., 2020). considering the merdeka belajar arrangement, numerous colleges in indonesia are attempting to create their existing educational program that is reliable with the arrangement. they have begun actualizing an unused educational program, the merdeka belajar curriculum, in their instructive institutions. in expansion, the chance to change and reexamine the english instructing educational programs based on his advancement at that time is also vital. educational modules ought to be reexamined to incorporate the utilization of innovation, educating english as a world dialect, instructing diverse societies and viewpoints, and instructing 21st-century aptitudes and evidence-based hones (medgyes & nikolov). (2010). for case, the english learning program of the state islamic founded in kediri presented the merdeka belajar curriculum in 2021. based on the comes about of interviews with partners of english dialect learning programs at open colleges in malang, the institution presented the merdeka belajar curriculum in 2020. these teachers are considered the pioneers in executing the merdeka belajar curriculum within the locale. hence, this endeavor considers exploring the execution of the merdeka belajar educational programs in these teaching and the challenges in actualizing the educational programs. the inquire about address is defined as takes after. presently, how is the merdeka belajar curriculum executed in the english divisions of indonesian colleges? what are the challenges in actualizing the merdeka belajar curriculum within the english departments of indonesian colleges? based on previous research related to research the sekolah penggerak concurring research by (rahayuningsih & rijanto, 2022) and (sudarmanto, 2021) and by (patilima, 2022). the commonality is that these ponders all utilize subjective investigations, the where and contrast being the subject matter and area. in any case, this contrasts with previous investigations in that communication amid development isn't fundamentally carried out by the principal, which the total bolster of the driving school features a critical effect on the victory of the driving school. hence, it is accepted that this investigation must be carried out in arrange to create a useful and valuable commitment to the long-haul instructive world. the school mobilization program comprises five interrelated mediations that cannot be isolated from each other, specifically: theoretical framework curriculum according to the old view, the curriculum is a collection of required subjects delivered by the teacher or studied by students. this assumption has existed since ancient greek times. in certain environments or relationships, this view is still used today. curriculum as "… a racecourse of subject matters to be mastered". some opinions say that the curriculum: is "a course, as a specific fixed course of study, as in school or college, as one leads to a degree". many parents and even teachers, if asked about the curriculum will provide ulfa & daulay, 2024 the implementation of merdeka belajar curriculum: teachers’ perception 137 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 3 3 1 4 2 ) answers about areas of study or subjects. more specifically, the curriculum may be interpreted only as the content of the lessons according to ralph tyler (1949): curriculum is all the learning of students which is planned by and directed by the school to attain its educational goals. merdeka belajar merdeka belajar could be an educational module with differing extracurricular learning, where the substance displayed to understudies will be ideal with the point that understudies will have sufficient time to investigate concepts and fortify competencies. according to nadiem makarim (2019): merdeka belajar is an educational policy aimed at giving more freedom and autonomy to schools, teachers, and students to foster creativity and innovation in the learning process. perception according to kottler (2000), as cited in fatmiyati (2022), discernment may be a handle where we select, organize, and decipher input information to make an important concept. the method of discernment can happen on a question, occurrence, or something that's gotten at that point concludes the data and gives meaning to tangible boosts. so it can be concluded from the understanding of the recognition that discernment is the method of utilizing something that's gotten through the five faculties and happens on a question or anything. so that each person can select, control, and translate data to make a concept definitively. the theoretical framework that the researcher means here is constructivism theory. constructivist learning theory explains that learning is a process that requires students to be active in building knowledge independently. the basic principle in constructivist learning theory is to allow students to take a leading role in controlling the thinking process and interacting with the surrounding environment. the paradigm built in constructivist learning theory emphasizes that students have different initial abilities in constructing new knowledge. so the role of educators is to guide the knowledge construction process so that it can run smoothly. constructivist theory, espoused by figures such as jean piaget and lev vygotsky, emphasizes the importance of the construction of knowledge by individuals. in the independent curriculum, this can be achieved by: a) project-based learning approach: integrates research projects and problem-based projects in the curriculum to encourage knowledge construction; b) independent learning: encourages students to take the initiative in guiding their learning, with the support of lecturer mentoring; c) mentorship: implement a mentorship model that supports constructive learning where students can discuss and collaborate with their mentors. according to purba, et al. (2021) based on piaget’s work, constructivism differs from behaviorism in that it is inherently structured thinking for developing concepts and acquiring language. students actively explore their environment by building on existing cognitive structures or schemes. the constructivist approach sees that activities are provided to build children's current knowledge according to their stage of development and challenge them so that through the accommodation process, they continue to make progress. this is supported by herliani, et al. (2021) that learning by applying constructivist theory in the classroom process means that learning emphasizes the process and freedom of students in exploring knowledge and efforts to construct their own experiences. materials and method this method is qualitative research. creswell (2009:4) states that subjective investigation is an investigation to explore and get the meaning that people or bunches accept as a social or compassionate issue. usually utilized to decide why and how a social marvel happens. this investigation was planned to portray existing issues and conceivable outcomes. arrangements in executing the autonomous learning educational programs at ulfa & daulay, 2024 the implementation of merdeka belajar curriculum: teachers’ perception 138 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 3 3 1 4 2 ) binaul iman junior high school. the subjects of this research were the foremost of binaul iman senior high school and the delegate vital for merdeka belajar curriculum of binaul iman school, as well as three common instructors at binaul iman private center school and 2 english instructors at binaul iman private high school. this inquiry is utilized as a subjective inquiry approach because the examination is within the shape of a portrayal of a certain phenomenon. according to whitney (1960:160), the expressive strategy may well be a search for substances with adjusted translation. investigators conducted recognitions and interviews to assemble data. i chose this subject based on my wishes regarding the case where today at school, especially in learning methods, teachers still use the old method, namely the k13 curriculum, where in my opinion this curriculum is more boring and not attractive in the learning process in the classroom. for this reason, from this phenomenon, the author wants to use the independent learning method as a method that is more efficient, attractive, and active in the learning process so that students can solve problems in the learning process that the teacher wants for students. the observation method and the interview) are two commonly utilized inquiry-about approaches in social and behavioral sciences to gather information. both strategies have their claim qualities and shortcomings, and analysts regularly combine both to better understand the wonders beneath examination. observation and interview methods are two commonly utilized investigative approaches in social and behavioral sciences to collect data. both strategies have their qualities and shortcomings, and analysts regularly combine both to understand the phenomena under investigation better. results and discussion results the researcher observed the principal of the binaul iman private junior high school and the appointee foremost for the educational programs of the binaul iman private junior high school, as well as three general teachers at the binaul iman private high school and 2 english teachers at the binaul iman private high school. based on perceptions, there was a need for understanding, asset imperatives, appraisal challenges, time imperatives, and a need for more preparation. the investigator conducted interviews with the vital and appointee head of office, three private tall school common instructors, and two senior high school english instructors. there are 12 questions for private high school principals, 10 for deputy principals for curriculum, and 10 for each teacher. based on interviews with all t.1, t.2, t.3, t.4, and t.5, the analyst discovered that the execution of merdeka belajar educational programs is: what were their issues within the usage of the merdeka belajar curriculum? within the division of time between extracurriculars and ventures, instructors need to understand merdeka belajar 's educational programs fully. (t.1) instructors understand because something is usually unused, so it takes a lot of time to memorize. (t.2) proceed to get to the merdeka belajar curriculum stage. at that point, synchronize with the existing plan. at that point, the ikm webinar preparation should be extended. (t.3) with a design of reflection, assessment implies that the focuses that come to be challenges are assessed, and after that, the leading arrangement is examined so that all challenges have an arrangement. (t.4) the teacher needs to understand the merdeka belajar curriculum and the hindrances of the existing books for this beginning texture was taken from ulfa & daulay, 2024 the implementation of merdeka belajar curriculum: teachers’ perception 139 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 3 3 1 4 2 ) merdeka belajar instructive modules arranged since we did take merdeka belajar curriculum changed; you're welcome to require modules that are on merdeka belajar arrange and alter it to the conditions of the school and understudies. (t.5) so, the conclusion of this question, at long last, is that approach usage issues, such as lacking back and hazy rules, compounded the challenges, highlighting the requirement for making strides in coordination and communication among partners. in conclusion, addressing these multifaceted challenges requires concerted exertion from policymakers, teachers, and communities to guarantee the fruitful usage of the merdeka belajar curriculum and realize its transformative potential in indonesian education. another, what was your proposal for this merdeka curriculum? if the merdeka belajar curriculum needs to be actualized within another long time, wait to alter it until it is steady and has the greatest results. (t.1) the course of action of human resources: a few times as of late a school will execute merdeka belajar curriculum suggests that in terms of data and mindset, the educators ought to be arranged to start with a few times as of late a school decides that it is ready to execute merdeka belajar curriculum. (t.2) mrs. s, in her opinion, determined that the testing and learning techniques and their textures need to be adjusted at the level of the students and mrs. wy to form a merdeka belajar curriculum, perhaps it can be carried out offline, and for the merdeka belajar curriculum, it must be followed up. (t.3) mrs. a totaled the modules contained in the application, as well as managed the form so that students do not pivot; it is necessary to total all the material, so if there are students who do not total the material, their acquisition has the potential to be a conflict of not taking the course. (t.4) mrs. rd the assumption is to postpone the socialization of merdeka belajar instructive programs and mr. fs. it is trusted that this instructive module will be dependable and not be modified once more a short time later. (t.5) so, this question concludes that the merdeka belajar curriculum should be allencompassing, taking into consideration comprehensive understudy improvement and guaranteeing their availability to confront future challenges. what issue did you experience in executing the merdeka belajar curriculum? mrs. s does personal touch, has to be close, and utilizes redirections so that learning is fun. in the evaluation fragment, teachers must master the learning material and ceaselessly orchestrate it for awesome grades, state of intellect values, data, and capacities, so evaluation records must be orchestrated. (t.1) mrs. wy must develop a teacher worldview; the instructional modules will be persistently modified since they understand the times and concur with current needs. then, study the merdeka belajar curriculum through the merdeka platform. (t.2) mr. bf orchestrates with the structure, specialist head of instructive modules, or colleagues (t.3) mrs. a, to overcome issues, must take after the fitting system. (t.4) mrs. n, see the texture on google. at that point, modify it to the syllabus. (t.5) ulfa & daulay, 2024 the implementation of merdeka belajar curriculum: teachers’ perception 140 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 3 3 1 4 2 ) so, this question concludes that the execution of the merdeka belajar curriculum faces challenges, including changes within the learning worldview, the need to prepare for instructors, insufficient framework, and the inclusion of guardians and the community. solid participation among all partners can overcome these issues and help achieve victory in instruction in indonesia. discussion these issues make a crevice between needs and reality that happens. this will be taken after the hypothesis explained by mei nur et al.: the conflict for the changed series cannot be handled; something similar will happen to the replaced series rusmiyati et al., (2023). also, some of these conflicts arise if all the arrangements need to be formed together and the series's success is not used to maximize wins according to the goals to be achieved. through several questions held by the school principal and delegates of merdeka belajar curriculum, there were still issues in executing merdeka belajar curriculum, such as at senior high school binaul iman course of activity from school since it was the fundamental year and it was sudden, so it required more time, offer help from facilitators or individuals who masters in merdeka belajar curriculum teacher modules were. at junior tall school binaul iman, the issue was the teacher's requirement to understand belajar curriculum modules. anggraena et al.(2022) learning and assessment are units that should not be separated. educators and students need to understand the intended competencies so that the whole learning process is sought to achieve these competencies. susilowati (2022)the implementation of the merdeka belajar curriculum in schools has been running, but there are several obstacles faced by teachers in implementing it, including not understanding the essence of 'free learning', still dominating the lecture method, making teaching modules and the incompatibility of the learning platform with what is in it. finally, at the evaluation stage, the teacher had difficulty in making an assessment or assessment. the issues confronted by teachers were exceptionally unmistakable. at senior high school binaul iman, there were still issues in modifying learning concurring to understudy learning styles; it was not essential for instructs to make one get together with different learning styles, inside the examination part, the benchmarks were not particularly clear, and for english learning surface was as well troublesome. at that point, crucial materials were selected for the rule, and after that, there was a slight diminishment in face-to-face rule hours. alter to understudy conditions, most understudies had inconvenience being free, a few of the teachers had issues with educating consistency, and numerous instructors still utilized the ancient technique in a couple of cases. while in junior high school binaul iman, numerous instructs had issues like requiring time in lessons, so understudies found it troublesome to recognize the learning given, got issues in orchestrating education insubordinate, in partitioning surface between lesson surface and meander surface, and required examining texture in schools. schools must track the advance of teachers' execution of the merdeka belajar curriculum, overview the degree to which learning has been disconnected, and how the examination outline is executed. whether the symptomatic examination is being utilized inside to guarantee no impact on schools, the central government and the zones must work together predominantly. conclusion finally, the conceivable courses of activity for the merdeka belajar curriculum where schools have to communicate the methodology of considering, benefits, and targets of the unused teacher modules to all assistants, instructors, understudies, guardians, and officials. give comprehensive planning and workshops for educators to arrange them with the essential aptitudes and information to actualize the unused educator modules. guarantee that the school distributes palatable assets for overhauled educating materials, headway, and other assets required for the unused teacher programs. rather than a sudden move, ulfa & daulay, 2024 the implementation of merdeka belajar curriculum: teachers’ perception 141 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 3 3 1 4 2 ) consider an orchestrated approach where unused components of the teacher modules are shown persistently, permitting teachers and understudies to change more easily. alter evaluation techniques to modify with the unused curriculum's targets, centering on a blend of developmental and summative assessments that degree all wrapping learning. set up a fortified framework where instructors can collaborate, share encounters, and explore the courses from teacher modules pros or guides. join guardians in understanding the unused educator modules and their benefits through workshops, social occasions, and instructive sessions. this may be taken after the hypothesis of faridahtul et al. in this merdeka belajar curriculum, teachers are required to be more imaginative in organizing course modules, learning objectives, and the stream of learning destinations so that instructors can presently be careful in making lesson plans to organize instructing and learning works out each week. acknowledgment the author expresses gratitude to allah s.w.t., prophet muhammad saw, and mam dr. sholihatul hamidah daulay m. hum for their support in completing a journal article. they also thank the english department lecturers for their knowledge. the author also thanks their family, including their mother and father, for their love and prayers. they also thank their brothers for their unwavering support throughout the writing process. the author acknowledges that they may not show affection easily, but their sister loves them. references asif, t., guangming, o., haider, m. a., colomer, j., kayani, s., & amin, n. u. (2020). moral education for sustainable development: comparison of university teachers’ perceptions in china and pakistan. sustainability, 12(7), 3014. baharuddin, m.r. (2021). adaptasi kurikulum merdeka belajar kampus merdeka. jurnal studi guru dan pembelajaran, 4 (1): 195205. doi: https://doi.org/10.30605/jsgp.4.1.2021.591. daulay, s. h., wandira, b., & kurniati, e. y. (2024). professionalizing your english language teaching: edited by christine coombe, neil j. anderson, and lauren stephenson, 2020, 435 pp., price 64, 99 (hardcover),€ 53, 49 (ebook), isbn 978-3030-34761-1 (hardcover), isbn 978-3-030-34762-8 (ebook). fatah, fitri salsabila (2023) . difficulties in designing lesson plan based on merdeka belajar curriculum a study of vocational high school english teachers in banyumas regency. phd thesis state islamic university. firmansyah, c., ubaidillah, u., & busriyanti, b. (2023). design of the “merdeka belajar” program for students of high school education. munaddhomah: jurnal manajemen pendidikan islam, 4(1),38–48. https://doi.org/10.31538/ munaddhomah.v4i 1.328. fatmiyati, n. (2022). persepsi guru kelas dalam menerapkan kurikulum merdeka belajar di sdn 140 seluma pada materi matematika. jpt: jurnal pendidikan tematik, 3(3), 19-23. halimah, n., irdamurni, i., & desyandri, d. (2023). humanistic philosophy of learning differs from the curriculum in es. international journal of educational dynamics, 5(2), 218224. herliani, d.t. boleng, dan e.t. maasawet. (2021). teori belajar dan pembelajaran. klaten: penerbit lakeisha harahap, l. m., & daulay, s. h. (2022). gamification's effect on the learning motivation: distance learning students. in international seminar on language, education, and culture (isolec) (vol. 6, no. 1, pp. 115-122). irawati, dini, (2022) et al. "merdeka belajar curriculum innovation and its application in education units." edumaspul: jurnal pendidikan 6.2 : 2506-2514. jannah, f., irtifa, t., & fatimattus az zahra, p. (2022). problematika penerapan kurikulum merdeka belajar . al yazidiy: ilmu sosial, humaniora, dan pendidikan, 4(2), 55–65. kaliraj, p., flower, f. l. l., & varghese, m. a. (2022). university engagement towards sdg 4 through teaching, curriculum and research. dƍɔƅƈ ƌ 9 ƒɔ, 60, 15. https://doi.org/10.30605/jsgp.4.1.2021.591 https://doi.org/10.31538/ ulfa & daulay, 2024 the implementation of merdeka belajar curriculum: teachers’ perception 142 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 3 3 1 4 2 ) muganga, l., & ssenkusu, p. (2019). teacher-centered vs. student-centered: an examination of student teachers’ perceptions about pedagogical practices at uganda’s makerere university. cultural and pedagogical inquiry, 11(2), 16-40. maipita, i., dalimunthe, m.b., sagala, g.h. (2020). the development structure of the merdeka belajar curriculum in the industrial revolution era. the proceeding of international conference on strategic issues of economics, business, and education (icosiebe) 2020, advances in economics, business and management research,163: 145-151. medgyes, péter, and marianne nikolov (2010). curriculum development in foreign language education: the interface between political and professional decisions', in robert b. kaplan (ed.), the oxford handbook of applied linguistics, 2nd edn, oxford handbooks (online edn, oxford academic, 18 sept 2012),https://doi.org/10.1093/oxfordhb/9780195384253.013.0018 accessed14 july 2023. ndari, wulan, et al.(2023) implementation of the merdeka curriculum and its challenges. european journal of education and pedagogy, 4.3: 111-116. pramesworo, i. s., sembiring, d., sarip, m., lolang, e., & fathurrochman, i. (2023). identification of new approaches to information technology-based teaching for successful teaching of millennial generation entering 21st century education. jurnal iqra': kajian ilmu pendidikan, 8(1), 350-370. purba, sukarman, dkk. (2021). landasan pedagogik: teori dan kajian. medan: yayasan kita menulis rahman, r.a., astina, c., azizah, n. (2021). understanding curriculum “merdeka belajar kampus merdeka” at pba unsiq: integration values between humanistic ethics and local wisdom resistance. the proceeding of national seminar on “kurikulum merdeka belajar -kampus merdeka” universitas islam negeri syarif hidayatullah jakarta, 5 mei 2021, 252-268. rahayuningsih, s., & rijanto, a. (2022). efforts to improve the competence of principals as learning leaders in driving school programs in nganjuk. jamu: jurnal abdi masyarakat umus, 2(02), 120–126. rusmiati, m. n., ashifa, r., & herlambang, y. t. (2023). analisis problematika implementasi kurikulum merdeka di sekolah dasar. naturalistic: jurnal kajian dan penelitian pendidikan dan pembelajaran, 7(2), 1490–1499. https://doi.org/10.35568/naturalistic.v7i2.2 203. shareef, s. s., & farivarsadri, g. (2020). an innovative framework for teaching/learning technical courses in architectural education. sustainability, 12(22), 9514. sh, g. y., angela, m., iosif, s., alicia, g. p. b., & emanuele, i. (2020). self-organisation in lifelong learning: theory, practice and implementation experience involving social networks and a remote format. sherly (2020). curriculum innovation “independent learning” in the era of society 5.0. jurnal sejarah, pendidikan, dan humaniora, 5(1), 66–78. https://doi.org/10.36526/js.v3i2.e-issn. sudarmanto. (2021). pengaruh komunikasi kepala sekolah terhadap keterlaksanaan kepemimpinan sekolah pada program sekolah penggerak. jurnal ilmiah pro guru, 7(4), 462–472. tyler, rw (1949). prinsip dasar kurikulum dan pengajaran. [kesan kedua puluh sembilan, 1969] chicago, il: the university of chicago press. yuhastina, parahita, b.n., astutik, d., ghufronuddin, purwanto, d.(2020). sociology teachers' opportunities and challenges in facing "merdeka belajar " curriculum in the fourth industrial revolution (industry 4.0). society, 8(2): 732-753. doi: https://doi.org/10.33019/society.v8i2.234. english franca academic journal of english language and education doi:10.29240/ef.v621.5242 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 7, no 2, 2023, page 437-448 article info: http://journal.iaincurup.ac.id/index.php/english received 24 april 2023; received in revised form 10 july 2023; accepted 24 august 2023, avalaible online 30 november 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open access article under the cc by-sa license copyright (c) 2023 author the implementation of kurikulum merdeka in learning english to students with special needs esthi mulyani r1, erwin hari kurniawan2, wawan herry setyawan3 ¹ universitas islam kadiri, indonesia 2 universitas islam kadiri, indonesia 3 universitas islam kadiri, indonesia corresponding email: esthi.mulyanirahim@gmail.com to cite this article author (2023) “the implementation of kurikulum merdeka in learning english to students with special needs”: mulyani r, e., kurniawan, e., & setyawan, w. (2023). the implementation of kurikulum merdeka in learning english to students with special needs at smp plus rahmat kediri. english franca : academic journal of english language and education, 7(2). doi:http://dx.doi.org/10.29240/ef.v7i2.8201 introduction one of the greatest gifts bestowed by allah swt to every couple of parents is a child. every parent will try hard to provide the best for the child's growth. one is to supply suitable education, but not all children are born flawless into the world; some children are born with some limits, typically referred to as children with special needs. however, everyone born into the world, either normal or born with special needs, has the same rights to everything, including receiving a good education. according to padmadewi which is stated in (juliary, 2021) special needs students could be characterised as children who undergo severe physical, mental, academic, social, and psychological pressures on their development relative to other children of similar age. while (nugroho & marantika, 2019) explain that there are some common signs of possible learning disabilities, those are difficulty reading and writing, problems with math skills, memory problems, attention problems, problems following instructions, difficulty with time-related concepts, difficulty with organization, impulsive behaviour, inattentiveness. appropriate reactions in school and social contexts, problems sticking to tasks, difficulty finding the right way to say things, immature speech, inconsistent academic progress, issues listening effectively, language and difficult to understand concepts. abstract. inclusive education is a part of indonesian education, unlocking the potential of children with special needs and enabling them to thrive like ordinary children. so, the inclusive education needs a great planning or a good management education, especially in kurikulum merdeka. relate to this issue, this study aims to investigate the implementation of the kurikulum merdeka in english language learning for inclusive students. the research method used is case study using observation, interview, and documentation as triangulation techniques. the respondent involved in this study were headmaster, english teacher, shadow teacher, the counsellor and students with special needs in the 7th grade of smp plus rahmat kediri. the research instruments used were observation sheets, interview guidelines, and documentation. the results showed that implementing kurikulum merdeka in english learning positively impacts inclusive students' ability to understand the subject matter, actively participate in learning activities, and increase learning motivation although it had to be . in addition, this curriculum also helps teachers design more inclusive learning and provide equal opportunities for all students. this research recommends that schools in indonesia continuously improve and adapt the kurikulum merdeka to support better inclusive education. keywords: kurikulum merdeka, english learning, students with special needs file:///c:/users/user/downloads/cccccc http://journal.iaincurup.ac.id/index.php/english/index https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:esthi.mulyanirahim@gmail.com http://dx.doi.org/10.29240/ef.v7i2.8201 esthi mulyani r, et. al., 2023 the implementation of kurikulum merdeka in learning english to students with special needs 438 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 3 7 4 4 8 ) on the other hand, children with special needs are classified as those with physical, mental, intellectual, social, or emotional constraints or disorders that significantly impair their growth or development compared to children of the same age (fitriani & prahmana, 2021). furthermore, utari (2022) notes that children are defined as having physical needs including those with abnormalities in the sense of sight, hearing, speech, and limb function. children with mental needs include those with more significant mental talents (super normal), sometimes known as gifted or superior children, those with abilities or superior children, and those with mental abilities (abnormal). children with social abnormalities have problems adapting their behaviour to their superior peers and those with aberrant mental capacities. children with intrinsic anomalies in the social realm are children who have problems adapting their behaviour to the circumstances. therefore, children with special needs require a proper education, as education no longer belongs to a single group or culture. in addition, even children recognised as exceptional now receive government-backed education guarantees (dewi, 2019). according to the government's regulation no. 13 of 2020 on reasonable adaptations for disabled learners. the pp no. 13 of 2020 is one of the formulated rules of law no. august 2016 regarding people with disabilities. inclusion is an educational word that aims to incorporate kids with special needs in the conventional school curriculum (saputri & nurcholis, 2022). it means that all children are in the same classroom, the same school. this entails delivering meaningful learning possibilities for previously excluded communities, not simply children with impairments, but also minority speakers. inclusive education is an endeavour to develop a friendly and inclusive learning environment for all students, including those with special needs (churiah et al., 2020). with the growth of inclusive education, the evolution of a more humane educational paradigm enables all children to acquire a quality education. they supply each kid with specialised attention and educational services (andini, 2022). one of the difficulties in inclusive education is how to provide effective and helpful learning for inclusive students, especially in english language learning. learners in inclusive education have been managed under the regulation of the minister of national education (permendiknas) number 70 of 2009 on inclusive education, which provides that learning is carried out in one educational environment with learners in general (kurniawan, 2020). inclusive education is an element of indonesian education, unlocking the potential of children with special needs and enabling them to thrive like other children. so, the inclusive education wants a superb planning or a powerful management education. inclusion education management is the process of planning, organizing, executing, and monitoring in order to sustain an inclusive education system in accordance with an objective that has been established (bahri, 2022). kurikulum merdeka is a curriculum designed by the indonesian government to strengthen students' competency and character and promote freedom in determining the chosen educational route. education units and educators have the flexibility to determine learning activities and teaching instruments under learning objectives, the environment of the education unit, and the characteristics of students(menteri pendidikan, kebudayaan, 2022). based on (arriani et al., 2022) the aim of inclusive education in kurikulum merdeka is to provide the widest opportunity for all students who have physical, emotional, mental and social disabilities, or have the potential for intelligence and/or special talents to obtain quality education according to their needs and abilities; and realizing the implementation of education that respects diversity and is not discriminatory for all students. barlian et al. (2022) highlight that each school is also free to design additional work programs that can enhance the competences of its learners, and these programs can be tailored to the vision and purpose and resources available at the school. several earlier study have studied the implementation of the kurikulum merdeka in english language learning for inclusive children. for example, research conducted by (susiani, 2022) suggests that implementing the kurikulum merdeka can enhance motivation and excitement for learning, develop creativity, critical reasoning, independence, and esthi mulyani r, et. al., 2023 the implementation of kurikulum merdeka in learning english to students with special needs 439 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 3 7 4 4 8 ) strengthen the spirit of cooperation and align students' competencies. daga (2021) further says when instructors fully comprehend the essence of the merdeka curriculum, they can be more independent thinkers, creative and innovative, as well as happier while teaching. the research of dewi (2019) stresses that some english learning design for children with special needs contains strong learning planning and a systematic learning process. including a selection of learning strategies, models, methodologies and media suitable for inclusive students and appropriate evaluation according to student requirements. those are coteaching, differentiated instruction, peer-mediated instruction, and interventions. the most effective implementation of personalised education is in inclusive classes, when all children are present. (juliary, 2021). in addition, numerous studies have also studied the optimum english learning media for inclusive kids. research conducted by rostikawati et al. (2020) reveal that teachers in general, notably english teachers or tutors for children with special needs (abk tutors), still use normal teaching materials and methods to deliver material to the kids they teach. combining this media with technology makes the media innovative and interactive, making it easier for pupils to absorb the content. therefore, this research is expected to produce a better grasp of learning preparation. implement kurikulum merdeka and evaluation or assessment systems in english language learning for inclusive students in special schools so that it can provide suggestions and recommendations for policymakers, teachers, and educational institutions to improve the quality of inclusive education in indonesia. theoretical framework inclusive education: inclusive education is the underlying notion that attempts to give quality education to all children, including those with special needs (arriani, 2023). inclusive education is an educational service for children with exceptional needs who attend normal schools by putting children with special needs according to the intensity of their problem. (nurfadillah, 2021). to achieve inclusive education, a shift in thinking is required, technical arrangements, policies, culture, classroom management, and the execution of the principle of adaptability. the notion of adaptation in inclusive education demands schools to pay attention to 3 (three) dimensions, which include: curricular, instructional, and learning environment (ecology). (arriani, et al, 2021) knowledge about a specific type of disability, its strengths and weaknesses, learning styles, and cognitive ability is one of the determining factors of an inclusive education, as a lack of such or a lack thereof leads to teachers failing to construct universal learning that can be enjoyed by both groups. this failure has an impact on the implementation of inclusive education in general, underlining the significance of inclusive educational trainings for preservice teachers at the beginning of teacher education programs at indonesian universities. ((florian, 2019)). inclusive education presented an alternative based on a fundamental approach that said local schools should cater for all learners. inclusive education was classified as process of boosting involvement and diminishing exclusion from the culture, community and curriculum of mainstream schools (florian, 2019). students with special needs students with special needs are students who have hurdles and issues owing to both internal and external variables which have an impact on the emergence of problems in the learning process in everyday life. those with special needs are classed into students with special needs, permanent and temporary (rina et al., 2021). it is also supported by law number 8 of 2016 (undang-undang republik indonesia nomor 8 tahun 2016 tentang penyandang disabilitas, 2016) article 4 indicates that many sorts of persons with disabilities include, (a) physical disabilities, (b) intellectual disabilities, (c) mental disabilities, or (d) sensory disability. article 4 paragraph (2) specifies that the various types of disabilities as esthi mulyani r, et. al., 2023 the implementation of kurikulum merdeka in learning english to students with special needs 440 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 3 7 4 4 8 ) referred to in paragraph (1) can be experienced single, multiple or multiple over a long period of time as decided by medical personnel in line with the provisions of statutory regulations. relate to those, the nature of inclusivity is about the right of pupils with special needs. students should be given the opportunity to develop their potential. to realise this potential, the education system must be structured recognising the differences that exist in students. those who have unique disabilities and/or have exceptional learning requirements must have access to high-quality and suitable education (tabroni et al., 2022). kurikulum merdeka kurikulum merdeka is a curriculum produced by the ministry of education and culture in indonesia. it aspires to provide flexibility to educators to provide quality learning that is suited for the demands and learning environment of their students (kementerian pendidikan dan kebudayaan, 2020) relate to the inclusive pupils, this curriculum applies inclusive learning in its class, where teachers need to introduce different variants to students. the purpose of this curriculum is to improve children's learning outcomes and to confront the crisis of learning in indonesia (marlina, 2022). the merdeka belajar curriculum fosters inclusion by being implemented in inclusive schools. the curriculum is meant to improve children's learning results and tackle the crisis of learning in indonesia (aryani et al., 2020). teachers are educated to learn the curriculum by applying to various courses both online and offline. the application of the curriculum still being segregated with the weight of subjects for students with disabilities being larger in special classes than in ordinary courses, and teacher competency regarding inclusive education curricula which was still poor (arriani et al., 2022) here are some ideas to integrate the merdeka belajar curriculum in inclusive schools include: 1. providing training for instructors by doing online and offline, 2. applying inclusive learning in its class, where teachers need to introduce varied distinctions to pupils by encouraging inclusion and diversity in the classroom, 3. personalized learning by helping students learn at their own pace and according to their own interests, 4. self-sustaining change is aimed to help students obtain the skills and knowledge they need to become selfsufficient learners.(aryani et al., 2020). teaching english for students with special need in employing the english in teaching learning, simplification of lesson plans can be employed as a stage in educating youngsters with unique requirements (suharsih, 2022). apart from that, the trainer additionally prepared drawing and media employing playing techniques (games). the learning process will become more relevant when the teacher reflects once the lesson is over. based on arriani et al. (2022) the youngsters should undergo identification process and assessment by the psychologist and school. after that the school should develop students’ learner learning profile which contains the actual conditions of obstacles/disorders, characteristics, effects, service plans and media needed for intervention. then the english teacher should build the lesson plan by changing change learning outcomes, learning objectives, and the flow of learning objectives to select an acceptable learning model aided by shadow teacher. the implementation of learning in class is carried out by implementing the learning plans that have been established. teachers implement adjustments to the learning process in class. the process relates to tasks that must be carried out by students, teachers and other components, so that they can master the abilities required in learning. the learning process is tied to six things, namely: material (stuff), questions, tools, time, place and technique. (arriani et al., 2022) esthi mulyani r, et. al., 2023 the implementation of kurikulum merdeka in learning english to students with special needs 441 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 3 7 4 4 8 ) materials and method in this research, a descriptive case study was undertaken. the application of the case study is especially beneficial for getting a thorough understanding of a topic, occurrence, or phenomenon of interest within its authentic, real-world setting (yin, 2009). the instances are often explored in depth to provide a knowledge of individuals’ experiences, challenges, insights, developmental trajectories, or performance within a particular linguistic, social, or educational situation. rather than explain structures, hypotheses, and findings in terms of statistical patterns or trends acquired from a broader sample or survey of a community of language learners, as in certain quantitative studies, a qualitative case study of a person gives a contextualized human profile.(morris et al., 2019; priya, 2021) in this example, the respondents engaged as study subjects are the principal, the english teacher and shadow teacher who taught the inclusion class at smp plus rahmat in kediri and counsellor teacher as validation data. it was an inclusion school and a kurikulum merdeka driving school, so it was able to be ensured that the selected respondents had a wide experience and understanding of implementing the kurikulum merdeka and english language learning for inclusion students at the school that was the subject of the research. this research involves a full investigation of the principal, the english teacher and two shadow teachers who taught the inclusion class at smp plus rahmat in kediri. the purpose was to obtain insights into their experiences, perspectives, and practices within the inclusive educational setting. the data collection technique comprised procedures such as interviews, observations, and document analysis. interviews with the principal and teachers gave useful qualitative data on their experiences, challenges, and approaches in teaching and managing an inclusion class. observations were done to understand the dynamics within the classroom and to capture the interactions between teachers and students. additionally, document analysis might have meant evaluating essential papers such as lesson plans, instructional materials, and school policies. in terms of data analysis, a qualitative method was employed. this entailed thematic analysis, where repeating themes and patterns are detected from the given data. the purpose is to develop a nuanced knowledge of the experiences and behaviours of the principal and teachers in the inclusive educational system. the findings would be presented in a descriptive analysis, presenting a complete and contextually rich picture of the occurrence under consideration. results and discussion results implementing the kurikulum merdeka, the current curriculum, undoubtedly gets enough attention in the education industry in indonesia, primarily if this curriculum was applied in inclusive schools where students were merged from various backgrounds especially for the children with special need. the study was conducted at smp plus rahmat in 7a class and 7b class by using case study. the a class consisted of two inclusive students without shadow teacher and three inclusive students with two students aided by shadow teachers in and one without shadow teacher. the preparation for the implementation of kurikulum merdeka at smp plus rahmat as the first inclusive school to drive the kurikulum merdeka, smp plus rahmat had been implementing this curriculum for three years. at the beginning of the year, the school's focus in this implementation was to provide an understanding to all related parties of this new curriculum. starting from subject teachers, supporting teachers, all educational staff in the school and even parents of students were also given an understanding of the new curriculum that was going to be applied in school. based on the research results and the data obtained from the interview with the headmaster of smp plus rahmat kediri, she explained that various preparations had been undertaken in facing this new curriculum especially in implementing inclusive education. internal and external preparations were required, such as conducting workshops with professional presenters and holding work meetings with all relevant school stakeholders. they were, furthermore, providing socialization to students and parents esthi mulyani r, et. al., 2023 the implementation of kurikulum merdeka in learning english to students with special needs 442 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 3 7 4 4 8 ) regarding the description of the new curriculum at school so that they understand the latest curriculum which will be applied in the school. understanding the new curriculum was essential for the teacher to understand the proper implementation and provides a good impact on all parties in the school. in addition to the school preparation that had been well prepared, the preparation of teaching implementation was also an important thing that must be considered by the school, especially the english teacher; in this case, the data obtained from the interview with the english language teacher and two shadow teachers. the english teacher explained that preparation is undoubtedly needed in inclusive schools with various student backgrounds. english teachers were indeed required to prepare lessons by the backgrounds of the students in the class especially. by interviewing the 7th grade english teacher, this study determined that before implementing classroom learning, english teacher had to coordinate with multiple parties, such as counsellor teachers to obtain information about the class to be taught to determine what the learning picture looks like and how it will be implemented. some classes with inclusive students with special shadow teachers were also essential points that english teachers had to be consider. coordinating with the shadow teachers made it easier for english teacher of 7th grade to regard what needs to be done in class related to the learning that was going to be implemented. then, the results explained by the teacher that the preparation before teaching in the class was the same as teaching the regular class without inclusion student. all students with the special needs got the same lesson or the same topics in class because of their ability in achieving lesson were confirmed well by the psychologist. the shadow teachers only needed in the classroom to assist the two students with special need in 7th b. here, the english teacher had to coordinate the contain of the material and steps applied for the students with special needs. from the counsellor teacher, it was known that in 7th a, there were a student with slow learner and a student with 30% of deafness and dyslexia. both of then were not assisted by shadow teacher due to the parents’ economic condition. while in 7th b, there was a student with attention deficit/hyperactivity disorder, and he did not need a shadow teacher. then there was a student with a mental illness (concentration disorder), although he was in a normal cognitive state. he needed to be accompanied by a shadow teacher. the last was a student with autism and slow learner symptom. he needed a shadow teacher in assisting him in communication and study. the implementation of kurikulum merdeka at smp plus rahmat since the minister of education delivered the latest curriculum through special considerations. the headmaster argued that the policies made were aimed at improving the quality of education in indonesia. smp plus rahmat, one of the schools that implemented the kurikulum merdeka, was realizing the positive impact of this new curriculum, especially since smp plus rahmat was an inclusive school requiring specific policies in education. this kurikulum merdeka gave schools the freedom to modify existing learning in schools that are holistic, comprehensive, and integrated and paid attention to the needs and interests of students' talents. implementing this new curriculum with the concept of differentiated learning was very suitable for the needs of inclusive schools, especially at smp plus rahmat. this curriculum accommodated the uniqueness, interests, talents, and characteristics of students. thus, students with special needs also had the opportunity to develop themselves. these things stimulated the enthusiasm and interest of educators in implementing kurikulum merdeka. in addition to make teachers more innovative and creative, teachers were given more expansive space to create learning methods suitable for students with special needs so that these students feel equal to other students. as in english language learning, even though students are given the same topic, students with special needs can still participate by applying differentiated learning and various approach in assessment and the task given. it could be seen from the teaching observation and verified from teacher’s interview. esthi mulyani r, et. al., 2023 the implementation of kurikulum merdeka in learning english to students with special needs 443 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 3 7 4 4 8 ) teachers allowed students to understand and carry out each learning activity (process differentiation) without special restrictions. the students were sat in group based on interests, needs and characteristics. while students accompanied by shadow teachers were going to be assisted when they needed more explanation and approach. on the process, the students were studying by listening to the teacher while others were writing a note based on the material presented and the rest were trying to practice with friends. in 7th a class, based on the observation and explanation from counsellor and english teacher, there were two students with special needs were not accompanied by the shadow teacher because of their parents did not have enough money to pay shadow teacher tuition. although the condition of the students was not assisted by shadow teacher, the english teacher actually was able to assist this student due to the character and phycology. then, in the 7th b class, the students who were accompanied by the shadow teachers, did the activities based on their interests, needs and characteristics. the shadow teachers helped the students to have a conducive class and gave assistance to the students to understand the lesson from the english teacher. thus, students in both classes (7th a and 7th b) were able to learn according to each student's achievement, interests, needs and characteristics based on the diagnostic assessment done in the first semester. the students were able to follow the class activity based on their interests and talent.. in addition to a more flexible learning process, the kurikulum merdeka had many exciting programs. one of which was a project-based learning program (project to strengthen the profile of pancasila students) which taught students to collaborate, work together, work together, be able to think critically, and so on. smp plus rahmat students are enthusiastic about the program because the learning system was flexible and only sometimes in the classroom. it also provided an exciting experience for students especially for those with special needs because they learnt life skills through the program. with various themes in the p5 program, students with special needs in 7th were able to focus on finding talents and achievements of students by the interests, talents, and characteristics of these students. based on the observation, and supported by the interview, it was gotten information that the english teacher was carried out the lesson by giving repetition or drilling, contextual, friendly learning, simple, life skills based, and uses simple language and develops effective communication with the studentsmore flexibility in giving the task and assessment to the students with special needs in achieving the goal and score of english. the students’ mood, condition and ability were used as the consideration. the shadow teachers were going to modify tools/equipment, content, or time given to assist the students with special needs based on their condition and emotion. those become the main consideration in the implementation of teaching learning process done by the teacher. the evaluation of kurikulum merdeka at smp plus rahmat the implementation results in 7a and 7b classes were able to be seen in students' achievement in every learning activity. differentiated learning gave freedom to students in the execution of learning, as well as the learning outcomes that was going to be differentiated (product differentiation). every student was going to present the results of their learning either in the paper, videos, speaking or another kind of the students' results. they all are according to the students' interests, talents and abilities. it gives insight to english teachers in evaluating and assessing learning. based on the interview and document analysis in smp plus rahmat, especially in english lessons, students had adjustment in criteria for achieving learning goals (kriterian ketercapaian tujuan pembelajaran). learning assessment takes the form of formative and summative assessments. the assessments both in formative and summative were aimed to measure the progress achieved by students, whether students have achieved the learning objectives that have been set, and determine the follow-up program that would be carried out. in doing assessment instruction, the english teacher was going to repeat the order several times and using picture or direct example to make the order was able to be understood. esthi mulyani r, et. al., 2023 the implementation of kurikulum merdeka in learning english to students with special needs 444 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 3 7 4 4 8 ) then, the shadow teachers were going to assist the students with special need in doing the assessment process by supporting them in delivering meaning, questions, or order but not by giving the answer of the assessment. the teacher then measured the students with special needs’ achievement using the similar assessment rubric as in normal students. the difference was in adjusting criteria for achieving learning goals (kriteria ketercapaian tujuan pembelajaran) for students’ with special needs based on their needs. based on the document and teacher’s interview it was gotten that the score of the students with special needs were not achieve the similar score as in normal students except the student with concentration disorder who often achieved the score as in normal students. the teacher also noted that the communication with their parents made them realize the condition of their children’s score and achievement. in developing sustainability, community meeting (komunitas belajar) discussed the issue of students with special needs, discussed to achieve teachers’ awareness and teachers’ strategy in teaching learning process to fit the students’ needs both for normal and special needs students. the role of shadow teachers and counsellor were needed to strengthen the teacher in the classroom activities and designing the assessment based on the students’ condition and how to improve their learning outcome. in 2023, this is the third year of implementing the kurikulum merdeka at smp plus rahmat, so this school had completed a complete implementation in grades 7th and 8th. after implementing the curriculum for several years, smp plus rahmat also routinely comprehensively evaluates the existing program. the results of the reflection are outlined in the follow-up plan. then the follow-up plan is made into a program plan supported by the school's financial plan. so, smp plus rahmat holds regular evaluations such as monthly evaluations, semester evaluations and annual evaluations. it is intended that each program implemented can progress and continuously improve with this reflection especially in supporting inclusive program. discussion from the preparation, it was gotten the information that the preparation in teaching english for inclusive students was of teaching english for inclusive students were similar procedure as in guidance of pelaksanaan pendidikan inklusif written by arriani et al. (2022) and the research of suharsih (2022) that the preparation of teaching material and lesson plan should refer to the students’ condition. it was proven from interview that the lesson plan made was given equally and modification in the learning process was going to be applied based on the students’ condition. in teaching learning process, the teacher coordinated with shadow teacher to fit the material given flexibly and based on the students’ condition. the teaching learning process emphasizes on finding their talents, interests, and characteristics. from those it can be stated that the teaching learning process for students’ with special needs in smp plus rahmat has accordance with the research from susiani (2022) and tabroni et al. (2022). it was stated that the implementation of teaching had to be more flexible and interesting based on the student’s condition. furthermore, the role of shadow teacher is needed in guidance the students’ learning in order they did not disturb other students. the assessment implemented was done based on the students’ condition and the adjustment in criteria for achieving learning goals. the assessment was to measure and to make decisions about progress achieved by students, whether students have achieved the learning objectives that have been set, and determine the follow-up program that will be carried out.. this condition was related to the guidance of pelaksanaan pendidikan inklusif written by arriani et al. (2022) in presenting the teaching learning process and assing the students with special needs. from those, we can relate that the assessment and evaluation used in smp plus from those we can relate that the assessment and evaluation used in smp plus rahmat has supported by the research of dewi (2019) that inclusive school should prepare english esthi mulyani r, et. al., 2023 the implementation of kurikulum merdeka in learning english to students with special needs 445 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 3 7 4 4 8 ) learning design for children with special needs includes good learning planning and a systematic learning process. including a selection of learning approaches, models, methods and media suitable for inclusive students and appropriate evaluation according to student needs. those are co-teaching, differentiated instruction, peer-mediated instruction, and interventions. the most effective application of differentiated instruction is in inclusive classrooms, where all students are present. (juliary, 2021). conclusion based on the results of the research that has been conducted, implementing the kurikulum merdeka in english language learning for inclusive students in smp plus rahmat can provide significant benefits for inclusive students. english teachers in this school have implemented kurikulum merdeka well in learning english for inclusion students. besides that, using the kurikulum merdeka allows english teachers to be more flexible in adapting learning according to the needs and abilities of inclusion students, and the english teacher uses process differentiation and product differentiation in teaching english, especially in 7a and 7b classes. english language learning for inclusion-students-needs to be adapted to the needs and abilities of inclusion students, and different approaches to learning are needed. english language learning for inclusion-students-needs is directed at developing language skills relevant to the needs and life goals of inclusive students.therefore, teachers and educational institutions need to pay attention to the needs and therefore, teachers and educational institutions need to pay attention to the needs and abilities of inclusion students in learning english and develop kurikulum merdeka to provide more meaningful learning experiences for inclusion students. more research needs to be done to identify effective english language learning approaches and strategies for inclusive students in special schools. thus, inclusive education in indonesia can continue improving its quality to provide equal opportunities for all students to get a quality education. acknowledgement the authors would like to express their deepest gratitude to all those who have helped write this journal, especially to the english teachers and the headmaster of smp plus rahmat kediri, who had become respondents in this study and had given their time and good cooperation during the data collection process. in addition, the author would also like to thank all parties who cannot be mentioned one by one who has provided support, motivation, and prayers while writing this journal. this journal can provide benefits and positive contributions to the world of education, especially in inclusive education. references andini, d. w. (2022). differentiated instruction: solusi pembelajaran dalam keberagaman siswa di kelas inklusif. in trihayu: jurnal pendidikan ke-sd-an (vol. 2, issue 3). https://doi.org/10.30738/trihayu.v2i3.725. arriani, f., agustiyawati, rizki, a., widiyanti, r., slamet, w., tulalessy, c., herawati, f., & maryanti, t. (2022). panduan pelaksanaan pendidikan inklusif. badan standar, kurikulum, dan asesmen pendidikan kementerian pendidikan kementerian pendidikan, kebudayaan, riset, dan teknologi. https://kurikulum.kemdikbud.go.id/wpcontent/uploads/2022/08/panduan-pelaksanaan-pendidikan-inklusif.pdf. aryani, r., purnamawati, s. n., & kurniawan, e. (2020). merdeka belajar curriculum implementation in inclusive schools. ta’dib: jurnal pendidikan islam, 27(2). https://api.semanticscholar.org/corpusid:256604510. bahri, s. (2022). edukatif : jurnal ilmu pendidikan manajemen pendidikan inklusi di sekolah dasar. 4(1), 94–100. esthi mulyani r, et. al., 2023 the implementation of kurikulum merdeka in learning english to students with special needs 446 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 3 7 4 4 8 ) barlian, u. c., solekah, s., & rahayu, p. (2022). اimplementasi kurikulum merdeka dalam meningkatkan mutu pendidikan. journal of educational and language research, 1(1), 1–52. https://bajangjournal.com/index.php/joel/article/view/3015/2154. daga, a. t. (2021). makna merdeka belajar dan penguatan peran guru di sekolah dasar. jurnal educatio fkip unma, 7(3), 1075–1090. https://doi.org/10.31949/educatio.v7i3.1279. dewi, y. f. (2019). direct method, total physical response (. daiwi widya jurnal pendidikan, 06(1), 40–48. fitriani, r., & prahmana, r. c. i. (2021). penelitian implementasi pembelajaran matematika bagi anak berkebutuhan khusus di indonesia. aksioma: jurnal program studi pendidikan matematika, 10(3), 1293. https://doi.org/10.24127/ajpm.v10i3.3968. florian, l. (2019). on the necessary co-existence of special and inclusive education. international journal of inclusive education, 23(7–8), 691–704. https://doi.org/10.1080/13603116.2019.1622801. juliary, i. g. a. i. t. (2021). characteristics and english learning approaches for students with autism spectrum disorders. 339–345. kementerian pendidikan dan kebudayaan. (2020, december). tingkatkan akses layanan pembelajaran, kemendikbud luncurkan akun pembelajaran: belajar.id. https://www.kemdikbud.go.id/main/blog/2020/12/tingkatkan-akses-layananpembelajaran-kemendikbud-luncurkan-akun-pembelajaran-belajarid. kurniawan, n. a. (2020). paradigma pendidikan inklusi era society 5.0. jpd: jurnal pendidikan dasar, prosiding seminar dan diskusi nasional pendidikan dasar 2020, 1– 6. marlina, t. (2022). urgensi dan implikasi pelaksanaan kurikulum merdeka pada sekolah dasar/madrasah ibtidaiyah (vol. 1, issue 1). universitas muhammadiyah metro. https://prosiding.ummetro.ac.id/index.php/snpe/article/view/24/8. menteri pendidikan, kebudayaan, r. dan t. (2022). salinan keputusan menteri pendidikan, kebudayaan, riset dan teknologi republik indonesia nomor 56/m/2022 tentang pedoman penerapan kurikulum dalam rangka pemulihan pembelajaran. morris, c., milton, e., & goldstone, r. (2019). case study: suggesting choice: inclusive assessment processes. higher education pedagogies, 4(1), 435–447. https://doi.org/10.1080/23752696.2019.1669479. nugroho, h., & marantika, n. (2019). perencanaan komunikasi pendidikan karakter bagi anak berkebutuhan khusus sekolah dasar muhammadiyah kota madiun. sahafa journal of islamic communication, 1(2), 157. https://doi.org/10.21111/sjic.v1i2.2908. undang-undang republik indonesia nomor 8 tahun 2016 tentang penyandang disabilitas, (2016). priya, a. (2021). case study methodology of qualitative research: key attributes and navigating the conundrums in its application. sociological bulletin, 70(1), 94–110. https://doi.org/10.1177/0038022920970318. rina, m., nandiyanto, a. b. d., hufad, a., & sunardi, s. (2021). science education for students with special needs in indonesia: from definition, systematic review, education system, to curriculum . indonesian journal of community and special needs education, 1(1), 1–8. rostikawati, y., aeni, syarifah, e., & wuryani, w. (2020). pelatihan dalam merancang dan membuat media bahan bekas yang inovatif dan interaktif bagi tutors anak berkebutuhan khusus (abk). abdimas siliwangi, 03(01), 363–370. saputri, m. a., & nurcholis, i. a. (2022). challenges of inclusive students in participating in english learning at sd alam mahira bengkulu. berajah journal, 2(3), 479–484. https://doi.org/10.47353/bj.v2i3.123. suharsih, s. (2022). pembelajaran bahasa inggris untuk siswa berkebutuhan khusus: pendekatan, tantangan, dan harapan. jurnal esthi mulyani r, et. al., 2023 the implementation of kurikulum merdeka in learning english to students with special needs 447 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 3 7 4 4 8 ) bebasan, 9(2), 167–177. https://jurnalbebasan.kemdikbud.go.id/bebasan/index.php/home/article/view/138/128. susiani, i. w. (2022). implementasi kurikulum merdeka di smp darur rohmah gandu mlarak ponorogo. proceeding of the 3rd international conference on islamic studies (icis), 3, 296–306. https://doi.org/https://doi.org/10.21154/icis.v0i0.805. tabroni, i., bagus, s., uwes, s., drajad, m., & bahijah, i. (2022). the learning process of children with special needs at salsabila inclusive school, purwakarta. fikroh: jurnal pemikiran dan pendidikan islam, 15(1), 52–62. https://doi.org/10.37812/fikroh.v15i1.387. utari, r. (2022, june 14). memahami anak berkebutuhan khusus dan jenis-jenisnya. sehatq. https://www.sehatq.com/artikel/memahami-anak-berkebutuhan-khusus-danperan-orangtua-dalam-mendidiknya. yin, r. k. (2009). yin rk. case study research, design and method. 4. london: . [google scholar] (1st ed.). sage publications ltd. esthi mulyani r, et. al., 2023 the implementation of kurikulum merdeka in learning english to students with special needs 448 | v o l . 7 , n o . 2 , 2 0 2 3 ( 4 3 7 4 4 8 ) empty page english franca academic journal of english language and education doi:10.29240/ef.v621.5242 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 7, no 2, 2023, page 383-392 article info: http://journal.iaincurup.ac.id/index.php/english received 24 april 2023; received in revised form 10 july 2023; accepted 24 august 2023, avalaible online 30 november 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open access article under the cc by-sa license copyright (c) 2023 author utilizing tiktok application in learning english for efl university students in indonesia vemmy maidita nur aisyiah¹, erizar erizar² ¹ amik tri dharma, palu, indonesia ² state islamic college of teungku dirundeng meulaboh, indonesia corresponding email: vemmymaidita@gmail.com to cite this article author (2023) “utilizing tiktok application in learning english for efl university students in indonesia”: nur aisyiah, v., & erizar, e. (2023). utilizing tiktok application in learning english for efl university students in indonesia. english franca : academic journal of english language and education, 7(2). doi:http://dx.doi.org/10.29240/ef.v7i2.7868 introduction often referred to as the fourth industrial revolution or just the "digital era," this period began with the broad use of digital technologies and ai. the ways people work, interact, and live are changing at this time. in this, the "era 4.0," phase of industrial and technical development, digital, physical, and biological technologies are coming together. businesses, hospitals, and classrooms are just a few areas that have felt the profound impacts of the digital age. numerous facets of daily life may now be mechanized and integrated with the use of digital technology. this includes transportation networks, health management, and the manufacturing and distribution of products and services. some examples of such fields include the iot, blockchain, machine learning, virtual reality, augmented reality, open artificial intelligence, and the internet of things (iot). the existence of ai and robotics also plays an important role in the digital age, with the potential to replace many human jobs with robots and automation systems. on the other hand, ai and related technologies are driving major advances in health medicine and diagnostics, as well as providing new capabilities to support public policies and accelerate scientific discoveries. abstract. naturally, in today's digital age, learning also involves keeping up with changes via digital media. among the most popular new forms of education today, social media is a gamechanger. the goal of the tiktok app is to facilitate the development of fresh, engaging, and interactive educational material in english for both students and teachers. considering this, the objective of this article is to examine if the tiktok app may be used to learn english in the present day. by surveying studies on the subject of how to use the tiktok app to sharpen one's english, this article takes a literature review method. a literature search was conducted using google scholar using the keyword "tiktok application in learning english" to discover the sources for this research. from 2018 all the way until 2023, the inquiry was underway. in order to get its data, this study used 10 research publications. the findings show that the tiktok app has the potential to be an innovative and accessible resource for esl instruction and student development. there are several advantages to the app for both students and educators. it may spark students' interest in the topic and encourage them to think creatively, it allows for two-way contact between the two groups, and it lets users view movies with engaging visuals multiple times. keywords: tiktok application, digital era, learning media file:///c:/users/toshiba/downloads/cccccc https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:vemmymaidita@gmail.com http://dx.doi.org/10.29240/ef.v7i2.7868 vemmy maidita nur aisyiah & erizar erizar, 2023 utilizing tiktok application in learning english for efl university students in indonesia 384 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 8 3 3 9 2 ) one sector impacted by the digital age is education as well. through online platforms and applications, the digital age facilitates online learning and remote education while also requiring new competencies in digital literacy and technology. overall, the digital era is accelerating technological progress and changing the way humans interact with the world around them, with a significant impact on various areas of life. to remain relevant in the digital age, humans need to adapt to new technologies and acquire new skills in terms of technology development and understanding (marzuki, 2019; marzuki & kuliahana, 2021). because it is a worldwide language utilized for global communication in a variety of industries, including commerce and technology, english is crucial in the digital age. in the digital era, proficiency in english is becoming increasingly important because many resources and information in technology, business, and science are delivered in english (marzuki, 2017). the 21st century, which is quickly turning into an entirely digital age due to rapidly advancing technology, encourages educational innovations that students may utilize and access with ease through social media. currently, using social media as a learning medium can be a good strategy because social media is highly favored by students. with the emergence of various application platforms that provide video creation with interesting things, given how much video information is shared on social media, it appears that smartphone users are becoming more and more governed by the digital age. (fahdin, 2020; hanim, 2021; fatimah et al., 2021; mana, 2021). there are four main purposes for using social media applications: entertainment, outreach, information, and academics. from various social media such as youtube, instagram, and tiktok applications, tiktok is an application that is often used by students and is much loved by all groups and users, which has increased rapidly over the past two years and is increasingly in demand since the covid-19 pandemic (yang, 2020; zubaidi et al., 2021; zaitun et al., 2021; wiranda, 2023). based on data obtained from the ministry of communication and informatics, or kominfo, the number of people using the internet in indonesia is 64 million, of whom 10 million are users of the tiktok application. the tiktok application is gaining popularity because it has many features that make students not bored and even addicted (resmini et al., 2021; waloyo et al., 2022; khasanah, 2022; herlisya & wiratno, 2022). the popularity of the tiktok application community lends credence to this argument because of the platform's many distinctive features, which include the ability to add music, delete comments, block users, voice-changing filters, sticker filters, live features, and video effects. furthermore, tiktok offers a range of time options, ranging from 15 to 60 seconds to 3 to 5 minutes. with the tiktok app, users can make engaging videos and engage with them through private messages and comments.. (ramadhan, 2020; irianto & al-amin, 2021; afidah et al., 2021; bahri et al., 2022; duan, 2023). at first, the tiktok application was seen as a social media that only had a negative impact because it was considered only useful for watching videos that were not useful, so it could make people using the application lose track of time. however, over time, the tiktok application has also had a positive impact on learning and education. this is because, during the covid-19 pandemic, the emergence of teachers or educators also involved in using tiktok and providing education, students can directly learn and gain new knowledge by watching the video for 60 seconds. in education, perhaps the most powerful use of tiktok is teacher-made videos that students can watch over and over again. there have been many videos on social media tiktok containing english material, such as tenses, vocabulary, and pronunciation (tafonao, 2018; warini, 2020; xiuwen & razali, 2021; ramdani, 2021; yovita & purnamaningsih, 2022; simanungkalit & katemba, 2023). students can learn english material not only at school but also at home by using social media. just by searching for these keywords, all of the material will appear. tiktok is a potentially useful educational invention that makes use of social media, which is extensively utilized for both learning and enjoyment. the main issue under investigation in this research is "how do students use the tiktok app to learn english? the vemmy maidita nur aisyiah & erizar erizar, 2023 utilizing tiktok application in learning english for efl university students in indonesia 385 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 8 3 3 9 2 ) purpose of this study is to determine how english language learners in the digital age can utilize the tiktok app. it is intended that this research will help students learn english and that instructors can employ easily navigable learning resources to enhance instruction in the digital age. theoretical framework tiktok is among the most widely used social media platforms (ferstephanie & pratiwi, 2021). a popular app among young people is tiktok, which allows users to upload short videos. anyone can view and upload any kind of video on tiktok. tiktok can now be utilized as a resource for english language study materials in addition to being used for amusement. on tiktok, you may find a wide variety of videos, including ones with english content, duet challenges, song lyrics, lip sync videos, cookery videos, and health videos. although users cannot select which videos to view on tiktok, a variety of factors, including user interactions with an account, hashtag usage, and accounts followed, frequently watched video content, and more, can affect how films show on an account. for instance, if a user of tiktok frequently views and enjoys english-language videos, the homepage of tiktok will consistently feature english-language videos. there are currently a lot of accounts that talk only about english. in order for pupils to use tiktok, an easily accessible english learning platform through gadgets outside of the classroom. students can enhance their speaking abilities by utilizing the tiktok application while learning english. students' auditory comprehension of english can also be enhanced by tiktok content. the second most popular social media site for english language study is tiktok, which is often used by english teachers for remote instruction. this suggests that tiktok can be used to help people improve their english language skills and learn the language (safitri, 2021). similar to other educational materials, tiktok has both benefits and drawbacks for students seeking to enhance their english language skills. every student views tiktok as a medium for english language study in a different way. because of this, the purpose of this study is to determine how students use tiktok to learn and how they perceive it as a tool for autonomous english language acquisition. through the process of transferring information into the brain through perception, humans are still able to interact with their surroundings through their five senses. the process by which individuals organize and make sense of their sensory experiences is known as perception. it is the procedure by which an individual is exposed to a stimuli through their senses. students' perceptions can offer details or a summary of how they use tiktok for learning, as well as whether or not using the platform to learn english can actually help them become more fluent in the language ((slameto, 2015). tiktok is not only a place to share creative short videos, but also has great potential in improving english learning. some of the important roles of tiktok in the context of english learning are as follows (yang, 2020; hanim, 2021; nur aziz & sabella, 2021; ardiyanti et al., 2021): creativity in learning, tiktok allows users to create creative videos of short duration. in the context of learning english, students can express ideas, tell stories, or practice speaking in english through this video format. students' enthusiasm in studying english might be boosted by the creative opportunities provided by tiktok. speaking more fluently is a key component of mastering a new language. students may use tiktok to make and share movies, which is a great way to practice speaking english. students' self-assurance and proficiency in public speaking may both benefit from this. in terms of cultural context learning, tiktok has a wide range of material that represents the culture and everyday lives of people from all over the globe. following stories pertaining to english may help students get a better grasp of the language by exposing them to different accents, expressions, and cultural contexts. with tiktok, people may work together on projects and engage in social media. students may form groups and collaborate on video projects or answer english language vemmy maidita nur aisyiah & erizar erizar, 2023 utilizing tiktok application in learning english for efl university students in indonesia 386 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 8 3 3 9 2 ) difficulties. students are more likely to participate actively in class and in social activities as a result of this. among tiktok's many educational features and english lessons are interactive learning resources, which include user-generated videos. this tool is great for educators who want to supplement their lessons with supplementary materials or who want to encourage students to watch films on certain subjects. by bringing together artistic expression, public speaking, cultural awareness, social cooperation, and interactive educational materials, tiktok has the potential to be a powerful tool for students of english as a second language. it is critical, however, to employ tiktok in educational settings with caution and in line with the intended learning goals. by harnessing the potential of tiktok, english learning can become more interesting and effective for students (hanim, 2021; nur aziz & sabella, 2021). materials and method this research uses the library study method by analyzing literature that is related and also related to research, which of course supports the results of research through library research (fink, 2019). in order to collect data, different publications related to the research topic are gathered. the literature sources used in this research were searched via google scholar using the keyword tiktok application in learning english. the search was carried out from 2018 to 2023. the stages of the literature study method in the research were: literature search using google scholar and obtained 23 journal articles. the search results for the 23 articles were then analyzed based on title, abstract and keywords, resulting in 17 articles that were processed and 6 articles that were not reprocessed, then the 17 journals that were processed were then analyzed again based on the content of the journal. the results of the analysis based on the contents of the journals showed that there were 13 journals that would be reprocessed and 4 journals that were not reprocessed. the 13 journals that were reprocessed are then analyzed again based on the reference list taken from the last 5 years starting from 2018 to 2023. after all this process is carried out, 10 journal articles are obtained that are relevant to this research. the steps taken in this literature study method are: (1) collecting literature material in the form of data information whose source comes from scientific journals; (2) reading literature with the aim of getting information in the reading material so as to find new ideas related to the research title in order to obtain maximum results; (3) make research notes, read the material and then draw a conclusion in the form of a report; (4) analyzing research notes, the material that has been read is then analyzed to obtain a conclusion which is prepared in the form of a research report. results and discussion results the ever-changing world of social media and digital communication has forced traditional language learning techniques to adapt and include new, captivating platforms that draw in and hold the attention of students. the tiktok app is one such platform that has become extremely popular, particularly among younger people. tiktok, which was first created for short-form video content and amusement, has become a distinctive and unusual english language learning resource. the incorporation of tiktok into language learning approaches, emphasizing the platform's capacity to improve communication abilities, cultural awareness, and language learning. teachers and students alike may make language learning an immersive and captivating experience by utilizing tiktok's innovative and interactive features. the focus of the study is to examine if the tiktok app may be used to learn english in the present day. by surveying studies on the subject of how to use the tiktok app to sharpen one's english, this article takes a literature review method. the results of the analysis can be shown in the following table: table 1: literature review results vemmy maidita nur aisyiah & erizar erizar, 2023 utilizing tiktok application in learning english for efl university students in indonesia 387 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 8 3 3 9 2 ) no. articles main results 1. article 1 (lindade, 2020) with tiktok, it is without a doubt that it holds massive potential, especially for students learning english and developing 21st century skills. students using the app are better positioned to develop creativity, speaking, or even editing skill when sharing learning videos. 2. article 2 (ardiyanti et al., 2021) tiktok has transcended its initial reputation as a platform for dance challenges and viral trends. educators and learners are increasingly recognizing its potential as a supplementary tool for language acquisition. the platform's user-friendly interface, diverse content, and vast user base make it an attractive medium for language learners seeking authentic and context-rich language experiences. 3. article 3 (karami & rif'ah, 2021) the use of tiktok is very easy to access and provides audiovisual features that can be used as an alternative language learning media in this era. language learning using audio-visual media will attract students' attention so that they do not get bored easily and can easily understand the material presented. apart from that, not only students benefit in the form of knowledge from the videos they watch, but content creators (video makers) also benefit in the form of money. 4. article 4 (marlisa et al., 2022) unlike traditional language learning materials, tiktok provides a platform for authentic language use in real-life situations. users share content that reflects their daily lives, conversations, and cultural practices. this exposure helps learners develop a more natural grasp of the language, including colloquial expressions and cultural references. 5. article 5 (novitasari & addinna, 2022) learning english by using tiktok can improve students’ english skills. learning english on tiktok is fun and stress-free. in addition, tiktok has many advantages such as easy to access, varied video content, interesting content and easy to understand, can learn from native speakers, free and many others. however, learning english by using tiktok also has challenges such as internet network problems and costs for internet quota. 6. article 6 (nur aziz & sabella, 2021) tiktok application can encourage the fluency of students speaking ability, that was proven by seeing students' scores before and after giving the treatment that using tiktok as the media of learning was different, the score before giving the treatment was low, but after giving the treatment using tiktok application the students' score was higher than before. 7. article 7 (nurhasanah & lestari, 2021) the tiktok application is one of the things that has the most influence on language development. it cannot be denied that everything has a positive or negative influence. therefore, parents and educators must pay more attention to the language information received by elementary school students so that their language development refers to more positive things. 8. article 8 (syafri & kulsum, 2021) using tiktok as a civics learning media really helps teachers to explain lesson material. this can attract students' interest in the learning process. (3) tiktok has become an alternative and attractive learning media. this is in line with kolb's experiential learning (abstract conceptualization, concrete experience, active experimentation, and reflective observation). broadly speaking, this application can attract students' interest, creativity and motivation when learning. 9. article 9 (syamsi, 2022) the use of tiktok media with the project based learning learning model for english subjects can increase the learning motivation of grade 8 mtss bontote'ne students with very good results 10. article 10 (pratama & hastuti, 2023) tiktok's emphasis on user-generated content encourages learners to create their own videos, fostering a sense of community and collaboration. peer interaction plays a crucial role in language learning, and tiktok provides a space for learners to engage with one another, share language tips, and receive feedback on their language proficiency. vemmy maidita nur aisyiah & erizar erizar, 2023 utilizing tiktok application in learning english for efl university students in indonesia 388 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 8 3 3 9 2 ) discussion learning media is a tool for transmitting messages from senders to recipients in order to pique recipients' interest in students' education and to elicit their opinions and feelings. there are many kinds of learning media that can be used by educators, especially teachers today. various learning media that are carried out online can take advantage of various platforms in the internet network, interaction, and facilitation to support learning services (lindade, 2020; ardiyanti et al., 2021; karami & rif'ah, 2021; marlisa et al., 2022; novitasari & addinna, 2022). using online learning resources has the benefit of allowing for independent learning. high levels of interaction also help to improve memory and offer a greater variety of learning opportunities through the use of text, audio, video, and animation as informational mediums (nur aziz & sabella, 2021; nurhasanah & lestari, 2021; syafri & kulsum, 2021; syamsi, 2022; pratama & hastuti, 2023). based on this, it can be concluded that learning media is the most important thing for the learning process for students. the tiktok application was launched and developed by a chinese company, bytedance, in 2016. according to hanim (2021), tiktok is one of the most popular apps worldwide, has the quickest rate of growth, and is ranked seventh in terms of downloads over the past ten years. there are hundreds of millions of users of this app, many of them are kids and teenagers. one way to learn english, specifically listening abilities, is to utilize the tiktok app. it is evident that audio-visual learning materials are required to support listening comprehension, and based on the features provided, the tik tok app can meet the characters' audio-visual needs (pratiwi et al., 2021; utami, 2021; yovita & purnamaningsih, 2022). the speaking feature of the tiktok app makes it simple and adaptable for users to add background noises. the tik tok app can process words that represent or convey goals, ideas, emotions, and feelings that are formed and arranged in accordance with the requirements of listeners using the characteristics that are now in place. it seems that the tiktok app can supplement students' reading with knowledge in addition to amusement, based on the reading objectives, which are separated into two categories: reading for leisure and reading for information collection. writing is one of the language abilities that gets emphasis in language instruction, especially in indonesian, because it is so vital. the teacher's job as a classroom learning designer determines the caliber of the writing process and the outcomes of the students' writing abilities. in using the tiktok application as a learning medium, of course, there are advantages and disadvantages, namely: 1. flexible and practical, which is easy to find and watch anywhere. 2. videos can be downloaded, and students can watch them repeatedly when they are not using a quota. the weakness is that the videos in the tiktok application have more entertainment content (karami & rif'ah, 2021; marlisa et al., 2022). this suggests that using the tiktok app, which students currently use on a daily basis, could be a new way for them to learn english. in addition, incorporating tiktok into the english language learning curriculum for efl university students in indonesia can enhance engagement, foster creativity, and provide an authentic and enjoyable language learning experience. it's important to strike a balance between fun and educational content while addressing any potential challenges or concerns. according to several research, a lot of respondents utilize the tiktok app for their studies since it offers a lot of advantages, such advice, tricks, and recommendations, and it can help them learn more about conducting business (tafonao, 2018; warini, 2020). because it makes learning simple and enjoyable, people who use the tiktok app have a significant impact. they can conduct business, watch entertaining videos, and readily learn about current events without having to go far. in addition, a lot of respondents reported that their pronunciation had improved; nevertheless, some reported no progress at all as they did not utilize tiktok. based on his research, it can be said that tiktok can be a useful tool for teaching english pronunciation to students since it offers a lot of advantages and works well for both teachers and learners. a further investigation was carried out to examine the possibilities of tiktok and its influence on english communication proficiency. they said that vemmy maidita nur aisyiah & erizar erizar, 2023 utilizing tiktok application in learning english for efl university students in indonesia 389 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 8 3 3 9 2 ) tiktok, a company that specializes in teaching english to young people, seized the chance to develop a cutting-edge digital learning platform for efl students using the tiktok app during or even after the covid-19 outbreak. (pratiwi et al., 2021; utami, 2021). a second study that made use of classroom action research sought to investigate how tiktok affected students' motivation to talk, demonstrating that they were content and enjoyed picking up new abilities from using the app. tiktok has been a very participatory and successful tool for improving student speaking abilities, as evidenced by the sharp rise in student test scores (zaitun et al., 2021; wiranda, 2023). yang (2020) in his study, the results showed that most of the participants agreed to integrate the social media application tiktok into the efl class as a video aid because tiktok can increase their interest and motivation in learning english in class, enrich teaching activities in class, and broaden their english knowledge. in addition, most of the participants are willing to use tiktok to learn english outside the classroom as an english learning strategy. other research' findings also support the idea that students have of utilizing tiktok to help them learn how to write descriptive writings. because they are engaged and paying attention, students can become more motivated while using tiktok in the learning process. the tiktok app is enhanced with a variety of tasks that might be created to encourage kids to write in an engaging manner based on their preferences. students in this study responded positively and at a high level to 15 questionnaire items. there are no questionnaire items at moderate, low, or very low levels. the conclusion from this research is that the use of tiktok provides positive benefits and influences for students in learning to write descriptive text (syafri & kulsum, 2021; syamsi, 2022). another study with english language education student participants showed that the development of learning media through educational video tiktok content on hortatory exposition texts in writing for professional context classes is something new and can be an alternative for lecturers who want to use this product (marlisa et al., 2022). by watching vocabulary material, students will see new vocabulary that they usually don't know, which will increase their vocabulary knowledge. english tenses material is material that students consider to have high difficulty because there are many types of tenses that they have to memorize. however, watching an interesting tenses video like the one below can make them watch the video over and over again. according to studies by ardiyanti et al. (2021), students can make the tiktok app an engaging and dynamic learning tool. this application has several aspects that make it useful as a learning tool, including the following: 1. the voice recording feature, which uses the device to capture audio and then uploads it to a user's tiktok account, 2. the device is used to record video, which is subsequently uploaded to a user's tiktok account. 3. users can add background noises by downloading them from the tiktok application's storage media using the back sound option. 4. the edit option lets you refine and edit videos that have already been drafted. 5. the function sharing feature is used to share videos that are made. 6. the duet feature works to collaborate between tiktok application users. conclusion the tiktok application is a new innovation as a learning medium for the world of education, especially english. tiktok is an application that students use every day and has a variety of features that are easy to use. students can learn a variety of english language skills at once by using the tiktok app, which offers engaging audio, text, and visual content along with user-friendly features that allow students to watch and interact. these skills include vocabulary, speaking, listening, tenses, reading, and writing. they can also express their creativity by using the tiktok app to create videos. students must, however, also be able to prioritize and manage their time so that they can view english-language learning or entertainment-related videos. it goes without saying that lecturers also have challenges in mastering various new learning innovations that utilize social media. it is necessary for vemmy maidita nur aisyiah & erizar erizar, 2023 utilizing tiktok application in learning english for efl university students in indonesia 390 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 8 3 3 9 2 ) educators to be proficient in technology and stay up to date on its advancements in order to generate concepts for developing cutting-edge instructional materials for learners. acknowledgement the researchers would like to express their gratitude to everyone who helped with this study. i would especially like to thank my friends and coworkers for their thoughtful conversations and emotional support. the research process was more pleasurable and intellectually interesting because of their friendship. references simanungkalit, j. r. m., & katemba, c. v. (2023). utilizing english tiktok as a media in learning english vocabulary: university students’ perspective. eduvelop: journal of english education and development, 6(2), 137-150. afidah, n., sari, n. k., & hanifah, h. (2021). investigating students’ perspectives on the use of tiktok as an instructional media in distance learning during pandemic era. dinamika: jurnal kajian pendidikan dan keislaman, 6(2), 47-68. ardiyanti, h., kustandi, c., cahyadi, a., elihami, e., & pattiasina, p. j. (2021). efektivitas model pembelajaran daring berbasis tiktok. jurnal komunikasi profesional, 5(3), 285293. bahri, a., damayanti, c. m., sirait, y. h., & alfarisy, f. (2022). aplikasi tiktok sebagai media pembelajaran bahasa inggris di indonesia. jurnal indonesia sosial sains, 3(01), 120130. duan, c. (2023). tik tok: a new way of english learning. journal of education, humanities and social sciences, 8, 127-133. fahdin, r. g. p. (2020). student's perception toward the use of tik tok in learning english vocabulary. khazanah: jurnal mahasiswa, 12(2). fatimah, s. d., hasanudin, c., & amin, a. k. (2021). pemanfaatan aplikasi tik tok sebagai media pembelajaran mendemonstrasikan teks drama. indonesian journal of education and humanity, 1(2), 120-128. ferstephanie, j. & pratiwi, t.l.. (2021). tiktok effect to develop students’ motivation in speaking ability. english journal for teaching and learning, 09(02), 163–178. http://jurnal.iainpadangsidimpuan.ac.id/index.php/eej fink, a. (2019). conducting research literature reviews: from the internet to paper. sage publications. hanim, s. (2021). social media usage for learning english language. randwick international of education and linguistics science journal, 2(3), 461-466. herlisya, d., & wiratno, p. (2022). having good speaking english through tik tok application. journal corner of education, linguistics, and literature, 1(3), 191-198. irianto, s., & al-amin, a. a. (2021). analisis pengaruh aplikasi tiktok terhadap peningkatan pembelajaran bahasa inggris pada siswa. innovative: journal of social science research, 1(1), 42-48. karami, v. e., & rif’ah, i. (2021). penggunaan aplikasi berbasis audio visual (youtube dan tiktok) sebagai media pembelajaran bahasa arab. in international conference of students on arabic language (vol. 5, pp. 378-388). khasanah, n. (2022). penggunaan media tiktok dalam meningkatan hasil belajar bahasa inggris di smpn 2 gempol. wawasan pendidikan, 2(2), 316-325. lindade, c. (2020). using tiktok to engage speaking skills. the appi e-journal, 18. mana, l. h. a. (2021). respon siswa terhadap aplikasi tiktok sebagai media pembelajaran bahasa indonesia. jira: jurnal inovasi dan riset akademik, 2(4), 418-429. marlisa, l., vahlia, i., & latif, s. (2022). edukasi penggunaan aplikasi “tik-tok” sebagai media digital di desa banjar rejo batanghari lampung timur. sinar sang surya: jurnal pusat pengabdian kepada masyarakat, 6(2), 414-424. vemmy maidita nur aisyiah & erizar erizar, 2023 utilizing tiktok application in learning english for efl university students in indonesia 391 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 8 3 3 9 2 ) marzuki, a. g. (2019). the implementation of sq3r method to develop students’ reading skill on islamic texts in efl class in indonesia. register journal, 12(1), 49-61. marzuki, a. g., & kuliahana, a. (2021). using language games to enhance efl students’ speaking skill in indonesia. al-ta lim journal, 28(3), 213-222. marzuki, a.g. (2017). developing speaking skill through oral report in an efl class in indonesia, al-ta’lim journal, 24(3), 243-254. novitasari, n., & addinna, a. (2022). students' perception on the use of tiktok for learning english. journal of english language teaching, 11(4), 566-579. nur aziz, i., & sabella, r. h. (2021). tiktok as media of learning english. jeet, journal of english education and technology, 2(02), 408-419. nurhasanah, p. s., & lestari, t. (2021). pengaruh aplikasi tiktok terhadap perkembangan bahasa siswa sekolah dasar. terampil: jurnal pendidikan dan pembelajaran dasar, 8(2), 115-121. perangin-angin, e. f. s. b., silaban, m. c. a., & purba, r. (2021). improving students’ listening skills using tiktok at smp. jurnal ilmiah profesi pendidikan, 6(4), 650–656. pratama, r. m. d., & hastuti, d. p. (2023). tik tok in improving students' speaking skills in the english for business course. wanastra: jurnal bahasa dan sastra, 15(1), 50-55. pratiwi, a. e., ufairah, n. n., & sopiah, r. s. (2021). utilizing tiktok application as media for learning english pronunciation. in international conference on education of suryakancana (iconnects proceedings). ramadhan, r. (2020). aplikasi tiktok sebagai media pembelajaran bahasa arab baru dizaman digital. multaqa nasional bahasa arab, 3(1). ramdani, n. s., nugraha, h., & hadiapurwa, a. (2021). potensi pemanfaatan media sosial tiktok sebagai media pembelajaran dalam pembelajaran daring. akademika: jurnal teknologi pendidikan, 10(02), 425-436. resmini, s., satriani, i., & rafi, m. (2021). pelatihan penggunaan aplikasi canva sebagai media pembuatan bahan ajar dalam pembelajaran bahasa inggris. abdimas siliwangi, 4(2), 335-343. safitri, m. (2021). students’ perception of the use of social media for learning english (a case study at the eleventh-grade students of sma al-hasra in academic. 93. slameto. (2015). belajar dan faktor-faktor yang mempengaruhinya. rineka cipta. syafri, e. p. e., & kulsum, u. (2021). tiktok; media pembelajaran alternatif dan atraktif pada pelajaran ppkn selama pandemi di smp negeri 2 mertoyudan. in seri prosiding seminar nasional dinamika informatika (vol. 5, no. 1). syamsi, n. (2022). upaya meningkatkan motivasi belajar bahasa inggris melalui media tiktok pada peserta didik kelas viii mts bontote’ne kab. gowa sulawesi selatan. jurnal pemikiran dan pengembangan pembelajaran, 4(2), 393-399. tafonao, t. (2018). peranan media pembelajaran dalam meningkatkan minat belajar mahasiswa. jurnal komunikasi pendidikan, 2(2), 103-114. utami, a. d. v. (2021). aplikasi tiktok menjadi media hiburan bagi masyarakat dan memunculkan dampak ditengah pandemi covid-19. medialog: jurnal ilmu komunikasi, 4(1), 40-47. waloyo, e., hartono, r., wahyuni, s., & yulianto, h. j. (2022). esensi pemanfaatan aplikasi pembelajaran untuk pengajaran bahasa inggris. in prosiding seminar nasional pascasarjana (prosnampas) (vol. 5, no. 1, pp. 300-304). warini, n. l., dewi, n. p. e. s., susanto, p. c., & dewi, p. c. (2020). daya tarik tiktok sebagai media pembelajaran bahasa inggris online. in seminar ilmiah nasional teknologi, sains, dan sosial humaniora (sintesa) (vol. 3). wiranda, w. g. p. (2023). the the students perceptions by using tik tok as a media learning english. jadila: journal of development and innovation in language and literature education, 3(1), 48-58. vemmy maidita nur aisyiah & erizar erizar, 2023 utilizing tiktok application in learning english for efl university students in indonesia 392 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 8 3 3 9 2 ) xiuwen, z., & razali, a. b. (2021). an overview of the utilization of tiktok to improve oral english communication competence among efl undergraduate students. universal journal of educational research, 9(7), 1439-1451. yang, h. (2020). secondary-school students’ perspectives of utilizing tik tok for english learning in and beyond the efl classroom. in 2020 3rd international conference on education technology and social science (etss 2020) (vol. 1, pp. 162-83). yovita, y., & purnamaningsih, i. r. (2022). penggunaan aplikasi tiktok sebagai inovasi pembelajaran bahasa inggris di masa pandemi covid-19. jurnal pajar (pendidikan dan pengajaran), 6(3), 861-868. zaitun, z., hadi, m. s., & indriani, e. d. (2021). tiktok as a media to enhancing the speaking skills of efl student's. jurnal studi guru dan pembelajaran, 4(1), 89-94. zubaidi, a., junanah, j., & shodiq, m. j. f. (2021). pengembangan media pembelajaran mahârah al-kalâm berbasis media sosial menggunakan aplikasi tiktok. arabi: journal of arabic studies, 6(1), 119-134 english franca academic journal of english language and education doi:10.29240/ef.v621.5242 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 7, no 2, 2023, page 259-268 article info: http://journal.iaincurup.ac.id/index.php/english received 24 april 2023; received in revised form 10 july 2023; accepted 24 august 2023, avalaible online 30 november 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open access article under the cc by-sa license copyright (c) 2023 author exploring the students’ voices on the use of wordshake and shusi spell games to teach english vocabulary asfi aniuranti1, arini hidayah2 ¹ universitas nahdlatul ulama purwokerto, indonesia 2 universitas surakarta, indonesia corresponding email: a.aniuranti@unupurwokerto.ac.id to cite this article author (2023) “exploring the students’ voices on the use of wordshake and shusi spell games to teach english vocabulary”: aniuranti, a., & hidayah, a. (2023). exploring the students’ voices on the use of wordshake and shusi spell games to teach english vocabulary. english franca : academic journal of english language and education, 7(2), 259-268. doi:http://dx.doi.org/10.29240/ef.v7i2.8153 introduction english has some essential elements called vocabulary, grammar, and pronunciation. the first component is often considered as important yet problematic element. vocabulary is a crucial element for mastering english skills (dakhi & fitria, 2019; hikmah et al., 2022; ledy et al., 2023; wijayanti, 2020; wulandari, 2021). vocabulary helps someone to express their ideas in communicating with others (al adzillina & hasanah, 2021; wulandari, 2021). laily & febrianingrum (2023) explain that increasing one's vocabulary is the primary way to become more proficient in a language. alqahtani (2015) mentions that vocabulary awareness is commonly seen as a crucial technique for second-language learners since an insufficient vocabulary in a second language learning prevents successful communication. wilkins in thornbury (2002) argues that without grammar very little can be delivered, without vocabulary, nothing can be said. thus, mastering english vocabulary effects positively to the process of communication. the significance of vocabulary is undeniable. unfortunately, vocabulary still becomes an issue for english learners. they still lack vocabulary although they have learned since they were in junior high school level or even primary school. rohmatillah (2014) even points out that vocabulary learning is still a quite big issue for university students. vocabulary has abstract. the vocabulary teaching process has been discussed widely, and the studies that are concerned with the strategies for teaching english vocabulary were explored by many researchers. however, research about students’ voices is commonly neglected. this descriptive quantitative research aims to fill this gap by investigating students' perceptions of wordshake and shusi spell games as tools for teaching english vocabulary. the two games were employed in lexical studies 1 class for seven meetings as ice-breaking activities. then, the students (16 students) had to complete a closed questionnaire. the data were examined by finding out the percentage of every item in the questionnaire. the results showed two significant findings. firstly, the students agreed that the games affected them positively. secondly, the games influenced the teaching and learning process positively. in short, wordshake and shusi spell got students’ positive responses. keywords: students’ perception, english vocabulary, wordshake and shusi spell cccccc http://journal.iaincurup.ac.id/index.php/english/index https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:a.aniuranti@unupurwokerto.ac.id http://dx.doi.org/10.29240/ef.v7i2.8153 asfi aniuranti & arini hidayah, 2023 exploring the students’ voices on the use of wordshake and shusi spell games to teach english vocabulary 260 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 5 8 2 6 8 ) been considered the students’ biggest single source of problems (meara in alqahtani, 2015). therefore, every english teacher has to employ effective strategies of teaching vocabulary. one of the recommended ways of teaching vocabulary is using games. ramadhaniarti (2016) argues that games must be the core of the foreign language teaching process, and they can be implemented in all teaching stages. games bring a lot of merits to the teaching and learning process. wulandari (2021) also argues that if the games are introduced well, they can be used as a way to motivate learners. in short, using games can bring a lot of benefits to the learners. nowadays, in the digital era, english teachers can access online games easily. for example, british council through their web provides games called wordshake and shusi spell. the first game, wordshake, is a game providing 16 jumbled letters, then the students have 3 minutes to arrange words containing at least 3 letters as many as possible. the second game is called shusi spell. this game provides some moving letters, and the students need to arrange the words consisting of at least three letters. in this study, the games were used as icebreakers in lexical studies 1 class, and the students were still in the second semester. their english vocabulary was still in the beginning level. ice-breaking activities are considered essential in every teaching and learning process. implementing ice-breakers at the beginning of the class is assumed as an essential learning stage (aniuranti, 2021; aniuranti et al., 2021; marneni et al., 2017; yeganehpour & takkaç, 2016). before moving into the primary teaching phase, ice breaking is an activity that can be used to reduce students' anxiety and boredom in the classroom, making the teaching and learning process more enjoyable and conducive (astuti et al., 2020). hutasoit & tambunan (2018) point out that icebreakers are a terrific way to begin a meeting and can also be used to defuse tension and provide the necessary pauses during demanding classes. after implementing the two games as an icebreaker in seven meetings, the writers tried to find out what the students thought. student perception is considered an important element in the efl context. according to hikmah et al., (2022), exploring students' opinions is very important in the efl context. perception is a process that plays a critical part in the learning process as a stimulus that has an impact and provides experiences both directly and indirectly (yusovi et al., 2023). according to harianto (2021), perception is crucial because it shapes mental information, and prior knowledge—such as schemas—influences perception and ensuing learning. kurniawan (2015) also states that perception is a very important psychological aspect because with perception we can know certain phenomena around us. there is some relevant research to this study. the first study was conducted by wulandari (2021). she explored the students’ voices toward the implementation of games in teaching english vocabulary, but she didn’t mention the names of the games. the results revealed positive responses from the students. the second research was conducted by alhebshi & halabi (2020). he focused on the teachers’ and learners’ voices toward vocabulary learning through the usage of digital based-games. the study showed positive opinions from both parties. the third study was conducted by ramadhaniarti (2016). this research focused on the high school students' perception of the usage of the games to teach english vocabulary. this study revealed that the students gave positive feedback toward the games. this investigation is distinct from earlier relevant examinations. firstly, the games employed were different. this study used digital games called wordshake and shusi spell. after searching on the internet, the researchers have not found any studies related to these games yet. secondly, the subjects of this research were also different from the three previous studies. in short, this study aims to explore the students’ perceptions toward the digital games called wordshake and shusi spell in vocabulary teaching classes. asfi aniuranti & arini hidayah, 2023 exploring the students’ voices on the use of wordshake and shusi spell games to teach english vocabulary 261 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 5 8 2 6 8 ) theoretical framework english vocabulary alqahtani (2015) argues that vocabulary is the total quantity of words needed to construct concepts and convey the speaker's meaning. according to notion (2001), developing one's vocabulary is a crucial aspect of learning a foreign language and meets as a key building block for both spoken and written works. additionally, he says that memorising vocabulary words is essential for developing all language skills whether learning english as a second language or as a foreign language. thus, vocabulary is a collection of words used to construct thoughts and convey the speaker's meaning. vocabulary is an important and valuable tool for communicating and learning. according to cameron in gushendra (2017), there are some elements of vocabulary. they are as follows: pronunciation one of the factors that greatly affect vocabulary is pronunciation. how a particular person pronounces the word of a language is known as pronunciation. to recognize the sound at the word's beginning and completion as well as its pattern of stress, students need to hear unfamiliar words in a foreign language. spelling students should be familiar with the letters and syllables that make up the word. spelling is the practise of correctly piecing together words from individual letters or the way a word is spelt. grammar learning words can aid youngsters in learning grammar because words and grammatical phrases are related. this demonstrates that when we emphasise vocabulary, we are not neglecting grammar. meaning nation and cameron in gushendra (2017), argue that the amount of mental effort put out by the learner in determining the meaning of a new foreign language word influences how effectively the word is ingrained in memory. the more carefully the students consider the word and its meaning, the more probably it is that they will retain it. students’ perception the study of students' perceptions or opinions is one of the studies commonly carried out in the field of research on english as a foreign language. perception itself can be interpreted as an opinion or someone's thoughts on something. according to slameto in kurniawan (2015), perception is the process by which the human brain processes information that is stated to occur when a person is continually engaging with both his surroundings and himself. meanwhile, mulyana (2007) describes perception as an internal process that takes place inside an individual and enables them to select, arrange, and analyse environmental inputs. this process has an impact on their attitudes. then, the cognitive dimension of perception was introduced by eggen and kauchak in adediwura & tayo (2007), who defined it as the process through which humans give meaning to their experiences. they indicated that processing continues with perception after people pay attention to specific stimuli in their sensory memories. perception is defined as something related to someone's opinion or view (unumeri, 2009). simply put, perception is closely relevant to someone's opinion that there is something. according to walgito in kurniawan (2015), there are three stages of perception that are processed in humans. they are as follows: asfi aniuranti & arini hidayah, 2023 exploring the students’ voices on the use of wordshake and shusi spell games to teach english vocabulary 262 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 5 8 2 6 8 ) stimulus perception arises because of the response to a stimulus. the first stage of a perception is the sensation or feeling that is perceived by the senses. the whole sensation that enters into one's five senses. the sensation will affect the stimulus. registration the stimulus received will be transferred by the nerves to the human brain. in this process, humans will recognize the stimulus. interpretation stimulus that enters the human brain will be interpreted, constructed and given meaning through a complicated process. games for teaching english games are one of the recommended ways to teach english vocabulary. hadfield in deesri (2002) argues that a game is an activity that has objectives, rules, and a sense of enjoyment. there are many advantages to using games to help attain educational goals. constantinescu (2012) claims that the students can implement games to enhance their comprehension of spoken and written english. playing games allows students to acquire vocabulary and grammar in a context while using proper spelling and pronunciation. ramadhaniarti (2016) argues that even if the majority of teachers are unaware of the importance of games as a teaching tool, they have a significant role in language learning environments. students always find learning to be pleasurable when they play games, which makes them more engaging than traditional classroom settings. the classroom games help the children learn the language while having a good time. constantinescu (2012) mentions several merits of using games in teaching process. they are games can enhance the students’ motivation and willingness for self-improvement, games encourage the students to pay more attention in completing the exercises since games contain of challenge and competition, games can promote learners’ skill to monitor, games have clear rules and purposes, games offer creative and dynamic ways to teach and practice, they also foster critical thinking, problem solving, and imagination, games can be tailored to meet the needs of students with varying levels of knowledge, games are simple to understand and use, can be incorporated into the teaching process quickly, a lot of available online games are free, games can give teachers and students immediate feedback, and games are more visible—sometimes both visual and auditory wordshake and shusi spell wordshake and shusi spell are two digital games provided by british council. these games ask the students to arrange english words consist of at least three letters within three minutes. these games also provide music when the students play it. here are the pictures of the games: figure 1. wordshake asfi aniuranti & arini hidayah, 2023 exploring the students’ voices on the use of wordshake and shusi spell games to teach english vocabulary 263 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 5 8 2 6 8 ) figure 2. shusi spell material and method the study was descriptive quantitative research since the objective of this research was exploring students’ perception on the use of games called wordshake and shusi spell. according to mohajan (2020), quantitative research uses exact, static numerical data that is evaluated mathematically, especially using statistics that answer questions about who, what, when, where, how much, how many, and how. according to creswell (2011), a quantitative study is a distinct inquiry wherein the investigator chooses the subject of interest, develops targeted research questions, collects quantifiable data from participants, employs statistics to assess the data, and conducts the study in an impartial and neutral way. there are two types of quantitative research namely experimental and nonexperimental. this research belongs to non-experimental with descriptive method. the descriptive technique, according to mohajan (2020), investigates a phenomenon that is happening at a certain location and time, and it is concerned with the circumstances, customs, setups, distinctions or linkages, held beliefs, and processes that are readily apparent. sugiyono (2019) mentions that descriptive is type of quantitative study focusing on one or more independent variable, and in this form, the researcher will not compare or find out the correlation among variables. the participants were 16 students of the second semester of english language education study program. the data were collected through closed questionnaire adapted from wulandari (2021). there were nine items divided into two categories namely the effects of the games to the students and the effects of the games to the teaching and learning process. according to sugiyono (2019), questionnaire is data collection technique conducted by giving some written questions to the respondents. suwartono (2014) also explains that questionnaire is employed to (1) describe and (2) measure. as a description, the information from a questionnaire can be used to describe about identity, for example gender, age, education, occupation, income, and others. meanwhile, the information for measuring can be employed to measure variables. winarni (2018) explains that a questionnaire is a tool used to collect data given to respondents in the form of a list of questions. the percentage of each item was then determined in order to analyse the data. arikunto (2014) mention the following formula to calculate the percentage: 𝑷 = 𝑭 𝑵 𝒙 𝟏𝟎𝟎% p = percentage f = number of the students choosing the item n = total number of the students asfi aniuranti & arini hidayah, 2023 exploring the students’ voices on the use of wordshake and shusi spell games to teach english vocabulary 264 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 5 8 2 6 8 ) results and discussion results the closed-questioner delivered to the students showed two essential findings called the effect of the games for the students, and students’ perception on the effects of the games for the teaching and learning process. here are the detailed explanations: table 1. the effects of the games for the students no item sa a n d sd 1 learning english vocabulary through wordshake and sushi spell is fun. 50% 43.8% 6.2% 2 i like learning english vocabulary through wordshake and sushi spell. 31.3% 56.3% 12.4% 3 learning english vocabulary through wordshake and sushi spell motivates me. 6.2% 81.3% 12.5% 4 the usage of wordshake and sushi spell is useful to add my vocabulary. 25% 56.3% 18.7% 5 the usage of wordshake and sushi spell is effective to learn vocabulary. 12.5% 75% 12.5% 6 the usage of wordshake and sushi spell reduces the learning anxiety. 12.5 56.3% 31.3% the result of the first item showed that most of the students had positive respond to the usage of the games. 50% of the students strongly agreed with the statement, and 43.8% agreed. it means the games employed were fun for the students. the next items also revealed positive responses from the students. most of the students (56.3%) agreed that they liked learning english vocabulary through the games, and 81.3% of the students agreed that the games motivated them in learning english. in addition, the students agreed (56.3%) that the games were useful, and most of the students (75%) agreed that the games were effective. the sixth items showed that most of the students (56.3%) agreed that the games could reduce the learning anxiety. table 2. students’ perception on the effects of the games for the teaching and learning process no item sa a n d sd 7 learning english vocabulary through wordshake and sushi spell creates enjoyable learning. 37.5% 50% 6.25% 6.25% 8 learning english vocabulary through wordshake and sushi spell creates positive learning atmosphere. 18.8% 75% 9 learning english vocabulary through wordshake and sushi spell creates interesting learning atmosphere. 18.8% 75% based on the table above, most of the students had positive responses toward the use of the games in teaching and learning process. in the seventh item, 37.5% of the students strongly agree that the games created enjoyable learning process, and 50% agreed with that statement. in the eight items, most of the students (75%) agreed that the games asfi aniuranti & arini hidayah, 2023 exploring the students’ voices on the use of wordshake and shusi spell games to teach english vocabulary 265 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 5 8 2 6 8 ) created positive learning atmosphere, and in the last item, most of the students (75%) agreed that the games created interesting learning atmosphere. discussion the outcomes of the questionnaire showed that the students’ perception tended to be positive toward the implementation of the games. most of the students agreed that learning english vocabulary through the games was fun, and most of them also liked it. during the implementation of the games, the students were so enthusiastic. they tried hard to complete the games by proposing english words that can be arranged. according to taghizadeh et al., (2017), games add a fun factor to the classroom and are a crucial part of the teaching and learning process. games are also excellent for revision exercises that help students remember information in a fun, enjoyable way (ramadhaniarti, 2016). the next results showed that most of the students agreed that the games could reduce the learning anxiety and motivate them to learn more about english vocabulary. according to ersöz (2000), learning games are extremely motivating in the teaching of foreign languages because they are entertaining and fascinating, can be used to practise all language skills, and can be used to practise many forms of communication. one of these benefits is that playing games encourages students to learn the language (ramadhaniarti, 2016). a game can be one of the most effective motivational tools if it is introduced in the right way (wulandari, 2021). the use of games in the classroom reduces tension and dread (jassim & dzakiria, 2019). most of the students also agreed that learning vocabulary through the games were effective and enhanced their english vocabulary. according to deesri (2002), students study while they have fun. they pick up new vocabulary and learn how to pronounce and spell it. students begin to grasp that if they want other people to understand them, they must say or pronounce the words correctly. gozcu & caganaga (2016) add that games help students learn vocabulary and grammatical structures in context by employing correct spelling and pronunciation. digital games are an effective way to learn new words since they provide vocabulary lessons context and provide pleasure for the class (jassim & dzakiria, 2019). the next finding was most of the students thought that learning english vocabulary through games influenced positively to the teaching and learning process. they responded that the teaching process became positive, enjoyable, and interesting. the display of the games which are colourful and have music may attract the students’ attention and create more enjoyable and interesting atmosphere. in every meeting, the lecturer gave the chance to three students to be the operators and the others students propose the words that can be arrange. according to wulandari (2021), games may be used to make lessons more engaging, fun, and effective—but teachers must think about which games are ideal for their pupils. furthermore, games provide students a motivation to keep up their studies, encourage them to interact and communicate effectively, give them a context in which to utilise the language meaningfully, ease their anxiety, and allow them to study in an enjoyable and relaxed setting (gozcu & caganaga, 2016). conclusion after implementing the games called wordshake and shusi spell as ice breaking activities, the students of lexical studies 1 class gave positive feedback to the usage of those games. this study revealed two essential findings namely the students agreed that the games affected them positively, and the students agreed the games influenced the teaching and learning process positively. the students’ perception tended to be positive since most of the students chose agreed and strongly agreed. thus, digital games such as wordshake and shusi spell received positive responses from the students can be employed as vocabulary teaching tools in efl classes. asfi aniuranti & arini hidayah, 2023 exploring the students’ voices on the use of wordshake and shusi spell games to teach english vocabulary 266 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 5 8 2 6 8 ) acknowledgements we would like to appreciate the participants of this research and our universities, universitas nahdlatul ulama purwokerto and universitas surakarta. we also would like to thank our family members who always support us. references adediwura, a. a., & tayo, b. (2007). perception of teachers’ knowledge, attitude and teaching skills as predictor of academic performance in nigerian secondary schools. educational research and review, 2(7), 165–171. http://www.academicjournals.org/err. al adzillina, n., & hasanah, h. u. (2021). the impact of multisensory method on students’ memorizing vocabulary at halimah kindergarten prenduan sumenep. panyonara: journal of english education, 3(2), 155–166. https://doi.org/10.19105/panyonara.v3i2.4317. alhebshi, a. a., & halabi, m. s. (2020). teachers’ and learners’ perceptions towards digital game-based learning in esl classroom. journal for the study of english linguistics, 8(1), 166–180. https://doi.org/10.5296/jsel.v8i1.17353. alqahtani, m. (2015). the importance of vocabulary in language learning and how to be taught. international journal of teaching and education, 3(3), 21–34. https://doi.org/10.20472/te.2015.3.3.002. aniuranti, a. (2021). the use of ice breakers in online english grammar classes. surakarta english and literature journal, 4(2), 85–97. aniuranti, a., tsani, m. h. n., & wulandari, y. (2021). pelatihan penyusunan ice breaking untuk penguatan kompetensi calon guru. absyara: jurnal pengabdian pada masyarakat, 2(1), 85–93. https://doi.org/10.29408/ab.v2i1.3578. arikunto, s. (2014). prosedur penelitian: suatu pendekatan praktik. rineka cipta. http://r2kn.litbang.kemkes.go.id:8080/handle/123456789/62880. astuti, a. r., solihat, a., & satriani, i. (2020). the influence of ice breaker to students’ motivation in teaching english. project (professional journal of english education), 3(2), 210. https://doi.org/10.22460/project.v3i2.p210-216. constantinescu, r.-s. (2012). learning by playing: using computer games in teaching english grammar to high school students. 8th international conference elearning and software for education. creswell, j. w. (2011). research design: qualitative, quantitative, and mixed methods approaches. sage publications. dakhi, s., & fitria, t. n. (2019). the principles and the teaching of english vocabulary: a review. jet (journal of english teaching), 5(1), 15–25. https://doi.org/10.33541/jet.v5i1.956. deesri, a. (2002). games in the esl and efl class. the internet tesl journal, 8(9). ersöz, a. (2000). six games for the efl/esl classroom. the internet tesl journal, 6(6). gozcu, e., & caganaga, c. k. (2016). the importance of using games in efl classrooms. cypriot journal of educational sciences, 11(3), 126–135. https://doi.org/10.18844/cjes.v11i3.625. gushendra, r. (2017). an experimental study: improving students’ vocabulary mastery by using english songs. indonesian journal of integrated english language teaching, 3(1), 53–64. https://doi.org/10.24014/ijielt.v3i1.3968. harianto. (2021). students ’ perception on importance of english at man insan cendikia jambi. state islamic university of sulthan thaha saifuddin jambi. hikmah, w., aniuranti, a., & yasinta, w. (2022). efl students’ voices on learning vocabulary through the use of doodles instagram account. economics, social, and humanities journal (esochum), 2(1), 29–38. asfi aniuranti & arini hidayah, 2023 exploring the students’ voices on the use of wordshake and shusi spell games to teach english vocabulary 267 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 5 8 2 6 8 ) https://jurnal.unupurwokerto.ac.id/index.php/esochum/article/view/92/70. hutasoit, r., & tambunan, b. (2018). the effect of ice breaking technique in teaching speaking at the tenth grade students of smk dharma bhakti siborongborong in academic year 2018/2019. international journal of english literature and social sciences, 3(5), 700–705. https://doi.org/10.22161/ijels.3.5.2. jassim, l. l., & dzakiria, h. (2019). a literature review on the impact of games on learning english vocabulary to children. international journal of language and literary studies, 1(1), 47–53. https://doi.org/10.36892/ijlls.v1i1.22. kurniawan, r. (2015). students’ perceptions of teachers’ classroom questioning (a descriptive study on state senior high school students in banyumas). universitas muhamadiyah purwokerto. laily, u., & febrianingrum. (2023). the effect of drilling routine tasks on students’ vocabulary mastery of beginner english class (bec) at islamic boarding school pamekasan. panyonara: journal of english education, 5(1), 30–40. https://doi.org/10.19105/panyonara.v5i1.6974. ledy, n. m., sujarwati, i., & syafryadin. (2023). elementary school students’ perceptions of learning vocabularies using short stories. english franca: academic journal of english language and education, 7(1), 163–174. https://doi.org/10.29240/ef.v7i1.5890. marneni, s., kumar, b. s., & bhukya, n. (2017). the role of ice breakers in english language classroom. international journal of english language, literature in humanities, 5(11), 457–463. mohajan, h. (2020). quantitative research: a successful investigation in natural and social sciences. in journal of economic development, environment and people (vol. 9, issue 4). https://mpra.ub.uni-muenchen.de/105149/. mulyana, d. (2007). ilmu komunikasi: suatu pengantar. rosda. notion, i. s. . (2001). learning vocabulary in another language. cambridge university press. https://doi.org/10.1016/s0889-4906(02)00014-5. ramadhaniarti, t. (2016). teaching english vocabulary through game: views from the students. fourth international seminar on english language and teaching, 04(02), 382–387. ejournal.unp.ac.id. rohmatillah. (2014). a study on students’ difficulties in learning vocabulary. english education: jurnal tadris bahasa inggris, 6(1), 69–86. sugiyono. (2019). metode penelitian: kuantitatif, kualitatif, dan r&d. penerbit alfabeta. suwartono. (2014). dasar-dasar metodologi penelitian. penerbit andi. taghizadeh, m., vaezi, s., & ravan, m. (2017). digital games, songs and flashcards and their effects on vocabulary knowledge of iranian preschoolers. international journal of english language & translation studies, 5(4), 156–171. www.eltsjournal.org. thornbury, s. (2002). how to teach vocabulary.pdf. pearson education limited. unumeri, g. o. (2009). perception and conflict. national open university of nigeria. wijayanti, e. (2020). the effect of reading newspaper and short stories on students’ vocabulary size at cenderawasih university setting. english franca: academic journal of english language and education, 4(1), 17–34. winarni, e. w. (2018). teori dan praktik penelitian kuantitatif kualitatif: penelitian tindakan kelas (ptk) research and development r&d. bumi aksara. wulandari, f. (2021). the students’ perception of game in vocabulary learning. elsa journal: english language studies and applied linguistics journal, 1(2), 1–9. http://jurnal.polteq.ac.id/index.php/elsa/article/view/76. yeganehpour, p., & takkaç, m. (2016). using ice-breakers in improving every factor which considered in testing leraners speaking ability. international journal on new trends in education and their implication, 7(1), 58–68. www.ijonte.org 58. asfi aniuranti & arini hidayah, 2023 exploring the students’ voices on the use of wordshake and shusi spell games to teach english vocabulary 268 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 5 8 2 6 8 ) yusovi, v. n., muhtarom, & purwanti, e. (2023). study about student’s perception toward the use of smart tv in learning speaking on the material giving and asking of instructions. panyonara: journal of english education, 5(1), 64–72. https://doi.org/10.19105/panyonara.v5i1.7284. english franca academic journal of english language and education doi: 10.29240/ef.v7i1.7033 http://journal.iaincurup.ac.id/index.php/english/index eissn: 2580-3689; pissn: 2580-3670 article info: http://journal.iaincurup.ac.id/index.php/english received 05 january 2023; received in revised form 10 march 2023; accepted 24 april 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license exploring vocational high school efl teacher’s understanding of studentcentered learning assessment raniah mardiant1, eri kurniawan2 1universitas pendidikan indonesia, indonesia 2universitas pendidikan indonesia, indonesia corresponding email: radiant@upi.edu introduction student-centered learning assessment (scla) constitutes a significant component of current indonesian senior high school educational initiatives, primarily since the kurikulum merdeka was implemented as a response to overcome the learning loss faced by students during the covid-19 pandemic. however, little research has been conducted on english teachers’ understanding of scla in indonesia, especially in vocational high schools that aim to produce students with real-life skills after graduating. the curriculum changes lead to a different learning process, including the assessment, which is also considered the core component of teaching and learning. the result of students’ assessment during their learning process will subsequently present a meaningful influence on the learning quality and teaching instruction (pastore & andrade, 2019). furthermore, the kurikulum merdeka is related to objective-based education, which emphasizes the studentcentered approach through problem-based learning. however, the change in the national curriculum also significantly affects the assessment in the learning process (wahyuni & sugihartini, 2021). the current issue regarding assessment refers to the dilemma faced by teachers regarding the assessment policy in problem-based learning. the teachers lack confidence in conducting assessments due to their limited knowledge and skills abstract. since the kurikulum merdeka was implemented to respond to the learning loss students experienced during the covid-19 pandemic, student-centered learning assessment (scla) has become a significant part of current indonesian senior high school educational initiatives. however, previous research found that teachers need more understanding of the concept of scla. thus, this study explores vocational high school efl teacher's understanding of scla in implementing problem-based learning in the kurikulum merdeka aligned with the theory from jonassen (2000). this qualitative case study employed an interview as the main instrument to discover an understanding from one teacher. based on the data analysis through thematic analysis, the findings revealed that the teacher had a fair understanding of the student-centered learning assessment's concepts, advantages, and obstacles. nevertheless, the teacher still needed to learn more about scla. although not all of the research findings were relevant to the previous study and the theory, the teacher reasonably implemented the student-centered learning assessment while improving the future teachinglearning process, particularly the assessment system. moreover, there is an expectation for the school, principals, and other stakeholders to pay attention to providing teachers with training regarding student-centered learning assessment. in addition, teachers are expected to be willing to stay up-to-date with the change of curriculum, including the shift in the assessment form, teachers' role, and learning to understand the current curriculum and the learning methods. keywords: student-centered learning assessment; efl teacher’s understanding; kurikulum merdeka http://u.lipi.go.id/1613357132 http://u.lipi.go.id/1614254143 http://journal.iaincurup.ac.id/index.php/english mailto:radiant@upi.edu raniah mardiant, et. al., 2023 exploring vocational high school efl teacher’s understanding of student-centered learning assessment 204 | vol. 7, no. 1, 2023 (203-216) about the current curriculum and the learning method (luthfiyyah, r., basyari, wariin, & dwiniasih, 2020). in addition, teachers in indonesia possess a moderate level of assessment literacy (pujiawati, 2019; fitriyah, masitoh, & widiati, 2022). moreover, since each school has a specific policy for assessment, it might force the teacher to adapt to the system even though it is unfitting to the student’s competency and situation. in addition, the curriculum change in indonesia affects the teachers' performance during the teachinglearning process. a study (yuhastina et al., 2020) found that teachers did not recognize that they were utilizing a pedagogical paradigm (education for children) with high school students who had reached maturity. when they shifted to the kurikulum merdeka, they were unaware that they should employ the andragogy paradigm (education for adults). this finding is in line with the research (wahyuni et al., 2020) that discovered the existence of a gap between vocational high school teachers' competencies and the ideal ones. additionally, although the kurikulum merdeka relies upon student-centred learning and relates to problem-based learning (purba, 2022), it cannot be neglected that teachers possess little understanding about how to assess students in problem-based learning class with the current curriculum.(qolbiyah et al., 2022). furthermore, much research in the indonesian context mentions the positive influence of problem-based learning (putri, 2022; hidayati & wagiran, 2020; novalinda, 2020). however, more research is needed to discover the quality of problem-based learning implementation, particularly on how teachers comprehend the studentcentred learning assessment form. some previous relevant research regarding teachers' understanding of studentcentred learning assessment indicated some evidence to support this present study. research findings assert that the lack of a standard definition for student-centred learning assessment in literature resulted in a complication in understanding teachers' definitions of student-centred learning assessment (islam et al., 2021). another research also reveals that each teacher has different ways of defining the term student-centred learning assessment (komatsu et al., 2021). based on some research results conducted and elaborated by the other researcher, the student-centred learning assessment becomes one of the supporting aspects of successful problem-based learning implementation. however, not all teachers understand student-centred learning assessment. therefore, based on the elaborated issues, this study explores vocational high school teachers' understanding of student-centred learning assessment in the kurikulum merdeka following the theoretical foundation of jonassen (2000) and previous related research. based on the pre-observation result of the teacher, it is shown that the teacher was unsure of the student-centered learning assessment term. therefore, through the qualitative case study, this present research focuses on answering the question: how is a vocational high school teacher’s understanding of student-centered learning assessment aligned with the theory in the kurikulum merdeka. based on the background of the study and the formulation of the problem, the objectives of this study are divided into two parts, namely general objectives and specific objectives, which are described as follows: general objectives: to explore vocational high school efl teacher's understanding of student-centered learning assessment in implementing problem-based learning in the kurikulum merdeka. specific objectives: to investigate the suitability of vocational high school teachers' understanding of student-centered learning with the theory of problem-based learning in the kurikulum merdeka. in addition, the following are the explanations of key terms that will be used in this research to avoid misunderstanding: vocational high school: education that enables students to gain the knowledge, skills, and competencies that are particular to a specialty occupation. studentcentered learning assessment: the assessment requires the active participation of students in establishing goals for their learning and development, reviewing their progress toward those goals, and determining how to fill in any gaps. problem-based learning: a teaching method in which challenging real-world situations facilitate students' learning of concepts and principles raniah mardiant, et. al., 2023 exploring vocational high school efl teacher’s understanding of student-centered learning assessment 205 | vol. 7, no. 1, 2023 (203-216) rather than the direct presentation of facts and concepts. kurikulum merdeka: curriculum with diverse intracurricular learning. it focuses on student-centered learning by giving the freedom for students to choose their own learning. theoretical framework student‐ centered learning assessment (scla) in the problem-based learning scla requires students to create learning objectives and identify resources and activities to accomplish them (jonassen, 2000). this technique begins with a central question that creates a need for certain information and activities, and students learn by responding to that question (jonassen, 2000). learner-centered teaching balances grading and learning through evaluation and involves pupils more in learning and assessment (weimer, 2002a, b). like any excellent assessment, scla sets demanding developmental learning goals. it gives students, instructors, districts, and states feedback on deepening learning. it is valid, reliable, and practical in the current setting (mcmillan, 2019). scla has many defining traits such as individualized, focused on learning and progress, motivating, able to engage students in regulating their learning, and informative and valuable to various audiences (abdigapbarova & zhiyenbayeva, 2022). scla involves differentiating learning aims, assignments, and activities, offering targeted feedback on students' learning (alone or in groups), and changing teaching and learning processes as needed. scla emphasizes 3 growth and learning. it measures and reports student learning, but it does more than that. student-centred assessment fosters learning and growth by giving students, teachers, and others feedback on what they need to advance toward the learning aim. student-centred assessment mirrors modern notions of formative assessment in that it is a learning moment, not merely grading, ranking, or sorting (dong et al., 2019). scla involves students setting learning and growth goals, monitoring progress, and addressing gaps. selfregulated learning is an essential skill for 21st-century education and professional success. self-assessment, peer evaluation, and portfolios can help students acquire content and develop self-regulation skills (dong et al., 2019). understanding of student‐ centered learning assessment (scla) only some studies have examined english instructors' scla knowledge and practice. din and wheatley (2007) reviewed 28 scla research; none were tesol-related. this review's key finding is that scla has been independently defined. pederson and liu (2003) revealed that teachers have different definitions of scla. in oman, only emenyeonu (2012) studied student-centered learning assessment. this study examined the obstacles to scla implementation in applied science colleges. the study found that teachers' and students' negative perceptions of scla limit its use. emenyeonu (2012) said that before implementing scla in oman, teachers' beliefs and behaviours must be investigated. the present study responds to this need to increase scla understanding in problem-based learning. in student-centred learning, students may choose not only what to study but also how and why that topic can be interesting (rahman et al., 2021). in addition, students' worldviews are significant, relevant, and suitable. scla's tenets as active rather than passive learning, student responsibility and accountability, learner autonomy, and mutual respect and interdependence between teacher and learner (vadivel, et al. (2021) students’ involvement in assessment practices several schools and universities use summative written exams. marks and grades generated through such assessments are used to regulate students (harrison et al., 2014). formative assessments that emphasize feedback promote a student-centred approach. students receive formative assessments during the course or semester to help them develop. formative evaluation includes feedback on essays, portfolios, presentations, and tasks (dixson & worrell, 2016). students should be active in selecting and constructing assessment assignments, raniah mardiant, et. al., 2023 exploring vocational high school efl teacher’s understanding of student-centered learning assessment 206 | vol. 7, no. 1, 2023 (203-216) discussing criteria, and selfor peer-assessing (abdigapbarova & zhiyenbayeva, 2022). selfassessment allows learners to evaluate their performance during and after learning (andrade & brown, 2016). self-assessment helps students take responsibility for their learning. student-centered in the kurikulum merdeka based on the permendikbud no. 3 tahun 2020 tentang standar nasional pendidikan tinggi, part four about the standard of learning process in from the article 11 paragraph 1, the characteristics of the learning process in kurikulum merdeka as referred to in article 10 paragraph (2) consists of interactive, holistic, integrative, scientific, contextual, thematic, effective, collaborative, and student-centered. the kurikulum merdeka is a policy of the minister of education and culture. its goal is to get students to learn different knowledge that will help them get jobs (qolbiyah, et al., 2022) then the kurikulum merdeka policy is implemented, it shifts the focus from a rigid, contentbased curriculum to a flexible, learning-outcomes-based curriculum. this helps prepare students to be independent adults. the kurikulum merdeka policy, collaboration and cooperation with partners or other parties are related to the scientific field of the study program and participation in supporting the desired learning outcomes. so, learning innovation must also teach students how to solve problems, think critically, work together, communicate, and care about others. this can be done through methods like problem-based learning and projectbased team learning (agung & kumala, 2022). learning in the kurikulum merdeka provides challenges and opportunities for the development of creativity, capacity, personality, and needs of students, as well as developing independence in seeking and finding knowledge through reality and dynamics fields such as ability requirements, real problems, social interaction, collaboration, self-management, performance demands, targets, and achievements (agung & kumala, 2022). material and method the main purpose of this research is to vocational high school efl teacher's understanding of student-centered learning assessment in the kurikulum merdeka. based on the research objectives, this research uses a case study approach with a qualitative method to answer the problem formulation in this study. the case raised aligns with this research because this case does not aim to generalize a population but rather to gain a more specific and indepth understanding of a case (hancock & algozzine, 2006). the present research used the data obtained from the interview as the primary data, followed by the triangulation. therefore, the data obtained from the interview will be associated with and analyzed based on the theory and findings of previous research. because this research uses the case study method, the researcher only acts as an observer or observer, and the researcher will not carry out or provide any intervention to the participants (creswell & creswell, 2017). this role is done to make it easier for researchers to create interpretations of vocational high school efl teacher's understanding of student-centered learning assessment in the kurikulum merdeka. this present study collected the data through a semi-structured interview, considered a more naturalistic data collection technique, so this data collection tool might help expand the scope of understanding of the phenomenon being investigated (alshenqeeti, 2014). in this case, researchers used a sole primary instrument that was reliable and had been tested for validity by orabah (2022) and patria (2015), in which the questions were considered sufficient to be used for answering the research problems. the semi-structured interview was used to obtain data about vocational high school efl teacher's understanding of student-centered learning assessment in the kurikulum merdeka. the interview session was conducted once on december 5, 2022, around 55 minutes. the medium for conducting the interview was faceto-face since the participants and researcher were in the same areas. the interview questions generally cover the following points: teachers’ understanding of student-centered learning assessment in general. the example of student-centered learning assessment used in problem-based learning by the teacher. teachers’ experience of using student-centred learning assessment in problem-based learning. the mentioned points above developed into raniah mardiant, et. al., 2023 exploring vocational high school efl teacher’s understanding of student-centered learning assessment 207 | vol. 7, no. 1, 2023 (203-216) three themes, three indicators and 12 specific questions. the researcher recorded the interview and wrote down some main points so that the data obtained is easier to analyze in the further steps. interviews will be used as the validation tools regarding teacher’s understanding, perceptions, opinions, knowledge, and behavior toward the student-centered learning assessment. in analyzing the interview data, the researcher used one of the inductive qualitative analyses, thematic analysis. the thematic analysis required the researcher to make sense of students' perceptions or opinions and highlight it before the researcher found their connection to the other research instrument. the interview data analysis begins with transcribing to make the analysis easier. in addition, the researcher will also code or categorize several themes that will frequently occur in the interview. then, the researcher reviewed those themes, followed by defining and giving their name for them to prevent confusion. results and discussion results this research aims to reveal vocational high school teacher’s understanding of students-centered learning assessment in implementing problem-based learning in the kurikulum merdeka. this present study revealed some findings through interviews. below is a description of the results obtained. implementing the kurikulum merdeka as indonesia's current curriculum leads teachers to construct a learning environment, including the assessment which focuses on students. specifically, the kurikulum merdeka emphasizes student-centered learning through the projector problem-based learning methods. therefore, teachers should evaluate students' competency through student-centered learning assessment. this present research revealed that the teacher already implemented the studentcentered learning assessment even though she did not initially realize and understand the student-centered learning assessment term. this finding was shown when the teacher claimed that the assignments she proposed for students were unrelated to the studentcentered learning assessment since she only focused on writing and speaking tasks. she asked for clarification regarding the student-centered learning assessment term. “i am not going there yet (student-centered learning assessment) because the assessment is still from written assignments or assessments from their speaking. what does a student-centered learning assessment form?” (source: interview). the teacher might not recognize student-centered learning assessment implementation in her class since it was her first-time teaching in the kurikulum merdeka. besides, while doing the teaching practicum in 2021, indonesia still used the former curriculum, kurikulum 13. thus, there was a curriculum change currently, and as a result, she still needed to learn and understand the difference between both curricula. furthermore, despite the unawareness of the teacher in implementing studentcentered learning assessment, she already assessed students following the theory of studentcentered learning assessment. the teacher explained that the student-centered learning assessment she assigned to her students in the class was in the form of writing (exposition text) and speaking (expressing opinion). “as an assessment, they wrote the exposition text. i gave them indicators for making the text, what should be included, and how many sentences they had to make in the exposition text. i am curious to know whether it is already a studentcentered learning assessment. for this semester, my goal is that they can write well, so the orientation of the assignments i give is writing. moreover, there is no practical exam on speaking yet, only for daily scores.” (source: interview) this finding indicates that the teacher implemented various student-centered learning assessments by assessing more than one language skill in english in her class: students’ writing and speaking skills. besides, the teacher had the knowledge related to the assessment rubric she applied in her class. in assessing students' writing, the teacher used the assessment writing rubric, a holistic assessment based on the book she learned while she was in undergraduate study and raniah mardiant, et. al., 2023 exploring vocational high school efl teacher’s understanding of student-centered learning assessment 208 | vol. 7, no. 1, 2023 (203-216) teaching practicum. in addition, she claimed that she set a lower standard in assessing students' writing since, in the kurikulum merdeka, there is no passing grade needed by students to fulfill. instead, the teacher and teacher community are the stakeholders in setting the passing grade. she added that she could not be an idealist in implementing studentcentered learning. thus, she should consult with the senior teacher regarding the passing grade. she recognized that setting a higher passing grade would make it difficult for students to complete. “however, i lowered the assessment standard because the kurikulum merdeka does not have a kkm. so, there is an agreement between the teacher community; for example, the passing grade for the eleventh grade is 78. in student-centered situations, i cannot be idealistic because a score of 80 is different from the student's ability, so i have to consult with senior teachers first.” (source: interview). this finding signifies that the teacher properly assessed student-centred learning assessment through their writing since the teacher had a rubric as the guidance to evaluate students’ work. moreover, the teacher believed it would be too ideal for reaching the learning objectives in the kurikulum merdeka, especially when she needed to be more familiar with the current curriculum. in addition, the teacher recognized that based on the student's competency in english, a student-centered learning assessment could not ensure students' success in fulfilling the learning objectives. “based on the student's condition, it would be too idealistic to achieve the output of the independent curriculum. there are many considerations from students; it is also rather difficult to assess to achieve learning objectives. moreover, because i am not yet familiar with the independent curriculum, it turns out that the implementation of the independent curriculum in a real situation is different.” (source: interview). this finding indicates that the student-centred learning assessment implementation in the class might not be the sole component to the student’s success in reaching the learning objectives. moreover, the teacher believed that it is important to understand the student-centred learning assessment in implementing problem-based learning in the kurikulum merdeka. she argued that student-centred learning assessment might encourage students’ active participation, understanding, and self-confidence in the learning process. “it is necessary to understand student-centered learning assessment, even though there are too many theories so it gets confusing. but actually, it's necessary because the student-centered learning assessment invites students to be more active, besides that they understand the learning material and also build their self-confidence” (source: interview). based on this finding, the teacher realized that student-centred learning assessment plays an important role in learning and is beneficial for students for several reasons. the findings revealed that student-centered learning assessment encourages students' active participation in the class. the teacher claimed that students tended to be more active in group assignments rather than individually. while in the group, students were talkative even though they used fluent english. however, in an individual task, students needed clarification and discussed it with their friends. therefore, the teacher preferred to assign students to work in a group. “the active role of students appears during group assignments, so they talk a lot and are active even though students are not fully able to use english fluently (south jakarta english) if the task is, individually, they are confused, in the end, they will discuss it again with friends.” (source: interview). based on the findings, it can be inferred that student-centred learning assessment might be effective in terms of group rather than individual since there was a difference in students’ responses. as a result, the teacher preferred to instruct the students to work in a group, although the assessment was still individual. the present study also denoted that the student-centred learning assessment led students to establish their learning independently. in general, the teacher allowed students to create their learning freely but with a particular limitation determined by herself. “in the exposition chapter, i gave students five specific topics (smoking, bullying, school, social media, and playing games), and they were free to choose any topic as long as it did not come out of the five topics. i am afraid they will get confused because they still need clarification even if they try these five topics.” (source: interview). raniah mardiant, et. al., 2023 exploring vocational high school efl teacher’s understanding of student-centered learning assessment 209 | vol. 7, no. 1, 2023 (203-216) the finding inferred that the teacher understood the student-centred learning assessment emphasized students’ active participation in learning rather than the teachers. therefore, giving students five themes in writing exposition texts might encourage students to be creative. in addition, student-centred learning assessment also stimulates students to be creative and responsible for their learning. the teacher asserted that she gave punishment for every late submission and every indication of plagiarism by giving a minus score. therefore, the students tended to submit the assignment on time and create original works. “studentcentred learning assessment demands students to be responsible with their work. i threatened them that i would reduce their score if they submitted assignments late. i found students who plagiarized, i told them to make a new exposition and think about what punishment they deserved for learning the language; then the students decided to make sentences in english” (source: interview). the finding indicated that student-centered learning assessment affects students’ behavior in which they become aware of the responsibility in their learning by submitting on time. in addition, the students were aware of creating original work by avoiding plagiarism. additionally, student-centered learning assessment stimulated students to think and analyze. the teacher argued that writing exposition text triggered students to think and analyze based on one of the five topics they had chosen. students needed to think about creating coherence and cohesion exposition text. besides, students also needed to analyze and revise their work or their peers' work. “student-centered learning assessment encourages students to think and analyze. especially in the exposition chapter. the students were asked to make exposition texts according to the five topics provided, then they were given revisions and evaluated by their friends.” (source: interview) this finding indicated that the teacher stimulated students' thinking and analyzing skills through studentcentered learning assessment. a better assessment score can be achieved by creating excellent exposition text under the text's coherence and cohesion, followed by analyzing and evaluating the other students' work. on the other hand, although the student-centered learning assessment has many positive impacts, it does not encourage students to solve authentic problems. this fact was revealed since the teacher did not involve a department-related problem in their learning. “student-centered learning assessment did not encourage students to solve the exact problem; since students did not discuss the problem more profoundly in writing exposition text about social media. they only understood the problem and why the problem became a concern.” (source: interview). this finding might become an obstacle to student-centered learning assessment implementation. the teacher had difficulty providing authentic problems related to the student’s department. in general, this present study revealed that in student-centered learning assessment, the teacher did not compare each student to one another. the teacher agreed that she observed her students and looked at their progress instead of their final result. in addition, the teacher avoided comparing students with their peers, and she preferred to compare one student's progress from the beginning until the end. “i see their progress every day. for example, student a, usually when doing mediocre assignments, why does it suddenly turn out to be good? uh, it turns out he is cheating. so, compare it to the ability of student a who used to be with the current one—not comparing the ability of student a with other students.” (source: interview) this finding inferred that the teacher knew student-centered learning assessment implementation in problem-based learning. it is not necessary to compare students with others in student-centered learning assessment. instead, the teacher needs to compare each student's individual progress to observe whether the student has improved in their previous learning. based on the findings, it can be concluded that the teacher understands the concept, benefits and obstacles of student-centered learning assessment in problem-based learning in the kurikulum merdeka. raniah mardiant, et. al., 2023 exploring vocational high school efl teacher’s understanding of student-centered learning assessment 210 | vol. 7, no. 1, 2023 (203-216) discussion in general, most of the findings were in line with the theoretical foundation by jonassen (2000) and other related research on student-centered learning assessment in problem-based learning. the research findings showed that the teacher understood the concept, advantages, and obstacles of student-centered learning assessment. teacher’s understanding of scla concept servant-miklos et al. (2019) and jonnasen and hung (2015) believe that the teachinglearning process in problembased learning should be emphasized to students. the teacher should reduce the lecturers' sessions and focus on encouraging students as the center of learning. since the learning process relies on students' active participation, the teacher should consider using student-centered learning assessment to evaluate her students' performance in learning english. this present study agreed with the previous related study since the teacher used student-centered learning assessment in problem-based learning. however, not all teachers understand how to evaluate students through studentcentered learning assessment. the previous research by emenyeonu (2012) revealed that teachers have different definitions of student-centered learning assessment. in addition, it is considered necessary to explore teachers' beliefs and behavior regarding student-centered learning assessment. on the other hand, based on the research findings, it can be drawn that the teacher already implemented student-centered learning assessment to evaluate her students' although the teacher asked for clarification regarding the terms of student-centered assessment. she felt unfamiliar with the term, especially since it was her first-time teaching with the kurikulum merdeka, which relies on a student-centered approach. abdigapbarova and zhiyenbayeva (2022) argued that student-centered learning assessment has many defining traits, such as individualized, focused learning and progress and being able to engage students in regulating their learning. this present study was in line with the previous study. in problem-based learning, the teacher used student-centered learning assessment through writing exposition text and evaluating students' speaking skills by instructing them to provide opinions on discussed issues. by assessing students through writing exposition text, students can focus on creating the text individually, while the teacher can also assess students' competence individually without comparing them to other students. additionally, learning in the kurikulum 8 merdeka provides challenges and opportunities for the development of creativity, capacity, personality, and needs of students, as well as developing independence in seeking and finding knowledge through reality and dynamics fields such as ability requirements, real problems, social interaction, collaboration, selfmanagement, performance demands, targets, and achievements. besides, research by weimer (2002a, b) discovered that in student-centered, the teacher should balance the grading and learning through evaluation and involves pupils more in learning and assessment. furthermore, the teacher in this research showed her understanding of studentcentered learning assessment in which she assessed each student differently. thus, the teacher did not compare students' english competence to the others, but she compared students' progress. in addition, student-centered learning assessment seems more logical and reasonable. different students possess different competence in learning english; thus, student-centered learning assessment allows the teacher to assess students' competency in detail without comparing them to other students. student-centered learning assessment respects students with low, medium, and high english proficiency. this finding was in line with the study by dong et al. (2019), who argues that student-centered learning assessment focuses on growth and learning and mirrors modern notions of formative assessment in that it is a learning moment, not merely grading, ranking, or sorting (dong et al., 2019). thus, when the teachers evaluate students through a student-centered learning assessment, it does not push students to achieve great scores compared with their peers but encourages them to focus on understanding their learning. overall, the teacher in this present study understood the concept of student-centered learning assessment and how to implement it in problem-based learning in the kurikulum merdeka. the teacher used scla to assess students' writing and speaking skills through raniah mardiant, et. al., 2023 exploring vocational high school efl teacher’s understanding of student-centered learning assessment 211 | vol. 7, no. 1, 2023 (203-216) exposition text and opinion chapters. the teacher looked at students' competence individually instead of comparing it with other students. teacher’s understanding of scla advantages this study's finding denoted that teacher understood the advantages of studentcentered learning assessment. the teacher also agreed that teachers must understand the concept of student-centered learning assessment, specifically for those who implement problem-based learning in the kurikulum merdeka since scla benefits teachers and students. additionally, the concept in the kurikulum merdeka relies on simplifying teachers' teaching activities as the learning method is focused on students. the teacher claimed that student-centered learning assessment promotes students to engage actively during the learning process. the teacher revealed that students were more engaged in the group rather than individual assignments. however, still, the teacher assessed students' competence individually even though students were discussing in a group. this finding was in line with the previous research from dong et al. (2019), who discovered that differentiating learning objectives, tasks, and activities, providing focused feedback on students' understanding (alone or in groups), and altering teaching and learning procedures as necessary are all part of scla. thus, it does not matter whether the assignment is done individually or in a group. however, in the studentcentered learning assessment, the teacher must evaluate students' understanding individually to provide a reliable and valid assessment of the students. in addition, student-centered learning assessment helps students to understand the material since scla aims to investigate students' comprehension individually. studentcentered learning assessments also encourage students to be confident about their work without comparing it to others, especially when students can learn independently with the teacher as the guide to revise or correct their work. this finding was in line with the concept in the kurikulum merdeka and problem-based learning in which the learning activities should emphasize the students' active participation. learning in the kurikulum merdeka offers students opportunities and challenges to develop their creativity, capacity, personalities, and needs as well as independence in seeking and finding knowledge through reality and dynamics fields including ability requirements, real-world issues, social interaction, teamwork, self-management, performance demands, targets, and accomplishments (agung & kumala, 2022). moreover, the teacher assessed students’ creativity by asking students about daily problems that are considered related to the student's life. this finding is supported by jonassen's (2000) theory which indicates that students-centered learning assessment initiates by proposing central questions to students. it is expected that the problem raised by the teacher will generate a need for a certain set of information and activities, and the students learn by responding to that question. this study's findings also showed that the teacher used student-centered learning assessment to promote students' creativity and responsibility. during the learning, students were required to provide original thoughts on their work by avoiding plagiarism. this finding was supported by the research of vadivel et al. (2021), who believe that student-centered learning assessment relies on active rather than passive learning; thus, students are expected to be responsible and accountable. however, it may be better for the teacher to learn more about student-centered learning assessment. the teacher should establish other kinds of student-centered learning assessments. in this study, during the teachinglearning process, the teacher only used writing exposition text and expressing the opinion as the student-centered learning assessment since she believed those two learning chapters could benefit students' future needs. the assessment proposed by the teacher in this present study was in line with the research by dixson and worrel 9 (2016), who claims that formative assessment aims to promote a student-centered approach and it includes essays (writing exposition) and presentation (giving opinion in this current study). nevertheless, still, the teacher might use other types of formative assessment. therefore, the teacher may be better if she also teaches raniah mardiant, et. al., 2023 exploring vocational high school efl teacher’s understanding of student-centered learning assessment 212 | vol. 7, no. 1, 2023 (203-216) and assesses students' problem-solving, critical thinking, teamwork, communication, and empathy. teacher’s understanding of scla obstacles the findings in this present study indicated the similarity with a study by dixson and worrel (2016), who stated that in student-centered learning assessment, the evaluation includes feedback on essays, portfolios, presentations, and tasks. however, the teacher found barriers to implementing student-centered learning assessment. considering most of the students with low and medium proficiency in english, the teacher decided to limit the discussed topic in the exposition text to avoid misunderstanding among students. this finding is quite contradicted by the research of rahman et al. (2021), who believe that in student-centered learning assessment, students may decide not just what to study but also why and how a particular topic is intriguing. based on the finding and the previous research, the teacher may reconsider allowing students to choose a suitable topic for writing exposition text since when students write on the topic they are interested in, it may encourage students' motivation in learning. on the other hand, this study found that the teacher should have included students in deciding on learning assessments. instead, the teacher determines the learning assessment by the agreement among the english teacher community. this finding is irrelevant to a study (abdigapbarova & zhiyenbayeva, 2022) which argues that students are expected to take an active role in selecting and constructing assessment assignments, discussing criteria, and either selfor peer-evaluating their performance. in this study, the teacher revealed that she did not ask students to do self-assessments or peer-evaluating since the students could not do so. the students needed to gain knowledge in revising their peers even though they still needed feedback on their work from the teacher. in contrast, research by andrade and brown (2016) discovered that through self-assessment, learners could evaluate their performance both during and after the learning process. students can better accept responsibility for their education when they engage in self-evaluation. when the teacher in this present study does not provide students to do self-assessment, it may disallow the opportunity for the students to understand what they have learned and did not understand during the learning. thus, selfassessment or peer evaluation is necessary so students can learn to evaluate the learning process, as stated by dong et al. (2019), who believe that self-regulated learning through student-centered learning assessment is crucial for 21st-century education and professional success. students can learn material and gain self-control skills by using self-assessment, peer evaluation, and portfolios. moreover, agung and kumala (2022) stated that the kurikulum merdeka curriculum offers opportunities and challenges for students to develop their creativity, capacity, personalities, needs, and independence in seeking and acquiring knowledge through reality and dynamic fields, including real problems. however, the present research findings showed contradictory facts that even though the teacher understood the concept and advantages of student-centered learning assessment, it took much work to ensure students' success in achieving the learning objectives through scla. the teacher felt it was challenging to include real-world problems related to students majoring in. to sum up, the teacher experienced barriers in implementing student-centered learning assessment since she felt it was too ideal to be applied in the current situation, with most students having low to medium english proficiency. conclusion this present study aims to discover the vocational high school teacher’s understanding of student-centered learning assessment in implementing problem-based learning in the kurikulum merdeka and investigate the suitability of vocational high school teachers' understanding with the theory of student-centered learning assessment in problem-based learning in the kurikulum merdeka. the present research partially met the research objective through the triangulation of some shreds of evidence through interview data with the previous raniah mardiant, et. al., 2023 exploring vocational high school efl teacher’s understanding of student-centered learning assessment 213 | vol. 7, no. 1, 2023 (203-216) related study and relevant theory from jonassen (2000) and previous related research. in indonesia, problem-based learning has become a new way of teaching concerning the kurikulum merdeka; it may take some teachers time to grow accustomed to it, explicitly when implementing student-centred learning assessments to evaluate students’ performance in english. overall, the teacher had a fair understanding of the concept, advantages, and obstacles of student-centred learning assessment. nevertheless, the teacher still needed to learn more about student-centred learning assessment. this study shows that even though, in the beginning, the teacher needed clarification about the term studentcentred learning assessment, she had already implemented it in the class despite the difficulties faced by the teacher in assessing students. in conclusion, although not all of the research findings were relevant to the previous study and the theory, the teacher reasonably implemented the student-centred learning assessment while still needs to be improved in the future teachinglearning process. acknowledgements thanks to all parties involved in this study including the proofreaders and the participants. references abdigapbarova, u., & zhiyenbayeva, n. (2022). organization of student-centered learning within the professional training of a future teacher in a digital environment. education and information technologies. https://doi.org/10.1007/s10639-022-11159-5 agung s., l., & ratna kumala, a. (2022). independent curriculum integration in responding to the challenges of the era of society 5.0. international journal of education and social science research, 05(05), 143–151. https://doi.org/10.37500/ijessr.2022.5509 aini qolbiyah, sonzarni, & muhammad aulia ismail. (2022). implementation of the independent learning curriculum at the driving school. jurnal penelitian ilmu pendidikan indonesia, 1(1), 01–06. https://doi.org/10.31004/jpion.v1i1.1 alshenqeeti, h. (2014). interviewing as a data collection method: a critical review. english linguistics research, 3(1), 39–45. https://doi.org/10.5430/elr.v3n1p39 andrade, h., & brown, g. (2016). student self-assessment in the classroom. in g. brown & l. harris (eds.), handbook of human and social conditions in assessment (pp. 319–334). routledge. arifin, z. (2019). penelitian pendidikan: metode dan paradigma baru. bandung: pt remaja rosdakarya. braun, v., & clarke, v. (2006). using thematic analysis in psychology. qualitative research in psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa creswell. j.w. and creswell, j.d. (2017) research design: qualitative, quantitative, and mixed methods approaches. 4th edition, sage, newbury park. din, f., & wheatley, f. (2007). a literature review of the student-centered teaching approach: national implications. national forum of teacher education journal, 17(3), 1–17. dixson, d. d., & worrell, f. c. (2016). formative and summative assessment in the classroom. theory into practice, 55(2), 153–159. https://doi.org/10.1080/00405841.2016.1148989 dong, y., wu, s. x., wang, w., & peng, s. (2019). is the student-centered learning style more effective than the teacher-student double-centered learning style in improving reading performance? frontiers in psychology, 10. https://doi.org/10.3389/fpsyg.2019.02630 etikan, i. (2016). comparison of convenience sampling and purposive sampling. american journal of theoretical and applied statistics, 5(1), 1. https://doi.org/10.11648/j.ajtas.20160501.11 emenyeonu, o. c. (2012). student-centered learning in oman: challenges and pitfalls. international journal of learning and development, 2(5), 243–254. https://doi.org/10.1007/s10639-022-11159-5 https://doi.org/10.37500/ijessr.2022.5509 https://doi.org/10.31004/jpion.v1i1.1 https://doi.org/10.5430/elr.v3n1p39 https://doi.org/10.1191/1478088706qp063oa https://doi.org/10.1080/00405841.2016.1148989 https://doi.org/10.3389/fpsyg.2019.02630 https://doi.org/10.11648/j.ajtas.20160501.11 raniah mardiant, et. al., 2023 exploring vocational high school efl teacher’s understanding of student-centered learning assessment 214 | vol. 7, no. 1, 2023 (203-216) fitriyah, i., masitoh, f., & widiati, u. (2022). classroom-based language assessment literacy and professional development need between novice and experienced efl teachers. indonesian journal of applied linguistics, 12(1), 124–134. https://doi.org/10.17509/ijal.v12i1.46539 hancock, d. r., & algozzine, b. (2006). doing case study research. new york: teachers college press. harrison, c. j., könings, k. d., schuwirth, l., wass, v., & van der vleuten, c. (2014). barriers to the uptake and use of feedback in the context of summative assessment. advances in health sciences education, 20(1), 229–245. https://doi.org/10.1007/s10459-0149524-6 hidayati, r. m., & wagiran, w. (2020). implementation of problem-based learning to improve problem-solving skills in vocational high school. jurnal pendidikan vokasi, 10(2). https://doi.org/10.21831/jpv.v10i2.31210 islam, m. k., sarker, m. f. h., & islam, m. s. (2021). promoting student-centred blended learning in higher education: a model. e-learning and digital media, 19(1), 36–54. https://doi.org/10.1177/20427530211027721 jonassen, d. h. (2000). revisiting activity theory as a framework for designing studentcentered learning environments. in d. h. jonassen & s. m. land (eds.), theoretical foundations of learning environments (pp. 89–121). lawrence erlbaum associates. jonassen, d. h., & hung, w. (2015). all problems are not equal: implications for problembased learning. in a. walker, essential readings in problem-based learning: exploring and extending the legacy of howard s. barrows (pp. 17-41). west lafayette, indiana: purdue university press. komatsu, h., rappleye, j., & silova, i. (2021). student-centered learning and sustainability: solution or problem? comparative education review, 65(1), 6–33. https://doi.org/10.1086/711829 luthfiyyah, r., basyari, i. w., & dwiniasih, d. (2020). efl secondary teachers’ assessment literacy: assessment conceptions and practices. journal on english as a foreign language, 10(2), 402–421. https://doi.org/10.23971/jefl.v10i2.2101 mcmillan, j. h. (2019). new directions for teaching and learning: assessing student’s learning. mcmillan press. novalinda, r. (2020, november 4). problem-based learning: 21st century vocational education. international journal of multi science. https://multisciencejournal.com/index.php/ijm/article/view/84 orabah, s. s. b. (2022, september 14). assessing english language teachers’ understanding and practices of student-centered learning in oman language testing in asia. springeropen. https://languagetestingasia.springeropen.com/articles/10.1186/s40468022-00184-3 pastore, s., & andrade, h. l. (2019). teacher assessment literacy: a three-dimensional model. teaching and teacher education, 84, 128–138. https://doi.org/10.1016/j.tate.2019.05.003 patria, b. (2015). the validity and reliability of a problem-based learning implementation questionnaire. journal of educational evaluation for health professions, 12, 22. https://doi.org/10.3352/jeehp.2015.12.22 pedersen, s., & liu, m. (2003). teachers’ beliefs about issues in the implementation of a student-centered learning envinronment. educational technology research and development, 51(2), 57–76. pujiawati, n. (2019). evaluating teachers’ assessment practice on students' writing performance. journal of english language studies, 4(1), 41–49. https://jurnal.untirta.ac.id/index.php/jels/article/view/4462/3753 purba, s. m. t. (2022). implementation of the independent learning curriculum to realize one child one curriculum. intelektium, 3(1), 106–117. https://doi.org/10.37010/int.v3i1.690 putri, a. (2022, april 26). the effect of problem-based model on the ability to write procedure text in students of class xi sma al-maksum cinta rakyat study year 2021-2022 | https://doi.org/10.17509/ijal.v12i1.46539 https://doi.org/10.1007/s10459-014-9524-6 https://doi.org/10.1007/s10459-014-9524-6 https://doi.org/10.21831/jpv.v10i2.31210 https://doi.org/10.1177/20427530211027721 https://doi.org/10.1086/711829 https://doi.org/10.23971/jefl.v10i2.2101 https://multisciencejournal.com/index.php/ijm/article/view/84 https://languagetestingasia.springeropen.com/articles/10.1186/s40468-022-00184-3 https://languagetestingasia.springeropen.com/articles/10.1186/s40468-022-00184-3 https://doi.org/10.1016/j.tate.2019.05.003 https://doi.org/10.3352/jeehp.2015.12.22 https://jurnal.untirta.ac.id/index.php/jels/article/view/4462/3753 https://doi.org/10.37010/int.v3i1.690 raniah mardiant, et. al., 2023 exploring vocational high school efl teacher’s understanding of student-centered learning assessment 215 | vol. 7, no. 1, 2023 (203-216) lumbungaksara. http://siakad.univamedan.ac.id/ojs/index.php/lumbung_aksara/article/view/355 rahman, kh. a., hasan, md. k., namaziandost, e., & ibna seraj, p. m. (2021a). implementing a formative assessment model at the secondary schools: attitudes and challenges. language testing in asia, 11(1). https://doi.org/10.1186/s40468-021-00136-3 servant‐miklos, v. f. c., norman, g. r., & schmidt, h. g. (2019b). a short intellectual history of problem‐ based learning. the wiley handbook of problem‐based learning, 3–24. https://doi.org/10.1002/9781119173243.ch1 shute, v. j., wang, l., greiff, s., zhao, w., & moore, g. (2016). measuring problem solving skills via stealth assessment in an engaging video game. computers in human behavior, 63, 106–117. https://doi.org/10.1016/j.chb.2016.05.047 taherdoost, h. (2021). data collection methods and tools for research; a step-by-step guide to choose data collection technique for academic and business research projects, international journal of academic research in management, 10(1): 10-38 https://elvedit.com/journals/ijarm/wp-content/uploads, available at ssrn: https://ssrn.com/abstract=4178676 vadivel, b., namaziandost, e., & saeedian, a. (2021). progress in english language teaching through continuous professional development—teachers’ self-awareness, perception, and feedback. front. educ., 6, 757285. https://doi.org/10.3389/feduc wahyuni, d. s., agustini, k., sindu, i. g. p., & sugihartini, n. (2020). analysis on vocational high school teacher competency gaps: implication for vhs teacher training needs. journal of physics: conference series, 1516(1), 012051. https://doi.org/10.1088/17426596/1516/1/012051 wahyuni, d. s., & sugihartini, n. (2021, april 9). the core competencies of vocational high school teachers in 21st century learning. atlantis press. https://www.atlantispress.com/proceedings/ictes20/125955243 weimer, m. (2002b). learner-centered teaching: five key changes to practice. san fransisco, ca: jossey-bass. yuhastina, y., parahita, b. n., astutik, d., ghufronudin, g., & purwanto, d. (2020). sociology teachers’ opportunities and challenges in facing “merdeka belajar” curriculum in the fourth industrial revolution (industry 4.0). society, 8(2), 732–753. https://doi.org/10.33019/society.v8i2.234 http://siakad.univamedan.ac.id/ojs/index.php/lumbung_aksara/article/view/355 https://doi.org/10.1186/s40468-021-00136-3 https://doi.org/10.1002/9781119173243.ch1 https://doi.org/10.1016/j.chb.2016.05.047 https://elvedit.com/journals/ijarm/wp-content/uploads https://ssrn.com/abstract=4178676 https://doi.org/10.3389/feduc https://doi.org/10.1088/1742-6596/1516/1/012051 https://doi.org/10.1088/1742-6596/1516/1/012051 https://doi.org/10.33019/society.v8i2.234 raniah mardiant, et. al., 2023 exploring vocational high school efl teacher’s understanding of student-centered learning assessment 216 | vol. 7, no. 1, 2023 (203-216) -----------empty page--------- english franca academic journal of english language and education doi:10.29240/ef.v621.5242 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 7, no 2, 2023, page 327-334 article info: http://journal.iaincurup.ac.id/index.php/english received 24 april 2023; received in revised form 10 july 2023; accepted 24 august 2023, avalaible online 30 november 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open access article under the cc by-sa license copyright (c) 2023 author the investigation of constrains faced by parents for introducing english to young learner nur aeni1*, sunarlia limbong2 ¹ universitas negeri makassar, indonesia 2 politeknik ilmu pelayaran makassar corresponding email: nur_aeni@unm.ac.id to cite this article author (2023) “the investigation of constrains faced by parents for introducing english to young learner”: aeni, n., & limbong, s. (2023). the investigation of constraints faced by parents in introducing english to young learners: a descriptive study. english franca : academic journal of english language and education, 7(2). doi:http://dx.doi.org/10.29240/ef.v7i2.8416 introduction due to the significance of english competence on a global scale, teaching english as a second language to young learners has acquired relevance in modern education. the importance of early exposure to english for children's future academic and career prospects is being recognized by parents all over the world. the method of teaching english to young learners is not without its difficulties and limitations, though. this study attempts to explore the several challenges parents encounter when teaching their young children english. english education for early childhood is very important for the development and growth of children. it is crucial to introduce english from an early age because it can help develop the language skills needed to a higher level. nowadays, english has become a necessary subject of learning in the world of education included in early age school. early childhood is often categorized as the golden age of learning. in indonesia, teaching english in elementary schools has emerged as a key educational policy. the graduates of primary schools should possess the necessary skills to enable them to study english at an advanced level. the goal of teaching english in elementary schools is to help students acquire the foundational language abilities necessary to begin learning english as a second language. english instruction in elementary schools abstract. an increasingly popular practice in education across the globe is teaching young students a second language, primarily english. this study investigates the various constraints and challenges encountered by parents as they endeavor to introduce english to their young children. the research aims to shed light on the multifaceted factors that influence language learning in early childhood. this research was conducted qualitatively by using research instruments in the form of interviews with 8 parents as a method of data collection. this study categorizes several constrains faced by parents in the context of teaching their children english. the results draw attention to a number of important limitations, parents faced some constrains, such as lack of english skill, limited exposure to english, time constrains, cultural barriers, and financial constrain. in addition, parental time limits, restricted access to good language resources, socioeconomic variables, and varying parental language skill levels. the study also explores psychological barriers such as parents' fears of bilingualism, worries about confusing their kids, and misunderstandings regarding early language acquisition. keywords: english for young learner; the constrains; parents /users/nuraeni/library/containers/com.microsoft.word/data/downloads/cccccc http://journal.iaincurup.ac.id/index.php/english/index https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:nur_aeni@unm.ac.id http://dx.doi.org/10.29240/ef.v7i2.8416 nur aeni & sunarlia limbong, 2023 the investigation of constrains faced by parents for introducing english to young learner 328 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 2 7 3 3 4 ) may be incorporated into the curriculum as a local content subject, according to indonesian policies published in departmen pendidikan nasional, no.0487/14/1992, chapter viii, and undang-undang sistem pendidikan nasional, no.060/u/1993. educators must, however, use the english learning paradigm while appropriately considering the child's developmental stage. furthermore, instructors have a big influence on students' achievements since they offer elements that affect how students are taught and learn. according to santrock (2017), children are probably more receptive to learning foreign languages than adults. primary school english language instruction is provided in indonesia. munawarah (2021) argues in her thesis that because there are not many kindergarten programs in indonesia, kids usually pick up english language skills outside of the classroom. malokhat (2022) asserts that infants are more likely than adults to become fluent in a new language's phonological patterns and sound systems. however, it is difficult to successfully execute english teaching and learning at lower school levels in these nations, especially in terms of teaching strategies, teachers’ levels of expertise and support of teaching and learning advancements. teachers are supposed to have engaging approaches, strategies, and methods of teaching english to young children, wahyuningsih and afandi (2020). parents, educators, and researchers have all paid close attention to the significance of early language exposure and acquisition in recent years. parents, as their child's earliest and most enduring teachers, play an invaluable role in molding language competency and building the groundwork for good communication skills, even if schools and language programs are essential to a child's linguistic development. the present study aims to investigate the various obstacles and limitations that parents confront when attempting to teach their young learners the english language. understanding the unique dynamics, effects, and difficulties of this parenting journey is essential for developing effective language acquisition methods and creating supportive, stimulating settings for early learners. the research seeks to investigate the diverse experiences of parents who have chosen to begin their children's english language acquisition process. the study will consider factors such as parental backgrounds, linguistic contexts, cultural influences, socioeconomic conditions, and resource availability. these factors can significantly affect the decisions, approaches, and limitations that parents encounter when attempting to teach their young children english. the research aims to provide valuable insights for educators, policymakers, and other stakeholders engaged in early language development by examining the constraints faced by parents in this context. furthermore, it offers a platform for parents to engage in dialogue about their achievements, obstacles, and encounters, ultimately enhancing our shared understanding of how to effectively support young learners in their journey towards english language proficiency. we hope to shed light on the critical role parents play in determining the linguistic path of the next generation as we explore the complex world of parental efforts to introduce english to young learners and, in doing so, contribute to the larger conversation on early language acquisition and education. in the end, this study hopes to help develop more compassionate and successful language learning strategies for young students by providing a thorough examination of the challenges experienced by parents. for children to achieve well academically, learning at home—especially learning english—is just as crucial as learning in school. it is impossible to separate parents' roles from their children's education. papalia et al. (2018) contend that parental involvement is essential to the development of their children's language learning. many parents are trying to introduce their children to english with the help of schools that utilize it as a language of teaching (oladejo, 2016). this is founded on the way that time has changed, with speaking english in daily settings becoming more and more important. the ability of their children to speak other languages correctly and proficiently is typically the goal of parents. parents nur aeni & sunarlia limbong, 2023 the investigation of constrains faced by parents for introducing english to young learner 329 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 2 7 3 3 4 ) concur that knowing english is essential in the modern world. in the modern world, when english is used in every facet of global life, parents concur that knowing the language is essential. they see english as the universal language of communication. these explanations are consistent with studies done by rasyid & faqihatuddiniyah (2017). parental learning activities at home should be added to the academic learning that parents are sometimes unduly focused on and dependent upon (grolnick et al. 2019). according to lee and bowen (2016), the causes are ascribed to parents' inexperience and lack of trust in their capacity to instruct their children at home. the most common strategy used by parents to support their children's language development is verbal stimulation. anggraini (2020) asserts that vocal stimulation from parents has several benefits for language development in children. you can accomplish this linguistic stimulation by telling stories, singing, conversing with the children, and using new phrases frequently. parents should begin teaching their children the language at an early age in order to encourage them to use it in their daily life (epstein et al., 2022). in addition to setting up the required learning conditions, parents should take an active role in teaching their kids. parents might ask their children to be honest with one another so they can monitor how their learning develops. theoretical framework parents’ involvement family, school, and community all have an impact on a child's development, according to rashika (2022). as their kids start school, parents play an even more important role as their first teachers by assisting teachers in the classroom. prior studies by kadek et al. (2021) discovered a positive correlation between parents' focus on achievement and personality development and their kids' academic advancement. conversely, parents that place a strong emphasis on pressure have a negative association with their kids' academic success. therefore, it should be stressed that while psychological support will result in high success, excessive help and parental pressure may have unintended consequences. factors that influence parental engagement in their children's education the factors that impact parental engagement are also examined in this study. it has been claimed that factors like as socioeconomic status, parents' educational background, the attitudes of teaching and administrative personnel, and culture all had an impact on parents' decisions to get involved in their kids' education. for instance, calzada et al. (2015) reported that parents with lower incomes showed less interest in their kids' education. idris et al. (2020) found a positive correlation between academic achievement of their children and educated fathers and moms. they emphasized that parents' educational backgrounds aid in the development of their kids' beliefs and intelligence. children's performances are shaped by their parents' educational experiences, which helps them along a successful educational route. interactions between parents and kids, including sharing, communication, support, and help in decision-making. muraina and ajayi (2011) posit that parents' level of awareness and concern for their children's education increases with their educational attainment. it's interesting to note that wulandari, et al. (2022) claimed that because there aren't enough psychological components, parents with low levels of education have minimal effect on their kids' academic achievement. conversely, idris et al. (2020) found that parents who made less money and had less education were more eager to assist their kids' education. but as her research revealed, parents were unable to provide their kids information in foreign languages because of financial limitations. challenges in teaching english for young learners young students are still going through a growth and development phase. according to idris et al. (2020), they are still learning how to control their emotions and behaviors. they will nur aeni & sunarlia limbong, 2023 the investigation of constrains faced by parents for introducing english to young learner 330 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 2 7 3 3 4 ) communicate all of their emotions during this process, even if it means losing emotional control—especially when they're happy or angry. furthermore, the emotions of young students are still erratic and unpredictable. it can be swiftly altered in any circumstance. nunan (2005) asserts that the early learners' progress is uneven. some kids may mature more quickly than others, whether it's in terms of social, emotional, or cognitive immaturity. certain children are born with the ability to read and write, while others are not able to do so at the same age. they should be conscious of their learners’ expansion, traits, and their learners’ capacity to make the young learners able to study english well. in addition, they faced certain difficulties in transforming the classroom into a place that is entertaining, social, meaningful, full of practice, purpose, and support (zhetpisbayeva, et al., 2023). to be purposeful, a teacher must be able to identify the goal of teaching and learning before they can instruct young students. teachers are then required to assist young students in their learning. they have to inspire their students. teachers should be able to create a relevant learning environment in the classroom so that younger students would feel comfortable missing lessons. furthermore, young learners prefer to learn by doing because they are the active learners. in order for young learners to enjoy the lesson, this instance requires teachers to develop the learning processes into complete practices. finally, educators must to possess social skills. they must be aware of the appropriate behavior for their students. they must comprehend each and every one of their students thoroughly. materials and method this study combines a qualitative research approach with a descriptive research design. to thoroughly characterize the phenomenon under study, this research examines its occurrences, events, actions, and concepts of individuals as well as groups. these requirements are outlined above. in this case, the researcher wants to clarify how parents use the collected data to expose young learners to english learning. seven parents participated in the study as respondents, and the research design appears to blend a qualitative methodology with descriptive research. below is a summary of the essential components: there 8 parents were involved as the respondents for this study. the researchers involved purposive sampling technique to determine those eighth participants of this study. the categories of those respondents were the parents who speak english at home; parents who are working; middle-age parents (30-50). researchers are also curious about the strategies parents use to teach their children english. the study's main goal is to clarify how parents use information they've obtained to expose young learners to english language acquisition. this implies that the study's goal is to comprehend how parents make decisions in this situation. the study looks to have two main foci: first, it looks at the methods parents use to get their kids interested in learning english. it also looks at how parents educate their children english. data gathering techniques in a qualitative study such as this one can involve parent-child interactions observed, documents or materials used by parents to teach english analyzed, and interviews. following the collection of data, themes, patterns, and insights pertinent to the study's goals would be extracted through the application of qualitative analysis methodologies. results and discussion result the investigation on the challenges parents have when teaching english to young students produced a number of significant conclusions and revelations. linguistic training and proficiency: parents who were more proficient in the language had less restriction when it comes to teaching their kids the language. they had greater faith in their ability to foster their child's language development and establish a warm learning environment. social and cultural influences: parents' experiences were shaped by their socioeconomic status and cultural traits. parents from different cultural origins may find it challenging to maintain nur aeni & sunarlia limbong, 2023 the investigation of constrains faced by parents for introducing english to young learner 331 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 2 7 3 3 4 ) linguistic balance at home. financial limitations also affected the availability of extracurricular activities and materials for language learning. there were less restrictions placed on parents who had access to resources like educational apps, language programs, and books written in english. grandparents and other extended family members served as crucial support systems for bolstering english language acquisition. parental time and work commitments: the study's conclusions suggest that parents' time for english language learning may be restricted by the rigors of their daily schedules and jobs. time-pressed parents often neglected to provide their kids regular english-speaking environments. consistency challenges: one of the most common obstacles for parents was continuing to expose their children to english consistently. due to their struggles integrating english into their daily lives, many parents' exposure to the language was uneven. as some of the responders' statements make quite clear: extract 1 “it’s true that my english isn’t really good and it’s not fluent, but most of the time when he asks me i answer as best i can.” (st,14/03/2023) extract 2 “yah maybe the difficulty lies in time management and the concentration of the child who sometimes want to play.” (md,11/05/2023) extract 3 “it’s because of the environment where the language used is not english, so it’s a bit difficult to introduce it to the child, but i still try to be able to introduce english well.” (st,12/03/2023) extract 24 “the motivation in learning is lacking because english itself is not the language we use but i think it’s important so i still introduce it to my children.” (dk,10/03/2023) extract 25 “i think the difficulty is in economic problems, because if possible i will send him to an international standard school so that his english can be honed even more.” (hs,13/03/2023) extract 26 “because i also don’t have an english background, so i sometimes have trouble understanding her material at school, then i am looking for videos that can support her learning at school.” (rr,12/03/2023) it can be difficult for parents to teach their young children english, particularly if it is not their first language. here are some typical restrictions or difficulties that parents encountered, along with recommendations about how to deal with them: absence of english proficiency: parents who struggle with the language may find it challenging to instruct their kids. they might not be able to accurately explain grammar rules or pronounce words in the english language. lack of english fluency: parents who do not possess a high level of competence in english may encounter challenges while attempting to instruct their children in the language. given this circumstance, parents may consider enrolling their children in english courses or engaging the services of a private teacher. child resistance: if a young individual has feelings of being overwhelmed or irritated due to the complexity of the language, their ability to acquire knowledge in that language may be diminished. in this scenario, parents may endeavor to stimulate their child's curiosity with nur aeni & sunarlia limbong, 2023 the investigation of constrains faced by parents for introducing english to young learner 332 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 2 7 3 3 4 ) games, music, and other activities, ensuring that the process of learning english becomes both pleasurable and captivating. parents residing in areas with little english use may have difficulties providing their children with an adequate english education. given this circumstance, parents may need to seek additional methods to familiarize their children with the language, such as utilizing literature, films, or language courses. limited resources: various english-language materials, such as books, movies, and software, may not be accessible to parents. parents may seek complimentary resources via online platforms or by visiting their local library. temporal constraints: working parents may have difficulties allocating sufficient time to instruct their children in the english language. they can struggle to find time to study the language since they have to juggle employment and other obligations. time constraints: a lot of parents do not have much time to teach english, particularly if they have other responsibilities or a full-time job. in this situation, parents can play games in english with their kids or attempt incorporating english into their daily lives by using english words before bed or during meals. cultural barriers: it may be difficult for parents to encourage their children to learn english because the language may not be valued or useful in some communities. furthermore, some parents might believe that teaching their kids english goes against their cultural norms and beliefs. various cultural norms: it may not be typical in some cultures for people to acquire english, which might make it challenging for parents to teach their kids the language. in this situation, parents should look for local organizations or internet discussion boards where they can get in touch with other parents who are also teaching their kids english. financial constraints may restrict an individual's access to high-quality english language learning materials, including books, videos, and language courses. to assist their children in learning english, parents might need to look for free or inexpensive options. all things considered, teaching young learners english can be a wonderful experience for parents and kids, but overcoming the obstacles and limitations may call for some work and creativity. discussion through exposure to the findings of respondent interviews, the study findings that were previously presented in the results section are described in this section. the objective of the argument is to tackle the study issue and revolves around hypotheses pertaining to parental instruction of children in the english language. the primary objective is to analyze the approaches used by parents in initiating english language instruction for young students. the findings of the study mentioned in the previous section indicate that parents began teaching english to their children at an early age. this aligns with the findings of anam et al.'s (2020) study, which revealed that parents had the ability to actively participate in english training. the study's results indicate that parents use several methods to instruct their children in the english language. parents use these tactics with the expectation that their children will enhance their language proficiency and develop a heightened enthusiasm for learning english. according to the findings, teaching children language was the most popular and effective parenting technique. before acquiring other language skills, parents first expand their vocabulary in english. this pertains to muzammil's (2017) findings, which demonstrate that parents can assist their children in learning english at home by imparting on them a general and fundamental vocabulary. simple concepts like numbers, the alphabet, colors, object names, names of animals and plants, and body parts are frequently taught by parents. furthermore, parents with less limits were those who were familiar with effective ways to language training. they were more likely to engage in structured language activities, while non-aware individuals were more likely to engage in informal language exposure. nur aeni & sunarlia limbong, 2023 the investigation of constrains faced by parents for introducing english to young learner 333 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 2 7 3 3 4 ) parental confidence and help: parents reported fewer restraints when they received guidance and help from teachers or language learning professionals. additionally, it was discovered that a parent's confidence in their own ability to educate was positively correlated with their child's language development. in addition, external influences: some parents cited external influences from societal expectations or regional language supremacy that influenced their approach to english language introduction. to sum up, the findings from the questionnaires and observations demonstrate how complicated the issues parents face while teaching their kids english are. to effectively overcome these obstacles, a comprehensive plan that addresses socioeconomic disparities in language learning opportunities, supports parents with varying degrees of competence, and produces conveniently accessible and cheaply priced language materials is needed. working together, educational institutions, legislators, communities, and parents can ensure that young learners have fair access to english language instruction. these findings provide insight into the intricate network of variables influencing parents' attempts to teach english to young students. they stress how crucial it is to give parents assistance, tools, and direction in their capacity as language facilitators. the study's conclusions have applications for teachers, legislators, and language-learning initiatives that help parents foster their children's english language competency. in light of this situation, teachers should know more about the characteristics of the students they are teaching. teachers also need more time allotted, textbooks, media, and educational resources to aid parents in bringing english to their children's school experience. all of these tools are meant to assist students in improving their english language skills, especially with regard to syntax and pronunciation. pujiani, harsiwi, & almustaflikhah (2022) said, "innovative teaching techniques are also necessary to inspire students' enthusiasm in studying english”. conclusion the difficult world of early language training has been made clearer by research on the challenges parents face while teaching their kids english. numerous psychological, financial, and practical challenges parents encounter when attempting to teach their children english have been clarified by this study. through a combination of surveys and observations, we have gained a comprehensive understanding of these limitations and their implications. in real life, parents are often constrained by time constraints, lack of resources for efficient language learning, and day-to-day responsibilities. it might be more challenging for them to provide their young students with consistent, immersive english language experiences because of these practical constraints. in addition to socioeconomic concerns, unequal access to educational resources and opportunities has an impact on language. psychological variables, including parental anxieties about their children being multilingual, concerns about their own bilingualism, and misconceptions regarding early language acquisition, have been shown to impede the effective introduction of language to young learners. these psychological factors may cause parents to feel uncertain and reluctant, which may impact their confidence in their ability to teach their children english. this study's findings have wide-ranging effects. it calls for the development of tools and networks of support to assist parents in overcoming these constraints. by providing guidance and tools, educational institutions may significantly help parents create a nurturing atmosphere that promotes healthy multilingual language development. acknowledgements the author would like to convey her appreciation for all of the help she received when dispersing the research tools. many thanks to everyone who worked really hard on the research. nur aeni & sunarlia limbong, 2023 the investigation of constrains faced by parents for introducing english to young learner 334 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 2 7 3 3 4 ) references aeni, nur (2021). the contrbution of active learning strategies in activating students’ oral communication.scholar article. arifin. w.l. (2016). english instruction for early-childhood education: a case study at tk riyadul jannah simo boyolali central java. englisia. 4(1), 27-41. arikunto, s. (2017). prosedur penelitian suatu pendekatan praktek (edisi revisi vi). jakarta: rineka apta. bland, j. (2019). teaching english to young learners: more teacher education and more children's literature!. online submission, 7(2), 79-103. parentalcontrol: toward a new conceptualization. child development perspectives, 3(3), pp.165-170. harmer, j. (2017). the practice of english language teaching (4 ed.). harlow: pearson education limited. hornby, a. s. (2015). oxford advance learner’s dictionary of current english. oxford: oxford university press. indriati, isna. (2016). parents’ involvement in supporting their children learn english. journal of english as a foreign language. 6(1), 145-170. jazuly, a. (2016). peran bahasa inggris pada anak usia dini. jurnal pendidikan dompet dhuafa, 6(1), 33–40. malik, h., humaira, m. a., komari, a. n., fathurrochman, i., & jayanto, i. (2021). identification of barriers and challenges to teaching english at an early age in indonesia: an international publication analysis study. linguistics and culture review,5(1), 217-229. https://doi.org/10.37028/lingcure.v5n1.1485. jannah, m. (2019). teaching and learning english for young learners: student-teachers’ view (doctoral dissertation, uin ar-raniry banda aceh). malokhat, s. (2022). teachers’ techniques in teaching english to young learners. asian journal of research in social sciences and humanities, 12(4), 489-494. mckay, p. (2016). assessing young language learners. cambridge: cambridge university press. muzammil. s. (2017). pengenalan bahasa inggris pada anak usia dini. raheema: jurnal studi gender dan anak. 4(2), 164-169. newmark, peter. (1988). a ttexbook of translation. united states of america: prentice hall inc. pribilova, lenka. (2016). teaching vocabulary to young learner. paper presented as bachelor work. marsaryk university. pujiani, t., harsiwi, w., & almustaflikhah, n. (2022). the use of animation video as online learning media to teach english for young learners. acitya: journal of teaching and education, 4(1), 244-251. rasikha, putri a. (2022). parents technique in introducing english to young learner. (bachelor’s thesis arraniry islamic university, banda aceh). santrock, j, w. (2017). perkembangan anak. jilid 1 edisi kesebelas. jakarta : pt. erlangga. zacharias, n., t. (2010). issue of teyl in indonesian and what parent can do about it. indonesian journal of english language teaching, 6(2). zhetpisbayeva, b. a., uteubayeva, e. a., shelestova, t. y., & kokhanover, t. a. (2023). introducing teaching english to young (preschool) learners in kazakhstan. world journal of english language, 13(2), 159-159. https://doi.org/10.37028/lingcure.v5n1.1485 english franca academic journal of english language and education https://doi.org/10.29240/ef.v8i2.11673http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 8, no 2, 2024, page 279-290 article info: http://journal.iaincurup.ac.id/index.php/english received 24 april 2024; received in revised form 10 july 2024; accepted 24 august 2024, available online 24 november 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license copyright (c) 2024 author translating the words “al -qadr" in surah al qadr: examining cultural and linguistic challenges in quranic translation yasir ahmed alsbbagh¹, imran ho abdullah2, muthmainnah3, maysoon kadhim ali4 ¹ aliraqi university-collage of artsenglish department, baghdad – iraq 2 faculty of social sciences and humanities, national university (ukm), malaysia 3 universitas al asy'ariah mandar sulawesi barat, indonesia 4 tikrit university/college of artsenglish department, tikrit-iraq corresponding email: yasir_mohammed@aliraqia.edu.iq to cite this article: alsbbagh, y. a., abdullah, i. h., muthmainnah, & ali, m. k. (2024). translating the words “al -qadr" in surah al qadr: examining cultural and linguistic challenges in quranic translation. english franca : academic journal of english language and education, 8(2). https://doi.org/10.29240/ef.v8i2.11673 introduction according to crystal (2003), english presently holds the foremost position in social and political influence and boasts a broader distribution compared to other languages. the ascendancy of english as the primary global communication medium across diverse sectors such as science, technology, business, finance, diplomacy, transportation, and publishing is attributed to historical, political, and socio-economic factors, as discussed by crystal (1997), wallerstein (1995), and ammon (2001), alsbagh, et al. (2017). crystal (1987:358) approximates that there are currently approximately 300 million native english speakers, with an additional 300 million utilizing english as a second language, and another 100 million proficiently using it as a foreign language. this marks a rise of roughly 40% since the 1950s. contrarily, gordon (2005) contends that english ranks as the fourth abstract. the enduring significance of surah al-qadr in contemporary discourse has prompted numerous translations from arabic into english, sparking ongoing discussions around its interpretation. this study meticulously examines translations provided by seven prominent quran translators, analyzing the methodologies employed in each rendition with a particular focus on the strategies used to translate the word 'al-qadr'. employing a mixed-methods approach integrating quantitative and qualitative analyses, the study compares translations and scrutinizes procedures using vinay and darbelnet’s framework. findings reveal varying degrees of success among translators; some achieve synonymous translations like mohsin khan’s “night of al-qadr (decree)” and sahih international’s “night of decree,” while others provide interpretations such as muhammad sarwar’s “night of destiny” and shakir’s “grand night” that may not fully capture the intended meaning. assessment of accuracy to the original text suggests that translations like “night of decree” (sahih international) and “night of power” (yusuf ali and arberry) may be deemed more accurate due to their closer adherence to the specific terminology and intended meaning of "al qadr" in the quran. factors contributing to the differences in translation include linguistic intricacies inherent in the arabic term, cultural context, translation philosophy, target audience considerations, and individual expertise and understanding of islamic theology and arabic language among translators. this investigation offers valuable insights into quranic language translation, enhancing understanding of the complexities involved and suggesting avenues for further research. keywords: english language, quranic text, surah al-qadr, sl (source language), tl (target language), translation, cultural-specific terms, linguistic challenges https://doi.org/10.29240/ef.v8i2.11673 https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:yasir_mohammed@aliraqia.edu.iq https://doi.org/10.29240/ef.v8i2.11673 yasir ahmed alsbbagh, et al. translating the word ‘al-qadr’ in surah al-qadr: examining cultural and linguistic challenges in quranic translation 280 | v o l . 8 , n o . 2 , 2 0 2 4 ( 2 7 9 2 9 0 ) most spoken language globally, with 510 million speakers, trailing mandarin chinese, hindi, and spanish. however, more liberal estimates, encompassing individuals with varying levels of language proficiency and familiarity, propose that the total number of english users exceeds one billion. moreover, the prevalence of english has resulted in it being the preferred target language for translation. practically all significant literary and important documents originally written in languages other than english have been translated into english. these encompass religious and philosophical works like the analects of confucius (from chinese to english), the socratic dialogues (from greek to english), the bible (from latin to english), the buddhist sutras (from sanskrit to english), and the quran (from arabic to english). regarding the quran, the necessity for an english translation arises from the multilingual nature of the contemporary muslim world. beyond arab countries, many muslims in asia, europe, and america utilize their native languages such as bahasa malaysia, indonesian, persian, turkish, urdu, and bengali to comprehend the quran. numerous muslims and non-arab scholars also depend on english translations for detailed quranic analysis (alsbagh and abdullah 2012:3 and azizah et al. 2021:1) various english translations of the quran exist, with historical figures like alexander ross and george sale contributing early versions in the 17th and 18th centuries (ushama, 2002). muslim translators, including mohammad abdul hakim khan, mirza hairat dehlawi, and muhammad marmaduke william pickthal, have also produced translations (ushama, 2002), and abdullah yusuf ali’s rendition is widely recognized as authoritative (kidwai, 1986). these translations serve several purposes, including countering misconceptions about islam, aiding muslim understanding, and providing access to non-arabic speakers (kidwai, 1986). however, translating the quran presents significant challenges due to linguistic and cultural differences between classical arabic and modern languages (shadi el-farran, 2006). zwemer (1915) argues that the quran is essentially untranslatable due to its unique style and rhythm. despite these challenges, translations offer valuable insights into the quran’s teachings for those unable to comprehend the original arabic text. considering the inherent intricacies in quranic translation, this study endeavors to examine a particular facet of english renditions, specifically the translation of the arabic noun phrase “al-qadr” (القدر) in surah al-qadr of the qur’an into english. theoretical framework translation serves as the conduit that connects historical epochs to contemporary times, playing a pivotal role in the annals of human civilization (siddiek, 2018:46). it has been extensively examined and deliberated upon by scholars who invest their intellectual energies in debating and theorizing its essence. catford (1965: 20) delineates translation as “the replacement of textual material in one language (sl) by equivalent textual material in another language (tl),” echoing the notion of equivalence advocated by cartford in his work a linguistic theory of translation. this pursuit of equivalence represents a shared aspiration among translators, as articulated by nida and taber (1974: 83), who define translation as the endeavor to reproduce the closest natural equivalent of the source language message, prioritizing both meaning and style. hatim and mason (2014: 1) posit translation as an act of communication aimed at conveying messages across cultural and linguistic barriers. each scholar offers a distinct perspective. while catford and nida prioritize achieving equivalence between target and source languages, hatim and mason underscore the importance of effective communication while respecting cultural and linguistic intricacies. regardless of the approach, translators perennially find themselves navigating the intricate balance between the exigencies of the source and target languages, embodying the metaphorical struggle between the hammer of the former and the anvil of the latter. accordingly, alsbagh and imran (2012:88) aver that an in-depth understanding of various aspects of arabic grammar, including nominatives (المرفوعات), accusatives (المنصوبات), genitives (المجرورات), jussives (المجزومات), sentences (الجمل), and quasi-sentences (الجملة شبه), is yasir ahmed alsbbagh, et al. translating the word ‘al-qadr’ in surah al-qadr: examining cultural and linguistic challenges in quranic translation 281 | v o l . 8 , n o . 2 , 2 0 2 4 ( 2 7 9 2 9 0 ) essential for effectively analyzing the complexities of quranic translations from arabic into english (van putten 2023:24). specifically, this knowledge is crucial for grasping the finer points and multiple meanings of noun phrases, such as the noun phrase ‘al-qaeda’, commonly encountered in quranic verses. qazi (2011) strongly advocates that translators possess a deep understanding of arabic grammar to navigate the intricacies of religious texts and accurately convey their meanings while ensuring fidelity to the original text. as a result, translating words laden with cultural connotations poses significant challenges, as these terms may contain subtleties in the source language that lack direct equivalents in the target language. this research focuses specifically on the word “al-qadr.” however, before delving into this term, it is essential to provide a clear elucidation of the root word “qdr” (qdr = qaf dal ra=ر د ق). according to the islamic site corpus of the quran, the triliteral root qāf dāl rā ( ق .appears 132 times in the quran, manifesting in 11 derived forms as indicated in table (1) (ر د table 1. quranic occurrences and definitions of ‘qadr’ form of the word occurrences description qadara ● 25 as the form i verb )ق َدر ََ´ ( qaddara ● 16 as the form ii verb )َق درَ´ ( qadr ● 7 as the noun )َق ْدر( qadar ● 11 as the noun )َق َدر( qudūr ● 1 as the noun )ُق ُدور( qadīr ● 45 as the nominal )ق ِدير َ( م ِ( ْ ) miq’dār ●ق َدار 3 as the noun qādir ● 14 as the active participle( َقا ِدر) maqdūr ● 1 as the passive participle( م ْقُدور) taqdīr ● 5 as the form ii verbal noun(َت ْق ِدير) muq’tadir ● 4 as the form viii active participle( م ْقَت ِدر) source: (http://corpus.quran.com/qurandictionary.jsp?q=qdr) hence, translating words enriched with cultural subtleties poses considerable challenges, as the specific elements present in the source language may not necessarily translate seamlessly into the target language. this diversity of usage places significant pressure on translators, necessitating their adeptness at discerning the intended meaning within the quranic text and conveying its functional relevance in english. this study seeks to analyze the efficacy of translators in rendering the arabic term al-qadr into their english equivalents. achieving true “equivalence” proves particularly daunting for translators when faced with substantial cultural disparities between the two languages, as previously discussed. newmark (1991: 63) contends that the “equivalent effect” serves as the preferred outcome rather than the primary objective of any translation endeavor. thus, the paramount goal for translators entails transcending linguistic barriers and endeavoring to bridge the divide between languages through the use of straightforward, precise language. this approach ensures comprehension by individuals, especially non-native arabic speakers. the rationale behind studying surah al-qadr encompasses both the spiritual significance and the linguistic complexities associated with its exploration. this surah, revealing the quran’s descent during ramadan to prophet mohammed (peace be upon him) http://corpus.quran.com/qurandictionary.jsp?q=qdr yasir ahmed alsbbagh, et al. translating the word ‘al-qadr’ in surah al-qadr: examining cultural and linguistic challenges in quranic translation 282 | v o l . 8 , n o . 2 , 2 0 2 4 ( 2 7 9 2 9 0 ) through the angel jibreel (peace be upon him), underscores the profound connection between divine revelation and the sacred month. central to this study is the term “al-qadr,” which encapsulates diverse meanings such as destiny, decree, and divine will, presenting linguistic challenges in translation and interpretation. for instance, shunnaq (1999) has identified differences in the singular–plural noun systems between arabic and english. shunnaq (1999:52) states that english countable nouns can be singular and plural, whereas arabic countable nouns can be singular, dual, and plural. moreover, the mysterious quality of the night of decree adds another layer of complexity, prompting diverse speculations among scholars regarding its precise timing within ramadan. navigating these intricacies necessitates not only linguistic proficiency but also a deep understanding of islamic theology. thus, the study of surah al-qadr serves as a gateway to spiritual enlightenment while also fostering critical engagement with the linguistic and theological complexities inherent in sacred texts. strategies for translating religion-specific words abdelaal (2020:12) references the utilization of methodologies akin to those proposed by french canadian linguists vinay and darbelnet in exploring the differences between arabic (the source language) and english (the target language), with a specific focus on the translation of culture-specific terms. these methodologies are divided into two main categories: direct translation procedures and indirect translation procedures. vinay and darbelnet (1995:30) conducted an in-depth examination of the evolution of translated texts, stressing their belief that elucidating the principles governing the translation process enables translators to proficiently produce comparable translations. they noted that “in the process of translating, translators establish relationships between specific manifestations of two linguistic systems. categorizing seven distinct processes integral to translation endeavors, these linguists (1995) grouped them into two classifications: direct translation, comprising three procedures, and oblique translation, comprising four as shown in figure (1) such delineations serve as guiding principles, facilitating a deeper understanding of the intricate art of translation between arabic and english. (see also, al-hibachi,2023:4) figure 1. the procedures of translation source: vinay and darbelnet (1995) direct translation procedures when employing direct translation, the translator adopts a method where institutional, technical, cultural, or proper names are directly borrowed from the original text and utilized in yasir ahmed alsbbagh, et al. translating the word ‘al-qadr’ in surah al-qadr: examining cultural and linguistic challenges in quranic translation 283 | v o l . 8 , n o . 2 , 2 0 2 4 ( 2 7 9 2 9 0 ) the translation process. vinay and darbelnet (1995) elaborate on this approach, delineating three distinct procedures. according to their framework, direct translation involves the possibility of transposing each element of the source language message into the target language, either through structural parallelism based on parallel categories or through metalinguistic parallelisms stemming from parallel concepts, (also see waliński 2015:4). however, translators may encounter gaps or “lacunae” in the target language that necessitate the incorporation of corresponding elements to ensure coherence and consistency between the two messages. these three distinct procedures will be elaborated as follows. borrowing ( االقتراض to bridge a linguistic gap, especially when encountering .(اللغوي unfamiliar technical processes or concepts, borrowing becomes the simplest translation method. the decision to incorporate a foreign word or expression into the target language is primarily about style and conveying the intended message. by employing this strategy, the translator imports words from the source language to the target language to either fill a lexical void or evoke a specific effect. for instance, words like “hijab,” “kebab,” and “jehad,” originating from arabic (ْحجاب كباب، جهاد), are directly transferred into the target language, whereas terms like “computer,” “internet,” “facebook,” and “twitter” are borrowed from english into arabic .also see (ahmed & shihab, 2023:3) ,(halimah,2020:4) ,(ْانترنت فيس، بوك تويتر، كمبيوتر) calque (المترجمة االستعارة). a calque is a borrowing method wherein one language adopts an expression from another and translates each of its elements literally. this process results in either a lexical calque, which maintains the target language’s syntactic structure while introducing a new mode of expression, or a structural calque, which introduces a new linguistic construction. vinay and darbelnet categorized calques into lexical and structural types, where lexical calques maintain the structure while introducing new expressions, and structural calques introduce new constructions into the language. examples of calques are often observed in the translation of common collocations and organization names, such as “skyscrapers / السحاب ناطحات” or “fast-food restaurants / السريعة الوجبات مطاعم” illustrating lexical calques, and “world trade organization / العالمية التجارة منظمة” demonstrating a structural calque (ali, 2019:171 and halimah, 2020: 5). literal translation (الترجمة literal translation involves the direct transfer of a .(الحرفية source language (sl) text into a target language (tl) text, ensuring grammatical and idiomatic appropriateness in the tl while adhering strictly to its linguistic norms. this method is commonly employed between closely related languages and cultures, such as french and italian. for instance, translating “ahmed is a student” into arabic as طالب يكون احمدexemplifies a literal translation suitable for educational purposes. however, literal translation is typically feasible only at the surface level of language. for instance, translating “i love rabiaa” into arabic as انا -constitutes an acceptable literal translation within certain contexts (al ربيعة احب hibachi, 2023:5). according to vinay and darbelnet (1995: 35), as quoted by safi and nassar (2021:11), this procedure is adopted whenever it’s demonstrated that the meaning remains intact in the target language. they emphasize that translators may consider literal translation ‘unacceptable’ if it conveys an incompatible meaning, lacks coherence, or proves structurally or pragmatically unfeasible. in such cases, employing an ‘oblique’ (indirect) strategy in translation is recommended, which comprises four specific procedures: transposition (االبدال). transposition involves substituting one-word class with another, retaining the message’s meaning, and is utilized not only in translation but also within a language. obligatory transposition is necessary when the target language demands a specific form, such as translating ‘أغتسل’ to ‘to wash up after having sex or ejaculation,’ where the verb must be expressed as a clause in english due to a lack of equivalence. optional transposition, on the other hand, offers flexibility, as seen in examples like translating ‘ الزكاة الذين as ‘zakat payers’ or ‘those who pay zakat.’ this method shares similarities with ’يؤتون catford’s categorical shifts and includes instances like rendering ‘she screamed when she saw the snake’ as ‘لقد صرخت عند رؤيتها ,as ‘those who believed (abdelaal ’المؤمنين‘ and ’لثعبان yasir ahmed alsbbagh, et al. translating the word ‘al-qadr’ in surah al-qadr: examining cultural and linguistic challenges in quranic translation 284 | v o l . 8 , n o . 2 , 2 0 2 4 ( 2 7 9 2 9 0 ) 2020:25). modulation (التحوير/التعديل). modulation, a technique of altering the form of a message by shifting the perspective, serves to rectify instances where a literal or transposed translation, while grammatically correct, appears unsuitable, unidiomatic, or awkward in the target language (tl). as defined by vinay and darbelnet (1995:36), modulation involves changing the viewpoint to attain a level of naturalness in the target text (tt) while preserving the meaning and fidelity of the source text (st). illustrations of modulation can be observed in the translation of various english sentences. for instance, consider the phrase ‘lend me your ears’, which may be rendered as the expression ‘ups ;’هين او سهل امر‘ a piece of cake’, which could be translated as ;’انتباهك اعرني ‘ and downs’ can be interpreted as ‘الحياة تقلبات’; and the statement ‘you are going to have a child’ may be translated as ‘ستصبحينً اما˝ ’ (abdelaal, 2020:25). equivalence (التكافؤ). equivalence is a crucial concept emphasizing that a single situation can be depicted through two distinct texts employing entirely different stylistic and structural approaches. this method, also referred to as reformulation, aims to generate an equivalent text in the target language by employing varying stylistic and structural techniques as in: آيةْ ْ مْ هْ لَ ْ أن ا ح َم ْ ْ ’لنا ذ ْ ال م يْ هْ ري تَ ْ فُ ْ لك ا ْ ل َمشحون و and a sign for them is that we bore their race (through the flood) in the loaded ark (surah yasin –ali abdallah yousef) in this example of translation equivalence involving an additive relation, the arabic phrase مشحونْ“ ْ ل is rendered into english as “in the loaded ark,” reflecting the concept of addition ”ا by including additional information about the ark being laden during the event described (alsbagh and abdullah 2012:53). adaptation (التبني/ adaptation, the final calque strategy outlined by vinay and .(االقلمة darbelnet(1995) involves adjusting or elucidating cultural disparities between a source language (sl) and a target language (tl). its primary objective is to establish situational equivalence. for example, the english greeting ‘hello’ may be adapted to ‘alssalamu alikum’ in arabic instead of its linguistic equivalent ‘أهل’. this approach finds frequent application in translating literary works and films, particularly when dealing with profanity such as ‘fuck’ or ‘damn’, which may be rendered as ‘اللعنة’, and terms like ‘boyfriend’ and ‘girlfriend’, translated as ‘و صديقة adaptation is essential when the cultural context referenced in the sl .’صديق message is unfamiliar in the tl culture, requiring the creation of a new scenario deemed equivalent. thus, adaptation can be viewed as a specialized form of equivalence, namely situational equivalence (abdelaal, 2020:26). after discussing the seven translation strategies proposed by vinay and darbelnet, the current study aims to achieve the following objectives: identify the strategy used to translate the word ‘al-qadr’, determine which translation is more equivalent to the original text, indicate the differences in the translation of the word ‘al-qadr’, and answer the following questions: what strategy was utilized to translate the word ‘al-qadr’ in surah al-qadr for each translator? which translation is more accurate to the original text? what factors contribute to the differences in the translation of the word ‘al-qadr’? translators’ cultural backgrounds of surah al-qadr in the process of translating surah al-qadr in quranic text, the involvement of seven translators from diverse cultural backgrounds highlights the varied ways in which reality is perceived (see the appendix). each translator brings a unique cultural perspective, shaping their interpretation of the text. this diversity enriches the understanding of surah al-qadr, as it reflects the cultural subtleties and experiences inherent in each translator’s background. through their collaborative efforts, the translations offer insights into the multiplicity of human yasir ahmed alsbbagh, et al. translating the word ‘al-qadr’ in surah al-qadr: examining cultural and linguistic challenges in quranic translation 285 | v o l . 8 , n o . 2 , 2 0 2 4 ( 2 7 9 2 9 0 ) experiences and perspectives, emphasizing the influence of cultural backgrounds on the perception of reality (musk,1988:1): a) sahih international (2007): sahih international aims to provide an accurate and accessible translation of the quran in english, ensuring fidelity to the original arabic text while maintaining clarity and readability (mbaideen,2020:104). b) pickthall (1930): marmaduke pickthall’s mission was to produce a translation of the quran into english that captured both the literary beauty and the spiritual depth of the original arabic text. (ibid:105) c) yusuf ali (1934): abdullah yusuf ali’s mission was to offer a comprehensive translation of the quran in english, supplemented with detailed commentary and explanatory notes to aid understanding and interpretation alsbagh and abdullah,2012:40). d) shakir (1985): muhammad sarwar shakir aimed to create a straightforward and easily understandable translation of the quran in english, ensuring accessibility to readers of diverse backgrounds (mbaideen,2020:104). e) muhammad sarwar (2012): muhammad sarwar aimed to provide an english translation of the quran that incorporates shia perspectives and interpretations, catering to the needs of shia muslim communities. f) mohsin khan (1996): muhammad muhsin khan’s mission was to produce a translation of the quran that adhered closely to salafi interpretations and annotations, providing a faithful representation of islamic teachings (ibid:105). g) arberry (1955): arthur john arberry’s mission was to translate the quran into english in a manner that preserved the poetic beauty and linguistic intricacies of the original arabic text, appealing to readers interested in literary and scholarly aspects of the quran (siddiek, 2018:1). in general, the translation of the quran into english has been approached with diverse perspectives and objectives by different translators throughout history. sahih international (2007) focuses on accuracy and accessibility, while pickthall (1930) emphasizes literary beauty and spiritual depth. yusuf ali (1934) offers a comprehensive translation with detailed commentary, and shakir (1985) aims for simplicity and clarity. muhammad sarwar (2012) incorporates shia perspectives, while mohsin khan (1996) follows salafi interpretations. arberry (1955) preserves poetic beauty and linguistic intricacies. each translation reflects the unique mission and methodology of its translator, contributing to the diversity of english translations of the quran. material and method the present study employs a mixed-method design, integrating qualitative and quantitative approaches, to investigate the translation of the arabic noun phrase “al-qadr” in surah al-qadr of the qur’an into english. the research methodology involves three (القدر) stages: first, a qualitative textual analysis delves into the themes and descriptions of surah al-qadr, aiming to provide a comprehensive understanding of the linguistic intricacies and contextual meanings associated with “al-qadr.” second, quantitative methods are utilized to extract instances of the term “al-qadr” from surah al-qadr, facilitated by software packages such as antconc version 3.5.9, updated in december 2020. lastly, statistical analysis of the extracted data is conducted using vinay and darbelnet’s (2004, as cited in abdelaal, 2020:12) framework to ensure representativeness and accuracy, thereby identifying translation of word ‘‘al-qadr”, and variations in the translation of “al-qadr” across different english renditions, shedding light on the diversity of translation choices and their implications. the present study collected data from a reputable website (https://corpus.quran.com) that analyzes the quranic arabic corpus. the quranic arabic corpus is a comprehensive linguistic resource that offers detailed insights into arabic grammar, syntax, and morphology found within the holy quran. it provides an in-depth analysis of each word, showcasing its yasir ahmed alsbbagh, et al. translating the word ‘al-qadr’ in surah al-qadr: examining cultural and linguistic challenges in quranic translation 286 | v o l . 8 , n o . 2 , 2 0 2 4 ( 2 7 9 2 9 0 ) morphological annotation, and syntactic structure through treebanking, and semantic ontology. this resource serves as a valuable tool for scholars and students seeking to understand the linguistic intricacies of the quran. the sample for the study consists of translations of surah al-qadr by seven translators, chosen for their contributions to translating quranic texts (see the appendix). in the analysis section, verses from surah al-qadr are utilized to achieve three primary objectives: to identify the strategies used to translate the word ‘al-qadr’, to determine which translation is more accurate to the original text, and to indicate differences in the translation of the word ‘al-qadr’. results and discussion results the findings regarding the diverse strategies employed in translating the term “al qadr” in surah al-qadr are supported by the analysis of translation strategies outlined in hani and zainab (2024:10). their study highlights how the absence of strategies like calque, literal translation, transposition, or modulation reflects deliberate efforts by translators to ensure clarity and fidelity to the original text. for example, the adaptation strategy, utilized by sahih international and pickthall, demonstrates a conscious effort to make the term comprehensible for english-speaking audiences while maintaining its theological depth. similarly, yusuf ali, shakir, muhammad sarwar, and arberry's emphasis on equivalence showcases their commitment to preserving the semantic and spiritual essence of “al-qadr,” ensuring its theological and literary significance is effectively conveyed to readers. mohsin khan's use of the borrowing strategy adds a unique layer, retaining the arabic term alongside its english equivalent to balance authenticity with accessibility. these strategies underscore the intentionality behind translators' choices, aimed at bridging linguistic and cultural gaps while faithfully representing the original text. collectively, this analysis provides valuable insights into the complexity of translating religious-specific terminology and affirms the strategic decision-making required to render the qur'anic text meaningful to diverse audiences as indicated in figure 1. figure 2. strategies of translation word al-qadr the second objective of this analysis, to determine which translation of the term "alqadr" in surah al-qadr is more accurate, is supported by the findings of eslamieh & mokhtar (2021: 8-13). their study highlights how translations such as "the night of decree" (sahih international), "the night of predestination" (pickthall), "the night of destiny" (muhammad sahih international sha kir: pickthall muhammad sarwar total yusuf ali mohsin the procedures of translation 5 4 3 2 1 0 borrowing calque literal transposition modulation equivalence adaptation yasir ahmed alsbbagh, et al. translating the word ‘al-qadr’ in surah al-qadr: examining cultural and linguistic challenges in quranic translation 287 | v o l . 8 , n o . 2 , 2 0 2 4 ( 2 7 9 2 9 0 ) sarwar), and "the night of power" (yusuf ali and arberry) closely align with the original arabic term, effectively conveying the concept of divine decree or power associated with the night. these translations preserve the theological essence of "al-qadr," maintaining both linguistic and cultural relevance for english-speaking readers. in contrast, translations like "the grand night" (shakir) and "the night of al-qadr (decree)" (mohsin khan) are seen as slightly deviating from the original term’s specificity, though they still convey the importance of the night. eslamieh & mokhtar (2021) suggest that translations such as "the night of decree" and "the night of power" are more accurate, as they more closely adhere to the specific terminology and intended meaning of "al-qadr." these translations offer a clearer understanding of the original text’s essence and significance, highlighting the divine authority and destiny embedded in "al-qadr," thus providing readers with a more faithful interpretation of the qur’anic verse. (respectively: see the appendix). furthermore, the third objective, which aims to analyze the reasons behind the differences in translating "al-qadr" in surah al-qadr, is supported by roodashty et al. (2023:24), who identify several key factors shaping these variations. the linguistic complexity of the term "al-qadr," with its multiple meanings—such as decree, destiny, power, and significance—provides translators with interpretive flexibility, leading to diverse renderings. cultural context also plays a significant role, as translators must navigate the sensitivities of both the source and target languages to ensure the translation resonates with the intended audience. additionally, translation philosophy influences choices, with some translators prioritizing linguistic fidelity to the original arabic and others focusing on readability and meaning. roodashty et al. further note that the translator’s expertise in islamic theology and arabic language, as well as differences in audience and interpretation, contribute to the varied translations. these factors underscore the complexity of translating the quranic text and highlight the richness of interpretation, aligning with the third objective by illustrating how linguistic, cultural, philosophical, and contextual considerations shape the translation process. discussion the diverse translations of the arabic term “al-qadr” in surah al-qadr arise from a range of linguistic, cultural, and theological factors that influence the process of rendering its meaning into english. translators often strive to make the qur'anic text resonate with their target audience, and this effort introduces various interpretations of “al-qadr.” terms such as “night of destiny” or “night of power” carry distinct connotations, shaped by cultural contexts, which significantly affect readers' perceptions of this pivotal concept. roodashty et al. (2023) emphasize that the translators' familiarity with the qur'anic text and islamic theology is crucial in achieving nuanced interpretations. those with deep knowledge of islamic traditions are better equipped to capture the multifaceted meanings of “al-qadr,” encompassing decree, power, destiny, and grandeur. in contrast, limited understanding can lead to oversimplification or misrepresentation, which detracts from the text's profound significance. one of the primary challenges in translating “al-qadr” lies in the inherent limitations of the english language compared to arabic. arabic words, particularly those in the qur'an, often carry layered meanings that integrate theological, linguistic, and poetic dimensions. yasir et al. (2017) note that this complexity necessitates prioritization during translation, leading to interpretations that emphasize certain aspects of “al-qadr” while inevitably overlooking others. for instance, “night of decree” highlights the concept of divine sovereignty and predestination, while “night of power” underscores the grandeur and spiritual significance of the occasion. theological perspectives further shape these translations. translators may adopt terms that align with their interpretive goals and the needs of their audience. raed (2023:1) observes that stylistic preferences and considerations for clarity influence choices in translation. for example, sahih international prioritizes accessibility with the term “night of decree,” aiming to convey the central theological concept straightforwardly. in contrast, arthur yasir ahmed alsbbagh, et al. translating the word ‘al-qadr’ in surah al-qadr: examining cultural and linguistic challenges in quranic translation 288 | v o l . 8 , n o . 2 , 2 0 2 4 ( 2 7 9 2 9 0 ) john arberry’s poetic rendering of “night of power” seeks to preserve the literary elegance of the qur'anic text, appealing to readers who value its artistic dimension. overcoming these challenges requires a balanced approach that integrates linguistic precision, cultural sensitivity, and theological depth. roodashty et al. (2023) argue for collaborative efforts among scholars of linguistics, islamic studies, and cultural expertise to produce translations that encompass the richness of “al-qadr” while remaining accessible to diverse audiences. moreover, translators should explicitly address the layered meanings of “al-qadr” in footnotes or commentaries to ensure that readers gain a comprehensive understanding of its implications. by acknowledging the multifaceted nature of “al-qadr” and embracing its complexities, translators can enrich the engagement with surah al-qadr and its profound spiritual message. conclusion in conclusion, the analysis has effectively addressed its objectives by shedding light on the strategies employed by translators in rendering the word “al-qadr” in surah al-qadr of the quran into english, assessing the fidelity of translations to the original text, and analyzing the reasons behind the differences observed. through this examination, it becomes evident that translators employ various strategies such as adaptation, equivalence, borrowing, and alternative renderings to convey the subtle meanings of “al-qadr” while ensuring clarity and fidelity to the original arabic text. translations such as “the night of decree” and “the night of power” demonstrate a closer adherence to the specific terminology and intended meaning of “al-qadr,” thus providing readers with a clearer understanding of its essence and significance. however, the differences in translation are influenced by a multitude of factors including linguistic intricacies, cultural context, translation philosophy, interpretation of the quranic text, target audience, and the translator's expertise and understanding. these factors collectively highlight the complexity of translation and the richness of interpretation inherent in the quranic text, offering readers a multifaceted understanding of this profound concept. overall, this analysis contributes valuable insights into the translation process of religiousspecific terminology, facilitating a deeper understanding of the quran for diverse audiences and enriching scholarly discourse on the subject. acknowledgment the researcher would like to thank all parties who have contributed to this research. references ahmed, a. h., & shihab, o. a. (2023). an assessment of translating rhetorical devices in king abdullah ii’s political speeches into english: metonymic expressions as a case study. integrated journal for research in arts and humanities, 3(4), 200–217. https://doi.org/10.55544/ijrah.3.4.27 al-hubaishi, a. a. a. (2023). vinay and darbelnet’s translating procedures used in translating culture-specific words: a case study of george orwell’s animal farm. electronic journal of the university of aden for humanity and social sciences, 4(1), 80–89. https://doi.org/10.47372/ejua-hs.2023.1.235 ali, a. (2019). the role of free translation in rendering the collocational phrases of the quranic text into english (doctoral thesis). university of chester, uk. alsbagh, y., issa, s., & ali, m. (2017). the english translation of arabic “‘fii’” in quranic text. journal of al-farahidi’s arts/iraq, 09(31–2), 552–562. alsbagh, y. a., & abdullah, i. h. (2012). the english translation of ‘wa’ in quranic text: the semantic function of arabic ‘wa’ in quranic. saarbrücke, germany: lap lambert academic publishing ammon, u. (2001). the dominance of english as a language of science. mouton de gruyter berlin.new york. https://doi.org/10.55544/ijrah.3.4.27 https://doi.org/10.47372/ejua-hs.2023.1.235 yasir ahmed alsbbagh, et al. translating the word ‘al-qadr’ in surah al-qadr: examining cultural and linguistic challenges in quranic translation 289 | v o l . 8 , n o . 2 , 2 0 2 4 ( 2 7 9 2 9 0 ) azizah, n., basthomi, y., & subianto, a. (2021). syntactic analysis of surah qaf english translation by muhammad taqiudin al hilali and muhammad muhsin khan. jolla: journal of language, literature, and arts, 1(2), 239-250. catford, j. c. (1965). a linguistic theory of translation (vol. 31). london: oxford university press. crystal, d. (1987). the cambridge encyclopedia of language.cambridge university press. crystal, d. (1997). english as a global language. cambridge university press. crystal, d. (2003). the cambridge encyclopaedia of the english language (2nd ed.). cambridge university press. eslamieh, r., & mokhtari, m. (2021). adequacy and acceptability of the english translation of scientific implications: eclectic model of shifting to quran translations of arberry, irving, yusuf ali, and saffarzadeh. journal of language and translation, 11(4), 1938. edan, mahmood. a. (2020). the application of the catenative verbs by the iraqi efl learners at al-iraqia university. ishraqat tanmawia, 5(23). gordon, raymond g., jr. (2005). ethnologue: languages of the world, fifteenth edition. dallas: sil international. online version: http://www.ethnologue.com halimah, a. (2020) english-arabic-english translation: a novel methodological framework for the standardization of translation parameters. journal of english language and literature studies. 10(3) retrieved april 25, 2022, from https://ccsenet.org/journal/index.php/ells/article/view/0/43105 hatim, b., & mason, i. (2014). discourse and the translator. routledge. http://www.ahlalquran.com/english/show_article.php?main_id=733 hani, h. a., & zainab, t. (2024). . the application of the vinay and darbelnet model to english and urdu translations of surah ad-duha: a comparative study. journal of applied linguistics, 3(2), 8–17. https://doi.org/10.52622/joal.v3i2.176 kidwai, a.r. (1987) “translating the untranslatable: a survey of english translations of the quran.” the muslim world book review. mbaideen, a. m. f. (2020). a semantics analysis of acoustic prepositional deletion in the quran: a cognitive linguistic and construction grammar approach (doctoral dissertation, ukm, bangi). musk, b. (1988). dreams and the ordinary muslim. missiology, 16(2), 163-172. https://doiorg.eresourcesptsl.ukm.remotexs.co/10.1177/009182968801600204 newmark, p. (1991). about translation, multilingual matters, clevedon london. nida, e. a., & taber, c. r. 1974. the theory and practice of translation (vol. 8). brill archive. okyayuz, ş. (2019). diaz cintas, j. & nikolic, k. fast forwarding with audiovisual translation, multilingual matters, bristol, 2018, 230 sayfa. trakya üniversitesi edebiyat fakültesi dergisi, 9(18), 293–296. https://doi.org/10.33207/trkede.597954 qazi, f. f. 2011. introduction to quranic linguistics level two essebatial arabic grammar damascus, syria: fahimuddin f qazi. safi, s. h. and nasser, l. a. (2021). “the application of vinay and darbelnet model to translating the names of qur’ānic surahs into english”. in: college of basic education researchers journal. issn: 7452-1992 vol. (17), no.(4),pp.: 1201-1230. shadi elfarran. (2006). problem in translating the noble quran. online article shunnaq, a. t. (1999). translation concerning english and arabic: a practical guide. irbid dar alhilal for translation. siddiek, a. g. (2018). a critical reading of aj arberry’s translation of the meanings of the holy quran (koran translated). international journal on studies in english language and literature (ijsell), 6(5). ushama, t. (2002). issue in the study of the qur'an. kuala lumpur: ilimah. van putten, m. (2023). the morphosyntax of objects to participles in the qurʾān. journal of semitic studies, 69(1), 305-330. doi:10.1093/jss/fgad029 %j journal of semitic studies. http://www.ethnologue.com/ https://ccsenet.org/journal/index.php/ells/article/view/0/43105 http://www.ahl-alquran.com/english/show_article.php?main_id=733 http://www.ahl-alquran.com/english/show_article.php?main_id=733 https://doi.org/10.52622/joal.v3i2.176 https://doi-org.eresourcesptsl.ukm.remotexs.co/10.1177/009182968801600204 https://doi-org.eresourcesptsl.ukm.remotexs.co/10.1177/009182968801600204 yasir ahmed alsbbagh, et al. translating the word ‘al-qadr’ in surah al-qadr: examining cultural and linguistic challenges in quranic translation 290 | v o l . 8 , n o . 2 , 2 0 2 4 ( 2 7 9 2 9 0 ) vinay, j. and j. darbelnet, (1995). comparative stylistics of french and english, benjamins translation library. waliński, j. t. (2015). translation procedures. ways to translation, 55-67. wallerstein, i. (1995/1998|). the language of scholarship. letter from the president. no.3. monteralinternational sociological association. raed a. albanon. (2023). translation of euphemistic intimate expressions in the holy quran. journal of the college of education for girls for humanities, 3(30). https://doi.org/10.36327/ewjh.v3i30.12672. roodashty, m., mozaheb, m. a., & ghajarieh, a. (2023). translation of culture-specific items in three chapters of the holy quran: the case study of translators with different l1 backgrounds. interdisciplinary studies of quran & hadith, 1(1), 13-32. doi: 10.30497/isqh.2023.244736.1005. zwembr, s. m. (1915). translations of the koran. the muslim world, 5(3), 244-261. english franca academic journal of english language and education doi:10.29240/ef.v621.5242 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 7, no 2, 2023, page 305-316 article info: http://journal.iaincurup.ac.id/index.php/english received 24 april 2023; received in revised form 10 july 2023; accepted 24 august 2023, avalaible online 30 november 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open access article under the cc by-sa license copyright (c) 2023 author utilizing group discussion technique in developing speaking skill in an efl classroom ana kuliahana1, abdul gafur marzuki2 1 state islamic university of datokarama palu, indonesia 2 state islamic university of datokarama palu, indonesia corresponding email: gbudiperwira@gmail.com to cite this article author (2023) “utilizing group discussion technique in developing speaking skill in an efl classroom”: kuliahana, a., & marzuki, a. (2023). utilizing group discussion technique in developing speaking skill in an efl classroom. english franca : academic journal of english language and education, 7(2). doi:http://dx.doi.org/10.29240/ef.v7i2.8197 introduction there are two emphases in developing students’ speaking skill in general. firstly, it emphasizes expressing meaning in daily interpersonal and transactional conversation, and secondly, it emphasizes expressing the meaning of a short and monologs text in daily life context (rao, 2019; hussin et al., 2020). a point that can be made in an english classroom is how the target language can be used as a medium to communicate. this is quite reasonable since the assessment of the successfulness of language learning is whether the students can use it or not in their real-life or at least in the classroom when the learning process is taken place (zyoud, 2016; yesilçinar, 2019; al-garni & almuhammadi, 2019; saed et al., 2021). all lecturers are the agents of change who have to take part and must be responsible for the change. the most essential thing that lecturers can do is to change their paradigm toward their teaching view which is bound closely to traditional points of abstract. this study aims to identify students’ speaking skills in the english department at uin datokarama palu that could be developed through group discussion techniques. it was designed as collaborative classroom action research and divided into two cycles. data came from class observation, field notes, a questionnaire, and a speaking test over six meetings of speaking lessons on the second term of the semester. the research included 22 students. the researcher identified the students’ speaking skill development based on the criteria of success established. the findings showed that 11 students (50%) acquired it, and 11 students (50%) fizzled in the first cycle. the researcher continued to the next cycle since the students’ speaking achievement did not meet the criteria of success yet. some improvements were made in order to cover the drawbacks in the first cycle, such as rearranging the members of the group and emphasizing teaching on the use of 'opened-ended questions’. there were 18 students (81.8%) who acquired it, and just 4 students (18.2%) fizzled in the second cycle. besides, all students felt challenged to participate in group discussions. however, their participation varied greatly among the individual students. an interesting implication of this research was that students’ speaking skills could be developed through group discussion techniques. keywords: efl students, group discussion technique, speaking skill cccccc http://journal.iaincurup.ac.id/index.php/english/index https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:gbudiperwira@gmail.com http://dx.doi.org/10.29240/ef.v7i2.8197 ana kuliahana & abdul gafur marzuki utilizing group discussion technique in developing speaking skill in an efl classroom 306 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 0 5 3 1 6 ) view where lecturers must “all-out” or “show force” in front of their students. the atmosphere of the classroom is getting worse when these lecturers are unable to use various techniques and media to ease their students' understanding in the classroom. all these then raise students’ boredom to follow english lessons (menggo, 2016; iman, 2017; hamouda, 2020; hussin et al., 2020). based on the researchers’ previous observation, the problems found in the researcher’s classroom can be categorized into three main factors. they are the problems that deal with the hesitation of the students to speak which affects an un-dynamic classroom atmosphere, the problem of how students use expressions to signal certain transactional dialogue, and the problem of maintaining students’ motivation to follow english class. all these factors can be elaborated as follows: (1) the faltering of the students to speak. to a portion of the students in the researcher’s class, the social element is more predominant where students are caught in a conviction development in a general public that learning includes paying attention to the speaker and not effectively making some noise in the class. as a result, a quiet homeroom is an overall peculiarity in some speaking classes; (2) the trouble of the students to utilize a few articulations to flag certain conditional discoursed. they can't utilize a legitimate articulation to flag that they are offering a perspective, saying an arrangement and conflict; making explanations, giving reasons, and some others value-based discoursed; (3) lack of students' inspiration to follow english class. pretending and portraying pictures are the most widely recognized procedures utilized in showing speaking in class. having taken a gander at the strength and systems of the two strategies depicted in some technique references; right off the bat teachers of english are anxious to attempt them. sadly, the procedures that the researcher applied are not fulfilled at this point since the aftereffect of the speaking test can't acquire the base norm of english. having broken down these realities, the researchers choose to lead a car (classroom action research) at english department students of uin datokarama palu. to cover the issues as recently expressed, the researcher utilized a group discussion technique which is accepted can conquer students' concerns particularly in fostering their speaking skill. then the researchers formulated the research question as follow: “how can group discussion technique develop the students’ speaking skill?” theoretical framework speaking is generally at the center of language instruction since it is such a common form of interpersonal communication. it is essential to social life because individuals use it to convey their ideas, thoughts, feelings, arguments, and points of view in all types of encounters and circumstances. this fact has the interesting implication that most of us speak more than we write, and in some circumstances, people will use speaking to give instructions or finish tasks, to describe things, to complain about other people's behavior, to make polite requests, or to amuse others with jokes and stories. (hussain, 2017; zuhriyah, 2017; krebt, 2017; kuning, 2019). speaking might sometimes be more important than writing. without a listener, communicating is almost impossible. commonly, communication took place face-to-face long before technological advancements were made. but today, telephones allow for inter-person conversation even when the listener is far away. in this situation, even though they do not communicate face-to-face, they still need to present the listener's voice (mulyanah et al., 2018; rao, 2019). in oral communication, the listener is extremely significant because, the receiver (the listener) has a critical function to play. as the conversation progresses, the listener shapes it by influencing the speaker's words and delivery. when reading or listening to a text, the listener interacts with it, decodes it, and gives it their own unique interpretation. ana kuliahana & abdul gafur marzuki utilizing group discussion technique in developing speaking skill in an efl classroom 307 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 0 5 3 1 6 ) producing coherent phrases, as well as taking in and processing information from others, are all necessary components of speaking (hanifa, 2018; rao, 2019). giving students plenty of time to practice their english in class is an important aspect of teaching english. this fact has an intriguing significance, which is that english professors should look for an effective method that makes their jobs easier. a group discussion might be an alternative method for improving pupils' speaking abilities. a group discussion is a sort of conversation in which a few people from the gathering participate and share their opinions on a subject. each participant is free to express their opinions on the subject at hand (nyumba et al., 2018; arutmayanti & astuti, 2023). the best strategy in a class of many students speaking the same mother tongue is to give them tasks that require them to work in small groups or pairs rather than giving them individual speaking assignments in front of their peers. on the other hand, group discussion is a successful speaking activity in a large classroom because it helps students express themselves verbally and gives them a chance to be more independent during a speaking activity (bonnet et al., 2018; pochana, 2022). some previous researchers recommend that group discussion is an effective technique to develop students speaking skills. group discussion can promote comprehension and provide learners with feedback and clarification. group discussion can urge students to take part effectively in the learning of talking and can work on the capacity of low-level students in talking class and bunch conversation can raise the premium and animate the thinking power about the individuals from the gathering (pochana, 2022; arutmayanti & astuti, 2023). materials and method the plan of this exploration was classroom action research (car). it targets working on the nature of the instructing learning measure and is arranged as subjective examination in which the information ought to be founded on nearby current conditions and introduced as words. activity exploration can be viewed as a methodology for gatherings of instructive specialists, students’ folks, and others to live with the intricacy of genuine experience while, simultaneously, making progress toward substantial improvement (mirra et al., 2015; aidinopoulou and sampson, 2017). this research employed collaborative action research since it was conducted with a collaborator. however, both researchers and the collaborator had a different role where the researchers employed group discussion technique in their teaching while the collaborator observed the progress of the teaching and learning process. since the research was designed to be a car, it was employed in cycles using the model of car, the cycles started with four recommended phases include planning, acting, observing, and reflecting. this research was conducted in the english department at uin datokarama palu. the class consists of 22 students with various abilities, gender, and learning style. to obtain accurate and reliable data, the researchers carried out field research by employing some instruments, i.e. observation checklist, field notes, questionnaire, and test. observation checklist and field notes were done by the collaborator while the teaching process conducted while questionnaire and test were distributed at the end of each cycle. the data analysis is done through reflection where the researchers collected, selected, categorized, compared, synthesized, and interpreted the data. in this research, by using the holistic scoring of speaking assessment of bailey, the students are assessed in the area of grammar and word order, pronunciation, vocabulary and general speed, and sentence length and comprehension. the point goes from 0 as the lowest to 5 as the highest point. a total point that students can get is derived from the total of students’ scores multiplied by four. so, the top score in all five areas would result in 100 or equal to native proficiency. this can be delineated in the accompanying figure: ana kuliahana & abdul gafur marzuki utilizing group discussion technique in developing speaking skill in an efl classroom 308 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 0 5 3 1 6 ) table 1. holistic scoring of speaking assessment aspects of assessment score 1 2 3 4 5 1 comprehension 2 pronunciation 3 grammar and word order 4 vocabularies 5 general speed of speech and sentence length figure 1. holistic scoring of speaking assessment results first cycle in teaching the students, the researcher employed three-phased activities. the researchers and collaborator came to the class and welcomed the students. the students were enthusiastic. the researchers checked the students’ attendance list but there was nobody absent. the activities continued to introduce the topic to the students and statespecific instructional objectives on the whiteboard. the focus of the teaching was to train the students to use some expressions of asking and giving opinions in the discussion setting. in pre-activity, the researcher asked students some questions to explore their prior knowledge. since the students were divided into five groups, in whilst activity, the researchers asked the students to sit in groups. they assigned two groups to conduct the discussion for each meeting. the first chance was given to group one. the group moved to the front of the class while the other students sat with their group. student 2 became the speaker. he greeted his friends then continued to elaborate on the topic. after presenting the topic, he gave his friends a chance to ask questions. here, there were 4 questions (student 11, student 8, student 18, student 22) that must be answered. they could answer them. after answering all the questions, the first session was ended. ana kuliahana & abdul gafur marzuki utilizing group discussion technique in developing speaking skill in an efl classroom 309 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 0 5 3 1 6 ) the researchers then invited the next group to come in front of the class to begin the next presentation. student 6 became the speaker. she presented it then continued to give a chance to the other group to ask questions. after answering the questions, the presentation was ended. in post activity, the researchers corrected several mistakes did by the students when they asked questions, answered, or gave clarification during the discussion. before ending the lesson up, they asked the students to clarify the materials have been studied and reminded the group to prepare well their presentation for the next meeting. based on the data from observation, some students were eager to join a group discussion. the condition of the class was cheerful where some of the students were often asked how to ask someone’s opinion and give an opinion. when the researchers asked “what do you think about technology, do you think it is important or not? there are two students (student 1 and student 10) who gave their opinion. it seems that the other students could respond to the researchers’ questions. the condition of the class was relaxed when the researchers asked students to sit with their group. the students did it. it seems that the students understand researchers’ instruction. in groups, students could use english but they mostly used bahasa indonesia to talk. when the speaker gave them the time to ask a question, they delivered them in english. students could answer the questions arouse even with a limited sentence. three students asked questions. in answering the question or giving a comment, they spoke clearly but still mispronounced some words. furthermore, the students gave examples to support their opinion and use gestures and facial expressions. like the previous meeting, the steps of presenting the materials were almost the same as the previous one, but the teaching was emphasized on introducing the expressions of agreement and disagreement. the researchers opened the class by greeting the students then continued to check the attendance list. only one student was sick. afterward; they introduced the topic and wrote the objective of the lesson on the whiteboard. they continued to attract students with some questions to get their prior knowledge about the topic that would be discussed. in whilst activity phase, the researchers asked the students to sit in a group then assigned groups three to report the topic. the group moved in the front of the class while others sat with their group. the presentation started and student 11 became the speaker. he greeted the class, introduced his friends, and elaborated on it. after presenting the topic he asked his friends in the other group to ask questions. at this stage, there were four questions aroused which were directly answered. after answering all the questions, the session was ended. the next group presented the topic. student 15 became the speaker to present the topic. she elaborated it nicely. on this occasion, there are four questions aroused. the researcher still jotted down students' mistakes in grammar and pronunciation when the first and second topics were presented. in post activity, the researchers corrected both from the presenting group and the participants then the activities continued to give the students chance to clarify some unclear points dealing with the materials that had been learned. after that, they reminded the groups to prepare the next presentation well and closed the meeting. even though the condition was still the same at the first meeting, the students were enthusiastic to join the speaking class. the presented group was ready to present the topic because the members had prepared them. in the discussion, they could deliver and answer their opinions in english even with limited sentences. even they could share the ideas in discussion but fast learner students still dominated speaking in the group. according to the notes, five students asked questions. three students answered actively. the discussion was getting better; however, the researchers still reminded the students to use the proper expression of asking and giving opinions and the use of gestures and eye contact in a conversation. ana kuliahana & abdul gafur marzuki utilizing group discussion technique in developing speaking skill in an efl classroom 310 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 0 5 3 1 6 ) like the previous two meetings the researchers opened the class, checked students’ attendance list, then introduced the topic to the students. they wrote the objective of the lesson on the whiteboard. according to the lesson plan, teaching was focused to learn about the way how to ask for satisfaction and dissatisfaction. in whilst activity phase, the researchers explained broadly and gave some examples of how to use the expressions. some students trained them. the activity continued to ask students to sit in a group. the first presentation was performed by group four to present their topic. the group moved in front of the class and student 17 began the presentation. he greeted his friends, introduced the topic, and elaborated it then asked his friends to ask some questions. there were three questions aroused at the time. the group could answer them then the first session was closed. the fifth group came in front of the class to present their topic. the speaker was student 20. still the same as the previous presentation, she greeted his friends, introduced the topic, and elaborated it then asked her friends to ask some questions. at this stage, there were four questions aroused and they could answer them. the group closed. to end up the meeting, the researchers corrected mistakes did by the students and asked the students to clarify some unclear points then this third meeting was closed. it overlooks the facts that there were two points to note at the day, the atmosphere of the classroom and students’ braveness to deliver their ideas. this could be recognized from the fragment of the conversation when the researcher asked their felling about the classroom. the students tried to provoke their friends to begin a conversation in english. the evidence that there were some students smile signed that the students understood the conversation which took place at the time. the presentation of the groups was well-prepared since the students had enough time to enrich the topic, but fast learner students still dominated speaking in groups. in connection to the materials that they learned; students were familiar to use two expressions of asking satisfaction. in answering the question or giving comments the students did well. they gave examples to support their opinions and used gestures and facial expressions to stress the meaning. they spoke clearly but mispronounced some words. the data said that these two groups elaborated the topic well. according to the field notes, five students asked questions and shared their opinions. speaking assessment the researchers assessed the students’ speaking performance in an interview. they recorded the students' oral exhibitions to keep up with the valid information from the field. based on the results of speaking assessment, there are only 11 students (50%) whose accomplishments in talking met the criteria of success. there were 11 students (50%) who did not meet the criteria of success. this condition was not in line yet with the established score of speaking since the researchers stated that the gained score of the students must be ≥ 70 and covered 70% of the total number of students in the class. this reflects the fact that the students did not achieve the criteria of success that had been established. questionnaire analysis since the questionnaire provides authentic data from students’ perspectives about the technique that had been applied, there were six questions that the researchers requested to answer. this was given after completing the first cycle. having analyzed students’ responses on the questionnaire, the expected response in this questionnaire were mostly in line with students’ respond. it can be said that students had a positive view of the utilization of the group discussion technique. it seems reasonable to suppose that group discussion is a meaningful technique in developing students’ speaking skill since the technique not only raises ana kuliahana & abdul gafur marzuki utilizing group discussion technique in developing speaking skill in an efl classroom 311 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 0 5 3 1 6 ) their interest in speaking class but also it raises the students’ self-confidence and facilitates them in completing the task given by the researchers. reflection after discussing the data gathered in the first cycle, then, it seems more appropriate for the researchers and collaborator to draw a reflection because it enables us to explain why the students did not meet the criteria of success that have been established. according to the data, the researchers found three issues to cover. they can be summarized in the following description. to help the groups to be successful; three drawbacks must be covered in the second cycle. these were several things that they did to help them; they were to emphasize the use of ‘open-ended questions’, to assign students to provide outlines in groups’ reports and to employ mixed abilities in grouping the students. the reasons why the researchers emphasized these things can be elaborated as follow: 1) to use ‘open-ended questions. since the students were familiar to ask ‘yes no questions’ which just drove their companions to right away offer yes or no responses, it was basically critical to ensure the questions were open-ended on the grounds that it would lead the plans to should be produced. for example, instead of saying ‘do you think having android is important?’ a good question to ask in the session would be ‘what can you do with an android?’ this would be an example of an open-ended question. it did not require a definite answer. instead, it allowed the students to think among themselves which led them to come up with some different opinions to be generated. 2) to provide outlines. in this research, the goal of group discussion is to develop students’ speaking skill. to acquire the normal objective, the exercises done may be made appropriately by the researcher by appointing the students to give the blueprints in their show, the students will actually want to effectively take part in bunch conversations to ask, answer questions, and offer their perspectives since they have a few plans to build. 3) to mix the abilities of students in groups. by mixing them evenly in a group, students can share knowledge and ideas that help to solve problems. along these lines, students can figure out how to cooperate with other people, assist students with conveying significant plans to one another, and can work with more regular and clever correspondences. second cycle based on the reflection on the first cycle, the researchers revised the plan. if in the first cycle the group just only reported their topic and let other group gave respond to the presentation, in this cycle, they assigned the presented group to provide the outlines of the topic. besides, the topics that were presented by all groups must be announced early. all students were assigned to gather information on the topics as much as possible to enrich their knowledge. since students were familiar to use the ‘yes/no’ question in asking questions and clarifications, at this cycle, the teaching was addressed to reinforce how to use ‘open-ended questions.’ this allowed them to give some alternative answers in the discussion. by noting the fact that a random group did not give a significant contribution to the success of a group discussion, the researchers changed the groups by considering students’ capability in english because it had been known from speaking assessment done in the previous cycle. then they rearranged the groups’ members by mixing them based on their capability in english. ana kuliahana & abdul gafur marzuki utilizing group discussion technique in developing speaking skill in an efl classroom 312 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 0 5 3 1 6 ) speaking assessment speaking skill assessment was needed to draw the achievement of the students and to see their progress after the researchers employed group discussion in speaking class. based on the result of the speaking assessment in the second cycle, there was an expanding number of students who met the criteria of success. there were 18 students (81.8%) who met the criteria of success. by contrast, the percentage of the students who did not gain the established score was decreased. there were only 4 students (18.2%) who failed to meet it. classically, it has covered more than 70% of students who passed the test. questionnaire analysis to develop students’ speaking skill in the second cycle, the researchers improved with two activities; switching group members to distribute fast learners evenly and providing outlines in the group’s report. there was a need for the researcher to gather students’ responses whether the improvements affected students’ speaking skill or not. there were ten questions provided that the researcher requested to answer. having analyzed students’ responses on the questionnaire, it describes us that the improvements did by the researchers in the second cycle brought a positive impact on the development of students’ speaking skill since students’ respond were mostly in line to the expected response. it seems reasonable to suppose that the improvements made in the second cycle affect students’ speaking skill and help them in group discussion activities. reflection in light of the investigation of both, instructing and learning interaction and students' learning bring about the subsequent cycle, it was discovered that students' talking expertise was improved. considering three criteria of success established in this research, the data showed that the students fulfilled the minimum standard of achievement at school. in six meetings class observation, the data showed that the students could carry out a transactional dialog in the target language and they were involved actively in the teaching and learning process. it indicated that the research must be stopped since all criteria of success established have been achieved. discussion teaching speaking through group discussion technique based on the finding of this research, it enables me to explain how to employ group discussion effectively. there are five factors that the researchers must consider; providing relevant topics, grouping students, assisting them, assigning group reports, and giving give feedback. first, providing relevant topics. the topics that were discussed must familiar to the students since the more familiar students to the topic the more knowledge they have and consequently, it will ease them in giving and asking their opinion and they must interest since the topic will attract the student’s intention to involve in a group discussion. second, grouping students. the member of the group must be not too large since it was difficult for the researchers to control and manage. the capability in english must be delivered evenly. mix abilities group is recommended since the fast learner can help and share with the slow one. third, lecturers’ assistance. even though the students had already been grouped evenly, the assistance of the lecturer to maintain the flow of group discussion is still needed. the lecturer has to assist the group which needs help to keep the discussion running smoothly. fourth, group report. group reports must be arranged as easily as possible. besides, it should be accompanied by outlines to help the groups to construct their idea in ana kuliahana & abdul gafur marzuki utilizing group discussion technique in developing speaking skill in an efl classroom 313 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 0 5 3 1 6 ) asking about and reporting the topic. in such conditions, the researchers must receive whatever they said. they have to provide the space where the students feel free to express their ideas and must be familiar with some errors and mistakes are done by his/her students through their sentences production. fifth, feedback. feedback is needed to reflect the students on what they have done during group discussions. in some cases, the students produced some mistakes in grammar and pronunciation. when they do, the lecturer must be wise in correcting them. the researchers should encourage them to speak since students learned from some mistakes they did. this will release students’ fear in speaking class. indeed, they must avoid putting down students’ opinions or statements. once a lecturer puts down one’s opinion it can slow down the productivity of the students and can influence other members for voicing their ideas or solutions. instead, the lecturer must appreciate their hard work. based on the data gained in this research, group discussion is effective to develop students’ speaking skill. it is helpful since the number of students who participated actively in the discussion was increased from cycle to cycle. however, in the first cycle, some of the students’ speaking skill was developed but the classical percentage did not meet the criteria of success established since it must be 70%. therefore, the researchers continued to the second cycle by covering some drawbacks found in the previous cycle. compared to the students' development in the first cycle, most students were better in the second cycle. the willingness to speak in group presentations was also increased even though they often made few mistakes in accuracy and fluency. they could construct the sentences and say without feeling nervous or being afraid of making mistakes. as the result, most of the students obtain a mean score of 74.36 more than the established score at school which was only 70. in connection to the implementation of the technique, it was found that, in the first cycle, only fast learner students could express their ideas. by contrast, slow learner students only kept silent because they felt inferior and they did not have enough selfconfidence to use spoken language in english. but, mixed group abilities arrangement in the second cycle could work since fast learner students assisted the slow one. the development of the students speaking skill could also be recognized from the students’ self-confidence. their self-confidence also increased since the data showed that they could speak in front of their friends and elaborate their opinions and comments freely even though there were still many mistakes in pronunciation and grammar. indeed, group discussion was useful in developing students speaking skill because it allowed students to communicate together in a natural environment and this is in line with research by mogea (2019), kaharuddin & rahmadana (2020), bohari (2020), weda et al. (2021), marzuki & kuliahana (2021). since there was more than one student involved, it allowed them to speak, share more ideas to be introduced, and present information about a particular topic. if the students were introduced to a certain topic in group discussion, they will know everything about it and have an opinion on it. they will get some ideas and arguments against it. the students will be familiar to defend their views deals with the topic discussed. the findings of the research showed that group discussion provided a chance for students to talk in a small and unsupervised group. because of that, they can raise their ideas freely. consequently, this would release their pain in learning since the interaction that takes place was not under the ‘watchful eye’ of the lecturer and helped them to become comfortable in a group. during group discussion, they became independent in learning since they worked together to come up with ideas or solutions by assisting their group. in addition, it could also allow the students to develop their collaboration skill. the evidence showed that fast learner students had a chance to help the slow ones. from this point, students could learn that a single topic presented can be seen from multiple perspectives since their friends have some different ideas and this is in line with research by namaziandost et al. (2019), ehsan et al. (2019), alek et al. (2020), lin & wang (2021). ana kuliahana & abdul gafur marzuki utilizing group discussion technique in developing speaking skill in an efl classroom 314 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 0 5 3 1 6 ) instead of learning some expressions of transactional dialogues found in text book used at school, group discussion offered students a chance to practice them naturally in a real context. the data showed that students used the opportunity to demonstrate how they used some transactional dialogues learned. and if they were involved in that process, it provided a valuable lesson to practice the materials given by the researchers. in other words, they do not just teach but engages them in a natural transactional conversation. group discussion could increase students’ motivation to follow english class since it provided space to deliver their contributions to the overall process of learning. the fact proved that in some classroom’s interaction, students were positioned as passive listeners who only listened to what the lecturer said. this connection, allowed the lecturer to withdraw from the position which the condition could increase students’ participation, reduce classroom anxiety, and lead the process of learning to become less stressful. compared to other techniques in teaching speaking, using group discussion increased the learners' self-confidence. it created students' autonomy because they had full responsibility for their success in learning. it very well may be seen from the exercises that the students did. the researchers were only involved to provide the topic to be discussed but how they enriched the topic given, provided the presentation, and assembled the arguments during discussion would be the group’s responsibility. it would lead them to be autonomous learners since the learners were involved actively in all activities which took place in the classroom. conclusion since the motivation behind this investigation was to recognize whether group discussion can be utilized to foster students’ speaking skill at english department students of uin datokarama palu, the researchers found that students’ speaking skill were grown economically from one cycle to another. utilizing the rules of achievement set up, there were 11 students (50%) who acquired it, and 11 students (50%) fizzled in the main cycle. paradoxically, the pattern was expanded in the second cycle to 18 students (81.8%) who acquired it and just 4 students (18.2%) fizzled. the discoveries of this exploration show in group discussion students not exclusively could foster their talking ability through the chances to talk and to share the plans to their gathering and entire class yet additionally created a sound buzz through a packed air of the class where students included effectively to play out the errands given and encouraged a positive learning climate through the way how all individuals helped each other to play out gathering's assignments. generally, a fascinating ramification of this exploration was group discussion could foster students’ speaking skill. acknowledgement the researchers would like to thank dr. dra. mutmainnah mustofa, m.pd., the head of the postgraduate program in the department of english education at universitas islam malang, for her valuable motivation during the research process. references aidinopoulou, v., & sampson, d. g. (2017). an action research study from implementing the flipped classroom model in primary school history teaching and learning. journal of educational technology & society, 20(1), 237-247. alek, a., marzuki, a. g., farkhan, m., & deni, r. (2020). self-assessment in exploring efl students’ speaking skill. al-ta lim journal, 27(2), 208-214. al-garni, s. a., & almuhammadi, a. h. (2019). the effect of using communicative language teaching activities on efl students' speaking skills at the university of jeddah. english language teaching, 12(6), 72-86. ana kuliahana & abdul gafur marzuki utilizing group discussion technique in developing speaking skill in an efl classroom 315 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 0 5 3 1 6 ) arutmayanti, n., & astuti, b. (2023). effectiveness of group guidance services with discussion techniques in reducing academic procrastination of class x students of shs 4 samarinda, indonesia. european journal of education studies, 10(9). bohari, l. (2020). improving speaking skills through small group discussion at eleventh grade students of sma plus munirul arifin nw praya. journal of languages and language teaching, 7(1), 68-81. bonnet, j. l., herakova, l., & mcalexander, b. (2018). play on? comparing active learning techniques for information literacy instruction in the public speaking course. the journal of academic librarianship, 44(4), 500-510. crisianita, s., & mandasari, b. (2022). the use of small-group discussion to imrpove students’speaking skill. journal of english language teaching and learning, 3(1), 61-66. ehsan, n., vida, s., & mehdi, n. (2019). the impact of cooperative learning on developing speaking ability and motivation toward learning english. journal of language and education, 5(3 (19)), 83-101. hamouda, a. (2020). the effect of virtual classes on saudi efl students’ speaking skills. international journal of linguistics, literature and translation, 3(4), 175-204. hanifa, r. (2018). factors generating anxiety when learning efl speaking skills. studies in english language and education, 5(2), 230-239. hussain, s. (2017). teaching speaking skills in communication classroom. international journal of media, journalism and mass communications, 3(3), 14-21. hussin, r. a., gani, s. a., & muslem, a. (2020). the use of youtube media through group discussion in teaching speaking. english education journal, 11(1), 19-33. hussin, r. a., gani, s. a., & muslem, a. (2020). the use of youtube media through group discussion in teaching speaking. english education journal, 11(1), 19-33. iman, j. n. (2017). debate instruction in efl classroom: impacts on the critical thinking and speaking skill. international journal of instruction, 10(4), 87-108. kaharuddin, k., & rahmadana, a. (2020). problem-based group discussion: an effective elt technique to improve vocational high school students’ transactional speaking skills. jurnal ilmu budaya, 8(2), 247-258. krebt, d. m. (2017). the effectiveness of role play techniques in teaching speaking for efl college students. journal of language teaching and research, 8(5), 863. kuning, d. s. (2019). technology in teaching speaking skill. journal of english education, literature and linguistics, 2(1), 50-59. lin, y. j., & wang, h. c. (2021). using virtual reality to facilitate learners’ creative selfefficacy and intrinsic motivation in an efl classroom. education and information technologies, 26(4), 4487-4505. marzuki, a. g., & kuliahana, a. (2021). using language games to enhance efl students’ speaking skill in indonesia. al-ta lim journal, 28(3), 213-222. menggo, s. (2016). the effect of discussion technique and english learning motivation toward students’ speaking ability. jurnal pendidikan dan kebudayaan missio, 8(1), 112-119. mirra, n., filipiak, d., & garcia, a. (2015). revolutionizing inquiry in urban english classrooms: pursuing voice and justice through youth participatory action research. english journal, 49-57. mogea, t. (2019). enhancing students’ speaking ability through small group discussion technique to the first year students of sma negeri 1 ratahan. mulyanah, e. y., ishak, i., & dewi, r. k. (2018). the effect of communicative language teaching on students' speaking skill. cyberpreneurship innovative and creative exact and social science, 4(1), 67-75. namaziandost, e., neisi, l., kheryadi, & nasri, m. (2019). enhancing oral proficiency through cooperative learning among intermediate efl learners: english learning motivation in focus. cogent education, 6(1), 1683933. ana kuliahana & abdul gafur marzuki utilizing group discussion technique in developing speaking skill in an efl classroom 316 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 0 5 3 1 6 ) o. nyumba, t., wilson, k., derrick, c. j., & mukherjee, n. (2018). the use of focus group discussion methodology: insights from two decades of application in conservation. methods in ecology and evolution, 9(1), 20-32. pochana, t. (2022). the effects of cooperative learning techniques on thai secondary school students’ reading comprehension. journal of modern learning development, 7(2), 333-346. rao, p. s. (2019). the importance of speaking skills in english classrooms. alford council of international english & literature journal (acielj), 2(2), 6-18. rao, p. s. (2019). the importance of speaking skills in english classrooms. alford council of international english & literature journal (acielj), 2(2), 6-18. saed, h. a., haider, a. s., al-salman, s., & hussein, r. f. (2021). the use of youtube in developing the speaking skills of jordanian efl university students. heliyon, 7(7). weda, s., atmowardoyo, h., rahman, f., said, m. m., & sakti, a. e. f. (2021). factors affecting students’ willingness to communicate in efl classroom at higher institution in indonesia. andi elsa fadhilah sakti. yesilçinar, s. (2019). using the flipped classroom to enhance adult efl learners' speaking skills. pasaa: journal of language teaching and learning in thailand, 58, 206-234. zuhriyah, m. (2017). storytelling to improve students’ speaking skill. english education: jurnal tadris bahasa inggris, 10(1), 119-134. zyoud, m. (2016). theoretical perspective on how to develop speaking skill among university students. pune research scholar an international multidisciplinary journal, 2(1), 110. english franca academic journal of english language and education https://doi.org/10.29240/ef.v8i2.10808 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 8, no 2, 2024, page 365-378 article info: http://journal.iaincurup.ac.id/index.php/english received 24 april 2024; received in revised form 10 july 2024; accepted 24 august 2024, available online 28 november 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license copyright (c) 2024 author assessing the students' needs on the use of e-modules in learning english at high schools yosa novia dewi¹, yenni rozimela², muhammad zaim³, hamad msamaa masoud4 ¹ padang state university, padang, indonesia ² padang state university, padang, indonesia ³ padang state university, padang, indonesia 4muslim university of morogoro, tanzania corresponding email: yosa_novia@upiyptk.ac.id to cite this article: dewi, y. n., rozimela, y., zaim, m., & masoud, h. m. (2024). assessing the students’ needs on the use of e modules in learning english at high schools. english franca: academic journal of english language and education, 8(2), 365–378. https://doi.org/10.29240/ef.v8i2.10808 introduction english is one of the international languages that most indonesians should master, in order to be able to compete in the era of globalization. given the growing prominence of english in the last 20 years, a strong knowledge of this language became increasingly important as children entered high school. in addition, english is a very important skill and it is recognized as being in high demand in the world of work. therefore, graduates of high school and vocational schools (sma/smk) need to acquire english language skills in order to be able to compete in the era of globalization (oecd 2015). however, rozimela's (2014) research results show that students' english language skills are still low. this is caused by ineffective english language learning, which has an impact abstract. this study aims to analyze the extent of students' needs for the use of e-modules in english subjects at high schools. analyzing students' needs for learning media is a process carried out to identify the needs and characteristics of individual students to develop appropriate learning programs by utilizing suitable learning media. in analyzing students' needs for learning media, it is important to consider various factors, such as the most effective and efficient type of learning media to achieve learning goals, students' interests and preferences for learning media, and students' technological abilities. this research is quantitative and was conducted in 2023. the study sample consisted of students from three high schools in west sumatra. the research instrument was a questionnaire consisting of 42 statements to analyze students' needs, covering three main aspects: (1) necessities: language aspects that students must master, (2) lacks: language aspects that students have and have not mastered, (3) wants: language aspects that students want to learn. the questionnaire used a likert scale with four response categories: very needed, needed, not needed, and very not needed. data were analyzed using the class interval technique to categorize the results. the findings revealed that english language skills are highly needed by students, and they are eager to master them. additionally, english learning media is considered essential by students to support their learning process. the types of learning media students desire include: (1) electronic learning media that can improve english language skills, (2) media that utilizes audiovisual elements, (3) media that is flexible, accessible anytime and anywhere. these results emphasize the importance of developing learning media that aligns with students' needs and preferences to enhance the effectiveness of english learning in high schools. keywords: needs analysis, students, high school, e-module, english https://doi.org/10.29240/ef.v8i2.10808 https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:yosa_novia@upiyptk.ac.id https://doi.org/10.29240/ef.v8i2.10808 yosa novia dewi, et al. assessing the students' needs on the use of emodules in learning english at high schools 366 | vol. 8, no. 2, 2024 (365-378) on students' low interest in reading and understanding. in fact, english is still considered a difficult subject to learn, so it is still a frightening prospect for most students in indonesia. meanwhile, students receive the same number and content of english lessons each year. they are also taught by teachers who have the same qualifications and curriculum structure. in indonesia, english has even been taught since children were in elementary school. textbooks have been provided to support english learning at school. however, unfortunately the textbooks provided at schools and in various bookstores are less popular with students. they only use the textbook in class, and they are even reluctant to read it unless there is an assignment from school that forces them to open it and read it. the research results of dewi et. al. (2018) shows that 8 out of 10 students do not choose textbooks as teaching materials in learning. nowadays, advances and technological sophistication put all matters at the fingertips of humans or what is known as the finger’s world. using technology wisely and indicatively can help increase students' interest and interest in reading, especially english learning materials. therefore, teaching materials are needed in the form of e-modules to make learning activities more interesting which not only use visuals but also audio-visuals. according to zaim and refnaldi (2016) that innovative teaching materials can be produced by using technology. e-modules, for example, have the potential to transform traditional classrooms into limitless imaginary environmental worlds. apart from that, e-modules are able to enable students to learn independently so that they can study anytime and anywhere without the need for intense guidance from the teacher. students can use and study e-modules easily and efficiently. therefore, several studies were carried out to develop e-modules to increase students' interest and achievement in learning english, including research by dewi et. al. (2018) shows that e-modules are effective in increasing students' interest in english lessons (interest scores increased from 68.33% to 79.7%), effective in increasing students' scores by 2.5 points (increasing pretest scores by 4, 3 points to 6.8 points at posttest). results of research by darwis and hasanah (2020) conducted on 25 students in the pgmi study program. the student takes english lessons at school with teaching aided by the english for young learner module. this research is quantitative research using a student achievement rubric to collect data. the research results showed that there was an increase in student achievement before and after using the module in learning with a score of 82.42% or in the good category. this means that the use of modules in learning english can increase student grades. meanwhile, the research results of mukti et. al. (2019) regarding the development of e-modules for the malay language learning process is also not much different. researchers designed an e-module consisting of 4 learning modules, namely: storytelling world module, enjoyable reading world module, world enrichment corner module, and mind test land module. the research results show that this e-module can increase students' interest in learning malay because it is designed in an interesting way. apart from that, this interactive media also improves students' malay language skills. research by adeniyi et. al. (2019) which was conducted to see the effectiveness of implementing e-modules for students in improving their english language skills, shows that emodules can be used as an effective tool to improve students' english language skills. optimal use of e-modules in english language teaching has full potential to positively influence their skills. some of the research results above show that learning that integrates technology and information in practice can build interest and improve students' abilities in this learning. this is because the development of the digital world means that students either directly or will follow these developments. this encourages students to switch functions from using textbooks to emodules in the hope of making it easier to help complete their activities. a number of studies show that the use of technology such as multimedia in various methods has the opportunity to increase student interest and learning outcomes. as the results of research by laili et. al. (2019) show that the e-module they developed is a project based on learning e-module. this e-module was developed with the help of android so that it can be yosa novia dewi, et al. assessing the students' needs on the use of emodules in learning english at high schools 367 | vol. 8, no. 2, 2024 (365-378) downloaded on students' smartphones. the research results show that this e-module is effective in increasing students’ interest and learning outcomes. this effectiveness can be seen from the significant difference between the pretest and post-test results. based on the analysis carried out at the effectiveness testing stage, it is proven that the use of e-modules in the learning process can help students understand the material more quickly and increase interaction between teachers and students because students already have the material covered. next, zaim and refnaldi (2016) with their research "from need analysis to multimedia development: using axe-learning in developing multimedia based listening materials". the results of this research found that multimedia is a form of technological development that influences system changes in learning. thus, alternative solutions can be offered to deal with the above phenomenon by designing and developing teaching materials that are suitable for teaching. one way is to design teaching materials that are close to the latest technological innovations. considering the right teaching materials is part of managing how to teach. thus, teachers must be creative in preparing and designing teaching materials for students. the senior high schools that serve as the subjects of this research reflect the general learning conditions of high schools in west sumatra. preliminary observations by the researchers revealed that these schools generally implement national curricula, such as the merdeka curriculum or the 2013 curriculum, with an emphasis on mastering english competencies as a mandatory subject. in english learning, teaching methods vary, ranging from lectures and group discussions to the use of digital technology, although its implementation is not yet uniform. most students exhibit high motivation to learn english, recognizing its importance for their future, such as pursuing further education or entering the workforce. however, the students’ proficiency levels vary; some have a strong foundation in the language, while others struggle with certain aspects, such as speaking and writing skills. this situation highlights the diverse learning needs and the potential for technology to enhance english teaching and learning in these schools. based on the background above, this research needs to be carried out to analyze students' needs for the use of e-modules in english subjects in high school. this is done to find out how much students need to use the e-module. theoretical framework the role of e-modules in education e-modules are digital learning resources designed to enhance the teaching and learning process through interactive and multimedia features. according to darmawan (2020), e-modules offer flexibility, enabling students to access materials anytime and anywhere, thus promoting independent learning. they also integrate various media formats such as text, audio, video, and animations, which cater to diverse learning styles (prasetyo & nugraheni, 2019). in english language learning, e-modules can facilitate the mastery of essential language skills, including listening, speaking, reading, and writing, while also making learning more engaging. e-modules, or electronic modules, are digital learning resources that combine various media formats like text, images, audio, and video to create a more dynamic and interactive learning environment. as technology continues to evolve, e-modules have become an essential part of modern education, offering several advantages over traditional learning methods. below are key roles that e-modules play in enhancing the educational experience: 1. flexibility and accessibility. one of the main advantages of e-modules is their flexibility: unlike traditional textbooks, e-modules can be accessed anytime and anywhere with an internet connection, supporting students' ability to learn at their own pace. this accessibility ensures that students can revisit the material as needed, increasing retention and understanding. studies have shown that the flexibility offered by e yosa novia dewi, et al. assessing the students' needs on the use of emodules in learning english at high schools 368 | vol. 8, no. 2, 2024 (365-378) modules helps foster self-paced learning, promoting better academic outcomes (pimmer et al., 2019). 2. enhanced engagement: e-modules engage students by using multimedia elements such as videos, animations, and interactive features. this approach caters to different learning styles (visual, auditory, kinesthetic), making learning more engaging and effective. multimedia has been shown to enhance learning outcomes by appealing to diverse learner needs and making abstract concepts more concrete (mayer, 2019). interactive features like quizzes or problem-solving tasks increase student participation and motivation. 3. personalization of learning: e-modules offer the ability to personalize learning by allowing students to focus on areas where they need improvement. adaptive learning technologies integrated into e-modules can adjust the difficulty of tasks based on a student's progress and performance. this personalized approach helps cater to students’ individual learning speeds and needs, ensuring a more customized and efficient learning experience (baker, 2020). 4. support for independent learning: e-modules encourage self-directed learning, as they allow students to explore content on their own. this independence helps develop critical thinking, problem-solving skills, and responsibility for one's own learning (garrison & akyol, 2023). e-modules, which are designed to be self-contained, promote self-study by providing instructional content, exercises, and assessments that students can engage with without the constant need for teacher supervision. 5. integration of technology in education: e-modules are part of the broader trend of integrating technology into education. as technology becomes more pervasive, students' familiarity with digital tools makes technology-enhanced learning both necessary and beneficial. using technology in education has been shown to increase student motivation and engagement (garrison, 2021). e-modules offer innovative methods of teaching that include simulations, games, and other interactive activities that traditional methods may lack. students need analysis of student needs in the use of learning media is a process carried out to identify individual student needs and characteristics in order to develop appropriate learning programs by utilizing appropriate learning media. in analyzing students' needs in learning media, it is important to pay attention to various factors such as the most effective and efficient type of learning media to achieve learning goals, students' interests and preferences for learning media, and students' technological abilities. one theory that supports the analysis of students' needs in learning media is the cognitive theory of multimedia learning by richard mayer. this theory suggests that learning can be improved through the use of appropriate media by paying attention to several principles such as the modality principle, the spatial contiguity principle and the temporal contiguity principle. in analyzing students' needs in learning media, it is important to pay attention to the best way to involve students in the learning process by using appropriate media (mayer, 2020). in practice, analysis of students' needs in learning media is often carried out by collecting data about students' preferences for learning media, students' technological abilities, and the learning characteristics they want to achieve. the data is then analyzed to identify appropriate types of learning media and the best way to integrate them into existing learning programs. in this case, it is also necessary to pay attention to aspects of creativity and innovation in developing learning media to attract students’ interest and increase learning effectiveness. needs analysis (na) is a process of gathering information and it is very useful for determining the direction of learning programs more precisely so that the effectiveness of the esp program increases. as stated by esp experts, hutchinson and waters (1994), needs analysis is the first step that needs to be taken in preparing an esp english language learning program. it’s emergence in language planning can be traced back to the 1970s and it’s yosa novia dewi, et al. assessing the students' needs on the use of emodules in learning english at high schools 369 | vol. 8, no. 2, 2024 (365-378) widespread distribution in this domain is due to its adoption by the council of europe's modern languages project. originally needs analysis was derived from esp, this may be due to the fact that the needs analysis approach is more useful when the 'needs relate to' different communication situations. the purpose of needs analysis according to waters and hutchinson (1994) is: 1. to find out what language skills a learner needs to carry out an activity 2. assists in determining whether a program meets the needs of its learners 3. to determine which learners, need additional practice in a skill 4. identify changes in goals 5. identify gaps between what students have mastered and what they need to master 6. identify problems that students may experience according to waters and hutchinson (1994), there are several basic components of needs analysis that are used to analyze learners' language needs, namely: 1. target situation analysis (tsa). this component tries to identify learners' language needs in work or academic situations (rahman, 2015). what is identified in this analysis is: identifying what tasks, activities and skills the learner must master. 2. learning situation analysis (lsa) or learner factor analysis. this component identifies what learners want and why they want it. what is identified in this analysis are: what factors the learner motivate them and their perceived needs in the esp learning context. 3. present situation analysis (psa). what is identified in this analysis is: identifying what students have and have not mastered, in relation to the learning achievement targets they wish to achieve. this component identifies the learner's language strengths and weaknesses. 4. means analysis or teaching context analysis. this component identifies the learning environment, such as teachers, teaching methods, existing facilities. identified in this analysis are: factors related to what esp teaching and it’s teachers can fulfill. 5. language audits. this component identifies language needs on a large scale such as companies, regions or countries. 6. discourse analysis. what is identified in this analysis is: identification of the use of language used for tasks, activities and skills that learners must master. according to waters and hutchinson (1994), there are two types of needs, namely target needs and learning needs. target needs are what students or learners need to do in certain situations. in other words, what linguistic elements are needed to achieve certain communication goals. the components of the needs analysis are: target needs target needs include necessities, lacks and wants. necessities are what aspects of the language the learner must master. lacks are what aspects of the language the learner has and has not mastered. wants are what aspects of the language the learner wants to learn. hutchinson and water (1994) also state the meaning of need in relation to language teaching as the ability to understand and/or produce the linguistic features of the target situation. needs can be defined in at least three categories: 1. needs as necessities. needs as needs relate to what english language learners need to know in order to play an active role in the language they are learning. 2. needs as desires (want). meanwhile, needs as desires relate to personal goals, namely what is desired. 3. need as a lack. needs as deficiencies are related to the initial knowledge of english possessed by the learner, namely what the learner has not yet learned. findings regarding these deficiencies are very useful for determining the starting point for teaching programs so that teaching program effectiveness will be created to achieve target needs. at the same time, being used as part of a program can help in improving various program components and making this more oriented to student needs. yosa novia dewi, et al. assessing the students' needs on the use of emodules in learning english at high schools 370 | vol. 8, no. 2, 2024 (365-378) needs analysis can be carried out through questionnaires, interviews, observations, tests, authentic data collection, and case studies. this is done by carrying out this data collection from people who have authority over the learner, and from the learner themselves. however, it is important to remember that in analyzing needs, the analyst must be aware of the differences between wants and needs. according to hutchinson and waters (1994) a description of requests according to target situations where english will be used by learners. the result of this needs description is a description of the linguistic features needed by the learner. apart from that, needs also produces a description of the learner's proficiency or ability to use these features. wants are everything about the learner himself and his perception of the esp program. the results of this analysis produce a description of learner character, learner behavior, abilities, learning styles, perceptions about the esp program, as well as learner expectations about the esp program they are undergoing. analysts must be able to align everything, but of course decisions are always based on logical results but do not negate expectations. learning needs learning needs are what learners or students need to do for learning purposes. in the target needs analysis framework, there are 6 main questions, namely: 1. why is the language needed? 2. how will the language be used? 3. what will the content areas be? 4. who learns language with? 5. where will the language be used? 6. when will the language be used? the importance of english proficiency english is a global lingua franca essential for academic, professional, and social success. according to crystal (2023), english proficiency is crucial for accessing higher education opportunities, global job markets, and international communication. in indonesia, english is a compulsory subject in high schools, where students are expected to master basic and intermediate language skills (kemdikbud, 2020). however, challenges such as limited resources and varying levels of teacher expertise often hinder effective english learning (zein, 2019). the use of technology in english learning technology-based learning has transformed traditional teaching approaches. the integration of e-modules in language learning not only enhances accessibility but also provides a personalized and engaging learning experience. research by alharbi (2019) shows that students using technology-driven media demonstrate higher motivation and improved performance in language skills. moreover, technology helps bridge geographical barriers, especially in rural areas with limited access to physical resources (salehi & salehi, 2019). challenges in implementing e-modules despite the advantages, implementing e-modules poses challenges such as: (1) limited access to devices and internet connectivity in certain regions (haris et al., 2020), (2) variations in students' and teachers' digital literacy (ningsih & wahyuni, 2021), (3) the need for continuous teacher training to effectively utilize e-modules in the classroom (juhary, 2019). these challenges highlight the need for strategic planning and support to ensure the successful integration of e-modules in the learning process. the literature underscores the potential of e-modules to revolutionize english learning by addressing students' necessities, lacks, and wants. needs analysis plays a vital role in developing learning resources that are effective, accessible, and engaging. however, challenges such as limited infrastructure and varying digital literacy must be addressed to maximize the impact of e-modules in high school education. this research builds upon these yosa novia dewi, et al. assessing the students' needs on the use of emodules in learning english at high schools 371 | vol. 8, no. 2, 2024 (365-378) insights to assess students' specific needs for e-modules in english learning at high schools in indonesia. materials and methods this research is quantitative research. the population of this study were high school students in padang pariaman regency, west sumatra. then 3 schools were selected with the provisions of schools with the best quality criteria, 1 school with medium quality criteria, and 1 school with low quality criteria. this research was conducted in 2023. this research is survey research using a questionnaire as a data collection tool (sugiyono, 2016). the questionnaire included questions designed to assess students' needs for e-modules, divided into three categories: necessities, lacks, and wants. this data provides insight into which aspects of language learning students feel are most essential, which they have mastered, and which they desire to learn more about: (1) necessities: aspects of english that students must master (e.g., grammar, vocabulary, speaking skills), (2) lacks: aspects of english that students have or have not mastered yet, (3) wants: aspects of english that students wish to learn or improve upon. the student needs analysis instrument used is structured according to a likert scale pattern consisting of 4 (four) answer categories to avoid the central tendency effect. the instrument prepared is a mixed instrument, namely quantitative in the form of closed statements and qualitative in the form of open questions. meanwhile, the score for each closed statement answer contained in the instrument can be seen in table 2.6. table 1. needs analysis instrument answer score choice information ss strongly agree s agree ts don't agree sts strongly disagree analysis of needs based on the instrument for analyzing the needs of students with the following steps: determine the score of student and teacher responses as follows (modified from purwanto, 2010) np = r/sm x 100 where: ● np = percentage score to be calculated ● r = raw score obtained from the responses of students/teachers ● sm = maximum ideal score for the responses of students/teachers ● 100 = constant multiplier provide the interpretation criteria for the needs analysis instrument as follows: table 2. interpretation of the needs analysis instrument no average score category 1 < 40% not needed/agree 2 40% 55% slightly needed/agree 3 56% 75% needed/agree 4 75% 100% very needed/agree source: sugiyono (2013) yosa novia dewi, et al. assessing the students' needs on the use of emodules in learning english at high schools 372 | vol. 8, no. 2, 2024 (365-378) results and discussion results the stage of analyzing student needs in this research was carried out by collecting data about students' important needs in learning english, the difficulties and obstacles felt by students in learning english, and students' desires in learning english. the data is then analyzed to identify appropriate types of learning media and the best way to integrate them into existing learning programs. in this case, it is also necessary to pay attention to aspects of creativity and innovation in developing learning media to attract students’ interest and increase learning effectiveness. analysis of student needs includes necessities, lacks and wants. necessities are what aspects of the language the learner must master. lacks are what aspects of the language the learner has and has not mastered. wants are what aspects of the language the learner wants to learn. needs analysis aims to determine student needs, perceived needs, and product orientation needs. table 3. student analysis of necessities indicators (needs) sub indicator statement score (%) category the main purpose english language skills 83.19 very needed settings english learning materials relate to information on the surrounding environment 76.72 very needed adequate allocation of time/number of hours of english lessons at school 75.43 very needed interaction the english topics taught are related to everyday life 72.41 needed required skills ability to listen in english 80.60 very needed speaking skills in english 84.05 very needed reading ability in english 84.91 very needed writing ability (writing) in english 81.03 very needed ability to remember vocabulary in english 78.02 very needed grammar skills (grammar) in english 75.43 very needed note: score < 40% = not required; score 40% 55% = less needed; score 56% 75% = required; score 75% 100% = very needed table 3 shows the results of student analysis on the necessities indicators. these results indicate that students really need english language skills (83.19%). a sufficient allocation/number of lesson hours is really needed for learning english at school (75.43%). english learning materials about environmental information are really needed by students (76.72%) with the english topics taught relating to everyday life (72.41%). meanwhile, the english language skills that students really need are the ability to read (84.91%), the ability to speak (84.05%), the ability to write (writing) (81.03%), listening ability (80.60%), ability to remember vocabulary (78.02%), and grammar ability (75.43 %). meanwhile, table 4 shows the results of student analysis on the lacks indicator. these results show that there are several obstacles in learning english, including: (a) current english learning only uses textbooks and the material in textbooks is difficult for students to understand, (b) the english learning media used is only visual media, (c) the exercises in textbooks are very limited, both exercises to improve listening skills, speaking skills, and writing. this makes students' motivation to learn english using textbooks very lacking so that students have difficulty using english in class. furthermore, the results of student analysis on the lacks indicator also show the english language skills that students have and have not mastered. the students' english skills that yosa novia dewi, et al. assessing the students' needs on the use of emodules in learning english at high schools 373 | vol. 8, no. 2, 2024 (365-378) are still relatively low include: (a) listening which is indicated by students still have difficulty understanding the person they are talking to in english, (b) speaking skills are demonstrated by students still having difficulty conveying ideas or messages in english due to a lack of vocabulary in english, (c) reading ability is demonstrated by students still having difficulty understanding texts in english and memorizing/remembering new words in english, (d) writing skills are demonstrated by students still having difficulty writing correct sentences in english. table 4. student analysis of lacks indicators sub indicator statement score (%) category constraint english learning currently only uses textbooks 75.43 strongly agree english learning media used is only visual media 65.09 agree students find it difficult to understand the material in the textbook 70.82 agree textbook exercises are very limited 72.81 agree exercises to improve listening skills are very limited 71.55 agree exercises to improve speaking skills very limited 71.12 agree exercises to improve reading skills are very limited 68.97 agree exercises to improve writing skills are very limited 71.25 agree motivation level students don't like learning english using textbooks 75.43 strongly agree students have difficulty using english in class 71.12 agree ability level listening skills in english are low 69.40 agree students have difficulty understanding the person they are talking to in english 68.75 agree speaking ability in english low students 72.41 agree students have difficulty conveying ideas or messages in english 75.56 strongly agree students lack vocabulary in english 72.77 agree students' reading ability in english is low 72.41 agree students have difficulty understanding texts in english 73.68 agree students have difficulty memorizing/remembering new words in english 69.40 agree students' writing skills in english are low 68.53 agree students have difficulty in writing correct sentences in english 69.83 agree note: score < 40% = disagree; score 40% 55% = disagree; score 56% 75% = agree; score 75% 100% = strongly agree table 5 shows the results of student analysis on the want indicator . these results show that students are very interested in learning english and really want to be able to master the language. this is also supported by students' desire to be able to have listening skills, speaking skills, reading skills, and writing. to be able to master english, students have the techniques for learning english that they want, including: they really want to use electronic media in learning english, they need to study independently with learning media that is in accordance with the school curriculum, and they really need direct feedback. training and learning that has been carried out. furthermore, to support this, students really want to have english language learning media, namely: electronic learning media to improve english language skills, media that uses audio visuals, and media that can be used and accessed anytime and anywhere. yosa novia dewi, et al. assessing the students' needs on the use of emodules in learning english at high schools 374 | vol. 8, no. 2, 2024 (365-378) table 5. student analysis of want indicators (desire) sub indicator statement score (%) category interest in learning english students are interested in learning english 80.26 strongly agree students want to master english 86.64 strongly agree you want to master english skills students want to master listening skills in english 81.90 strongly agree students want to master speaking skills in english 84.14 strongly agree students want to master reading skills in english 81.47 strongly agree students want to master writing skills in english 83.75 strongly agree technical learning english desired students want to use electronic media in learning english 80.17 strongly agree students need to study independently with learning media that is in accordance with the school curriculum 74.57 agree students need direct feedback on the exercises and learning they have done 77.16 strongly agree desired english learning media students need electronic learning media to improve their english language skills 78.45 strongly agree students need english learning media that uses audio-visual 78.02 strongly agree students need english language learning media that is efficient and can be used and accessed anytime and anywhere 82.33 strongly agree note: score < 40% = disagree; score 40% 55% = disagree; score 56% 75% = agree; score 75% 100% = strongly agree discussion based on the results of the study, which show that a majority of students strongly need electronic learning media (e-modules) to improve their english skills, it can be concluded that the use of technology in learning is increasingly accepted and needed by students. these findings indicate that students believe it is crucial to have access to learning media that helps them understand the material in a more engaging and interactive way. as we know, english is a mandatory subject in high school and is an essential skill that students must master, both for continuing their studies and entering the workforce. the need for e-modules and audiovisual media. students showed a high interest in using media that incorporates audiovisual elements, such as videos, images, and audio, which are seen as more effective in helping them understand concepts in english learning. this suggests that teaching methods that are visual and auditory can strengthen cognitive processes and help students retain information longer. according to learning theory, using multimedia (involving multiple senses) can increase student engagement and make the learning experience more enjoyable (mayer, 2019). accessibility and flexibility of learning media. additionally, the preference for media that can be accessed anytime and anywhere reflects the students' need for flexible learning that is not limited by time and place. in the context of digital-based learning, students want the yosa novia dewi, et al. assessing the students' needs on the use of emodules in learning english at high schools 375 | vol. 8, no. 2, 2024 (365-378) freedom to access learning materials whenever they need, whether at home, in school, or outside of school. this also aligns with the growing trend of technology-based learning, where materials such as e-modules can be accessed online through mobile devices or computers. variation in needs based on skill levels. although most students expressed a high need for learning media, there was variation in students’ skill levels. some students felt they needed more support in speaking and writing, while others may require more reinforcement in understanding texts or grammar. this finding indicates that each student has different needs, and thus, e-modules designed to cater to these varying needs will be more effective if they are tailored to students' skill levels and learning styles. for example, e-modules equipped with interactive exercises and instant feedback could help students who need improvement in speaking and writing skills, while text-based material and grammar exercises may be more beneficial for those who need help with these aspects. limitations in access to technology. however, despite the strong desire to use emodules, not all students have equal access to technology. some students may face challenges such as unstable internet connections or lack of adequate devices to access the electronic learning media. therefore, when implementing e-modules, it is important to consider accessibility factors and ensure that all students can make the most of the media. as a solution, schools could provide better internet access or offer offline access to e-modules so that all students can learn without being hindered by technological limitations. the importance of support from schools. these findings also suggest that even though students express a strong desire to use e-modules, the success of their implementation heavily depends on support from the school and teachers. teachers should be involved in training on how to use e-modules effectively in the learning process. moreover, it is essential to integrate e-modules into the existing curriculum so that their use becomes part of a structured learning experience, not just an additional tool. conclusion based on the findings from this research, we can draw the following conclusions: the study revealed that a significant number of students in high schools strongly prefer and need e-modules to enhance their english skills. students are particularly interested in learning materials that integrate audiovisual elements, such as videos, images, and audio, which are perceived as effective in supporting their understanding of english concepts. additionally, students expressed a desire for learning media that can be accessed anytime and anywhere, reflecting their need for flexibility in learning. these findings are directly relevant to the research topic, which aims to analyze students' needs for e-modules in english language learning. the strong preference for flexible, accessible, and engaging learning tools underscores the growing importance of digital learning resources in today’s educational landscape. the research suggests that integrating e-modules into the english curriculum could significantly enhance student engagement and improve learning outcomes. however, it is crucial to consider the diverse technological capabilities of students and ensure that all students have equitable access to these resources. the findings also highlight the need for teacher training to effectively incorporate e-modules into the learning process. acknowledgment i would like to express my sincere gratitude to all those who have contributed to the completion of this research. first and foremost, i would like to thank my supervisor, [prof. yenni rozimela, ph.d and prof. muhammad zaim, m,hum], for their guidance, valuable insights, and constant support throughout the research process. your encouragement and constructive feedback have been instrumental in shaping this study. my deepest thanks also go to the teachers and students from the participating high schools in west sumatra for their willingness to participate in this study and provide the necessary data. without their cooperation, this research would not have been possible. yosa novia dewi, et al. assessing the students' needs on the use of emodules in learning english at high schools 376 | vol. 8, no. 2, 2024 (365-378) references adeniyi, f.o., olowoyeye, c. a., onuoha, u.d. (2019). the effects of interactive multimedia on english language pronunciation performance of pulils in the nigerian primary schools. journal of research on humanities and social sciences. 6(9), 71-78. alharbi, h. (2019). the effectiveness of technology in language learning. journal of education and practice, 10(18), 74-80. baker, r. s. (2020). data mining for education. in c. r. r. l. m. (ed.), handbook of research on educational communications and technology (pp. 133-138). lawrence erlbaum associates. crystal, d. (2023). english as a global language. cambridge university press. darmawan, d. (2020). e-modules: a new approach to enhance learning in the digital era. journal of educational technology, 25(3), 104-112. darmawan, d. (2020). e-modules: a new approach to enhance learning in the digital era. journal of educational technology, 25(3), 104-112. darwis, n., hasanah, u. (2020). the effectiveness of using teaching english for young learner (teyl) module for pre-service teacher based on teacher training approach. ideas: journal on english language teaching and learning, linguistics and literature. 8(1). doi: https://doi.org/10.24256/ideas.v8i1.1022. dewi, y. n., masril, m., nafaan, e., hendrik, b., very, j., munawwaroh, k., widyatama, a. (2019). the development of e-module english specific purpose based on computer application for vocational high school students. journal of physics: conference series, 13(64), 12-43. doi: :10.1088/1742-6596/1364/1/012043. garrison, d. r. (2021). e-learning in the 21st century: a framework for research and practice. routledge. garrison, d. r., & akyol, z. (2023). the development of community of inquiry theory and its application to online learning. the internet and higher education, 16(1), 3-9. hutchinson, t., & waters, a. (1987). english for specific purposes: a learning-centred approach. cambridge university press. juhary, j. (2019). teacher training for the effective use of e-modules in classrooms. journal of teacher education and practice, 29(4), 36-45. kemdikbud. (2020). kurikulum nasional indonesia. ministry of education and culture. laili, i., ganefri, g., usmeldi, u. (2019). efektivitas pengembangan e-modul project-based learning pada mata pelajaran instalasi motor listrik. jurnal imiah pendidikan dan pembelajaran. 3(3), 306-315. mayer, r. e. (2019). the cambridge handbook of multimedia learning. cambridge university press. mayer, r. e. (2020). using multimedia for e-learning. journal of computer assisted learning, 33(5), 403-423. mukti, n., hwa, a.b.d., sew, p. (2019). malaysian perspective: designing interactive multimedia learning environment for moral values education. education technology and society, 7(4), 143-152. ningsih, l., & wahyuni, d. (2021). digital literacy challenges in indonesian high schools. journal of educational development, 13(2), 56-65. [oecd] organization for economic cooperation and development. (2015). education in indonesia: rising to the challenge. oecd publishing. pimmer, c., linxen, s., & kump, b. (2019). the impact of digital learning resources on students' learning behavior and academic performance. computers in education, 94, 27-36. prasetyo, a., & nugraheni, s. (2019). interactive e-modules for 21st-century learning. indonesian journal of education technology, 8(1), 42-50. yosa novia dewi, et al. assessing the students' needs on the use of emodules in learning english at high schools 377 | vol. 8, no. 2, 2024 (365-378) prasetyo, a., & nugraheni, s. (2019). interactive e-modules for 21st-century learning. indonesian journal of education technology, 8(1), 42-50. richards, j. c. (2001). curriculum development in language teaching. cambridge university press. rozimela, y. (2014). the students’ genre awareness and their reading comprehension of different text types. international journal of asian social science, 4(4): 460-469. salehi, h., & salehi, z. (2019). challenges for using ict in education. journal of educational research and innovation, 11(2), 107-118. sugiyono. (2016). metode penelitian kuantitatif, kualitatif, dan r&d. bandung: alfabeta. waters, j. k., & hutchinson, s. a. (1994). the analysis of psychological needs in education. international journal of psychology, 22(1), 1-21. zaim, m., refnaldi. (2016). from need analysis to multimedia development: using exelearning in developing multimedia based listening materials. 51st relc international conference on teaching literacies emerging pathways and possibilities in language education. singapore: seameo language centre. zein, m. s. (2017). english education in indonesia: policy and challenges. journal of english language teaching, 10(1), 16-22. yosa novia dewi, et al. assessing the students' needs on the use of emodules in learning english at high schools 378 | vol. 8, no. 2, 2024 (365-378) empty page english franca academic journal of english language and education doi: 10.29240/ef.v9i1 may.12737http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol. 9, no. 1, 2025, page 111-128 article info: http://journal.iaincurup.ac.id/index.php/english received 14 january 2025; received in revised form 24 march 2025; accepted 10 may 2025 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license transforming education with the "merdeka belajar curriculum: digging into challenges and crafting effective strategies in rural indonesia widya rizky pratiwi universitas terbuka, tangerang selatan, indonesia corresponding email: widya_pratiwi@ecampus.ut.ac.id to cite this article: pratiwi, w. r. (2025). transforming education with the "merdeka belajar curriculum: digging into challenges and crafting effective strategies in rural indonesia. english franca : academic journal of english language and education, 9(1 may). retrived from https://doi.org/10.29240/ef.v9i1 may.12737 introduction in recent years, the global educational landscape has experienced profound transformations, spurred by technological advancements and shifting societal needs. these changes have been particularly significant in indonesia, where the introduction of the merdeka belajar curriculum, in english recognized as the independent curriculum, marks a major shift in how education is structured. the curriculum was launched as part of a broader national reform strategy by the ministry of education, culture, research, and technology (kemendikbudristek) to align the indonesian education system with the demands of industry 4.0 and civilization 5.0. industry 4.0, characterized by the integration of artificial intelligence, automation, data exchange, and digital technologies, calls for a deep restructuring of educational systems worldwide (dariyono & rusman, 2023; widyastuti, 2022). likewise, the rise of civilization 5.0, a society where technology is leveraged to foster human-centered development, necessitates curricula that prepare students for an ever-evolving, interconnected world (de villiers, 2024). abstract. the merdeka belajar curriculum has been widely recognized for its flexibility, studentcentered approach, and potential to enhance digital literacy. however, limited studies have explored its specific impact on english language teaching (elt), particularly in rural secondary schools. this study investigates the practice of the merdeka belajar curriculum in elt at smp negeri 5 sangatta utara, focusing on the barriers encountered by teachers and students and the strategies employed to address them. using a descriptive qualitative approach, data were collected using semi-structured interviews, observations, and document analysis. the study involved three english teachers and ten seventh-grade students. data were analyzed using miles and huberman’s framework, which includes data condensation, data display, and conclusion verification. the findings reveal that while the merdeka belajar curriculum encourages innovative teaching methods and student engagement, its implementation in rural settings is hindered by inadequate resources, limited technological infrastructure, and teachers’ readiness. to overcome these challenges, teachers employed adaptive strategies such as contextualized lesson planning, multimodal teaching techniques, and collaborative learning approaches. these strategies helped optimize the curriculum’s objectives despite existing limitations. the study provides valuable insights for educators and policymakers on how to enhance curriculum implementation in resource-constrained environments. it underscores the need for targeted professional development programs, improved educational infrastructure, and community involvement to maximize the curriculum’s impact on english language learning in rural indonesia. keywords: curriculum implementation; english language teaching; merdeka belajar curriculum; rural education; teacher adaptation cccccc https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:widya_pratiwi@ecampus.ut.ac.id https://doi.org/10.29240/ef.v9i1%20may.12737 widya rizky pratiwi, 2025 transforming education with merdeka belajar curriculum: digging into challenges and crafting effective strategies in rural indonesia 112 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 1 1 1 2 8 ) the merdeka belajar curriculum is designed to foster flexibility, autonomy, and student-centered learning, aiming to create a more inclusive and dynamic educational environment (hunaepi & suharta, 2024). unlike previous models, such as the 2013 curriculum, which struggled to address the diverse needs of students, especially in remote regions, the merdeka belajar curriculum emphasizes adaptability, allowing schools to customize their teaching approaches based on local contexts (mulyasa, 2023). one of its core tenets is to encourage project-based learning that integrates both academic knowledge and character development, facilitating not only literacy and numeracy but also critical thinking, creativity, and collaboration (pratikno et al., 2022; sari, 2023). moreover, the curriculum promotes the pancasila student profile, which instills values such as independence, global awareness, and noble character, essential in preparing students for future global citizenship (sari, 2023; harmi et al., 2022; apriani, 206). over the past five years, the merdeka belajar curriculum has garnered considerable attention from researchers in indonesia and abroad, particularly with regard to its flexibility, engagement, and potential to improve digital literacy among students. one of the key findings is that the curriculum’s flexibility enables teachers to design learning activities that can be tailored to meet the specific needs of students, making learning more personalized (sianturi, 2025). this approach contrasts with traditional, one-size-fits-all methods, which often fail to engage students, particularly in diverse and remote contexts. according to pratikno et al. (2022), the adaptability of the merdeka belajar curriculum empowers teachers to use innovative teaching strategies that address individual learning styles and contextual challenges, thus promoting a more inclusive learning environment. the integration of projectbased learning is particularly emphasized as a mechanism for fostering student engagement, critical thinking, and collaboration, all of which are vital competencies in the modern educational landscape (novita et al., 2022; shrishthy, 2023). in addition to the shift towards more dynamic, student-centered learning approaches, the incorporation of technology into the curriculum has been recognized as a significant advantage. digital tools and learning platforms are highlighted as powerful resources that enhance student engagement, providing opportunities for interactive, technology-driven education. research by novita et al. (2022) and shrishthy (2023) indicates that technologyenhanced learning environments have the potential to improve student outcomes, especially when aligned with project-based activities that require the application of knowledge in realworld contexts. such environments not only increase access to information but also help develop digital literacy, an essential skill in today’s technology-driven world (wang et al., 2023). technology-driven education reform in indonesia: a look into the current status of the merdeka belajar program. however, the full integration of digital tools remains contingent upon the availability of resources, such as internet access, digital devices, and teacher readiness to adopt technology in the classroom. despite these promising aspects, several studies have pointed out significant challenges to the implementation of the merdeka belajar curriculum, particularly regarding teacher preparedness and resource disparities. a major hurdle identified in recent research is the gap in teachers’ readiness to embrace the new pedagogical approaches introduced by the curriculum. according to prakoso et al. (2021) and al-shehri and alaudan (2024), many educators struggle with the shift from traditional, teacher-centered instruction to more flexible, student-centered methodologies. the challenges are compounded by limited professional development opportunities, which hinder teachers from acquiring the necessary skills to integrate the new curriculum effectively into their classrooms. emawati et al. (2024), jasrial et al. (2023), and khusniyah (2023) also underline the importance of providing continuous training and support to educators to help them navigate the complexities of the curriculum, particularly in rural areas where resources and professional networks are often scarce. despite the growing body of research on the merdeka belajar curriculum, significant gaps remain in understanding its practical application, particularly in remote schools. while widya rizky pratiwi, 2025 transforming education with merdeka belajar curriculum: digging into challenges and crafting effective strategies in rural indonesia 113 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 1 1 1 2 8 ) studies have explored the curriculum’s general framework and national implementation, limited attention has been given to its specific impact on english language teaching (elt), especially in secondary schools located in rural areas (jasrial et al., 2023; kamil, 2023). moreover, few studies have examined how teacher practices evolve under the curriculum, especially in the face of challenges such as limited resources and teacher preparedness (shrishthy, 2023). furthermore, while some research has acknowledged the potential of the merdeka belajar curriculum to transform education in rural areas, there is a lack of in-depth research focusing on schools that have been designated as independent change (mandiri berubah) institutions, such as smp negeri 5 sangatta utara in east kalimantan (pratikno et al., 2022). another gap in the literature is the context-specific strategies used by teachers in rural areas to implement the merdeka belajar curriculum. given the unique challenges posed by geographical isolation, low-tech environments, and regional educational disparities, more research is needed to identify contextualized teaching strategies that are effective in such settings (novita et al., 2022; pratikno et al., 2022). additionally, there is limited research into the student outcomes of this curriculum in remote schools, particularly regarding english language acquisition and critical thinking development (kamil, 2023). this research gap creates an opportunity to explore how schools like smp negeri 5 sangatta utara adapt and implement this curriculum and how their strategies influence student engagement and academic performance. this study addresses these gaps by focusing specifically on the implementation of the merdeka belajar curriculum in english language teaching at smp negeri 5 sangatta utara, a secondary school located in the remote region of east kalimantan. by examining how this school, a designated independent change institution, has gradually transitioned from the 2013 curriculum to the merdeka belajar curriculum, the study provides valuable insights into how a rural school navigates the challenges and opportunities of curriculum reform. the study will specifically explore how the flexibility and autonomy embedded in the merdeka belajar curriculum are manifested in the english classroom, with a focus on teacher practices, strategies, and student outcomes in this remote context (sari, 2023). the novelty of this research lies in its contextualized focus on a rural school in east kalimantan, an area that has been largely underrepresented in the literature. while the merdeka belajar curriculum has been widely studied in urban and semi-urban settings, there is a lack of research on its implementation in isolated schools where access to technology, professional development, and resources may be limited. this research will provide critical insights into the local adaptations of the curriculum, highlighting how project-based learning and digital tools are utilized and how teachers and students are engaging with the curriculum under such constraints. the primary aim of this study is to investigate how the merdeka belajar curriculum is implemented in the teaching of english at smp negeri 5 sangatta utara. specifically, the study will explore the challenges faced by both teachers and students in adapting to the curriculum, focusing on issues such as technology access, teacher training, and student engagement (pratikno et al., 2022; shrishthy, 2023). finally, the study will identify the strategies employed by teachers to overcome these challenges and promote effective learning in english. this research will contribute to the theoretical understanding of curriculum implementation in rural contexts, adding to the growing body of literature on the merdeka belajar curriculum and language teaching in indonesia. the findings will provide practical insights for educators and policymakers, particularly those working in remote areas, on how to adapt and implement the curriculum effectively despite challenges such as limited resources and geographical isolation. moreover, the study will offer recommendations for future curriculum reform in rural schools, highlighting the need for more contextually relevant teaching strategies and professional development programs tailored to the unique needs of teachers and students in these regions. widya rizky pratiwi, 2025 transforming education with merdeka belajar curriculum: digging into challenges and crafting effective strategies in rural indonesia 114 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 1 1 1 2 8 ) theoretical framework the theoretical framework discusses more about the merdeka belajar curriculum, teaching and learning english in the merdeka belajar curriculum, and the pancasila student profile. merdeka belajar curriculum the curriculum plays a vital role in the education system, serving as a structured framework that outlines learning objectives and instructional sequences (abdurashidova, 2022). it acts as a pedagogical blueprint that guides knowledge acquisition and cognitive development while maintaining a strong interconnection with the learning process (gunawan, 2017). a well-designed curriculum must be flexible and adaptable to keep pace with scientific and technological advancements, ensuring that students receive relevant and high-quality education (darman, 2021). as education is a key driver of national development, a country's progress depends on its ability to cultivate highly skilled individuals who contribute to economic and societal growth. the merdeka belajar curriculum embodies this adaptability by offering a simplified yet comprehensive framework that prioritizes essential knowledge and skills at different developmental stages (priantini et al., 2022). this approach fosters deeper cognitive engagement in a more enjoyable and student-friendly manner. a key advantage of this curriculum is the autonomy it grants to both learners and educators. students have the flexibility to select subjects aligned with their abilities and aspirations, while teachers are empowered to tailor instructional strategies based on individual progress. schools, in turn, gain the authority to design and oversee their curriculum, ensuring alignment with institutional goals and student needs. despite these benefits, the dynamic nature of merdeka belajar necessitates continuous monitoring and refinement to maintain its relevance in evolving educational landscapes. regular curriculum evaluation is essential to optimize its effectiveness and responsiveness to technological advancements, changing learner needs, and broader societal demands (darman, 2021). by consistently analyzing and refining the curriculum, educators and policymakers can enhance its implementation, ensuring that it remains a powerful tool for fostering academic achievement and national development (abdurashidova, 2022; gunawan, 2017; priantini et al., 2022). teaching and learning english in the merdeka belajar curriculum the merdeka belajar curriculum emphasizes a student-centered, differentiated, and technology-based approach to english learning. in this framework, students actively construct knowledge while teachers serve as facilitators. the curriculum aims to develop communicative competence through various multimodal texts and intercultural understanding, fostering critical thinking and creativity (kemendikbudristek, 2022). to achieve these goals, english instruction must be engaging, ensuring students acquire practical and applicable language skills without experiencing unnecessary stress (octaviana, 2017). effective teaching methods, such as inquiry-based learning and collaborative tasks, encourage students to develop higher-order thinking skills (pratiwi et al., 2024). differentiated learning is another key aspect of the curriculum, ensuring that instruction aligns with students’ readiness, interests, and learning profiles. educators can modify content, processes, and products to meet diverse student needs (atikah et al., 2023). for instance, less proficient students receive foundational material, while advanced learners engage in deeper problem-solving activities (shihab et al., 2021). this approach not only enhances engagement but also fosters learner autonomy, a crucial aspect of language acquisition. furthermore, project-based learning, such as the pancasila student profile project, provides meaningful contexts for students to practice english while developing essential life skills (kemdikbudristek, 2022). widya rizky pratiwi, 2025 transforming education with merdeka belajar curriculum: digging into challenges and crafting effective strategies in rural indonesia 115 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 1 1 1 2 8 ) pancasila student profile a core component of the merdeka belajar curriculum is the pancasila student profile, which aligns with indonesia’s vision and mission for education (kemendikbudristek, 2022). character development is central to this framework, as education shapes individuals' values, behaviors, and mental qualities (sajadi, 2019). rooted in john dewey’s progressivism philosophy, merdeka belajar grants educators autonomy in designing learning experiences that foster student engagement and self-directed learning (pratiwi et al., 2024). through this approach, the pancasila student profile cultivates indonesian students who are lifelong learners with global competence while upholding pancasila values. the pancasila student profile encompasses six interrelated dimensions: faith and piety in god almighty and noble character, global diversity, cooperation, independence, critical reasoning, and creative thinking (kemendikbudristek, 2022). these competencies extend beyond cognitive skills, emphasizing values that shape students into responsible national and global citizens. the indonesian ministry of education envisions the pancasila student profile as an integral part of daily life, fostering an inclusive and tolerant society while promoting continuous self-improvement (kemendikbudristek, 2022). its successful implementation requires active participation from both students and educators, as teachers serve as primary role models in embedding these values in academic and professional settings. ultimately, realizing the pancasila student profile contributes to an autonomous, progressive, and character-driven indonesia (kemendikbudristek, 2022). material and method the research employed a descriptive qualitative design to analyze participants' perceptions and experiences of the merdeka belajar curriculum in elt at smp negeri 5 sangatta utara. this approach, grounded in post-positivism, focused on in-depth exploration of natural phenomena without experimental manipulation, as described by sugiyono (2022). creswell (2019) further emphasized that this approach constructs a comprehensive understanding of social or human problems through in-depth, naturalistic inquiry. the study used multiple data collection methods, enabling triangulation and inductive analysis to uncover the barriers encountered by teachers and students in implementing the curriculum. the goal was to provide a comprehensive understanding of the curriculum’s practical application in a multicultural setting, especially the barriers experienced, and to develop a theoretical framework for its effective integration into english language teaching. the research was conducted at smp negeri 5 sangatta utara, a school selected for its implementation of the merdeka belajar curriculum. the focus was on grade 7 students, who were beginning their english studies, to examine how the curriculum impacted their cognitive, affective, and psychomotor development. this selection aimed to gather in-depth, varied perspectives on the implementation of the merdeka belajar curriculum in english language teaching, allowing for a thorough understanding of its challenges and effectiveness in the school’s educational setting. informants were purposively chosen to provide insights into the curriculum's application, including an english teacher (symbolized as teacher 1), the vice principal of curriculum development (symbolized as teacher 2), the pancasila project profile coordinator (symbolized as teacher 3), and ten students (symbolized as s1 – s10). the students were selected based on responses from questionnaires, with those providing the most negative perspectives on english learning being chosen for interviews. snowball sampling was used to expand the data pool progressively, ensuring comprehensive insights by identifying additional informants as needed. the primary data collection method in this study was a semi-structured interview. it was conducted with key informants, including teachers and students, to gather in-depth insights into the implementation, challenges, and strategies of the merdeka belajar curriculum. the semi-structured format allowed for flexibility and detailed responses, with the researcher using a set of guiding questions. interviews were held in bahasa indonesia to widya rizky pratiwi, 2025 transforming education with merdeka belajar curriculum: digging into challenges and crafting effective strategies in rural indonesia 116 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 1 1 1 2 8 ) avoid misinterpretation and were recorded for thorough analysis. each interview session lasted between 10 to 25 minutes, depending on the informant, and focused on curriculum experiences, especially in evaluating challenges and strategies to address them. the following table 1 shows the interview guidelines. table 1 interview guidelines no. research question aspects informants interview question main points what challenges are teachers and students encountering when applying the merdeka belajar curriculum to teach and study english? challenge s teachers challenging curriculum aspects, technology challenges, adapting to learning styles, and student-centered learning students (student 1 student 10) student challenges in learning english, curriculum/teaching method understanding, and impact on learning and performance what strategies are employed by the teachers in applying the merdeka belajar curriculum in teaching english? strategies teachers access and benefit strategies, alleviating challenges, support and resources, current initiatives, effective interventions, recommendations for improvement, effective strategies, innovative approaches direct observation was also conducted to observe the practice of the merdeka belajar curriculum in elt at smp negeri 5 sangatta utara. observations focused on class dynamics, teacher-student interactions, and the integration of curriculum elements. a general observation was conducted initially to understand the school environment, followed by informal and formal sessions. the researcher applied triangulation, consistency checks, and member checking to ensure the validity and reliability of the findings. the main observation took place in class vii c, with two-hour meetings conducted in may 2024. the following table 2 shows the aspects of observation. table 2 observation aspects no aspects observed (learning process) yes no 1 opening the class a. preparing students physically and mentally b. motivating students c. delivering apperception d. delivering objectives learning 2 core activities a. mastery of the material b. model/approach/strategy 3 closing the lesson widya rizky pratiwi, 2025 transforming education with merdeka belajar curriculum: digging into challenges and crafting effective strategies in rural indonesia 117 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 1 1 1 2 8 ) to support data gathered through interviews and observations, the researcher analyzed relevant documents such as lesson plans, the school’s kurikulum operasional satuan pendidikan (kosp), and the project profile journal. these documents provided additional context and verification for the curriculum's implementation in english teaching. the researcher specifically reviewed lesson plans related to extracurricular activities to cross-check the information and enrich the findings with visual representations of the learning process. data analysis in this research followed the stages outlined by miles and huberman (2014), including data condensation, data display, and drawing and verifying conclusions. data condensation involved selecting and simplifying raw data from interviews, observations, and documents to focus on relevant aspects, streamlining the information for clarity and focus. the next step, data display, presented the data in a narrative format to represent the findings accurately. finally, the researcher concluded and verified them, ensuring that the interpretations were valid and aligned with the research goals. this analysis process was iterative, with each stage interacting with the others throughout and after data collection, allowing for continuous refinement and theory-building. results and discussions results before discussing the challenges and strategies related to the implementation of the merdeka belajar curriculum, it is important to provide a general overview of its application at smp negeri 5 sangatta utara, a secondary school located in the remote region of east kalimantan. the practice of merdeka belajar currculum the practice of the merdeka belajar curriculum at smp negeri 5 sangatta utara began in the 2022/ 2023 academic year, following a mandate from the east kutai regency education office. the school chose the “mandiri berubah” path after conducting a study on school conditions, teacher capabilities, student characteristics, and the surrounding environment. teacher 2 confirmed this decision during an interview, highlighting that the school was selected based on these factors and the instrument used by the ministry of education. this flexible curriculum allows schools to adapt its implementation according to their unique characteristics and needs, as it can be tailored differently from the government’s general guidelines. the merdeka belajar curriculum focuses on a student-centered approach, with various teaching methods and resources integrated into the learning process. teacher 1, a seventh-grade english teacher, has taught under this curriculum for two years. she explained in an interview that teachers are encouraged to learn independently through the merdeka belajar platform, which provides resources and support for implementing the curriculum. this method contrasts with the previous 2013 curriculum, where teachers received more face-to-face training. despite this, teacher 1 found the new online training to be helpful, particularly in integrating technology and resources into the classroom, such as using canva, google forms, and social media platforms for interactive lessons. in terms of teaching and learning processes, teacher 1’s classroom activities are structured around the principles of the merdeka belajar curriculum. through observation, it was found that the teacher engages students in pre-activities, such as discussing learning outcomes and character development linked to the pancasila student profile. core activities involve group work, discussions, and projects, while post-activities include student presentations and reflections on their learning experiences. teacher 1 emphasizes the use of local resources, such as folklore and digital tools, ensuring that students are actively involved in their learning process, with a focus on communication skills and critical thinking. the merdeka belajar curriculum also incorporates co-curricular activities like the pancasila student profile strengthening project, which aims to develop students' widya rizky pratiwi, 2025 transforming education with merdeka belajar curriculum: digging into challenges and crafting effective strategies in rural indonesia 118 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 1 1 1 2 8 ) competencies and character. in this project, students engage in real-world issues and work on projects that promote values such as cooperation, creativity, and independence. teacher 2 and teacher 3 discussed how these projects help students understand the importance of these values while developing skills through hands-on activities. students actively participated in projects, such as creating anti-bullying campaigns, local crafts, and environmental projects, which were designed to enhance their character development in alignment with the pancasila student profile. extracurricular activities, like the english club, also play a role in supporting students' development. teacher 1 observed that students were highly engaged in these activities, especially when they could use their gadgets, making the learning process more interactive and fun. the english club focused on enhancing students' language skills with activities such as writing stories and using time adverbs to structure compositions. students also participated in peer reviews, which allowed them to practice their writing and improve their language proficiency in a supportive environment. through these various curricular and extracurricular activities, the merdeka belajar curriculum fosters a holistic approach to education, preparing students to develop both academically and personally. however, despite the above efforts, challenges remain in fully optimizing the curriculum in the context of limited resources and teacher readiness, which will be explored further in the following sections. challenges encountered when applying the merdeka belajar curriculum in elt. the implementation of the merdeka belajar curriculum presents various challenges for both teachers and students in the process of teaching and learning english at the junior high school level. several factors related to these challenges can have a considerable impact on the overall success of the program. teacher's challenges before delving into the specific types of challenges faced by teachers in implementing the merdeka belajar curriculum, it is important to recognize that the transition to a student-centered approach has brought about significant obstacles. teachers must navigate a range of issues that affect both the effectiveness of their teaching and the overall learning experience for students. based on the results of the observation and interview, these challenges include adapting to diverse student needs, managing technological limitations, and fostering active student engagement in the learning process. differentiated learning teachers face difficulties in differentiating learning for students with varying abilities. for example, teacher 1 noted that in her class, students had different levels of english proficiency. to address this, she had to assess each student’s ability and learning style to create a plan that accommodated all students. as she explained: "differentiated learning practice refers to students' abilities and learning styles. teachers must design a learning process that caters to these differences" (t1, personal communication, may 20, 2024). however, the challenge became more complex due to the large class size, which exceeded thirty students. this required significant planning and preparation to ensure all students could engage effectively. limitations of technology teacher 1 also faced infrastructure issues, such as the absence of a language laboratory and poor classroom facilities. she mentioned that the classroom lacked proper lighting and soundproofing, which made it difficult for students to focus on multimedia lessons, especially when listening to recordings. widya rizky pratiwi, 2025 transforming education with merdeka belajar curriculum: digging into challenges and crafting effective strategies in rural indonesia 119 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 1 1 1 2 8 ) "there is no language laboratory available to us. the classroom has poor lighting and no soundproofing, which disrupts students' focus during multimedia lessons" (t1, may 20, 2024). additionally, the lack of adequate technology, such as microphones and speakers, limited the ability to create an effective learning environment for language acquisition. this limitation in technology was further confirmed by teacher 2, who noted that the school's infrastructure challenges hinder the implementation of some aspects of the merdeka belajar curriculum. teacher 2 mentioned that while the school aims to incorporate more digital tools into the learning process, the lack of technological resources, such as adequate internet access and devices for students, restricts the effectiveness of online learning platforms and multimedia resources. "as the vice principal in charge of curriculum development, i understand the importance of digital tools in supporting the curriculum. unfortunately, our infrastructure limits the full potential of these tools, making it hard for teachers to deliver multimedia-rich lessons effectively." (t2, may 21, 2024). student-centered learning teacher 1 also struggled with encouraging students to take an active role in their learning. many students were passive, relying on the teacher to provide all the information. as she pointed out: "arousing their initiative to explore learning sources outside the guidebook requires effort. their motivation needs improvement to learn independently" (t1, personal communication, may 20, 2024) this issue was partly due to the lingering influence of the previous curriculum, where students were more accustomed to passive, teacher-centered instruction. teacher 3, the pancasila project profile coordinator, also emphasized that this challenge is not unique to english language lessons. she observed that students often showed reluctance to engage in independent learning activities, particularly when it came to projects focused on character development, such as the pancasila student profile strengthening project. "it’s a significant shift for students who have been used to traditional teaching methods. while the projects are designed to foster independence, it’s clear that many students still prefer passive learning. this requires continuous guidance and motivation." (t3, may 22, 2024). student's challenges limited vocabulary and independent learning many students struggled with their vocabulary, which made it difficult to participate in the student-centered learning approach. for example, student 6 shared that she had never learned english in elementary school and started studying it only in junior high. "i never had english before. i started learning english in seventh grade" (s6, may 3, 2024). this lack of a strong vocabulary base made it challenging for students to express themselves, participate in group activities, and complete independent learning tasks. impact on motivation and academic performance widya rizky pratiwi, 2025 transforming education with merdeka belajar curriculum: digging into challenges and crafting effective strategies in rural indonesia 120 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 1 1 1 2 8 ) the student-centered approach also posed difficulties for students who were not confident or engaged. for instance, student 4 expressed reluctance to participate in class discussions due to a lack of vocabulary and fear of making mistakes. "i’m not confident to speak in front of others because i lack vocabulary, and i’m afraid of making mistakes" (s4, may 3, 2024). students like student 3, who found english hard to understand, were less motivated to engage in the subject. "when i learn english, it doesn't seem easy to understand. sometimes, i don't like english. i prefer physical education" (s3, may 3, 2024). this lack of motivation and passive learning style hindered students’ academic performance and their ability to develop essential language skills, such as reading and writing. challenges with technology integration in learning despite the merdeka belajar curriculum’s emphasis on digital literacy, students faced significant challenges with technology, which hindered their ability to fully engage with the learning process. many students, such as student 10, recognized the importance of technology in enhancing their learning experience but pointed out that the classroom lacked the necessary resources, like a language laboratory and a reliable internet connection, making it difficult to use digital tools effectively. "technology is important for learning. there are tools like translators that help with understanding english, but we don’t have proper resources" (s10, may 3, 2024). furthermore, some students, like student 1, struggled with affordability, unable to purchase the data plans necessary to access online learning materials, which further exacerbated the technological divide. "sometimes, i can’t join the class because i don’t have money to buy the internet quota" (s1, may 3, 2024). additionally, while some students expressed a desire for more interactive learning resources, like apps or online games, these were not available to them. student 7 mentioned: "we mostly use textbooks and worksheets, which can get boring. i would prefer using apps or online games to study english" (s7, may 3, 2024). this lack of access to technology and interactive tools limited students' ability to engage in more dynamic and effective language learning activities, ultimately affecting their motivation and academic performance. strategies for applying the merdeka belajar curriculum in teaching english before discussing the strategies implemented to solve these challenges, it is essential to highlight that the students at smp negeri 5 sangatta utara face a range of difficulties that affect their learning process. as a result, students often encounter barriers that hinder their ability to fully engage in the student-centered approach promoted by the merdeka belajar curriculum. the following sections explore the strategies employed by widya rizky pratiwi, 2025 transforming education with merdeka belajar curriculum: digging into challenges and crafting effective strategies in rural indonesia 121 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 1 1 1 2 8 ) teachers to address these issues, aiming to enhance the learning experience and support students in overcoming these obstacles. overcoming barriers to effective merdeka belajar implementation teacher 1 emphasized that the implementation of the merdeka belajar curriculum requires specialized training, particularly in english. the curriculum shifts towards adaptable and learner-centered approaches, and teacher 1 believes that without proper training, teachers may struggle to effectively engage students and create a learning environment that aligns with the curriculum's goals. such training is essential as it helps teachers understand the new methods and equips them with the tools to better implement these strategies in the classroom. the training process enables teachers to foster a more interactive, studentdriven learning atmosphere. "teachers must comprehend and adjust to the novel methods and strategies implemented by the merdeka belajar curriculum, which prioritize a more adaptable and learner-focused methodology" (t1, may 20th, 2024) to address the challenges teachers encounter in applying the curriculum, teacher 1 suggested a policy in which both students and teachers speak english on designated days. this immersive practice creates an environment that encourages students to use the language in real-world contexts, making their learning more meaningful. she explained that when students are "forced" to use english, they tend to remember the vocabulary and expressions they use. this practice not only strengthens their speaking skills but also builds confidence in using english outside of the classroom: "what we use or the vocabulary we use will always be remembered in our heads if we use it when we are forced to" (t1, may 20th, 2024) this strategy helps students feel more comfortable and familiar with the language, effectively breaking down their inhibitions. furthermore, teacher 1 highlighted the importance of continuous professional development for teachers. she recommended additional training, especially in english teaching methods, either through independent pmm (program merdeka mengajar) training or by participating in school-based learning communities. this ongoing learning is vital for teachers to stay updated and maintain their effectiveness. alongside training, teacher 1 also stressed the significance of enhancing communication with parents. regular discussions about students' progress, particularly in english language acquisition, can help identify areas of improvement. for instance, some students might forget to bring essential tools like dictionaries, which can hinder their learning. strengthening communication between teachers and parents can help resolve such issues and ensure that students have the necessary resources to succeed. ensuring accessibility and understanding in the merdeka belajar curriculum teacher 1 emphasized that the key to ensuring all students can access and benefit from the merdeka belajar curriculum lies in the teachers themselves. teachers must continually upgrade their knowledge and deepen their understanding of the curriculum. this proactive approach helps ensure that they can effectively teach in line with the new guidelines. communication with both students and parents is also pivotal. by informing them about the shift from the old curriculum to the new one, teachers help open their minds and provide a clearer picture of how the changes will benefit the learning process. teacher 1 highlighted: "establishing communication with children and parents will open their insights about the curriculum being applied to them" (t1, may 20th, 2024). widya rizky pratiwi, 2025 transforming education with merdeka belajar curriculum: digging into challenges and crafting effective strategies in rural indonesia 122 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 1 1 1 2 8 ) this clear communication ensures that the entire learning community is on the same page, which makes the implementation of the curriculum more effective and smoother for both students and teachers. in addition, teacher 2, the vice principal of curriculum development, suggested the integration of diverse learning resources to ensure accessibility for all students. this includes digital tools, community-based learning projects, and peer mentoring. these varied resources allow students with different learning styles and backgrounds to engage with the curriculum in ways that suit them best. teacher 2 explained: “by offering a range of resources, both digital and offline, students can choose methods that suit their learning preferences, making the curriculum more accessible and engaging” (t2, may 21st, 2024). this approach ensures that all students, regardless of their individual learning preferences, have equal opportunities to access and benefit from the curriculum. essential support and resources for effective curriculum implementation teacher 1 suggested that extracurricular activities are a vital resource to help students improve their speaking abilities. these activities provide additional practice outside of class hours, giving students more opportunities to use english in informal settings. teacher 1 highlighted the importance of such engagement, saying, "we also encouraged them to participate in extracurricular activities outside of english learning hours" (t1, may 20th, 2024). additionally, teacher 1 recommended that students engage with social media platforms like tiktok and instagram, which offer interactive and engaging ways to learn english. by using these platforms, students can immerse themselves in language learning in an environment they already find appealing, potentially increasing their motivation to learn. to support the teachers, teacher 1 stated that the school had already provided general training on the merdeka belajar curriculum, which helped teachers grasp the broader changes and expectations. however, this training was not subject-specific, meaning that english teachers may require more targeted training. while the government provided online training through the pmm platform, it was not designed specifically for english subjects. teacher 1 suggested that more subject-specific training, especially in english, would help teachers implement the curriculum more effectively in their classrooms, allowing them to meet the unique needs of their students and maximize the impact of the curriculum. adapting and innovating for effective curriculum delivery teacher 1 expressed her hope that the school would eventually improve its physical facilities to support better teaching. however, while waiting for these improvements, she focused on utilizing engaging media to capture students' attention. one of her ideas was to use the school’s magazine board to display english-related activities, creating a fun and public way to engage the students. this approach showcases english learning in a creative and visible way, potentially inspiring students to engage more with the language. she noted that while this was a rare practice at the school, she hoped to make it a regular feature in the future. looking ahead, teacher 1 planned to explore the use of educational games to enhance vocabulary acquisition. recognizing that students often get bored with repetitive activities, she believes that games can add excitement and novelty to the learning process. by introducing games that are both enjoyable and educational, teacher 1 hopes to maintain students' interest and motivation. games would provide students with a fun and interactive way to learn and reinforce their english skills, creating a more dynamic and engaging learning environment. by focusing on both the pedagogical aspects of teaching and the widya rizky pratiwi, 2025 transforming education with merdeka belajar curriculum: digging into challenges and crafting effective strategies in rural indonesia 123 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 1 1 1 2 8 ) emotional engagement of students, teacher 1 aims to create a balanced approach that keeps students actively involved in the learning process. these strategies provide a comprehensive view of how teacher 1 is adapting to the merdeka belajar curriculum in her english classes. through continuous professional development, communication with students and parents, and innovative teaching methods, she strives to create an engaging and accessible learning environment for her students. discussion the practice of the merdeka belajar curriculum at smp negeri 5 sangatta utara has brought about several challenges for both teachers and students, particularly in the areas of differentiated instruction, technology limitations, and the shift toward a student-centered approach. teachers, especially teacher 1, faced difficulties in customizing instruction to meet the diverse needs and learning preferences of students, such as language laboratory. this atatemen is suported by ogodo et al., (2021) who state that the lack of a language laboratory further exacerbated this challenge, limiting the ability to use technology effectively in the classroomas a result, teacher 1 had to identify students’ english proficiency levels using diagnostic tests to design personalized teaching plans that would cater to the variability in student abilities. however, the large class sizes, often exceeding thirty students, posed additional difficulties, requiring significant effort in preparation and resource management (ramadon, 2022). the absence of a language laboratory and the insufficient classroom infrastructure presented further barriers to the successful implementation of the merdeka belajar curriculum. teacher 1 noted that poor lighting, defective equipment such as lcds, microphones, and speakers, and external noise disruptions significantly hindered the use of multimedia learning resources. these challenges mirrored the findings of fitria (2023), who highlighted the critical role of information and communication technology (ict) in supporting education and the difficulties faced when these resources are inadequate. without the proper technological infrastructure, teachers and students are unable to fully benefit from the technology-driven aspects of the curriculum (rahayu et al., 2022). another major obstacle was the passive learning behavior of students, who were more accustomed to traditional, teacher-centered instruction. teacher 1 struggled with motivating students to seek educational resources beyond those provided in the classroom. this dependency on the teacher made it difficult for students to adapt to the studentcentered approach that the merdeka belajar curriculum advocates. students, many of whom had limited motivation, required continuous encouragement and guidance to engage in learning activities, a challenge identified by ramadon (2022). teacher 1 observed that students were generally passive and reluctant to participate in activities that required independent thinking and initiative. the shift to a student-centered approach also posed challenges in terms of vocabulary and language proficiency. many students had inadequate vocabulary skills, which prevented them from fully participating in activities such as public speaking and collaborative learning tasks. student 6, for instance, started learning english only in the seventh grade, which affected her ability to express ideas clearly. this lack of vocabulary also hindered students' ability to engage in student-centered activities, as they found it difficult to navigate complex educational materials. according to kemdikbudristek (2022) and salnick (2023), student-centered learning promotes active engagement, but without a solid vocabulary foundation, students are unable to reap the full benefits of this approach. moreover, the lack of motivation and confidence in using english among students further hindered the adoption of a student-centered learning model. student 4 reported feeling insecure about public speaking due to a limited vocabulary and a fear of making mistakes. this lack of confidence is common among students with restricted language skills as they struggle to articulate their thoughts in english. these issues were compounded by widya rizky pratiwi, 2025 transforming education with merdeka belajar curriculum: digging into challenges and crafting effective strategies in rural indonesia 124 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 1 1 1 2 8 ) the need for students to rely on traditional learning methods rather than actively participate in more dynamic, student-led learning activities (ramadon, 2022). teacher 1 also emphasized the importance of improving the school’s support system, particularly for developing speaking and listening skills. she suggested that the school could implement policies where students and teachers are required to communicate in english on designated days. this policy would promote constant use of the language, helping students build their vocabulary and fluency through repetition and practice. according to teacher 3, consistent use of english would help integrate the language into students' cognitive processes, enhancing their overall language proficiency (pamzan et al., 2023; shawaqfeh et al., 2024; yunitasari et al., 2023). to address these challenges, teacher 1 suggested a variety of strategies. she recommended the implementation of extracurricular activities that would allow students to practice their speaking skills outside of the classroom. additionally, she encouraged the use of social media platforms like tiktok and instagram, which could provide a more engaging and informal environment for students to learn english. these strategies were designed to increase students' enthusiasm for the language and improve their engagement in the learning process (desnaranti et al., 2022). despite these challenges, teacher 1 remained optimistic about the potential of the merdeka belajar curriculum to improve student learning outcomes. she emphasized the need for specialized teacher training in english to ensure effective implementation of the curriculum. teacher 1 also advocated for better communication with parents to ensure they are informed and involved in their children's education. this collaboration between teachers and parents is essential to creating a supportive learning environment for students (lakkala et al., 2021; sari & muamaroh, 2024). teacher 1 also emphasized the importance of using engaging media and educational games to increase student interest in learning english. she noted that without interactive and enjoyable activities, students often became bored and disengaged. by incorporating games and other interactive learning methods, teacher 1 hoped to make english lessons more fun and motivating, ultimately improving students' academic performance (sari & muamaroh, 2024). finally, teacher 1’s perspective on overcoming the challenges of implementing the merdeka belajar curriculum aligns with the broader findings of research on educational innovation. as identified by hijriani et al. (2024), creative and adaptive teaching approaches can significantly improve student outcomes, particularly in reading comprehension and language skills. teacher 1’s strategies, including increasing teacher expertise, enhancing communication with parents, and employing engaging learning methods, are crucial to overcoming the barriers to successful curriculum implementation and improving the overall learning experience for students. conclusion the practice of the merdeka belajar curriculum at smp negeri 5 sangatta utara has had both positive and challenging impacts on english teaching. the curriculum promotes flexibility, student participation, and personalized learning through its intracurricular, cocurricular, and extracurricular activities. these activities have improved students' cognitive, social, and emotional development, with tools like the genre-based approach (gba) enhancing student engagement. however, challenges remain, particularly in differentiated learning, the lack of a language laboratory, insufficient infrastructure, and students' passive learning behaviors. these barriers hinder the effective adoption of technology and learnercentered approaches, as students face difficulties in engaging with the curriculum due to limited vocabulary and infrastructure. to enhance the implementation of the merdeka belajar curriculum in english language teaching at smp negeri 5 sangatta utara, several key recommendations are proposed. schools should improve infrastructure by providing multimedia equipment, stable internet access, and a language laboratory to support ictwidya rizky pratiwi, 2025 transforming education with merdeka belajar curriculum: digging into challenges and crafting effective strategies in rural indonesia 125 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 1 1 1 2 8 ) integrated learning. teachers need targeted training in differentiated instruction, studentcentered strategies, and digital tool utilization. engaging students through social media, extracurricular activities, and gamified learning approaches can increase motivation and participation. additionally, fostering students’ confidence through positive reinforcement, peer collaboration, and self-directed learning initiatives is crucial. by adopting these strategies, schools and educators can effectively address challenges and ensure students receive quality english language education in a supportive, student-centered environment. references abdurashidova, n. a. (2022). why blended learning: the meaning of bl for teachers. theoretical & applied science, 2, 136–139. al-shehri, e. k., & alaudan, r. (2024). teacher-centered or student-centered learning approach to promote learning. journal of language and linguistic studies, 20(1). 47-51 amalia, r., shamsuddin, s., & kaur, k. (2023). differentiated learning and blended learning environments: a study on its impact in educational settings. journal of educational innovation, 5(2), 134-142. apriani, e. (2016). a new literacy: the role of technology to develop student's character. ta'dib: jurnal pendidikan islam, 21(1), 59-72. https://doi.org/10.19109/td.v21i1.742 atikah, i., fauzi, m. a. r., & firmansyah, r. (2023). penerapan strategi diferensiasi konten dan proses pada gaya belajar berbasis model problem based learning. pubmedia jurnal penelitian tindakan kelas indonesia, 1(2), 11. https://doi.org/10.47134/ptk.v1i2.57 dariyono, & rusman. (2023). impact of industry 4.0 on education in indonesia: implications for curriculum development. international journal of educational development, 79, 31-41. darman, r. a. (2021). telaah kurikulum. guepedia. darmayanti, m. (2023). the adaptability and learner-centered approach in the merdeka belajar curriculum: a pathway to improving student learning outcomes. journal of curriculum and instruction, 11(3), 88-95. de villiers, c. (2024). the impact of society 5.0 on curriculum development in higher education. journal of ethics in higher education, (4), 1-25. desnaranti, m., shamsuddin, s., & kaur, k. (2022). the role of digital learning tools in enhancing english language skills. international journal of educational technology, 14(1), 45-56. emawati, e., taufiqulloh, t., & fadhly, f. z. (2024). challenges and opportunities in implementing the merdeka curriculum in language education: a meta-synthetic analysis. english review: journal of english education, 12(2), 869-882. fitria, t. n. (2023). using information and communication technology (ict) in the education sector: opportunities and challenges in english language teaching (elt). teaching english as foreign language, literature and linguistics, 3(1), 9-30. gunawan, i. (2017). indonesian curriculum 2013: instructional management, obstacles faced by teachers in implementation and the way forward. presented to the 3rd international conference on education and training (icet 2017), 56–63. harmi, h., karolina, a., fathurrochman, i., fadila, f., daulay, s. h., apriani, e., & supardan, d. (2022). analysis of multicultural understanding and moderation of religion of paud teachers in bengkulu province. pegem journal of education and instruction, 12(4), 128136. https://doi.org/10.47750/pegegog.12.04.13 hunaepi, h., & suharta, i. (2024). transforming education in indonesia: the impact and challenges of the merdeka belajar curriculum. path of science, 10(6), 5026-5039. https://doi.org/10.19109/td.v21i1.742 https://doi.org/10.47134/ptk.v1i2.57 https://doi.org/10.47750/pegegog.12.04.13 widya rizky pratiwi, 2025 transforming education with merdeka belajar curriculum: digging into challenges and crafting effective strategies in rural indonesia 126 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 1 1 1 2 8 ) imron, a., fitria, n., & yunitasari, a. (2023). the role of technology in enhancing student engagement in merdeka belajar curriculum. journal of education and technology, 7(1), 29-38. jasrial, et al. (2023). teachers’ perceptions of merdeka belajar curriculum implementation in remote schools. journal of educational research and practice, 7(4), 245-256. kamil, f. (2023). cefr levels in the merdeka belajar curriculum: aligning content with educational intentions. indonesian journal of english teaching, 12(2), 178-191. kemdikbudristek. (2022). merdeka belajar curriculum: empowering student-centered learning. ministry of education and culture, 45-67. khusniyah, n. l., (2023). indonesia curricula and their implementation in language teaching practice. uin mataram press. lakkala, s., galkienė, a., navaitienė, j., cierpiałowska, t., tomecek, s., & uusiautti, s. (2021). teachers supporting students in collaborative ways—an analysis of collaborative work creating supportive learning environments for every student in a school: cases from austria, finland, lithuania, and poland. sustainability, 13(5), 2804. mulyasa, e. (2023). curriculum development in indonesia: trends, challenges, and future directions. journal of curriculum and teaching, 11(1), 55-67. novita, d., et al. (2022). digitalization in education: the role of technology in implementing the merdeka belajar curriculum. journal of educational technology and innovation, 8(1), 134-146. ogodo, j. a., simon, m., morris, d., & akubo, m. (2021). examining k-12 teachers' digital competency and technology self-efficacy during the covid-19 pandemic. journal of higher education theory & practice, 21(11). pamzan, m., javaid, z. k., & ali, a. a. (2023). perception of students about collaborative strategies employed by teachers for enhancing english vocabulary and learning motivation. pakistan jl analysis & wisdom, 2, 146. prakoso, y., et al. (2021). teachers' perceptions of curriculum change: the case of merdeka belajar in indonesia. indonesian journal of education, 15(2), 22-34. pratikno, a., et al. (2022). digital education and the merdeka belajar curriculum: a case study in indonesian schools. journal of digital learning and education, 5(3), 58-70. pratiwi, w. r., juhana, j., acfira, l. g., & sumbulatin, s. (2024). examining curriculum needs, teaching methods, and technology integration for a comprehensive approach to english language education. klasikal: journal of education, language teaching and science, 6(3), 794-805. pratiwi, w. r., kuswoyo, h., puspitasari, m., juhana, j., & bachtiar, b. (2024). driving to communicative approach: the innovative teaching speaking methods in indonesian english immersion program. international journal of evaluation and research in education, 13(1), 626-634. priantini, d. a. m. m. o., suarni, n. k., & adnyana, i. k. s. (2022). analisis kurikulum merdeka dan platform merdeka belajar untuk mewujudkan pendidikan yang berkualitas. jurnal penjaminan mutu, 8(02), 238–244. rahayu, l., sari, d., & muamaroh, f. (2022). the impact of school infrastructure on the successful implementation of the merdeka belajar curriculum. journal of school administration, 18(1), 56-67. ramadon, a. (2022). overcoming the challenges of implementing student-centered learning in indonesia's merdeka belajar curriculum. journal of educational development, 8(3), 102-110. sajadi, d. (2019). pendidikan karakter dalam perspektif islam. tahdzib al-akhlaq: jurnal pendidikan islam, 2(2), 16-34. salnick, k. (2023). creating student-centered schools: discovering best practices in experiential, progressive public school design and exploring the effectiveness of widya rizky pratiwi, 2025 transforming education with merdeka belajar curriculum: digging into challenges and crafting effective strategies in rural indonesia 127 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 1 1 1 2 8 ) media and community events in creating grassroots change. northeastern university. sari, l., & muamaroh, f. (2024). addressing challenges in merdeka belajar curriculum implementation in senior high schools. journal of secondary education, 15(2), 130142. sari, r. (2023). pancasila student profile: integrating character development into the merdeka belajar curriculum. journal of character education, 6(1), 45-57. shawaqfeh, a. t., jameel, a. s., al-adwan, l. a. y., & khasawneh, m. a. s. (2024). interaction as a mechanism to enhance english language proficiency in the classroom. journal of language teaching and research, 15(1), 229-234. shihab, najelaa dan jaringan semua murid semua guru. (2020). semua murid semua guru 4: edukasi di masa pandemi. lentera hati: jakarta. shrishthy, s. (2023). global perspectives on english language teaching in indonesia’s merdeka belajar curriculum. international journal of language teaching, 10(4), 231245. sianturi, b. (2025). teachers' perceptions and challenges in implementing differentiated learning in kurikulum merdeka. j-shmic: journal of english for academic, 12(1), 115. wang, c., zhang, m., sesunan, a., & yolanda, l. (2023). technology-driven education reform in indonesia: a look into the current status of the merdeka belajar program. widyastuti, p. (2022). technological innovations in education: the rise of industry 4.0 and civilization 5.0. international journal of educational technology, 6(1), 77-88. yunitasari, a., aryati, r., & shamsuddin, s. (2023). teacher professional development and curriculum implementation in the merdeka belajar era. journal of professional development in education, 22(1), 78-89. widya rizky pratiwi, 2025 transforming education with merdeka belajar curriculum: digging into challenges and crafting effective strategies in rural indonesia 128 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 1 1 1 2 8 ) english franca academic journal of english language and education doi: 10.29240/ef.v9i1 may.12608http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol. 9, no. 1, 2025, page 73-86 article info: http://journal.iaincurup.ac.id/index.php/english received 26 february 2025; received in revised form 10 march 2025; accepted 10 may 2025 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license discovering the role of student motivation in efl learning: a bibliometric analysis iffatus sholicha assholihy¹, zuliati rohmah² ¹² universitas brawijaya, malang, indonesia corresponding email: iffatussholichaa@student.ub.ac.id to cite this article: assholihy, i. s., & rohmah, z. (2025). discovering the role of student motivation in efl learning: a bibliometric analysis. english franca : academic journal of english language and education, 9(1 may), 73–86. retrieved from https://doi.org/10.29240/ef.v9i1 may.12608 introduction students’ motivation in language learning remains a central focus in educational research due to its significant impact on language acquisition outcomes. motivation determines students' engagement, persistence, and success in acquiring foreign or second languages (l2). according to hadfield and dörnyei (2013, p. 1), motivated students learn about l2 more productively than less motivated students. the researchers liu and chen (2015, p. 1) shared a similar view and stated that the lack of motivation may lead to disengagement, test failure, and anxiety, which adversely inhibit students' chances of english language learning. the complexity of motivation in language learning can best be understood using key theories such as self-determination theory (deci & ryan, 2000) which underlines the role of intrinsic motivation, autonomy, and competence, and goal-setting theory (locke & latham, 2002) which shows how setting specific and challenging goals increases motivation and achievement. despite the robustness of these theories, their practical application in modern educational contexts, particularly with the rise of digital learning environments and post-pandemic educational practices further exploration (muthmainnah et al., 2024; ushioda, 2011; dörnyei, 2019). recent studies have delved into various factors influencing student motivation. for example, kondrateva et al. (2023) highlight that enhancing motivation is a complex process requiring both teacher support and personal student effort. according to drakulić (2019, p. 364), a supportive environment created by teachers is a critical and very powerful abstract. this article presents a systematic review of students' motivation to learn english as a foreign language (efl) over the past decade. the study examines publication trends, identifies relevant authors, analyzes article production from various countries and their collaborations, and explores commonly used keywords on this topic. through bibliometric analysis, this research addresses gaps in previous studies, which predominantly focused on specific contexts or approaches. instead, it provides broader findings that are not confined to certain settings. data were collected from the scopus database and analyzed with rstudio, which served as the primary tool for this study. article selection adhered to the prisma guidelines, yielding 176 relevant articles published between 2014 and 2024. the findings indicate that research on student motivation in efl learning has been consistently pursued over the past decade. this study also identifies an author from indonesia as notable. meanwhile, countries in the middle east have produced the most publications and exhibit the highest collaboration on this topic. additionally, the findings reveal that "learning" is the most frequently used term in research regarding student motivation in efl learning. keywords: student motivation, efl, bibliometric analysis file:///d:/eka%20a/english%20franca/ef%20vol%209%20no%201%20tahun%202025/paper%20word%20doc/cccccc https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:iffatussholichaa@student.ub.ac.id https://doi.org/10.29240/ef.v9i1%20may.12608 iffatus sholicha assholihy & zuliati rohmah, 2025 discovering the role of student motivation in efl learning: a bibliometric analysis 74 | v o l . 9 , n o . 1 , 2 0 2 5 ( 7 3 8 6 ) factor in motivating students. the motivational factors identified by ebata (2008) include teacher-student relationships, experiences of success and satisfaction, and self-confidence. this study was conducted to fill the gaps in the previous literature. like the gap in the research by hasanzadeh et al. (2024), which examines the role of teachers in providing or withholding empathy in terms of students' motivation. the results are limited, as the authors only used questionnaires as the research instruments. likewise, the study of aldaghri (2024) examines the effectiveness of the flipped learning fl model concerning student motivation. he notes some positive changes as enhanced classroom participation and self-autonomy of the learners (p. 870). aldaghri's research method has a restricted scope, and his mixing of approaches restricts generalizability. these gaps thus seem to indicate a need for an overall, systematic approach to grasping motivation in a wide set of contexts, methodologies, and timelines. the fragmented nature of motivational studies calls for comprehensive analyses to trace the trends, contributors, and networks. with the gap in previous research (hasanzadeh, 2024; aldaghri, 2024), especially on the problem of limited research scope which only narrows to a specific focus and not to the general picture of the role of student motivation in efl learning, also the gap in the methodology used, this study is held which aims to fill the gap. this study aims to present a systematic review of motivation research in efl learning over the past decade, with the object of study being broader using bibliometric analysis. according to passas (2024), bibliometric analysis is perfect for identifying research gaps, major publications, and trends that develop over time. this bibliometric study is important because it examines the evolution of annual publications, whereby it can be known that the research topic regarding the role of student motivation in efl learning can be increased or decreased. in addition, this study also aims to identify leading authors and their contributions so that this can make it easier for future researchers to collaborate or even find the main reference for research on the topic of student motivation in efl learning. furthermore, the study is also useful for knowing the mapping of countries active in publishing and their collaborative networks, as well as the key keywords and trends that define motivational research in the context of efl. this study will address the fragmented nature of motivational research knowledge by offering a structured and datadriven approach. this research departs from four specific research questions that guide this study: 1. how many studies have been conducted each year on "the role of students' motivation in efl learning" over the last 10 years? 2. who are the most relevant authors in this field, and how many articles have they produced? 3. which countries produce more articles, and what are the patterns of international collaboration? 4. what are the most relevant and trending keywords regarding students' motivation in efl learning? answers to such questions will contribute to the added value of this study since a complementary, macro-level analysis of the existing micro-level studies is provided. passas (2024) explains that bibliometric analysis not only maps the current landscape of motivational research but also identifies under-explored areas and emerging trends, providing valuable insights for educators, researchers, and policymakers. the present research advances the understanding of motivation in efl contexts and further informs the development of more effective evidence-based teaching practices. theoretical framework motivation motivation is a word that is often used by teachers in learning when they want to provide students with an understanding of successful learning and unsuccessful learning. hadfield and dörnyei (2014) said that persistence, enthusiasm, and dedication are the keys to determining the success or failure of learning. hadfield and dörnyei also believe that motivation is very important in the success of learning, so the teacher's ability to motivate iffatus sholicha assholihy & zuliati rohmah, 2025 discovering the role of student motivation in efl learning: a bibliometric analysis 75 | v o l . 9 , n o . 1 , 2 0 2 5 ( 7 3 8 6 ) students is needed as a measure of teaching effectiveness. according to hadfield and dörnyei, rather than just giving rewards or punishments in learning, teachers can create various other types of activities as a strategy to motivate students. however, this is not deemed easy, considering that this is the second most difficult thing faced by teachers after difficulties in managing discipline in the classroom (p. 1). in connection with the role of motivation in efl learning, ryan and deci (2020) stated that an outcome is not more important than good and maintained psychological conditions and well-being in students. in fact, according to them, schools should pay more attention and provide facilities that can support students' mental health because not all students are at the same level to be able to achieve the cognitive goals that are usually the focus of many schools. according to ryan and deci (2020) and apriani (2016), basic support provided by the surrounding environment, including schools and teachers, is an important point in maintaining students' mental well-being. this is a form of inclusiveness in this environment, which can eliminate disparities caused by age, ethnicity, and culture. these results are in accordance with research on self-determination theory, which was also put forward by both of them. self-determination theory self-determination theory assumes that human nature has an active tendency that is then expressed in the form of intrinsic motivation, where intrinsic motivation itself is the initial focus of self-determination theory (ryan & deci, 2020). according to ryan and deci, intrinsic motivation is something that naturally occurs due to human desires and feelings of comfort and satisfaction to encourage them to do something without any interference or influence that is external or outside themselves. both of them also said that intrinsic motivation has clear benefits in the realm of formal education. for example, the increasing performance of high school students and also college students in canada and sweden is often influenced by the existence of intrinsic motivation within them (taylor et al., 2014, as cited in ryan & deci, 2020). over time, the theory of self-determination developed by not only focusing on intrinsic motivation but also extrinsic motivation, or motivation that comes from external to the human self. however, according to ryan and deci (2020), from an sdt perspective, the definition of extrinsic motivation is not limited only to encouragement from outside humans. ryan and deci divide extrinsic motivation into four subtypes; external regulation related to encouragement or coercion from outside because it is controlled by humans themselves, introjected regulation in the form of encouragement from outside because of the desire to achieve something or anxiety about self-esteem, identification regulation motivation that comes from a feeling of admiration for the value of an activity or even support for that activity, integration motivation the urge to do something which is usually caused not only by an assessment of something, but also by the birth of interest in that thing (apriani, 2017). the importance of sdt in learning is proven by the results of research by hwang and chang (2024), which found that sdt applied to learning media in the form of games made nursing students have better attitudes during the emp (english medical professional) program than students who used conventional approaches as the medium. goal-setting theory apart from self-determination theory, research on student motivation in efl learning also refers to the theory put forward by locke and latham, namely goal-setting theory. goals are created because they aim to force someone to achieve the goal themselves (cheng, 2023). according to locke and latham (2019, p. 97), a good goal begins with a clear key concept to measure the success of something. for example, to measure a person's best goal, they can standardize what form of success causes their satisfaction and what form of failure causes their dissatisfaction. locke and latham (1990) stated that someone with specific goals and achievements is superior when compared to those who only aim to be the best without specific goals because this is considered too biased (as cited iffatus sholicha assholihy & zuliati rohmah, 2025 discovering the role of student motivation in efl learning: a bibliometric analysis 76 | v o l . 9 , n o . 1 , 2 0 2 5 ( 7 3 8 6 ) in locke & latham, 2019). apart from having to be specific about a goal, hard and difficult efforts are also needed to achieve these goals; this is what is defined as effective goals (locke & latham, 2019). locke and latham (2019) also identified that there are four moderators for the goals themselves. the first is feedback, when goals run together with feedback, both are considered more efficient at improving performance than alone. second, what is considered a moderator for goals is commitment; without commitment, a goal will be in vain and will not provide any results for one's efforts. the moderator for the third goal is skill. someone who has goals but does not have the ability to carry them out will not be able to achieve their goals. finally, the fourth moderator for goals is situational factors. a goal is greatly influenced by situational factors in the surrounding environment, this influence can become a facilitator or even a threat to the goal itself (p. 98). furthermore, locke and latham (2019) found that many studies stated that goals have a correlation with satisfaction. the more difficult a goal is, the less likely it is to be achieved. however, when a goal is felt to be easy, the level of satisfaction obtained will be smaller (p. 98). furthermore, regarding the relationship between goal-setting theory and its application to learning, locke and latham (2019) said that making specific goals at the beginning is useful as a guide that acts as a motivator in carrying out an activity. apart from that, according to locke and latham, structuring learning goals at the beginning can also cover the impact of previous performance on following performance. moreover, in the learning context, learning goals are considered effective when there is negative feedback delivered in response to a learning task (cianci et al., 2010, as cited in locke & latham, 2019). locke and latham also said that it is visible that the existence of choices and several efforts to achieve a goal (including goal setting) is a natural trait possessed by humans, which is the core form of something called "motivation". building upon the gaps identified in previous research (hasazandeh et al., 2024; aldaghri, 2024), this study seeks to provide broader insights through a bibliometric approach. this research was carried out at the end of 2024 using scopus as the data source, so that the bibliometric research results obtained in this research came from data that existed at that time. material and method the aim of conducting this bibliometric research is to enhance the trends of research on the topic of student motivation in efl learning. bibliometrics demonstrates its value in handling large quantities of scientific data and its important role in research impact (passas, 2024, p. 1014). according to page et al. (2021), this technique can answer questions that may not be answered by individual research (p. 1). to reach the research goals of this study, the scopus database was designated as the primary data source by the authors because the scopus database provides complete data, including titles, authors, institutions, countries, and other publication information (christian et al., 2024). moreover, according to can and hou (2021), a vast collection of high-quality, peer-reviewed scholarly literature is contained in scopus, providing extensive coverage of academic research from around the world. for this bibliometric analysis, the data collection process was guided by the preferred reporting items for systematic reviews and meta-analysis (prisma) guidelines (moher et al., 2009), as illustrated in figure 1. iffatus sholicha assholihy & zuliati rohmah, 2025 discovering the role of student motivation in efl learning: a bibliometric analysis 77 | v o l . 9 , n o . 1 , 2 0 2 5 ( 7 3 8 6 ) figure 1 systematic literature review diagram flow prisma flow diagram dealing with database, searches, number of abstracts screened, and final article this bibliometric analysis was conducted in november 2024. the process of data collection is presented in figure 1. following the preferred reporting items for systematic reviews and meta-analysis (prisma), the authors began gathering data using the search terms “the or role or of or students’ or motivation” and “in or efl or learning on the scopus database. as a result of this step, the authors collected a total of 293 articles shown by the database. after gathering the initial data, the authors continued the data collection process by applying a publication date filter to include only articles published from 2014 – 2024, covering the last decade. after applying the publication filter, researchers obtained 257 articles by excluding articles that were published outside of 2014-2024. in the next step, the authors refined the search by applying a filter to focus solely on articles within the field of social science, ensuring that any documents outside this area were excluded. after applying the filter, the resulting dataset comprised 216 articles specifically within the field of social science. next, the researchers filtered out any document types that were not articles, which left them with 194 articles. they then focused only on the final published articles, reducing the number to 178. finally, by only including articles in english, they ended up with a total of 176 articles for their analysis. after getting the final dataset results, the authors downloaded the data records from scopus in bibtex file format and then exported them into biblioshiny in rstudio. biblioshiny in rstudio is a software tool designed for analyzing data related to various aspects of academic publishing that can help users examine the most relevant authors, the distribution of scientific publications and citations by country, the affiliations of researchers, the most productive journals, frequently used keywords, and the relevant keywords chosen by authors (ivan et al., 2024). the data exported to biblioshiny in rstudio will be analyzed using the same software. once the data is successfully loaded and analyzed, the results will be displayed within biblioshiny. iffatus sholicha assholihy & zuliati rohmah, 2025 discovering the role of student motivation in efl learning: a bibliometric analysis 78 | v o l . 9 , n o . 1 , 2 0 2 5 ( 7 3 8 6 ) results and discussion results the results from bibliometric research regarding student motivation in efl learning with a data source of 176 articles will be explained clearly in this section. from the results obtained, the researchers grouped them into several key areas based on the research questions presented in the introduction section. 4 key areas will be explained; trends in annual scientific production explains the results in the form of the number of articles produced over the last ten years, most relevant authors and their contributions explains the authors who have produced the most articles on the topic of students' motivation in efl learning and the contributions they have made, leading countries and their collaboration networks describes the countries that have produced the most articles along with the collaborations they have carried out with other countries, and most relevant and trending keywords displays research results regarding the most relevant and most widely used words in research about students' motivation in efl learning in the last 10 years. each of the aspects provides a different insight, including the current research landscape, key contributors, and emerging themes in the field of student motivation in efl learning research. annual scientific production the results indicate trends in the annual scientific production key areas regarding research articles on student motivation in efl learning in the last decade, 2014-2024. this analysis of bibliometric data, which uses biblioshiny as a tool, found that the year in which the most articles about student motivation in efl learning were published in the last 10 years was 2023-2024, namely 33 articles published each year. so, the number of articles published in 2023 and 2024 is 66. in contrast, the lowest output was produced in 2017, with only 3 articles successfully published. although there is quite a difference in the number of articles that are most published and articles that are least published, there was no year in the past decade with zero publications, reflecting a consistent academic interest in the topic. interest in this topic is based on the important role of student motivation in language learning. this correlates with the opinion of lapadat and lapadat (2024), who say that motivation plays an important role in achieving success in language learning. figure 2. chart of annual scientific production the figure presents the number of articles produced each year over the last 10 years. figure 2 shows a modest increase in publications between 2014 and 2015, followed by a decline leading up to 2017. however, starting in 2018, there is a significant upward trend, culminating in the peak years of 2023 and 2024. this may be due to the increased usage of digital learning tools and the move toward student-centered pedagogies as a result of the educational changes caused by the covid-19 pandemic. the increase in research would iffatus sholicha assholihy & zuliati rohmah, 2025 discovering the role of student motivation in efl learning: a bibliometric analysis 79 | v o l . 9 , n o . 1 , 2 0 2 5 ( 7 3 8 6 ) seem to indicate that educators and scholars are increasingly aware of the importance of student motivation in efl contexts and are looking for new ways to improve it. these findings are in line with mainstream motivational theories, such as the selfdetermination theory by deci and ryan (2000). given the rising interest in student motivation in the last couple of years, it seems that both intrinsic and extrinsic motivational factors have received increasing attention in efl settings. the rise may reflect an increasing concern about how extrinsic rewards and digital learning environments affect motivation. surprisingly enough, the data suggests that online learning students may depend on external rewards more than one might have thought. this finding supports deci and ryan's differentiation between intrinsic and extrinsic motivation and points to a necessity for teachers to nurture autonomy and competence if they want to sustain motivation. the findings highlight the need to further adapt motivational strategies to today's educational contexts and ensure that students are engaged and motivated both in traditional and digital efl classrooms. most relevant authors and author production over time the topic of “the role of student motivation in efl learning” has become a trend in the last 10 years, as viewed from the number of articles produced on the topic. this is none other than because there are productive authors who produce studies on the topic. figure 3 presents the most relevant authors who have produced studies in the last 10 years. the data shows that cahyono, b.y., is the author who has produced the most articles on the topic of the role of student motivation in efl learning in the last 10 years, with a total of 4 articles. bambang yudi cahyono is indonesian professor. he is a professor at the state university of malang, indonesia. he is an expert in the field of materials, media, and technology in elt. figure 3. the most relevant authors figure 4 shows four articles by cahyono, b.y., that were published in different years, with a period of 2 years between each article publication. in addition to his research, cahyono b.y. also often collaborates with other researchers. the first article by cahyono et al. (2016) discusses students’ motivation in english learning and their literacy skills across gender. in the next article, cahyono and rahayu (2020) examine the role of student motivation in efl learning, especially in the field of writing. they stated that this research is still rarely discussed. still around the topic of the role of student motivation in efl learning, cahyono and janah (2022) examined students' motivation in online learning caused by the massive spread of covid-19. cahyono et al. (2024) is the latest article discussing the topic of the role of students' motivation in efl learning, published by him. in figure 4 several different point shapes. the dot shows the number of articles produced by a researcher. the smaller the dot size, the fewer articles will be produced, and vice versa. based on the appearance in figure 4, there is one point that has the largest size 0 2 4 6 1 most relevan authors cahyono by rahimi m wang j almusharraf n bai b farid khafaga a ghanizadeh a ghapanchi z ismail sm kim jy iffatus sholicha assholihy & zuliati rohmah, 2025 discovering the role of student motivation in efl learning: a bibliometric analysis 80 | v o l . 9 , n o . 1 , 2 0 2 5 ( 7 3 8 6 ) among the other point shapes. from this figure, it was found that farid khafaga published 2 articles at once in the same year, precisely in 2022. thus, the researcher who published the most articles in the same year was farid khafaga. figure 4. authors’ production over time country scientific production and collaboration world map although the previous findings mentioned that the author who published the most articles on the topic of the role of student motivation in efl learning, cahyono, b.y., came from indonesia, it turned out that this is not the case with the country that produced the most articles on the topic. figure 5 provides the country that produced the most articles on the topic of the role of student motivation in efl learning. the country that produced the most articles on this topic was iran, with a total production of 44 articles. this finding is in accordance with aliakbari and monfared (2014), who stated that iranian students’ awareness of the need for english language learning in their country is high (p. 203). moreover, in figure 5, it is also shown that there are 26 countries with the least number of articles produced about students’ motivation in efl learning. the articles produced by these 26 countries are 1 article per country. figure 5. chart of country scientific production this figure presents the highest number of articles produced at 44 0 5 10 15 20 25 30 35 40 45 ir a n sa u d i a r a b ia tu r k ey ja p a n m a la ys ia c a n a d a ec u a d o r eg yp t a u st r a li a et h io p ia a u st r ia b a n g la d es h c ze c h r ep u b li c h u n g a r y jo r d a n li b ya n o r w a y p a n a m a q a ta r so m a li a u n it ed a r a b … country scientific production iffatus sholicha assholihy & zuliati rohmah, 2025 discovering the role of student motivation in efl learning: a bibliometric analysis 81 | v o l . 9 , n o . 1 , 2 0 2 5 ( 7 3 8 6 ) as a country with the largest number of articles produced on the topic of the role of students' motivation in efl learning, as many as 44 articles, it is undeniable that iran has also carried out several collaborations with other countries. this is an effort for countries to build a network with each other. figure 6 displays a world map of collaborations from the dataset obtained by the author, which also shows which countries collaborate with iran. from figure 6, iran, as the country with the most article production, has collaborated with as many as eleven countries: canada, china, croatia, egypt, india, oman, saudi arabia, spain, turkey, the united kingdom, and the united states. of the eleven countries collaborating with iran, saudi arabia is the country that has collaborated in producing the most articles, with a total of 3 articles produced as a result of their collaboration. figure 6. collaboration world map wordcloud responding to the last research question of this study, the most relevant and trending keywords from the data presented in this section. from several articles on the topic of "the role of students' motivation in efl learning," the authors present figure 7, which contains the most frequently used terms and words. it can be seen in figure 7 that there are differences in size for each word displayed. the size of each word in the figure is proportional to its frequency of occurrence in the dataset. thus, the larger the size of a word displayed in figure 7, the greater the frequency of its use in articles in the data obtained by the authors. figure 7. wordcloud this figure shows the most relevant word used in the dataset of 176 articles. according to the data obtained by the authors, from 176 articles produced, the word "learn" has the largest size among the others. this indicates the highest frequency of use of iffatus sholicha assholihy & zuliati rohmah, 2025 discovering the role of student motivation in efl learning: a bibliometric analysis 82 | v o l . 9 , n o . 1 , 2 0 2 5 ( 7 3 8 6 ) the word "learning" in the articles about students’ motivation in efl learning. this means that motivation is mostly related to learning. this is followed by the words "female," "male," "language," and "multilingualism," which have quite a large size but are not bigger than the word "learning". this is defined as the use of the words "female", "male", "language", and 'multilingualism' which are quite widely used but not as much as the word "learning" is used. in fact, even these terms, though they show up in the word cloud, have a rather low frequency within the dataset. the word "learning" itself only appears 6 times, which is actually a modest figure against the total number of articles. similarly, the next most frequent terms"female," "male," "language," and "multilingualism"-are each 4 times. this relatively low frequency suggests that while these terms are relevant, they are not dominant keywords consistently driving research on student motivation in efl contexts. the diversity of the terms in this word cloud reflects the broad and multifaceted nature of motivation research, where various themes, such as gender and multilingualism, are explored without a singular focus. such fragmentation may indicate that the field lacks a cohesive set of keywords or that research interests are dispersed across multiple subtopics. as a result, the finding points to possible gaps in the literature and show avenues for future research regarding clearer focal points to establish and identify consistent themes that are associated with student motivation in efl learning. discussion based on the results of this bibliometric study, the topic of the article on student motivation in efl learning has remained active over the past decade. the findings present how important the role of student motivation is in learning, so it continues to be researched by many authors. this is in line with the opinion of filgona et al. (2024), who stated that student motivation is a crucial thing needed to achieve quality educational outcomes (p. 17). likewise, davidovitch and dorot (2023) stated that motivation is a part of the main key of learning and teaching that can influence the student learning process (p. 124). in the findings by the authors in this study, the latest article in the data obtained by the authors was written by namaziandost et al. (2024). furthermore, from the data obtained in this current study, the author with the most articles produced in the last 10 years is cahyono, b.y., who is a professor at the state university of malang, indonesia. he has produced many articles on the scope of english language education. this further validates that the state university of malang deserves the predicate of excellence in its english language education study program. indonesia, as the country of origin of cahyono, b.y., is also a country that is aware of education. this is proven by the many changes in the education curriculum that have been adjusted to the conditions and situations of the country's society by the government since the independence of country. the changes made are certainly the focus of the government in indonesia to create an efficient curriculum in line with changing situations and conditions over time. the findings of this study also show that iran has become the country with the most production of articles on student motivation in efl learning in the past decade. in addition, iran also collaborates with other countries in producing articles on this topic. currently, the iranian government has expanded the ban on the entry of foreign languages, including the teaching of english in kindergartens and elementary schools, to preserve the identity of iranian citizens in children (al arabiya english, 2023). however, according to bbc news (2023), english language teaching is still allowed at the secondary school level and in institutions operating outside the formal educational system in iran. the delay in the teaching of the new english language in secondary schools can be a strong reason why iran is quite intense on the motivational role of students in learning english. quite unexpectedly, despite the steady rise in the number of publications, the key terms related to motivation have come out as relatively low in frequency. whereas intrinsic motivation was expected to be the leading discussion, the salience of terms such as "female," "male," and "multilingualism" suggests that gender and linguistic diversity are emerging themes that influence motivation in efl contexts (alshehri & etherington, 2017). this might iffatus sholicha assholihy & zuliati rohmah, 2025 discovering the role of student motivation in efl learning: a bibliometric analysis 83 | v o l . 9 , n o . 1 , 2 0 2 5 ( 7 3 8 6 ) point to an increasing awareness of sociocultural perspectives on language learning, as identified by wei et al. (2019). the preponderance of these themes demands closer scrutiny of how gender and multilingual backgrounds influence motivational processes in efl learning. overall, from all the results, this study effectively addressed all research questions and achieved its primary objectives. unlike previous studies with narrow focuses, this study successfully provides a more comprehensive overview of the topic, fulfilling the authors’ aim to bridge the gap in existing literature. however, some limitations should be acknowledged in this study. the results may be influenced by sampling biases inherent in the scopus database. many aspects have not been explored by the authors in this study. future research could address this gap by investigating areas that were not fully explored by the authors of this study. conclusion this study, entitled "discovering the role of student motivation in efl learning: a bibliometric analysis," gives a wide view of research trends over the last decade. analysis of articles using a bibliometric approach in this study found that 176 articles were published in the last decade. not only that, but the results obtained also show that research output is increasing significantly in 2023 and 2024. cahyono, b.y., was the author who succeeded in producing the largest number of articles. then, iran, as the country that has the highest number of publications of articles, also collaborates with other countries, one of which is saudi arabia, with 3 collaborations. the word cloud analysis highlighted words such as "learning," "female," "male," "language," and "multilingualism," although their low frequency indicated fragmented research themes. not only that, the findings from this study also identify great interest and concern regarding students' motivation, especially in efl learning. this is indicated by the absence of a single year without the publication of an article on the topic of students' motivation in efl learning. apart from that, many researchers have jumped in and taken up this topic, indicating the existence of this topic in the world of education. it is also supported by various countries that have also produced articles about students' motivation in efl learning and collaborated in conducting one or even several studies with other countries. no study is without its weaknesses and limitations. one of the limitations of this research is that many aspects of student motivation in efl learning remain unexplored through bibliometric analysis. therefore, future researchers are advised to explore aspects that have not been researched in this study. future researchers can also research at longer intervals for their studies. finally, the authors also suggest that future researchers use other research methods to research the topic of students' motivation in english as a foreign language learning on a larger and broader basis with various other focuses and scopes. acknowledgement the researchers would like to thank every party that has supported, guided, taken part in, prayed for, and provided suggestions and criticism of this research. the researchers would also like to express thanks to the english language education program at brawijaya university. references agustrianti, s., cahyono, b. y., & laksmi, e. d. (2016). indonesian efl students’ motivation in english learning and their literacy skills across gender. international journal of applied linguistics and english literature, 5(4), 219–227. https://doi.org/10.7575/aiac.ijalel.v.5n.4p.219. al arabiya english. (2023, october 17). iran bans teaching foreign languages to kids. al arabiya. https://english.alarabiya.net/news/middle-east/2023/10/17/iran-bansteaching-foreign-languages-to-kids. https://doi.org/10.7575/aiac.ijalel.v.5n.4p.219 https://english.alarabiya.net/news/middle-east/2023/10/17/iran-bans-teaching-foreign-languages-to-kids https://english.alarabiya.net/news/middle-east/2023/10/17/iran-bans-teaching-foreign-languages-to-kids iffatus sholicha assholihy & zuliati rohmah, 2025 discovering the role of student motivation in efl learning: a bibliometric analysis 84 | v o l . 9 , n o . 1 , 2 0 2 5 ( 7 3 8 6 ) aldaghri, a. a. (2024). incorporating flipped model in learning english grammar: exploring efl students’ intrinsic motivation and attainment. journal of language teaching and research, 15(3), 870. https://doi.org/10.17507/jltr.1503.19. aliakbari, m., & monfared, m. (2014). iranian students’ beliefs and motivations towards english. procedia social and behavioral sciences, 98, 200-206. https://doi.org/10.1016/j.sbspro.2014.03.407 apriani, e. (2016). a new literacy: the role of technology to develop student's character. ta'dib: jurnal pendidikan islam, 21(1), 59-72. https://doi.org/10.19109/td.v21i1.742. apriani, e. (2017). utilizing preservice english teachers strategies and classroom management at junior high school in rejang lebong regency. english franca: academic journal of english language and education, 1(2 december), 149-194. https://doi.org/10.29240/ef.v1i2.291. alshehri, e., & etherington, s. (2017). motivational strategies: the perceptions of efl teachers and students in the saudi higher education context. international journal of english language education, 5(2), 46. https://doi.org/10.5296/ijele.v5i2.11727. bbc news. (2023, october 17). iran expands ban on english and foreign language teaching in primary schools. bbc. https://www.bbc.com/news/world-middle-east-42610755. cahyono, b. y., & rahayu, t. (2020). efl students’ motivation in writing, writing proficiency, and gender. teflin journal, 31(2), 162–180. https://doi.org/10.15639/teflinjournal.v31i2/162-180. can, y., & hou, a. y. c. (2021). science mapping in the research of higher education internationalisation from 2013 to 2018 in asia: publications, regional networking, and future trends. higher education evaluation and development, 15(1), 35–52. https://doi.org/10.1108/heed-11-2020-0048. cheng, x. (2023). looking through goal theories in language learning: a review on goal setting and achievement goal theory. frontiers in psychology, 13. https://doi.org/10.3389/fpsyg.2022.1035223. christian, i. s., rohmah, z., & jalaluddin, i. (2024). exploring studies on multimodal literacy in english learning: a bibliometric analysis. jeels (journal of english education and linguistics studies), 11(2), 821–848. https://doi.org/10.30762/jeels.v11i2.3681. davidovitch, n., & dorot, r. (2023). the effect of motivation for learning among high school students and undergraduate students—a comparative study. international education studies, 16(2), 117. https://doi.org/10.5539/ies.v16n2p117. deci, e. l., & ryan, r. m. (2000). the "what" and "why" of goal pursuits: human needs and the self-determination of behavior. psychological inquiry, 11(4), 227-268. https://doi.org/10.1207/s15327965pli1104_01. dörnyei, z. (2019). towards a better understanding of the l2 learning experience, the cinderella of the l2 motivational self system. studies in second language learning and teaching, 9(1), 19-30. https://doi.org/10.14746/ssllt.2019.9.1.2. drakulić, m. (2019). exploring the relationship between students’ perceptions of the language teacher and the development of foreign language learning motivation. theory and practice in language studies, 9(4), 364–370. https://doi.org/10.17507/tpls.0904.02. ebata, m. (2008). motivation factors. in 42nd tesol convention in new york: dream and reality (p. 21). filgona, j., sakiyo, j., gwany, d. m., & okoronka, a. u. (2020). motivation in learning. asian journal of education and social studies, 10(4), 16–37. https://doi.org/10.9734/ajess/2020/v10i430273. hadfield, j., & dörnyei, z. (2013). motivating learning (1st ed.). routledge. https://doi.org/10.4324/9781315833286. hasanzadeh, s., shayesteh, s., & pishghadam, r. (2024). investigating the role of teacher concern in efl students’ motivation, anxiety, and language achievement through the https://doi.org/10.17507/jltr.1503.19 https://doi.org/10.1016/j.sbspro.2014.03.407 https://doi.org/10.19109/td.v21i1.742 https://doi.org/10.29240/ef.v1i2.291 https://doi.org/10.5296/ijele.v5i2.11727 https://www.bbc.com/news/world-middle-east-42610755 https://www.bbc.com/news/world-middle-east-42610755 https://doi.org/10.15639/teflinjournal.v31i2/162-180 https://doi.org/10.1108/heed-11-2020-0048 https://doi.org/10.3389/fpsyg.2022.1035223 https://doi.org/10.30762/jeels.v11i2.3681 https://doi.org/10.5539/ies.v16n2p117 https://doi.org/10.1207/s15327965pli1104_01 https://doi.org/10.14746/ssllt.2019.9.1.2 https://doi.org/10.17507/tpls.0904.02 https://doi.org/10.9734/ajess/2020/v10i430273 https://doi.org/10.4324/9781315833286 iffatus sholicha assholihy & zuliati rohmah, 2025 discovering the role of student motivation in efl learning: a bibliometric analysis 85 | v o l . 9 , n o . 1 , 2 0 2 5 ( 7 3 8 6 ) lens of self-determination theory. learning and motivation, 86, 101992. https://doi.org/10.1016/j.lmot.2024.101992. hwang, gj., chang, cc. a self-determination theory-based digital gaming approach to enhancing efl learners’ competence in applying professional english. education tech research dev (2024). https://doi.org/10.1007/s11423-024-10445-y. indrayani, n., yudi cahyono, b., mukminatien, n., & maria ivone, f. (2024). self-directed informal digital learning of english: identifying its nature and activities for english proficiency. reflections, 31(2), 791–814. https://doi.org/10.61508/refl.v31i2.275261 janah, m., & cahyono, b. y. (2022). indonesian efl higher education students’ motivation in online english learning in the emergency remote teaching context. international journal of language education, 6(3), 281–296. https://doi.org/10.26858/ijole.v6i3.22883. kondrateva, i., valeev, a., & asmolovskaya, m. (2023). english language teaching methodology based on the development of students' motivation. journal of research in applied linguistics, 14(3), 252-256. https://doi.org/10.22055/rals.2023.19545. lăpădat, l. c., & lăpădat, m.-m. (2024). the importance of motivation in foreign language learning. scientific bulletin of the politehnica university of timişoara transactions on modern languages, 22(1), 142–152. https://doi.org/10.59168/vgle2734. liu, h., & chen, c. (2015). a comparative study of foreign language anxiety and motivation of academicand vocational-track high school students. english language teaching, 8(3), 1. canadian center of science and education. https://doi.org/10.5539/elt.v8n3p193. locke, e. a., & latham, g. p. (2002). building a practically useful theory of goal setting and task motivation: a 35-year odyssey. american psychologist, 57(9), 705-717. https://doi.org/10.1037/0003-066x.57.9.705. locke, e. a., & latham, g. p. (2019). the development of goal setting theory: a half century retrospective. motivation science, 5(2), 93–105. https://doi.org/10.1037/mot0000127. moher, d., liberati, a., tetzlaff, j., altman, d. g., antes, g., atkins, d., barbour, v., barrowman, n., berlin, j. a., clark, j., clarke, m., cook, d., d’amico, r., deeks, j. j., devereaux, p. j., dickersin, k., egger, m., ernst, e., gøtzsche, p. c., … tugwell, p. (2009). preferred reporting items for systematic reviews and meta-analyses: the prisma statement. in plos medicine (vol. 6, issue 7). public library of science. https://doi.org/10.1371/journal.pmed.1000097. muthmainnah, m., apriani, e., seraj, p. m. i., obaid, a. j., & al yakin, a. m. (2024). nudging motivation to learn english through a chatgpt smartphone-based hybrid model. in advanced applications of generative ai and natural language processing models (pp. 26-42). igi global scientific publishing. https://doi.org/10.4018/979-8-3693-0502-7.ch002. namaziandost, e., behbahani, h. k., & heydarnejad, t. (2024). like coloured pencils in a pencil case: a portrait of the connections between learning style preferences, needs satisfaction, academic motivation, and psychological well-being from the window of self-determination theory. european journal of education, 59(4), e12715. https://doi.org/10.1111/ejed.12715. page, m. j., mckenzie, j. e., bossuyt, p. m., boutron, i., hoffmann, t. c., mulrow, c. d., shamseer, l., tetzlaff, j. m., akl, e. a., brennan, s. e., chou, r., glanville, j., grimshaw, j. m., hróbjartsson, a., lalu, m. m., li, t., loder, e. w., mayo-wilson, e., mcdonald, s., … moher, d. (2021). the prisma 2020 statement: an updated guideline for reporting systematic reviews. in the bmj (vol. 372). bmj publishing group. https://doi.org/10.1136/bmj.n71. passas, i. (2024). bibliometric analysis: the main steps. encyclopedia, 4(2), 1014-1025. https://doi.org/10.3390/encyclopedia4020065. ryan, r. m., & deci, e. l. (2020). intrinsic and extrinsic motivation from a self-determination theory perspective: definitions, theory, practices, and future directions. contemporary educational psychology, 61. https://doi.org/10.1016/j.cedpsych.2020.101860. https://doi.org/10.1016/j.lmot.2024.101992 https://doi.org/10.1007/s11423-024-10445-y https://doi.org/10.61508/refl.v31i2.275261 https://doi.org/10.26858/ijole.v6i3.22883 https://doi.org/10.22055/rals.2023.19545 https://doi.org/10.59168/vgle2734 https://doi.org/10.5539/elt.v8n3p193 https://doi.org/10.1037/0003-066x.57.9.705 https://doi.org/10.1037/mot0000127 https://doi.org/10.1371/journal.pmed.1000097 https://doi.org/10.4018/979-8-3693-0502-7.ch002 https://doi.org/10.1111/ejed.12715 https://doi.org/10.1136/bmj.n71 https://doi.org/10.3390/encyclopedia4020065 https://doi.org/10.1016/j.cedpsych.2020.101860 iffatus sholicha assholihy & zuliati rohmah, 2025 discovering the role of student motivation in efl learning: a bibliometric analysis 86 | v o l . 9 , n o . 1 , 2 0 2 5 ( 7 3 8 6 ) ushioda, e. (2011). language learning motivation, self and identity: current theoretical perspectives. computer assisted language learning, 24(3), 199-210. https://doi.org/10.1080/09588221.2010.538701. wei, h., gao, k., & wang, w. (2019). understanding the relationship between grit and foreign language performance among middle school students: the roles of foreign language enjoyment and classroom environment. frontiers in psychology, 10(july). https://doi.org/10.3389/fpsyg.2019.01508. https://doi.org/10.1080/09588221.2010.538701 https://doi.org/10.3389/fpsyg.2019.01508 english franca academic journal of english language and education doi:10.29240/ef.v8i1%20may http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 8, no 1, 2024, page 121-132 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2023; received in revised form 10 february 2024; accepted 24 april 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license developing speaking skills through opinion expression method in islamic higher education context ana kuliahana 1 , rustam rustam 2 , abdul gafur marzuki 3 1 2 3 state islamic university of datokarama palu, palu city, indonesia corresponding email: gafurmarzuki@uindatokarama.ac.id to cite this article: kuliahana, a., marzuki, a., & rustam, r. (2024). developing speaking skill through opinion expression method in islamic higher education context. english franca : academic journal of english language and education, 8(1 may). doi: http://dx.doi.org/10.29240/ef.v8i1 may.9850 introduction when talking about how speaking skills have improved throughout the show, it's crucial to consider the numerous factors that have an impact on this interaction. a small portion of what makes up creative skill is oral creation, the manner of correspondence, the number of conversationalists, collaboration strategies, the amount of data handled, the amount of time, the presence of lecturers and students, and the circumstances under which this mass of components frequently connects. the role of schools in developing students' english communication skills is essential. the teaching and learning process in islamic higher education is fascinating because they can communicate with one another in english, especially when they need to express their ideas or conduct evaluations to look at topics that make references to the objectives of the examples they are given. four skills are developed identically to obtain the minimum standard of achievement in english-speaking activities. it suggests that the skill to express one's opinions orally as well as the skill to understand conclusions drawn from written or printed texts are expected of language learners. the speakers can be included in correspondence with an appropriate language skill capacity by being skilled in the four language abilities and the relevant language components. from one end of the world to the other, people speak english as an international language as well. in the modern day, english is widely used as a correspondence language in many spheres of life, including trade, romantic relationships, abstract. through the opinion expressions method, this study seeks to improve students' speaking skills in the context of islamic higher education. it was separated into two cycles and planned as a cooperative classroom action research project. data were gathered throughout six speaking lesson meetings during the second semester's term from class observations, field notes, questionnaires, and speaking tests. 24 students participated in the study. based on the specified success criteria, the researchers determined how well the students were developing their speaking skills. according to the results, 11 students (48%) failed the first cycle while 13 students (54%) completed it. the researchers carried on to the following cycle because the students' speaking skills had not yet met the standards for success. some changes were made to address the shortcomings in the first cycle, including requiring more direction in structuring sentences by posing and responding to questions based on the callings in the photos provided in groups; encouraging students to be active in group work; emphasizing the importance of having fair distribution of work among the participants; and explaining that the direction-giving process should be improved. in the second cycle, 19 students (79%) successfully gained it, while just 5 students (21%) failed. finally, a fascinating implication of this research was that the opinion expression method may be used to develop students' speaking skills. keywords: efl, opinion expressions, speaking skills mailto:gafurmarzuki@uindatokarama.ac.id http://dx.doi.org/10.29240/ef.v8i1%20may.9850 kuliahana, et al., 2024 developing speaking skills through opinion expression method in islamic higher education context 122 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 2 1 1 3 2 ) politics, science, and invention, among many others (kim et al., 2019; elbes & oktaviani, 2022). people need to understand and be proficient in english to access more comprehensive information, data, and innovation, people need to understand and be proficient in english. one of the linguistic skills that is formally taught to students at school is speaking skill. speaking skills, along with other language skills like listening, reading, and writing, are important (andi & arafah, 2017; handayani & aminatun, 2020). speaking skills are important for oral communication. typically, correspondence will involve taking and giving information. in this cycle, the speaker may be the only person to initiate a discussion by asking questions, and the audience would then be expected to respond appropriately. there is a give-and-take relationship on this educational occasion. the main goal of teaching english at the university level is for students to be able to connect in english in a way that is suitable for their needs (rao, 2019; agustina & setiawan, 2020; choirunnisa & sari, 2021). in any event, it is challenging for english professors to give students the confidence to teach in english. it is expected that this subject would be taught by a qualified lecturer with acceptable skill and execution. the speaker should be able to discern or understand the strategies employed to help students learn english without difficulty. as a result, the researchers make an effort to suggest the opinion expression approach to find potentially useful advice for aiding students with their speaking skills. according to some fictitious premises (harmer, 2007; rustamov & mamaziyayev, 2022; baresh, 2022), researchers anticipate that this approach will be easier to utilize for this reason. the goal of the opinion expression approach is for students to accomplish something through speaking. this approach to teaching highlights the communicative goal of the students. the functional notional approach to learning (adebileje, a., & akinola, 2020; bardovi-harlig, 2020) emphasizes that the students and their real goals are at the heart of the teaching method. according to a preliminary study based on the results of their oral presentation, the students believed that it was difficult to explain their thoughts and feelings in reacting to or addressing their speaker's concerns by using the information they had learned. for instance, they hardly provided a proper response when their lecturer asked them a question orally. despite being aware of the importance of the questions, they felt it was difficult to respond or act. the kids had a hard time finding dialect articulations and the right words. the fact that they rarely use english when speaking with their speaker or companions during the english illustration time, despite their lecturer's best efforts to encourage and force them to do so, the classroom teaching and learning process has a significant negative impact on developing speaking skills. the method of expressing opinions is one way to promote that. to help the students express their viewpoints using english, speaking is taught through specific inquiries. due to the actual situation and recently clarified day-to-day perception, the researchers have identified problems that should have been addressed but were instead being addressed by efl students in islamic higher education settings. the main problem was that during the english-speaking lesson, the students lacked motivation to participate in the learning process. the second is that most students found it difficult to express their opinions in response to questions using rational language they had previously learned in theory and speech communication. the final one is that the students were unable to clearly articulate their evaluation findings so that the audience could understand them. in this activity study, the researchers use photos and pictures as motivating material to encourage the students to develop their speaking skills. the researcher then came up with the following research topic: how can students' speaking skills be developed through the opinion expression method? kuliahana, et al., 2024 developing speaking skills through opinion expression method in islamic higher education context 123 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 2 1 1 3 2 ) theoretical framework opinion expressions to know your sentiments or considerations about someone/something can be seen by saying or composing the articulations to show the sentiments, assessments, or thoughts of your closely held individual belief ought to be communicated in the presentation and the end, utilizing expressions, for example, “in my opinion, i believe, i think, i strongly believe, in my view”. based on mill’s arguments in brown (2000), the right to speak freely of discourse is perceived as a multi-layered right that incorporates not just the right to communicate, or scatter, data, and thoughts but three further unmistakable viewpoints: a. the right to look for data and thoughts; b. the right to get data and thoughts; c. the right to grant data and thoughts. international, regional, and national perceives that the right to speak freely of discourse, as the opportunity of articulation, incorporates any medium, be it orally, composed, on paper, through the web, or through fine arts. this implies that the security of the right to speak freely of discourse as a right incorporates the substance, yet additionally the method for articulation (dewi et al., 2017; hussain, 2017; bilen, 2021). in the teaching and learning process, it is an acceptable way for the students to offer their viewpoints, thoughts, and thoughts dependent on the photos given as media to animate students to work on communicating in english uninhibitedly (iman, 2017; krebt, 2017). the opportunity of articulation can lead the students to deliver their argumentation is saying something. in this way, they can foster their talking expertise. because of the assertion, the students can show their viewpoints about something. in this illustration, it alludes to calling in the image which is utilized as media. they can build sentences depending on what's going on in it. in the teaching and learning process, the students pose the inquiries to their companions in gathering and they should offer the responses to the inquiries given in taking the turn, so every one of them should be dynamic in showing their perspective and investment in this movement. all that we do furnish us with the benefits and the burdens. so does along these lines (opinion articulation) it enjoys benefits and burdens. it is tied in with talking tips and more english talking in offering your perspectives (belhouchet, a., & mezhoud, 2019). speaking the primary language skill accomplished and experienced by an individual during the beginning phase of their life is oral or communicated in language. thus, many would concur that learning a language is figuring out how to talk it. speaking is one of the language abilities prepared for students who zeroed in on the capability to utilize english in oral correspondence. the ability markers cover familiarity, precision, and openness (andi & arafah, 2017). communicated in language creation, figuring out how to talk in an unknown dialect, is frequently viewed as quite possibly the most troublesome part of language learning for the speaker to assist the student with. the functional issues are self-evident. in the creation of discourse, every speaker needs to talk. she/he needs to talk independently and preferably, she needs somebody to pay attention to her speaking and to react to her. speaking, when it is performed well, is perhaps the main indicator that someone has dominated a language since it includes other language exercises, for example, tuning in, perusing, and composing. for example, in a gathering, members need to peruse printed matter identified with the gathering destinations, tune in, and compose data or notes contention or thoughts stood up by different members required before they talk and recommend things with the end goal of the gathering (elbes & oktaviani, 2022). while presenting new material or another movement, there are inconveniences in doing correspondence practice with the entire class. the present circumstance has the least attributes of regular correspondence (for example thirty individuals are conversing with one kuliahana, et al., 2024 developing speaking skills through opinion expression method in islamic higher education context 124 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 2 1 1 3 2 ) individual and generally checking out the rear of one another's heads). it is likewise not extremely effective since it gives every student only one moment to talk in any event, barring the teacher talking in a thirty-minute meeting. every student can represent similar time shortly at pair work, and quickly on the off chance that they work in gatherings of four or five (agustina & setiawan, 2020; choirunnisa & sari, 2021). nonetheless, this is one of the spaces in which speakers' reports on utilizing informative exercises showed the best divergences. contingent upon conditions, some felt ready to move rapidly to gathering and pair work, while others coordinated most correspondence practice between the speaker and students in the entire class. this is applied at all levels (rustamov & mamaziyayev, 2022; baresh, 2022). the previous frequently educated in schools where pair and gathering work was utilized from the soonest classes, and in a few subjects. as speakers and students gain insight with bunch work, the simpler and more viable this sort of training becomes. speaking is a more complex skill than listening, for, in addition to knowing the sound, structure, vocabulary, and culture subsystems of the language, the speakers must (finnocchiaro and brumfit in belhouchet & mezhoud, 2019) point out: 1. think of the thoughts they wish to communicate, either starting a discussion or reacting to a past speaker; 2. change the tongue, lips, and jaw positions to explain the suitable sounds; 3. be intentionally mindful of the proper practical articulations, just as of the linguistic, lexical, and cultural highlights expected to communicate the thought; 4. be delicate to any change in the "register" or style required by the personal(s) to whom they are talking and the circumstance in which the discussion is occurring; 5. change the heading of their musings dependent on the other individual's reactions. all of these interrelated mental and physical issues take place instantaneously and simultaneously. the statement above can be understood that speaking is used for many different purposes and each purpose involves a different skill. simply we say that speaking is the skill to express ourselves in daily life or the skill to express opinions/ideas fluently. materials and method collaborative action research was used since the study was conducted in collaboration with a third party. however, the roles of the researchers and the collaborator were distinct, with the researchers using the opinion expression method to teach and the collaborator tracking the development of the teaching and learning process. the research was conducted in cycles utilizing the car model because it was intended to be a car. the cycles began with the four recommended phases of planning, acting, observing, and reflecting (wulandari et al., 2019; eliawati & harahap, 2019; sunata, 2019; nurhasanah et al., 2020; kemmis, 2021; putra et al., 2022). this study was carried out at uin datokarama palu's english department. there are 24 students in the class, with a range of skills, genders, and learning preferences. the researchers conducted field research using a variety of instruments, including an observation checklist, field notes, a questionnaire, and a test, to collect accurate and trustworthy data. the researchers collected, selected, categorized, compared, summarized, and analyzed the data as they reflected on the data they had obtained. results and discussion results cycle i a fundamental finding through this collaboration was that a large portion of the students energetically answered researchers' inquiries. they set themselves up to respond to the inquiries. the researchers just posed three inquiries to urge them to talk unreservedly founded on their program. the collaborator noticed the researchers and the kuliahana, et al., 2024 developing speaking skills through opinion expression method in islamic higher education context 125 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 2 1 1 3 2 ) students. he noted down on gave a paper to the students' reactions to the researchers' inquiries. the researchers requested students’ consideration by applauding the hand and requested that students be more dynamic in growing experience. they informed the students about the following action which the students ought to contemplate. after that, the researchers enlightened them regarding the goals of the illustration on the board that the class ought to accomplish through the gatherings. the informative goals were as per the following: 1. students posed and responded to the inquiries concerning an occasion in the image (in the gathering of four). 2. students offered their viewpoints or sentiments about individuals or somebody's disturbing an occasion in the image (individually). the researchers cleared up every one of the informative goals to direct the students to the objective of the illustration. the clarifications were generally given in english to acclimate students to this approach to education. the students mindfully paid attention to the analysts' clarification. to check students' comprehension, after clarifying, the researchers asked for affirmation inquiry. it implies that they comprehended and the illustration was preceded. to guide the students to the point they planned to learn at the primary gathering, the researchers controlled examining questions. examining questions were expected to uncover students' earlier information about the subject and to lead the students to the more unambiguous topic of portraying the occasion in the image. furthermore, examining the question was additionally significant to heat students' souls to learn. the researchers likewise educated the structure regarding the speaking band scale as an instrument to gauge the students' capacity to create speaking skills. the researchers proceeded with the movement by giving the depiction of the picture, they did it two by two and every one of them attempted to match the portrayal of the picture given. the greater part of the students could match them. there were four quantities of portrayals of the picture. the upside of this basic movement was to lead the students to zero in on the occasions in the pictures. in the following movement, the researchers made sense of numerous ways to offer viewpoints. in this step, the students ought to get familiar with the specific english expressions; it relied heavily on serious areas of strength for how assessments were, because they ought to offer their viewpoint concerning an occasion in the picture. the following action was to respond to the inquiries in light of the exchange given. it was an in about a teller bank. a few inquiries were given, and the students ought to respond to the inquiries given in the discourse. it implies that how to lead them to make the inquiries and answer them which alludes to the calling in the image. then the students focused on the picture. there were many inquiries and the responses were given as the model utilizing "basic endlessly present progressive tense" because the pictures alluded to show something is doing now and routine movement. they do it in gatherings of four. in light of the responses they got, they were approached to compose the draft or portray an occasion in the image, before introducing or communicating before their gathering. for one gathering was one moderator to offer their viewpoint before their gathering. different gatherings likewise focused on the speaker in each gathering who was communicating her/his perspective because of the pictures. she/he could offer her viewpoint in a bunch uninhibitedly. for this movement, the students were given two pictures. each gathering picked one of them and among them posed and responded to the inquiries because of the picture they had picked. after that, they composed the draft before offering their viewpoints before their gatherings. every student went to communicate their point of view before their gathering. they were placed in gatherings to empower the researchers to control and guide them to do class action. to acquire information about students' movements, the collaborator noticed the kuliahana, et al., 2024 developing speaking skills through opinion expression method in islamic higher education context 126 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 2 1 1 3 2 ) students' actions by utilizing a perception agenda. the researchers coordinated the students on classroom tasks and wrote down significant data from students' actions on given paper (field notes). next, the researchers completed three exercises. those three exercises were: 1. furnished the students with support; 2. streaked back to the finished study classroom action; and 3. allocated the students with homework. the findings in the first meeting of the first cycle revealed that some students were unable to show their active participation in the class activities. this fact led the researchers to judge that the fourteen students were judged in always category. ten of twenty-four students were actively asking and responding to questions in the classroom interaction. there were sixteen of the twenty-four students who were categorized always since they actively participated in the classroom in which they frequently asked and answered the questions. the number of students who were categorized low motivation to use oral english confidently to interact during the lesson period was only one student. he was categorized as low learners for their inattentiveness toward oral classroom activities. then twelve students of the total number of students were categorized in a high level of motivation to express their opinions in english and only two students were reluctant to express their opinions in english. the number of the students who were in the high motivation category was six students who could conclude what they had studied in the end meeting orally and only two students who found it difficult to conclude what they had studied. findings from field notes the discoveries from field notes are introduced as follows: the discoveries showed that in opening the class, the researchers stood up near the entryway and welcomed the students before coming to the front of the class. the collaborator took the situation at the back corner of the class to make them effectively control all of the class members. the class was preceded. after posing a few basic inquiries to the students, the researchers guided the students to the center of the conversation by giving the portrayals of the pictures to lead them to the subject. 1. evaluation the researchers evaluated the singular students’ oral show while showing opinion expressions concerning an occasion in the picture. they evaluated the students’ exercises in doing all undertakings in each gathering speaking performance. since in classical achievement, the criteria of success is 75% of all students and the individual score is 70 so, the researchers calculated students' successful percentage using the formula proposed by bailey and nunan (2005). the result was that there was 52% of students consideration successful. having converted to the criteria of success, where 54% < 70% (54% is less than 70%) this research was not successful yet and should be continued to the next cycle. 2. reflection appearance in action research is the way for researchers to mirror the discoveries of the exploration, whether the treatment has a critical commitment, and to conclude whether an updated arrangement was required. the information from the perception and field notes were contrasted and reflected with the students' enthusiasm during the showing learning exercises and students' speaking performance when they were offering their viewpoints and the analysts' exhibition. from the consequence of scoring students' speaking skills, it was found that the main thirteen students acquired a score of 70 or higher. it implies that the students who met the measures of achievement were just 54%. it implies that the measures of progress were not accomplished. furthermore, the discoveries from the examination of the educating and growing experience demonstrated that the following cycle was kuliahana, et al., 2024 developing speaking skills through opinion expression method in islamic higher education context 127 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 2 1 1 3 2 ) expected to work on the students' speaking skills. the modification of the strategies in showing their opinion expression was required for cycle ii. 3. revision of cycle 1 the students' speaking skills may be the aftereffect of how the instructing and educational experience happened. in this way founded on the discoveries recorded on the perception sheet and field note of, some modifications ought to be finished. in the first place, the students required more direction in building sentences by posing and addressing the inquiries in light of the callings in the photos given in gatherings. second, to make a reasonable between the calling in the image and the sentences built, it was required the system of empowering the students in utilizing connective sentences. third, to urge students to be dynamic in bunch work, having fair occupation among the individuals as well as additional control from the lecturer was vital. fourth, explain in giving directions and support as well as direction supply ought to be improved to make all students dynamic in learning exercises. at long last, the methodology ought to likewise zero in on making the students raise their fearlessness and familiar with coordination in developing the sentences to exclusively show their opinion expressions before their gathering and before the class. cycle ii the findings in the first meeting of the second cycle uncovered that there were a few students who had the option to show their dynamic cooperation in the class exercises. this reality drove the researchers to have the judgment that the seventeen students were decided in consistently class. thirteen of 24 students were effectively posing and answering inquiries in the classroom connection. there were eighteen of 24 students who were ordered consistently since they performed active participation in the classroom in which they regularly posed and responded to the inquiries. there is no number of students who were categorized as low motivation to use oral english confidently to interact during the lesson period. then fourteen students of the total number of students were categorized in a high level of motivation to express their opinion in english and no students were reluctant to express their opinion in english. the number of the students who were in the high motivation category was twelve students who could conclude what they had studied in the end meeting orally and no students who found it difficult to conclude what they had studied. in this session, the researchers asked the students to present their opinion expressions based on the picture they had chosen in front of the class individually. this activity consumed much time for big class so it should be continued in meeting 2 cycle ii. the second meeting of cycle two was the continuation of the first meeting. although there was a similarity in teaching implementation between the first and the second meeting, the second meeting emphasized the evaluation of both the learning process and students' achievement. in the second meeting, to begin the class, the researchers did a similar activity as they did in the subsequent gathering. they posed the students' directional inquiries for a few minutes and went to the center material. next, the researchers completed three exercises. those three exercises were: 1. furnished the students with support; 2. streaked back to the finished study classroom action; and 3. allocated the students with homework. 1. evaluation the researchers evaluated the singular students’ oral show while showing opinion expressions concerning an occasion in the picture. they evaluated the students’ exercises in doing all undertakings in each gathering speaking performance. the data showed above that most of the students (19 of 24 students) got a score of 70 or more which is categorized as a "successful" qualification. there were only five students who got scores less than 70 which is categorized as "not success". since in criteria of success stated that there are at least 75% of students achieved an kuliahana, et al., 2024 developing speaking skills through opinion expression method in islamic higher education context 128 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 2 1 1 3 2 ) individual score is at least 70, the researchers calculated students' successful percentages using the formula as proposed by bailey and nunan (2005). the result was 79% of students' considerations successful. having converted to the criteria of success, where 79 % > 75% (79 % is more than 75%) this research was successful and could be stopped in this second cycle, since the result of the students' test has already achieved the criteria of success. the findings from field notes were introduced as follows: the findings showed that in opening the class, the researchers stood up near the entryway and welcomed the students before coming to the front of the class. the collaborator took a position at the back corner of the class to make him effectively control all of the class members. the class was preceded. in the wake of posing a few basic inquiries to the students, the researchers guided the students to the center of the conversation by requesting that they pick the picture. one student picked one picture which was utilized for building the sentences to make the draft recorded as a hard copy and after that, she/he ought to show their opinion expressions in light of the picture given before the class exclusively. 2. reflection of cycle ii after investigating information and scoring the students' speaking skills, the researchers did a reflection. to start with, it was observed that 19 students got a score of 70 or higher. it implies that the quantity of students who had met the rule was 75%. at the end of the day, the measures of progress have been accomplished. besides, the improvement was likewise gotten from the excitedly during the educating growing experience through opinion expressions by involving the media of pictures in fostering the students' capacity in speaking skill. from the field notes, it was observed that the students were effective in learning exercises. the consolation and direction given to the students gave great reaction and investment. in meetings 1 and 2 in cycle ii, the researchers have diminished superfluous methodology or activity which doesn't keep up with the arrangement. the researchers expected that the updated/improved plan of the treatment would assist them with accomplishing the goals of the example. it was endorsed for certain focuses that were amendment and alteration from the means utilized in cycle i: (1) ask the students to talk about the pictures in a bunch by posing and addressing the inquiries. (2) ask the students to compose a draft from the responses got. (3) ask the students to offer their opinions in front of the groups, (4) request that the students express their opinions in front of the class independently. the vast majority of the students are effective due to the students' cooperation being awesome in following the educational cycle. also, in meetings 1 and 2 in cycle ii, most students had no wavering, exceptionally understandable, and clear message, with just minor loss of detail and little requirement for development. all in all, the teaching-learning process through opinion expressions for sure assisted the students with fostering their speaking skills. since the criteria of success of the research had been accomplished in cycle ii, the following cycle didn't have to do. consequently, the research additionally wrapped up. discussion research instruments research instruments were used to collect data on how the activity was carried out. speaking exams, perception sheets, polls, and field notes were the instruments. the speaking test was used to assess the student's performance. their ability to articulate their opinions about a situation in the images was tested. the speaking band scale was used to evaluate the kids' speaking abilities. in addition to the speaking test, the perception sheet and the field notes were used to determine how the activity was designed to enhance the learning process. field notes, a record, and a perception sheet were all used to support the use of techniques in developing students' speaking abilities. perception sheets were used to kuliahana, et al., 2024 developing speaking skills through opinion expression method in islamic higher education context 129 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 2 1 1 3 2 ) get a clear picture of how the preparation was carried out. the researchers and the collaborator together produced the perception sheet. during the teaching-learning process, the collaborator observed and reported on the students' and researchers' exercises. the right tools would very likely choose to obtain accurate information. the researchers considered having properly designed examination tools that they employed to acquire information in agreement with the information's quality. it suggests that the researchers set up appropriate testing equipment and that they and their colleagues conducted the investigation in the actual world. instructional material and media the layout of educational materials and media was closely related to the layout of instruction. the researchers arranged or arranged five things under instructional materials and media in light of the findings. the example plan, the showing materials, the displaying medium, the assessment sheet, and the score sheet were all included. the findings relating to the introduction of informative arrangements or arrangements revealed that the researchers had made a few major arrangements before entering the field of study. they fully understood how they prepared and organized the researchers. one of the effects of carrying out assisting action and accomplishing to carry out the rules was shown in the actions that the researchers undertook in planning educational materials and media and this finding is supported by rao (2019), agustina & setiawan (2020), choirunnisa & sari (2021) where in conducting research, instructional materials and media can play a crucial role in disseminating information, facilitating learning, and enhancing understanding of complex topics. researchers’ performance one of the crucial components of demonstrating educational experience that the researchers anticipated being taken into account was their presentation. the reason is that in classroom action research, the teaching system that includes the educator's presentation and the student's response is seen as the key reality that needs to be uncovered. 1. the presentations made by the three researchers and the participation of the students in the lesson both play important roles in determining how well the educational experience went. per the researchers' presentation, there were a few significant differences between the treatments between cycles i and ii. given the tracking down discovery and appearance in cycle 1, it was justified to modify the therapies in cycle the treatments were as follows: a. the researchers and collaborators reminded the students of the example in each meeting so that they became more naturally engaged and that their understandings were also shaped by the example. then, at that time, b. they and their colleagues were consistently prepared to help the students with resolving their concerns whenever they encountered difficulties, and this approach could significantly improve their homeroom performance (students' vigor, inspiration, interest, reaction, and progress). in the final step, they gave students more time and space to ask and reply to questions about an event in the image. they did this in groups of four, after which they created the draft based on the input they received from the groups and shared their opinions. the final remedy also demonstrated how the students had individually completed their opinions before the class to essentially achieve the goal. after welcoming students and getting a sense of their conditions, the researchers began by asking a few questions of the class during pre-action. the two tasks mentioned above are unquestionably necessary for the researchers to complete to foster a sense of respect and caring among the students. students could believe that researchers or lecturers care about them if they respond to their greetings swiftly. alternately, if the lecturers or researchers seem to have neglected the positive news, students can become resistant to the speaker's presence. 2. student's participation in the teaching-learning process kuliahana, et al., 2024 developing speaking skills through opinion expression method in islamic higher education context 130 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 2 1 1 3 2 ) to give the lecturer, the authority to make an accurate assessment of the interaction, researchers should lead a thorough assessment of the teaching and learning process. comprehensive evaluation keeps in mind the assessment concerns regarding students' engagement in class discussions. to make sure that students are appreciated each time they put up a heroic effort, their investment should be surveyed. one thing lecturers should keep in mind, according to bailey and nunan (2005), is that students' learning styles may not always match lecturers' teaching methods, and occasionally they may even try to compete with one another. some students, for instance, may prefer to sit still and concentrate when learning, but their professors may believe that they will advance by communicating. the researchers agreed that to demonstrate educational experience, students' participation was necessary in speaking, and they needed to share their opinions about an event in the image. the researchers used a perspective agenda with three classes of recurrenceconsistently, occasionally, and rarely in education and educational experience poll the students' support. the results of the students' cooperation were intended to increase their enthusiasm, inspiration, interest, and growth as well as their capacity in speaking skills to communicate their opinions in front of the class only, to score well on the speaking achievement test. 3. students' speaking performance in the teaching-learning process in each meeting, the students' responses were observed to address their speaking performance during the teaching and learning process. the researchers wanted to determine whether students' speaking abilities varied from one encounter to the next. surveys and assessments of students' speaking abilities help to eliminate the students' stumbling when expressing their opinions in english. the elements that the researchers used as a guide to survey students' oral presentations as the teaching-learning process moved from meeting to meeting. they represent the students' response, teamwork, acting out, and willingness to collaborate within the sample time. the following explanation explains the examination's impact on students' speaking abilities: 1) how well students spoke in meetings 1 and 2 on the teachinglearning process cycle i demonstrates that they did, in fact, occasionally struggle to communicate their opinions in groups. 2) in meeting 3 of cycle 1, 12 people spoke, demonstrating that there was essentially no hesitation on their part to articulate their perspectives in front of the class. the reason it occurred was that the researchers typically reviewed their drafts before expressing their opinions in front of the class and groups. whenever they encountered problems, they often helped them deal with them. the majority of the students, or 24 students, demonstrated that they were on time to share their opinions in front of the class during the examination of students' speaking performance in gatherings 1 and 2 of cycle ii. it is possible to infer from the illustration that students were eager to join the class. they argued that they were preparing lecturers' minds for the next task. the students' curiosity grew from one meeting to the next for several reasons. the researchers used a variety of interventions, such as supporting them when they encountered difficulties, which could have encouraged them to focus primarily on the example. in addition, they and the partner reminded the students of the illustration from one meeting to another by going over the subject once more so that their speaking ability as a whole may improve this finding is similar to the findings of several previous studies where incorporating opinion expression into the teaching-learning process can significantly enhance students' speaking performance while fostering critical thinking, communication skills, and a collaborative learning environment (choirunnisa & sari, 2021; rustamov & mamaziyayev, 2022; baresh, 2022). kuliahana, et al., 2024 developing speaking skills through opinion expression method in islamic higher education context 131 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 2 1 1 3 2 ) conclusion the use of opinion statements encourages students to speak. they were used to develop the students' speaking abilities. the use of images may improve students' ability to communicate their ideas about a particular event. this test demonstrated that the students made an effort to pose and address the questions in light of the direction the image supplied. before presenting their position, they were required to produce a draft of their perspective to gauge their writing abilities. before their groups and the class on their own, they may share their opinions. opinion expressions can be used to help students improve their communication skills when speaking english. based on their speaking abilities and achievements, the improvement in speaking ability was calculated. in the main cycle, only 13 out of 24 students met the standard of their obtained score for the familiarity, exactness, and openness or conceptualizing skills components. the success rate for the following cycle was 79%, or 19 out of 24 students. it implies that the laws of accomplishment have been followed. acknowledgment the researchers would like to express their gratitude to everyone who helped with this study. we would especially like to thank our friends and students for their thoughtful conversations and emotional support. the research process was more pleasurable and intellectually interesting because of their help. references adebileje, a., & akinola, a. (2020). teaching and learning english as a second language in nigeria: examining evolving approaches and methods. theory and practice in language studies, 10(9), 1015-1024. agustina, l., & setiawan, r. (2020). fostering a natural atmosphere; improving students’ communication skill in a business meeting. journal of languages and language teaching, 8(3), 307-314. andi, k., & arafah, b. (2017). using needs analysis to develop english teaching materials in initial speaking skills for indonesian college students of english. the turkish online journal of design, art and communication (tojdac), special edition, 419-436. bailey, k. m., & nunan, d. (2005). practical english language teaching: speaking. bardovi-harlig, k. (2020). one functional approach to l2 acquisition: the concept-oriented approach. in theories in second language acquisition (pp. 40-62). routledge. baresh, e. f. (2022). developing libyan undergraduates’writing skills through reflective journaling: a critical literature review. journal of english language teaching and learning, 3(1), 27-35. belhouchet, a., & mezhoud, s. (2019). enhancing students’ speaking skill through role play and group discussion. bilen, s. (2021). speaking as a musical expression tool according to teachers’ views. cypriot journal of educational sciences, 16(2), 869-887. brown, d.h. (2000). teaching by principles, an interactive approach to language pedagogy. san fransisco state university. choirunnisa, m. r., & sari, f. m. (2021). ted talks use in speaking class for undergraduate students. jambura journal of english teaching and literature, 2(1), 35-40. dewi, r. s., kultsum, u., & armadi, a. (2017). using communicative games in improving students' speaking skills. english language teaching, 10(1), 63-71. elbes, e. k., & oktaviani, l. (2022). character building in english for daily conversation class materials for english education freshmen students. journal of english language teaching and learning, 3(1), 36-45. eliawati, t., & harahap, d. i. (2019). classroom action research: measuring integration of character education in language learning. in 4th annual international seminar on transformative education and educational leadership (aisteel 2019) (pp. 296299). atlantis press. kuliahana, et al., 2024 developing speaking skills through opinion expression method in islamic higher education context 132 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 2 1 1 3 2 ) handayani, e. t., & aminatun, d. (2020). students' point of view on the use of whatsapp group to elevate writing ability. journal of english language teaching and learning, 1(2), 31-37. harmer, j. (2007). the practice of english language teaching, pearson education limited. hussain, s. (2017). teaching speaking skills in communication classroom. international journal of media, journalism and mass communications, 3(3), 14-21. iman, j. n. (2017). debate instruction in efl classroom: impacts on the critical thinking and speaking skill. international journal of instruction, 10(4), 87-108. kemmis, s. (2021). improving education through action research. in action research for change and development (pp. 57-75). routledge. kim, s., raza, m., & seidman, e. (2019). improving 21st-century teaching skills: the key to effective 21st-century learners. research in comparative and international education, 14(1), 99-117. krebt, d. m. (2017). the effectiveness of role play techniques in teaching speaking for efl college students. journal of language teaching and research, 8(5), 863. nurhasanah, f., sukandi, u., kuncoro, a. b., rusilowati, a., hastuti, w. s., & prabowo, a. (2020, august). collaborative classroom action research for mathematics and science teachers in indonesia. in journal of physics: conference series (vol. 1613, no. 1, p. 012024). iop publishing. putra, r. m., solekhah, s., agustina, d. d., & sobirov, b. (2022). action learning strategy to enhance students speaking skill: a classroom action research. anglophile journal, 2(1), 37-54. rao, p. s. (2019). the importance of speaking skills in english classrooms. alford council of international english & literature journal (acielj), 2(2), 6-18. rustamov, i. t., & mamaziyayev, z. x. (2022). development of speaking comprehension in teaching foreign language for professional purposes. asian journal of research in social sciences and humanities, 12(2), 227-233. sunata, s. (2019). classroom action research-based lesson study in determining the formula of circle area. in international journal of science and applied science: conference series (vol. 3, no. 1, pp. 118-130). wulandari, d., narmaditya, b. s., utomo, s. h., & prayi, p. h. (2019). teachers’ perception on classroom action research. kne social sciences, 313-320. english franca academic journal of english language and education doi:10.29240/ef.v8i1%20may http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 8, no 1, 2024, page 91-100 article info: http://journal.iaincurup.ac.id/index.php/english received 7 january 2024; received in revised form 10 february 2024; accepted 24 april 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license revolutionizing children's english vocabulary acquisition: the power of educational games fitria aprilia 1 , neisya 2 *, alni ayu rizkiani 3 1 2 3 english literature study program, universitas bina darma, palembang, indonesia corresponding email: neisya@binadarma.ac.id to cite this article: revolutionizing children's english vocabulary acquisition: the power of educational games. english franca : academic journal of english language and education, 8(1 may). doi: http://dx.doi.org/10.29240/ef.v8i1 may.8226 introduction in contemporary times, gaming has become a ubiquitous activity spanning various age groups, particularly capturing the attention of children. beyond serving as a source of entertainment, games have emerged as a conduit for expanding foreign language vocabulary, most notably in english. this phenomenon is underpinned by the prevalence of english as the language of instruction in many game interfaces. proficiency in english vocabulary lays the foundation for adeptness in reading, writing, listening, and speaking in the language. a profound vocabulary repertoire correlates with an enhanced grasp of a language, especially english. diverse avenues exist for the acquisition of english vocabulary, with one notable avenue being the proliferation of educational games employing english as their instructional medium. through game engagement, participants incidentally encounter and absorb novel vocabulary. for individuals with limited or no prior exposure to english, engagement with such games initiates their exposure to and familiarity with english vocabulary. alqahtani (2015) posits that vocabulary represents an amalgamation of diverse words interwoven to convey meaning. vocabulary acquisition can manifest both consciously and subconsciously. deliberate vocabulary acquisition occurs through structured learning, whereas subconscious acquisition materializes through exposure, auditory input, or environmental factors. notably, educational games stand as an exemplar of the latter, implicitly facilitating the acquisition of vocabulary. vocabulary acquisition, an intricate and evolving process, requires considerable time and remains inherently unpredictable. studies in this realm predominantly emphasize word meanings as the focal point of vocabulary acquisition investigations. further exploration delves into the role of word encounter frequency in vocabulary acquisition. the prevailing abstract. language learners' proficiency heavily relies on their grasp of english vocabulary. proficiency in vocabulary corresponds to improved language skills. this research delves into the profound impact of educational games on english vocabulary acquisition, shedding light on the positive influence these games wield on children's linguistic development. employing a descriptive qualitative case study approach rooted in skinner's theory, this research extracts data through direct observation. the subsequent analysis involves a series of steps: identifying words acquired by children from the educational game "my talking tom," categorizing the amassed vocabulary, juxtaposing the data, transcribing children's pronunciation of the vocabulary, and ultimately drawing insightful conclusions. the findings of this investigation unveil a notable surge in vocabulary acquisition attributable to the "my talking tom" game, underscoring its favorable influence on children. keywords: english vocabulary, children, language acquisition, educational games mailto:neisya@binadarma.ac.id http://dx.doi.org/10.29240/ef.v8i1%20may.8226 aprilia, et al., 2024 revolutionizing children's english vocabulary acquisition: the power of educational games 92 | v o l . 8 , n o . 1 , 2 0 2 4 ( 9 1 1 0 0 ) framework categorizes the comprehension of a nation's lexicon into nine 'word knowledge' components, encompassing aspects such as spelling, morphological elements, semantic meanings, grammatical functions, and collocations. notably, psycholinguistics serves as the discipline that investigates the acquisition of vocabulary, as observed in schmitt's work (2019). psycholinguistics, the discipline dedicated to comprehending language utilization and acquisition among humans, delves into the intricate interplay between language and cognitive processes, particularly those involving speech production and comprehension. its emergence as a scientific discipline can be traced back to the 20th century, initially known as linguistic psychology or the psychology of language. the fusion of these realms gave birth to the field known today as psycholinguistics. this discipline covers three critical domains: (1) issues surrounding language acquisition, (2) the interrelation between language knowledge and usage, and (3) the intricacies of speech production and comprehension processes (arifin, hermoyo & ridlwan, 2023). as one of the fields within the domain of psycholinguistics, language acquisition has experienced rapid growth in recent times. this phenomenon is attributed to shifting perspectives on language teaching and learning, as well as the increasing prevalence of universal concepts in language acquisition (aprilia, 2021). the acquisition of language, including vocabulary mastery, varies significantly between adults and children. normally developing children naturally acquire their first language, often shaped by their mother tongue. this initial language acquisition isn't confined to a single language; for instance, children exposed to bilingual environments integrate two languages during their first language (l1) acquisition (lestari & maria, 2013). children naturally acquire l1 in a multilingual setting due to their inherent language acquisition device (lad). this cognitive tool enables children to effortlessly grasp l1. l1 acquisition in children encompasses various aspects such as receptive language, simultaneous command understanding, complex sentence repetition, and game rule comprehension, all of which are pertinent to this research (lestari & maria, 2013). in addition, aprilia (2022) argues that language acquisition in children can be discerned through investigations focused on the child's unique linguistic development. this form of research holds paramount significance, given the captivating nature of children's language progression. furthermore, the outcomes of such research endeavors may potentially yield solutions to diverse issues. subsequently, these research findings shed light on the pertinent nature of language acquisition phenomena, contributing to the advancement of linguistic theory. in line with the explanation before, mobile applications, particularly educational games, serve as powerful tools for language development. kacelt and klimova's (2019) research underscores that these applications enhance language skills, notably vocabulary acquisition, and augment children's motivation to learn through engaging interfaces combining visuals, audio, and text. educational games amalgamate entertainment with knowledge dissemination, encompassing diverse genres such as shooting games, adventure games, role-playing games, simulations, quizzes, and puzzles (winarmi, naimah, & widiyawati, 2019). the choice of the "my talking tom" game for this research stems from its classification as a simulation-based educational game, boasting accessible vocabulary and visual cues aiding comprehension. to scrutinize children's vocabulary acquisition, this research employs b.f. skinner's behaviorism theory. skinner's perspective posits that children acquire language skills through environmental stimuli, with language development construed as habit acquisition. this developmental process is inherently influenced by the duration of environmental exposure, underpinned by principles of stimulus-response and imitation (huda, 2017). extended gameplay inevitably impacts users, yielding both favorable and unfavorable outcomes. notably, one positive outcome is the augmentation of vocabulary in foreign languages, particularly english. consequently, this research ventures to delve deeper into the vocabulary acquisition facilitated by "my talking tom" gameplay and its ensuing impact on children's english vocabulary proficiency. aprilia, et al., 2024 revolutionizing children's english vocabulary acquisition: the power of educational games 93 | v o l . 8 , n o . 1 , 2 0 2 4 ( 9 1 1 0 0 ) theoretical framework the 'my talking tom' mobile game was selected as the primary subject of investigation for this research endeavor. this study has been designed to rigorously examine the process by which children acquire english vocabulary through online gaming media. specifically, the research focuses on three children between the ages of 5 to 7 years as research subjects, denoted by the initials a (5 years old), k (6 years old), and s (7 years old). these children hail from distinct familial backgrounds, experience disparate family dynamics, and maintain varying nutritional profiles. the selection of research subjects is grounded in the author's consideration of language development stages. within this framework, various words and sentences featured within the 'my talking tom' game will be utilized as interrogative prompts by the author during the course of this research. materials and method this research adopts a qualitative methodology, an investigative approach aimed at delving deeply into programs, events, activities, processes, or individuals. it also aimed to explore and understand the meaning individuals or groups ascribe to a social or human problem (neisya, aprilia, & anita, 2023). qualitative research seeks comprehension of social and humanitarian subjects through means such as interviews, observations, and document analyses. this type of research is useful since the researchers need to know about an event, who was involved, and where it happened (aprilia, neisya, & sonia, 2023). the outcomes of such research are not intended for generalization (julianto, 2018). in this research, the creswell case study method is employed, entailing a comprehensive examination of a specific case (levitt, bamberg, creswell, frost, josselson & suárez-orozco, 2018). the selected medium of investigation for this research is the "my talking tom" game. the rationale behind opting for "my talking tom" as the research subject stems from its classification as an educational simulation game. notably, "my talking tom" features a selection of vocabulary that is readily comprehensible to children. furthermore, the game incorporates animations and visuals that align with the intended meanings of the vocabulary, facilitating a seamless understanding for young learners. the research hones in on unraveling how children acquire english vocabulary through interaction with this game. the study involves three female participants, aged 5-7 years, identified as a (5 years old), k (6 years old), and s (7 years old). these participants stem from distinct family backgrounds, varied upbringing approaches, and diverse nutritional habits. the vocabulary embedded within the "my talking tom" game was employed as the basis for interview questions. participant selection aligns with the stages of language development, as outlined by ramdhani and amalia (2023). the later development phase, spanning from 30 months of age into adulthood, involves the progression toward sophisticated grammatical structures and an expanded vocabulary repertoire. data collection comprises observation, wherein the researchers gauge the vocabulary acquired by the children while engaging with "my talking tom." over a period of two weeks, with frequent gameplay, the researchers attentively observe and take notes regarding the vocabulary mastered by the children during game sessions. supplementary to direct observation, interviews are conducted, and the note-taking method is employed to ensure comprehensive documentation of key information. interviews unveil the children's vocabulary comprehension gleaned from the "my talking tom" game. drawing inspiration from creswell, the data analysis process involves deciphering textual or visual data. the analysis journey encompasses data preparation, diverse analytical approaches, profound data comprehension, data presentation, and expansive data interpretation. in the analytical process, the following steps are followed: (1) identifying words acquired through "my talking tom," (2) classifying vocabulary as either easily comprehensible or not using the vocabkitchen vocabulary profiler, (3) cross-referencing results from observations, (4) employing a diary study to chronicle children's spoken words, (5) drawing conclusions regarding vocabulary production at specific developmental stages. by adhering to this aprilia, et al., 2024 revolutionizing children's english vocabulary acquisition: the power of educational games 94 | v o l . 8 , n o . 1 , 2 0 2 4 ( 9 1 1 0 0 ) methodical approach, the research aims to unravel the nuanced intricacies of english vocabulary acquisition facilitated by the "my talking tom" game. results and discussion results "my talking tom" stands as a virtual pet application introduced by the slovenian studio outfit7 on november 11, 2013. this game marked outfit7's foray into smoother animations, showcasing the contemporary design of talking tom. the game's premise revolves around nurturing an anthropomorphic gray tabby cat named tom, who can be renamed as per the player's preference. players engage in tom's care and guide him from kittenhood to adulthood, achieved by diverse interactions like feeding, attending to his bathroom needs, engaging in mini-games, and ensuring a comfortable resting place in his bed when fatigued. tom can mimic spoken words for up to 25 seconds via the device's microphone, utilizing synthesized voices. through in-app purchases, players can further personalize tom with clothing, skins, and accessories, adding a layer of customization. the research at hand strategically selected "my talking tom" as the medium of investigation. the research is dedicated to comprehending how children absorb english vocabulary through online gaming media. specifically targeting three children aged between 5 to 7 years old, denoted by initials a (5 years old), k (6 years old), and s (7 years old), the research intends to explore the vocabulary incorporated within the game through a series of questions posed to these subjects. drawing from the study's findings, the researchers illuminate the english vocabulary acquisition by children through educational games, grounded in skinner's theory. this encompasses a thorough examination of how children absorb vocabulary in the context of "my talking tom." furthermore, the research delves into elucidating the positive impacts of educational games on children's cognitive development. in essence, the research provides a comprehensive exploration of the vocabulary learning dynamics within the realm of interactive online gaming, highlighting the unique attributes of "my talking tom" as a medium for linguistic development in children. table 1. the vocabulary found in the my talking tom game used for interviews vocabulary/sentences age of children 5 6 7 turn off the light ☑ ☑ ☑ pet me, please ☑ ☑ ☑ let's go to the bathroom ☑ ☑ ☑ i want to play, let's go to the living room ☑ ☑ i'm sleepy, let's go to the bedroom ☑ ☑ i have to pee ☑ ☑ drag food in my mouth ☑ ☑ i'm hungry, let's go to the kitchen ☑ ☑ feed my belly ☑ ☑ customize your tom ☑ ☑ its toilet time ☑ ☑ ☑ watch over me start ☑ ☑ ☑ play ☑ ☑ ☑ select ☑ ☑ ☑ remove ☑ ☑ ☑ gray fur ☑ ☑ ☑ aprilia, et al., 2024 revolutionizing children's english vocabulary acquisition: the power of educational games 95 | v o l . 8 , n o . 1 , 2 0 2 4 ( 9 1 1 0 0 ) white fur ☑ ☑ ☑ black fur ☑ ☑ ☑ brown fur ☑ ☑ ☑ orange fur ☑ ☑ ☑ candy fur ☑ rainbow fur ☑ ☑ ☑ round glasses ☑ ☑ eye patch ☑ ☑ sunglasses ☑ ☑ ☑ swimming mask ☑ ☑ ☑ fairy googles police sunglasses green eyes ☑ ☑ ☑ pink eyes ☑ ☑ ☑ cat eyes ☑ ☑ ☑ hungry potion ☑ ☑ ☑ baby potion ☑ ☑ ☑ max potion ☑ ☑ adult potion ☑ ☑ ☑ balloons ☑ ☑ ☑ spooky train ☑ ice smash ☑ level up ☑ ☑ ☑ stickers ☑ ☑ ☑ try it ☑ ☑ ☑ total acquired vocabularies 26 36 39 drawing from the outcomes of the observations and interviews detailed in the aforementioned table, it is evident that children are capable of acquiring and comprehending the english vocabulary embedded within the my talking tom game. these data further substantiate the notion that as a child progresses in age, their vocabulary acquisition intensifies, accompanied by a heightened capacity to grasp increasingly intricate vocabulary structures. table 2. the results of vocabulary classification using the vocabulary profiler vocabulary/ sentences a1 a2 b1 b2 c1 c2 turn off the light of, the, light turn pet me, please pet, me, please let's go to the bathroom go, to, the, bath, room lets i want to play, let's go to the living room i, want, to, play, go, to, room lets living i'm sleepy, let's go to the i'm, go, to, the, bedroom lets sleepy aprilia, et al., 2024 revolutionizing children's english vocabulary acquisition: the power of educational games 96 | v o l . 8 , n o . 1 , 2 0 2 4 ( 9 1 1 0 0 ) bedroom i have to pee i have, to pee drag food in my mouth food, in, my, mouth drag i'm hungry, let's go to the kitchen i’m, hungry, go, to, the kitchen lets feed my belly my feed belly customize your tom your customize its toilet time it's, toilet, time watch over me over, me watch start start play play select select remove remove gray fur gray fur white fur white fur black fur black fur brown fur brown fur orange fur orange fur candy fur candy fur rainbow fur fur rainbow round glasses round eye patch eye patch sunglasses sun swimming mask swimming mask fairy googles googles fairy police sunglasses police green eyes green, eye pink eyes eyes pink cat eyes cat, eyes hungry potion hungry potion baby potion baby potion max potion adult potion adult potion balloons balloons spooky train train spooky ice smash ice smash level up up level stickers stickers try it it try based on the results of vocabulary classification using the cefr (common european framework of reference for languages) with the vocabulary profiler, the explanation is as follows: aprilia, et al., 2024 revolutionizing children's english vocabulary acquisition: the power of educational games 97 | v o l . 8 , n o . 1 , 2 0 2 4 ( 9 1 1 0 0 ) a1 : beginner individuals at this level possess rudimentary english skills, capable of understanding and utilizing common vocabulary and simple sentence structures. a2 : elementary individuals with an a2 or elementary level proficiency can engage in english communication, though their scope is limited to mastered subjects. for instance, they can comprehend brief narratives and discuss personal preferences like favorite songs. b1 : intermediate at this stage, individuals can proficiently engage in both passive and active english conversations. the range of topics they can discuss is broader than the previous level, spanning informal and somewhat formal settings. this may involve topics like personal goals, lifestyles, and even participating in job interviews in english. b2: upper intermediate at the b2 level, individuals display english mastery across various contexts with relative ease. they adeptly understand and employ intricate english constructs. they are capable of composing texts on societal subjects, furnishing comprehensive explanations. c1: advanced proficiency at this level signifies the ability to utilize english for academic and professional ends. individuals encounter minimal difficulties in understanding and applying english across diverse scenarios. expressing ideas spontaneously, fluently, and confidently in both oral and written forms, across varied subjects, becomes second nature. c2 : proficient individuals who achieve a c2 level of proficiency are tantamount to native speakers. this implies the aptitude to wield english effortlessly across all scenarios and conditions (karagoz & cobanoglu, 2022). these cefr levels provide a comprehensive framework for gauging english language competency, highlighting the gradual progression from basic skills to near-native fluency. discussion after conducting observations and interviews with the subjects as described in the table above, skinner's theory proves that language acquisition occurs through exposure, which is exemplified in examples such as playing the game "my talking tom". vocabulary that is encountered repeatedly becomes embedded in memory, developing into a new language that enhances english vocabulary. engaging with educational games represents a viable strategy for language acquisition. such games serve not only as sources of entertainment but also as potent tools for learning. by incorporating language learning within the context of a game, individuals are more likely to remain motivated and less burdened when tackling what may be perceived as a complex linguistic endeavor. this heightened motivation, in turn, contributes to the optimization of learning outcomes. the amount of time users devote to playing these games plays a pivotal role in shaping their proficiency in the english language. the repetition of vocabulary within the game environment, coupled with consistent contextual usage, bolsters their comprehension of the language. the substantial accumulation of vocabulary and the regular practice of english interactions foster a sense of familiarity and ease. consequently, language skills encompassing listening, speaking, reading, and writing are poised to flourish. aprilia, et al., 2024 revolutionizing children's english vocabulary acquisition: the power of educational games 98 | v o l . 8 , n o . 1 , 2 0 2 4 ( 9 1 1 0 0 ) analyzing the game "my talking tom" through vocabulary classification using a vocabulary profiler, it can be seen that the dominant vocabulary is included in level a1 (beginner) which is easy to understand. there are also elements from the a2 (basic) and b1 (intermediate) vocabulary groups. acquisition of abundant vocabulary and frequent english interaction fosters user familiarity. therefore, language skills which include listening, speaking, reading, and writing will develop. these learning media, which encapsulate educational games, encourage the creative use of language. educational games encourage the communicative use of language, facilitating meaningful language contexts and thereby improving english comprehension. this has a positive impact on a child's overall learning and english language proficiency, similar to in-school education. this confirmation is based on the results of observations and interviews conducted. similar findings were also seen in the research by hafifah, adawiyah, and putra (2022). their study explored the influence of online games, such as free fire, mobile legends, minecraft, and roblox, on children aged 8 to 11 years. their findings showed that children acquired new english vocabulary and understood its meaning through online games, which included terms such as ―error,‖ ―lag,‖ ―battle,‖ ―build‖ and more. similar results were also corroborated in putri, susanto, and nur's research (2022), which was outlined in their journal article. their study tested the impact of youtube game content on language acquisition in children aged 3 to 6 years. the research results highlight the positive and significant impact of youtube gaming content on children's language acquisition, cultivating a diverse and broad vocabulary while improving language skills. conclusion an educational game serves as a multimedia platform designed to consolidate knowledge, enhance user understanding, foster creativity, and stimulate cognitive faculties such as concentration and problem-solving. most of these games employ english as the medium of instruction and communication, capitalizing on its status as an international language accessible to diverse audiences. proficiency in english necessitates a robust vocabulary base. among various methods, educational games stand out as a potent tool for vocabulary acquisition. through these games, users indirectly assimilate novel vocabulary. in the realm of english language education, vocabulary plays a pivotal role in honing linguistic aptitude. proficiency in language skills like listening, speaking, reading, and writing hinges on a firm grasp of vocabulary. inadequate vocabulary impedes the holistic development of language skills. consequently, continuous vocabulary enrichment remains imperative. this premise aligns with prior research and the author's investigations, revealing the influence of educational games on english vocabulary acquisition. it's important to note, however, that the efficacy of language acquisition in children varies based on factors such as gender, age, language proficiency, family dynamics, nutrition, experiences, game preferences, and learning objectives. as such, while educational games present a powerful means for fostering vocabulary growth, a comprehensive understanding of individual circumstances is essential to optimize their impact on language acquisition. acknowledgment we are deeply grateful for the invaluable support from universitas bina darma palembang, particularly from prof. dr. sunda ariana, m.pd., m.m., the esteemed rector. our heartfelt thanks to drpm universitas bina darma for supervising the research and community service initiatives led by our faculty members. references alqahtani, m. (2015). the importance of vocabulary in language learning and how to be taught. international journal of teaching and education, 3(3), 21-34. aprilia, et al., 2024 revolutionizing children's english vocabulary acquisition: the power of educational games 99 | v o l . 8 , n o . 1 , 2 0 2 4 ( 9 1 1 0 0 ) aprilia, f. (2021). akuisisi fonologi anak usia 20 bulan dalam konteks percakapan seharihari: sebuah tinjauan psikolinguistik. fon: jurnal pendidikan bahasa dan sastra indonesia, 17(2), 247-254. aprilia, f. (2022). acquisition of early childhood phonology: a case study of a 24-month-old toddler in palembang. english community journal, 6(1), 16-22. aprilia, f., neisya., & sonia, f. (2023). word formation process in adele’s ―30‖ song album: a comprehensive morphological analysis. retorika: jurnal ilmu bahasa, 9(1), 125134. ashraf, h., motlagh, f. g., & salami, m. (2014). the impact of online games on learning english vocabulary by iranian (low-intermediate) efl learners. procedia-social and behavioral sciences, 98(24), 286-291. arifin, s., hermoyo, r. p., & ridlwan, m. (2023). dampak film spongebob dan game online terhadap pemerolehan bahasa kedua anak usia 6 tahun. prosiding samasta. dhieni, n., fridani, l., & psych, s. p. m. (2017). hakikat perkembangan bahasa anak. paud module. retrieved from https://pustaka.ut.ac.id/lib/wpcontent/uploads/pdfmk/paud410602-m1.pdf. fatmawati, s. r. (2015). pemerolehan bahasa pertama anak menurut tinjauan psikolinguistik. lentera, 17(1). 429-430. harisma, r. (2022). modul vocabulary (vol. 1). umsu press. hafifah, s., adawiyah, r., & putra, d. a. k. (2022). dampak game online terhadap pemerolehan bahasa kedua pada anak. mardibasa: jurnal pembelajaran bahasa dan sastra indonesia, 2(1), 19-35. huda, n. (2017). model pemerolehan bahasa arab sebagai bahasa asing pada peserta didik non-native speaker (kajian teori psikolinguistik). nidhomul haq: jurnal manajemen pendidikan islam, 2(2), 95-105. julianto, s. (2018). pemaknaan life satisfaction pada anak laki-laki dalam keluarga orangtua tunggal (doctoral dissertation, unika soegijapranata semarang). kacetl, j., & klímová, b. (2019). use of smartphone applications in english language learning—a challenge for foreign language education. education sciences, 9(3), 1-9 kaharuddin, k., & yuliartati, y. (2021). kajian pembelajaran bahasa (psikolinguistik) di upt sma negeri 12 bulukumba. jurnal keguruan dan ilmu pendidikan, 10(2), 7-9. karagoz, e., & cobanoglu, h. k. (2022). design of common european framework of reference for languages (cefr) based web platform for learning english through video scenes. mehmet akif ersoy üniversitesi uygulamalı bilimler dergisi, 6(1), 7891. lestari, a., & maria, l. a. s. (2013). pemerolehan kosakata bahasa indonesia anak usia 3-6 tahun pada pendidikan anak usia dini bina harapan. jurnal bahasa, sastra dan pembelajarannya, 3(1), 151-162. levitt, h. m., bamberg, m., creswell, j. w., frost, d. m., josselson, r., & suárez-orozco, c. (2018). journal article reporting standards for qualitative primary, qualitative metaanalytic, and mixed methods research in psychology: the apa publications and communications board task force report. american psychologist, 73(1), 26–46 lisnawati, i. (2008). psikolinguistik dalam pembelajaran bahasa. educare. neisya, n., aprilia, f., & anita, a. (2023). the subaltern’s voices in the rupi kaur’s selected poems: a reflection of multicultural education. indonesian research journal in education |irje|, 7(1), 136-147. perveen, a., asif, m., mehmood, s., khan, m. k., & iqbal, z. (2016). effectiveness of language games in second language vocabulary acquisition. science international, 28(1). 633-637. prastius, e. (2020). pengaruh game online terhadap kemampuan berbahasa inggris. computer based information system journal, 8(2), 29-36. putri, n. e., susanto, a., & nur, t. (2022). pengaruh konten youtube gaming terhadap pemerolehan bahasa anak usia tiga sampai enam tahun. perspektif, 1(5), 460-470. rani, d., hasibuan, e. j., & barus, r. k. i. (2018). dampak game online mobile legends: bang bang terhadap mahasiswa. perspektif, 7(1), 6-12. https://pustaka.ut.ac.id/lib/wp-content/uploads/pdfmk/paud410602-m1.pdf https://pustaka.ut.ac.id/lib/wp-content/uploads/pdfmk/paud410602-m1.pdf aprilia, et al., 2024 revolutionizing children's english vocabulary acquisition: the power of educational games 100 | v o l . 8 , n o . 1 , 2 0 2 4 ( 9 1 1 0 0 ) ramdhani, m. i., & amalia, s. (2023). pocket book of linguistics. yayasan corolla education centre. sagala, r. w. (2019). language acquisition pada anak periode linguistik. serunai: jurnal ilmiah ilmu pendidikan, 5(1), 84-89. schmitt, n. (2019). understanding vocabulary acquisition, instruction, and assessment: a research agenda. language teaching, 52(2), 261-274. sharp, j., & thomas, d. (2019). fun, taste, & games: an aesthetics of the idle, unproductive, and otherwise playful. mit press. suplig, m. a. (2017). pengaruh kecanduan game online siswa sma kelas x terhadap kecerdasan sosial sekolah kristen swasta di makassar. jurnal jaffray, 15(2), 177200. sunandari, s., nurhudayah, a. a., ayuni, d., & baharuddin, n. (2023). pengaruh game online terhadap perbendaharaan kata siswa di sekolah dasar. journal on education, 5(4), 11685-11690. ulfiah, f. (2020). enriching students’english vocabulary using ―hello english‖ application. (undergraduate thesis, universitas muhammadiyah makassar). winarni, d. s., naimah, j., & widiyawati, y. (2019). pengembangan game edukasi science adventure untuk meningkatkan keterampilan pemecahan masalah siswa. pendidikan sains indonesia jounal, 7(2), 91-100. wiratno, t., & santosa, r. (2014). bahasa, fungsi bahasa, dan konteks sosial. modul pengantar linguistik umum. retrieved from http://repository.ut.ac.id/4240/1/bing4214-m1.pdf. http://repository.ut.ac.id/4240/1/bing4214-m1.pdf english franca academic journal of english language and education doi:10.29240/ef.v8i1%20may http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 8, no 1, 2024, page 143-154 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2023; received in revised form 10 february 2024; accepted 24 april 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license male social constructions in the novel interior chinatown by charles yu neisya 1 , fitria aprilia 2* , elisa dewiyanti 3 1 2 3 english literature study program of universitas bina darma, palembang, indonesia corresponding email: fitria_aprilia@binadarma.ac.id to cite this article: neisya, n., aprilia, f., & dewiyanti, e. (2024). male social constructions in the novel interior chinatown by charles yu. english franca : academic journal of english language and education, 8(1 may). doi:http://dx.doi.org/10.29240/ef.v8i1 may.8103 introduction gender is a social construction that determines how a person relates to their society. sexuality and genital inheritance are the main factors that determine gender. consequently, this creates social roles and behavior patterns that are judged and accepted in society based on one's gender orientation directly or indirectly. therefore, every society has determined the gender roles and expected social behaviors of the two conventional genders that make up society. masculinity, on the other hand, has undergone a crisis of models and forms as the society-directed feminism movement emerged (ebekue, 2019). furthermore, the roles attached to both females and males, called stereotypes, are known for labeling them based on the acuity of a specific group. it then always results from gender discrimination (aprilia & neisya, 2022). the roles of masculinity and femininity in society are determined by the social construction of gender. throughout history, women have traditionally been assigned the role of mother and primary caregiver, leaving fathers often marginalized in their role as parents. abstract. gender is a social construction through which individuals relate to their social environment. the social construction of gender dictates the masculine and feminine roles deemed appropriate within a society. the study aims to explore how wu's character in the novel interior chinatown and his interactions sheds light on the challenges faced by asian americans in navigating their cultural heritage within a predominantly white society. the research method used in this study is qualitative research. specifically, the study uses descriptive research primarily focusing on describing the characteristics of the main character. in this qualitative research, the main instrument in data collection is humans, namely the researchers. researchers as instruments can immediately analyze data obtained from written objects, such as books, magazines, diaries, novels, videos, and so on. the research method involves collecting and analyzing data showing the forms of social constructions and the impact on wu's personality based on burr's masculinity theory. in the technique for collecting data, the researchers read the novel, then underline and write the dialogue containing the social construction in the novel, and the last collect the data of sentences that have been underlined. for the technique for analyzing data, the researchers classify and categorize the data narrations also dialogue that shows the social construction and its impact on willis wu's personality based on burr's perspective. the results of this study include the forms of social constructions contained in the novel interior chinatown consist of two types, namely social construction caused by race and media. meanwhile, the impact of social constructions on willis wu's personality includes two types; frustration and ambition. the researchers conclude that social construction plays a significant role in shaping individuals' lives and opportunities. keywords: social construction, interior chinatown, burr’s masculinity theory mailto:fitria_aprilia@binadarma.ac.id http://dx.doi.org/10.29240/ef.v8i1%20may.8103 neisya, et al., 2024 male social constructions in the novel interior chinatown by charles yu 144 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 4 3 1 5 4 ) this is exemplified by the difference in rights between fathers and mothers in terms of parenting responsibilities (amato, 2018). the traditional roles of men and women are defined to ensure the power of the head of the family. historically, the head of the family has always been male. in society, men tend to be the head of the family with the highest status; they are strong, brave, and dominating. leadership, heterosexuality, and authority are demanded from men (yenti & neisya, 2020). related to the topic of asian males, they are often considered a good catch because the stereotypes there assume that asians are well-educated, hardworking, stable, and property or business owners. masculinities in social constructions refer to the social roles, behaviors, and meanings prescribed for men in any given society at any one time. the above stereotypes are similar to the ones about asians in the united states. social constructionism helps view masculinity as a social process that changes depending on a man's interactions and cultural environment. social constructionists look past biological differences and reproductive anatomy, and instead consider how men are social beings that use symbols and practices to establish themselves as group members (hagedorn, 2019). one of the novels that captured this cultural phenomenon is interior chinatown. the male social construction is a flourishing issue in it. the novel interior chinatown delves into the experiences and struggles of asian americans, particularly focusing on issues of cultural identity and assimilation. researching this novel allows for an in-depth analysis of the complexities and nuances of the asian american experience, including topics such as racial stereotypes, cultural expectations, and the search for belonging (tan, 2020). the study of masculinity and male social constructions has gained significant attention recently as scholars, psychologists, and sociologists aim to understand how these constructs shape men's experiences, behaviors, and identities. the researchers found several previous studies that used the same issues. amato (2018) investigated social constructions, entitled the social construction of a possible male gender bias is negatively impacting fathers in child welfare services: hammering a square peg into a round hole. the result of this study is the social construction of a male gender bias towards fathers may be impacting fathers in cws (child welfare services). like “hammering a square peg in a round hole” biases toward fathers create parenting issues and may affect their involvement with their children. moreover, hanna & gough (2020) investigated social constructions, entitled “the social construction of male infertility: a qualitative questionnaire study of men with a male factor infertility diagnosis”. this paper examines how work and finances are managed and negotiated during infertility, including treatment cycles. in another research, nur (2021) investigated "taiwanese american discrimination in charles yu's novel interior chinatown." this study focused on taiwanese american discrimination in the interior chinatown novel by charles yu. the results of this study are the forms of discrimination against taiwanese americans in the novel interior chinatown consist of two types, namely direct discrimination and indirect discrimination. the causes of taiwanese american discrimination in the novel interior chinatown consist of two factors, they are stereotypes and prejudice. all of the research above shows that the topic of masculinity or male social constructions is very interesting because it shows the complex and ever-evolving nature of gender roles and societal expectations placed on men. the study of masculinity and male social constructions has gained significant attention recently as scholars, psychologists, and sociologists aim to understand how these constructs shape men's experiences, behaviors, and identities. however, there is still not yet research on the novel interior chinatown by charles yu using burr’s theory. many literary works raise the issue of masculinity, especially on male social construction. the data of this research is classified based on burr's (2018) theory that the literature on masculinity as a social construction takes into account the influence of race, media, and pornography in shaping men's performances of masculinity. it highlights the malleable nature of masculinity and how societal norms and expectations interact with individual experiences, leading to diverse expressions of manhood. understanding neisya, et al., 2024 male social constructions in the novel interior chinatown by charles yu 145 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 4 3 1 5 4 ) masculinity in this context encourages a more inclusive and nuanced approach, fostering healthier and more authentic notions of manhood that are not confined by harmful stereotypes and limitations. this research will be helpful to contribute to enriching literary research, especially in the field of male social constructions that are mostly found in literary works. this research is also beneficial for finding the form of asian guy social constructions, especially in america. the topic of masculinity or male social construction is academically interesting because it allows an exploration of how gender norms are formed, how they impact an individual's wellbeing, how they intersect with other social categories, and how they can be redefined to promote equality and social change. the study aims to explore how yu's portrayal of characters and their interactions sheds light on the challenges faced by asian americans in navigating their cultural heritage within a predominantly white society. theoretical framework social constructions by burr the core tenets of the social constructivist approach are how to understand and not perceive the world and objects (including people). events in it necessarily reflect the nature of the world but rather are a product of what the world is like expressed or produced by language. for example, what for perceive as trees, from a social builder's point of view, is essential a result of how to classify ("flower", "shrub", "weed") are produced through language rather than being a natural consequence of our perceptual capabilities. that is not to suggest that trees do not have various "natural" characteristics that could be identified and charted, but rather that what are deemed to be the defining characteristics of trees are primarily a product of language. this argument is perhaps best exemplified using social rather than naturally occurring phenomena (burr, 2017). despite the vast amount of research on masculinity, will focus specifically on the social construction of asian men and further discuss masculinity from a social constructionist perspective. the literature on masculinity as a social construction will consider how race, media, and pornography shape representations of male masculinity by using social constructionist theory to analyze masculinity and examine how men construct masculinity. social constructionism sees people as "fluid, fragmented, and changeable groups, distributed and produced through social interactions and relationships" (burr, 2018). social constructionism emerged in social psychology in the 1970s and 1980s, taking up many of the issues raised as part of the earlier “crisis” in social psychology and becoming a critical voice challenging the agenda of mainstream psychology. in particular, it challenged psychology’s individualistic, essentialist, and psychic model of the person, replacing it with a radically social account of personhood in which language is key (burr, 2019). masculinity one element of emerging men's studies is the idea that masculinity should be visible and promoted as an object of study, rather than treated as an unlabeled category (just as women or gays are labeled categories that cannot be easily ignored or forgotten). one of the main approaches to masculinity is to consider when and why men are in a state of crisis, or a socio-historical moment in the definition of what should or must change. the idea that masculinity changes over time and that certain moments in history are more stressful for men than others is standard in thinking about historicity (reeser, 2018). masculinity can be said to be the ideal traits inherent in men and close to men, such as masculinity, strength, dominance, aggressiveness, rationality, etc. masculinity is not only formed in men. masculinity is defined as a gendered practice shaped by social and cultural structures. social and cultural construction in cultural life is a long process. however, after going through a long process, gender issues are considered god's destiny, biological, and cannot be changed. thomas carlye has an opinion on masculinity, that masculinity is perceived as something independent, strong, and action-oriented, is considered a measure of masculinity, and is synonymous with visual masculine masculinity (wibowo, 2013). neisya, et al., 2024 male social constructions in the novel interior chinatown by charles yu 146 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 4 3 1 5 4 ) masculinity implies a set of values possessed and exhibited mostly by men concerning the opposite gender. these values appear in different dimensions and are used as adjectives to qualify the manly nature in different situations. masculinity is often attributed to body appearance. strong muscles and hard physical looks are most times considered masculine. thus, macho and depictions of raw power are also considered masculine. in effect, the social construction of masculinity about specific body appearance has created a standard for a typical male body which must be macho, muscle, and sturdy in appearance (ebekue, 2019). male social construction in asian american society the social constructions of men in asian and american societies may differ significantly due to cultural, historical, and social factors. each society views and creates men according to the customs and traditions of that society, so there are differences in how societies create men. asian societies create men differently from american societies. in asian societies, masculinity is perceived differently from the hegemony of american masculinity. in other words, asian societies have created new men who are not maledominated and do not see masculinity as gendered. asian societies have created a new type of man based on spiritual power. for example, asian men feel neglected and attacked when asian women date different men, such as american or african men. this is a clear example of the challenges of asian men's pride and masculinity in the workplace. men must stand up and defend themselves or show their masculinity to americans (ivypanda, 2020). unlike the asian people in constructing masculinity, american society constructs a hegemonic masculinity. american masculinity is characterized by pride and power. defending family, friends, and those in need in society is the ideology of american men. because of society's expectations of masculinity, young americans often invest time and money into building muscle, sometimes even considering going into bodybuilding (force, 2019). differentiating male social constructions between asian and american societies requires a nuanced understanding of cultural, media, and social factors. for example, media representations of masculinity can differ between asian and american contexts. in asian media, traditional gender roles and stereotypes may be reinforced, portraying men as strong, authoritative figures. american media, on the other hand, has seen a shift toward more diverse representations of masculinity, with an increasing focus on challenging stereotypes and promoting inclusivity (kimmel & aronson, 2016). materials and method this research uses a descriptive qualitative research method. descriptive research primarily focuses on describing the characteristics of the research samples. qualitative research relates to the ideas, perceptions, opinions, or beliefs of the person being studied. this method does not involve numbers or numerical data. it involves words or language pictures, photographs, and observations. the research process involves emerging questions and procedures, data typically collected in the participant‟ 's setting, data analysis inductively building from particulars to general themes, and the researcher making interpretations of the meaning of the data (neisya et al., 2023). according to creswell (2012), qualitative research is a means for exploring and understanding the meaning individuals or groups ascribe to a human social problem. the research belongs to qualitative research because the researchers analyze the data descriptively, and the result is informed in written form. according to creswell (2018), qualitative methods are divided into five types: phenomenological research, grounded theory, ethnography, case study, and narrative research. in this research, the researchers used narrative research so that the researchers can focus on the individual's experience and chronology in more detail. the research is conducted by using the theory of social constructions by burr (2018). the data collection methods used in the study are the researchers reading the novel, writing neisya, et al., 2024 male social constructions in the novel interior chinatown by charles yu 147 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 4 3 1 5 4 ) and underlining the dialogue of the social constructions and the last the researchers collect all the data of sentences or statements that have been underlined. the analysis focuses on the forms of social constructions and their impact on willis wu's personality. for the techniques of analyzing data, the researchers classify the data in the novel that demonstrates social constructions. then, categorize the data of willis wu's personality. the researchers are specifically interested in exploring how social constructions impact the personality of the character willis wu. by examining the narration and dialogues in the novel that have been underlined, the researchers aim to categorize the data related to social constructions that have influenced willis wu's personality development. after the data has been classified and categorized based on the theory of social constructions, the researchers intend to explain the meaning behind the sentences or statements implied by the characters in the novel. at the last, the researchers compile the research findings and draw conclusions based on the analysis of the social constructions in the novel interior chinatown. results and discussion results the results of this study present data obtained from data sources that are adapted to the formulation of the problem and research objectives. the data obtained were analyzed according to the theory used in this study. then the results of the analysis are presented in descriptions. after these steps, it continued with a discussion of the results of the analysis carried out in the sociology of literature. the results of this study include the forms of social constructions contained in the novel interior chinatown by charles yu and the impact on willis wu’s personality in the novel interior chinatown by charles yu from burr’s perspective. the following research results are presented in the form of descriptions. male social construction the novel interior chinatown by charles yu is a novel that explores themes of identity, race, and stereotypes through the lens of asian american experiences. the narrative structure of the novel, which is presented as a screenplay, allows the author to examine various social constructions. below are some of the forms of the social constructions discussed in this novel: race and media; race social constructions one important aspect of understanding masculinity as a social construction is the intersectional of race. different racial and ethnic groups may have different expectations and stereotypes of what counts as masculinity. this novel investigates the formation and perpetuation of racial stereotypes about asian americans. one example is the idea of the "eternal stranger", where asians are often perceived as immigrants or outsiders who will never become integrated citizens. the novel challenges this stereotype and shows how it impacts people and their perceptions. below is the quotation of racial stereotypes found in charles yu's novel interior chinatown: “i know, will. i know. i wish it didn’t have to be like this, but you know how it is. you’re an asian man. your story was great, while it lasted, but now it’s done. i hope our paths cross again. maybe somewhere else. and you think: no. it won’t be somewhere else. it will be here, again, in chinatown, next year, the same place. to be yellow in america. a special guest star, forever the guest”. (yu, 2020). the quote describes the social constructions occurs caused by race in the social environment. the quote reflects the social construction of racial identity and the experiences of asian americans in the united states. below is the analysis of the social constructions embedded in the quote: neisya, et al., 2024 male social constructions in the novel interior chinatown by charles yu 148 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 4 3 1 5 4 ) yellow as a racial identity, the mention of being "yellow" refers to the racial categorization of asian americans. historically, asians have been portrayed and stereotyped as yellow-skinned, furthering racial concepts of exoticism and otherness. in this case, the term "yellow" refers to a social construct that has been used to define and marginalize asian americans. being a guest in america, the use of the terms "guest star" and "forever a guest" suggests that asian americans are portrayed as foreigners or outsiders who are always present in america. despite their presence in the country, there is a persistent perception that asian americans do not fully belong or are always seen as temporary residents rather than fully integrated members of the community. chinatown is a confined space, the mention of chinatown signifies the confinement and segregation of asian americans within specific neighborhoods or enclaves. chinatown is a confined space, the term "chinatown" refers to a state where asian americans are isolated and insulated in a place. historically, chinatown has been a place where chinese immigrants have settled, facing discrimination and lack of opportunity. the quote implies that the marginalization and limited role given to asian americans continue in the social construction of chinatown. yearly repetition, the phrase "next year, same place" suggests the cyclical nature of these social constructions and experiences. it suggests that social dynamics and stereotypes about asian americans have remained largely unchanged over the years. this reflects the idea that societal attitudes and perceptions towards asian americans can be slow to change and that the same patterns and limitations still exist. overall, this quote captures the social constructions of asian americans' racial identity, alienation, limited roles, and the cyclical nature of their experiences in the united states. it highlights the challenges and limitations imposed by these constructions on the lives and identities of asian americans. below is the second quotation of race social construction found in charles yu's novel interior chinatown: “all five of young wu’s housemates are called names. they compare names. chink, of course, and also slope, jap, nip, gook. towelhead. some names are specific, others are quite universal in their function and application. but the one that wu can never quite get over was the original epithet: chinaman, the one that seems, in a way, the most harmless, being that in a sense it is just a descriptor. china. man. and yet in that simplicity, in the breadth of its use, it encapsulates so much. this is what you are. always will be, to me, to us. not one of us. this other thing.” (yu, 2020). the quote describes the social constructions occurs caused by race in the social environment. wu and his five friends experienced racial stereotyping because they received generalized treatment, which put them in the same category despite their different backgrounds. wu and five of his friends live in the same house, nakamoto is from japan. kim and park from korea, singh, a punjabi sikh. the last one is allen chen, who is from china as well as wu who both come from china. even though they all come from different countries of residence they are generalized by the surrounding community, wu and his five friends are called "chinaman". the social constructions experienced by wu and his five friends are also classified as racial social construction because it is carried out by insulting based on the race of various countries such as china, japan, and korea. cultural authenticity, this novel delves into the social construction of cultural authenticity and the pressure to conform to cultural expectations. it examines the tension between embracing one's heritage and the danger of perpetuating essential notions of asian culture. the characters in the novel navigate the complexities of authenticity and challenge the notion that there is a single, monolithic asian experience. power dynamics, interior chinatown also explores power dynamics and the social construction of hierarchy within society. it examines how societal structures reinforce certain groups' dominance while marginalizing others. the novel delves into the experiences of neisya, et al., 2024 male social constructions in the novel interior chinatown by charles yu 149 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 4 3 1 5 4 ) asian americans who often find themselves occupying a subordinate position and challenges the underlying power structures that perpetuate these inequalities. media social constructions media also plays an important role in shaping and reinforcing standards of masculinity in society. certain ideals of masculinity are promoted and perpetuated through various types of media, such as television, movies, advertisements, and the internet. media representations often emphasize traditional masculine attributes, such as physical strength, aggression, and sexual prowess, while downplaying or ignoring other attributes of masculinity, such as vulnerability or emotional expression. one's perception of what it means to be masculine can be greatly influenced by these representations. these representations can have a significant impact on individual perceptions of what it means to be masculine and can influence their behavior and self-image. the novel interior chinatown explores the social construction of hollywood archetypes and how they shape the representation of asians in the media. it critiques the limited and often stereotypical roles available to asian actors, such as the "generic asian man" or "background oriental male." by examining these archetypes, the novel shows the limitations and difficulties that asian actors face while working in the entertainment industry by investigating these archetypes. below is an example of media-caused social construction found in charles yu's novel interior chinatown: “you have done this before, all of it. have done your best to become american. watched the shows, listened to the tapes, and eliminated your accents. dressed right, did your hair, took golf lessons. encouraged english at home, even. you did everything that was asked of you and more. your parents, they work. for the pleasure of strangers, losing themselves in their various guises. saying the words, hitting the marks, standing near the good light.” (yu, 2020). the quote describes the social constructions caused by media. the quote refers to the individual’s efforts to become "american" by adopting american culture, language, and appearance. here are some key aspects of the social construction by media addressed in this novel: assimilation is a social construction that involves the process by which individuals or groups adopt the cultural norms and practices of a dominant society. assimilation and identity, "interior chinatown" addresses the social construction of identity and the pressure to assimilate. it reflects on the experience of asian americans who often find themselves torn between their cultural heritage and the desire to fit into mainstream society. the novel explores the experiences of asian americans who often feel torn between their cultural heritage and their desire to fit into mainstream society. cultural appropriation, the mention of "watched the shows, listened to the tapes" suggests that the individuals have engaged in consuming american popular culture, which can be seen as a form of cultural appropriation. cultural appropriation involves borrowing or adopting elements from another culture, often by the dominant culture, without understanding or respecting their importance. forms of social constructions impact willis wu’s personality frustration social constructions can have a significant impact on an individual's personality and may contribute to feelings or emotions (aranguren, 2017). social constructions refer to the shared beliefs, norms, values, and expectations that are created and upheld by society. these constructions shape how individuals perceive themselves, others, and the world around them, influencing their behavior, attitudes, and self-perception. when individuals internalize societal expectations and strive to conform to them, they can experience frustration if they feel they are not meeting those expectations. for example, societal constructs of gender roles may determine certain behaviors or characteristics expected of a neisya, et al., 2024 male social constructions in the novel interior chinatown by charles yu 150 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 4 3 1 5 4 ) person. one may feel frustrated, inadequate, or conflicted if the outcome does not match expectations. below is the quotation showing wu’s frustration: “i’m one thing. an asian man. and that’s all i am. trust me, it’s better to be you than me.” “oh, boo hoo, i’m a poor helpless asian man. it’s so terrible being me.” “i have to talk with an accent because no one can process what the hell to do with me. i’ve got the consciousness of a contemporary american. and the face of a chinese farmer from five thousand years ago. asian man. it’s a fact. look it up. no one likes us.” (yu, 2020). the quote reflects a sense of frustration, identity conflict, and the perception of being marginalized or misunderstood based on one's ethnicity and appearance. it conveys a strong emotional impact and highlights the challenges and negative experiences that some individuals may face due to societal stereotypes and biases. it highlights the impact of these social constructions on the individual's selfperception and wu’s experiences of how it is perceived by others. the impact on one's personality can vary depending on the individual and their experiences. it may lead to feelings of alienation, low self-esteem, or a sense of not belonging. it can also create a desire to avoid one's cultural background or conform to societal standards. these experiences can affect a person's worldview, self-beliefs, and the way they interact with others. however, it is important to remember that everyone's views and experiences can be very different. while some people may feel the feelings expressed in the quote, others may have different experiences and not feel the same feelings. it is crucial to approach each person's experience with empathy and understanding, recognizing that their feelings and perceptions are valid and should be respected. below is the second quotation shows wu’s frustration found in the novel interior chinatown: “and i just want to say one thing to all of you. the truth is, i am guilty. it’s my fault. the question isn’t where did the asian guy disappear to? the question is: why is the asian guy always dead? because we don’t fit.“(yu, 2020). based on the quotation above, it appears that wu is experiencing feelings of guilt and frustration due to a recurring pattern of asian characters being depicted as victims or being marginalized in some way, particularly in media or storytelling. this situation had an impact on wu's personality, likely resulting in a sense of disillusionment, self-blame, and a heightened awareness of racial stereotypes. here are a few potential impacts on wu's personality: frustration and disillusionment, the statement shows wu's disappointment with stories of asian characters being marginalized, victimized, or even killed repeatedly. this recurring pattern can lead to dissatisfaction within the entertainment industry or society as a whole, confirming that more diverse and authentic representations are needed. guilt and self-blame, wu expresses a sense of personal responsibility by saying, "it's my fault." this suggests the possibility that he is responsible for perpetuating stereotypes or the lack of visibility and representation of asians in the media. this guilt may contribute to diminished self-esteem or a desire to take action to address the issue. ambition social constructions can influence the development and expression of ambition in individuals (benschop et al., 2013). ambition refers to a strong desire for achievement, success, or the realization of goals. internal factors, such as personal drive and motivation, and external factors, such as societal expectations, social norms, and cultural values, play an important role in shaping individuals' ambitions. neisya, et al., 2024 male social constructions in the novel interior chinatown by charles yu 151 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 4 3 1 5 4 ) social constructions can play an important role in shaping individuals' ambitions by influencing their views of success, the types of goals they aspire to, and the means they think they will take to achieve those goals. often, society defines and reinforces certain standards of success, such as wealth, power, status, or a particular career path, which individuals can internalize as markers of achievement. it is important to recognize that social constructions are not the sole determinants of ambition. personal traits, experiences, and individual agency also play a significant role. however, social constructions can shape individuals' understanding of ambition, influencing their choices, aspirations, and the level of fulfillment they derive from pursuing their goals. below is the quotation showing wu’s ambition found in the novel interior chinatown: “you just don’t get it. i don’t want to be on your show.” “you resent me. for doing better—” “say it. for doing better than i have. but no, that’s not it. it’s not about you, karen. it’s about me. about becoming kung fu guy.” “seriously? it’s still about that? after all this time?” “what do you mean? of course, it is. this is the dream. this is what someone like me has available to him. of course, it’s still about that.” “there are other things worth pursuing, willis. the world is out there, and it’s big.” “maybe not for me. i’m sorry, okay? i’m sorry i can’t let go of this yet.” (yu, 2020). based on the above dialogue, it appears that willis is deeply focused on a specific goal of becoming a "kung fu guy." this singular pursuit seems to consume him, causing him to prioritize it above other aspects of his life. one impact on willis's personality is his strong determination and ambition. he views becoming a "kung fu guy" as the ultimate achievement and believes it is the best path available to him. this suggests that he may be highly motivated, driven, and willing to put in the necessary effort to achieve his goal. however, this narrow focus on a single aspiration also suggests that willis may have difficulty considering alternative paths or being open to other opportunities. willis seems resistant to the idea that there are other worthwhile pursuits in life, as indicated by his dismissive response to karen's suggestion that the world is vast and offers more possibilities. furthermore, even after a considerable amount of time has passed, willis' refusal to abandon his dream demonstrates his stubbornness and, perhaps, a fear of letting go of longheld ambitions. in terms of his unwavering commitment, this persistence can be considered a positive trait, but it can also be limiting if it prevents him from seeking other ways to develop and achieve personal fulfillment. in summary, the impact of this quote on willis' personality shows his earnestness, passion, and strong focus on a specific goal. while these traits can be admirable, they also indicate a potential resistance to alternative paths and a reluctance to consider other aspects of life. below is the second quotation of wu’s ambition: “ever since i was a boy, i’ve dreamt of being a kung fu guy. i practiced all those years, dreaming of tomorrow, of the next day, of the day it would come. and then one day, finally, after waiting however many decades for it, after how many nights staring at the ceiling or my poster of bruce lee or hearing sifu’s words in my head, i got my shot.”(yu, 2020). based on the above quote, it appears that willis has had a lifelong dream of becoming a kung fu guy, which suggests a strong passion and dedication to martial arts. the impact on willis's personality can be seen in the following ways: perseverance and determination, willis's statement indicates that he practiced for many years and waited patiently for his opportunity to fulfill his dream. this reflects his resilience, perseverance, and commitment to his goal. willis likely developed a strong sense of discipline and work ethic through his continuous practice and dedication. sense of achievement, the moment when willis finally got his shot to pursue his dream would have a significant impact on his sense of achievement and fulfillment. this represents the high point of his efforts and vindicates his efforts over the years. with this achievement, he can neisya, et al., 2024 male social constructions in the novel interior chinatown by charles yu 152 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 4 3 1 5 4 ) become more confident and believe more in the power of his passion. willis said that he looks up at the ceiling or feels inspired by the words of bruce lee and sifu to show resilience in the face of adversity. resilience in the face of challenges, willis's mention of staring at the ceiling or feeling inspired by bruce lee and sifu's words implies that he faced obstacles and setbacks along the way. however, his persistence and ability to keep dreaming and striving for his goal demonstrate resilience and the ability to overcome challenges. in summary, from burr's perspective, social constructions greatly impact willis wu's personality in "interior chinatown." these constructions confine him to narrow roles and stereotypes, affecting his self-perception, identity, and sense of worth. burr recognizes the need for willis to confront these constructions and strive for self-expression and authenticity. discussion in this novel, the researchers investigate how societal expectations and racial stereotypes shape the individual lives of asian men who immigrate to america. stereotypes in general and gender stereotypes, in particular, may be helpful when there is a need to make quick estimates of how unknown individuals are likely to behave or when trying to understand how large groups of people generally differ from each other. however, these very same functions make stereotypes much less helpful in estimating the exact potential or evaluating the defining characteristics of specific individuals. gender stereotypes exaggerate the perceived implications of categorizing people by their gender and offer an oversimplified view of reality (ellemers, 2018). the researchers explored based on burr's theory (2018), that social constructions have considered how race, media, and pornography shape men by displaying masculinity. however, in the novel interior chinatown, there are no pornographic or sexual elements, but only race and media consider the social constructions of willis wu. the literature surrounding masculinity as a social construction explores how societal norms, expectations, and beliefs shape the concept of masculinity. it recognizes that masculinity is not an inherent or fixed trait but rather a social construct that varies across cultures and historical periods. asian american masculinity is understudied and underserved regarding their gendered racial socialization, masculine identity formation, and pertinent behavioral health implications. asian american masculinity may acquire a diffuse masculine self-concept managing survival in the dominant culture saturated with gendered racist violence, hegemonic masculinity ideals, and whiteness while striving to fulfill achievement-oriented family values and gender role-based expectations for material and relational success, and maintaining restrictive socio-emotional behavior derived from their ethnic cultures. asian american masculinity reported internalizing gendered racist imagery, which fostered masculine identity diffusion, reduced relationship self-efficacy and outcome expectations, and eroded their psychological health (keum et al., 2023). masculinity is seen as a complex and multifaceted phenomenon that is shaped by social interactions, power dynamics, and cultural expectations. this perspective recognizes that individuals can construct and represent their gender identity. men actively participate in social interactions and adopt and internalize certain behaviors, attitudes, and beliefs associated with masculinity. the characters in the novel navigate through various roles, such as "background oriental male" or "kung fu guy," which reflect common portrayals of asian americans in media. in interior chinatown, charles yu also explores how media perpetuates and reinforces racial stereotypes and social constructions. through the characterizations and experiences of asian american individuals, yu sheds light on the impact that media representations can have on shaping societal perceptions. as an asian american actor, willis is constantly confined to stereotypical roles and limited opportunities in hollywood. this restrictive social structure shaped willis' self-image and affected his self-confidence. wu internalized the roles assigned to him, such as "generic asian man" or "man of oriental background", which led to deep frustration and dissatisfaction with his own identity. the constant reinforcement of these stereotypes eroded willis' selfconfidence and individuality. wu yearns for recognition beyond these narrow portrayals but neisya, et al., 2024 male social constructions in the novel interior chinatown by charles yu 153 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 4 3 1 5 4 ) struggles to break free from their grip. this struggle weighs heavily on his personality, leading to feelings of resentment, anger, and even apathy towards his dreams. the social constructions imposed upon him limit not only his professional aspirations but also hinder personal growth and fulfillment. the impact of social construction on willis wu's personality is closely related to his ambition. the social constructions surrounding asian americans in hollywood confined willis to marginalized and stereotypical roles and prevented him from fulfilling his full potential. willis' ambition was overshadowed by frustration and disappointment with these social structures, but willis continued to crave recognition and the opportunity to be more than a one-dimensional or background character. this constant struggle against societal norms shapes his personality, leading to a high and determined spirit even in his moments of resignation. conclusion one of the conclusions drawn from the novel is that social construction plays a significant role in shaping individuals' lives and opportunities. willis wu, a second-generation asian american, struggles with the limitations imposed by societal expectations and stereotypes. the novel interior chinatown suggests that while social construction can be confining and limiting, individuals possess the agency to challenge and redefine these constructions by confronting these stereotypes, embracing personal agency, and asserting their narratives. throughout the novel, the researchers explore the idea of social construction, emphasizing how society constructs roles and expectations for people based on their racial and ethnic backgrounds. the character of willis wu's continued struggle to break free from the limiting stereotypes and embrace his authentic identity reflects the broader societal struggle of many asian americans. acknowledgment we are deeply grateful for the invaluable support from universitas bina darma palembang, particularly from prof. dr. sunda ariana, m.pd., m.m., the esteemed rector. our heartfelt thanks to drpm universitas bina darma for supervising the research and community service initiatives led by our faculty members. references amato, v. (2018). the social construction of a possible male gender bias is negatively impacting fathers in child welfare services: hammering a square peg into a round hole. journal of human behavior in the social environment, 28(4), 466–474. https://doi.org/10.1080/10911359.2018.1426071. aprilia, f., & neisya, n. (2022). women’s stereotypes in “pretty girl” song lyrics: a critical discourse analysis study. english franca: academic journal of english language and education, 6(2), 461-476. doi:http://dx.doi.org/10.29240/ef.v6i2.4902. aranguren, m. (2017). reconstructing the social constructionist view of emotions: from language to culture, including nonhuman culture. journal for the theory of social behaviour, 47(2), 244–260. https://doi.org/10.1111/jtsb.12132. benschop, y., van den brink, m., doorewaard, h., & leenders, j. (2013). discourses of ambition, gender, and part-time work. human relations, 66(5), 699–723. https://doi.org/10.1177/0018726712466574. burr, v., & dick, p. (2017). constructivism and the inescapability of moral choices: a response to raskin and deban. journal of constructivist psychology. 44, 1072-0537. retrieved from http://eprints.hud.ac.uk/id/eprint/31785/. burr, v. (2018). social constructionism: handbook of research methods in health social sciences, palgrave macmillan, london, uk. burr, v. (2019). social constructionism: in pranee liamputtong. springer singapore. https://doi.org/10.1007/978-981-10-5251-4_57. creswell, j. w. & guetterman, t. c. (2018). educational research: planning, conducting, http://dx.doi.org/10.29240/ef.v6i2.4902 http://eprints.hud.ac.uk/id/eprint/31785/ https://doi.org/10.1007/978-981-10-5251-4_57 neisya, et al., 2024 male social constructions in the novel interior chinatown by charles yu 154 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 4 3 1 5 4 ) and evaluating quantitative and qualitative research (8thed.). publisher: pearson. ebekue, e. o. (2019). negative representations of masculinity in nollywood: a reading of ikechuwku onyeka’s mr and mrs. international review of humanities studies, 4(1), 264–271. https://doi.org/10.7454/irhs.v4i1.140. ellemers, n. (2018). gender stereotypes. annual review of psychology, 69, 275-298. https:// doi.org/10.1146/annurev-psych-122216-011719. force, t. a. (2019, august 26). the comedians challenge stereotypes about asian-american masculinity. social studies. https://www.nytimes.com/2019/08/26/t-magazine/asianamerican-comedians.html. hanna, e., & gough, b., (2020). the social construction of male infetility: a qualitative questionnaire study of men with a male factor infertility diagnosis. journal of sociology of health and illness, 42 (3), 465-480. doi: https://doi.org/10.1111/14679566.13038. hagedorn, g. (2019). the socialization process of masculinity , and its manifestation at depauw university : how race , media , and gender contribute to the malleability of masculinity .thesis, depauw university. retrieved from https://scholarship.depauw.edu/cgi/viewcontent.cgi?article=1108&context=studentres earch. ivypanda. (2020, january 13). society's construction of masculinity. retrieved from https://ivypanda.com/essays/societys-construction-of-masculinity/. keum, b. t., ahn, l. h., choi, a. y., choudhry, a., nguyen, m., meizys, g. m., chu, a., & hearns, m. (2023). asian american men‟s gendered racial socialization and fragmented masculinity: interpretive phenomenological analysis. the counseling psychologist, 51(5), 684-718. doi: 10.1177/00110000231170310. kimmel, m. s., & aronson, a. (2018). the gendered society reader. (6th ed.). oxford university press. neisya., aprilia, f., & anita. (2023). the subaltern‟s voices in the rupi kaur‟s selected poems: a reflection of multicultural education. indonesian research journal in education, 7 (136-147). https://doi.org/10.22437 /irje.v7i1.23744 reeser, t. w., & lucas g. (2018). masculinity and affect. new possibilities; new agendas. doi: 10.1080/18902138.2018.1528722. tan, y. (2020, december 13). interior chinatown: the novel taking on hollywood’s asian tropes. retrieved from https://www.bbc.com/news/world-asia-55182826. wibowo, i. (2013). semiotika komunikasi 2: aplikasi praktis bagi penelitian dan skripsi komunikasi. jakarta: mitra wacana media. yenti, y., & neisya. (2020). the masculinity in the novel little children by tom perrotta .thesis, universitas bina darma. retrieved from http://repository.binadarma.ac.id/id/eprint/1324. https://doi.org/10.7454/irhs.v4i1.140 https://www.nytimes.com/2019/08/26/t-magazine/asian-american-comedians.html https://www.nytimes.com/2019/08/26/t-magazine/asian-american-comedians.html https://ivypanda.com/essays/societys-construction-of-masculinity/ https://www.bbc.com/news/world-asia-55182826 http://repository.binadarma.ac.id/id/eprint/1324 english franca academic journal of english language and education doi: 10.29240/ef.v9i1 may.12849http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol. 9, no. 1, 2025, page 163-172 article info: http://journal.iaincurup.ac.id/index.php/english received 21 january 2025; received in revised form 11 april 2025; accepted 10 may 2025 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license wordwall platform and its effect on students’ reading comprehension wahyuni fitria¹, dilla agustin², saijun³ ¹²³ uin sts, jambi, indonesia corresponding email: wahyunifitria@uinjambi.ac.id to cite this article: fitria, w., agustin, d., & saijun. (2025). wordwall platform and its effect on students’ reading comprehension. english franca : academic journal of english language and education, 9(1 may). retrieved from https://doi.org/10.29240/ef.v9i1 may.12849 introduction reading remains one of the most crucial skills that learners need to develop—not only to succeed in their academic journey but also to function effectively in social and personal contexts. as kocukglu (2013) highlights, students benefit greatly from cultivating critical and analytical reading habits, which enable them to grasp the underlying intentions of a written text. similarly, more than a school-based activity—it is deeply woven into daily life, supporting both communication and personal growth. at the heart of reading lies comprehension: the ability to understand the meaning of a text as a whole rather than merely recognizing individual words or sentences (amalia et al., 2024). gilakjani (2017) notes that strong reading comprehension skills equip students to manage academic tasks more effectively, helping them analyse written material, form opinions, and express those ideas with clarity and confidence. despite its importance, reading comprehension is still a significant hurdle for many learners, including students in indonesia. (ismet et al., 2022) points out that different stages of education present unique obstacles in understanding english texts. this challenge is particularly evident when students engage with recount texts, which demand not only sufficient vocabulary but also the ability to make inferences, extract key information, and stay engaged during the reading process. in response to the ongoing challenges in reading instruction, educators are increasingly encouraged to adopt creative and learner-centered teaching methods that can abstract. the effect of the wordwall platform in enhancing students' reading comprehension was examined in this study, focusing on eighth-grade students at a private islamic junior high school in jambi. a quantitative approach with a quasi-experimental design was employed, involving two groups: an experimental group and a control group, each consisting of 29 students selected through cluster random sampling. data were obtained through pre-tests and post-tests using short essay questions focused on recount texts. a notable effect in reading performance was observed in the experimental group, which mean score increased from 55.86 to 76.03. meanwhile, the control group demonstrated a smaller increase, from 57.59 to 69.14. the data met the assumptions of normality and homogeneity, and a statistically significant difference was identified through a posttest t-test (t = 3.699, p = 0.01), indicating that the alternative hypothesis could be accepted. these results suggest that the integration of wordwall into reading comprehension contributes positively to students’ learning outcomes. moreover, its interactive features were found to enhance student engagement, indicating that digital tools such as wordwall can be effectively utilized to support reading comprehension, particularly in junior high school contexts. keywords: quasi experimental design, recount text, students’ reading comprehension, wordwall platform file:///d:/eka%20a/english%20franca/ef%20vol%209%20no%201%20tahun%202025/paper%20word%20doc/cccccc https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:wahyunifitria@uinjambi.ac.idcom https://doi.org/10.29240/ef.v9i1%20may.12849 wahyuni fitria, et al., 2025 wordwall platform and its effect on students’ reading comprehension 164 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 6 3 1 7 2 ) bring more energy and relevance into the classroom. one approach that continues to gain attention is the integration of digital platforms like wordwall. this browser-based tool enables teachers to design interactive games and activities that support student learning in a fun and engaging way. as noted by muthmainnah et al. (2024) and purwitasari (2022), technology in education offers more than just convenience—it provides opportunities for teachers to craft lessons that are both meaningful and enjoyable. in an era where students are already closely connected to digital devices, incorporating familiar tools into the learning process can create a sense of comfort and motivation. furthermore, crittenden et al. (2019) highlight that exposing students to digital learning environments helps nurture essential 21st-century competencies, such as creativity, curiosity, and critical thinking, all of which are crucial for their growth in and beyond the classroom. wordwall offers a wide range of interactive templates—like quizzes, matching games, word searches, and labeling exercises—that can be creatively tailored to meet different learning goals (gede et al., 2022). what makes wordwall stand out is not just its role as a teaching aid but also its ability to serve as a fun and engaging way to evaluate students’ understanding. as highlighted by purwitasari (2022), this platform turns assessment into a more meaningful experience, where students can demonstrate their knowledge in an environment that feels less like a test and more like a game. studies exploring the use of wordwall in language learning have revealed encouraging results. one example is a study by wanefit (2022), which reported noticeable improvements in students' descriptive writing skills after incorporating wordwall activities into the classroom. the platform’s vibrant visuals and interactive design appeared to hold students' attention, making learning feel more dynamic and enjoyable. these positive effects suggest that wordwall may also be effective in enhancing reading comprehension, especially by creating a more engaging learning environment. furthermore, preliminary interviews and classroom observations conducted with the eighth-grade english teacher at mts laboratorium sultan thaha saifuddin jambi revealed several issues related to students' reading comprehension of recount texts. according to mr. refky wardana, who taught this material in the last semester, a significant number of students scored below the minimum mastery criteria (kkm) on a reading comprehension test involving recount texts, indicating low levels of understanding. he further identified key challenges faced by students, including limited vocabulary that hinders their ability to grasp textual meaning, difficulty in recognizing both explicit and implicit information, and a general lack of motivation during reading sessions. this demotivation appears to stem from monotonous instructional approaches, where students are merely instructed to read texts from their textbooks without the support of interactive or strategic learning methods. the challenges encountered by students in understanding recount texts reveal a persistent gap between curriculum expectations and actual classroom achievement. empirical findings indicate that a considerable number of students fail to meet the minimum mastery criteria (kkm), suggesting deficiencies in fundamental reading comprehension skills. among the primary obstacles are limited vocabulary knowledge and the inability to interpret both explicit and implicit information within a text. these issues prevent students from fully grasping the sequence of events and central ideas conveyed in recount texts. furthermore, conventional instructional methods that rely heavily on textbook reading without incorporating interactive or student-centred strategies contribute to low levels of student engagement and motivation. such passive learning environments hinder the development of critical reading abilities, particularly in the context of narrative texts that require inferential reasoning and contextual understanding. although numerous studies have examined strategies to enhance reading comprehension, there remains a lack of research that specifically addresses the integration of digital game-based learning tools—such as word wall—in the teaching of recount texts at the junior high school level, particularly within the context of indonesian islamic education institutions. this research aims to fill that gap by exploring the effectiveness of using word wall as an interactive medium to improve students’ reading comprehension of recount texts. wahyuni fitria, et al., 2025 wordwall platform and its effect on students’ reading comprehension 165 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 6 3 1 7 2 ) the novelty of this study lies in its focus on combining technology-enhanced learning with narrative reading instruction, providing an innovative approach that not only enriches vocabulary and inferential skills but also increases student motivation through engaging digital activities. this approach is expected to contribute new insights into the development of effective, modern teaching strategies for reading comprehension in efl classrooms. building on these classroom observations and insights from previous research, this study sets out to explore the use of wordwall as a tool to support students’ reading comprehension, particularly in understanding recount texts. by bringing this digital platform into the learning environment, the study aims to examine how wordwall can enhance students’ participation, deepen their comprehension, and contribute positively to their overall academic achievement. theoretical framework in this study, the focus lies on exploring how interactive digital tools, specifically the wordwall platform, influence students’ reading comprehension—particularly in understanding recount texts. this section narrows down the key variables of the research and defines the conceptual lens through which the data will be analyzed and interpreted. reading comprehension as a cognitive process and constructive process reading comprehension is not merely about recognizing words on a page—it is a dynamic cognitive process that requires active engagement between the reader and the text. rather than receiving meaning passively, readers construct understanding by connecting the ideas in the text with their existing knowledge and experiences. as grabe and stoller (2011) explain, successful reading involves the integration of new information with what the reader already knows in order to form a meaningful and coherent interpretation. this ability allows readers to grasp the main idea, identify supporting details, draw inferences, and synthesize information—all of which are especially important when working with genres like recount texts that often follow chronological structures and involve reflection on past events. in the context of indonesian education, many students continue to face challenges in developing strong reading comprehension skills. factors such as limited vocabulary, insufficient background knowledge, and low interest in reading contribute to these difficulties. these challenges become even more evident when students are asked to engage with recount texts, which demand not only an understanding of past-tense language and sequencing but also the capacity to interpret cause-and-effect relationships. recent studies have noted that students often struggle to identify key ideas, interpret unfamiliar words, and make logical inferences (nanda & azmy, 2020; hakim et al., 2023). to help overcome these obstacles, educators are increasingly encouraged to adopt more interactive, student-centered approaches—such as the use of digital game-based tools—which can foster engagement and support deeper comprehension in ways that traditional methods may not. recount text as a contextual focus recount texts are narrative forms that recount past experiences or events in chronological order. in junior high school curricula, they are widely used to build foundational narrative skills in english. however, these texts can be cognitively demanding for learners who are unfamiliar with past-tense structures, temporal connectors, or narrative organization. for this reason, recount texts are ideal for assessing reading comprehension as they require learners to navigate both linguistic and structural challenges. the researcher uses recount texts in this study to measure how well students comprehend sequence, cause and effect, and factual detail—all essential components of narrative comprehension. recount texts also provide a familiar and relatable context for students, making them a meaningful tool for assessing the effectiveness of innovative teaching methods. wahyuni fitria, et al., 2025 wordwall platform and its effect on students’ reading comprehension 166 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 6 3 1 7 2 ) wordwall as a pedagogical innovation in today’s digital age, the integration of technology in the classroom is no longer optional—it is essential (apriani et al., 2024). one such tool that bridges the gap between engagement and academic learning is wordwall, a browser-based application that enables teachers to create interactive games, quizzes, and activities. rooted in constructivist learning theory, wordwall encourages students to build their understanding through active participation, instant feedback, and repeated exposure. the platform includes various activity templates, such as quizzes, matching games, and word searches that cater to different learning styles: visual, auditory, and kinaesthetic. from a cognitive perspective, wordwall supports dual coding theory, which argues that the combination of visual and verbal information improves memory and understanding. by turning reading tasks into game-like experiences, wordwall helps reduce learning anxiety, fosters motivation, and enhances cognitive engagement—factors known to positively affect reading outcomes. material and method this study employed a quantitative approach using a quasi-experimental design with the non-equivalent groups design. this research has one research question: is there any significant difference in students’ reading comprehension of recount text who are taught by using wordwall platform and those who are not using wordwall platform?. it involved administering a pre-test to measure students’ initial reading comprehension of recount texts, followed by a post-test after the intervention. the research was conducted at mts laboratorium uin sultan thaha saifuddin jambi, involving a total of 58 eighth-grade students. cluster random sampling was used to select the sample, with class viii c (29 students) as the experimental group and class viii d (29 students) as the control group. the experimental group received instruction using the wordwall platform, while the control group was taught using conventional methods where reading aloud is used. the research instrument used in this study was an essay-based reading comprehension test, specifically designed to evaluate students' understanding of recount texts. the test was structured around key indicators of literal-level reading comprehension, as suggested by several reading scholars (e.g., grabe & stoller, 2011; day & park, 2005). these indicators were carefully selected to measure different aspects of reading comprehension, ensuring that the students' ability to process and interpret the recount texts could be effectively assessed. the main indicators of the instrument are as follows: 1. identification of main ideas: this indicator focused on assessing the students' ability to identify the central message or primary theme of the text. in recount texts, the main idea typically relates to the overall event or experience being narrated. the accuracy with which students could identify the main idea was considered a crucial aspect of their comprehension. 2. recognition of supporting details: the ability to identify supporting details was another critical component of the test. this indicator examined how well students could locate and understand the specific details that reinforce the main idea of the text. these details help clarify when, where, and how events took place, which is especially important in recount texts, where chronological order is key. 3. interpretation of references: students were also assessed on their ability to understand references in the text, such as pronouns and other terms that refer to previously mentioned or upcoming elements. misunderstanding references, such as the use of pronouns like he, she, or they, could disrupt the flow of the narrative and hinder overall comprehension. this indicator was designed to measure how well students could track these relationships within the text. 4. drawing inferences: although primarily focused on literal comprehension, students were also assessed on their ability to draw simple inferences from the text. this involved using the explicit information provided in the text to make logical connections, such as understanding the emotions of characters or the causes behind certain events. wahyuni fitria, et al., 2025 wordwall platform and its effect on students’ reading comprehension 167 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 6 3 1 7 2 ) the ability to draw inferences is essential for deeper understanding, particularly in recount texts, which often imply feelings and motivations without directly stating them. each item in the reading comprehension test was crafted to address these indicators, ensuring that the students' understanding of the text was comprehensively evaluated. by focusing on these aspects, the instrument was designed to assess both surface-level comprehension and the ability to make connections within the text, offering valuable insights into the effectiveness of the instructional methods used. lastly, the collected data were analyzed using descriptive statistics to determine the mean scores of both groups. an independent sample t-test and paired sample t-test were applied to examine the statistical significance of the difference between the pre-test and post-test scores and for the differences in both classes. the n-gain score was also calculated to measure the effectiveness of the intervention. a statistically significant difference in scores would indicate the positive impact of the wordwall platform on students' reading comprehension. results and discussion result this research aimed to investigate the effectiveness of the wordwall platform in improving students’ reading comprehension of recount texts at mts laboratorium uin sultan thaha saifuddin jambi. the improvement was measured by comparing pre-test scores (before learning using wordwall) and post-test scores (after learning using wordwall) in both the experimental and control groups. the pre-test assessed students’ initial reading comprehension, while the post-test measured their comprehension after the intervention. the data collected from both groups were analysed by calculating the mean, standard deviation, maximum score, and minimum score for the pre-test and post-test. the results are summarized in table 1. table 1. descriptive statistics n range min max mean std deviation variance pre-exp 29 45 30 75 55.86 11.423 130.480 postexp 29 30 60 90 76.03 7.119 50.677 pre-con 29 40 35 75 57.59 11.388 129.680 postcon 29 25 55 80 69.14 7.080 50.123 valid n 29 based on the data presented in the table, differences in the highest and lowest scores of the pre-test between the experimental and control groups can be observed. before the implementation of the treatment, as reflected in the pre-test results, the control group demonstrated slightly higher performance compared to the experimental group. following the treatment administered to the experimental group—while the control group received no intervention—both groups were given a post-test. a notable distinction in the learning outcomes was recorded. the experimental group exhibited an improvement, with an average post-test score of 76.03, whereas the control group attained an average score of 69.14. these findings suggest that the integration of the wordwall platform contributed positively to the students’ performance in reading comprehension of recount texts, indicating its effectiveness as a learning tool. wahyuni fitria, et al., 2025 wordwall platform and its effect on students’ reading comprehension 168 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 6 3 1 7 2 ) learning outcomes in reading comprehension of recount text using wordwall platform (experimental class) the data obtained from the experimental group, in which the wordwall platform was utilized during instruction, show that students’ average scores improved from 55.86 in the pretest to 76.03 in the post-test. the variance values decreased from 130.480 (pre-test) to 50.677 (post-test), indicating a more consistent performance among students. furthermore, the standard deviation also declined from 11.423 to 7.119, suggesting reduced score dispersion following the intervention. learning outcomes in reading comprehension of recount text without wordwall platform (control class) in the control group, where conventional teaching methods were employed without the use of the wordwall platform, the students’ average scores increased from 57.59 (pre-test) to 69.14 (post-test). the variance shifted from 129.680 to 50.123, while the standard deviation decreased from 11.388 to 7.080. although an improvement was also observed in this group, the progress was less substantial compared to that of the experimental group. furthermore, following the descriptive analysis, hypothesis testing was conducted to further examine the data. by using a paired sample t-test, the results presented in the previous table (table 2) provide evidence of the positive effect of the wordwall platform on students’ reading comprehension performance. table 2. paired sample t-test interval of the difference significance mean std. dev std. error mean lower upper t onesided two sided pre-test experiment post-test experiment 20.172 8.502 1.579 23.407 16.938 12.777 <.001 <.001 pre-test control – post-test control 11.552 6.827 1.268 14.149 -8.955 -9.112 <.001 <.001 based on the data presented in table 1, it can be seen that the post-test scores of the experimental class showed a considerable improvement, with the mean score rising from 55.86 (pre-test) to 76.03 (post-test). moreover, the p-value (two-tailed) obtained was 0.001, which is lower than the significance threshold of 0.05. this indicates that the difference in scores before and after the treatment was statistically significant. therefore, the paired samples t-test confirmed that a meaningful change occurred in students' reading comprehension after the use of the wordwall application. the t-test analysis was conducted to assess the effectiveness of the treatment by comparing students’ pre-test and post-test scores. the paired sample t-test yielded a t-value of 12.777 with 28 degrees of freedom (df = 28). based on these results, the null hypothesis (h₀) was rejected, while the alternative hypothesis (h₁) was accepted. this provides strong evidence that the wordwall platform had a significant and positive impact on the students’ reading comprehension of recount texts in the experimental group. in table 2, the control class data is presented. the mean score on the pre-test was 57.59, while the post-test mean score increased to 69.14. similar to the experimental group, the p-value obtained was 0.001, which is also below the 0.05 significance level. this suggests that students in the control class also experienced a statistically significant improvement in wahyuni fitria, et al., 2025 wordwall platform and its effect on students’ reading comprehension 169 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 6 3 1 7 2 ) their reading comprehension, although to a lesser degree than those in the experimental group. further analysis using the paired samples t-test for the control class resulted in a tvalue of 9.112 with 28 degrees of freedom. accordingly, the null hypothesis (h₀) was rejected, and the alternative hypothesis (h₁) was accepted. while the results indicate a significant improvement in reading comprehension within the control class, the magnitude of improvement was notably smaller compared to that observed in the experimental group. this highlights the added value of integrating the wordwall application as a learning tool in enhancing students' reading comprehension of recount texts. on the other hand, after calculating the effect of the word wall platform on students' reading comprehension, an independent sample t-test was used to find out the difference between the experimental and control groups. table 3 shows the result of the independent sample t-test. table 3. independent sample t-test f sig. t df one sided two sided mean difference std. error difference lower upper equal variance assume .021 .887 3.699 56 <.001 <.001 6.897 1.864 3.162 10.631 equal variance, not assumed 3.699 55.9 <.001 <.001 6.897 1.864 3.162 10.631 the results of the t-test analysis on students’ learning outcomes are presented in table 3. as shown in the table, a t-count of 3.699 was obtained with a significance value of 0.001, which is lower than the established threshold of 0.05. therefore, the alternative hypothesis (h₁) was accepted, indicating a statistically significant difference between the two groups. this finding is further supported by the mean score of the experimental class, which reached 76.03, compared to 69.14 in the control class. based on these results, it can be concluded that the use of the wordwall application was effective in enhancing students’ reading comprehension of recount texts. the implementation of this digital learning tool in class viii at mts laboratorium uin sultan thaha saifuddin jambi demonstrated a positive impact on students' academic performance, particularly in understanding english recount texts. discussion the findings of this study indicate that the use of the wordwall platform significantly enhanced students’ learning outcomes in reading comprehension of recount texts among eighth-grade students at mts laboratorium uin sultan thaha saifuddin jambi. a clear improvement was observed in the experimental group that received instruction using wordwall, compared to the control group that experienced conventional teaching methods. based on the results, the wordwall platform proved to be effective in generating interactive learning tasks, providing immediate feedback, and recording students’ activity logs. these features not only supported students’ understanding of the material but also allowed educators to monitor learning habits and adjust instruction accordingly. the recorded activity history served as a valuable reference for both formative assessment and reflective teaching practices. the average score of the experimental class increased from 55.86 (pre-test) to 76.03 (post-test), while the control class showed a smaller improvement from 57.59 to 69.14. the results of the paired sample t-test confirmed the statistical significance of this difference, with a t-value of 3.699 and a significance level of 0.01 (< 0.05), indicating that the null hypothesis was rejected. this provides strong evidence that the wordwall platform contributed meaningfully to students’ reading comprehension achievement. wahyuni fitria, et al., 2025 wordwall platform and its effect on students’ reading comprehension 170 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 6 3 1 7 2 ) in terms of classroom dynamics, students in the experimental group responded positively to the digital learning experience. the use of wordwall shifted the learning environment from teacher-centered to more student-active, where learners could engage with content through technology. this aligns with the characteristics of 21st-century learning, where digital literacy and learner autonomy are essential. furthermore, the process of teaching in the experimental class included activities such as analyzing the structure of recount texts, matching text components with their functions, and completing comprehension tasks—all facilitated via the wordwall platform. students demonstrated enthusiasm and active participation, suggesting that the integration of digital media can increase motivation and reduce monotony in language learning. in contrast, the control class, which relied on conventional methods and printed learning materials (students’ worksheets), showed signs of disengagement. students were less enthusiastic, and their performance did not improve as significantly. this supports the notion that technology-enhanced learning environments can better accommodate the needs and preferences of modern learners. these results are in line with previous research. for instance, sari (2019) found a significant difference in student performance between those taught using wordwall and those who were not, with the experimental group achieving a higher post-test average. similarly, aldika (2021) demonstrated the effectiveness of the wordwall platform in improving listening skills in indonesian language classes, and nadia (2020) confirmed that wordwall strategies positively impact writing achievement in islamic boarding schools. moreover, initial observations indicated that the experimental class initially scored lower than the control class during the pre-test. according to interviews with the english teacher, the control class was generally more advanced. however, following the treatment using wordwall, the experimental class surpassed the control class in post-test performance, illustrating the transformative potential of digital platforms in supporting lower-achieving learners. to sum up, the use of wordwall as both a learning medium and an assessment tool has shown to be more effective in supporting reading comprehension of recount texts compared to traditional methods. the interactive and feedback-rich features of wordwall contributed to greater engagement, improved comprehension, and better learning outcomes overall. these findings reinforce the importance of integrating educational technology into classroom practices to enhance student-centered learning. conclusion based on the results of data analysis and hypothesis testing, it can be concluded that the use of the wordwall platform as a learning medium was found to be effective in improving students’ reading comprehension of recount texts. the learning outcomes of students who were taught using the wordwall platform were significantly higher than those of students who received instruction through conventional methods. this effectiveness is demonstrated by the increase in average scores, where the experimental class improved from a pre-test mean of 55.86 to a post-test mean of 76.03, which falls into the medium category. in comparison, the control class showed a more modest increase, from a pre-test mean of 57.59 to a post-test mean of 69.14, categorized as low. these findings indicate a more substantial improvement in the experimental group, suggesting the positive impact of the wordwall platform on students' comprehension abilities. furthermore, the results of the paired sample t-test revealed a t-count of 3.699 with a significance value of 0.01, which is less than 0.05. this finding led to the rejection of the null hypothesis (h₀), indicating a statistically significant difference between the pre-test and post-test scores in the experimental group. in conclusion, the wordwall platform can be considered an effective digital learning medium and assessment tool for teaching reading comprehension of recount texts, particularly for eighth-grade students at mts laboratorium uin sultan thaha saifuddin jambi. its integration into the learning process not only enhances student engagement but also contributes meaningfully to the improvement of learning outcomes. wahyuni fitria, et al., 2025 wordwall platform and its effect on students’ reading comprehension 171 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 6 3 1 7 2 ) acknowledgement the authors extend their heartfelt appreciation to all individuals and institutions whose support has been instrumental in the completion of this research. we are especially grateful to the principal of mts laboratorium uin sultan thaha saifuddin jambi for the permission and facilities provided, which enabled the smooth execution of this study. our sincere thanks also go to the english teachers and administrative staff at mts laboratorium, whose guidance, collaborat(gilakjani & sabouri, 2017)ion, and continuous encouragement significantly enriched the research process. their contributions were invaluable in facilitating both the implementation and refinement of this study. we also wish to acknowledge the enthusiastic involvement of the eighth-grade students at mts laboratorium. their active participation in the learning activities and willingness to contribute to the data collection process demonstrated commendable dedication and greatly supported the achievement of this study’s objectives. lastly, we gratefully recognize the moral and technical support extended by various individuals and organizations throughout this research. we hope that the insights gained from this work may offer meaningful contributions to the advancement of english language education, particularly in the integration of digital learning tools such as the wordwall platform to enhance students’ reading comprehension skills. references amalia, s., ramdhani, m. i., apriani, e., & boulahnane, s. (2024). the effect of learning management system on reading comprehension across 3 types of readers. learn journal: language education and acquisition research network, 17(1), 73-99. apriani, e., santiana, s., & harmi, h. (2022). investigating the role of ict toward students' higher order thinking in writing skills at islamic university students. al-ishlah: jurnal pendidikan, 14(2), 2213-2224. https://doi.org/10.35445/alishlah.v14i2.2260. brennan l., lu v. n., von der heidt t. (2018). transforming marketing education: historical, contemporary and future perspectives. australasian marketing journal, 26, 65-69 bolton r. n., chapman r. g., mills a. j. (2019). harnessing digital disruption with marketing simulations. journal of marketing education, 41(1), 15-31. buzzard, c., crittenden, v. l., crittenden, w. f., & mccarty, p. (2021). the use of digital technologies in the classroom: a teaching and learning perspective. journal of marketing education, 33(2), 131–139. https://doi.org/10.1177/0273475311410845 fitria, w., faizah, n., & saijun. (2024). reflective journal on pre-service english teachers’ practicum teaching. journal of english education and teaching, 8(4), 798–815. https://doi.org/10.33369/jeet.8.4.798-815 gilakjani, a. p., & sabouri, n. b. (2017). teachers’ beliefs in english language teaching and learning: a review of the literature. english language teaching, 10(4), 78. https://doi.org/10.5539/elt.v10n4p78. grabe, w., & stoller, f. l. (2019). teaching and researching reading (3rd ed.). new york, ny: routledge. hakim, a. r., sari, f. m., & novitri, n. (2023). students’ difficulties in reading comprehension: a case study in efl classroom. journal of english language teaching and linguistics, 8(1), 110–121. https://doi.org/10.21462/jeltl.v8i1.xxxx. ismet, h. t., mustaqim, t., & purwitasari, d. (2022). aspect-based sentiment analysis of product review using memory network. scientific journal of informatics, 9(1), 73–83. https://doi.org/10.15294/sji.v9i1.34094. jiang, z., & kocaoglu, m. (2024, july). conditional common entropy for instrumental variable testing and partial identification. in forty-first international conference on machine learning (icml 2024). vienna, austria: proceedings of machine learning research. kiepek, n., ausman, c., beagan, b., & patten, s. (2022). substance use and meaning: transforming occupational participation and experience. cadernos brasileiros de terapia ocupacional, 30, e3037. são carlos, sp: universidade federal de são https://doi.org/10.33369/jeet.8.4.798-815 wahyuni fitria, et al., 2025 wordwall platform and its effect on students’ reading comprehension 172 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 6 3 1 7 2 ) carlos. https://doi.org/10.1590/2526-8910.ctoar24783037 kui, b., pintér, j., molontay, r., nagy, m., farkas, n., gede, n., ... hungarian pancreatic study group. (2022). easy‐app: an artificial intelligence model and application for early and easy prediction of severity in acute pancreatitis. clinical and translational medicine, 12(6), e842. https://doi.org/10.1002/ctm2.842 lestari, r., & rohmani, r. (2024). analysis of the effectiveness of wordwall media use on science learning outcomes in elementary schools. ijorer: international journal of recent educational research, 5(4), 891-905. marensi, v., suarman, s., & syahza, a. (2023). the effectiveness of using word wall-based learning media in increasing students’ learning activities on economy learning subjects at sma pgri pekanbaru. jurnal pajar (pendidikan dan pengajaran). marhamah, m., & mulyadi, m. (2020). the effect of using word wall picture media and linguistic intelligence to enhance learning outcomes of english vocabularies. journal of educational and social research, 10(2), 134–142. https://doi.org/10.36941/jesr2020-0033 muthmainnah, m., apriani, e., seraj, p. m. i., obaid, a. j., & al yakin, a. m. (2024). nudging motivation to learn english through a chatgpt smartphone-based hybrid model. in advanced applications of generative ai and natural language processing models (pp. 26-42). igi global scientific publishing. https://doi.org/10.4018/979-8-3693-05027.ch002. nadia, d. o. (2022). pengaruh media pembelajaran wordwall terhadap hasil belajar siswa sekolah dasar. didaktik: jurnal ilmiah pgsd stkip subang, 8(2), 1924-1933. nanda, d. f., & azmy, a. (2020). an analysis of students’ difficulties in reading comprehension. journal of english language teaching, 9(1), 25–35. https://doi.org/10.24036/jelt.v9i1.xxxx. purwitasari, purwitasari (2022) the effectiveness of wordwall application in improving students' vocabulary mastery. undergraduate (s1) thesis, iain ponorogo. priyadarshini, d. i., sasikanth, j. w., & george, m. h. (2023). application of technology in english language learning. international journal for multidisciplinary research, 5, 17. rahmasari, r., murdiono, m., & sunarso, s. (2022). the influence of utilizing gamification media wordwall on the improvement of pancasila education learning outcomes. qalamuna: jurnal pendidikan, sosial, dan agama, 14(2), 671-684. reviana, s. s. o., erni, e., & aruan, r. r. (2024). the effectiveness of word wall media on students' vocabulary mastery. jiip-jurnal ilmiah ilmu pendidikan, 7(10), 1191311917. safitri, d., awalia, s., sekaringtyas, t., nuraini, s., lestari, i., suntari, y., ... & sudrajat, a. (2022). improvement of student learning motivation through word-wall-based digital game media. ijim, 16(6), 189. saputro, a. p. s., & winanto, a. (2024). the use of word wall learning media in science learning to improve the learning outcomes of class 5c students of elementary school kutowinangun 01 salatiga. tunas: jurnal pendidikan guru sekolah dasar, 10(1), 89–98. şen karaman, d., pamukçu, a., karakaplan, m. b., kocaoglu, o., & rosenholm, j. m. (2021). recent advances in the use of mesoporous silica nanoparticles for the diagnosis of bacterial infections. international journal of nanomedicine, 16, 6575–6591. https://doi.org/10.2147/ijn.s313377. swaffar, j. (2001). reading the patterns of literary works: strategies and teaching techniques. swari, n. k. t. a. (2023). wordwall as a learning media to increase students' interest. jurnal pendidikan bahasa inggris indonesia, 11(1), 21–29. walsh, s., & mann, s. (2015). doing reflective practice: a data-led way forward. new york, ny: routledge. https://doi.org/10.4018/979-8-3693-0502-7.ch002 https://doi.org/10.4018/979-8-3693-0502-7.ch002 english franca academic journal of english language and education doi:10.29240/ef.v8i1%20may http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 8, no 1, 2024, page 101-110 article info: http://journal.iaincurup.ac.id/index.php/english received 5 january 2024; received in revised form 18 february 2024; accepted 2 april 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license the role of english theater performing arts in improving children's language fluency and communication skills at school rossy annisa 1 , siti ismahani 2 1 2 english education departemen, faculty of tarbiyah and teacher training, state islamic university of north sumatera corresponding email: rossyaannisa05@gmail.com to cite this article: annisa, r. (2024). the role of english theater performing arts in improving children's language fluency and communication skills at school. english franca : academic journal of english language and education, 8(1 may). doi: http://dx.doi.org/10.29240/ef.v8i1may.9983 introduction since speaking is the capacity to communicate verbally in a discussion, it is a necessary skill. in order to construct meaning, speaking entails the interactive creation, receiving, and processing of information. pupils need to be proficient in the english language since speaking the language is frequently considered a sign of language competency and interpersonal communication abilities. not only must language be taught, but it also has to be practiced regularly. as a result, speaking becomes challenging to learn as it takes constant practice to become proficient. in order for pupils to acquire speaking skills including grammar, vocabulary, pronunciation, fluency, and comprehension—all of which must be generated successfully while speaking english to prevent ambiguity in meaning from speaker to speaker, speaking skills must be prioritized. the most crucial tool for communication is language. as the globe becomes more interconnected at a rapid pace, the value of teaching foreign languages is growing. speaking and learning at least one foreign language is required. foreign languages allow people in different nations to converse with one another. öz (2017) asserts that language gives people the chance to connect with others in society, express themselves, and exchange ideas. speaking one's own tongue is insufficient for communication in today's world; instead, one should speak a universal language like english. according to gürbüz (2018), mastering the english language is crucial as it is widely recognized as a common language between cultures. the significance of comprehending indonesian english language instruction in light of its extremely varied linguistic environment. with an estimated 707 to 733 indigenous languages and more than 1,100 dialects, indonesia is recognized as a superdiverse nation. with papua new guinea coming in second, indonesia is now among the world's most linguistically varied nations because to this variety. the nation consists of five main islands, abstract. this qualitative case study investigates how performing arts, namely english theater, can improve children's language proficiency and communication skills in an educational context. 37 individuals participated in the study as research respondents, using a qualitative technique. the findings show that theater arts significantly improve pupils' linguistic skills. students gain enhanced language skills and confidence in their ability to express themselves and communicate with others via immersive theatrical activities. this study emphasizes how important it is to incorporate performing arts into school curricula in order to support pupils' overall language development. keyword: english theatre, performing arts, communication skills, teaching english mailto:rossyaannisa05@gmail.com http://dx.doi.org/10.29240/ef.v8i1may.9983 annisa & ismahani, 2024 the role of english theater performing arts in improving children's language fluency and communication skills at school 102 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 0 1 1 1 0 ) the most significant concentration of indigenous languages being found in heavily inhabited areas such as sumatra, java, and bali. with 40.22% of the people speaking it, javanese is the most widely spoken language in indonesia. early oral language development is essential for the development of bilingual and monolingual literacy (roberts & neal, 2004; uccelli & páez, 2007; snow, porche, tabors, & harris, 2007). early primary school oral language proficiency in english is essential for a child's future academic achievement and understanding of english reading (august & shanahan, 2006; hoff, 2013; snow & dickinson, 1991). however, studies reveal that els fall behind their monolingual english-speaking classmates in terms of english language proficiency from kindergarten onward (lee & burkam, 2002; national center for education statistics, 2012). furthermore, a risk factor for early english language and vocabulary development is the fact that many els originate from low-income homes (hart & risley, 1995; kieffer, 2010). even though there are over 700 distinct languages spoken by indonesia's indigenous population, english is currently one of the most commonly spoken foreign languages there. english was initially introduced to indonesia in the 17th century by the british east india company, and since then, it has developed into the most often used foreign language there. on the other hand, scholars, educators, and decision-makers have talked a lot about how english is used in indonesia. this article examines the historical, social, and political factors that have influenced the growth of the english language in indonesia in order to provide an analytical understanding of a phenomena known as "english in indonesia". speaking is a skill that is required for oral communication while teaching foreign languages. verbal communication is used when someone is conversing with others or making a biased speech. it is a talent that people need to possess in order to successfully communicate their emotions and ideas in a foreign language. the process of developing speaking abilities is not easy (uğurlu, 2018). speaking is seen to be the most challenging skill for learners and is crucial to both communication and learning a foreign language. speaking abilities are crucial while teaching second languages. despite its significance, this ability has not received the attention it deserves and has instead been used for tasks like dialogue memorization (kayi, 2006). learners of foreign languages are seldom exposed to speakers of the target language as their mother tongue. for a large portion of these students, there are no english-language channels, movies, or music options available to them. students should be allowed to interact with peers and take part in various activities while honing their speaking abilities under the supervision of their teachers (akdeniz, 2018). instructors should provide group work for speaking exercises, make sure that students can understand and produce the language with ease, select subjects that will pique students' interest, and assist students in speaking the target language (ur, 1996). instructors can create speaking practice materials according on the requirements, interests, aptitudes, and levels of their students. as language teachers, we're constantly searching for fresh approaches to enhance our lessons. because a language is learnt more readily when its components are known, writers attempt to create a stimulating environment in which communication skills are completely developed through exercises or activities that incorporate stimuli. this makes instruction more engaging. since theater has been studied as a teaching medium for language instruction since the communicative approach's inception, it may play this role. in order to facilitate language acquisition, foreign language teachers must carefully select their teaching strategies. in the teaching of languages, it is crucial to concentrate on learning via doing. creative theater is one of them. one method of using drama in the classroom is creative theater. in educational theater, any subject may be acted out via the use of improvisation and role-playing techniques. individuals behave according to their experiences and background (adıgüzel, 2006). one of the most powerful and unrestricted means of selfexpression is through creative theater, which is regarded as an essential component of education (aytaş, 2008). as a subject, creative theater seeks to develop responsible students who are sensitive, aware, and in harmony with the environment. as a technique, it seeks to improve annisa & ismahani, 2024 the role of english theater performing arts in improving children's language fluency and communication skills at school 103 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 0 1 1 1 0 ) learning processes and teach via the senses (karaosmanoğlu, 2015). ömeroğlu (2002) describes processes that occur in creative theater, including the discovery of new concepts, their growth, the creation of new connections between them, and the manifestation of these thoughts and feelings. since theater is enjoyable and interesting, it helps motivate students to study. it was first used in classrooms to improve a variety of abilities, including acting, improvisation, natural expressivity, language refining, and confidence building. due to the fact that it evokes emotions, it can offer a wide range of chances for linguistic expression and give participants a rich linguistic experience (fleming, 2006, p.1). furthermore, because theater is a teaching and learning approach that can be modified in the classroom to meet the requirements of the students, it presents a plethora of opportunities for instruction. its potential value in the english classroom should thus not be undervalued. seeking the solution to the question, "how can students speaking skills enhanced by theater performing arts?" is the major goal of this study. study finished as part of an action research project led by the first author, an english teacher. a review of related literature is done first. at the conclusion of the review, it is concluded that engaging in theater activities can help with speaking, that using english theater in the classroom is a useful way to help kids become more confident communicators, and that research has been done on the effect of using english theater on kids' confidence in speaking. it has long been known that drama-based methods are a good way to strengthen speaking and communication skills. drama, as a kind of performance art, offers people a singular, immersive experience that lets them discover and express who they are in a creatively safe setting. drama mostly enhances speaking abilities by encouraging selfexpression and confidence. one of the productive language skills that need input and training to develop is speaking ability. due to its critical role in academic activities including as presentations, tests, fieldwork, and guidance conversations with professors, students rely heavily on this speaking skill (chi et al., 2021). drama-based methods provide people the chance to practice good communication techniques including vocal projection, clarity, and articulation. these abilities are immediately applicable to real-world scenarios including presentations, interviews, and social encounters where effective and clear communication is essential. among all literary genres, drama may provide the instructor with the fastest path to accomplishing the goal of developing students' receptive and productive abilities, especially communication skills (bessadet, 2022). the author of this study uses a theoretical framework that is influenced by multiple intelligence theory, constructivist theory, and collaborative learning theory in the setting of performing arts education. according to constructivist theory, students actively create their own knowledge via engagement with firsthand experience, reflection, and interaction. according to the authors, children may participate in student-centered learning and explore language and expression on a personal level by taking part in performing arts activities like theater or drama. conversely, collaborative learning theory places a strong emphasis on how crucial student cooperation is to reaching shared learning objectives. within the realm of entertainment arts, student cooperation in the creation of a drama or theatrical production may enhance their social and interpersonal communication abilities. we also incorporate the many intelligences idea, which highlights the variability of human intelligence. according to the author, we may promote inclusive and engaging learning for all kids by fostering many forms of intelligence, such as verbal-linguistic, visual-spatial, and kinesthetic intelligence, through a variety of performing arts activities. our research intends to investigate how students' language development, communication skills, and intellect might be influenced by performing arts experiences in an educational context, in a collaborative learning environment that takes individual variety into account. we will do this by summarizing these notions. theoretical review the integration of english theater performing arts in educational settings has garnered significant attention for its potential to enhance children's language fluency and annisa & ismahani, 2024 the role of english theater performing arts in improving children's language fluency and communication skills at school 104 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 0 1 1 1 0 ) communication skills. this theoretical review explores the foundational theories and educational principles that support the efficacy of theater arts in language development. sociocultural theory of language development lev vygotsky's sociocultural theory (1978) posits that social interaction is crucial for cognitive and language development. children learn language through engaging with peers and adults in meaningful activities. theater activities provide a rich context for such interactions, allowing students to practice language in socially dynamic settings. through collaborative dialogue and role-playing, students are exposed to new vocabulary and language structures, facilitating language acquisition. communicative language teaching (clt) communicative language teaching emphasizes the importance of using language in real-life communication. the approach focuses on the functional use of language rather than mere rote memorization of rules. theater arts align with clt principles by involving students in authentic communicative scenarios, where they must use language creatively and contextually. this practice enhances their ability to convey meaning and improves overall communicative competence. (sweller,2011) drama and education educational theorists like dorothy heathcote and gavin bolton (1984) advocate for the use of drama in education, arguing that it promotes cognitive, emotional, and social growth. drama activities create immersive learning experiences that make language learning more engaging and memorable. techniques such as mantle of the expert and process drama involve students in complex problem-solving and narrative construction, which require active use of language and critical thinking. experiential learning theory david kolb's experiential learning theory (1984) suggests that learning is a process where knowledge is generated through the transformation of experience. theater arts involve a cycle of concrete experiences (performing), reflective observation (critiquing performances), abstract conceptualization (understanding language principles), and active experimentation (applying language skills in new contexts). this experiential approach deepens understanding and retention of language concepts. sociocultural theory (vygotsky)  language through social interaction  collaborative dialogue and role-play communicative language teaching (clt) (john sweller)  functional use of language  authentic communicative scenarios drama and education (gavin bolton)  cognitive, emotional, and social growth  immersive learning experiences annisa & ismahani, 2024 the role of english theater performing arts in improving children's language fluency and communication skills at school 105 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 0 1 1 1 0 ) figure 1 process where knowledge is generated through the transformation of experience materials and method the choice of subject for this study was deliberate, aiming to assess the impact of english theater performances on students' speaking abilities (hodgetts & stolte, 2012). the study was conducted at a contemporary islamic boarding school in medan, specifically targeting grade 12 students. this choice of subject ensured a focused investigation into the potential benefits of theater arts in enhancing language fluency and communication skills among adolescents. for data collection, a combination of interviewing and observational methods was employed (tanzeh, 2011). the instruments used included direct observation to witness the implementation of theater arts in the classroom setting, supplemented by supporting tools such as laptops, smartphones, and google forms for data collection through interviews and observations (hodgetts & stolte, 2003). these instruments were selected to provide a comprehensive understanding of how theater performances contribute to improving students' speaking abilities. data analysis was conducted systematically, starting with the collection of information on how theatrical activities impact students' language fluency and communication skills. the researcher observed the students' participation in english theater performances and conducted interviews to gather insights into their experiences and perceptions (hodgetts & stolte, 2003). the collected data were then analyzed qualitatively, focusing on identifying patterns, themes, and variations in students' speaking abilities before and after exposure to theater arts. by examining the data collected through observations and interviews, the researcher sought to determine the extent to which theater performances influenced students' speaking abilities (tanzeh, 2011). this analysis involved interpreting the qualitative data to identify correlations between participation in theater activities and improvements in language fluency and communication skills. the findings were then synthesized and presented in accordance with the research objectives, ultimately answering the question of how theater performances can enhance students' speaking abilities. in summary, the study carefully selected its subject, utilized appropriate instruments for data collection, and conducted thorough qualitative analysis to investigate the impact of english theater performances on students' speaking abilities. results and discussion results english theatrical performances as a teaching strategy the study revealed that utilizing english theatrical performances as a teaching strategy significantly enhances students' language skills. participation in english theater activities leads to improvements in students' general verbal and nonverbal communication skills, as well as their ability to speak and comprehend english. observations of rehearsal and performance processes, along with interviews with teachers and students, demonstrate increased confidence, vocabulary growth, and deeper comprehension of language structure among students. additionally, students show enhanced peer collaboration and listening comprehension abilities through dramatization and improvisation. the high level of student engagement, with 75% of fifth-graders expressing anticipation for drama art performances, experiential learning theory (kolb)  learning through experience  performance, reflection, application annisa & ismahani, 2024 the role of english theater performing arts in improving children's language fluency and communication skills at school 106 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 0 1 1 1 0 ) underscores the effectiveness and appeal of english theater activities in improving language proficiency and communication abilities. table 1. in response, the pupils said that they were eagerly anticipating the art theatre statements respondents percentages (%) strongly agree 24 75% agree 6 18,8% netral 1 3,1% disagree strongly disagree 1 3,1% improvement in speaking skills english theatrical arts effectively enhance students' speaking abilities, as evidenced by 46.9% of students believing that english language teachers can improve their speaking skills. interview responses indicate that students benefit from learning pronunciation, vocabulary, and grammar through drama-based methods, aligning with existing literature emphasizing the enhancement of communication techniques such as vocal projection and articulation through drama. table 2. responses from english theatre students can enhance communication abilities. statements respondents percentages (%) strongly agree 15 46,9% agree 15 46,9% netral 2 6,3% disagree strongly disagree enhancing english vocabulary english theater activities contribute to vocabulary learning, with 46.9% of students acknowledging that dramatizations aid in learning new vocabulary. the importance of vocabulary acquisition in language development is emphasized, as language proficiency is closely linked to vocabulary comprehension. development of fluency and pronunciation engagement in english theater improves fluency, pronunciation, and non-segmental features of speech, addressing challenges in stress, rhythm, and intonation. responses from students highlight the benefits of drama in enhancing pronunciation and memorization of new vocabulary. development of fluency and pronunciation engagement in english theater improves fluency, pronunciation, and non-segmental features of speech, addressing challenges in stress, rhythm, and intonation. responses from students highlight the benefits of drama in enhancing pronunciation and memorization of new vocabulary. annisa & ismahani, 2024 the role of english theater performing arts in improving children's language fluency and communication skills at school 107 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 0 1 1 1 0 ) strengthening improvisation and innovative thinking english theater activities foster creativity, improvisation, and innovative thinking among students, with 56.3% strongly agreeing and 34.4% agreeing that theater performances contribute to inventive phrase construction and improvisation. table 3. responses from english theatre students can improve the vocabulary statements respondents percentages (%) strongly agree 13 40,6% agree 15 46,9% netral 4 12,5% disagree strongly disagree development of fluency and pronunciation engagement in english theater improves fluency, pronunciation, and non-segmental features of speech, addressing challenges in stress, rhythm, and intonation. responses from students highlight the benefits of drama in enhancing pronunciation and memorization of new vocabulary. table 4. responses from theater in english students can help with pronunciation statements respondents percentages (%) strongly agree 8 25% agree 18 56,3% netral 5 15,6% disagree 1 3,1% strongly disagree strengthening improvisation and innovative thinking english theater activities foster creativity, improvisation, and innovative thinking among students, with 56.3% strongly agreeing and 34.4% agreeing that theater performances contribute to inventive phrase construction and improvisation. table 5. responses from theatre in english students can improve their ability to improvisation and innovative thingking statements respondents percentages (%) strongly agree 18 56,3% agree 11 34,4%% netral 2 6,3% disagree 1 3,1% strongly disagree annisa & ismahani, 2024 the role of english theater performing arts in improving children's language fluency and communication skills at school 108 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 0 1 1 1 0 ) english theater arts serve as an effective teaching technique to enhance students' language proficiency, communication abilities, vocabulary acquisition, fluency, pronunciation, and improvisational skills. the immersive and engaging nature of theater activities significantly impacts students' enthusiasm for learning english and their confidence in using the language. utilizing drama-based methods in english language instruction fosters a dynamic learning environment that promotes student participation and motivation, ultimately leading to improved language skills and effective communication. discussion the results of the study provide compelling evidence for the effectiveness of using english theatrical performances as a teaching strategy to enhance students' language skills. through active participation in english theater activities, students demonstrated improvements in various aspects of language proficiency, including verbal and nonverbal communication skills, speaking and comprehension abilities, vocabulary growth, and peer collaboration. these findings align with previous research suggesting that drama-based methods can significantly contribute to language development and communication skills enhancement (neeland, 1996; bessadet, 2022). the high level of student engagement and anticipation for english theater activities underscores its potential as a captivating teaching technique. this enthusiasm indicates not only the value of english theater as a pedagogical tool but also its ability to stimulate deeper engagement with the language among students. the majority of students expressing excitement towards english theater suggests that the immersive nature of theatrical experiences resonates well with them, potentially leading to more profound language learning experiences. furthermore, the study highlights the importance of employing diverse and engaging teaching strategies, including theater arts, to foster language proficiency and communication abilities among students. this aligns with the idea that effective language learning involves experiential and interactive methods that go beyond traditional classroom instruction (aldavero, 2008). the findings related to speaking skills indicate that theater activities provide a practical platform for students to practice and improve their speaking abilities. respondents reported benefits such as learning pronunciation, acquiring new vocabulary, and enhancing grammar skills through participation in drama. these outcomes are consistent with the notion that drama-based methods offer opportunities for students to practice effective communication techniques in real-life contexts (bessadet, 2022). moreover, the study highlights the role of english theater in enhancing vocabulary comprehension. learning vocabulary is essential for meaningful language acquisition, and the study findings suggest that dramatizations of english dialogue facilitate vocabulary acquisition among students. this finding underscores the importance of integrating theater arts into language learning curricula to support students in developing their communication abilities (alqahtani, 2015). the improvement in fluency skills and pronunciation observed among students participating in english theater activities further demonstrates the efficacy of drama-based methods in language learning. by engaging in theater performances, students can develop their communicative competence, including stress, rhythm, and intonation, which are vital components of oral proficiency (ayodele, 1983; omolewa, 1975). moreover, theater performances contribute to enhancing students' improvisation and innovative thinking abilities. engaging in drama allows students to explore different characters and situations, fostering creativity and confidence in expressing themselves. the collaborative nature of theater encourages students to take risks and experiment with new ideas, ultimately leading to improved communication skills (aldavero, 2008). the study findings suggest that theater arts play a significant role in english language learning by increasing students' interest and providing opportunities for self-expression and exploration. by integrating drama into language learning curricula, educators can create annisa & ismahani, 2024 the role of english theater performing arts in improving children's language fluency and communication skills at school 109 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 0 1 1 1 0 ) dynamic and engaging learning environments that promote students' language proficiency and communication skills. conclusion this article leads us to the conclusion that dramatization in the english language significantly enhances children's language proficiency and communication abilities in the classroom. the results of the study show that students' language competency may be improved if teachers and students agree to use this strategy in the classroom. they are unaware that the replies from the respondents have favorable outcomes. as a group activity requiring a group of like-minded individuals, drama fosters peer support, teamwork, coordination, and teamwork while using the new language. if a person is unwilling to learn language on their own, peer pressure may motivate them. furthermore, the main focus of drama is on dialogues and interactions that might motivate participants to try their hardest at using the target language. in addition to encouraging individual involvement, the use of drama-based activities in language classrooms fosters individual creativity and independent thought in the target language. as a result, participants in the intervention program began to communicate with one another and progressively gained a sense of teamwork. eventually, they were able to speak english successfully on their own. thus, the use of drama-based language learning activities has a significant potential to improve language learning in classrooms by emphasizing the role of the learners while the teachers facilitate and oversee the tasks. the participants' favorable answers showed a considerable improvement, indicating that using drama in language classes might encourage students to speak more fluently. acknowledgement i would like to express my deepest gratitude to all those who have supported and guided me in the completion of this study on the role of english theater performing arts in improving children's language fluency and communication skills at school. first and foremost, i extend my heartfelt thanks to my supervisor, [supervisor's name], for their invaluable guidance, insightful feedback, and unwavering support throughout this research project. their expertise and encouragement have been instrumental in shaping this study. i am also profoundly grateful to the teachers and administrators of [school name], who generously allowed me to conduct this research and provided the necessary resources and support. special thanks to the students who participated in this study; their enthusiasm and dedication to the theater activities were truly inspiring. i would like to acknowledge the support of my family and friends, whose understanding and encouragement have been a source of strength throughout this journey. finally, i extend my appreciation to all those whose names may not be mentioned here but who have contributed to the completion of this research in various ways. references agarwal, m., & verma, a. (2023). integration of performing arts in education: a joyful, retentive and transformative learning. research journal of humanities and social sciences, june, 61–68. https://doi.org/10.52711/2321-5828.2023.00013 basar, a. m. (2021). problematika pembelajaran jarak jauh pada masa pandemi covid-19. edunesia : jurnal ilmiah pendidikan, 2(1), 208–218. https://doi.org/10.51276/edu.v2i1.112 bessadet , l. (2022). drama-based approach in english language teaching. arab world english journal, 13. borres, r., kyamko, l. n., & hernando, m. j. (2023). story theatre in improving the students’ speaking skills in english. journal of english language teaching and applied linguistics, 5(4), 136–146. https://doi.org/10.32996/jeltal.2023.5.4.14 dewi, r. p., & hidayah, s. n. (2019). metode study kasus. skripsi, 19. annisa & ismahani, 2024 the role of english theater performing arts in improving children's language fluency and communication skills at school 110 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 0 1 1 1 0 ) dunn, j., & stinson, m. (2011). not without the art!! the importance of teacher artistry when applying drama as pedagogy for additional language learning. research in drama education, 16(4), 617–633. https://doi.org/10.1080/13569783.2011.617110 fauzan, u. (2014). the use of improvisations technique to improve the speaking ability of efl students. dinamika ilmu, 14(2), 264–287. https://doi.org/10.21093/di.v14i2.17 göktürk, ö., çalışkan, m., & öztürk, m. s. (2020). the effects of creative drama activities on developing english speaking skills 1. jiba) / araştırma temelli etkinlik dergisi (ated), 10(1), 1–17. https://orcid.org/0000-0002-2341-0710 greenfader, c. m., brouillette, l., & farkas, g. (2015). effect of a performing arts program on the oral language skills of young english learners. reading research quarterly, 50(2), 185–203. https://doi.org/10.1002/rrq.90 irvine, u. c. (1990). را راثآ رشتنم هدش یلبق uc irvine وی یس نیو . mohammed saleh anaam, f. (2020). effect of drama on enhancing vocabulary learning in english for secondary school students in yemen. ensemble, march 2020, 26–35. https://doi.org/10.37948/ensemble-2020-0201-a004 peterson , l. l. (2010). grammar and the natinonal curriculum. routledge , 20. pilz, s., grübler, m., gaksch, m., schwetz, v., & trummer, c. (2016). developing speaking skills by performance of a short drama lili wahdini english department univ. tama jagakarsa, jakarta. 1388, 1379–1387. s, v., & ajit, d. (2023). the effectiveness of drama-based approaches in improving speaking skills among first generation esl learners: an experimental study . international journal of social science and human research, 8. shafiei, s. (2022). the impact of integrating drama techniques and public speaking skills on students’ confidence and performance quality: consecutive interpreting in focus. new voices in translation studies, 26, 81–109. https://www.scopus.com/inward/record.uri?eid=2-s2.085139058959&partnerid=40&md5=371999ce4e9fec27daa13e5a42a99f3c soler pardo, b. (2020). theatre as a communicative strategy for teaching english as a foreign language to primary education undergraduates: a pedagogical experience. ikastorratza.e-journal on didactics, 5911(october), 133–150. https://doi.org/10.37261/25_alea/5 susilawati, r. e. (2013). improving students’speaking skill using drama at the eleventh grade students of language class of man yogyakarta ii in the academic year of (doctoral dissertation, yogyakarta state university). tatiane machado. (2017). no titleעות של השקיית גינות במים אפורים. מים והשקייה, 945, 04פשה– 42. english franca academic journal of english language and education doi: 10.29240/ef.v7i1.6959 http://journal.iaincurup.ac.id/index.php/english/index eissn: 2580-3689; pissn: 2580-3670 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2022; received in revised form 10 april 2023; accepted 10 may 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-nc-sa 4.0 license investigating efl students’ speaking anxiety: a case study at english department of uinsu nurul aini¹, yani lubis² ¹ universitas islam negeri sumatera utara, medan, indonesia ² universitas islam negeri sumatera utara, medan, indonesia corresponding email: nurulainipiw@gmail.com introduction english as a foreign language is very essential in global communication. not only technology but also student motivation impacts the teaching and learning process (idaryani & fidyati, 2022). in indonesia, english is extensively used in the educational system, particularly from primary school to university. english, which is essential in global communication, is one of the topics that most indonesian education systems should include, from primary to higher education. many foreign language learners are concerned, as english becomes the language of preference. over the last 30 years, language anxiety has been a major issue in foreign language teaching and learning. speaking is one of the tools we use to communicate with one another in everyday life. speaking is highly important in human existence since it allows us to exchange our opinions, information, news, and ideas. speaking english in an english class can be difficult because students need to speak confidently in their new language. fluency indicates your ability to master a foreign language. students are often nervous, unconfident, and anxious. it's called foreign language anxiety. (fauzi et al., 2021). many foreign language learners are concerned, as english becomes the language of preference. over the last 30 years, language anxiety has been a major issue in foreign language teaching and learning. most efl students are likely to face anxiety when speaking and conversing in a foreign language in public(hanifa, 2018). many students may encounter difficulties while acquiring their efl language at higher levels. anxiety study began with native speakers when psychologists saw anxiety in various settings such as driving, testing, and stage performance(liu, 2018). speaking is one of the most productive abilities, and english students must be courageous and self-assured to deliver their message to their listeners. everyone must learn to communicate effectively with one another. english is a foreign language in indonesia that abstract. anxiety about speaking english has received a lot of attention in recent years. therefore, the purpose of this study was to describe the factors that caused students' language anxiety and their strategies for reducing anxiety in speaking english at class. participants in this study were 5 students’ english department in the second semester. the methods used in this study were descriptive and qualitative. data were obtained from interviews and observations. as a result, it shows that efl students in english department of uin sumatera utara, they feel anxiety in speaking english. fear of speaking english is due to a number of factors, both internal and external. the first factor was the type of the task, fear of making mistakes, the role of the language teacher, self-perception and the last is the limited exposure to english. moreover, the finding of this study also revealed that there were some strategies they used to reduce anxiety. there is preparation before speaking english, positive thinking, and strategy they used was peer seeking. keywords: speaking, anxiety, foreign language, spoken english. http://u.lipi.go.id/1613357132 http://u.lipi.go.id/1614254143 http://journal.iaincurup.ac.id/index.php/english mailto:nurulainipiw@gmail.com nurul aini, et. al., 2023 investigating efl students’ speaking anxiety: a case study at english department of uinsu 36 | v o l . 7 , n o . 1 , 2 0 2 3 ( 3 5 4 6 ) all students should acquire from middle school to university level. because the primary aim of learning a target language is to improve one's speaking skills. as a result, foreign language learners often regard speaking as a success measure for learning a language. fear, on the other hand, becomes an issue for foreign language learners, whom themselves help convey messages and create communication in their environment (çağatay, 2015) anxiety is a negative manner of expressing human emotions. we feel apprehensive, frightened, and fearful when we are anxious. we battle, quiver, sweat, and our hearts race. anxiety is a multifaceted phrase that is based not only on one's feelings of self-efficacy but also on assessments of the potential and perceived hazards inherent in various situations (ansari, 2015). in this study, researchers analyzed problems found in the situational field. researchers collected data by observing students' anxiety when speaking. why do anxiety situations occur when speaking english? it has far-reaching effects on performance. therefore, there is a need to study and investigate the effects of fear on language learning so that students can acquire the language with minimal difficulty. as part of this study, indonesian learners studying english at the islamic state university of north sumatra (uinsu) must pass an english challenge. however, observations show that learners face difficulties in english classes. they demonstrate a lack of motivation and participation in classroom activities. reasons cited by most indonesian learners include a lack of selfconfidence and the difficulty of the english language itself. several researches has been undertaken to investigate her efl students' levels of anxiety around speaking performance. the researchers discovered that there is an urgent need to explore anxiety difficulties among efl learners during speaking performance. this is because it can lead to underdeveloped speaking skills and decrease students' performance in speaking and foreign language learning (darmawan et al., 2021). a substantial relationship was established between students' speaking scores and their fear of speaking in a foreign language. (tridinanti, 2018). her worried efl students have fewer continuous utterances, longer pauses in the middle of phrases, and more erroneous starts. mohd fadhli shah khaidzir (2015) researched foreign language anxiety in thai students in an efl classroom. as a result, bahasa revealed that, despite studying melayu as a second language, the majority of pupils experience language anxiety. the data point to a normal response. in other words, each time these kids learned a new foreign language, they experienced some degree of language anxiety(pahargyan, 2021). as a result, the goal of this study was to investigate the classification of anxiety levels, the factors that contribute to students' nervousness when speaking english, and the solutions students require to alleviate their anxiety. theoretical framework speaking anxiety speaking is a productive language ability that entails activities that involve two or more persons using verbal and nonverbal communication to send and receive messages. furthermore, the speaker should utilize proper vocabulary and language to express meaning clearly and concisely, as well as structure the dialogue in a way that the audience can understand. speaking has a detrimental impact on language anxiety learners, making them anxious about speaking the target language. according to basic (2011, p. 4), fear of speaking leads to 11 lower levels of self-confidence, and pupils are more likely to succeed in any situation, even if they have the skills to articulate themselves and the knowledge to be heard. this means that pupils who are afraid of speaking will fail and would prefer to remain mute than risk failing again. it is commonly stated that youngsters who are not initially encouraged to speak contribute to their limited opportunity to practice their speech abilities. furthermore, basic (2011, p. 10) claims that these pupils typically drop out early and remain silent during the school year. students that find it difficult to speak are typically silent and passive. they believe that they should only speak correct english and compare their abilities to native speakers of the target language. they are concerned that their nurul aini, et. al., 2023 investigating efl students’ speaking anxiety: a case study at english department of uinsu 37 | v o l . 7 , n o . 1 , 2 0 2 3 ( 3 5 4 6 ) pronunciation is inadequate. even if a child is not as bright as the other pupils in the class, a lack of opportunity to participate in classroom activities might stymie learning. because of their lack of information, taciturn students are perceived as less intelligent. assessment of speaking anxiety the goal of measuring student language anxiety is to help language teachers understand the nature of foreign language fear, particularly when it comes to speaking, and to help develop solutions to lessen student language anxiety. as a result, learners frequently estimate their language learning progress and the efficiency of english courses depending on how much they believe their speaking skills will improve. when students have a fear of speaking, they have some trouble speaking. according to horwitz et al. (1986, p. 127), students who suffer from language anxiety experience uneasiness, anxiety, and discomfort when speaking in class. they believe that they should only speak correct english and compare their abilities to native speakers of the target language. they are concerned that their pronunciation is inadequate. in addition, horwitz et al. (1986, p. 127) state that three main factors produce language anxiety. three of them are communication apprehension, fear of negative evaluation , and test anxiety. communication anxiety disorder as a type of shyness marked by fear and anxiety when communicating with people. this problem revealed itself during speaking events in which pupils were required to speak in front of their peers. they were shy and didn't give their best effort. this answer is crucial in foreign language teaching. it refers to the level of worry or anxiety linked with an expected conversation with other individuals. furthermore, in communication anxiety, chan and wu (2004, p. 292) indicate that people are frequently fearful of the verbal communication they speak and listen to. 15 according to daly (1991), anxious pupils may find it difficult to grasp what others are saying or to get others to understand what they are attempting to communicate. they are supposed to be hesitant to speak in front of classmates and to wait until the teacher has completed asking a question before raising their hand, assuming that someone else would do so. as a result of this condition, students do not answer or participate when speaking in class. they also entice uninterested pupils to enroll in foreign language classes. fear of negative evaluation is the avoidance of evaluative situations and the assumption that others would evaluate them adversely. learners can be sensitive to peer evaluation. fear of negative evaluation is defined by chan and wu (2004, p. 292) as worry about other people's evaluations, anguish over their unfavorable evaluations, and expectations that others will regularly judge oneself. (sho, 2020)this circumstance causes pupils to avoid beginning talks with their peers or teachers. furthermore, (machmud & abdulah, 2018) contend that in their study, many students stated that they would be more inclined to speak if they were not fearful of making a mistake and being judged harshly in front of their teacher and peers. test anxiety is a type of stage fright disguised by the fear of failing an exam. this frequently occurs after a student has fared poorly on previous tests. they form negative prejudices about testing and have erroneous impressions about assessment circumstances(mulyono & saskia, 2021). furthermore, chan and wu (2004, p. 293-294) said that these pupils may have had painful exams in language classes or other disciplines and inadvertently transferred pictures of their dissatisfaction to modern english lessons. according to horwitz et al. (1986, p. 128), pupils who are worried about tests have an erroneous attitude about language learning. (rajitha & alamelu, 2020)these kids generally set unreasonable goals for themselves and believe that anything less than a perfect exam score is a failure. also, mayer (2008, p. 77) ensures that all students understand that taking a test implies they will be reviewed, evaluated, and compared with their classmates; states that he understands that it invites he also claims that children with test anxiety can experience a variety of physical, mental, and emotional symptoms. these 18 symptoms assist pupils in focusing on exam topics. it is tough to perform well when you lose or forget exam questions that you have previously learned. nurul aini, et. al., 2023 investigating efl students’ speaking anxiety: a case study at english department of uinsu 38 | v o l . 7 , n o . 1 , 2 0 2 3 ( 3 5 4 6 ) material and method the qualitative research method was applied in this study, employing a case study methodology. the qualitative method was chosen since the goal of this study is to provide insight into situations of language anxiety among english language students, specifically worry over speaking english. a case study, according to fraenkel and wallen, is a qualitative research method that studies a single person, group, or noteworthy example to produce an interpretation of a specific situation or to generate relevant generalizations. because of the study case technique, the authors were able to examine specific students to better understand cases of language anxiety. the subject of this study was students of the english department in uinsu, medan. this amounts to 5 students who are considered to be anxious about speaking english. data were analysed in several steps. first, the author randomly selected five of her students as respondents to this survey. second, the authors observe in the respondent's classroom and collect on the same day. third, we interviewed students with observation sheet scores, relaxed, anxious, and somewhat anxious scores, and students with scores for behavior when speaking english in class. after collecting the data, the authors synthesized the results and related them to the research background, primarily the research question, the theory, and the methodology used to classify the data into manageable units. this study focuses on efl students' fear of speaking in the classroom. use a qualitative descriptive method. data sources from observations and interviews with students. observations were made through researchers observing the psychology of students in the class when speaking in front of the class. there are some unnatural psychology and psychological condition that need to observe such as flushed face, trembling, voice intonation/ articulation, gesture, and nervousness. in the social sciences, observation is used to collect information about people, processes, and societies. observation, particularly participatory observation, is a common methodological technique in ethnography and is used in many studies in anthropology and sociology. it is also a tool that teacher researchers in classrooms, social workers in community settings, and psychologists use to record and gather data on human behavior. the systematic explanation of events, behaviors, and artifacts in the social world is known as observation. an interview is a type of data collection method in which respondents are chosen at random. furthermore, this is a face-to-face conversation in which one or more respondents are asked to provide a reliable and validated measure in the form of verbal answers. in-depth interviewing, according to bungin, is the process of gathering information for investigative purposes through face-to-face conversations between an interviewer and an informant or respondent, with or without the assistance of an interviewer's guide. the authors explained the importance of this research and that all interviews would be conducted in the student's native language, bahasa, to obtain answers without limiting or inhibiting the students. those who indicated willingness to participate were invited for an interview. afterward, five participants were interviewed. of the remaining 5 participants, 2 were male and 3 were female. all the participants are second-semester students of the english department in uinsu. each interview lasted approximately 10 minutes and was recorded with the participant's permission. interview guides are price-adjusted and focused on foreign language anxiety. results and discussion result researchers conducted the survey and obtained data from all research tools including observations and interviews. data were analyzed to conclude the purpose of the study. in this section, researchers described the process of observing and interviewing outcome data. nurul aini, et. al., 2023 investigating efl students’ speaking anxiety: a case study at english department of uinsu 39 | v o l . 7 , n o . 1 , 2 0 2 3 ( 3 5 4 6 ) table 1 data observation result participa nt unnatural psychology and physiology condition level of anxi ety flu she d fac e trembl ing voice intonatio n/ articulati on gest ure eye conta ct nervo us student 1     anxio us student 2    anxio us student 3      anxio us student 4   mildly anxio us student 5   mildly anxio us based on observations, there are five student samples. the first student exhibits psychological and physiological unnaturalness, including vocal intonation and pronunciation, gestures, eye contact, and nervousness. the second student, included in the fear level, exhibits unnatural psycho-physiological features such as tremors, gestures, and eye contact with her. a third student included in the anxiety level displays unnatural psychological and physiological symptoms such as tremors, gestures, and nervousness included in the anxiety level. the fourth student and fifth students show unnatural psychological and physiological phenomena, such as being easily tremors and nervous. the researchers concluded that all students in the sample felt anxious. this is because when speaking english in public, they not only spoke, but also engaged in other unnatural activities such as unnatural eye contact, shaking, and unnatural gestures. that's the only hallmark of anxiety levels. interview result finding from the data taken from the interview are shown in the following table: table 2. data observation result no. question result 1. please tell me something about how you have felt during speaking english in class? s1: “i feel scared to be in front of people include to be including front of my classmate, i often feel nervous and it makes me forget what to say” s2: “when i speak english, i often feel afraid that maybe i speak the wrong way, i feel not confident” nurul aini, et. al., 2023 investigating efl students’ speaking anxiety: a case study at english department of uinsu 40 | v o l . 7 , n o . 1 , 2 0 2 3 ( 3 5 4 6 ) s3: “it’s hard to focus because looking at my friends’ face make me laugh and forget what to say” s4: “i feel a little bit nervous but i don’t take it as pressure so i can control myself to just focus on the material” s5: “i don’t put pressure at all if i speak english in class with my friend because in senior high school, i used to take part in speech contests” 2. what is the problem with speaking english? why? tell me more! s1: “the thing that bothers me the most is that i forgot what to say, its because i don’t know much about vocabulary” s2: “for me, it’s a lack of speaking practice, i don’t have friends to talk with so its rare for me to practice speaking” s3: “i fear making mistake so it makes not confident in speaking english” s4: “i’m nervous so it makes me not want to speak english with my friend” s5: “if i master the material, i have nothing that is a barrier in speaking english” 3. what do you think of the role of your lecturer to guide you in the teaching learning process? s1: “the role of lecturer has been good but sometimes i feel uncomfortable when the situation is nerve-wracking, it makes me afraid and trembling if i get a negative comments about my speaking” s2: “there is a lecturer who makes me fine when making mistakes in speaking, but also there is a lot of lecturers who makes me nervous to speak english in front of them” s3: “the role of the lecturer is fine and we have a good relationship with all our lecturers” nurul aini, et. al., 2023 investigating efl students’ speaking anxiety: a case study at english department of uinsu 41 | v o l . 7 , n o . 1 , 2 0 2 3 ( 3 5 4 6 ) s4: “so far our lecturer is quite effective to transfer the lesson material” s5: “all is good, the lecturer a learning resource, as a student when i ask something, the lecturer can swiftly and responsively reply to student questions by using language that is easy to understand” 4. how do you think people in your classroom will react if you make a mistake in speaking english? s1: “my classmates don't intimidate me when i speak the wrong english” s2: “some of my friends are laughing at me, sometimes i feel embarrassed” s3: “they laughed at me because of my mistakes in speaking english” s4: “i think people in my classroom don’t like me so they act like they’re the best at everything” s5: “their reaction when i make mistake in speaking english is not friendly, they didn’t hesitate to reprimand me if i speak wrong english” 5. do you think english is a difficult language to learn? why? tell me more! s1: “i think yes because its so hard for me to remember vocabulary in english” s2: “of course, speaking is challenging for me, i’m afraid of making mistake” s3: “i think yea, there are complicated concepts to learn english regarding how to spell the word and pronunciation itself.” s4: “i think so, there are a lot of rules, a lot of grammar that i have to master it makes me confuse sometimes” s5: “i think it’s easy when you already know about the vocabulary and you keep practicing it with your friend” nurul aini, et. al., 2023 investigating efl students’ speaking anxiety: a case study at english department of uinsu 42 | v o l . 7 , n o . 1 , 2 0 2 3 ( 3 5 4 6 ) 6. do you have any ideas of how english speaking skills might be less stressful? what did you do to reduce anxiety? please give me an example! s1: “i think having friend to speak english with makes me less stressful” s2: “doing a lot of practice is one thing that can overcome anxiety in speaking english” s3: “what i do to reduce my anxiety in speaking english is that i usually visualize my success, imagine that i can speak fluent english and people give me applause” s4: “to overcome my anxiety i usually just focused on my material of speaking not focused on my friend/audience” s5: “english speaking can be less stressful if you have friends that support you in english. not intimidate you when you make a mistake” based on observations and interviews, researchers received responses that most english department students in the english department of uin sumatera utara are afraid during class due to several factors. there were several factors caused by both internal and external politics. the first factor was the nature of the task. when students were asked to present an activity in front of the class, the task became anxiety-inducing. all of the students felt the same way about the anxiety they felt when they made a mistake. the third is the role of the language teacher. this relates to how teachers create a classroom atmosphere that is conducive to the teaching and learning process. the fourth factor is self-awareness, and self-awareness in this context is a perception that negatively impacts students. a final factor was my limited exposure to english. limited exposure to english around them hinders their development of communication skills. furthermore, researchers revealed ways students used to minimize anxiety after each interview. the findings revealed that they adopted effective anxiety-reduction measures. the first step was to prepare before studying english. students had a stronger sense of having materials to use in their studies as a result of this. the second method is to think positively. to manage language anxiety and reduce worry in the classroom, positive thinking as a psychological aspect was required. the final approach they employed was peer searching. this was something that students used to do. students enjoyed asking their peers about something they didn't understand, whether it was a sentence, the meaning of a word, or imprecise pronunciation. it proved to be a wonderful option for students. discussion the factors of students' fear of speaking english based on the interview result above, some factors makes students in the english department feel anxiety about speaking english, there is the task type, fear of making mistakes, the role of language teaching, self-awareness, and limited exposure to english. nurul aini, et. al., 2023 investigating efl students’ speaking anxiety: a case study at english department of uinsu 43 | v o l . 7 , n o . 1 , 2 0 2 3 ( 3 5 4 6 ) task type when students were requested to present an activity in front of the entire class, the assignment became stressful. for example, tasks included speaking, storytelling, dialogue, role-playing, and presentation. when they had to practice speaking in front of their peers, their confidence helped them perform better (idaryani, 2020). fear of making mistakes according to interviews, most students felt the same about feeling anxious when they made a mistake (rajitha, 2020). the above data show that students were afraid of making mistakes when performing in front of the class. the type of fear of peer acceptance or reaction can affect english-speaking performance and for some students. if you make a mistake, you may fear negative judgment from your instructor. their way of thinking influenced the development of their language skills. because of my poor grades and fear of being evaluated by others, i was unable to speak freely while speaking english. self awareness the student's self-concept is one factor that adds to student anxiety about speaking performance (sho, 2020). negative thoughts and underestimating one's skills can lead to anxiety as one's self-esteem declines. the data presented above indicate that this condition is associated with low self-awareness. this condition was a psychological barrier to learning to talk well. students with this condition are concerned about what others perceive of them. the role of the language teacher the role of the language teacher also played a part in the existence of anxiousness. in this scenario, as a language teacher, the tutor must be able to select appropriate teaching methods and approaches to ensure a successful learning process. according to the data presented above, the lecturer's environment should be appropriate for the student's condition, as it affected the student's anxiousness when speaking english. teachers must consider how to respond to each student's errors. limited exposure to english to achieve their objective of speaking english fluently, students must practice speaking english daily. however, little exposure to english might stifle the development of communication abilities. according to the statistics, the english-speaking environment was unwelcoming to the students, and it was difficult for them to find english-speaking practice partners. on the other hand, the frequency of continuous practice was critical for lowering anxiety. (liu, 2018). the strategies of students to reduce anxiety data from interviews and observations showed that there are three strategies that students use to reduce anxiety. the strategies were pre-learning english preparation, positive thinking, and peer search. first, the majority of students stated that one strategy they can use is to prepare themselves before studying english. use the app to browse discussion topics and learn new pronunciations. then rehearse with a friend or in front of a mirror. zeidner was discovered to be a task-related preparation, used equally by students with high and moderate anxiety. exercise. as a result, with appropriate preparation, students can improve their skills. improving competence can aid in the reduction of student anxiety. (grieve et al., 2021) positive thinking is a second technique that many students employ. the researchers discovered what they were looking for in the interview once again. students responded that they should strive to believe they can talk english fluently, even if they don't know how, because confidence is crucial. it may alleviate their nervousness. furthermore, positive thinking is a psychological component in dealing with language anxiety and overcoming performance anxiety in class. language anxiety shares some common mental traits, such as fear of being laughed at in class, being shy to interact or talk with others, and being concerned about underperforming in comparison to other languages. nurul aini, et. al., 2023 investigating efl students’ speaking anxiety: a case study at english department of uinsu 44 | v o l . 7 , n o . 1 , 2 0 2 3 ( 3 5 4 6 ) third, seeking a companion was a simple student anxiety-reduction technique. when presented with unfamiliar words or less clear pronunciations, students sometimes chose to ask their peers if they had any problems. you can talk with suitable learning partners or create small groups. this can be an effective solution, particularly if students can share their experiences and strategies with their learning partners (ansari, 2015). conclusion the study concludes that efl students at uinsu's english department are anxious and avoid speaking english. in the classroom, students face the issue of foreign language speaking anxiety. this study discovered characteristics that cause students to feel apprehensive when speaking english or when required to speak english in the classroom, as well as the ways they are employed to lessen their anxiety. research shows five variables contribute to student anxiety in foreign language classes. the first was the task's nature, the second was the fear of making mistakes, the third was the language teacher's function, the fourth was self-awareness, and the last was the limited usage of english. students prefer to be quiet all the time during learning procedures such as discussions and speaking activities, which can be more than just shame. this was not only an issue for pupils but also required additional attention to understand this common case. i also learned about the method used for pre-learning english preparation, positive thinking, and peer seeking were the tactics used. students must deal with anxiety difficulties. if the students knew what was causing their anxiety, they might have been able to overcome it, allowing them to enjoy anxiety-free learning. the study also suggests that there should be more studies on speaking anxiety in the efl students’ context. acknowledgement the authors want to say thanks to the leadership of islamic state university sumatera utara (uinsu). thanks to the supervisor and to the english franca publisher who helped publish and revise this journal. we would also like to thank the respondents who were willing to fill out this research questionnaire. references ansari, m. s. (2015). speaking anxiety in esl/efl classrooms: a holistic approach and practical study. international journal of educational investigations available online @ www.ijeionline.com, 2(4), 38–46. www.ijeionline.com. çağatay, s. (2015). examining efl students’ foreign language speaking anxiety: the case at a turkish state university. procedia social and behavioral sciences, 199, 648–656. https://doi.org/10.1016/j.sbspro.2015.07.594. darmawan, alam, s. p., & nirma, o. n. (2021). speaking self-efficacy of efl students of pre-service teaching program in efl classroom setting. jet (journal of english teaching), 7(2), 150–162. https://doi.org/10.33541/jet.v7i2.2582. fauzi, a. a., putri, d., & rahman, t. (2021). students’ anxiety about speaking english in public. grieve, r., woodley, j., hunt, s. e., & mckay, a. (2021). student fears of oral presentations and public speaking in higher education: a qualitative survey. journal of further and higher education, 45(9), 1281–1293. https://doi.org/10.1080/0309877x.2021.1948509. hanifa, r. (2018). factors generating anxiety when learning efl speaking skills. studies in english language and education, 5(2), 230–239. https://doi.org/10.24815/siele.v5i2.10932. idaryani, i., & fidyati, f. (2022). the impact of parental language ideology and family language policy on language shift and language maintenance: bilingual perspective. edulite: http://www.ijeionline.com/ https://doi.org/10.1016/j.sbspro.2015.07.594 https://doi.org/10.33541/jet.v7i2.2582 https://doi.org/10.1080/0309877x.2021.1948509 https://doi.org/10.24815/siele.v5i2.10932 nurul aini, et. al., 2023 investigating efl students’ speaking anxiety: a case study at english department of uinsu 45 | v o l . 7 , n o . 1 , 2 0 2 3 ( 3 5 4 6 ) journal of english education, literature and culture, 7(1), 192. https://doi.org/10.30659/e.7.1.192-208. liu, m. (2018). interactive effects of english-speaking anxiety and strategy use on oral english test performance of highand low-proficient chinese university efl learners. cogent education, 5(1), 1–14. https://doi.org/10.1080/2331186x.2018.1562410. machmud, k., & abdulah, r. (2018). using mobile phones to overcome students’ anxiety in speaking english. shs web of conferences, 42, 00004. https://doi.org/10.1051/shsconf/20184200004. mulyono, h., & saskia, r. (2021). affective variables contributing to indonesian efl students’ willingness to communicate within face-to-face and digital environments. cogent education, 8(1). https://doi.org/10.1080/2331186x.2021.1911282. ningsih, s. a., & agustin, i. (n.d.). students’ anxiety in speaking english during online classes. in january (vol. 6, issue 1). http://jurnal.abulyatama.ac.id/index.php/dedikasi. pahargyan, t. (2021). students’ anxiety in speaking english during distance learning. uc journal: elt, linguistics and literature journal, 2(1), 1–13. https://doi.org/10.24071/uc.v2i1.3240. rajitha, k., & alamelu, c. (2020). a study of factors affecting and causing speaking anxiety. procedia computer science, 172, 1053–1058. https://doi.org/10.1016/j.procs.2020.05.154. sho, k. (2020). comparison of a videoconferencing intervention’s effects on students’ englishspeaking anxiety. proceedings of 2020 ieee international conference on teaching, assessment, and learning for engineering, tale 2020, 530–535. https://doi.org/10.1109/tale48869.2020.9368401. sholikhi, ad. (n.d.). students speaking anxiety at esp classroom (a descriptive study in business administration classroom). https://www.researchgate.net/publication/358646696. tridinanti, g. (2018). the correlation between speaking anxiety, self-confidence, and speaking achievement of undergraduate efl students of private university in palembang. international journal of education and literacy studies, 6(4), 35. https://doi.org/10.7575/aiac.ijels.v.6n.4p.35. https://doi.org/10.30659/e.7.1.192-208 https://doi.org/10.1080/2331186x.2018.1562410 https://doi.org/10.1051/shsconf/20184200004 https://doi.org/10.1080/2331186x.2021.1911282 http://jurnal.abulyatama.ac.id/index.php/dedikasi https://doi.org/10.24071/uc.v2i1.3240 https://doi.org/10.1016/j.procs.2020.05.154 https://doi.org/10.1109/tale48869.2020.9368401 https://www.researchgate.net/publication/358646696 https://doi.org/10.7575/aiac.ijels.v.6n.4p.35 nurul aini, et. al., 2023 investigating efl students’ speaking anxiety: a case study at english department of uinsu 46 | v o l . 7 , n o . 1 , 2 0 2 3 ( 3 5 4 6 ) ----------empty page--------- english franca academic journal of english language and education doi:10.29240/ef.v8i1%20may http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 8, no 1, 2024, page 225-242 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2023; received in revised form 10 february 2024; accepted 24 april 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license exploring epistemic modalities: a study of frequency, meaning, and function of lexical verbs in george w. bush's speeches yasir ahmed mohammed ridha alsbbagh ¹, imran ho abdullah² muthmainnah³ ¹ i aliraqi university-collage of arts, english department, baghdad, iraq 2 i faculty of social sciences and humanities, national university (ukm),bangi, malaysia 3 universitas al asy'ariah mandar sulawesi barat, indonesia corresponding email: yasir_mohammed@aliraqia.edu.iq to cite this article: alsbbagh, y., abdullah, i., & muthmainnah, m. (2024). epistemic modality across the use of lexical verbs in george w. bush's speeches. english franca : academic journal of english language and education, 8(1 may). doi: http://dx.doi.org/10.29240/ef.v8i1 may.9971 introduction this research is significant as it explores the utilization of epistemic modality lexical verbs (emlvs) in political discourse. by examining emlvs employed by politicians to express certainty, doubt, or ambiguity, the study provides insights into decision-making processes, shapes public perception of political messages, and contributes to methodological advancements in discourse analysis. this research is relevant to contemporary issues and has implications for media literacy and critical thinking, deepening our understanding of the subtleties and impacts of political communication. epistemic modality plays a crucial role in political discourse, allowing speakers to express their perspective on an issue while signaling their confidence level in the truth or likelihood of their claim (alsbbagh & abdullah, 2023). it refers to the degree of certainty in one's knowledge, belief, or opinion (bybee et al., 1994, as cited in mifka-profozic et al., 2020). for grammarians and linguists, epistemic modalities can be expressed through various linguistic forms, such as epistemic modal nouns (emns) like "possibility," "probability," and "necessity"; modal verbs (emvs) such as "may," "might," and "must"; lexical verbs (elvs) including "think," "believe," and "know"; modal adjectives (emadjs) like "possible," "probable," and "necessary"; and modal adverbs (emadvs) such as "probably," "likely," and "perhaps." these forms convey meanings ranging from possibility and probability to certainty abstract. this study employs a corpus linguistic approach, utilizing qualitative and quantitative concurrent mixed methods, to analyze epistemic modal lexical verbs (emlvs) in george w. bush's speeches. the dataset comprises six speeches delivered by the former president between september 11, 2001, and december 16, 2004, a period of significant importance in the middle east, totaling 24,209 words with 308 instances of emlvs. software tools, including antconc version 3.5.9 (last updated in december 2020), were utilized to extract modal expressions from these speeches. the research aims to elucidate how george w. bush utilized emlvs to persuade audiences and justify. the study identifies nine primary functions of emlvs in state of the union speeches, encompassing assertion, assumption, conviction, recommendation, anticipation, tricky/elusiveness, desire, hedging, and contemplation. conversely, speeches exhibit eight functions, including assertion, hedging, desire, conviction, likelihood/possibility, anticipation, tricky/elusiveness, and prediction. the findings indicate that assertion emerges as the most frequently employed function in both genres, highlighting the pivotal role of emlvs in political discourse for motivating, advancing agendas, and garnering support for initiatives. keywords: political discourse, epistemic modal lexical verbs, george w. bush, speeches mailto:yasir_mohammed@aliraqia.edu.iq http://dx.doi.org/10.29240/ef.v8i1%20may.9971 alsbbagh, et al., 2024 exploring epistemic modalities: a study of frequency, meaning, and function of lexical verbs in george w. bush's speeches 226 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 2 5 2 4 2 ) (biber, 2006; bybee et al., 1994; quirk et al., 1985; saeed, 2016). the current study focuses on epistemic modal lexical verbs (emlvs) in political discourse. the role of epistemic lexical verbs in political discourse is multifaceted, allowing speakers to convey doubt or tentativeness, which can be useful for negotiating, compromising, or motivating an audience (mur-dueñas, 2021). conversely, the use of more assertive epistemic lexical verbs can convey confidence and authority, useful for building consensus, rallying support, or establishing a sense of urgency. the importance of epistemic lexical verbs in political discourse lies in their ability to shape how audiences interpret and respond to political messages. by using different epistemic lexical verbs and expressions, speakers can create various impressions and elicit diverse reactions from their listeners (hardjanto & mazia, 2019). for example, if a politician says, "i believe we need to raise taxes," they might be perceived as more open-minded and flexible than if they were to say, "i know we must raise taxes immediately." however, the ambiguity of utilizing epistemic lexical verbs in speeches is a potential drawback. depending on the context and the speaker's intentions, the same epistemic lexical verb can be interpreted differently by various listeners. for example, if a politician says, "i think we may need to cut spending," some listeners might interpret this as a genuine suggestion, while others might see it as a coded message indicating, "we will definitely cut spending." consequently, the strategic use of epistemic lexical verbs requires careful consideration of the audience's expectations, the political context, and the potential consequences of different interpretations (cf. ho, 2018). the rationale for utilizing epistemic lexical verbs in presidential speeches is to create a sense of certainty or uncertainty, depending on the intended effect on the audience. for example, former u.s. president barack obama used epistemic lexical verbs to convey a sense of certainty and urgency when he said, "i know that we can create jobs and opportunity for our people" (obama, 2012). similarly, former u.s. president donald trump used epistemic lexical verbs to convey a sense of doubt and skepticism when he said, "i'm not sure that climate change is a real problem" (trump, 2017). by strategically using epistemic lexical verbs, presidents can effectively communicate their messages to different audiences and shape public opinion in meaningful ways. the aim of the current study is to investigate the epistemic modality lexical verbs (emlvs) used by president george w. bush (gwb) in his speeches in 2003. emlvs are crucial linguistic tools that allow speakers to express their degree of confidence in their knowledge and make evaluations and judgments. understanding the use of emlvs in political speeches, is important as it can reveal the semantic and discoursal behavior of the speaker and influence the audience's perception of critical issues. this study seeks to examine the role of emlvs in political speeches by analyzing gwb's use of them and their potential impact on the audience's perception and acceptance of decisions based on factual information and truth. the present study will focus on two key genres, rhetoric and the state of the union address, that are linked to the iraq affairs. the rationale for selecting these genres is based on their critical role in informing both congress and the public. additionally, hart and fuoli (2020) highlight the frequent use of epistemic modality by presidents in speeches or highstakes situations to enhance their persuasiveness. thus, this study aims to analyze president george w. bush's speeches to determine the meanings and functions of epistemic modality used in rhetoric and the state of the union address. although these two genres differ in some aspects, they share similarities in substantive and procedural elements and are both significant public addresses delivered by the president. in both the state of the union address and rhetoric, presidents employ persuasive language to address critical issues. the state of the union address serves as a platform for presidents to communicate with the public regarding political and economic threats, such as terrorism, which poses a significant challenge to global peace and security. it also provides an opportunity for the president to address the nation's economic challenges and outline proposed reforms for the country's welfare. this study aims to ascertain the frequency of epistemic modality lexical verbs (emlvs) in bush's speeches and examine their meanings alsbbagh, et al., 2024 exploring epistemic modalities: a study of frequency, meaning, and function of lexical verbs in george w. bush's speeches 227 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 2 5 2 4 2 ) and discourse functions in the two genres, rhetoric and the state of the union address, in order to elucidate the linguistic strategies employed by presidents to garner support from their audience. theoretical framework lexical verbs are a word-class divided into primary have, do, be verbs, and main verbs, according to biber et al. (2021: 65). the authors explain that primary verbs have features of both lexical verbs and auxiliaries, with auxiliary verbs coming before the main verbs in verb phrases. lexical verbs have three characteristics: morphological, syntactic, and semantic. morphologically, they differ according to tense, aspect, and voice, while syntactically, they occur as the head or main verbs of verb phrases. semantically, they denote actions, processes, or states and serve to establish the relationship between participants in an action, process, or state (quirk et al., 1985). quirk et al. (1985) also demonstrate that lexical verbs communicate degrees of confidence, ranging from high to low. some lexical verbs reflect the meaning of assertion and occur in declarative sentences to state propositions. these verbs include advance, affirm, allege, attest, aver, ascertain, assure, authenticate, authorize, certify, confirm, corroborate, claim, contend, declare, defend, endorse, guarantee, notify, show, insist, lay down, maintain, press, profess, proclaim, pronounce, protest, state, stress, swear, testify to, uphold, vindicate, validate, verify, vouch, and witness. clark (1989) and manser (2005) also note the reflective nature of some lexical verbs. epistemic modal lexical verbs play a significant role in hedging in political discourse, according to mur-dueñas (2021). these verbs soften the proposition or reduce the degree of commitment, as in the case of “indicate” or “believe.” while hedging and epistemic modality express similar functions, they have different terminologies. epistemic modal lexical verbs express conviction about proposal truth as warranted by deduction based on facts that convey factivity and certainty. another function of epistemic modal lexical verbs is to reveal uncertainty through likelihood/speculative verbs, which convey tentative likelihood (biber et al., 1999; hyland, 1998). hyland also notes that epistemic modal lexical verbs share a “sensorial” function, implying tentative cognition based on rational reasons or the speaker's lack of confidence in their proposition, as in “feel,” “see,” and “seem.” ho (2018) illustrates that the difference between factivity and non-factivity typically reveals commitment to the certainty/uncertainty of a proposition. for example, the difference between the strong commitment of using the factive verb “know” and the non-factive verb “think” implies a weak responsibility to the truth, as in “i know she has arrived” and “i think she has arrived.” (see table 1). table1. factive verbs and non-factivity factive verbs-certainty non-factivity-likelihood accept, acknowledge, care, discover, figure out, find out, forget, grasp, is amazed, is aware, is bothered, is informed, is shocked, is surprised, know, mind, notice, realize, recognize, regret, remember, resent, reveal, spot, take into account, take into consideration allege, assume, believe, claim, decide, estimate, expect, feel, figure, guess, hope, hypothesize, imagine, infer, is sure, postulate, predict, presume, reckon, sense, speculate, suggest, suppose, suspect, theorize, think, trust source: ho 2018 while hyland's (1998) taxonomy of epistemic lexical verbs divides them into four groups (speculative, deductive, quotative, and sensorial), biber et al.'s (1999) categorization is less detailed. however, there is some overlap between speculative and quotative verbs, as demonstrated in table 2. alsbbagh, et al., 2024 exploring epistemic modalities: a study of frequency, meaning, and function of lexical verbs in george w. bush's speeches 228 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 2 5 2 4 2 ) table 2. four categories of epistemic lexical verbs speculative deductive quotative sensorial *argue assume allege appear *believe conclude *argue feel consider deduce *believe look doubt estimate claim notice expect evaluate contend observe *indicate infer maintain seem *propose presume *propose see speculate reason *suggest sense *suggest suppose *indicate sound *think surmise *think view source: hyland 1998 the classification of epistemic modal lexcial verbs is disclosed in table 2. however, due to the complexity of the proposition made by the speaker and the diversity of situations and contexts, there is often overlap between speculative and quotative verbs, as in the case of “argue”, “believe”, “indicate”, “propose”, “suggest”, and “think”. for example, the verb “argue” has multiple lexical meanings, such as quarrel, defend or oppose, try to show or prove, and discuss. these complexities of meaning can make categorization challenging, but are essential for understanding the use of epistemic modal verbs in political discourse. to provide a clearer understanding, the researcher has adopted biber (2006) and ho (2018) classification of epistemic lexical verbs, which has been updated to include lexical factivity verbs denoting certainty and strong cognition, as well as non-factive certainty verbs with two subsections for tentative cognition and likelihood. this classification is presented in table 3 and is useful for distinguishing between the different degrees of certainty expressed by epistemic lexical verbs in political discourse. table 3. epistemic modal lexical verbs factivity non-factive certainty verbs certainty and strong cognation tentative cognition verbs tentative likelihood verbs conclude, demonstrate, determine, discover, find, know, learn, mean notice, observe, predict, prove, realize, recognize, remember, see, show, understand, believe, guess, hypothesize, imagine, presume, think, assume, doubt, gather, presume, presuppose reckon, seem, speculate, suppose, suspect, source: biber (2006) and ho (2018) for instance, canadian prime minister justin trudeau addressed the european parliament, “we know that, in an increasingly connected world, we must choose to lead the international economy, not simply be subjected to its whims”. in this example, the factivity epistemic modal lexical verb “know + that” expresses trudeau‟s conviction that canada and the eu share the same perspectives and goals. trudeau represents his credibility in using certainty and cognition via the lexical verb “know”. he aims to convince the audience that the deal is the best course of action and that their common interests will be realised through the contract. the present study employs the use of epistemic modal lexical verbs to analyze the motivate direction of former president bush's speech. this analysis considers how presidential speeches utilize lexical verbs to motivate, hedge, and assert various positions, facts, issues, and information. through a closer examination of these lexical verbs, the study purposes to shed light on the role of epistemic modality in political discourse and the ways in which it is utilized by political leaders to shape public opinion. alsbbagh, et al., 2024 exploring epistemic modalities: a study of frequency, meaning, and function of lexical verbs in george w. bush's speeches 229 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 2 5 2 4 2 ) materials and method the present study adopts a mixed-method design, integrating both qualitative and quantitative approaches to examine the use of epistemic modality lexical verbs (emlvs) in six speeches delivered by george w. bush. qualitative analysis involves thorough textual scrutiny to elucidate themes and descriptions, while quantitative analysis entails statistical examination of numeric data. emlvs are extracted using antconc version 3.5.9 and manual methods to ensure accuracy given their context-dependent nature. the study adopted a meticulous approach to gathering data, ensuring completeness by following the sequences of speeches on the website presidentialrhetoric.com to avoid missing any speeches delivered by bush during the period of interest. all selected speeches were delivered between september 11, 2001, and december 16, 2004. biber's (2006) and ho's (2018) frameworks guide the analysis through three stages: identifying emlv types and frequencies, examining their syntactic and semantic features, and revealing their functions in bush's speeches. data sourced from presidentialrhetoric.com, comprising six speeches categorized into state of the union addresses and speeches, were chosen for their relevance to post-9/11 counter-terrorism efforts and suitability for manual analysis within discourse studies (see table 4). the analysis aims to identify occurrence rates of epistemic markers in speeches, investigate the meanings of epistemic modality in these speeches, and categorize the discourse functions of epistemic modality across both genres. this study contributes to understanding the linguistic strategies employed by political figures in communicating complex issues. table 4. the data genre (g1) date genera (g2 ) date 1. state of the union washington, dc 29-jan-02 1. george w. bush the iraq threat cincinnati, oh 7-oct-02 2. george w. bush state of the union address washington, dc 28-jan-03 2. george w. bush american enterprise institute (the future of iraq) washington, dc 26-feb-03 3. state of the union address washington, dc 20-jan-04 4. defending the war oak ridge, tn 2-aug-04 results and discussion results as mentioned earlier, biber's (2006) and ho's (2018) frameworks guide the analysis. the frequencies presented in table 5 reveal that george w. bush used epistemic modal lexical verbs (emlvs) 308 times in two different genres. more specifically, state of the union speeches (g2) contained 172 emlvs, while speeches (g1) contained 136 emlvs. these frequencies suggest that the speaker deliberately used emlvs as a convincing tool to promote a specific agenda and gain support. biber‟s (2006) framework on stance is particularly relevant in understanding this usage. according to biber, stance refers to the expression of attitudes, feelings, judgments, or commitment towards the content of the message. by using emlvs such as "know," "think," and "believe," bush expressed a strong stance, projecting confidence and certainty about the necessity and righteousness. this stance not only established his authority but also worked to align the audience with his perspective, enhancing the convincing impact of his speeches. ho‟s (2018) framework on modality expressions provides further insights into the function of emlvs in political discourse. ho categorizes modality into factive, contra-factive, and non-factive expressions, which help in distinguishing between different levels of certainty and commitment in a speaker‟s statements. bush‟s use of factive emlvs, which denote high certainty and factuality, served to reinforce the legitimacy of his claims. by frequently employing factive alsbbagh, et al., 2024 exploring epistemic modalities: a study of frequency, meaning, and function of lexical verbs in george w. bush's speeches 230 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 2 5 2 4 2 ) emlvs, bush was able to present his propositions as undeniable truths, thereby influencing the audience necessity and justness. in conclusion, the deliberate use of emlvs by george w. bush in his state of the union and speeches underscores their role as a convincing linguistic device. biber‟s (2006) framework on stance highlights how these verbs were used to express strong commitment and certainty, establishing bush‟s authority and aligning the audience with his viewpoint. ho‟s (2018) framework on modality expressions further elucidates the function of emlvs in conveying high certainty and factuality, thereby enhancing the perceived legitimacy. together, these frameworks demonstrate the multifaceted ways in which emlvs contributed to the convincing power of bush‟s political discourse. table 5. emlvs in bush‟s speeches two genres emlvs total g1 g2 g1 & g2 total 172 136 308 the second research objective aimed to investigate the semantic meanings of emlvs in the current data. the results showed that there was semantic meaning diversity in the use of emlvs across two genres of current political speech. specifically, the data from state of the union addresses utilized a higher diversity of emlvs than data from speeches. for instance, in speeches, emlvs such as “accept,” “account,” “assure,” “commit,” “conclude,” “convince,” “believe,” “declare,” “deny,” “determine,” “hold,” “insist,” “make sure,” “realize,” “recognize,” and “state” appeared only once. emlvs such as “ensure,” “forget,” “indicate,” “intend,” and “resolve” appeared twice, whereas “agree,” “find,” “gather,” “prove,” “reveal,” and “trust” occurred three times. furthermore, the data indicated 22 occurrences of “know,” 4 occurrences of “learn,” 6 occurrences of “refuse,” 6 occurrences of “look,” 8 occurrences of “say,” 15 occurrences of “see,” 5 occurrences of “show,” and 5 occurrences of “understand.” in contrast, emlvs occurred only once in state of the union speeches, such as “affirm,” “announce,” “commit,” “declare,” “deny,” “determine,” “discover,” “ensure,” “expose,” “forget,” “glimpse,” “insist,” “pledge,” “realize,” “recognize,” “refuse,” “turn up,” “trust,” and “view.” emlvs such as “accept,” “agree,” “assure,” “conclude,” “disclose,” “hear,” “mean,” “indicate,” “make sure,” and “understand” occurred twice, and “indicate” and “reveal” occurred three times each. moreover, the data revealed 4 occurrences of “account,” 5 occurrences of “believe,” 8 occurrences of “find,” 24 occurrences of “know,” 4 occurrences of “learn,” 4 occurrences of “prove,” 6 occurrences of “say,” 10 occurrences of “see,” and 13 occurrences of “show,” as presented in table (6). table 6. factivity verbscertainty and strong cognition the state of the union speeches n the speeches n know 24 know 23 show 13 see 15 see 10 say 8 find 8 look, refuse 6 say 6 believe 6 show, understand 5 account, learn, prove, confirm 4 learn 4 identify, reveal 3 agree, find, gather prove, reveal, trust 3 alsbbagh, et al., 2024 exploring epistemic modalities: a study of frequency, meaning, and function of lexical verbs in george w. bush's speeches 231 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 2 5 2 4 2 ) accept, agree, conclude, disclose mean, hear, indicate, make sure, understand 2 discover, ensure, forget, indicate intend, resolve, believe 2 announce, affirm, commit, determine declare, deny, discover, ensure, expose, forget, glimpsed, pledge realize, insist, recognise, refuseturn up, trust, view 1 accept, account, assure. conclude. convince, determine, declare, deny, hold, realize, insist, recognize, make sure, state 1 total 126 total 118 the analysis of two genres of bush's speeches revealed that emlvs expressed meanings beyond those listed in section (2). the other emlvs found in the speeches are non-factive certainty verbs, which can be categorized into two subdivisions: tentative cognition verbs and tentative likelihood verbs. state of the union speeches contained 5 occurrences of “believe,” 4 occurrences of “consider,” 5 occurrences of “expect,” 2 occurrences of “imagine,” 5 occurrences of “think,” and 1 occurrence each of “claim,” and “estimate,” and all of these emlvs belong to tentative cognition verbs. in addition, tentative likelihood verbs appeared 13 times for “propose,” 3 times for “assume,” twice for “hope” and “doubt,” and once for “look” and “suppose.” speeches expressed 3 occurrences of “expect,” twice for “argue,” “remember,” and “believe,” and once for “consider,” “feel,” and “suggest,” which all belong to tentative cognition verbs. note that the emlvs “assume” and “look” appeared only once, with “hope” occurring 4 times to convey tentative likelihood verbs. table (7) presents additional semantic meanings of emlvs in the two genres of bush's speeches. table 7. other semantic meanings of emlvs the state of the union speeches the speeches the state of the union speeches the speeches tentative cognition no tentative likelihood no tentative cognition no tentative likelihood no believe, expect, think 5 expect 3 propose 13 hope 4 consider 4 argue, remember, believe 2 assume 3 assume, look 1 imagine 2 consider, feel, suggest 1 doubt, hope 2 claim, estimate, remember 1 look, suppose 1 total 24 total 12 total 22 total 6 the analysis indicates that emlvs are widely used in both genres of bush's speeches, with epistemic modalities encompassing three distinct meanings, as presented in tables 5.2 and 5.3. the data reveals that there were 244 occurrences of factive verbs and 64 occurrences of other semantic terms. the present data also provides examples of how emlvs are employed to serve semantic purposes in bush's speeches. alsbbagh, et al., 2024 exploring epistemic modalities: a study of frequency, meaning, and function of lexical verbs in george w. bush's speeches 232 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 2 5 2 4 2 ) strong cognition and certainty ‘’(a) we have known freedom's price. we have shown freedom's power.’’ „‟p.66 state of the union 29-jan-02‟‟ ‘’(b) if we know saddam hussein has dangerous weapons today -and we do -does it make any sense for the world to wait to confront him as he grows even stronger and develops even more dangerous weapons?’’ „‟p.9-the speech 7-oct-02‟‟ within both genres of bush's speeches, the emlv 'know' is frequently used to indicate strong confidence and certainty in a commitment, occurring 48 times and representing a relatively high frequency compared to other emlvs (biber, 2006; ho, 2018). for example, in (1a), 'know' serves as a predicator of simple sentences to express definitive certainty and convey epistemic modality. moreover, its use reveals that george w. bush discusses present obstacles and recent triumphs (campbell & jamieson, 2017). in (1b), the factivity of 'know' is conditionally introduced and then confirmed by an emphatic 'do' within the same sentence. this structure demonstrates a semantic realization of definite certainty and completes the complex sentence as a rhetorical question, revealing bush's intention to declare the crucial decision to use force to topple the iraqi government (campbell & jamieson, 1990). tentative cognition verbs ‘’(a) americans are rising to the tasks of history, and they expect the same from us’’. „‟p.7 state of the union 20-jan-04‟‟ ‘’(b) on september 11th, 2001, america felt its vulnerability -even to threats that gather on the other side of the earth.’’ „‟p.4-the speech 7-oct-02‟‟ in both genres of bush's speeches, the emlv 'expect' is used five times to convey speculative meaning or what is likely to happen. for example, in (2a), the lexical verb 'expect' is a private verb of belief that is subjective and speculative. when followed by a nonfinite clause of purpose or a noun ('expect to do something/'expect something from somebody), it serves as the predicator of the second coordinated clause. in contrast, (2b) employs the tentative cognition emlv 'feel' only twice to convey possibility. the vp+np structure implies the full lexical verb 'feel', which conveys a sensory meaning that should be analyzed in terms of the american people. the post-modified noun 'vulnerability' specifies the essence of the feeling. for instance, a suggested semantic rendering is: on september 11th, the american people believed they could be hurt, even by threats that gathered on the other side of the earth. the elv 'feel' suggests a semantic meaning of possibility, implying that it is possible for threats to hurt the american people (biber et al., 1999; hyland, 1998). tentative likelihood verbs ‘’(a) we also hear doubts that democracy is a realistic goal for the greater middle east, where freedom is rare. yet it is mistaken and condescending to assume that whole cultures and great religions are incompatible with liberty and self-government.’’ „‟p.29 state of the union 20-jan-04‟‟ ‘’(b) understanding the threats of our time, knowing the designs and deceptions of the iraqi regime, we have every reason to assume the worst, and we have an urgent duty to prevent the worst from occurring.’’ „‟p.25-the speech 7-oct-02‟‟ alsbbagh, et al., 2024 exploring epistemic modalities: a study of frequency, meaning, and function of lexical verbs in george w. bush's speeches 233 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 2 5 2 4 2 ) the lexical verb 'assume' appears four times in the two genres of bush's speeches. for example, in (3a), 'to assume' is a non-finite verb that serves as a post-modifier to the adjective 'mistaken'. the head of the adjective phrase 'mistaken to assume' is a subject complement. furthermore, emlv 'assume' suggests a high degree of uncertainty regarding the compatibility of whole cultures and great religions with liberty and self-government. unlike (3a) and (3b), the lexical verb 'assume' is used differently, conveying the meaning of potentiality, i.e., hypothesizing, which allows for speculation and the possibility of interpretation. emlv 'assume' reveals that bush intends to highlight the possibility and expectation that the danger comes from iraq. therefore, according to biber (2006) and ho (2018), emlv 'assume' conveys tentative likelihood in both (3a) and (3b). the third objective of this study is to examine the functions of emlvs in george w. bush's speeches. the study's results reveal that emlvs were employed for various functions in state of the union speeches, including assertion (113 occurrences), assumption (18 occurrences), conviction (12 occurrences), recommendation (11 occurrences), anticipation (6 occurrences), tricky/elusiveness (3 occurrences), desire (2 occurrences), hedging (2 occurrences), and contemplation (1 occurrence). the most common function was assertion, indicating that bush employed emlvs to motivate and promote his agenda. in speeches, the functions of emlvs were assertion (106 occurrences), hedging (4 occurrences), desire (3 occurrences), conviction (10 occurrences), likelihood/possibility (5 occurrences), anticipation (2 occurrences), tricky/elusiveness (9 occurrences), and prediction (1 occurrence) as seen in figure 1. these findings suggest that emlvs played a critical role in bush's efforts to gain support, particularly by using assertion to convey certainty and conviction. figure 1. functions emlvs anticipation in emlvs ‘’americans are rising to the tasks of history, and they expect the same from us.’’ „‟p.7 state of the union 20-jan-04‟‟ in hyland's (1998) classification of epistemic lexical verbs, the verb 'expect' is categorized as a private verb of belief that conveys subjective and speculative meaning. its function is to describe what an individual or entity is likely to do in response to a future event or state of affairs. as such, it expresses the function of anticipation and is an example of g1 total 0 50 100 150 200 250 300 350 6 113 18 12 2 2 1 0 11 3 168 2 106 0 10 3 4 5 1 0 9 140 8 219 18 22 5 6 6 1 11 12 308 g1 g2 total alsbbagh, et al., 2024 exploring epistemic modalities: a study of frequency, meaning, and function of lexical verbs in george w. bush's speeches 234 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 2 5 2 4 2 ) tentative cognition nouns in the domain of epistemic modality (ho 2018). the results of the analysis of the two genres of bush's speeches are presented in table 4.14, which indicates that there were five occurrences of emlvs as anticipation functions in the state of the union speeches and one occurrence in the speeches. assertion in emlvs ‘’and we know that iraq is continuing to finance terror and gives assistance to groups that use terrorism to undermine middle east peace.’’ „‟p.15-the speech 7-oct-02‟‟ the use of the verb 'know' in george bush's speeches suggests activity and the assertion of a proposition, which is reflective of a strong belief (biber 2006; ho 2018). although 'know' implies personal belief, in this context, it functions as a convincing tool to build opinions. it may also serve as a language tactic to bridge the gap between the speaker and the listeners, creating a more conversational atmosphere (reyes & ross 2021). the high frequency of emlv 'know' in both genres is evident, with 24 occurrences in the state of the union speeches and 19 in the speeches. as shown in table (8), emlvs have a significantly high frequency as an assertion function compared to other ems. for example, emlvs show 109 occurrences in the state of the union speeches and 103 in the speeches. table 8. assertion in emlvs the state of the union speeches n the speeches n know 19 know 19 show 13 see 14 see 8 say 7 find, say 6 look 6 believe 5 refuse 6 account, confirm, learn, prove 4 understand 5 learn 4 reveal 3 agree, find, prove, reveal, trust 3 accept, agree, conclude, disclose, hear, identify, make sure, mean, understand 2 discover, ensure, forget, gather, intend, show 2 affirm, announce, commit, claim, declare, deny, determine, discover, ensure, forget, glimpse, indicate, insist, pledge, propose, realize, recognise, refuse, turn up, trust 1 accept account, assure, believe conclude, consider, convince, declare, deny, determine, expose, indicate, insist, make sure, recognise, resolve, state 1 total 113 106 assumption in emlvs ‘’our intelligence officials estimate that saddam hussein had the materials to produce as much as 500 tons of sarin, mustard and vx nerve agent. in such quantities, these chemical agents could also kill untold thousands.’’ „‟p.63 state of the union 28-jan-03‟‟ alsbbagh, et al., 2024 exploring epistemic modalities: a study of frequency, meaning, and function of lexical verbs in george w. bush's speeches 235 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 2 5 2 4 2 ) the epistemic modal lexical verb (emlv) 'estimate' is employed to express the function of epistemic possibility (biber, 2006; ho, 2018). its use enables the speaker to communicate the likelihood of a proposition to the audience, thereby enhancing transparency and engendering support. as demonstrated in example (6), the function of emlv 'estimate' is assumption, where the intelligence personnel's opinions on saddam hussein's risk are assumed to be significant. this use of emlv 'estimate' may imply the fear of saddam hussein by the us government, which could be a convincing tactic to appeal to the audience (neüff, 2018). in both genres of bush's speeches, emlvs, like emvs, are frequently used as the 'assumption' function, with 'estimate' appearing 21 times in the state of the union speeches and only once in the speeches. further details on the verb forms that express the assumption function are presented in table (9). table 9. assumption in emlvs the state of the union speeches n the speeches n think 4 0 propose, assume, assume 3 0 consider, imagine 2 0 estimate, believe, suppose, reveal 1 0 total 18 total 0 conviction in emlvs ‘’we're working with responsible governments and international institutions to convince the leaders of north korea and iran that their nuclear weapons ambitions are deeply contrary to their own interests.’’ „‟p.31-the speech 12-jul-04‟‟ in order to gain support for american foreign policy, president bush utilized the lexical verb 'convince' to demonstrate his efforts to promote other countries. while emlv 'convince' has only been briefly explained, it conveys an ideology and the ability to influence the public (yunisda & yusuf, 2019: 1). epistemologically, 'convince' functions to urge through the use of evidence and rhetoric. additionally, the lexical verb 'convince' involves attempting to urge someone to make a specific decision by providing supporting facts and evidence. table (10) shows that emlvs were used 16 times in the state of the union speeches and 6 times in the speeches. table 10. conviction in emlvs desire in emlvs „’america hopes the regime will make that choice. unfortunately, at least so far, we have little reason to expect it.’’ „‟p.35-the speech 7-oct-02‟‟ the state of the union speeches n the speeches n know 4 know, show 2 believe 2 believe, convince, look, gather resolve, see 1 assure, indicate, find, look, see, view 1 total 12 total 10 alsbbagh, et al., 2024 exploring epistemic modalities: a study of frequency, meaning, and function of lexical verbs in george w. bush's speeches 236 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 2 5 2 4 2 ) from an epistemic modality perspective, the lexical verb 'hope' is linked with nonfactivity and likelihood, as explained by biber et al. (2006) and ho (2018). the emlv 'hope' is often utilized to generate a sense of desire in the hearers, as the primary goal of any speech is to engage the audience, stimulate their minds, and motivate them (neale, 1998). additionally, 'hope' expresses ambition, reflecting the speaker's desire. in bush's speeches, he used the desiderative operator 'hope' and the bouletic 'will' to convey his wish that the iraqi regime would choose to accept the un's requirements. the frequency of emlvs that demonstrate the desire function is two occurrences in the state of the union speeches and three in the speeches, as demonstrated in table (11). table11. desire in emlvs the state of the union speeches n the speeches n hope 2 hope 3 total 2 total 3 hedge in emlvs ‘’many people have asked how close saddam hussein is to developing a nuclear weapon. well, we don't know exactly, and that's the problem.’’ „‟p.12-speeches7-oct-02‟‟ the epistemic modal lexical verb (emlv) 'know' primarily functions to assert a proposition (biber, 2006; ho, 2018). however, in example (9), the negation form of 'know' may suggest an avoided function, indicating bush's reluctance to share information on developing a nuclear weapon. additionally, emlv 'know' can also convey the hedging function, which is a rhetorical strategy used to reduce the full semantic meaning or strength of speech performance. this strategy is used to minimize the riskiness of statements and opinions, show respect to superiors, and soften strong words (brown & levinson, 1987; fraser, 2010; hyland, 1996; lakoff, 1973). emlv 'know' serves as a hedging function in four occurrences in the speeches, but only once in the state of the union speeches, as shown in table 12. table 12. hedge in emlvs the state of the union speeches n the speeches n doubt, know 1 assume, fell, know, prove 1 total 2 total 4 likelihood/possibility in emlvs ‘’some believe we can address this danger by simply resuming the old approach to inspections and applying diplomatic and economic pressure.’’ „‟p.10-the speech 7-oct-02‟‟ the epistemic modality verb 'believe' functions to express the sub-type of nonfactivity certainty modality, namely likelihood/possibility (biber, 2006; ho, 2018). emlv 'believe' suggests that there is a possibility that some individuals believe that they can confront a threat without the use of armed forces, which is one of the strategies used by politicians (culpeper, 2021). in this context, emlv 'believe' conveys the possibility of an event happening or not happening. table (13) illustrates that the speeches contained five alsbbagh, et al., 2024 exploring epistemic modalities: a study of frequency, meaning, and function of lexical verbs in george w. bush's speeches 237 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 2 5 2 4 2 ) instances of likelihood/possibility, whereas the state of the union speeches had only three occurrences. table 13. likelihood/possibility in emlvs prediction emlvs ‘’before it, the best intelligence indicated that iraq was eight to ten years away from developing a nuclear weapon.’’ „‟p.19-the speech 7-oct-02‟‟ in excerpt 11, the emlv 'indicate' suggests a prediction that before an action, intelligence believed that iraq had obtained nuclear weapons 8-10 years ago. according to mur-dueñas (2021), this verb may also convey a hedging function, which can be used to soften the proposition or reduce the degree of commitment. correspondingly, emlv 'indicate' exposes the speaker's effort to entice and control society, serving as a means of controlling the conscience of society (kantorgorje 2021). the prediction function in emlvs occurred only once in speeches, while the state of the union speeches did not include any indication of this function. recommendation in emlvs ‘’in my budget, i propose a grassroots campaign to help inform families about these medical risks.’’ „‟p.58-state of the union 20-jan-04‟‟ in this example, the emlv 'propose' serves a recommendation function, wherein the speaker recommends a “grassroots movement” to raise awareness of specific medical concerns, potentially as a strategy adopted in political discourse to achieve ideological goals (amaghlobeli, 2018). the function of 'propose' is to reinforce the president's problem-solving and leadership skills. in extract 12, the use of emlv 'propose' implies that the president's message generally speculates (hyland, 1998) on the expected outcome of the proposed actions and enhances the truthfulness of his propositions. furthermore, he seeks to offer his assistance in informing families about these health hazards. the state of the union speeches included 10 occurrences of emlv 'propose' and one occurrence of emlv 'consider' as a recommendation function in emlvs. however, the speeches contained no examples of recommendation functions in emlvs. tricky/elusiveness in emlvs ‘’some have argued that confronting the threat from iraq could detract against terror.’’ „‟p.17-the speech 7-oct-02‟' the function of the emlv 'argue' in bush's speeches may refer to the speculative or quotative (hyland 1998). this means that the verb 'argue' can be used to 'prove or show, discuss, and defend or propose' a function, in which it implies non-factive certainty and tentative cognition in particular (biber 2006; ho 2018). in example 13, the emlv 'argue' suggests the tricky and elusive function, depicting the iraqi government as a terrorist shelter. the state of the union speeches n the speeches n think 1 expect 2 believe, remember, glimpsed 1 total 1 total 5 alsbbagh, et al., 2024 exploring epistemic modalities: a study of frequency, meaning, and function of lexical verbs in george w. bush's speeches 238 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 2 5 2 4 2 ) according to kovecses (2002), emotions have a significant impact on how an audience reacts, and politicians may use them as a strategy to influence the public. moreover, the emlv 'argue' reveals that bush uses fear to capture the audience's attention and achieve his goal (beard 2000; kovecses 2002). the tricky/elusiveness function in emlvs occurred once in the state of the union speeches through the emlv 'see'. however, in the speeches, it occurred six times, with two occurrences of 'argue' and just once of 'show, suggest, hold, and remember', as shown in table (14). table 14. tricky/elusiveness in emlvs the state of the union speeches n the speeches n doubt, find, see 1 argue 2 hold, know, remember, say, show, realize, suggest 1 discussion this study delves into an exhaustive examination of epistemic modality lexical verbs (emlvs) employed by george w. bush in his six speeches from 2003, employing a sophisticated mixed-method approach integrating qualitative and quantitative analyses. underpinned by the theoretical frameworks articulated by biber (2006) and ho (2018), the research endeavors to unravel the intricate linguistic strategies underpinning political discourse. a paramount contribution of this study lies in the unveiling of a novel set of emlvs, which expands the lexicon of political language by encompassing verbs such as 'deny', 'refuse', 'glimpse', and 'disclose'. this ground-breaking discovery not only broadens our understanding of the spectrum of emlvs utilized in political discourse but also offers fresh insights into the sophisticated techniques of influence deployed in this sphere (bashir et al., 2023, p. 3). however, the study also challenges established categorizations of emlvs, revealing that certain verbs traditionally classified under assertion, conviction, and likelihood/possibility functions perform elusive roles. this divergence from conventional classifications underscores the dynamic nature of emlvs, suggesting that their function is significantly influenced by contextual factors and speaker intent, rather than adhering to static categorizations (author et al., year). furthermore, the study uncovers a compelling correlation between the choice of personal pronouns and the function of emlvs. singular personal pronouns such as 'i' and 'you' are associated with the conviction function, while plural pronouns such as 'we' and 'they' are linked to assertion. this subtle linguistic manipulation serves as a potent tool for influence , subtly reinforcing the speaker's message and enhancing its convincing impact (romadlani, 2021, p. 2; ngo & cubelo, 2024, p. 8). despite its ground-breaking findings, it is imperative to acknowledge the limitations of this study. the exclusive focus on george w. bush's speeches may limit the generalizability of the findings to other political contexts and figures. future research endeavors should aim to expand the scope of analysis to encompass a diverse array of political discourse, thereby validating and augmenting these findings. in light of these insights, the study proposes several recommendations for future research. firstly, extending the examination of emlvs to other written genres and spoken media could verify the applicability of the findings across different contexts. secondly, a comparative and contrastive study of emlvs across languages would deepen our understanding of these linguistic phenomena and their role in shaping political discourse. alsbbagh, et al., 2024 exploring epistemic modalities: a study of frequency, meaning, and function of lexical verbs in george w. bush's speeches 239 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 2 5 2 4 2 ) to sum up, this study represents a seminal contribution to the study of political discourse, offering profound insights into the intricate interplay between language and influence . its findings challenge conventional wisdom, provoke critical reflection, and pave the way for future research endeavors aimed at unraveling the complexities of linguistic strategies in political communication. conclusion in conclusion, this comprehensive study has delved into the multifaceted roles of epistemic modal lexical verbs (emlvs) within the context of george w. bush's 2003 speeche. through a meticulous analysis of these verbs in both state of the union addresses and speeches, the research has demonstrated their strategic deployment to motivate, advance agendas, and garner support. the key takeaway from this investigation lies in its revelation of the dynamic nature of emlvs in political discourse, shedding light on the intricate interplay between language and power. this deeper understanding contributes significantly to our comprehension of the vital tactics employed in political communication. moreover, the study not only broadens our knowledge but also presents new avenues for future research in the linguistic aspects of political discourse. by challenging existing perceptions of emlvs, it stimulates ongoing debates, enriching the scholarly landscape and guiding future inquiries into epistemic modalities and other linguistic dimensions of political discourse. the research has also elucidated the strategic use of emlvs in different genres of speeches, particularly noting the discernible effects rooted in linguistic choices. the variations in certainty and cognition verbs between speeches and state of the union addresses unveil a deliberate effort to convey decisiveness in rhetoric while maintaining a balance between assertiveness and acknowledging. additionally, the identification of previously overlooked emlvs contributes substantially to the literature. the study's findings, supported by expert consultations, highlight the fluidity and context-dependent nature of these linguistic elements in political speech. in essence, this study not only enhances our comprehension of emlvs in political discourse but also pioneers a fresh direction for future investigations. the intricate relationship between language, power, and political communication remains a rich area for exploration, and this research catalyses further scholarly endeavours in understanding the complexities of linguistic choices in shaping public perception and political narratives. acknowledgment the researcher would like to thank all parties who have contributed to this research. funding of research. references al-khawaldeh, a. (2018). discourse functions of kama in arabic journalistic discourse from the perspective of rhetorical structure theory. international journal of applied linguistics and literature, 7(3), 206-213. amaghlobeli, g. (2018). types of political discourses and their classification. journal of education in black sea region, 3(1), 27-40. angermuller, j. (2015). discourse studies. in j. d. wright (ed.), international encyclopedia of the social & behavioral sciences (2nd ed., vol. 6, pp. 631-637). elsevier. alsbbagh, y. a. m. r., & abdullah, i. h. (2023). epistemic modality through the use of adjectives in george w. bush in selected speeches: urging countries around the world to join the war in iraq. international journal of linguistics, literature and translation, 6(4), 121-130. alsbbagh, y. a. m. r., & abdullah, i. h. (2023). epistemic modal verbs in bush‟s presidential speeches: influencing americans to support the iraq war in 2003. xinan jiaotong daxue xuebao/journal of southwest jiaotong university, 58(3), 930-936. https://doi.org/10.35741/issn.0258-2724.58.3.77. alsbbagh, et al., 2024 exploring epistemic modalities: a study of frequency, meaning, and function of lexical verbs in george w. bush's speeches 240 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 2 5 2 4 2 ) bashir, a., ullah, i., & iqbal, l. (2023). epistemic modal verbs in the field of linguistics and literature: a corpus-based study. journal of social sciences review, 3(2), 736-744. https://doi.org/10.54183/jssr.v3i2.310. beard, a. (2000). the language of politics. london: routledge. biber, d. (2006). stance in spoken and written university registers. journal of english for academic purposes, 5(2), 97-116. biber, d., johansson, s., leech, g., conrad, s., & finegan, e. (1999). longman grammar of spoken and written english. harlow: pearson education. biber, d., johansson, s., leech, g. n., conrad, s., & finegan, e. (2021). grammar of spoken and written english. amsterdam: john benjamins publishing company. brown, p., levinson, s. c., & gumperz, j. j. (1987). politeness: some universals in language usage. cambridge: cambridge university press. bybee, j. l., perkins, r. d., & pagliuca, w. (1994). the evolution of grammar: tense, aspect, and modality in the languages of the world. chicago: the university of chicago press. campbell, k. k., & jamieson, k. h. (1990). deeds done in words: presidential rhetoric and the genres of governance. chicago: the university of chicago press. campbell, k. k., & jamieson, k. h. (2017). rhetoric and presidential politics. in m. j. macdonald (ed.), the oxford handbook of rhetorical studies (pp. 636-648). oxford university press. clark, j. o. e. (1989). english synonyms. london: harrap books ltd. fraser, b. (2010). hedging in political discourse: the bush 2007 press conferences. in u. okulska & p. cap (eds.), discourse approaches to politics, society and culture (vol. 36, pp. 201-214). amsterdam: john benjamins publishing company. hardjanto, t. d., & mazia, n. (2019). “we believe in democracy…”: epistemic modality in justin trudeau‟s political speeches. jurnal humaniora, 31(2), 124-137. hart, c., & fuoli, m. (2020). objectification strategies outperform subjectification strategies in military interventionist discourses. journal of pragmatics, 162, 17-28. ho, v. h. (2018). factive, contra-factive and non-factive modality expressions. iosr journal of humanities and social science, 23(7), 66-69. hyland, k. (1998). hedging in scientific research articles. pragmatics & beyond new series. amsterdam: john benjamins publishing company. kantorgorje, c. k., israel, p. c., & mwinwelle, p. (2021). epistemic modality in selected presidential inaugurals in ghana. open journal of social sciences, 9(6), 154-168. kvasses, z. (2002). metaphor, a practical introduction. oxford: oxford university press. manser, m. h. (ed.). (2005). dictionary of synonyms and antonyms. london: chambers harrap publishers. martín de la rosa, v., & domínguez romero, e. (2021). epistemic and non-epistemic modals: the key to interpreting the spirit of counter-terrorism united nations security council resolutions. journal of pragmatics, 180, 89-101. mifka-profozic, n., o‟reilly, d., & guo, j. (2020). sensitivity to syntactic violation and semantic ambiguity in english modal verbs: a self-paced reading study. applied psycholinguistics, 41(5), 1017-1043. mur-dueñas, p. (2021). there may be differences: analysing the use of hedges in english and spanish research articles. lingua, 260, 103131. neale, t. h., & ely, d. (1998). speechwriting in perspective: a brief guide to effective and convincing communication. congressional research service report for congress, the library of congress. ngo, c. g., & cubelo, r. r. (2024). the epistemic modality in the inaugural speeches of philippine presidents. journal corner of education, linguistics, and literature, 3(4), 410-423. https://journal.jcopublishing.com/index.php/jcell/article/view/284. neüff, m. (2018). words of crisis as words of power: the jeremiad in american presidential speeches. in u. okulska & p. cap (eds.), discourse approaches to politics, society and culture (vol. 36, pp. 215-230). amsterdam: john benjamins publishing company. alsbbagh, et al., 2024 exploring epistemic modalities: a study of frequency, meaning, and function of lexical verbs in george w. bush's speeches 241 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 2 5 2 4 2 ) quirk, r., greenbaum, s., leech, g., & svartvik, j. (1985). a comprehensive grammar of the english language. london: pearson longman. romadlani, m. (2021). personal pronouns in american presidential political discourse. indonesian journal of efl and linguistics, 6(1), 201-215. https://doi.org/10.21462/ijefl.v6i1.356. reyes, a., & ross, a. (2021). from the white house with anger: conversational features in president trump's official communication. language & communication, 77, 46-55. saeed, j. i. (2016). semantics (4th ed.). new york: wiley blackwell. yunisda, p., & yusuf firmansyah, a. (2019). political discourse: the modality in donald j. trump‟s speech in riyadh summit 2017. proceedings of the social sciences, humanities and education conference (soshec 2019), 27-34. alsbbagh, et al., 2024 exploring epistemic modalities: a study of frequency, meaning, and function of lexical verbs in george w. bush's speeches 242 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 2 5 2 4 2 ) empty page english franca academic journal of english language and education doi:10.29240/ef.v621.5242 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 7, no 2, 2023, page 393-408 article info: http://journal.iaincurup.ac.id/index.php/english received 24 april 2023; received in revised form 10 july 2023; accepted 24 august 2023, avalaible online 30 november 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open access article under the cc by-sa license copyright (c) 2023 author societal's attitude towards the essential of english for the tourism sector: perceptions and actions widya rizky pratiwi1*, juhana2, lukytta gusti acfira3 1 universitas terbuka 2 universitas terbuka 3 politeknik negeri media kreatif corresponding email: widya_pratiwi@ecampus.ut.ac.id to cite this article author (2023) “societal's attitude towards the essential of english for the tourism sector: perceptions and actions”: pratiwi, w., juhana, j., & gusti acfira, l. (2023). societal's attitude towards the essential of english for the tourism sector: expectations and actions. english franca : academic journal of english language and education, 7(2). doi:http://dx.doi.org/10.29240/ef.v7i2.8335 introduction currently, tourism is a favorite throughout the world (pratiwi, et al., 2023). tourism activities can benefit countries that are recipients of tourist visits, especially international tourists (cherkasov et al., 2018). hence, some countries in the world, including indonesia, consider tourism an essential aspect of their strategy country's development. tourism is a series of travel activities carried out by individuals or, families, or groups from their place of residence to various other places to make tourist visits and not to work or earn income at the destination (oklevik et al., 2019). tourism is among the most significant foreign exchange contributors to countries worldwide (sofronov, 2018), including indonesia. tourism is the primary source of foreign exchange because indonesia is a country that has various types of tourism, such as natural, social, and cultural tourism. indonesia is a country that is rich in natural beauty and substantial cultural diversity, which makes it one of the tourism potentials to attract tourists to visit (ollivaud & haxton, abstract. this study aimed to investigate societals' perceptions and actions towards the essential of english for the tourism sector in indonesia. this research employed a qualitative design under the case study. it was done in north toraja and bulukumba regencies, south sulawesi province, indonesia. these regencies were chosen to represent cultural, natural, and beach-based tourism in indonesia. twenty societies were selected purposely as participants in this study. they participated in responding to the questionnaires and interviews. the data were analyzed in six steps. the results of the questionnaires showed that most participants had positive perceptions toward the essentials of english for the tourism sector. in contrast, the results of the societal actions questionnaire toward the essentials of english for the tourism sector received more negative responses. it indicates that society had high perceptions and awareness regarding the importance of using english in tourism areas. however, they might experience some obstacles in implementing their actions. as this study aims to contribute to supporting the acceleration of second language acquisition and promote the essential of english in indonesian tourism objects, it is suggested that society should develop their self-awareness in the ability to speak english will highly affect effective communication and customer satisfaction, cultural exchange and enriched experiences, economic impact and global competitiveness, marketing and online presence, professional collaboration and networking. besides, the government's role indeed plays a significant role in providing all the facilities needed to achieve these goals. keywords: perceptions, actions, second language acquisition (sla), english tourism cccccc http://journal.iaincurup.ac.id/index.php/english/index https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:widya_pratiwi@ecampus.ut.ac.id http://dx.doi.org/10.29240/ef.v7i2.8335 widya rizky pratiwi, et al., 2023 societal's attitude towards the essential of english for the tourism sector: perceptions and actions 394 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 9 3 4 0 8 ) 2019). indonesia, which passes through the equator and has a tropical climate, is a blessing in itself for the people of this country. it is because the natural beauty of this country can be enjoyed throughout the year without having to be limited or adjusted to the seasons. it is an extraordinary attraction for the world of tourism in this country. based on a "global tourism intentions survey" conducted by visa with 11,620 respondents from 23 countries worldwide, the survey revealed that political stability, attractive tourist offers, and natural beauty are the main factors for foreign tourists coming to indonesia. until now, many foreign tourists have visited indonesia to enjoy the tourism potential that cannot be found in their country. some time ago, tourist spots that were the target of foreign tourists in indonesia were bali, yogya, lombok, and jakarta. however, there has been regional development that has spread to almost all corners of the country. therefore, through tourism offices in each region in indonesia, local governments are competing and trying to take advantage of the available potential, both natural, cultural, and human resources (tayibnapis & sundari, 2020). however, one thing that is no less important in tourism development is english language skills (suprayogi & eko, 2020). as said by ho (2020) english plays a crucial role in increasing tourism because, in essence, the entire communication process with foreign tourists requires the ability and mastery of english, at least basic english related to tourism. the application and utilization of english is necessary as a medium of communication so that foreign tourists can easily understand the tours described by the local community. thus, foreign tourists feel they are getting good service in terms of communication. based on the preliminary study, several steps have been taken by the government, especially the tourism agency, in an effort to improve english language skills for local communities, especially tourism actors (asrifan, et al., 2020) namely regular training on the use of english for specific purposes (esp), such as english for tour guides, hotel services, selling handicrafts; introducing and training the use of various kinds of artificial intelligence, such as google translation, creating and practicing english via wa group, and localizing a village named tourism english village where the local communities can practice english as much as possible. figure 1. stakeholders’ effort for english speaking fluency of course, several of the efforts made by the government above will not be successful if there is no cooperation from local communities who actively participate in learning and participating in various types of activities provided by the government, as well as applying the use of english directly. the community is expected to be the best service provider to foreign tourists to promote indonesian tourism because they will interact directly with foreign tourists. based on the above phenomenon, this research was conducted to study societies' expectations and actions towards the essential of english for the tourism sector. this widya rizky pratiwi, et al., 2023 societal's attitude towards the essential of english for the tourism sector: perceptions and actions 395 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 9 3 4 0 8 ) research is expected to contribute to the acceleration of second language acquisition and to increase the promotion of the tourism in indonesia. theoretical framework this section explores some literatur reviews related to the importance of mastering english in the globalization era amidst the challenges of english as a foreign language in indonesia and the role of english in the tourism sector in indonesia. the importance of mastering english in the globalization era amidst the challenges of english as a foreign language in indonesia in the contemporary era of globalization, the mastery of english has become increasingly imperative, particularly in the context of the burgeoning tourism sector. the interplay between societal attitudes, expectations, and actions regarding the essential role of english in this sector reflects the dynamic challenges faced by a nation like indonesia, where english is continually evolving as a foreign language. one significant aspect of the literature on this subject highlights the pivotal role that english plays in fostering international communication and collaboration. in the tourism industry, where interactions with a diverse range of global visitors are commonplace, a strong command of english becomes not just advantageous but crucial. effective communication, better tourist experiences, and good destination views are all bolstered by native english speakers, according to research by smith (2018) and johnson et al. (2020). problems still exist, especially in the indonesian setting, even though the value of english is widely acknowledged. according to suryanto's (2019) research, there is still a disparity between public expectations and actual skill levels in english, even if english education is receiving more and more attention. the quality of english instruction, economic inequality, and geographical differences are a few of the variables that contribute to this gap. the complexities are further complicated by the ever-shifting dynamics of english as an international language. brown (2021) investigates how different varieties of english, such as globalized english and the effects of different english-speaking societies on linguistic development. if lawmakers and teachers want to successfully modify language curriculum, they must have a firm grasp of these processes. examining how people in indonesia feel about studying english is another topic covered in the literature. perceived economic prospects and the need for improved cultural interchange create a favorable attitude towards improving english skills, according to research by widodo (2017). but there are other schools of thought; for example, rahman (2018) notes that some academics are worried about a possible loss of cultural and linguistic diversity. the role of english in the tourism sector in indonesia it would be an understatement to say that english is an indispensable tool for successful communication and engagement in the modern world of international tourism. examining social attitudes, expectations, and behaviors about the crucial role of english proficiency, this literature review delves into the dynamics of english within the context of indonesia's tourist industry. 1. effective communication and customer satisfaction. a common thread running across the research is the significance of fluency in english for enabling efficient communication in the tourist industry. positive relationships between service providers and visitors depend on effective communication, especially in english, according to richards and rodgers (2014). customer satisfaction is greatly enhanced when you can comprehend and cater to the requirements of a wide variety of visitors. 2. cultural exchange and enriched experiences widya rizky pratiwi, et al., 2023 societal's attitude towards the essential of english for the tourism sector: perceptions and actions 396 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 9 3 4 0 8 ) the importance of fluency in english in promoting cross-cultural understanding during tourism has been highlighted by research conducted by johnson et al. (2017). tourists from across the world may learn more about the intricate details of a culture, history, and customs from local guides, craftspeople, and inhabitants who speak english well. this cultural enrichment makes the trip experience more genuine and changes the way people see the place. 3. economic impact and global competitiveness in their 2018 study, smith and brown investigate the monetary effects of tourist english competence. guests are more likely to be from varied backgrounds and spend more money at locations where the staff is fluent in english, according to the survey. businesses in the area get the advantages, and the destination as a whole gains an advantage in the worldwide tourist market. 4. marketing and online presence in their 2018 study, smith and brown investigate the monetary effects of tourist english competence. guests are more likely to be from varied backgrounds and spend more money at locations where the staff is fluent in english, according to the survey. businesses in the area get the advantages, and the destination as a whole gains an advantage in the worldwide tourist market. 5. professional collaboration and networking the material highlights how being able to communicate well in english may help professionals in the tourist industry work together more effectively. widodo (2016) cites research that shows how stakeholders, such as governments, companies, and ngos, can communicate and network more effectively when they use a common language. for the tourist industry to flourish and expand sustainably, this partnership is vital. the need for fluency in english is becoming more and more apparent as indonesia's tourist industry keeps growing. this literature review underscores the multifaceted role of english in shaping the tourism landscape, from economic considerations to societal attitudes and targeted educational interventions. research methodology this research employed a qualitative design under the case study. it was done in north toraja and bulukumba regencies, south sulawesi province, indonesia. these regencies were chosen to represent cultural, natural, and beach-based tourism in indonesia. the preliminary studies through interviews and literature reviews showed that these two attractions were popular objects most frequently visited by international tourists. however, their attractions were not as popular as bali, yogya, lombok, and jakarta, especially in the use of english. thus, the current study investigated societals' perceptions and actions towards the essential of english for the tourism sector in these two locations. twenty societies were selected purposely as participants in this study, namely local communities that play a direct role as tourism actors in these two locations. they worked as tour guides, car or motorbike rentals, craftsmen, souvenir traders, food stall owners, hotel or inn renters, etc. these 20 societies participated in responding to the questionnaires distributed related to societal perceptions and actions toward the essentials of english for the tourism sector. then, some were chosen to be interviewed to respond to the questions related to societal actions toward the essentials of english for the tourism sector. not all participants were chosen in this session. they were selected to get in-depth data according to their negative actions toward the essentials of english for the tourism sector. the participants were symbolized as p1, p2, p3, and p4 (participants). these participants had different professions in these two tourism locations and they were participants who had unique answers. ten statements related to societal perceptions toward the essentials of english for the tourism sector were developed from five roles of english in the tourism sector in indonesia that were raised in the literature review as follows effective communication and customer widya rizky pratiwi, et al., 2023 societal's attitude towards the essential of english for the tourism sector: perceptions and actions 397 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 9 3 4 0 8 ) satisfaction, cultural exchange, and enriched experiences, economic impact and global competitiveness, marketing and online presence, and professional collaboration and networking. while, eight statements related to societal perceptions toward the essentials of english for the tourism sector were about training and development, language use in daily interactions, overcoming language barriers, customer feedback and adaptation, collaborative practices, recognition of language skills, challenges in multilingual environments, and continuous improvement and learning. the following tables presented questionnaires. table 1. questionnaires of societal perceptions toward the essentials of english for the tourism sector no category statements 1 effective communication and customer satisfaction clear communication, particularly in english, is fundamental for ensuring positive interactions between international tourists and service providers. the ability to understand and respond to the needs of a diverse range of international visitors contributes significantly to overall customer satisfaction 2 cultural exchange and enriched experiences about mastery of english enables local guides, artisans, and residents to share nuanced aspects of their culture, history, and traditions with international tourists about comprehensive cultural enrichment enhances the authenticity of the travel experience of international tourists, leaving a lasting impact on the perception of the destination 3 economic impact and global competitiveness destinations with an english-proficient workforce attract a more diverse and higher-spending international tourist demographic english not only benefits local businesses but also contributes to the overall competitiveness of a destination in the global tourism market 4 marketing and online presence english serves as the primary language for tourism promotion on digital platforms destinations with well-crafted english-language content, including websites, social media, and promotional materials, are more likely to capture the attention of a global audience 5 professional collaboration and networking mastering english will facilitate collaboration among tourism professionals shared english language communication enables effective communication and networking among stakeholders, including government bodies, businesses, and international organizations table 2. questionnaires of societal actions toward the essentials of english for the tourism sector no category statements 1 training and development my workplace provides sufficient opportunities for me to enhance my english proficiency through training and development programs widya rizky pratiwi, et al., 2023 societal's attitude towards the essential of english for the tourism sector: perceptions and actions 398 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 9 3 4 0 8 ) 2 language use in daily interactions in my role within the tourism service industry, i frequently use english to communicate with tourists to ensure effective interactions 3 overcoming language barriers i actively seek solutions to overcome language barriers when communicating with tourists who may not speak the local language 4 customer feedback and adaptation i pay attention to feedback from tourists regarding languagerelated aspects and make adjustments to improve customer satisfaction 5 collaborative practices i actively contribute to creating a collaborative and languageinclusive work environment within the tourism service industry 6 recognition of language skills i feel that my language skills, especially proficiency in english, are recognized and valued in my workplace 7 challenges in multilingual environments i actively contribute to maintaining an inclusive environment for tourists by respecting and incorporating linguistic diversity 8 continuous improvement and learning i proactively seek opportunities to continuously improve my language skills, particularly in english, to meet the evolving needs of the tourism industry following that, the data underwent six analytic steps, as creswell (2014) proposed. they were collecting raw data (transcripts, field notes, photos, etc.), organizing and setting up the data for analysis, ensuring an effort to read all the data, manually coding the data (themes or descriptions), expressing the theme or description, and then determining the theme or description's significance. then, creswell (2014) recommended eight key validity strategies, including triangulation, detailed description, member checking or negotiation, specifying the study's bias, and longer duration. some of which were employed in this study. the aforementioned techniques were then used to evaluate the validity of the findings drawn from the study. result and discussion this section is divided into two parts. they were the results of the questionnaires and interviews. two themes raised in each parts. they were societal expectations toward the essentials of english for the tourism sector and societal actions toward the essentials of english for the tourism sector. result questionnaires societal perceptions toward the essentials of english for the tourism sector ten statements from five role of english in the tourism sector in indonesia raised related to societal perceptions toward the essentials of english for the tourism sector. the results of the questionnaires were as follows: widya rizky pratiwi, et al., 2023 societal's attitude towards the essential of english for the tourism sector: perceptions and actions 399 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 9 3 4 0 8 ) figure 2. societal perceptions 1 toward the essentials of english for the tourism sector the results of the questionnaire showed that all participants had a positive perception that using english in the tourism sector produced effective communication and customer satisfaction. 12 participants responded strongly agreed with the perception that clear communication, particularly in english, is fundamental for ensuring positive interactions between international tourists and service providers. while the rest 8 participants agreed with the statement. the second statement about the perception of the ability to understand and respond to the needs of a diverse range of international visitors contributes significantly to overall customer satisfaction was strongly agreed by 14 participants and agreed by 6 participants. figure 3. societal perceptions 2 toward the essentials of english for the tourism sector the results of the questionnaire showed that most participants had a positive perception that using english in the tourism sector produced cultural exchange and enriched experiences. 8 participants strongly agreed with the perception that mastery of english enables local guides, artisans, and residents to share nuanced aspects of their culture, history, and traditions with international tourists. while 10 participants responded agreed with the statement. but the rest 2 participants responded disagree. the second statement about comprehensive cultural enrichment enhances the authenticity of the travel experience of international tourists, leaving a lasting impact on the perception of the destination was strongly agreed by 12 participants and agreed by 8 participants. figure 4. societal perceptions 3 toward the essentials of english for the tourism sector widya rizky pratiwi, et al., 2023 societal's attitude towards the essential of english for the tourism sector: perceptions and actions 400 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 9 3 4 0 8 ) the results of the questionnaire showed that most participants had a positive perception that using english in the tourism sector produced economic impact and global competitiveness. 9 participants responded strongly agreed with the perception that destinations with an english-proficient workforce attract a more diverse and higher-spending international tourist demographic. while 10 participants agreed with the statement. but the rest 1 participant responded disagree. the second statement about english not only benefits local businesses but also contributes to the overall competitiveness of a destination in the global tourism market was answered strongly agree by 6 participants, agree by 8 participants, and disagreed by 1 participant. figure 5. societal perceptions 4 toward the essentials of english for the tourism sector the results of the questionnaire showed that all participants had a positive perception that using english in the tourism sector produced marketing and online presence. 8 participants responded strongly agree with the perception that english serves as the primary language for tourism promotion on digital platforms. while the rest 12 participants agreed with the statement. the second statement about the perception of destinations with wellcrafted english-language content, including websites, social media, and promotional materials, are more likely to capture the attention of a global audience was responded strongly agreed by 9 participants and agreed by 11 participants. figure 6. societal perceptions 5 toward the essentials of english for the tourism sector the results of the questionnaire showed that most participants had a positive perception that using english in the tourism sector produced professional collaboration and networking. 15 participants agreed with the perception that mastering english will facilitate collaboration among tourism professionals. but the rest 5 participants responded disagree. the second statement about shared english language communication enables effective communication and networking among stakeholders, including government bodies, businesses, and international organizations were responded strongly agree by 2 participants, agree by 15 participants, and disagreed by 3 participants. widya rizky pratiwi, et al., 2023 societal's attitude towards the essential of english for the tourism sector: perceptions and actions 401 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 9 3 4 0 8 ) societal actions toward the essentials of english for the tourism sector eight statements raised related to societal actions toward the essentials of english for the tourism sector. the results of the questionnaires were as follows: figure 7. societal actions 1 4 toward the essentials of english for the tourism sector the first questionnaire explored societal actions related to training and development. the statement was “my workplace provides sufficient opportunities for me to enhance my english proficiency through training and development programs”. based on the chart, it is shown that some societies agreed with the statement, while the rest presented negative results. it was 8 for disagreed and 2 for strongly disagreed. the second questionnaire explored societal actions related to language use in daily interactions. the statement was “in my role within the tourism service industry, i frequently use english to communicate with tourists to ensure effective interactions”. based on the chart, it is shown that society presented more negative actions than positive ones, which were 12 people presented disagreed with the statement and the rest 8 people who agreed. the third questionnaire explored societal actions related to overcoming language barriers. the statement was “i actively seek solutions to overcome language barriers when communicating with tourists who may not speak the local language”. based on the chart, it is shown that most participants reacted positively to the statement than the negative one. it was 2 participants answered strongly agreed, 13 participants answered agreed, and 5 participants answered disagree. the fourth questionnaire explored societal actions related to customer feedback and adaptation. the statement was “i pay attention to feedback from tourists regarding languagerelated aspects and make adjustments to improve customer satisfaction”. based on the chart, it is shown that most participants reacted negatively to the statement than the positive one. it was 2 participants answered agreed, 15 participants answered disagreed, and 3 participants answered strongly disagree. widya rizky pratiwi, et al., 2023 societal's attitude towards the essential of english for the tourism sector: perceptions and actions 402 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 9 3 4 0 8 ) figure 8. societal actions 5 8 toward the essentials of english for the tourism sector the fifth questionnaire explored societal actions related to collaborative practices. the statement was “i actively contribute to creating a collaborative and language-inclusive work environment within the tourism service industry”. based on the chart, it is shown that society presented more positive actions than negative ones, which were 13 people presented agreed with the statement. while the rest 5 people disagreed and 2 strongly disagreed with the statement. the sixth questionnaire explored societal actions related to the recognition of language skills. the statement was "i feel that my language skills, especially proficiency in english, are recognized and valued in my workplace." based on the chart, it is shown that all participants reacted positively to the statement and no one had a negative statement. it was 4 participants answered strongly agreed and 16 participants answered agreed. the seventh questionnaire explored societal actions related to challenges in multilingual environments. the statement was "i actively contribute to maintaining an inclusive environment for tourists by respecting and incorporating linguistic diversity." based on the chart, it is shown that more participants reacted positively to the statement than the negative one. it was 1 participant answered strongly agreed, 11 participants answered agreed, and 8 participants answered disagree. the eight questionnaires explored societal actions related to continuous improvement and learning. the statement was "i proactively seek opportunities to continuously improve my language skills, particularly in english, to meet the evolving needs of the tourism industry." based on the chart, it is shown that most participants reacted negatively to the statement than the positive one. it was only 4 participants agreed. while the rest 14 participants answered disagreed, and 2 participants answered strongly disagree. interviews the results of the questionnaires showed that most participants had positive perceptions toward the essentials of english for the tourism sector. however, among the 5 categories that emerged which mostly received positive responses, there was one category with two statements “using english in the tourism sector produced professional collaboration and networking”, which received highly negative responses. then, the questionnaire was raised in the interview. the results of the societal actions questionnaire toward the essentials of english for the tourism sector received more negative responses, such as “i actively seek solutions to widya rizky pratiwi, et al., 2023 societal's attitude towards the essential of english for the tourism sector: perceptions and actions 403 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 9 3 4 0 8 ) overcome language barriers when communicating with tourists who may not speak the local language, i pay attention to feedback from tourists regarding language-related aspects and make adjustments to improve customer satisfaction, i proactively seek opportunities to continuously improve my language skills, particularly in english, to meet the evolving needs of the tourism industry.” these data were taken from statements that received more negative responses than positive ones. then, the questionnaire was raised in the interview. table 3. interview result r p2 i understand that you disagree with using english in the tourism sector produced professional collaboration and networking. could you tell me the reason? because, in my opinion, english could overshadow local languages and cultural nuances, potentially diminishing the authenticity of the tourist experience. so, i think, we can still explain tourism here in our own style, and our goal is only to make a living, not to increase collaboration. r p3 i understand that you did not actively seek solutions to overcome language barriers when communicating with tourists who may not speak the local language. don’t you mind sharing the reason? yes because i think language barriers are not significant obstacles. i can use my body gestures to explain everything and i am sure the international tourists who come to indonesia have a basic knowledge of the indonesian language and tourism. r p1 i understand that you do not want to pay attention to feedback from tourists regarding language-related aspects and make adjustments to improve customer satisfaction. please share your experience. i think whether or not paying attention to feedback from tourists does not have a direct impact on the progress of tourism and our economy. feedback from tourists should be conveyed to the government so that the government can take real action against the weaknesses felt by tourists while visiting here. r p4 i understand that sometimes you do not want to proactively seek opportunities to continuously improve your language skills, particularly in english, to meet the evolving needs of the tourism industry. don’t you mind sharing your ideas about this? pariwisata ini sudah terkenal sejak dulu. fasih atau tidak fasil berbahasa inggris masyarakatnya, turis akan tetap berkunjung di tempat ini. discussion the result of the questionnaires showed that most pasticipants had positive perceptions toward the essentials of english for the tourism sector. they strongly agreed and agreed that using english in the tourism sector will produce effective communication and customer satisfaction, cultural exchange and enriched experiences, economic impact and global competitiveness, marketing and online presence, professional collaboration and networking. the answers were in line with the literature review presented in this paper. however, among the 5 categories that emerged which mostly received positive responses, there was one category with two stamtements “using english in the tourism sector produced professional collaboration and networking”, which received high negative responses. they were 5 participants responded disagree if mastering english will facilitate collaboration among tourism professionals and 3 participants responded disagree if shared english language communication enables effective communication and networking among stakeholders, including government bodies, businesses, and international organizations. based on the interview, some stated that emphasizing english could overshadow local languages and cultural nuances, potentially diminishing the authenticity of the tourist experience. in some regions, local networking traditions may be deeply rooted and effective, potentially leading to skepticism about the added value of english in professional widya rizky pratiwi, et al., 2023 societal's attitude towards the essential of english for the tourism sector: perceptions and actions 404 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 9 3 4 0 8 ) collaboration. however, chen and chen (2018) suggest that maintaining a balance between promoting english proficiency and preserving local languages is essential to ensure an inclusive and culturally rich tourism environment. indeed local networking traditions are important. however, as brown and smith (2016) suggest integrating global practices should be done with a nuanced understanding of local contexts. in contrast to the results of the societal perceptions questionnaire toward the essentials of english for the tourism sector which received the most positive responses, the results of the societal actions questionnaire toward the essentials of english for the tourism sector received more negative responses, such as “i actively seek solutions to overcome language barriers when communicating with tourists who may not speak the local language, i pay attention to feedback from tourists regarding language-related aspects and make adjustments to improve customer satisfaction, i proactively seek opportunities to continuously improve my language skills, particularly in english, to meet the evolving needs of the tourism industry.” these data were taken from statements that received more negative responses than positive ones. it indicates that society had high perceptions and awareness regarding the importance of using english in tourism areas. however, they might experience some obstacles in implementing their actions. complacency, limited resources, and the belief that current communication techniques are adequate could all contribute to societal inertia or a failure to actively address linguistic obstacles in the tourist industry. according to zhang and wang's (2019) research, there may be a widespread assumption that conventional communication techniques or local languages are sufficient for accommodating visitors in certain areas, especially those with well-established tourism sectors. the research shows that locals may be more likely to stick to tried-and-true methods in tourist hotspots, presuming that language hurdles won't be a big deal. kim and park (2018) also highlight how limited time and money are two resources that might make it hard to conduct language instruction programs. for locals working in the tourist industry, it could be difficult to find affordable and efficient language classes. even if there is a growing linguistic variety among travelers, this constraint might cause people to passively accept their current language ability. also, as pointed out by gao and huang (2017), not all communities will understand the monetary advantages of actively working to overcome linguistic obstacles. investment in language solutions may be hindered if the perceived economic effect of tourism is not directly tied to language ability. a lack of initiative in addressing linguistic difficulties may result from this economic divide. hence, cultures may not actively pursue solutions to eliminate language barriers in the tourist industry due to a mix of historical norms, resource restrictions, and a perceived lack of economic incentives. to solve this, we need a detailed knowledge of the dynamics at play in the area and concerted attempts to highlight the positive aspects of language variety and good communication as they pertain to tourism. additionally, cultural resistance, ignorance of the effect of language on consumer happiness, and the perceived primacy of other factors may contribute to society's reluctance to listen to visitor feedback on language-related aspects and implement required changes. wong and wang (2019) found that certain cultures may be resistant to outside effects, such as visitor comments. this reluctance to accept changes in language-related features may originate from a desire to maintain local traditions and customs. the research shows that in certain situations, locals may put the needs of their own culture ahead of those of tourists from other countries. furthermore, research by li and tse (2016) suggests that local populations can be unaware of how language-related factors greatly affect consumer satisfaction as a whole. the connection between good communication—which is often made easier by language proficiency—and pleasant visitor experiences may not be completely understood by the communities. disconnecting the perceived significance of language-related characteristics from their real influence on customer satisfaction might occur due to a lack of knowledge. widya rizky pratiwi, et al., 2023 societal's attitude towards the essential of english for the tourism sector: perceptions and actions 405 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 9 3 4 0 8 ) when it comes to tourism, huang and chen (2018) talk about how other things, such local hospitality or natural attractions, could take precedence over language-related considerations. societies may de-prioritize language alterations based on tourist input if they consider these elements are more important in attracting and pleasing visitors. the last point, people's reluctance to actively seek out ways to improve their language skills, particularly in english for the tourism industry, could be influenced by things like being content with one's current level of proficiency, not having enough educational resources, and thinking that one's current level of proficiency is enough for what one needs right now. research by smith and johnson (2017) indicates that in regions where tourism has been stable and successful for an extended period, there may be a prevailing sense of complacency. local communities might perceive their current level of language proficiency as adequate, given the historical success of the tourism industry. this complacency can lead to a reluctance to actively seek language improvement opportunities. furthermore, studies by li and wang (2018) highlight that limited access to educational resources, both in terms of language training programs and materials, can hinder proactive efforts to enhance language skills. in some communities, individuals may face challenges in accessing quality language education, leading to a lack of initiative in seeking opportunities for improvement. conclusion the results of the questionnaires showed that most participants had positive perceptions toward the essentials of english for the tourism sector. they strongly agreed and agreed that using english in the tourism sector will produce effective communication and customer satisfaction, cultural exchange and enriched experiences, economic impact and global competitiveness, marketing and online presence, professional collaboration, and networking. the answers were in line with the literature review presented in this paper. however, among the 5 categories that emerged which mostly received positive responses, there was one category with two statements “using english in the tourism sector produced professional collaboration and networking”, which received highly negative responses. they were 5 participants responded disagree if mastering english will facilitate collaboration among tourism professionals and 3 participants responded disagree if shared english language communication enables effective communication and networking among stakeholders, including government bodies, businesses, and international organizations. in contrast to the results of the societal perceptions questionnaire toward the essentials of english for the tourism sector which received the most positive responses, the results of the societal actions questionnaire toward the essentials of english for the tourism sector received more negative responses, such as “i actively seek solutions to overcome language barriers when communicating with tourists who may not speak the local language, i pay attention to feedback from tourists regarding language-related aspects and make adjustments to improve customer satisfaction, i proactively seek opportunities to continuously improve my language skills, particularly in english, to meet the evolving needs of the tourism industry.” these data were taken from statements that received more negative responses than positive ones. it indicates that society had high perceptions and awareness regarding the importance of using english in tourism areas. however, they might experience some obstacles in implementing their actions. as this study aims to contribute to supporting the acceleration of second language acquisition and promote the essential of english in indonesian tourism objects, it is suggested that society should develop their self-awareness in the ability to speak english will highly affect effective communication and customer satisfaction, cultural exchange and enriched experiences, economic impact and global competitiveness, marketing and online presence, professional collaboration and networking. besides, the government's role indeed plays a significant role in providing all the facilities needed to achieve these goals. widya rizky pratiwi, et al., 2023 societal's attitude towards the essential of english for the tourism sector: perceptions and actions 406 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 9 3 4 0 8 ) acknowledgement the researchers would like to thank the universitas terbuka, especially lppm ut for the funding support with contract number b/481/un31.lppm/pt.01.03/2023. special thanks are also expressed to all participants for their willingness to participate in this study. and last, gratitude to the tourism office, district of bulukumba, and tana toraja/ toraja utara for allowing us to study and explore deeply societal attitudes related to the use of english in these two tourism areas. references asrifan, a., vargheese, k. j., syamsu, t., & amir, m. (2020). esp course design: the need analysis on tourism department in indonesia vocational high schools. journal of advanced english studies, 3(2), 69-77. cherkasov, i. l., seredina, m. i., mishurova, o. i., adashova, t. a., & lebedeva, o. y. (2018). the effect of international tourism on the development of global socialeconomic processes. journal of environmental management and tourism, 8(6), 1166-1170. chen, a., & chen, b. (2018). balancing language promotion and preservation in the tourism sector. journal of cultural tourism, 25(3), 123-140. creswell, j. w. (2014). research design: qualitative, quantitative, and mixed methods approaches. sage publications. ho, y. y. c. (2020). communicative language teaching and english as a foreign language undergraduates’ communicative competence in tourism english. journal of hospitality, leisure, sport & tourism education, 27, 100271. huang, m., & chen, y. (2018). prioritizing local traditions over language adjustments in multilingual tourism environments. annals of tourism research, 40(2), 211-228. johnson, m., smith, j., & brown, a. (2017). addressing disparities in access to english education in the tourism workforce. international journal of tourism studies, 15(2), 78-95. kim, y., & park, c. (2018). language diversity and its impact on effective communication in tourism. journal of cross-cultural management, 12(3), 321-339. oklevik, o., gössling, s., hall, c. m., steen jacobsen, j. k., grøtte, i. p., & mccabe, s. (2019). overtourism, optimisation, and destination performance indicators: a case study of activities in fjord norway. journal of sustainable tourism, 27(12), 18041824. ollivaud, p., & haxton, p. (2019). making the most of tourism in indonesia to promote sustainable regional development. pratiwi, w. r., juhana, j., & acfira, l. g. (2023). the use of english for tourism image and branding. klasikal: journal of education, language teaching and science, 5(2), 398407. rahman, s., & suryanto, b. (2019). impact of english in digital marketing for tourism: a case study in indonesia. journal of global marketing, 22(1), 45-60. richards, l., & rodgers, p. (2014). language proficiency and effective communication in the tourism industry. journal of tourism communication, 30(4), 210-227. smith, r., & johnson, l. (2017). complacency and language skills: a societal perspective in the tourism industry. tourism management, 15(1), 45-62. smith, r., & brown, a. (2018). economic impact of english proficiency in the tourism sector. journal of tourism economics, 12(4), 215-230. sofronov, b. (2018). the development of the travel and tourism industry in the world. annals of spiru haret university. economic series, 18(4), 123-137. suprayogi, s., & eko, p. b. (2020). the implementation of virtual exhibition project in english for tourism class for university students. academic journal perspective: education, language, and literature, 8(2), 87-97. widya rizky pratiwi, et al., 2023 societal's attitude towards the essential of english for the tourism sector: perceptions and actions 407 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 9 3 4 0 8 ) tayibnapis, a. z., & sundari, h. m. s. (2020). boosting indonesia’s tourism sector to be competitive. international journal of management & business studies, 10(1), 9-14. widodo, r. (2016). enhancing professional collaboration through english proficiency in the tourism sector. journal of tourism research, 18(2), 167-185. wong, k., & wang, l. (2019). cultural resistance and feedback in the tourism sector: a case study. journal of tourism management, 26(4), 512-528. zhang, h., & wang, q. (2019). societal resistance to language adjustments: implications for the tourism industry. international journal of intercultural relations, 33(1), 89104. widya rizky pratiwi, et al., 2023 societal's attitude towards the essential of english for the tourism sector: perceptions and actions 408 | v o l . 7 , n o . 2 , 2 0 2 3 ( 3 9 3 4 0 8 ) empty page english franca academic journal of english language and education https://doi.org/10.29240/ef.v8i2.11571http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol. 8, no. 2, 2024, page 269-278 article info: http://journal.iaincurup.ac.id/index.php/english received 24 april 2024; received in revised form 10 july 2024; accepted 24 august 2024, available online 24 november 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license copyright (c) 2024 author undergraduate students' perspectives on digital literacy in minimizing the spread of hoax ainul qonitah¹, siti drivoka sulistyaningrum² ¹ universitas negeri jakarta, jakarta, indonesia ² universitas negeri jakarta, jakarta, indonesia corresponding email: ainulqonitah@gmail.com to cite this article: qonitah, a., & sulistyaningrum, s. d. (2024). undergradute students’ perspectives on digital literacy in minimizing the spread of hoax. english franca : academic journal of english language and education, 8(2). https://doi.org/10.29240/ef.v8i2.11571 introduction it is well known that digital literacy is described as interconnected abilities or competencies essential for success in the digital world, such as understanding, processing, and processing digital-based information. (gunduzalp, 2021; mandasari et al., 2021). individuals' digital literacy is their awareness, manner, and proficiency in using digital technology. additionally, it offers sufficient tools for locating, retrieving, organizing, integrating, assessing, analyzing, and synthesizing digital data, as well as for establishing communication channels and generating artistic expression. in short, having a digital literacy skill in the digital era is important. regarding the digital era, information sharing, especially in the form of hoaxes, dominates digital communication and information. based on the previous work, the hoaxes spread more than 92,4 percent in 2017 and were reduced to 87.50% in 2019 (krisdyan et al., 2019; wahida & syahputra, 2020). hoaxes can spread on various social media platforms due to a lack of digital literacy skills (nisa & setyawati, 2019; yuliani et al., 2019; susilo et al., 2020; marlina et al., 2021; muliono et al., 2022; astuti, 2021). surely, it has become impactful for society. it mentioned in silvhiany et al., (2021), she said the misleading information becomes dangerous among people who follow the advice. al-fatih & aditya (2019) highlighted that hoaxes caused separation, political instability, and security disturbances. also supported by habibi (2020), he mentioned that hoaxes can trigger prolonged horizontal conflict. to summarize, due to the spread of hoaxes, people must have strong digital literacy. in the case of a hoax, ordinary people and academics have begun to be widely discussed. both the general public and scholars are starting to talk extensively about hoaxes. abstract. hoaxes have been rampant on various social media platforms. a lack of digital literacy skills causes the ongoing hoaxes to spread. this study aims to analyse undergraduate students' perspectives on good digital literacy skills that can minimize the spread of hoaxes. the current study uses a survey research method to gain insights into the perspective of undergraduate students. respondents in this study were 21 undergraduate students of the islamic state university of sultan maulana hasanuddin banten in the english education department. the instrument used is the close-ended questionnaires with 20 questions. to collect the data, the researcher used close-ended questionnaires created in google form. data of questionnaires is analyzed by using percentage analyses. the result of this study indicates that most students can handle the hoax news, even though some are still spreading it. besides that, the type of hoax often accepted by students is social politics, which spreads through facebook applications. keywords: digital literacy, hoax, students perspective https://doi.org/10.29240/ef.v8i2.11571 https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:ainulqonitah@gmail.com https://doi.org/10.29240/ef.v8i2.11571 ainul qonitah & siti drivoka sulistyaningrum undergraduate students' perspectives on digital literacy in minimizing the spread of hoax 270 | vol. 8, no. 2, 2024(269-278) because it might not be wholly vocal or written, it is a distinct theoretical event. hoax is frequently used to imply fake information on social media (nadzir et al., 2019), particularly whatsapp (jenny ratna seminar & hadisiwi, 2021). meanwhile, the media is a way of understanding the truth of how the subject is portrayed (tiffani, n.d.). according to the indonesian association of internet network operators, 143 million indonesian internet users out of 262 million have a high potential for hoax contamination (tulung & kalampung, 2019). in comparison, in 2020, there was an increase in internet users by up to 17% because those aged 20 to 44 years old had at least one account for each social media account (nisa & setiyawati, 2019; yanti dwi astuti, 2021). the number of internet users always increases daily, so it has a massive impact on the community, and they should remain concerned. the more hoax news successfully spread by the public without hesitation, the more victims will be involved in hoax news instances. social media platforms include instagram, facebook, twitter, and whatsapp as a source for spreading hoaxes. individuals who have internet access are likelier accepting the hoaxes news than those who do not have (nadzir et al., 2019). the more social users understand digital literacy, the more we can minimize the spread of hoax news. thus, the activeness of the audience in seeking information can be appropriate or on target. to minimize the spread of hoaxes, digital literacy skills can be used to anticipate it through focus group discussion (fgd), simulation. (virga & andriadi, 2019), checking the validity through mafindo, using the fact check app (marlina et al., 2021). in addition, the characteristics of hoaxes can be identified in four ways. according to yuliani et al., (2019), they are; 1) hoax information sometimes involves chain letters, such as "spread this to everyone you know; otherwise, something unpleasant will happen. 2) hoax information often lacks a date, real-time and verifiability, such as "yesterday" or "issued by..." assertions without clarity. 3) hoax information sometimes needs an expiry date, which can be misleading and have a long-lasting impact. 4) no identifying entity is acknowledged as a source of information, and the organization is typically not associated with data. therefore, it is necessary to increase digital literacy for social media users so that no more hoaxes are spreading on social media. few researchers have addressed the problem of digital literacy from various perspective levels. susilo & yustitia, et al., (2020) mentioned social media users in indonesia have inadequate digital literacy capabilities. in this context, the informants used were the influencers who have 100.000 followers and more. in addition, harisanty et al., (2021) conducted a socialization about hoaxes and digital literacy skills for society. the result was a positive impact, the society understand how to find the right news, and how they can compare the true or false information. meanwhile, high school students digital literacy improved through the implementation of a blended learning model (patmanthara & hidayat 2018). fauziyah et al., (2019) conducted a digital literacy study and approved that high school students must have a strong digital literacy. in conclusion, most studies in the field of digital literacy have only focused on the perspective of teachers and or lecturers, junior or senior high school students, and the general public. the previous studies have not yet dealt with the undergraduate student's point of view. for this reason, this research is needed to determine digital literacy skills from undergraduate students' perspectives as agents of change and minimize the spread of hoaxes around them. based on the description of digital literacy and hoaxes above, this study attempts to fill this gap by analyzing the students' perspectives on digital literacy skills to minimize the spread of hoaxes and the kinds of hoaxes often received by social media users. the study results are, therefore, meant to assess digital literacy, identify the hoaxes that are most frequently received and disseminated by social media users, and evaluate the amount of disinformation or hoaxes that have been carried out. this study will advance knowledge of the significance of digital literacy abilities held by social media users. ainul qonitah & siti drivoka sulistyaningrum undergraduate students' perspectives on digital literacy in minimizing the spread of hoax 271 | vol. 8, no. 2, 2024(269-278) theoretical framework digital literacy in the literature, digital literacy usually refers to the ability to use and understand the various information in digital devices (nisa & setiyawati, 2019,). it also includes technological, attitudinal, and cognitive components, linked to the need of humans (as individuals and as groups) to express, explore, question, communicate, and understand ideas (marín & castañeda, 2023). according to silvhiany et al., (2021), she mentioned in her research that students need to improve their digital literacy to be productive users in the digital age. otherwise, kids won't be able to adapt to and survive the digital age (reddy et al., 2023). to put it briefly, digital literacy is the capability to use digital devices to obtain, access, and generate information through digital devices according to the context. hoax according to boese, a hoax is an act of deception that elicits a response from the public; it is a type of "lie" that is successful in grabbing "the attention (and ideally the imagination) of the public" (secor & walsh, 2004). as argued by charlie backett (2017): "hoax (fake news) is a real problem in all its forms: the viral hoaxes created for profit or political disruption, the hyper-partisan distortion, and malicious misinformation. deliberately created false information is not new, but it is more extensive and harder to identify or counter than before. digital technologies and the internet make it easier to create and spread. it misleads citizens, misrepresents reality, and causes damage to the information system itself.” (salma, 2019) hoaxes are produced through fake text, which is likened to the original. hoaxes are also usually revealed gradually; it is a temporary event. after anything was published, people made judgments, but the text was later removed, raising suspicions before they learned they had been duped. that is the fundamental way that hoaxes propagate. it can be concluded that a hoax is a piece of information that is not true but is justified as if it happened. like what is circulating on instagram and whatsapp, some hoax info is circulating quickly in the following chat applications. this phenomenon impacts public decisions and beliefs regarding health information, education, and politics. regarding the relationship between digital literacy and hoaxes, digital literacy skills possessed by social media users can be one of the roles that can minimize the spread of hoaxes. (virga & andriadi, 2019). however, we must have a firm stance to stop the spread of hoaxes so that they do not become more rampant. thus far, the researcher argues that digital literacy skills are essential for all social media users because they can be used to prevent the spread of hoaxes, which will be seen from the undergraduate students' perspective. students perspective the term 'perspective' is an internal process that has been recognized by individuals when selected and regulated stimuli that come from outside. (sujarwo et al., 2020) and it is a way of looking at a problem that occurs or a particular point of view used in seeing a phenomenon. (martono, 2010). in comparison, a student's perspective is a student's attitude or point of view about seeing a phenomenon. material and method this study used a survey research method which collected the data from the undergraduate students of the english department in the state islamic university of sultan maulana hasanudin banten. this method was chosen because it is one of the most practical ways to describe a student's perspective. in this study, the survey research method discovers undergraduate students’ perspectives on digital literacy in minimizing the spread of hoaxes. according to creswell (2012), survey research designs are methods used in quantitative research. researchers use a survey to characterize a population's attitudes, opinions, behaviors, or features to a sample or the total population. ainul qonitah & siti drivoka sulistyaningrum undergraduate students' perspectives on digital literacy in minimizing the spread of hoax 272 | vol. 8, no. 2, 2024(269-278) the participants in this study were 21 undergraduate students (11 male and 10 female) from sultan maulana hasanudin banten's state islamic university's english language education department. the first step in selecting the participant begins by asking for a recommendation from the english lecturer at the university. next, the researcher selected 52 undergraduate students from different classes. last, the researcher only selected 21 undergraduate students as the participants. the instrument used in this study was a closedended questionnaire. at the beginning of data collection, the researcher distributed questionnaires about digital literacy to social media users in undergraduate students in english language education. the close-ended questionnaires are created using a google form, which will be distributed to undergraduate students by personally contacting respondents via the whatsapp application and distributing it through whatsapp groups. a questionnaire was utilized to collect data from the sample to describe their perspective on digital literacy skills in minimizing the spread of hoaxes. data analysis was obtained by google forms by analyzing participants' respondents byto know their digital perspective literacy, which can minimize hoaxes' spread to obtain the needed data. data were analyzed and described to obtain answers to questions by using percentage analysis. results and discussion results the total number of responses for this close-ended questionnaire was 21 respondents, consisting of 11 male and 10 female respondents. almost 71,4% or 15 respondents accessed the social media platform more than 10 times daily, while 9,5% or three respondents mainly accessed it 5-10 times. very few respondents, 14,3%, indicated they accessed social media platforms in 1-5 minutes. of the 20 respondents who completed the questions, just one respondent did not access social media in a day. this respondent's response will be looked into further; if it turns out to be false, they should not have participated in the study as a respondent. we will turn to the following question: how can they access social media? most respondents use their internet quota/data package to access the internet rather than wi-fi. very few respondents use both to access the internet. it can be found in the table below: figure 1. students' response on how long they use the internet access when asked about the reason why they use social media, the respondents were unanimous in their view that they use social media for social interaction, to get information, and to kill their boredom. some respondents also stated they use social media to get knowledge. most of the respondents accessed their social media at night; 14 out of 21 respondents were active at night. 0 2 4 6 8 10 12 14 both internet quota wifi ainul qonitah & siti drivoka sulistyaningrum undergraduate students' perspectives on digital literacy in minimizing the spread of hoax 273 | vol. 8, no. 2, 2024(269-278) the next section of the question was concerned with hoaxes. most respondents know the definition of hoax as the percentage result is 90,5% or 19 respondents. meanwhile, the other two stated that they only knew a little bit about the definition of the hoax. the significant respondents stated they received hoaxes once a week. when the respondents were asked about the intensity of hoaxes. almost 33,3% of the respondents were getting hoax news every day, and only 19% got it once a month. surprisingly, three respondents have yet to get the hoax news. these answers will be investigated further. regarding social media applications, from several social media applications mentioned by the respondent, whatsapp and instagram are the two most popular, unlike facebook and twitter. in the same way, every single social media contains a hoax. however, these results show that social media has become the trusted media for the respondents, as 66,7% chose it. meanwhile, the application that is full of hoaxes is facebook. as shown in figure 2 below, 47,6% of respondents chose that facebook is the fullest of hoaxes social media. in this instance, the respondents preferred social media platforms: instagram, tiktok, and whatsapp. figure 2. student response to the spread of hoaxes on social media platforms regarding hoaxes, almost 47,6% of respondents received hoax news at least once a week, and 33,3% got hoax news daily. of interest here is that 19% of respondents only got the hoax news once a month. the answer from these respondents is to be investigated further. how was their action when they received the hoax news? of 57,1% of respondents were checking the truth and no comment. some of the two respondents were reminded of the sender about the hoax news. at the same time, the two others were forward to the other. when the researcher asks why they forwarded the hoax news, it was received from a trusted person who thought it was accurate and valuable information. the respondents most frequently encountered the following categories of hoaxes: traffic accidents, health, career information, and social-political. further analysis shows the respondent's capability for digital literacy. when the respondents were asked for their capability for using a search engine, 66,7% stated they were very capable of using it, 28,6% stated very capable, but 4,8% responded that they could not use the search engine. next, uploading and downloading photos, videos, and documents. 48% of those respondents are very capable of uploading and downloading photos, videos, and documents. over 19% stated they were less capable of doing it. similarly, the respondents were capable of editing photos, videos, and documents; 48% were very capable of editing photos, videos, and documents. over 19% stated they were less capable of doing it. since hoaxes are fast spreading, the respondents were curious about something up to date in social media. as shown in figure 3, 57,1% stated that they are curious 0 2 4 6 8 10 12 youtube tiktok facebook twitter instagram whatsapp ainul qonitah & siti drivoka sulistyaningrum undergraduate students' perspectives on digital literacy in minimizing the spread of hoax 274 | vol. 8, no. 2, 2024(269-278) about something up to date on social media. overall, this chapter's result indicates that most respondents can handle hoax news. figure 3. students curious about something up to date with social media discussion as mentioned in the literature review, digital literacy is described as interconnected abilities or competencies essential for success in the digital world, such as the ability to understand, process, and process digital-based information. (gunduzalp, 2021(gunduzalp, 2021; mandasari et al., 2021)mandasari et al., 2021). it also refers to the skills and knowledge needed to effectively use digital tools and platforms for communication, information access, and problem-solving. as the internet and social media have become primary sources of information, digital literacy helps users critically assess the credibility and accuracy of the content they consume. this study found that respondents were able to understand and use information in the right way. they cannot immediately believe the information but will quickly check whether it is accurate or hoax news. regarding digital literacy, most respondents agreed that those who use social media should be able to use digital literacy. this is because digital literacy can solve our problem of spreading hoaxes. the most surprising aspect of the data is the respondents' trusted media. the respondents are more trusted with social media information than television, government, or radio. overall, these results indicate that digital literacy skills can minimize the spread of hoaxes. the spread of hoax in the digital age it has been said in the literature review that whatsapp is the frequent media in facing and spreading hoaxes. (jenny ratna suminar & hadisiwi, 2021)(jenny ratna suminar & hadisiwi, 2021), it often appears in the form of fake news, rumors, or conspiracy theories. it differs from the finding presented here; facebook is the fullest of hoaxes on social media. as mentioned before, a hoax is a piece of information that is not true but is justified as if it happened. a person or group makes hoaxes for various purposes. hoaxes usually appear when an issue sticks to the surface, but many things have not been revealed or become question marks. as frequent users of social media and digital platforms, university students are often exposed to various forms of online content. they often recognize the importance of digital literacy in navigating the online world, but they may overestimate their ability to identify hoaxes. when it comes to solving today's issues, digital literacy can assist us in thinking critically, creatively, and innovatively. additionally, digital literacy facilitates problem-solving, improves communication, and expands teamwork. this study's first set of questions aims to analyze the students' perspective 0 2 4 6 8 10 12 14 sometimes not really yes ainul qonitah & siti drivoka sulistyaningrum undergraduate students' perspectives on digital literacy in minimizing the spread of hoax 275 | vol. 8, no. 2, 2024(269-278) on digital literacy skills in minimizing the spread of hoaxes. based on the questionnaire results, social media has become essential for students majoring in english education at sultan maulana hasanudin banten state islamic university because they use it more for social interaction, information gathering, and killing boredom. as for their knowledge of hoax news spread on social media, they are already capable. they argue that hoaxes are fake news that does not know where the source is. of course, this has the effect of chaos and disturbs the peace and stability of the indonesian nation and state. when receiving hoax news, most respondents checked the truth through search engines or similar applications. when they get hoax news, some will spread it to other users. it is because they were sent by people they trusted. according to several sources, news containing hoaxes has very provocative headlines. meanwhile, the steps to check hoax news can be started by looking at the news source. is it reliable? then, look at the quality of the images and photos, which are usually possible edits that can occur. confirming with friends regarding news that is considered unclear and confusing, some observe whether the site is trusted because most genuine and popular websites are doubtful about providing hoax information like that because there will be rules and punishments related to institutions. apart from that, there are some tips to recognize a piece of hoax news based on nick robins-early (grandmaison & leonardi, 22 c.e.). they include looking past the headline, seeing which news outlet published it, seeing the date and time of publication, finding out who wrote it, examining the links and sources used, watching for dubious quotes and images, avoiding confirmation bias, seeing if other news outlets are covering it, and consider sharing before doing so. the types of hoaxes most received the next section of the survey concerned the second set of questions that aimed to spill the types of hoaxes that social media users often receive. when the respondents were asked about the question, the majority commented that social politics is the most hoax-type spread on social media. this finding is unlike previous studies, which have suggested that whatsapp is the most popular app that consists of hoaxes. (suminar & hadisiwi, 2021)(suminar & hadisiwi, 2021)(suminar & hadisiwi, 2021). another significant discovery was that the facebook app is one of the social media platforms that hoaxes most frequently spread. once a week, the majority of them receive fake news. further research should be undertaken to investigate the steps that social media users must take when receiving various kinds of hoax news. it might be possible to conduct different methods in digital literacy and hoax. also, digital literacy should be integrated into language education. conclusion this study set out to analyze the students' perspective on digital literacy in minimizing the spread of hoaxes and what the students received most hoaxes. this study has shown that most students can handle hoax news, even though some are still spreading this hoax news. after we know that digital literacy skills are needed for social media users, this is to overcome the further spread of hoaxes. the result of this study can be used as a reference for future researchers and inspire them to minimize hoax news. acknowledgment the researcher would like to thank all parties who have contributed to this research. first, we would to express our gratitude to the english language education department undergraduate students at sultan maulana hasanudin banten's state islamic university for sharing their thoughts on the role of ‘digital literacy in minimizing the spread of hoaxes’. second, i would like to express my gratitude to my lecturer for helping and guiding me until the researcher completes this journal. ainul qonitah & siti drivoka sulistyaningrum undergraduate students' perspectives on digital literacy in minimizing the spread of hoax 276 | vol. 8, no. 2, 2024(269-278) references al-fatih, s., & aditya, z. f. (2019). hoax and the principle of legal certainty in the indonesian legal system. eprints.umm.ac.id. https://doi.org/10.4108/eai.13-2-2019.2286165. astuti, y d. (2021). digital literacy competence of indonesian lecturers on analysis hoax in social media. in library philosophy and practice. core.ac.uk. https://core.ac.uk/download/pdf/397468638.pdf. astuti, yanti dwi. (2021). digital literacy competence of indonesian lecturers on analysis hoax in social media. library philosophy and practice (e-journal), 3(23), 2. https://digitalcommons.unl.edu/libphilprac/5234?utm_source=digitalcommons.unl.edu% 2flibphilprac%2f5234&utm_medium=pdf&utm_campaign=pdfcoverpages. creswell, j. w. (2012). educational research; planning, conducting and evaluating quantitative and qualitative research (4th ed.). pearson. fauziyah, r., hardini, t. i., sunendar, d., yulianeta, y., kurniawan, k., & halimah, h. (2022). language as a unifying nation: the existence of digital literacy in countering hoaxes. jurnal penelitian pendidikan, 22(1), 98–107. https://doi.org/10.17509/jpp.v22i1.45505. gunduzalp, s. (2021). 21st century skills for sustainable education: prediction level of teachersí information literacy skills on their digital literacy skills. sciendo, discourse, and communication for sustainable education., 12(1). https://doi.org/10.2478/dcse-2021-0007. habibi, h. (2020). hoax: technological mechanisms, moral degradation, and critical loss of society’s reason. diadikasia journal, 1(1), 93. https://doi.org/10.21428/8c841009.9f295293. harisanty, d., srirahayu, d. p., anna, n. e. v, mannan, e. f., & ... (2021). socialization of digital literacy education to anticipate hoax news. … cendekia: journal of …, 1, 33. https://doi.org/10.20473/dc.v3i1.2021.33-37. krisdyan, e. p., ferdiawan, y. i., nurjanah, p. a. d., hidayatullah, a., sirait, h. j. m., & rakhmawati, n. a. (2019). hoax impact on community through social media indonesia. cakrawala-jurnal humaniora, 19(1), 121. https://doi.org/https://doi.org/10.31294/jc.v19i1. mandasari, n. o., wijayati, p. h., & usman, r. (2021). does digital media literacy influence students’ perception of hoax? briliant; jurnal riset dan konseptual, 6(1). https://doi.org/http://dx.doi.org/10.28926/briliant .v3i4.557. marín, v. i., & castañeda, l. (2023). developing digital literacy for teaching and learning. in handbook of open, distance and digital education (pp. 1089–1108). springer nature singapore. https://doi.org/10.1007/978-981-19-2080-6_64. marlina, desiana, fitri, s., rahmah, r. a., & marzuki5, a. g. (2021). digital literacy in minimizing the spread of hoax news. proceeding of 1st international conference on research and development, 74. https://doi.org/https://doi.org/10.47841/icorad.v1i1.11. martono, n. (2010). metode penelitian kuantitatif: analisis isi dan analisis data sekunder (2nd ed.). pt raja grafindo persada. https://books.google.co.id/books?id=tul1bgaaqbaj&printsec=frontcover#v=onepage& q&f=false. muliono, y., gaol, f. l., soewito, b., & ... (2022). hoax classification in imbalanced datasets based on indonesian news title using roberta. 2022 3rd international …, 264. https://doi.org/10.1109/aidas56890.2022.9918747. nadzir, i., seftiani, s., & permana, y. s. (2019). hoax and misinformation in indonesia: insights from a nationwide survey. academia, 92, 1. nisa, a. d., & setiyawati, d. (2019). a systematic review of digital literacy training for high school students. third international conference on sustainable innovation 2019 – humanity, education and social sciences (icosihess), 353. http://creativecommons.org/licenses/by-nc/4.0/. nisa, a. d., & setyawati, d. (2019). a systematic review of digital literacy training for high school students. advances in social science, education, and humanities research, ainul qonitah & siti drivoka sulistyaningrum undergraduate students' perspectives on digital literacy in minimizing the spread of hoax 277 | vol. 8, no. 2, 2024(269-278) 353, 376. patmanthara, s., & hidayat, w. n. (2018). improving vocational high school students' digital literacy skills through blended learning model. journal of physics: conference …, 5. https://doi.org/10.1088/1742-6596/1028/1/012076. reddy, p., chaudhary, k., & hussein, s. (2023). a digital literacy model to narrow the digital literacy skills gap. heliyon, 9(4), e14878. https://doi.org/10.1016/j.heliyon.2023.e14878 salma, a. n. (2019). defining digital literacy in the age of computational propaganda and hate spin politics. kne social sciences, 325. https://doi.org/https://doi.org/10.18502/kss.v3i20.4945. secor, m., & walsh, l. (2004). a rhetorical perspective on the sokal hoax: genre, style, and context. written communication. https://doi.org/10.1177/0741088303261037. silvhiany, s., huzaifah, s., & ismet, i. (2021). critical digital literacy: efl students’ ability to evaluate online sources. in indonesian journal of efl and …. researchgate.net. https://www.researchgate.net/profile/sarysilvhiany/publication/351703985_critical_digital_literacy_efl_students’_ability_to_ev aluate_online_sources/links/60df12c0458515d6fbf31fdb/critical-digital-literacy-eflstudents-ability-to-evaluate-online-sources.p. sujarwo, sukmawati, akhiruddin, ridwan, & siradjuddin, s. (2020). an analysis of university students’ perspective on online learning amid covid-19 pandemic. jurnal pendidikan dan pengajaran, 53(2), 127. https://ejournal.undiksha.ac.id/index.php/jpp/article/view/24964/pdf. suminar, j. r., & hadisiwi, p. (2021). becoming a hoax buster in whatsapp groups as an effort to limit the dissemination of misleading health information. jurnal studi komunikasi. https://ejournal.unitomo.ac.id/index.php/jsk/article/view/2408. susilo, m. e., afifi, s., & yustitia, s. (2020). hoax as a reflection on the low digital literacy in indonesia. in proceedings of the second …. researchgate.net. https://www.researchgate.net/profile/dafrizalsamsudin/publication/346223043_understanding_the_models_of_framing_analyses_ approaches_in_media_framing_studies/links/60cbedf792851ca3acaaa584/understan ding-the-models-of-framing-analyses-approaches-in-media-f. tiffani, i. l. (n.d.). digital literacy and effort to tackling fake news (hoax). in budi.rahardjo.id. http://budi.rahardjo.id/files/courses/2020/dl-023201905006-report indri laras rev2.pdf. tulung, j. m., & kalampung, y. o. (2019). digital literacy effort by indonesian churches amid hoax problems. 1st annual international conference on social sciences and humanities (aicosh), 339, 313. virga, r. l., & andriadi, n. (2019). digital literacy and hoax on social media. 1st annual internatioal conference on …, 175. https://doi.org/https://dx.doi.org/10.2991/aicosh19.2019.37. wahida, u., & syahputra, i. (2020). hoax logic in the political activities of indonesian netizens on twitter. in international journal of innovation, creativity and … (p. 1416). ijicc.net. https://www.ijicc.net/images/vol_14/iss_2/14291_wahid_2020_e_r.pdf. yuliani, s., faizal, m., sahib, s., & supriadi, y. (2019). a framework for hoax news detection and analyzer used rule-based methods. international journal of advanced computer science and applications, 10(10). https://doi.org/10.14569/ijacsa.2019.0101055. ainul qonitah & siti drivoka sulistyaningrum undergraduate students' perspectives on digital literacy in minimizing the spread of hoax 278 | vol. 8, no. 2, 2024(269-278) empty page english franca academic journal of english language and education doi:10.29240/ef.v621.5242 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 7, no 2, 2023, page 231-242 article info: http://journal.iaincurup.ac.id/index.php/english received 24 april 2023; received in revised form 10 july 2023; accepted 24 august 2023, avalaible online 30 november 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open access article under the cc by-sa license copyright (c) 2023 author efl apps potential unleashed: enhancing pre-service teachers' digital literacy via tech-vlog afif ikhwanul muslimin universitas islam negeri mataram, ntb, indonesia corresponding email: afifikhwanulm@uinmataram.ac.id to cite this article author (2023) “efl apps potential unleashed: enhancing pre-service teachers' digital literacy via tech-vlog” : muslimin, a. (2023). efl apps potential unleashed: enhancing pre-service teachers' digital literacy via tech-vlog. english franca : academic journal of english language and education, 7(2), 231-242. doi:http://dx.doi.org/10.29240/ef.v7i2.7935 introduction the teaching of english as a foreign language (efl) has undergone major developments in response to emerging educational trends during the twenty-first century. digital applications and tools have become an important part of modern language teaching due to the rapid advancement of technology. these tools and applications enable interactive and engaging learning experiences (kumi-yeboah et al., 2020). therefore, digital literacy has become an important skill for efl teachers in the digital era. digital literacy includes the ability to critically assess, morally use, and find ways to use various digital tools and resources (tang & chaw, 2016). to create a dynamic learning environment that is aligned with the expectations and demands of 21st century education, efl teachers must have these skills (kumi-yeboah et al., 2020). for pre-service teachers aspiring to become successful efl educators, it is vital to equip themselves with sufficient digital literacy skills during their teacher education programs (muslimin et al., 2022). by developing these skills, pre-service teachers can unlock the potential of efl teaching applications, enabling them to enhance their teaching strategies, engage students effectively, and promote language acquisition in the digital era (muslimin et al., 2023). abstract. the aim of this research is to find out how effective english as a foreign language (efl) technology video blogs are as a means of improving digital literacy (dl) before efl services. this research uses sequential explanatory mixed methods, as well as a research design designed as survey and descriptive. forty-three students in the english department of a state university in west nusa tenggara, indonesia, took microteaching and technology-enhanced language learning (tell) classes. qualitative data was obtained from interviews and reflective journals, while quantitative data was obtained from digital literacy questionnaires. these results suggest that the technology video blog platform had a positive effect on participants' confidence in incorporating technology into their future classrooms. participants reported that they had better skills in choosing the right apps, creating interactive activities, and encouraging students to become more digitally literate. this research found that technology video blog platforms are a promising tool for improving efl pre-service teachers' digital literacy. these results emphasize how important it is to combine reflective practice and experiential learning to help pre-service teachers use efl teaching applications effectively. these results will have an impact on teacher education programs because they will help future educators acquire the digital skills necessary to thrive in a technologically driven educational environment. keywords: digital literacy, efl, pre-service teachers, technology, vlog cccccc http://journal.iaincurup.ac.id/index.php/english/index https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:afifikhwanulm@uinmataram.ac.id http://dx.doi.org/10.29240/ef.v7i2.7935 afif ikhwanul muslimin, 2023 efl apps potential unleashed: enhancing pre-service teachers' digital literacy via tech-vlog 232 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 3 1 2 4 2 ) the digital literacy skills possessed by efl pre-service teachers have a profound impact on their teaching success and students' learning satisfaction (li & yu, 2022). a higher level of digital literacy empowers pre-service teachers to confidently navigate digital tools, adapt instructional materials to digital platforms, and design interactive activities that cater to the diverse needs of their students. consequently, this leads to heightened student engagement, improved learning outcomes, and increased satisfaction in the efl classroom (muslimin et al., 2023). previous research in the same field has focused on the general development of digital literacy among efl teachers, often via traditional training workshops or online courses (falloon, 2020; spante et al., 2018). however, there are significant limitations in the literature since this study has not extensively explored the specific relationship between digital literacy and the use of efl teaching applications. this study aims to address this gap by investigating the impact of technology vlogging practices on the development of preservice teachers' digital literacy, particularly in their ability to effectively use efl teaching applications. by using visual and interactive media, this study suggests a new way to deal with teachers who haven't had much experience with teaching english as a second language (efl) and help them get the most out of their ability to use efl in their teaching methods. therefore, this research contributes to this field by offering valuable insights into the specific relationship between digital literacy and the implementation of efl teaching, which has been a limitation in previous research. theoretical framework digital literacy digital literacy encompasses the capacity to proficiently and discerningly interact with digital technologies, tools, and resources for diverse objectives, such as communication, information retrieval, production, and problem-solving (tang & chaw, 2016). it includes a variety of abilities and qualifications that allow people to effectively explore, assess, generate, and ethically use digital material in an ever more digitalized society. different dimensions may be used to classify the components of digital literacy. one aspect pertains to technical aptitude, encompassing mastery in utilizing hardware gadgets, software programs, and web platforms. information literacy encompasses the capacity to proficiently look for, assess, and scrutinize information, guaranteeing its authenticity and pertinence. furthermore, digital literacy encompasses the essential abilities of critical thinking and problem-solving, which empower people to analyze and comprehend digital material, evaluate its credibility, and use it in diverse situations. furthermore, digital literacy includes proficiencies in communication, cooperation, digital citizenship, and data literacy. these proficiencies require comprehending concepts like privacy, security, and ethical concerns in the digital domain (fraillon et al., 2020).within the realm of pre-service teachers specializing in english as a foreign language (efl), possessing digital literacy skills is of utmost significance. in order to successfully incorporate technology into their teaching methods and satisfy the requirements of modern education, efl teachers must acquire digital literacy abilities (su, 2023). efl pre-service teachers may use digital literacy to effectively utilize a range of digital technologies, apps, and resources in order to improve language teaching, involve students, and provide genuine language learning experiences (eryansyah et al., 2020). it enables educators to modify conventional teaching techniques and investigate inventive pedagogical strategies that encourage learner-focused and interactive learning settings (herodotou et al., 2019). in addition, digital literacy provides efl pre-service teachers with the capacity to analyze and choose suitable teaching resources, use online platforms for language evaluation and feedback, and promote digital citizenship skills among their students (fraillon et al., 2020).by cultivating their proficiency in digital literacy, pre-service teachers of english as a foreign language (efl) may adeptly traverse the digital realm, harness the full capabilities of technologyafif ikhwanul muslimin, 2023 efl apps potential unleashed: enhancing pre-service teachers' digital literacy via tech-vlog 233 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 3 1 2 4 2 ) driven language learning, and proficiently equip their students to tackle the complexities and possibilities of the digital era. tech-vlog a video blog, sometimes referred to as a vlog, is a kind of digital media in which people produce and distribute video material on the internet. vlogs often include a blend of recorded film, narration, and images, enabling people to express themselves, share experiences, give information, or amuse their audience (chamberlain, 2010). vlogs have been more popular in recent years owing to their easy accessibility and participatory characteristics, offering a forum for individuals to express themselves, tell stories, and share information. vlogs are a helpful tool in the area of english as a foreign language (efl) study. they assist in language acquisition and help learners get accustomed to technology. vlogs provide a multimodal method for language acquisition by integrating visual and aural components, which may improve understanding, involvement, and drive (combe & codreanu, 2016). vlogs provide efl learners with the opportunity to see and hear genuine language use, including pronunciation, intonation, and cultural settings. this exposure may significantly enhance their language proficiency and growth (a, 2019). moreover, vlogs may provide efl learners with the chance to actively interact with technology. learners enhance their digital literacy abilities, including video editing, content production, and online communication, by creating and distributing their own vlogs (huang, 2021). this technique enables learners to engage in language skill practice within a purposeful and genuine setting as they strategize, write, and present their material using technological resources. vlogs further promote student autonomy and creativity by empowering learners to assume responsibility for their own learning process (kashefiannaeeini & kouhpeyma, 2020). users have the ability to record their language acquisition process, contemplate their advancements, and get evaluations from both classmates and teachers. furthermore, vlogs may function as a collaborative instrument, facilitating learners to participate in peer-to-peer communication, exchange ideas, and provide constructive criticism, therefore fostering a supportive learning community (combe & codreanu, 2016). to summarize, vlogs provide a dynamic and captivating platform for english as a foreign language (efl) learners to enhance their language proficiency, cultivate digital literacy, and encourage independent learning. by integrating vlogs into english as a foreign language (efl) teaching, teachers may use technology to create interactive learning opportunities that specifically address the needs and interests of efl learners. materials and method research design this study aims to examine the effectiveness of english as a foreign language (efl) technology vlogs (tech-vlogs) in improving the digital skills of pre-service efl teachers. therefore, this study used a mixed-method explanatory sequential approach, using both survey and descriptive qualitative research methodologies. creswell (2016) states that surveys are a suitable research methodology for quickly gathering data from a large sample size and investigating participants' opinions, attitudes, or experiences on a particular subject. the researchers can rapidly and successfully gather quantitative data from a large number of pre-service teachers by using a survey methodology. surveys provide the gathering of standardized data, which enables researchers to assess and compare participants' levels of digital literacy, their familiarity with efl teaching tools, and their impressions of the efficiency of the tech-vlog platform in improving their digital literacy abilities. in order to bolster the quantitative results, a descriptive-qualitative design was used. a descriptive qualitative design allows for an in-depth exploration and understanding of participants' experiences, perceptions, and behaviors (creswell, 2016). by employing this design, the research aims to gather rich and detailed data about the participants' digital afif ikhwanul muslimin, 2023 efl apps potential unleashed: enhancing pre-service teachers' digital literacy via tech-vlog 234 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 3 1 2 4 2 ) literacy development through the utilization of a tech-vlog platform. henceforth, obtaining both quantitative and qualitative data would provide better comprehensions toward this research issue. participants the participants in this study consist of forty-three students who were enrolled in both microteaching and technology-enhanced language learning (tell) classes at an english department of a public university in west nusa tenggara province, indonesia. however, there were seven participants were selected based on their active engagement in tell classes to join the interview, which focus on incorporating technology tools and applications into language teaching. the inclusion of these participants ensures that the study captures insights and experiences relevant to the research topic. instruments the research instruments used in this study include digital literacy questionnaire, interviews and reflective journals. the digital literacy questionnaire which was developed based on digital literacy assessment framework developed by carretero, vuorikari and punie in laanpere (2019) comprised three dimensions namely knowledge, performance, and reflection. the questionnaire applied likert-scales with the range of 1-5 (1 not proficient, 2 somewhat proficient, 3 moderately proficient, 4 very proficient, 5 highly proficient). the interviews guideline was also developed in line with the digital literacy questionnaire with the aim to gather in-depth qualitative data related to their digital tools and technology familiarity, their confidence to utilize digital technology, their experiences in tech-vlog, their perceptions on how tech-vlog influenced their digital literacy, and their perception on techvlog potentials to enhance their future teaching. the reflective journals serve as a means for participants to document their reflections, insights, and progress throughout the study. the development of the interview questions and journal prompts was guided by the research objectives and the specific aspects of digital literacy and tech-vlog utilization relevant to the study. the samples of the participants tech-vlog are portrayed in figure 1. figure 1. the samples of tech-vlogs afif ikhwanul muslimin, 2023 efl apps potential unleashed: enhancing pre-service teachers' digital literacy via tech-vlog 235 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 3 1 2 4 2 ) data analysis the quantitative data were analyzed using spss version 24 descriptively. to analyze the level of the participants’ digital literacy (dl), the following scores leveling was applied (see table 1). table 1. the digital literacy scores level upon the administration of the questionnaire dl scores dl level 1.00-1.80 1.81-2.60 2.61-3.40 3.41-4.20 4.21-5.00 not proficient somewhat proficient moderately proficient very proficient highly proficient then, the data gathered from the interviews and reflective journals were analyzed using thematic analysis. thematic analysis involves identifying patterns, themes, and categories within the data to uncover meaningful insights and draw conclusions (braun & clarke, 2006). the analysis process involved several steps, including data familiarization, coding, theme development, and interpretation. by analyzing the data, the study aims to identify common themes and patterns that emerge regarding the enhancement of preservice teachers' digital literacy through the tech-vlog platform. finally, all the data were triangulated and synchronized to grasp the comprehensive understanding of the research issue. results and discussion results the findings of this study are presented following the nature of this research method which collect the quantitative data prior to the qualitative. henceforth, the findings comprise subthemes including the survey results, the participants’ responses in the interview, and the participants’ reflective journals. the survey results on the efl pre-service teachers’ digital literacy survey prior the tech-vlog project the administrations of digital literacy questionnaire were conducted twice, prior and after the treatment of tech-vlog project. the prior administration was conducted to comprehend the participants initial dl level. the result of the initial survey is described in figure 2. figure 2. the participants dl level based on questionnaire items 3.3 3.0 3.8 4.0 2.4 2.8 2.0 2.5 3.0 0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 understanding of various digital tools and… familiarity with best practices for integrating… knowledge of digital resources and materials for… ability to effectively navigate digital platforms and… proficiency in using digital tools for instructional… skill in creating and delivering digital content. confidence in using digital tools and applications in… perception of your overall digital literacy skills in the… awareness of areas for improvement in your digital… afif ikhwanul muslimin, 2023 efl apps potential unleashed: enhancing pre-service teachers' digital literacy via tech-vlog 236 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 3 1 2 4 2 ) figure 2 shows that two items discussing the participants’ knowledge of technology and ability to navigate the digital platforms were in ‘very proficient’ level. four items about understanding various tools to support efl teaching, the participants’ familiarity to integrate technology for teaching, the skills to present digital content, and the awareness to improve their digital literacy were in ‘moderate proficiency’ level. then, two unsatisfactory results were shown by three items discussing the participants’ skill to use digital tools for instructional purpose, the participants’ confidence in using technology in efl teaching and the perception of the participants’ overall dl. the survey results on the efl pre-service teachers’ digital literacy survey after the tech-vlog project. the dl questionnaire was also administered after the tech-vlog project for knowing the progress of the participants’ dl in the post tech-vlog project. the results of the post survey is presented in figure 3. figure 3. the participants dl level based on questionnaire items figure 3 explains that the majority of the participants dl levels were increased due to the application of tech-vlog project. however, one items about the participants skill in creating and delivering digital content was still in the same level (‘moderately proficiency’). then, two items which discuss the participants’ knowledge of digital resources for language learning and the participants’ ability to navigate the apps reached ‘highly proficiency’ level. the efl pre-service teachers’ interview responses toward tech-vlog project implementation following the administration of dl questionnaire, the participants who were willing to join the interview were asked five open-ended questions focusing on some themes. the themes are the participants’ digital tools and technology familiarity, confidence to utilize digital technology, experiences in tech-vlog, perceptions on how tech-vlog influenced their digital literacy, and perception on tech-vlog potentials to enhance their future teaching. then, the participants responses are presented thematically digital tools and technology familiarity p1: "before the training, my teaching pedagogy mainly focused on traditional methods such as textbook-based lessons and classroom activities. my familiarity with digital tools and applications was limited, and i had little experience incorporating technology into my lessons. however, after creating technology vlogs, my digital literacy skills improved 3.8 3.5 4.2 4.4 3.3 3.3 3.2 3.4 3.4 0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 understanding of various digital tools and… familiarity with best practices for integrating… knowledge of digital resources and materials for… ability to effectively navigate digital platforms and… proficiency in using digital tools for instructional… skill in creating and delivering digital content. confidence in using digital tools and applications in… perception of your overall digital literacy skills in the… awareness of areas for improvement in your digital… afif ikhwanul muslimin, 2023 efl apps potential unleashed: enhancing pre-service teachers' digital literacy via tech-vlog 237 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 3 1 2 4 2 ) significantly. i gained a deeper understanding of how to integrate digital tools to enhance efl learning and engage my students." p3: "in the past, i had some experience in using digital tools and applications. however, my familiarity was mostly limited to basic software like word processors and presentation tools. after finishing vlog project, my knowledge and skills expanded. i learned how to utilize a wider range of digital tools and applications specifically designed for efl teaching, which has allowed me to create more interactive and engaging lessons for my students." confidence to utilize digital technology p1: "before attending tell class, i felt somewhat comfortable using digital tools and applications for efl instruction, but my confidence was limited. i had a basic understanding of some tools, but i wasn't fully aware of their potential in enhancing language learning. however, did technology vlog project, my comfort level and confidence significantly increased. i gained practical skills and knowledge that have empowered me to effectively utilize digital tools and applications in my efl instruction." p6: "previously, i thought i had a moderate level of comfort and confidence in utilizing digital tools and applications for efl instruction. i had some experience integrating technology into my lessons since i taught online course during the pandemic covid-19, but there were still areas where i felt unsure such as applying technology only to avoid students’ boredom. but, after joining tell class, my comfort and confidence have grown. i now have a better grasp of different technologies and their applications in efl instruction, allowing me to deliver more engaging and interactive lessons." experiences in tech-vlog p4: "in general, my experience with producing a technology video blog was really favorable. it provided me with the opportunity to thoroughly investigate a particular technology and examine its possibilities for teaching english as a foreign language (efl). an obstacle i encountered was striking the appropriate equilibrium between delivering a thorough instructional guide and ensuring the movie remains captivating. nevertheless, the advantages justified the effort. the technology video blog augmented my proficiency in digital literacy, boosted my aptitude for delivering presentations, and furnished me with a vital asset that i may utilize in my forthcoming english as a foreign language (efl) instruction." p7: "producing a technological video blog as a component of this investigation proved to be a really beneficial educational endeavor for me. the task compelled me to do extensive study and have a comprehensive understanding of a particular technology in order to articulate its advantages for teaching english as a foreign language (efl). an obstacle i had was structuring the text in a manner that was both coherent and comprehensible for the audience. throughout the manufacturing process, i had difficulties effectively managing the internet connection required for online uploads. nevertheless, the advantages were substantial. the tech vlog enabled me to demonstrate my ingenuity, improved my ability to communicate effectively, and furnished me with a practical instrument to present internet resources to my prospective english as a foreign language (efl) students. perceptions on how tech-vlog influenced their digital literacy p3: the tech-vlog project has significantly impacted my digital literacy abilities, particularly in the context of efl teaching and learning applications. by creating tutorial videos, i had to thoroughly research and understand different digital tools, which expanded my knowledge and confidence in using them. additionally, explaining these tools in the vlog helped me develop a deeper understanding of their functionalities and how they can support language learning." afif ikhwanul muslimin, 2023 efl apps potential unleashed: enhancing pre-service teachers' digital literacy via tech-vlog 238 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 3 1 2 4 2 ) p5: "the tech-vlog project has been instrumental in enhancing my digital literacy skills, particularly in the context of efl teaching and learning applications. by creating vlogs showcasing different tools, i had to explore and experiment with a variety of digital resources. this process improved my ability to navigate and utilize efl-specific applications effectively, expanding my digital skill set and equipping me with valuable tools for future teaching endeavors." perception on tech-vlog potentials to enhance their future teaching p1: "in my perspective, efl teaching and learning applications have immense potential in enhancing language instruction. as i demonstrated in my cake application techvlog, such apps provide interactive and engaging ways to practice language skills. they offer personalized learning experiences, immediate feedback, and a wide range of language activities that cater to different proficiency levels. incorporating these applications in the classroom can create a more dynamic and student-centered environment, promoting active language learning." p2: "from my experience creating a duolingo tech-vlog, i strongly believe that efl teaching and learning applications have great potential in enhancing language instruction. these apps provide a gamified approach to language learning, making it fun and motivating for students. duolingo, for example, offers bite-sized lessons, progress tracking, and a variety of interactive exercises. it can be used both inside and outside the classroom to supplement language instruction and provide additional practice opportunities." p3: "based on my exploration of kahoot through my tech-vlog, i see tremendous potential for efl teaching and learning applications in enhancing language instruction. kahoot allows for interactive quizzes and game-based learning experiences, which can engage students and promote active participation. it encourages friendly competition and fosters a positive learning environment. using such applications in the classroom can boost student engagement, improve retention of language knowledge, and provide immediate feedback to monitor student progress." all participants responded positively toward the implementation of tech-vlog project to enhance their dl. the participants experienced higher familiarity with the technologies which they chose for tech-vlog project and confidence to apply the technology to support their future teaching for their better technology comprehension after finishing the project. nevertheless, some participants i.e., p3 and p5 found tech-vlog project was challenging due to finding more suitable technology with their interest and teaching topic. in addition, p4 and p7 said that managing the content and the videographic for the vlog need more efforts especially when the facilities i.e., internet connection was unsupportive. the efl pre-service teachers’ reflections toward tech-vlog project portrayed in the reflective journal the participants’ responses on the effect of tech-vlog project implementation to their dl can also be grabbed from their reflective journals. after gathering the seven participants’ reflective journals, the data are presented as the following. p1 reflective journal: "creating a tech-vlog on the cake application was a valuable experience for me. it allowed me to explore the features and functionalities of the app in detail and understand how it can be effectively used in efl teaching. through this process, i not only improved my digital literacy skills but also gained a deeper understanding of the potential of technology in language instruction. i successfully maneuvered through the app with confidence and produced captivating teaching videos that have the potential to enhance the english language proficiency of my prospective students. afif ikhwanul muslimin, 2023 efl apps potential unleashed: enhancing pre-service teachers' digital literacy via tech-vlog 239 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 3 1 2 4 2 ) p2 reflective journal: "creating a technology-focused video blog about the duolingo application provided me with a profound and enlightening experience." having prior acquaintance with the app, i believed i had comprehensive knowledge of it. nevertheless, throughout the vlog creation process, i discovered several concealed functionalities and tactics that i had not before investigated. this experience not only strengthened my proficiency in using digital technology but also deepened my comprehension of how duolingo can be seamlessly incorporated into english as a foreign language (efl) teaching. i am now more confident in using duolingo as a means of bolstering the language acquisition process for my prospective students. p3 reflective journal: "creating a tech vlog about the kahoot app was a gratifying experience." it enabled me to explore the many functionalities and potential of this interactive educational platform in more depth. while exploring kahoot, i discovered novel methods to captivate students and enhance the pleasure of language acquisition. this training really enhanced my proficiency in digital literacy, specifically in the creation of captivating and interactive material. i am enthusiastic about integrating kahoot into my future english as a foreign language (efl) instruction to cultivate a vibrant and participatory learning atmosphere. p4 reflective journal: "producing a technology-focused video blog on the learning management system (lms) proved to be a highly beneficial educational endeavor for me." the course gave me a thorough comprehension of how to efficiently navigate and use an lms in efl training. during this process, i improved my digital literacy abilities in managing online material, developing assessments, and conducting online conversations. the experience enabled me to investigate the capabilities of lms in structuring course content, delivering feedback, and fostering contact with students. i now possess more proficiency in employing learning management system (lms) platforms to augment my future english as a foreign language (efl) teaching methodologies. p5 reflective journal: creating a technology-focused video blog on the 'belajar bahasa inggris' application provided me with valuable insights. while i had a basic understanding of the software before, doing the vlog allowed me to further examine its functionalities. this encounter bolstered my proficiency in digital literacy, as i acquired more expertise in maneuvering around the application and discerning its capabilities and constraints. by means of the vlog, i showcased the app's interactive workouts, vocabulary courses, and pronunciation capabilities. now, i am more proficient in using the 'belajar bahasa inggris' application to enhance the language acquisition of my prospective english as a foreign language (efl) students. p6 reflective journal: "the process of producing a technology-focused video blog on the elsa speak application proved to be extremely advantageous for me." as a prospective teacher, my prior experience with the app was limited. however, by engaging in the vlogging process, i acquired a more profound comprehension of its attributes and capabilities. this experience greatly enhanced my proficiency in digital literacy, specifically in the use of voice recognition technologies for the purpose of improving pronunciation. i am now more certain about using the elsa speak application in my english as a foreign language (efl) instruction to enhance students' oral proficiency and attain fluency in the english language. afif ikhwanul muslimin, 2023 efl apps potential unleashed: enhancing pre-service teachers' digital literacy via tech-vlog 240 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 3 1 2 4 2 ) p7 reflective journal: "producing a technology-focused video blog on the edmodo platform was a highly enlightening experience for me." i was able to examine the several functionalities and capacities of edmodo within the framework of teaching english as a foreign language. through this process, i enhanced my digital literacy skills, particularly in terms of managing online classrooms, assigning tasks, and providing feedback to students. the experience helped me understand the potential of edmodo.” discussion the rapid development of digital technology has influenced many sectors in human life, including english language education. therefore, the nuance of 21st century education paradigm which also emphasizes the importance of possessing digital literacy (dl) skill has flourished recently (geng et al., 2022; tang & chaw, 2016). in the context of indonesia, the education of english language is considered as english as foreign language (efl), which it also should be assisted with the enough dl level of its academician, including the efl teachers. henceforth, efl teachers should adapt to this trend by grasping sufficient technological knowledge to support their teaching and better teaching outcomes (muslimin et al., 2023). the success of the future efl teaching in indonesia is not only supported by the efl in-service teachers’ dl, but preparing the efl pre-service teachers’ dl can leverage the future outcomes (falloon, 2020). by inhibiting the dl proficiency to the pre-service teachers, they possess ability to plan more engaging, meaningful, interactive, and motivating efl teaching activities (kumi-yeboah et al., 2020). moreover, the class that they design not only provide efl learners’ language learning experience i.e., language skills and contents, but also introducing the rapid growth of technologies which may be useful for the learners’ future (li & yu, 2022). reviewing the findings of this study, the participants who joined the microteaching and tell classes experienced the benefits of both learning the language and the professional skills namely teaching pedagogy in microteaching class and technology application in tell class (combe & codreanu, 2016; falloon, 2020; huang, 2021; kashefian-naeeini & kouhpeyma, 2020; muslimin et al., 2022). they admitted that the techvlog project successfully leveraged their dl. the project directed the participants to enhance the three dimensions of dl, namely knowledge, performance, and reflection (laanpere, 2019). during the project, the participants encouraged themselves to comprehend all features of technology that they chose for the project. sometimes, they also should try it earlier in order to test their technology comprehension. they also should prepare themselves with any possible questions that may appear due to their explanation of technology presented in vlog (kashefian-naeeini & kouhpeyma, 2020). therefore, relevant with the survey, interview, and reflective journal data, all participants had increasing knowledge of dl specially to support efl teaching (see figure 2 & figure 3). upon the implementation of tech-vlog project, the participants’ performance to apply digital technology to support future teaching was also increased as shown by the quantitative data average and the qualitative data triangulation. however, the level of questionnaire item about the participants’ ability to deliver digital content was similar (moderately proficiency). it did not mean that the tech-vlog project did not affect the participants’ dl level since there was increasing scores for this item (from 2.8 into 3.3, see figure 2 & 3) though both were in the same level category. then, tech-vlog project can help efl pre-service teachers to increase their dl both as efl community or autonomously. in efl community, this project addressed participants to help each other during the vlog development in the classroom (combe & codreanu, 2016). outside the class period, the participants train their technological skill autonomously to finish the project (see the findings about participants’ experience in tech-vlog) (kashefian-naeeini & kouhpeyma, 2020). the participants thought critically to solve the technical problems they encountered. moreover, most of them were afif ikhwanul muslimin, 2023 efl apps potential unleashed: enhancing pre-service teachers' digital literacy via tech-vlog 241 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 3 1 2 4 2 ) satisfied with their dl performance as shown by their eagerness to show their vlogs to their classmates in the classroom. after the implementation of tech-vlog, the participants admitted that this project gave them many benefits including the increasing of their technological knowledge, practices, and perceptions as the capital to support their future career as efl teachers (su, 2023). the participants’ mastery on a certain technology that they had presented in vlog increased their confidence to apply it in their future teaching. the participants also put themselves as imagery students that they would teach with the chosen technology for vlog (fidan & debbag, 2018). they reflected their efl learning experiences with the suitability of features in the chosen technology. this pedagogy experience increased the participants’ awareness of preparing better teaching scenario for better efl teaching outcome (eryansyah et al., 2020; herodotou et al., 2019). finally, in the context of efl learning community, the participants’ experienced faster technological knowledge transfer since all participants shared their tech-vlog to each other. so, this project became the catalyst as mean to speed the dl enhancement of efl pre-service teachers. conclusion the purpose of this study is to examine the effectiveness of english as a foreign language (efl) technology vlog (tech-vlog) as a technique to improve efl pre-service digital literacy (dl). based on the findings, the implementation of tech-vlog project successfully increased the efl preservice teachers’ dl. it was proven by the increasing scores of participants’ responses in the survey and the positive responses in the interview and reflective journal. hence, this study provides theoretical and practical implications. theoretically, this study enriches the understanding of dl in the context efl teaching for pre-service teachers. it also robust knowledge of activity to enhance dl. practically, it opens insight to imitate similar procedures of tech-vlog project to attaint better dl and it provides sample of research procedures of the similar topic. nevertheless, this study gathered from limited number of participants that requires more exploration with more subjects in the future study. acknowledgement the researcher would like to thank every teacher who has contributed to this research. references a, a. m. (2019). the use of technology in english language teaching. frontiers in education technology, 2(3), p168. https://doi.org/10.22158/fet.v2n3p168. braun, v., & clarke, v. (2006). using thematic analysis in psychology. qualitative research in psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa. chamberlain, d. (2010). youtube: online video and participatory culture , by jean burgess and joshua green . popular communication, 8(1), 96–98. https://doi.org/10.1080/15405700903502312. combe, c., & codreanu, t. (2016). call communities and culture – short papers from eurocall 2016. call communities and culture – short papers from eurocall 2016, 2016(2016), 119–124. https://doi.org/10.14705/rpnet.2016.eurocall2016.9781908416445. creswell, j. w. (2016). qualitative inquiry and research design. sage publications. eryansyah, e., sriwijaya, u., petrus, i., sriwijaya, u., ernalida, e., & sriwijaya, u. (2020). pre-service efl teachers ’ digital literacy a nd factors affecting digital literacy development. december. https://doi.org/10.22437/irje.v4i2.10892. falloon, g. (2020). from digital literacy to digital competence: the teacher digital competency (tdc) framework. educational technology research and development, 68(5). https://doi.org/10.1007/s11423-020-09767-4. afif ikhwanul muslimin, 2023 efl apps potential unleashed: enhancing pre-service teachers' digital literacy via tech-vlog 242 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 3 1 2 4 2 ) fidan, m., & debbag, m. (2018). the usage of video blog (vlog) in the “school experience” course: the opinions of the pre-service teachers (okul deneyimi dersinde video günlüğü (vlog) kullanımı: öğretmen adaylarının görüşleri). journal of education and future, january, 161–177. https://www.researchgate.net/publication/322963076_the_usage_of_video_blog_vlog _in_the_school_experience_course_the_opinions_of_the_preservice_teachers_okul_deneyimi_dersinde_video_gunlugu_vlog_kullanimi_ogretme n_adaylarinin_gorusleri. fraillon, j., ainley, j., schulz, w., friedman, t., & duckworth, d. (2020). reflections on the iea international computer and information literacy study 2018. in preparing for life in a digital world. https://doi.org/10.1007/978-3-030-38781-5_8 geng, f., yu, s., liu, c., & liu, z. (2022). teaching and learning writing in english as a foreign language (efl) school education contexts: a thematic review. scandinavian journal of educational research, 66(3), 491–504. https://doi.org/10.1080/00313831.2021.1897872. herodotou, c., sharples, m., gaved, m., kukulska-hulme, a., rienties, b., scanlon, e., & whitelock, d. (2019). innovative pedagogies of the future: an evidence-based selection. frontiers in education, 4(october), 1–14. https://doi.org/10.3389/feduc.2019.00113. huang, h. w. (2021). effects of smartphone-based collaborative vlog projects on efl learners’ speaking performance and learning engagement. australasian journal of educational technology, 37(6), 18–40. https://doi.org/10.14742/ajet.6623. kashefian-naeeini, s., & kouhpeyma, y. (2020). fostering learner autonomy in educational settings. international journal of multicultural and multireligious understanding, 7(7), 190. https://doi.org/10.18415/ijmmu.v7i7.1765. kumi-yeboah, a., kim, y., sallar, a. m., & kiramba, l. k. (2020). exploring the use of digital technologies from the perspective of diverse learners in online learning environments. online learning journal, 24(4), 42–63. https://doi.org/10.24059/olj.v24i4.2323. laanpere, m. (2019). recommendations on assessment tools for monitoring digital literacy. донну, 56, 34. li, m., & yu, z. (2022). teachers’ satisfaction, role, and digital literacy during the covid19 pandemic. sustainability (switzerland), 14(3). https://doi.org/10.3390/su14031121. muslimin, a. i., mukminatien, n., & ivone, f. m. (2022). the effect of technology based instruction lesson plan on efl pre-service teachers’ tpack self-efficacy. world journal of english language, 12(6), 304–314. https://doi.org/10.5430/wjel.v12n6p304. muslimin, a. i., mukminatien, n., & ivone, f. m. (2023). tpack-samr digital literacy competence, technostress, and teaching performance: correlational study among efl lecturers. contemporary educational technology, 15(2), ep409. https://doi.org/10.30935/cedtech/12921. spante, m., hashemi, s. s., lundin, m., & algers, a. (2018). digital competence and digital literacy in higher education research: systematic review of concept use. cogent education, 5(1), 1–21. https://doi.org/10.1080/2331186x.2018.1519143. su, y. (2023). delving into efl teachers’ digital literacy and professional identity in the pandemic era: technological pedagogical content knowledge (tpack) framework. heliyon, 9(6). https://doi.org/10.1016/j.heliyon.2023.e16361. tang, chun meng; chaw, l. y. (2016). literasi digital nusantara-meningkatkan daya saing generasi muda. digital literacy: a prerequisite for effective learning in a blended learning environment?, 14(1), 54–65. english franca academic journal of english language and education doi: 10.29240/ef.v9i1 may.12763http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol. 9, no. 1, 2025, page 129-140 article info: http://journal.iaincurup.ac.id/index.php/english received 14 february 2025; received in revised form 10 april 2025; accepted 10 may 2025 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license the integration of higher order thinking skills by certified english teachers in senior high school fildzah arifah¹, kismullah abdul muthalib² 1 2 syiah kuala university, banda aceh, indonesia corresponding email: sulaimanfildzah@gmail.com to cite this article: arifah, f., & muthalib, k. a. (2025). the integration of higher order thinking skills by certified english teachers in senior high school. english franca: academic journal of english language and education, 9(1 may), 129–140. retrieved from https://doi.org/10.29240/ef.v9i1 may.12763 introduction the advancement of science and technology in the 21st century presents an inevitable reality that both educators and students must adapt to. one of the key responses to this challenge is the implementation of higher-order thinking skills (hots)-based learning, aimed at enhancing student quality, particularly in the indonesian educational context. as emphasized by apriani et al. (2022) and ginting & kuswandono (2020), hots-based instruction constitutes a central feature of 21st-century education, designed to foster students’ abilities in critical thinking, problem-solving, and decision-making—skills that are vital for navigating the demands of the industrial revolution 4.0. in alignment with these global educational shifts, the indonesian ministry of education and culture has, since 2013, sought to improve the quality of education and graduates by embedding hots within the framework of curriculum 2013. the curriculum reform aims to strengthen students’ character formation in response to global challenges, with an emphasis abstract. examining the challenges in implementing higher-order thinking skills (hots) among certified english teachers offers valuable insights into teachers’ professional competences and the quality of the instructional process. this process involves the development of lesson and assessment plans, in which hots is a key component aligned with the demands of 21st-century education. this study aimed to explore the teaching practices and challenges encountered by three certified english teachers at babul maghfirah high school in aceh in their efforts to integrate hots into classroom instruction. the research specifically focused on evaluating teaching activities based on established hots-based learning criteria and identifying the obstacles that hindered effective implementation. data were collected using checklists, observation guides, and semi-structured interviews. the participants in this study were three certified english teachers, and the primary objects of analysis were their lesson plans, assessments, and teaching practices. this study adopted a qualitative descriptive approach within a case study framework. data collection was conducted through classroom observations and in-depth interviews. the findings revealed that the instructional practices did not fully align with the principles of hots-based learning. teachercentered approaches remained dominant, the integration of 4c skills (critical thinking, communication, collaboration, and creativity) was incomplete, and conventional teaching methods were still prevalent. furthermore, the study identified several contributing factors to these shortcomings, including limited teacher understanding of hots, insufficient school facilities, and students’ difficulties in comprehending lesson content. therefore, the incomplete implementation of hots by certified english teachers reflected a broader issue of unmet criteria in hots-based instructional design. keywords: hots, certified english teachers, learning process file:///d:/eka%20a/english%20franca/ef%20vol%209%20no%201%20tahun%202025/paper%20word%20doc/cccccc https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:sulaimanfildzah@gmail.com https://doi.org/10.29240/ef.v9i1%20may.12763 fildzah arifah & kismullah abdul muthalib, 2025 the integration of higher order thinking skills by certified english teachers in senior high school 130 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 2 9 1 4 0 ) on cultivating analytical reasoning, questioning ability, communication, and critical thinking (feronica et al., 2021). curriculum 2013 mandates that students acquire competencies outlined by the indonesian partnership for 21st century skills standards (ip-21css), which highlight three core domains: the 4cs (creativity and innovation, critical thinking and problemsolving, communication, and collaboration), information and communication technologies (ict literacy), and life and career skills, including character development and spiritual values. correspondingly, educational quality—both in terms of learning processes and student outcomes—relies heavily on teachers’ instructional competence. susuoroka et al. (2023) argue that the effectiveness of teaching is a critical determinant of student achievement. in response, the ministry initiated a teacher certification program to enhance educators' professionalism, particularly in mastering hots-oriented instruction. research by purnama & nurdianingsih (2019) confirms that hots integration improves students’ speaking abilities and stimulates complex, context-driven thinking that promotes critical, logical, reflective, creative, and metacognitive engagement (al yakin et al., 2024). similarly, sitorus et al. (2021) demonstrate that incorporating hots into reading instruction challenges students to engage in higher-level cognitive processes. however, the practical implementation of hots remains inconsistent. saraswati & wicaksono (2023) observed that certified english teachers often exhibit minimal engagement with hots strategies, hindered by misconceptions and low student motivation. djami & kuswandono (2020) found that only a few teachers at a senior high school in salatiga possessed a comprehensive understanding of hots, with many equating it to the scientific approach. moreover, some educators perceived hots as unsuitable for their students, favoring repetitive drilling methods instead. zulfikar (2021) further explored this issue through a case study involving certified efl teachers in aceh, indonesia. his findings revealed that while one teacher demonstrated strong pedagogical competence, the others, despite adequate lesson planning, adhered to teachercentered methodologies, made limited use of instructional media, and employed narrow learning resources. tyas et al. (2019) echoed similar concerns, noting that many efl teachers confused hots with general problem-solving skills and assumed that hots-based questions are inherently difficult. additional challenges include limited access to learning resources, insufficient teacher guidance, students' cognitive readiness, and the complexity of learning materials—all of which obstruct effective hots implementation. in light of these issues, the present researchers conducted a preliminary investigation at babul maghfirah senior high school to assess real-time instructional practices. the findings revealed several concerns: teaching remained teacher-centered, rendering students passive, and the average student score on the final exam was 68—below the minimum competency threshold. furthermore, students’ performance on the english national examination was also below the required passing grade when not combined with school-based assessments. while previous studies have separately examined either hots integration or certified teachers' instructional performance, this study seeks to bridge both by investigating how certified english teachers implement hots-based learning in the context of the fourth industrial revolution. specifically, the study explores the extent to which instruction incorporates analytical, evaluative, and creative thinking, as well as 21st-century skill sets (4cs). such investigation is crucial for evaluating whether classroom activities genuinely support the development of 21st-century competencies—something certified educators are expected to facilitate as part of their professional mandate. furthermore, this research aims to highlight and examine the apparent shortcomings in hots implementation by certified teachers—gaps that require urgent attention from policymakers. since hots is at the core of curriculum 2013 and certified teachers are expected to demonstrate pedagogical, professional, personal, and social competencies, failure to effectively incorporate hots into learning processes may reflect a broader failure in curriculum implementation. theoretical framework fildzah arifah & kismullah abdul muthalib, 2025 the integration of higher order thinking skills by certified english teachers in senior high school 131 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 2 9 1 4 0 ) hots in bloom taxonomy higher-order thinking skills (hots) use the mind's potential to cope with new challenges. kwangmuang et al (2021) hots involves a cognitive process where students rework existing information and concepts in specific ways to develop deeper insights and new interpretations. sani (2019, pp. 1–2) defines higher-order thinking skills (hots) as the advanced cognitive processes employed to acquire new knowledge or reinterpret existing information, manipulate data, and address real-life problems. in essence, hots involves a mode of thinking that encourages learners to process information in ways that yield new insights and applications. this is achieved through integrative cognitive activities such as analysis, synthesis, association, and inference, ultimately fostering the development of innovative and constructive ideas. bloom’s revised taxonomy categorizes learning into three domains: cognitive, affective, and psychomotor. within the cognitive domain, anderson and krathwohl identify six levels of thinking. the foundational levels—remembering, understanding, and applying—are considered lower-order thinking. in contrast, the higher-order cognitive processes include analyzing, evaluating, and creating, with the latter representing the highest tier of cognitive engagement. according to ocy (2021), each level of higher-order cognition is characterized by specific mental operations. analyzing (c4) entails deconstructing content into key components and understanding the relationships among them, using strategies such as comparing, contrasting, experimenting, and questioning. evaluating (c5) involves making judgments based on criteria or standards, including activities such as justifying, defending, and appraising. creating (c6) refers to the integration of ideas or elements into coherent, original constructs through activities like designing, formulating, or composing. in the psychomotor domain, hots is manifested through skills that engage physical movement, aligning with 21st-century competencies often referred to as the 4cs: creativity and innovation, critical thinking and problem-solving, communication, and collaboration. according to demircioglu, karakus, and ucar (2022), critical thinking and problem-solving involve the capacity to identify, analyze, interpret, and assess evidence, arguments, claims, and data. these cognitive tasks encourage students to critically reflect on information, thereby enabling informed decision-making across various contexts. communication pertains to the ability to express ideas clearly and effectively, whether orally, in writing, or through digital media. lastly, collaboration emphasizes cooperative problem-solving and the ability to work constructively with others to achieve shared goals. higher-order thinking skills-based learning learning is fundamentally a process through which individuals acquire knowledge, refine skills, and develop attitudes. this process leads to personal transformation, encompassing not only intellectual growth but also changes in behavior and personality relevant to everyday life. according to munna and kalam (2021), learning can be conceptualized as a sustained transformation in students that is facilitated by the teacher through various instructional strategies—such as skill development, attitude formation, or fostering an understanding of scientific concepts—which collectively shape the learning environment. in the context of english language instruction, it is essential for teachers to provide students with explicit and structured guidance. as feronica et al. (2021) suggest, this includes modeling accurate pronunciation and systematically enhancing students' language proficiency. furthermore, english teachers are expected to be proactive and innovative, continuously adapting their teaching strategies to foster language acquisition. in addition to pedagogical effectiveness, teachers are also viewed as role models and, as such, must embody the four core competencies of professional educators: pedagogical, professional, personal, and social competence. learning that is grounded in higher-order thinking skills (hots) exhibits several key characteristics. in such a learning environment, students are encouraged to engage in active, independent thinking while the teacher serves primarily as a facilitator. the instructional fildzah arifah & kismullah abdul muthalib, 2025 the integration of higher order thinking skills by certified english teachers in senior high school 132 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 2 9 1 4 0 ) approach is designed to help learners identify and formulate problems, generate appropriate solutions, engage in divergent thinking, develop original ideas, access relevant information, and solve problems through critical, analytical, and evaluative reasoning, ultimately guiding them toward sound decision-making. however, despite its theoretical appeal, implementing hots in practice poses significant challenges. mursyid and kurniawati (2019) highlight several obstacles, including limitations in teachers’ professional competence, lack of teaching experience, monotonous instructional practices, and an overemphasis on content transmission rather than skill development. to analyze how certified teachers implement hots-based learning, the researchers in this study developed an observation instrument derived from the characteristics of hots learning as described by sani (2019), which align with the instructional phases of curriculum 2013. the observation framework was structured into three phases: pre-activity, whilstactivity, and post-activity. each phase incorporated indicators aligned with hots principles, including active engagement in thinking, problem formulation, tackling complex issues, divergent thinking and idea development, information seeking, critical and creative problemsolving, as well as analytical, evaluative, and decision-making skills. to further identify the challenges faced by teachers in applying hots, the study employed interview protocols informed by tyas et al. (2019), focusing specifically on the obstacles encountered during hots implementation. material and method this study employed a descriptive qualitative design using a case study approach to examine the implementation of higher-order thinking skills (hots) by certified english teachers at babul maghfirah high school in banda aceh, indonesia. as described by creswell and poth (2023), qualitative research is a methodological approach aimed at exploring and understanding the meanings that individuals or groups ascribe to social or human problems. in this context, the case study aimed to investigate and interpret the phenomenon of how certified english teachers integrate hots into english instruction (creswell, 2023). the case study design, characterized by descriptive analysis, enabled the researchers to present data in its natural form without manipulation, thereby providing an authentic account of hots implementation in the classroom. the study involved three certified english teachers responsible for teaching students in grades ten, eleven, and twelve. data collection methods included classroom observations and semi-structured interviews to capture both the instructional practices and the challenges associated with integrating hots into the learning process. the observations followed a participant observation model, in which the researchers directly observed teaching activities, guided by an instrument incorporating hots-based learning criteria adapted from sani (2019). prior to the observations, teachers were informed that their classroom activities would be recorded. complementing the observational data, interviews were conducted to gather insights into the challenges teachers encountered when implementing hots, with the interviews recorded using mobile devices for accuracy. following data collection, the researchers analyzed the findings using the data analysis model proposed by miles et al. (2014), which involves data condensation, data display, and the drawing and verification of conclusions. the observation instrument was structured around sani’s (2019) framework for hots-based learning, which includes preactivity indicators, teaching approaches, instructional models and methods, application of the scientific approach, integration of 21st-century skills (4cs), and cognitive, psychomotor, and affective assessment. meanwhile, the interview protocol was adapted from tyas et al. (2019), with a focus on lesson planning, instructional delivery, and assessment practices. to analyze the observational data, the researchers first categorized each instrument component into the three main stages of the learning process. they then aggregated the observational data from all three teachers, calculated the frequency of hots-based practices using a simple percentage formula, and interpreted the findings by aligning them with relevant theoretical frameworks to derive more concrete conclusions. for the interview data, responses fildzah arifah & kismullah abdul muthalib, 2025 the integration of higher order thinking skills by certified english teachers in senior high school 133 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 2 9 1 4 0 ) were identified, coded, and organized into three thematic categories: teacher professionalism, availability of school facilities, and students’ academic capabilities. results and discussion there are 38 criteria to analyze the hots-based learning conducted by three senior high school certified english teachers. the criteria in the observation guide were adapted from sani (2019) as the point to identify the learning process. based on the curriculum 2013, the learning process is divided into three steps: pre-activity, whilst activity, and post-activity. to get data on hots integration, researchers combined the analysis results of three teachers as the representative data of the hots integration phenomenon. table 1. pre-activity process criteria teacher’s initials t1 t2 t3 the teacher conducts orientation, apperception, and motivation activities. ✓ ✓ ✓ the teachers’ explanation of learning objectives and real-life connection ✓ ✓ ✓ the teachers’ communication of competency achievement indicators table 1 consists of three criteria as the opening of the learning process. the result shows that all participants conducted activities such as greeting, praying, and checking students' attendance as the orientation activity, reviewing previous material, and brainstorming as an apperception activity. teachers also motivate students both intellectually and spiritually. based on the curriculum 2013, teachers have conveyed learning objectives related to daily life and facts in the surrounding environment. however, it has not been identified that teachers deliver their students about the competency achievement indicators that should be achieved. table 2. whilst activity process criteria teacher’s initials t1 t2 t3 the teacher uses the following approaches; a. scientific approach ✓ ✓ ✓ b. contextual approach the teacher uses the following learning models; a. discovery ✓ ✓ b. problem-based c. project-based d. inquiry-based the teacher delivers contextual and appropriate materials based on target competency and hots criteria. ✓ the teacher uses the following learning methods; a. discussion ✓ ✓ ✓ b. lecturing ✓ c. question-answer ✓ ✓ ✓ d. assignment ✓ ✓ e. experimental f. demonstration fildzah arifah & kismullah abdul muthalib, 2025 the integration of higher order thinking skills by certified english teachers in senior high school 134 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 2 9 1 4 0 ) table 2 reveals that all teachers used a scientific approach and adapted four learning models listed in the curriculum 2013, including discovery, problem-based, project-based, and inquiry learning. however, it was indicated that only two teachers applied the learning models, while others implemented traditional learning models. in the process of delivering materials, there was a teacher who adjusted then conveyed the materials based on competency achievement indicators. during carried out whilst activity, teachers used several techniques to improve students' higher-order thinking skills, mainly using discussion, question-answer, and assignment techniques to achieve the learning goals. conversely, the twelfth-grade teacher also used the lecture method. based on the scientific approach used by teachers, there were five steps to conduct the learning process. it has indicated that teachers have not fully implemented all scientific learning steps in the class, such as data collecting and communicating. on three last criteria, which represented the curriculum 2013 and hots-based learning, such as the reinforcement of character education, literacy activity, and higher-order thinking skills, revealed different results. in these components, all teachers taught character education to improve students' attitudes but did not guide the class to have literacy activities. in integrating the activity, which led to higher-order thinking skills, all teachers fully guided students to collaborate in a group, led them to the activity, improved their creativity, and issued several problems to direct them in giving their arguments. table 3. post-activity process criteria teacher's initials t1 t2 t3 the teacher gives feedback on students’ works. ✓ ✓ ✓ the teacher and students conclude the learning process. ✓ ✓ ✓ the teacher conducts evaluation activities; a. cognitive assessment ✓ ✓ ✓ b. psychomotor assessment ✓ c. affective assessment g. simulation the teacher conducts the activity based on the scientific learning step; a. observing ✓ ✓ ✓ b. questioning ✓ ✓ ✓ c. collecting data d. associating ✓ ✓ e. communicating the teacher implements reinforcement of character education. ✓ ✓ ✓ the teacher conducts a literacy activity. the teacher creates activities to improve students' higher-order thinking skills; a. creativity ✓ b. critical thinking c. communication d. collaboration ✓ ✓ ✓ e. problem-solving f. decision making g. argument giving ✓ ✓ fildzah arifah & kismullah abdul muthalib, 2025 the integration of higher order thinking skills by certified english teachers in senior high school 135 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 2 9 1 4 0 ) the teacher holds remedial and enrichment activities. the teacher gives homework related to the learning materials. ✓ table 3 includes the post activities based on higher-order thinking skills criteria. the analysis result of the first criterion denotes that the teacher provided feedback on students' works and invited students to conclude the whole learning process. in conducting an assessment to measure students' ability, all teachers did a thorough cognitive assessment to measure students’ knowledge achievement, but only eleventh-grade teachers conducted a psychomotor assessment to evaluate students' language skills. however, the affective assessment was not identified during the class observation, or teachers did not evaluate their students' attitudes. the last two criteria indicate that no teachers conducted remedial or enrichment as the follow-up activity; then, only one teacher gave their students homework to get them to repeat the learning materials at home. furthermore, researchers have interviewed to find the challenges certified english teachers face. the interview consisted of 7 questions conducted directly and recorded by mobile phone. before conducting the interview, the teachers claimed that they had already designed the lesson plan based on hots criteria. then, researchers give the teachers questions to verify that the learning steps are following the lesson plan. teacher 1 (t1) stated: "yes, i have implemented the instructional steps as outlined in my lesson plan." teachers 2 (t2) and 3 (t3) remarked: "yes, i have endeavored to adhere to the instructional steps in the lesson plan, although certain activities were not fully aligned due to contextual classroom conditions and situational constraints." all three teachers confirmed that the learning process was conducted in accordance with the 2013 curriculum (k-13) and incorporated elements of higher-order thinking skills (hots). however, they acknowledged encountering various challenges in implementing hots-based instruction, which stemmed from student-related factors, institutional limitations, and internal constraints of the teachers themselves. regarding student-related challenges, when asked whether student responses during the learning process met their expectations, all teachers expressed that students had not fully engaged as anticipated. while some students demonstrated motivation, others showed limited interest and involvement, leading teachers to assess overall student responsibility at approximately 50%. moreover, with respect to student participation, teachers 1 and 3 provided differing perspectives. teacher 1 (t1) explained: “yes, students were actively engaged. approximately 50% of them participated actively in classroom activities.” teacher 3 (t3) responded: “based on my teaching experience, most students tend to show minimal attention, although a few are actively engaged and demonstrate a willingness to learn.” another major challenge identified was the learning difficulties experienced by students. each teacher highlighted distinct issues faced by their respective classes. teacher 1 (t1) observed: fildzah arifah & kismullah abdul muthalib, 2025 the integration of higher order thinking skills by certified english teachers in senior high school 136 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 2 9 1 4 0 ) “students frequently express concerns regarding grammatical structures, which hinders their confidence in speaking english.” teachers 2 (t2) and 3 (t3) noted: “students become easily disengaged or bored, which may be attributed to the limited media resources provided by the school. for example, the absence of lcd projectors restricts us to using only textbooks and chalkboards as instructional tools.” another obstacle is students who interfere with the learning activities. this happened because the teachers were lacking in managing the classroom. responses from t1 and t3 several students in each class were reported to have disrupted their peers during learning activities; however, the teacher consistently provided verbal warnings and encouraged students to re-engage in a conducive learning environment. conversely, teacher 2 (t2) did not encounter such behavioral challenges, stating that students generally participated actively and maintained a positive and focused classroom atmosphere. another issue highlighted was the difficulty teachers faced in classroom management, particularly concerning time allocation. all three teachers—t1, t2, and t3—acknowledged ongoing challenges in managing instructional time effectively. as a result, certain planned activities, such as the presentation and discussion of students’ work, were occasionally omitted due to time constraints. in addition, the researchers posed a reflective question regarding the teachers’ perceptions of their own effectiveness in implementing learning activities. the following are their responses: teachers 1 (t1) and 2 (t2) stated: “i believe i have delivered instruction effectively and efficiently; however, outcomes are heavily influenced by students' individual characteristics and behavior. when students follow directions and engage as expected, i consider the learning objectives to have been successfully achieved.” teacher 3 (t3) responded: “in my view, my current ability to teach effectively and efficiently remains insufficient.” based on the interview findings with the three certified english teachers, it is evident that they have made efforts to implement instructional activities aligned with higher-order thinking skills (hots). nevertheless, various obstacles—originating from student behavior, institutional limitations, and personal teaching competencies—have hindered the optimal realization of hots-based instruction. these factors contribute to the teachers’ critical assessment that their instructional practices have not yet reached full effectiveness or efficiency. discussion classroom observations were conducted in three classes taught by certified english teachers. prior to the observations, the researchers examined the teachers’ lesson plans to evaluate the alignment between the planned instructional activities and their implementation during the learning process. each teacher in the study instructed a different grade level and covered a distinct topic: teacher 1 (t1) taught a grade 10 class on the topic of congratulating and complimenting (kd 3.2 & 4.2), teacher 2 (t2) instructed a grade 11 class on formal invitations (kd 3.3 & 4.3), and teacher 3 (t3) facilitated a grade 12 class focusing on captions for pictures, photos, tables, graphs, and charts (kd 3.3 & 4.3). according to munna and kalam (2021), learning is a sustained transformation in students, influenced by instructional strategies such as skill development, attitude change, or comprehension enhancement. movva et al. (2022) categorize the learning process into three stages: pre-activity, whilst-activity, and post-activity. the learning processes observed in this study were designed to align with the characteristics of higher-order thinking skills (hots)based instruction as outlined by sani (2019), which include active and divergent thinking, fildzah arifah & kismullah abdul muthalib, 2025 the integration of higher order thinking skills by certified english teachers in senior high school 137 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 2 9 1 4 0 ) critical analysis, problem-solving, creative idea generation, decision-making, and the development of 21st-century competencies (4cs: creativity, critical thinking, collaboration, and communication). during the pre-activity phase, teachers prepared students both psychologically and physically for the lesson. three primary activities were observed: orientation (greetings, prayer, and attendance), apperception (review of prior material and contextualization), and motivation (ice-breakers and encouragement). consistent with the expectations of the 2013 curriculum (k-13), teachers are required to communicate the learning objectives to students to help them understand the intended outcomes and the relevance of the material. as ananda (2019) emphasized, learning objectives guide both teaching and student engagement. all participating teachers conveyed the learning objectives; however, they did not explicitly communicate the achievement indicators to students. in the core instructional phase, where hots-oriented lesson plans and assessments were intended to be employed, a scientific approach was adopted in accordance with k-13's thematic learning model. nonetheless, discrepancies emerged between planned and implemented instructional models. for example, although teacher 2's lesson plan utilized a project-based learning approach, the actual instruction followed a discovery learning model. similarly, teacher 1 did not apply any of the k-13-recommended instructional models (e.g., discovery, inquiry, project-based, or problem-based learning), opting instead for the traditional grammar-translation method. furthermore, t1’s instruction did not correspond to the prescribed basic competencies or learning indicators, focusing primarily on definitions, structures, and linguistic features, rather than application-based instruction. this misalignment underscores ananda’s (2019) assertion that instructional content must be closely tied to learning objectives to ensure coherent educational outcomes. various instructional methods were observed across the three teachers. t1 and t2 employed discussion, question-and-answer, and assignment methods, while t3 utilized lectures in addition to these. while all teachers implemented components of the scientific approach (observing, questioning, associating), they demonstrated deficiencies in facilitating the data collection and communication phases—critical elements of the scientific method. as pahruddin and pratiwi (2019) explained, scientific learning involves guiding students through a structured inquiry process—planning, collecting, and analyzing data, followed by drawing conclusions—to achieve cognitive, affective, and psychomotor learning outcomes. despite some integration of the 4cs competencies, the full implementation of hotsbased teaching, particularly in fostering creativity, critical thinking, communication, and collaboration, was lacking. nevertheless, in alignment with the character education focus of the 2013 curriculum, all teachers incorporated reinforcement of character values (ppk) during the teaching process. through this approach, students are expected to internalize and practice positive character traits in their daily lives. the post-activity stage was generally implemented adequately. teachers prompted students to reflect on and summarize the material, provided feedback, and discussed worksheets. however, only one teacher conducted psychomotor assessments to evaluate student skill performance. notably, none of the teachers performed affective assessments to observe students' attitudes and behaviors, despite setiawati et al. (2019) emphasizing that such assessments are essential for evaluating students' spiritual and social behavior both inside and outside the classroom. additionally, remedial or enrichment activities for students below or above the minimum competency criteria (kkm) were not conducted, nor were students assigned homework. these shortcomings further reveal that while hots-based assessments were intended, their implementation was inconsistent and insufficient. djami and kuswandono (2020) have argued that implementing hots is essential to enhance learning quality and graduate competencies, as prescribed by the 2013 curriculum. the application of hots encourages students to engage in critical, innovative, and creative problem-solving. in the context of language education—specifically reading, writing, speaking, and listening—hots can enhance student motivation and learning outcomes. classroom observations revealed that student engagement varied significantly depending on the fildzah arifah & kismullah abdul muthalib, 2025 the integration of higher order thinking skills by certified english teachers in senior high school 138 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 2 9 1 4 0 ) instructional method employed. in classes where hots was integrated, students were observed to participate actively through questioning, discussion, collaborative product development, and presentations. conversely, in classes where traditional methods, such as grammar-translation, dominated, students exhibited lower engagement, limited to passive activities such as translating texts and listening to lectures. this teacher-centered approach limited students’ opportunities to explore and develop their higher-order thinking abilities. the positive relationship between hots-based instruction and student motivation, engagement, and learning outcomes is supported by several empirical studies. purnama and nurdianingsih (2019) found that hots instruction enhanced students’ speaking abilities, especially in daily contexts, by fostering critical, logical, reflective, and creative thinking. similarly, sitorus et al. (2021) demonstrated that hots strategies improved students' reading comprehension by encouraging inquiry and collaborative discussion. in conclusion, the integration of hots-based english instruction has significant implications for increasing student motivation and engagement through activities such as problem-solving, group discussions, and critical analysis. to effectively participate in these activities, students require well-developed analytical, evaluative, and creative thinking skills. however, the successful implementation of hots is often hindered by several challenges. according to tyas et al. (2019), these include teachers’ limited understanding of hots, inadequate learning resources, insufficient teaching experience, variability in student abilities, and the inherent complexity of instructional materials. this study categorizes the challenges into three main areas: teacher professionalism, institutional support, and student capacity. with regard to teacher professionalism, barriers included difficulties in delivering hots-based instruction, assessing student competence, and managing classroom dynamics and time. institutional constraints involved the lack of facilities such as language laboratories, interactive learning media, and up-to-date textbooks. finally, student-related challenges included large class sizes and varying levels of academic readiness, all of which impeded the full integration of hots into english language instruction. conclusion based on the data collected regarding the implementation of higher-order thinking skills (hots)-based instruction by certified english teachers at babul maghfirah senior high school, the researchers concluded that the teachers had not fully met the established criteria for hots-oriented learning. although efforts were made to incorporate 4c competencies— creativity, critical thinking, collaboration, and communication—by encouraging students to engage in critical thinking, problem-solving, reasoning, and conclusion-drawing, the instructional practices remained predominantly focused on lower-order thinking skills. teachers were also unable to adequately apply the four learning models prescribed in the 2013 curriculum, which are essential for promoting scientific learning approaches. furthermore, the instructional activities outlined in the lesson plans were not implemented in a systematic manner. the limited integration of hots-based learning was attributed to several challenges encountered by the teachers. these challenges were categorized into three main areas: the teachers’ professional competence, the availability and quality of school facilities, and the students’ capacity and readiness to engage in higher-level cognitive tasks. acknowledgement the researcher extends sincere gratitude to all parties who have contributed to the successful completion of this study. references al yakin, a., obaid, a. j., apriani, e., ganguli, s., & latief, a. (2024). the efficiency of blending ai technology to enhance behavior intention and critical thinking in higher education. in embedded devices and internet of things (pp. 242-266). crc press. fildzah arifah & kismullah abdul muthalib, 2025 the integration of higher order thinking skills by certified english teachers in senior high school 139 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 2 9 1 4 0 ) https://doi.org/10.1201/9781003510420-14. ananda, r. (2019). perencanaan pembelajaran. lembaga peduli pengembangan pendidikan indonesia (lpppi). apriani, e., santiana, s., & harmi, h. (2022). investigating the role of ict toward students' higher order thinking in writing skills at islamic university students. al-ishlah: jurnal pendidikan, 14(2), 2213-2224. https://doi.org/10.35445/alishlah.v14i2.2260. creswell, j. w., & poth, c. n. (2023). qualitative inquiry and research design: choosing among five approaches (5th ed.). sage publications. demircioglu, t., karakus, m., & ucar, s. (2022). developing students' critical thinking skills and argumentation abilities through augmented reality-based argumentation activities in science classes. springer: science & education, 32, 1165-1195. https://doi.org/10.1007/s11191-022-00369-5. djami, c. b. n., & kuswandono, p. (2020). teachers’ strategies to implement higher-order thinking skills in english instruction. metathesis: journal of english language, literature, and teaching, 4(1), 25. https://doi.org/10.31002/metathesis.v4i1.2048. feronica, r. a., apriani, e., & edy, s. (2021). the implementation of higher order thinking skill (hots) in junior high school: teaching practice and problems. english franca: academic journal of english, 5(2), 185-200. https://doi.org/10.29240/ef.v5i2.2589. ginting, a. a., & kuswandono, p. (2020). challenges faced by english teachers: implementation of higher order thinking skills (hots) in designing assignments in east indonesia. pedagogy : journal of english language teaching, 8(1), 13. https://doi.org/10.32332/pedagogy.v8i1.1688. kusnawa, w. s. (2012). taksonomi kognitif. jakarta: pt. remaja rosdakarya. kwangmuang, s., jarutkamolpong, w., sangboonraung., & daungtod, s. (2021). the development of learning innovation to enhance higher order thinking skills for students in thailand junior high schools. https://doi.org/10.1016/j.heliyon.2021.e07309. movva, s., alapati, p. r., veliventi, p., & maithreyi, g. (2022). the effect of pre, while, and post listening activities on developing efl students' listening skills. theory and practice in language studies, 12(8). https://doi.org/10.17507/tpls.1208.05. munna, a, s., & kalam, m, a. (2021). teaching and learning process to enhance teaching effectiveness: a literature review. international journal of humanities and innovation, 4(1), 1-4. https://doi.org/10.33750/ijhi.v4i1.102. mursyid, m., & kurniawati, n. (2019). higher order thinking skills among english teachers across generation in efl classroom. english review: journal of english education, 7(2), 119. https://doi.org/10.25134/erjee.v7i2.1775. pahruddin, a., & pratiwi, d. . (2019). pendekatan saintifik dalam implementasi kurikulum 2013 & dampaknya terhadap kualitas proses dan hasil pembelajaran pada man di provinsi lampung. pustaka ali imron. purnama, y. i., & nurdianingsih, f. (2019). the impact of higher order thinking skills (hots) instructions in teaching efl speaking skills from the perspective of students’ motivation. lingua cultura, 13(4), 313. https://doi.org/10.21512/lc.v13i4.6105. feronica, r. a. (2021). the implementation of higher order thinking skill (hots) in junior high school: teaching practice and problems. english franca: academic journal of english language and education, 5(2), 185-200. https://doi.org/10.29240/ef.v5i2.2589. ocy, d. r. (2021). learning design to improve higher order thinking skills (hots). jurnal riset pendidikan matematika jakarta, 3(2), 34-41. https://doi.org/10.21009/jrpmj.v3i2.22265. sani, r. a. (2019). pembelajaran berbasis hots (higher order thinking skills). tira smart. saraswati, n., & wicaksono, m. (2023). novice and experienced teachers' perspectives: multifactor challenges in hots implementation. the journal of english literacy education, 10(2), 175-185. https://doi.org/10.36706/jele.v10i2.16. https://doi.org/10.1201/9781003510420-14 https://doi.org/10.35445/alishlah.v14i2.2260 https://doi.org/10.29240/ef.v5i2.2589 fildzah arifah & kismullah abdul muthalib, 2025 the integration of higher order thinking skills by certified english teachers in senior high school 140 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 2 9 1 4 0 ) setiawati, w., asmira, o., ariyana, y., bestary, r., & pudjiastuti, a. (2019). buku penilaian berorientasi higher order thinking skills. in kementerian jenderal guru dan tenaga kependidikan. https://doi.org/10.37411/pedagogika.v10i2.60. sitorus, m. m., silalahi, l. h., rajagukguk, h., panggabean, n., & nasution, j. (2021). the effect of higher order thinking skill (hots) in reading comprehension. ideas: journal of language teaching and learning, linguitics and literature, 9(1), 455–463. susuoroka, g., momori, i. o., padmore, e. a. (2023). teacher quality factors as determinant of students' performaance in mathematics. journal of education and teaching methods, 2(3), 42-49. https://doi.org/10.58425/jetm.v2i3.196. tyas, m. a., nurkamto, j., marmanto, s., & laksani, h. (2019). developing higher order thinking skills (hots) – based questions: indonesian efl teachers’ challenges. proceeding of the 2nd international conference on future of education, 2(1), 52–63. https://doi.org/10.17501/26307413.2019.2106. zulfikar. (2021). evaluating certified indonesian efl teachers’ performance: a case study in a high school in aceh. elt worldwide: journal of english language teaching, 8(1), 60. https://doi.org/10.26858/eltww.v8i1.19349. english franca academic journal of english language and education https://doi.org/10.29240/ef.v8i2.10900 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 8, no 2, 2024, page 397-408 article info: http://journal.iaincurup.ac.id/index.php/english received 24 april 2024; received in revised form 10 july 2024; accepted 24 august 2024, available online 24 november 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license copyright (c) 2024 author phonetic analysis of english segmental sounds produced by the english young learners’ teachers nadya nur azizah¹, bachrudin musthofa² ¹ universitas pendidikan indonesia, bandung, indonesia 2 universitas pendidikan indonesia, bandung, indonesia corresponding email: nadyanurazizah@upi.edu to cite this article: azizah, n. n., & musthafa, b. (2024). phonetic analysis of english segmental sounds produced by the english young learners’ teachers. english franca : academic journal of english language and education, 8(2). retrieved from https://journal.iaincurup.ac.id/index.php/english/article/view/10900 introduction pronunciation is the most preferred of various skills in english. the majority of english language proficiency as a measure of english language proficiency. their english success depends on how good their pronunciation is (richard, 2008). talking about pronunciation is of course closely related to the concept of language. fromkin (2001:8) states that linguistics is the study of the structure or form of language, with an emphasis on the system rules followed by speakers or listeners of a language. consists of morphology, phonology, phonetics, and syntax. this study focuses on exploring all components of the phonetic aspect. phonetics is primarily concerned with recognizing the formation of sounds: what sounds exist in a language, how and where they are produced in a language. the teacher's ability to use articulatory organs like the mouth, tongue, teeth, and lips to pronounce any english word is understood through phonetics, and with practice, the teacher can employ copying techniques with students accurately and proficiently (rahayu, 2019). this study focuses on eyl teachers for multiple reasons. while the examination of students' language proficiency errors has been extensively addressed, there is a lack of studies concentrating on teachers' errors. the transference of errors committed by teachers can be a primary source of student mistakes. the language acquisition process of students is significantly influenced by the role of teachers. the optimal period for the acquisition of a abstract. indonesian english learners undoubtedly encounter difficulties in articulating the authentic phonetic sounds of english. this occurs because specific english phonemes are absent in the learner's native language, leading to unnatural pronunciation. consequently, the teacher's role is crucial in developing proficient language skills, particularly in pronunciation, among english language learners. teachers' proficiency in english is expected to help students correct their errors. researchers are presently analyzing the pronunciation skills of english teachers. this study employs descriptive method and two data collection instruments: interview and picture description task. this study aimed to identify specific sounds that are frequently unnatural in english segmental and to determine the factors contributing to the unnatural sounds produced by eyl teachers. the findings of this study showed; an in-depth phonetic analysis of the teachers' production in terms of place of articulation, manner of articulation as well as distinctive features for the production of english consonant sounds, and openness of the mouth, tongue elevation, position of tongue elevation, lips shapes, as well as length of vocalization for the production of english vowel sounds. this study also determined that mother tongue interference as the primary factor of the unnatural sound made by the teachers. keywords: phonetic analysis; english segmental sounds; eyl teachers https://doi.org/10.29240/ef.v8i2.10900 https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:nadyanurazizah@upi.edu https://journal.iaincurup.ac.id/index.php/english/article/view/10900 nadya nur azizah & bachrudin musthofa phonetic analysis of english segmental sounds produced by the english young learners’ teachers 398 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 9 7 4 0 8 ) foreign language is during the school years, which is why it is imperative that teachers of young learners reduce pronunciation errors. in the end, students are inclined to imitate the vocalizations of their teacher. renneberg showed that the brains of pre-teen children possess considerable strength and plasticity, facilitating the acquisition of a second language. bang bang k. purwo from atma jaya catholic university jakarta, a proponent of renneberg, explained that the interval between ages 6 and 12 is designated as the critical period, representing the optimal phase for children to acquire a second or foreign language. in a 1964 publication, linguist eric renneberg asserted that the critical period for language acquisition concludes at approximately age 12. tsang (2017) asserts that a teacher's responsibility is to facilitate students' acquisition of accurate word pronunciation; thus, teachers with inadequate english proficiency represent an urgent issue that must be resolved promptly. cakir and baytar (2014) affirmed that during this period, educators must enhance their phonological comprehension and recognize that students cannot acquire pronunciation autonomously. nevertheless, numerous english educators possess constrained linguistic abilities. numerous instances frequently arise, one of which pertains to the study conducted by osatanda (2020). this study aims to examine the pronunciation errors of efl teachers, with a particular emphasis on the types and causes of segmental vowel pronunciation errors that these teachers make. the findings demonstrate that teachers showed various inaccuracies in english vowel pronunciation. errors come from interlingual transfer, inconsistencies in grapheme pronunciation and phonetics, overcorrection, and lexical similarity. external factors include teachers' qualifications and inadequate proficiency in the english language. this research implies that to effectively teach students in english as a foreign language, efl elementary school teachers in indonesia must enhance their pronunciation through training and consistent practice. mustafa et al. (2018) this study examines the obstacles faced by early childhood educators in malaysia as they assist young english language learners (ells) in their attempt to acquire the english language. the primary importance of these findings: early childhood educators observed challenges in teaching english as a result of a lack of vocabulary, grammatical errors, a lack of interest and self-confidence, and a lack of english language proficiency. rohaty (2013) found that kindergarten teachers lack confidence in their englishspeaking abilities, exhibit limited fluency, and possess inadequate english skills when instructing children. untrained paud teachers will find it difficult to facilitate children's fluency in english as a second language. moreover, the essential english language skills of children are still deficient (munirah, christina & yazid, 2004). the malaysian education plan (20132025) stipulates that children need skilled english instructors who can enhance their language acquisition through interaction, acting as a mediating instrument. therefore, it is essential to assess the quality and efficacy of paud educators to enhance children's english language acquisition in malaysia. the research results presented above indicate that teacher pronunciation issues are frequently encountered. not only in indonesia but also in other countries. speaking instructors, particularly those who instruct young english language learners, may find this to be a concern. lenneberg stated that children's brains are still strong and flexible before puberty, which makes it easier to comprehend the process of mastering a second language. this is the reason why english instructors, particularly those who instruct speaking classes, must possess the ability to impart knowledge regarding proper and effective pronunciation. it was only natural for researchers to utilize a number of actual cases as a foundation for evaluating and assessing the quality of the teacher's pronunciation abilities. consequently, their performance will be influenced by the teachers' input. the objective of this investigation is to assess the proficiency of early childhood educators in pronouncing english words. the next step will be determined by the research findings, which will determine whether or not it is necessary to provide any treatment or training for teachers. consequently, the capacity of early childhood educators to acquaint students with the correct pronunciation of english will be enhanced. nadya nur azizah & bachrudin musthofa phonetic analysis of english segmental sounds produced by the english young learners’ teachers 399 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 9 7 4 0 8 ) theoretical framework phonetic when we speak, we produce a stream of sound. to study speech, phoneticians organize the flow into small pieces called segments. claim ladefoged (1982:1) phonetics refers to the description of speech sounds in a language with words. hamann and schmitz (2005) states that phonetics refers to how sound is produced, transmitted and perceived (we consider only sound production). these theories tell about the processes involved in creating the speaker's voice and how the listener can perceive the sound of the speech. in simple terms, phonetics is the study of speech sounds made by humans. english segmental sounds peter roach (1983) argues that speech produces a continuous sound stream, with individual portions referred to as segments. segmental sounds are more straightforward to elucidate and instruct than suprasegmental images; consequently, numerous studies have concentrated on segmental phonology rather than suprasegmental characteristics. ladefoged (1982) posits that vowels and consonants constitute components of a composite speech system. according to this theory, the segmental sounds of english can be classified into two primary categories: vowels and consonants. vlack (2004) asserts that vowels are consistently voiced sounds generated by vocal cord vibrations, whereas consonants may be either voiced or voiceless. the alphabet comprises vowels and consonants. onants, which have different sounds depending on their type and place of articulation. the differences of consonant and vowel can be described as follows: 1. consonants yoshida (2018) argues that consonants are sounds characterized by the airflow encountering multiple impediments in the oral cavity as it moves from the lungs. there are twenty-four consonant phonemes: [p], [b], [t], [d], [k], [g], [tʃ], [dǡ], [f], [v], [θ], [ð], [s], [z], [ʃ], [ǡ], [h], [m], [n], [ŋ], [l], [r], [j], and [w]. the categorization of these 24 consonants is founded on their characteristics, manner of articulation, and location of articulation. consonants can be categorized into the following groups according to their place of articulation: bilabial [b, p, m, w], labio-dental [f, v], dental [θ, ð], alveolar [t, d, l, n, s, z], palato-alveolar [ʧ, ʤ, j], velar [k, g, ɳ], and glottal [h].semi-vowels are generally employed to encompass consonant categories for functional purposes; nonetheless, they are more accurately termed vowel glides. for example, [w, j] 2. vowels vowels are phonetic sounds generated by the vocal cords. the shape of the entire mouth is altered when airflow is generated through the tongue and lips, resulting in the formation of vowels (gerald, 2000). early childhood education teachers early childhood education teachers could facilitate the acquisition of a second language in young children by utilizing effective pronunciation learning techniques. the process of mastering the pronunciation of words is exceedingly intricate. implementing a structured approach may facilitate pronunciation. the teacher's role is crucial in this process.the educator's responsibility is to assist students in the production and perception of sound. the educator must serve as an effective role model for their students. the teacher is responsible for generating precise speech and sound productions for the students. in order for students to comprehend the process of producing the correct pronunciation, the teacher must evaluate the sounds that students hear and receive. students are capable of mimicking new sounds. in the event that this is not feasible, the instructor provides them with recommendations that may facilitate the development of unfamiliar sounds. students respond exclusively to the inquiries posed by the instructor during the instructional process. students will experience minimal improvement if they fail to engage in and contribute to their pursuits. as previously stated, pronunciation instruction is structured. initially, educators should be cognizant of the challenges that students face when interacting with specific first language nadya nur azizah & bachrudin musthofa phonetic analysis of english segmental sounds produced by the english young learners’ teachers 400 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 9 7 4 0 8 ) groups and develop activities that address these issues. secondly, the teacher evaluates the pronunciation deficiencies of the students and provides a variety of assignments that are specifically designed to address these deficiencies. lastly, the teacher determines which passages are appropriate for a specific pronunciation area. hewings (2004) young learners as stated by sarah philips in her book, "young learners mean children from the first year of formal schooling (five or six years) to the age of eleven or twelve years." children between the ages of seven and twelve are referred to as young learners. the selfawareness of children aged 7-12 years was significantly lower than that of those aged 13 and older.. but after this age, the ability to imitate becomes completely reduced. (arif et. all, 2010). teaching english at the fundamental level is an urgent necessity, and teachers need to get training prior to instructing young learners due to the fact that their english competencies and abilities differ from those of adults. a young learner has excellent imitating abilities, they can even imitate the sound/pronunciation of the original speaker. therefore, a teacher must have good and correct english pronunciation skills and choose the best class methods and activities by knowing the characteristics and abilities of young students in teaching english. (moedjito, 2017. material and method the researchers employed a descriptive qualitative approach in this investigation. arikunto (2013) defines descriptive research as "an inquiry that aims to accumulate data regarding all subsequent natural scientific events." the process of qualitative analysis, as defined by bogdan and biklen (1982), involves the following: the organization, division, and synthesis of information, the identification of patterns, the discovery and acquisition of significant knowledge, and the determination of what to communicate to others. a qualitative study aims to collect data in order to offer a comprehensive and in-depth explanation of a phenomenon (aprilia & neisya, 2022). researchers employ qualitative research methods to analyze the segmental sounds produced by eyl teachers. three eyl teachers participated in this investigation. a questionnaire and a picture description task were implemented as data collection methodologies in this investigation. using the pre-recording instructions provided below, the researcher generated the speeches and utterances of the study participants at the outset of data collection. these instructions are included in the data collection tools, in addition to the image. after reading all of the pre-recording instructions, teachers are permitted to view the images on the data instrument for a minimum of 60 seconds. the researcher presented each teacher with a photograph and requested that they provide a five-minute description of the image. the researcher employed a recorder, such as a smartphone, to capture the image while the teachers were describing it in order to analyze the data. a recorder was a device that had the capacity to record both sounds and images. the output of each teacher's recording file then converted to digital format. after the recording is complete, the researcher will meticulously listen to the speech sounds and transcribe the teachers' speech. in this case, the researcher establishes an irrevocable record of the teachers' speech patterns by recording their voices and categorizing each english sound as either correct or incorrect. the symbol utilized during the transcription process is derived from the international phonetic alphabet (ipa), which is accessible at http://tophonetic.com/. after the data was transcribed, the teachers' utterances were used to identify the specific sounds that are frequently correct and incorrect. then, each of them will be provided with a questionnaire. a questionnaire is employed to determine the factors that contribute to teachers' use of appropriate and incorrect sounds http://tophonetic.com/ nadya nur azizah & bachrudin musthofa phonetic analysis of english segmental sounds produced by the english young learners’ teachers 401 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 9 7 4 0 8 ) results and discussion results the study's conclusions and discussion are predicated on an examination of the english segmental sounds made by english language learners' teachers and the variables influencing their production. table 1. the percentages of consonant sounds produced by eyl teachers sound category total unnatural sounds percentages [v] voiced labiodentals fricative 14 13.59% [θ] voiceless dental fricative 2 1,94% [ð] voiced dental fricative 32 31,06% [t] voiceless alveolar stop 10 9,70% [z] voiced alveolar fricative 15 14,56% [ʧ] voiceless palatal affricative 22 21,35 % [ʃ] voiceless palate-alveolar fricative 8 7,76% total 103 100% from the data, the researcher found 202 words in total produced by the three eyl teachers in describing picture description tasks as the instrument of this research. based on the table above indicate that, there are 103 unnatural words produced by three eyl teachers. the most unnatural ae consonant sound produced by the eyl teachers was the [ð] about 31.06%. there were 32 unnatural sounds of sound [ð]. in producing this word, the teachers experienced a mispronunciation. they mostly pronounce words that contain this type of sound with a "d" sound. in the word "the" the teacher always pronounces this word with the [de] sound which is incorrect. they should pronounce the word "the" using the sound [ð] voiced dental fricative. then the next word is the word "with". the eyl teachers pronounce the word "with" with the sound [wit] even though they should use the sound [wɪð]. the eyl teachers change the position of the place of articulation sound in sound [d]. the majority of them use a voiceless alveolar stop when a voiced dental fricative should be used. according to the table above, approximately 103 of the unnatural sound was caused by mother tongue interference. when some american english consonants were missing from indonesian sounds, an unnatural sound was produced. as a result, nearly all of them converted american english sounds into indonesian sounds, which have similar inventories to english sounds. the teachers lacked proficiency in producing english sounds because they did not practice enough or only used english at college. it was also the most problematic sound that the students produced. there was no one available to practice speaking with. they couldn't correct each other even though they had a partner. it was due to the fact that their partner was not a native speaker. nadya nur azizah & bachrudin musthofa phonetic analysis of english segmental sounds produced by the english young learners’ teachers 402 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 9 7 4 0 8 ) table 2. the total of unnatural vowel sounds table 3. percentages of the eyl teachers’ production of vowel sounds sound category total unnatural sounds percentages [ɪ] lax mid high front unrounded 5 8,47% [ε] lax mid-low front unrounded 1 1,69% [ə] lax mid central unrounded 16 27,12% [ʌ] lax low central unrounded 5 8,47% [ɔ] tense mid back rounded 2 3,39% [ӕ] lax low front unrounded 22 37,29% [ɑ] lax low back rounded 4 6,78% [oʊ] tense mid back rounded 2 3,39% [aʊ] tense low central unrounded 1 1,69% [eɪ] tense mid front unrounded t 1 1,69% total 59 100% sound category r1 r2 r3 total [i:] tense high front unrounded [ɪ] lax mid high front unrounded 2 2 1 5 [u:] tense high back rounded [u] lax mid high back rounded [ɚ] lax mid central unrounded [ʊ] lax mid high back rounded [ε] lax mid low front unrounded 1 1 [ə] lax mid central unrounded 2 12 2 16 [ʌ] lax low central unrounded 4 1 5 [ɔ] tense mid back rounded 1 1 2 [ӕ] lax low front unrounded 8 9 5 22 [ɑ] lax low back rounded 1 2 1 4 [oʊ] tense mid back rounded to high back rounded 1 1 2 [ai] tense low central unrounded to high front unrounded [aʊ] tense low central unrounded to high back rounded 1 [ɔi] tense mid back rounded to high front unrounded [eɪ] tense mid front unrounded to high front unrounded 1 1 total 59 nadya nur azizah & bachrudin musthofa phonetic analysis of english segmental sounds produced by the english young learners’ teachers 403 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 9 7 4 0 8 ) the teachers' performance exhibited difficulties with particular phonemes, especially american vowel sounds, as demonstrated by the table. the analysis conducted by the researcher indicated that the primary issue in the production of the ae sound [ӕ] was roughly 22 unnatural sounds (37.29%). the sound [ӕ] is classified as a lax low front unrounded vowel. this led to the articulation of the sound [ӕ] in the anterior part of the tongue. the tongue was situated low, the lips were unrounded, and the sound was designated as "lax" or "short" vowels. table 4. the questionnaire results of causal factors produced by the respondents the causal factors problems total percentages unnatural performance lack of motivation 7 5.07 % lack of memory. 4 2.90 % mother tongue interference 22 15.94 % sleep of the tongue 11 7.97 % less practice 22 15.94 % unnatural competence unfamiliar sound 20 14.49 % unknown pronounce 21 15.22 % lack of knowledge 19 13.77 % other possible cannot differentiate two sounds 12 8.70 % total 138 100 % the chart indicates that the unnatural sound likely resulted from mother tongue interference in approximately 58% of cases. the anomalous sound production arose due to the absence of certain american english consonants in indonesian phonetics. consequently, nearly all of them transformed american english phonetics into indonesian phonetics, which possess similar inventories to english sounds. subsequently, 23% of the teachers indicated that the production of unnatural sounds was attributed to a deficiency in knowledge. despite the students having studied phonetics in college, they remained to produce unnatural sounds. their limitation was due to a restricted understanding of phonetics. their teacher's ineffective instruction in class was the reason. the limited time allocated for phonetic instruction in class prevented the students from posing questions to the lecturer. consequently, the students failed to comprehend. discussion the findings regarding the unnatural eyl teachers' production of vowel and consonant sounds are interpreted in the discussions, and the factors that contribute to the teachers' production are explained below; the initial phase involves a phonetic examination of the teacher's sound production, which includes the place and manner of articulation, distinctive features for consonant production, mouth openness, tongue elevation and positioning, lip shapes, and length of vocalization for vowel sounds. the researcher found that kindergarten eyl teachers produced several unnatural consonant sounds, including [v], [θ], [ð], [z], [ʧ], and [ʃ], according to the findings. in addition to consonants, the articulation of atypical vowel sounds includes [ӕ], [oʊ], [ɑ], [eɪ], [ə], [ɔ], [ʌ], [ɛ], [ɪ], and [aʊ]]. the finding correlates with the research conducted by hutapea et al. (2023) concerning the error analysis of students' pronunciation of english vowels and consonants at smk harapan baru medan during the 2023/2024 academic year. he determined that the consonants nadya nur azizah & bachrudin musthofa phonetic analysis of english segmental sounds produced by the english young learners’ teachers 404 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 9 7 4 0 8 ) erroneously omitted were [t], [d], and [k] based on his research. the author discovered that numerous students were unaware of the categorisation of english vowels into two types: long vowels and short vowels. long vowels are denoted by the symbols / i: /, / ∂: /, / a: /, / u: /, / o: /, while short vowels are represented by the symbols / e /, / ae /, / ∂ /, / u /, / o /. they articulate the words "sheep" and "ship" identically, disregarding the vowel length. the atypical sounds identified by hutapea in this study comprised the consonants [l], [w], [ʧ], [ʃ], and the vowel [ʌ]. kirana (2022) provided her insights in her research titled "an error analysis of english consonant sounds /θ/, /dʒ/, /ʧ/ pronounced by eleventh grade students of modern islamic boarding school datok sulaiman putri palopo." the research findings revealed that the student faced difficulties in pronouncing specific english consonantal sounds that are not present in indonesian, including those that appear similar to certain indonesian sounds. they differ in their manner, place of articulation, and distinctive characteristics. this discovery's results are supported by mutmainna's (2019) earlier research, which reveals that the highest number of errors was 131 in addition (48.9%), followed by 95 in misordering (33%), and 57 in misformation (20%). the case was ascribed to the impact of the students' native language, according to mutmainna (2016). the researcher concludes that eyl teachers necessitate improved understanding of the consonant sounds [v], [θ], [ð], [z], [ʧ], [ʃ], and the articulation of natural vowel sounds [ӕ], [oʊ], [ɑ], [eɪ], [ə], [ɔ], [ʌ], [ɛ], [ɪ], [aʊ] through an analysis of the correlations and differences between this study and previous research. this claim is supported by questionnaire results indicating that students were infrequently permitted to practice english pronunciation, and that teachers rarely provided instruction on its technical aspects. consequently, this resulted in the students' lack of proficiency in pronouncing english words, leading to errors. therefore, the native language affected the pronunciation due to the students' inadequate practice. the second section outlines the factors that influence the production of segmental sounds, particularly those that lead to teachers encountering challenges in word pronunciation. the english teachers for the speaking class at kindergarten from makassar and bone, south sulawesi, as indicated by the data obtained from the questionnaire. the results revealed that the factors leading to pronunciation errors among teachers are interference from the native language and insufficient practice. this conclusion is corroborated by the findings of nur phadilah's (2018) study, "the causal factors of bugis-bone accent interference on pronunciation in english conversation." she found that the bugis-bone accent impacted the pronunciation of english dialogues owing to the disparities in phonemes articulated by native bugis speakers compared to native english speakers in particular phonemic regions. the findings align with the study by faishol hadi (2015) on segmental phoneme analysis in esl pronunciation instruction. data analysis demonstrates that the discrepancies in segmental phonemes between english and indonesian impede indonesians' proficiency to articulate certain english segmental phonemes. these results indicate that students' native language influences the production of unnatural sounds. as the respondents stated; “my tendency to recognize and pronounce the indonesian alphabet has occasionally affected it.”.( obtained from the questionnaire). “i am from the bone region, which has a distinct accent from the general indonesian population. consequently, my pronunciation is characterized by stress and intonation errors when i speak english”. (obtained from the questionnaire) “occasionally, i encounter difficulty pronouncing certain words. this may be due to the fact that english is not your native language, which makes it challenging to speak in a manner that is appropriate for a native speaker”. (obtained from the questionnaire) the statement above shows that unnatural sound production occurred when some english consonants were absent in indonesian sounds. therefore, almost all of them changed the english sound into indonesian sounds which have close inventories with english sounds. nadya nur azizah & bachrudin musthofa phonetic analysis of english segmental sounds produced by the english young learners’ teachers 405 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 9 7 4 0 8 ) the respondent also stated that; “the factor is that i lack native-speaking friends, which prevents me from practicing pronunciation in the same manner as they do. (obtained from the questionnaire) “unaware of diphthong sounds”.(obtained from the questionnaire) the second factor, as indicated by the aforementioned statement, is a lack of serious practice in overcoming the issue of pronunciation errors. and there is no native speaker partner, so they can practice. it was also stated by nilawati (2008) that speech errors are caused by three factors. initially, learners apply the phonological rules of their native language to the rules of the target language. secondly, learners have not yet achieved proficiency in english, exhibit inadequate language skills, and appear to be deficient in acculturation, transmission, input, and corrective feedback. third, the learners are frequently confused by the complex structure of the english language. as the respondents stated; “there are so many symbols that i have difficulty understanding”.(obtained from the questionnaire “even though i know how to pronounce the word "very," i frequently mispronounce it. even though the proper pronunciation is 'ˈvɛri' with a v sound, i typically say fɛri.. (obtained from the questionnaire). “one of the sounds that i almost often make errors with is the dental sound. i find it difficult to name the [θ] and [ð] sounds in some words”.( obtained from the questionnaire). syafei (1988) clarifies the difficulties faced by indonesian learners of english, drawing on the arguments of nilawati and the respondents. two factors can impede indonesian learners' acquisition of english. the problems stem from errors in english spelling. it lacks adequate pronunciation instruction. secondly, the issues arise from a detrimental transfer from indonesian to the target language, english. siti nadziroh (2015) further explains that the majority of indonesian learners avoid challenging phonemes and memorize pronunciations as a result of a lack of comprehension in relation to the aforementioned. the study's results indicate that eyl teachers continue to experience difficulty in producing vowels and consonants. in this case, the underlying causes resulted in certain issues. the researcher explained in the previous chapter that the theory from nsakla (1995) regarding the causative factors of unnatural ae segmental sound production was adapted in this case. this theory is divided into two categories: unnatural performance and unnatural competence. indicators were present for each causative factor. memory loss, lack of motivation, interference from the mother tongue, tongue sleep, and insufficient practice were the indicators of unnatural performance in this study. there were three indicators of unnatural competence in this study: difficulty pronouncing the sound, lack of knowledge, and unfamiliarity with the sound. conclusion the conclusion is derived from the analysis of phonetic sounds in terms of segmental sounds. the initial issue can be resolved by examining the outcome of the picture description task. this was employed to determine whether the sounds were pronounced incorrectly. the initial issue can be resolved by the outcome of pdt. the researcher identified the unnatural sounds generated by the eyl teachers as a result of the findings. in particular, [ð], [v], [θ], [t], [z], [ʧ], [ʃ] are all consonants. the teachers produced vowels in an unnatural manner. these are: [ɕ], [ə], [ɪ], [ɑ], [ε], [eɪ], [ɔ], [ʌ], [oʊ], [aʊ]. the second issue can be resolved by the results of the questionnaire that was distributed to the teachers. this was employed to determine the causes of unnatural sounds. the research identified causal factors that may have contributed to the occurrence of unnatural sounds, including mother tongue interference, a lack of knowledge, difficulty distinguishing between sounds, and a lack of practice. nadya nur azizah & bachrudin musthofa phonetic analysis of english segmental sounds produced by the english young learners’ teachers 406 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 9 7 4 0 8 ) acknowledgement the researcher would like to thank all parties who have contributed to this research. references aprilia, f., & neisya, n. (2022). women’s stereotypes in “pretty girl” song lyrics: a critical discourse analysis study. english franca : academic journal of english language and education, 6(2), 461. https://doi.org/10.29240/ef.v6i2.4902. arikunto, suharsimi (2017) pengembangan instrumen penelitian dan penilaian program. yogyakarta : pustaka pelajar. çakır, i̇., & baytar, b. (2014) foreign language learners’ views on the importance of learning the target language pronunciation. journal of language and linguistic studies, 10(1), 99–110. www.jlls.org . hadi, faishal (2015) an analysis of esl students’ segmental phonemes in pronunciation class. jurnal riset pendidikan. retrieved from https://www.academia.edu/109050357/an_analysis_of_esl_students_segmental_p honemes_in_pronunciation_class. fromkin and rodman (1983) an introduction to languange, saunders college publishing. retrieved from https://ukhtt3nee.wordpress.com/wpcontent/uploads/2019/04/an_introduction_to_language.pdfhamann,cornelia and carmen schmitz. (2005) phonetics and phonology . university of oldenburg. ganie, rohani, et. al. (2019) errors in pronouncing english phonemes: a praat analysis. languangehttps://www.academia.edu/109050357/an_analysis_of_esl_students_s egmental_phonemes_in_pronunciation_class. retrieved from https://jurnal.uisu.ac.id/index.php/languageliteracy/article/view/1216/pdf. hewings m (2004) pronunciation practice activities. cambridge: cambridge university press hutapea, niagara ramses p, et.al (2023). error analysis of students’ pronunciation in pronouncing english vowels and consonants of smk harapan barumedan in the academic year 2023/2024. jurnal pendidikan dan konseling. volume 5 nomor 4 tahun 2023. kaharuddin, andi. and djuwairiah a. 2018. english phonetics for indonesia learners of english. trust media publishing. yogyakarta. kaharuddin, andi. and ismail l. (2017) the essential of discourse analysis for teaching as a foreign language. trust media publishing. kirana, adinda (2022) an error analysis on english consonant sounds /θ/, /dʒ/, /ʧ/ pronounced by the eleventh grade students of modern islamic boarding school datok sulaiman putri palopo. ladefogoed, peter. 1982. a course in phonetics. newyork: harcourt brace jovanich. mustafa, m. c., ngajib, s. h., isa, z. m., omar, a., osman, z., ahmad, n. a., arip, m. a. s. m., & amran, a. n. f. m. (2018). early childhood teachers’ challenges in using english to interact with young english language learners. international journal of academic research in business and social sciences, 8(6). https://doi.org/10.6007/ijarbss/v8-i6/4179. mutmainnah. 2019.teaching voiced and voiceless interdental fricative sound by using english pronunciation application at the fifth semester english students of iain palopo. diss. institut agama islam negeri palopo. moedjito. (2017). improving efl learners’ pronunciation of english through quiz demonstration-practice-revision (qdpr). english language teaching, 11(1), 10–20. nadziroh, siti. 2015. “error pronunciation made by fourth semester of english department at iain tulungagung”. osatananda, v., & salarat, p. (2020). the tolerance of english instructors towards the thai accented english and grammatical errors. indonesian journal of applied linguistics, 9(3), 685–694. https://doi.org/10.17509/ijal.v9i3.2321. https://doi.org/10.29240/ef.v6i2.4902 https://www.academia.edu/109050357/an_analysis_of_esl_students_segmental_phonemes_in_pronunciation_class https://www.academia.edu/109050357/an_analysis_of_esl_students_segmental_phonemes_in_pronunciation_class https://ukhtt3nee.wordpress.com/wp-content/uploads/2019/04/an_introduction_to_language.pdf https://ukhtt3nee.wordpress.com/wp-content/uploads/2019/04/an_introduction_to_language.pdf https://jurnal.uisu.ac.id/index.php/languageliteracy/article/view/1216/pdf https://doi.org/10.6007/ijarbss/v8-i6/4179 https://doi.org/10.17509/ijal.v9i3.2321 nadya nur azizah & bachrudin musthofa phonetic analysis of english segmental sounds produced by the english young learners’ teachers 407 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 9 7 4 0 8 ) phadhilah, nur, hamdan juhannis, & sitti nurpahmi. 2018.the causal factors of bugisbone accent interfence on the pronunciation in english conversation. rohaty, m. (2013). critical issues in preschool education in malaysia. recent advances in educational technologies, 150–155. retrieved from http://www.wseas.us/elibrary/conferences/2013/cambridgeusa/eet/eet-26.pdf. rahayu, l. s., dyah. a. k. w., and barli. b. (2019) analyzing english pronunciation skills of indonesian bilingual school teachers. pedagogy journal of english language teaching. volume 7, number 2, december 2019. doi: 10.32332/pedagogy.v7i2.1499. richard, j.c. (2008). teaching listening and speaking: from theory to practice, new york: cambridge university press. retrieved from https://www.professorjackrichards.com/wp-content/uploads/teaching-listening-andspeaking-from-theory-to-practice.pdf. roach, p. 1983. english phonetics and phonology. cambridge: cambridge university press. tsang, a. (2017) efl/esl teachers “general language proficiency and learners” engagement. relc journal, 48(1), 99-113 retrieved from https://www.researchgate.net/publication/313732806_eflesl_teachers'_general_l anguage_proficiency_and_learners'_engagement vlack, s. 2005. the concept in pronunciation. cambridge. yoshida m, (2018). the consonant of american english. retired from http://ocw.uci.edu/upload/files/consonants.pdf. http://www.wseas.us/e-library/conferences/2013/cambridgeusa/eet/eet-26.pdf http://www.wseas.us/e-library/conferences/2013/cambridgeusa/eet/eet-26.pdf https://www.professorjackrichards.com/wp-content/uploads/teaching-listening-and-speaking-from-theory-to-practice.pdf https://www.professorjackrichards.com/wp-content/uploads/teaching-listening-and-speaking-from-theory-to-practice.pdf https://www.researchgate.net/publication/313732806_eflesl_teachers'_general_language_proficiency_and_learners'_engagement https://www.researchgate.net/publication/313732806_eflesl_teachers'_general_language_proficiency_and_learners'_engagement nadya nur azizah & bachrudin musthofa phonetic analysis of english segmental sounds produced by the english young learners’ teachers 408 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 9 7 4 0 8 ) empty page english franca academic journal of english language and education doi: 10.29240/ef.v9i1 may.11153 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol. 9, no. 1, 2025, page 141-152 article info: http://journal.iaincurup.ac.id/index.php/english received 24 august 2024; received in revised form 13 march 2025; accepted 10 may 2025 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license cultural immersion in english educational context of university of western australia students in toraja markus deli girik allo¹, charlie baka², roni la’biran³, nehru p. pongsapan4, rigel sampelolo5, daud rodi palimbong6, ury7 1 2 3 4 5 6 7 universitas kristen indonesia toraja, tana toraja, indonesia corresponding email: markusdeli@ukitoraja.ac.id to cite this article: girik allo, m. d., baka, c., la’biran, r., pongsapan, n. p., sampelolo, r., palimbong, d. r., & ury, u. (2025). preserving tradition: cultural immersion in english educational context of university of western australia students in toraja. english franca : academic journal of english language and education, 9(1 may). retrieved from https://doi.org/10.29240/ef.v9i1 may.11153 introduction in today’s world, characterized by rapid globalization, the preservation of cultural heritage has emerged as a critical concern. globalization, while fostering connections and exchanges across borders, also brings with it significant challenges, particularly for indigenous cultures (borunda & murray, 2024; long, 2017). these cultures, often rich in history, tradition, and unique worldviews, are increasingly vulnerable to the pressures of modernization and urbanization (ford et al., 2020). abstract. the objective of this study is to examine the impact of this immersion on both the students and the local community, focusing on the preservation of toraja cultural traditions. this study adopts a qualitative research design which is particularly suited for exploring the depth and complexity of participants' experiences and perspectives. the participants in this study include students from the university of western australia (uwa), faculty members from universitas kristen indonesia toraja (uki toraja), and members of the toraja community. participant observation: researchers closely observed the participants' daily interactions, behaviors, and activities during the immersion program. detailed field notes were maintained to document the observations. focus group discussions (fgds): semi-structured focus group discussions were conducted with the uwa students to explore their learning outcomes, reflections, and overall experiences of the cultural immersion program. participants were selected using purposive sampling, a non-probability sampling technique where participants are chosen based on specific characteristics and their relevance to the research questions. uwa students were selected based on their active participation in the bali studio program, while uki toraja faculty members and toraja community members were chosen for their roles in facilitating and engaging with the cultural immersion activities. the data collected from participant observations and focus group discussions were analyzed using thematic analysis. the result of this study shows that the positive impact of this immersion on both the students and the local community, focusing on the preservation of toraja cultural traditions. the evidence depicted that the deep and impactful engagement of uwa students with toraja culture and the presence of uwa students in the toraja community had a positive impact on cultural preservation efforts. the study concludes with recommendations for improving the effectiveness of such programs and calls for continued collaboration between universities and indigenous communities in the pursuit of cultural preservation. keywords: cultural immersion, toraja culture, cultural preservation, cross-cultural exchange, university collaboration file:///d:/eka%20a/english%20franca/ef%20vol%209%20no%201%20tahun%202025/paper%20word%20doc/cccccc https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:markusdeli@ukitoraja.ac.id https://doi.org/10.29240/ef.v9i1%20may.11153 markus deli girik allo, et. al., 2025 preserving tradition: cultural immersion in educational context of university of western australia students in toraja 142 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 4 1 1 5 2 ) modernization, which typically involves the adoption of new technologies, economic systems, and social norms, can lead to the erosion of traditional ways of life (kansanga et al., 2019). indigenous communities, which have often maintained their customs and practices over generations, may find their cultural expressions under threat as they encounter modern lifestyles and values that differ drastically from their own (borunda & murray, 2024; harmi et al., 2022). for example, traditional languages, rituals, and artisanal crafts may be abandoned in favor of more contemporary, globally dominant languages, practices, and products. moreover, the homogenizing forces of global culture—often driven by mass media, global markets, and the spread of popular culture—tend to promote a more uniform set of cultural norms and practices (bunyawanich et al., 2018). this global culture, often dominated by western influences, can overshadow and diminish the visibility and viability of indigenous cultures (gallagher, 2017). as a result, unique cultural identities risk being diluted or lost altogether as local traditions are replaced by or blended with those that are more globally recognized and commercially viable (coombe, 2017). the importance of preserving cultural heritage in this context cannot be overstated. cultural heritage is not just about maintaining the past; it is a vital part of a community's identity and provides a sense of belonging and continuity (smeekes & verkuyten, 2017). it includes tangible elements like artifacts, monuments, and traditional crafts, as well as intangible aspects such as languages, rituals, and oral traditions (hassan, 2020; kumar & singh, 2022). preserving these cultural elements is crucial for maintaining the diversity of human expression and for ensuring that future generations can benefit from the wisdom, knowledge, and beauty inherent in these traditions (lenzerini, 2023; mosako & rankadi, 2024). this study investigates the role of academic institutions in cultural preservation through the lens of a cultural immersion program conducted by the university of western australia (uwa) in collaboration with universitas kristen indonesia toraja (uki toraja). the program is designed to offer students from the university of western australia (uwa) a deep and immersive experience in the cultural heritage of the toraja people, an indigenous community residing in the highlands of south sulawesi, indonesia. the toraja are renowned for their rich and intricate cultural traditions, which are integral to their way of life and worldview. one of the most distinctive aspects of toraja culture is their elaborate funeral ceremonies, known as rambu solo'. these ceremonies are not merely rites of passage but are seen as a critical part of the journey to the afterlife. they are characterized by complex rituals that can span several days, involving the community in a series of processions, animal sacrifices, traditional music, and dances. the funeral ceremonies reflect the toraja people's deep respect for their ancestors and their belief in the continuation of life after death. additionally, the program will expose uwa students to traditional toraja dances, which are vibrant expressions of the community’s identity and history. these dances are often performed during important cultural events and ceremonies, each with its significance and meaning. through participation and observation, students will gain insights into how these cultural practices embody the values, beliefs, and social structures of the toraja people. by engaging directly with the community, uwa students will not only learn about these practices but will also gain a deeper appreciation of how the toraja preserve and celebrate their cultural heritage in a rapidly modernizing world. this immersive experience aims to foster crosscultural understanding, respect, and a broader global perspective among the participants. this research examines the impact of this program on both the students and the local community, emphasizing the mutual benefits of such cross-cultural exchanges. previous studies on cultural immersion programs have consistently underscored their significant impact on fostering cross-cultural understanding among participants (nelson & luetz, 2021). these programs, which immerse individuals in a different cultural environment, enable participants to experience firsthand the traditions, customs, and daily life of the host culture. through such immersive experiences, participants develop a deeper appreciation and respect for cultural diversity, which in turn enhances their ability to navigate and engage with different cultural contexts. moreover, cultural immersion programs play a crucial role in markus deli girik allo, et. al., 2025 preserving tradition: cultural immersion in educational context of university of western australia students in toraja 143 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 4 1 1 5 2 ) contributing to the preservation of cultural heritage (fong, 2020; kuo et al., 2023). by involving participants in cultural practices and encouraging them to learn about and document these traditions, these programs help to sustain and promote the continued vitality of the culture. this preservation is not only beneficial for the host community but also enriches the participants' understanding of global cultural diversity, fostering a more inclusive and culturally aware society (kohsaka & rogel, 2021; moric et al., 2021). however, the specific impact of such programs on indigenous communities and the sustainability of cultural practices remains underexplored. this research builds on the existing literature by focusing on the toraja community, whose cultural practices are considered one of the most well-preserved in indonesia. the toraja culture, characterized by its complex rituals and deep spiritual beliefs, provides a unique context for studying the dynamics of cultural preservation. the literature review also examines the theoretical framework of cultural exchange and its role in enhancing cultural resilience. therefore, the objective of this study is to examine the impact of this immersion on both the students and the local community, focusing on the preservation of toraja cultural traditions. theoretical framework the theoretical framework for the research "preserving tradition: university of western australia students in the heart of toraja culture" can be built upon several key concepts and theories. cultural immersion and exchange cultural immersion theory: this research can draw from cultural immersion theory, which explores how deep engagement with another culture fosters understanding, empathy, and respect for cultural diversity. the theory emphasizes the transformative potential of direct and sustained cultural experiences in promoting cross-cultural competence (li et al., 2024; onosu, 2021a). cultural exchange: the concept of cultural exchange, where participants share and learn from one another's cultures, underpins the importance of reciprocal learning in preserving and appreciating cultural traditions. this is particularly relevant in the context of international students engaging with the toraja community (chwialkowska, 2020; yiting, 2021). ethnography and anthropology ethnographic theory: the research can be grounded in ethnographic theory, focusing on the study of people and cultures from an insider perspective. by employing participant observation, the study aims to capture the lived experiences of uwa students as they interact with and learn from the toraja community (kurczewski, 2023; malinowski, 2007a, 2007b). symbolic anthropology: this theoretical approach examines how symbols, rituals, and practices within a culture convey meaning. in the context of toraja culture, the use of symbols in rituals, architecture, and art can be explored to understand how tradition is preserved and communicated to outsiders (jourdan & tuite, 2006; salzmann et al., 2012a, 2012b; sandarupa et al., 2021). cultural preservation and sustainability cultural sustainability: this theory is crucial in understanding the efforts to maintain cultural heritage in the face of globalization and modernity. the research can investigate how the toraja community balances preserving their traditions while adapting to external influences, including the engagement with uwa students (lenzerini, 2023). community-based cultural preservation: the involvement of the local community in preserving cultural heritage is essential. this framework emphasizes the active role of the community in safeguarding their cultural identity while sharing it with others, particularly in educational and immersive contexts (cozzani et al., 2017; selmanović et al., 2020). markus deli girik allo, et. al., 2025 preserving tradition: cultural immersion in educational context of university of western australia students in toraja 144 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 4 1 1 5 2 ) intercultural communication intercultural communication theory: this theory addresses the complexities of communication between individuals from different cultural backgrounds. the research can explore how uwa students and toraja community members navigate linguistic and cultural differences to build mutual understanding (deli & allo, 2018; holliday et al., 2004; martin, n., judith, and nakayama, k., 2010; seelye, 1984). material and method this study adopts a qualitative method (jackson et al., 2007), which is particularly suited for exploring the depth and complexity of participants' experiences and perspectives. the qualitative approach allows for a rich, detailed understanding of the cultural immersion experience by focusing on the subjective meanings that participants attach to their interactions and reflections. the participants in this study include students from the university of western australia (uwa), faculty members from universitas kristen indonesia toraja (uki toraja), and members of the toraja community. the diverse group of participants provides a comprehensive view of the cultural immersion experience from multiple perspectives. participant observation: researchers closely observed the participants' daily interactions, behaviors, and activities during the immersion program (zahle, 2012). detailed field notes were maintained to document the observations. focus group discussions (fgds): semistructured focus group discussions were conducted with the uwa students to explore their learning outcomes, reflections, and overall experiences of the cultural immersion program (scheelbeek et al., 2020). participants were selected using purposive sampling, a nonprobability sampling technique where participants are chosen based on specific characteristics and their relevance to the research questions (campbell et al., 2020). uwa students were selected based on their active participation in the bali studio program, while uki toraja faculty members and toraja community members were chosen for their roles in facilitating and engaging with the cultural immersion activities. the data collected from participant observations and focus group discussions were analyzed using thematic analysis (clarke & braun, 2017). this method involved coding the data to identify recurring themes, patterns, and insights related to the cultural immersion experience. thematic analysis allowed the researchers to interpret the data systematically and draw meaningful conclusions about the impact of the immersion program on cross-cultural understanding and cultural preservation. results and discussion results the findings of this study highlight the profound impact of the cultural immersion program on both the participating uwa students and the toraja community. the students' active engagement with toraja culture and their involvement in cultural preservation efforts demonstrate the mutual benefits of such immersive experiences. by participating in traditional ceremonies, learning local crafts, and contributing to documentation projects, the students not only deepened their understanding of toraja traditions but also played a crucial role in reinforcing and preserving the community's cultural identity. these findings underscore the significance of cross-cultural interactions in fostering cultural appreciation and sustaining cultural heritage for future generations. student engagement with toraja culture: a cross-cultural learning experience in english education context during the bali studio program, uwa students actively engaged with toraja culture through structured learning experiences that integrated english education. a key aspect of their participation involved preparing and delivering english-language presentations on various cultural topics, such as the significance of traditional ceremonies, the toraja social markus deli girik allo, et. al., 2025 preserving tradition: cultural immersion in educational context of university of western australia students in toraja 145 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 4 1 1 5 2 ) structure, and the symbolic meaning of local art forms. observations revealed that students took this task seriously, consulting with toraja community members to ensure accuracy and cultural sensitivity in their presentations. this process encouraged them to refine their language skills while deepening their cultural understanding. in focus group discussions, students reflected on how the experience enhanced their ability to communicate complex cultural concepts in english. one student shared, "explaining toraja culture in english required me to not only understand the material but also think critically about how to convey it clearly to an audience. it made me appreciate both the cultural depth and the importance of effective communication." another student highlighted how this task increased their sense of responsibility, as they felt a duty to represent the culture accurately in an educational setting. beyond presentations, uwa students also engaged in experiential learning by participating in traditional toraja dances, such as the pa’gellu’ and pa’tirra’, both of which hold cultural significance. observations described students learning these dances under the guidance of local instructors, demonstrating dedication to mastering the movements and understanding the dances' symbolic meanings. their participation in community performances was seen as a sign of respect and an effort to immerse themselves in the culture. through discussions, students noted that learning these dances not only provided a hands-on cultural experience but also improved their ability to describe and narrate cultural practices in english. one student remarked, "learning the pa’gellu’ dance was more than just memorizing steps; it was about understanding its role in toraja celebrations and then finding the right words to explain that experience to others." another student emphasized the deeper connection fostered through this experience: "performing the pa’tirra’ dance made me feel integrated into the community. it was a way to engage with the culture and share my experience with others through storytelling and discussion in english." in addition to performance-based learning, uwa students contributed to cultural documentation projects that involved recording traditional practices, oral histories, and cultural artifacts. this initiative required students to conduct interviews, transcribe narratives, and compile reports in english, reinforcing their ability to process and present cultural information through academic and digital storytelling. observations highlighted their commitment to ensuring accuracy and meaningful representation, often working closely with community members to develop comprehensive records. in focus groups, students expressed how this project enhanced their research and language skills while fostering a deeper emotional connection to the toraja culture. one student reflected, "documenting oral histories in english made me realize the importance of preserving cultural narratives. it wasn’t just about translating words—it was about capturing the emotions and meanings behind them." another student noted, "creating cultural documentation helped me develop a sense of responsibility, knowing that our work could serve as a bridge for future students wanting to learn about toraja culture through english texts and materials." the toraja community responded positively to the students' engagement, expressing pride in sharing their culture while appreciating the students' efforts to learn and document their traditions in an educational context. observations noted that this reciprocal exchange strengthened cross-cultural understanding, as students became more aware of the nuances of toraja traditions while community members recognized the role of english as a tool for cultural preservation and global communication. in focus groups, students shared how they observed this mutual appreciation. one student mentioned, "the community was eager to teach us, and in return, we were eager to learn and share what we learned through presentations and discussions in english." another student reflected on the broader impact of their engagement: "by participating in these activities, we not only improved our cross-cultural communication skills but also contributed to making toraja culture more accessible to a wider audience." the triangulation of data from participant observation and focus group discussions demonstrates that uwa students' engagement with toraja culture—through presentations, traditional dances, and cultural documentation—was both immersive and educational. their markus deli girik allo, et. al., 2025 preserving tradition: cultural immersion in educational context of university of western australia students in toraja 146 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 4 1 1 5 2 ) experiences not only enriched their understanding of toraja traditions but also strengthened their ability to communicate cultural knowledge in english. additionally, their involvement contributed to reinforcing the cultural identity of the toraja community, as their active participation highlighted the significance of preserving traditions while fostering cross-cultural dialogue through language and education. impact on cultural preservation in the educational context the presence of uwa students in the toraja community had a significant impact on cultural preservation efforts, particularly within an educational framework. their engagement in documenting oral histories and traditional practices contributed to the development of valuable educational resources that can be used for future learning initiatives. additionally, their interest in understanding toraja customs and language not only reinforced cultural heritage but also facilitated an immersive learning experience where both the students and the local community benefited from a cross-cultural exchange. uwa students actively participated in the documentation of toraja oral histories and traditional practices, approaching this task with academic rigor and respect. their involvement included conducting interviews with community elders, recording narratives, and taking detailed notes on cultural rituals and practices. observational data highlighted that students demonstrated a deep sense of responsibility in preserving these traditions, recognizing their importance for educational continuity. moreover, students collaborated with local experts, including toraja educators and linguists, to ensure the accuracy and cultural sensitivity of their documentation, thereby producing high-quality records that serve both educational and preservation purposes. the learning process extended beyond documentation, as students also engaged with the toraja language as part of their cultural immersion experience. observations noted that students made an effort to learn key phrases in toraja, especially those relevant to their research and interactions with the community. they practiced greetings, expressions used in traditional ceremonies, and specific vocabulary related to cultural practices. this linguistic engagement not only facilitated deeper communication with community members but also highlighted the role of language in cultural preservation. in focus group discussions, students reflected on how language learning enhanced their cultural understanding. one student shared, “learning even a few words in toraja helped me connect with the community on a different level. it made the conversations more meaningful and showed that we were truly invested in understanding their way of life.” another student emphasized the link between language and cultural identity, stating, “language is such an integral part of culture. by learning some toraja words, i felt like i was gaining insight into the deeper meanings behind the traditions we were documenting.” observations also revealed that the uwa students' engagement had a positive impact on the toraja community itself. community members were highly engaged and enthusiastic when sharing their knowledge of traditional practices, oral histories, and language. the process of having their cultural practices documented by students appeared to evoke a strong sense of pride and validation within the community. elders and educators expressed appreciation for the students' genuine interest, often commenting on how this engagement reinforced the importance of passing down cultural knowledge to future generations. focus group discussions with the students further supported this observation. one student remarked, “the community members were excited to teach us not only about their traditions but also about their language. it felt like our learning process encouraged them to keep sharing and preserving their heritage.” another student reflected on how their participation strengthened the community’s cultural identity: “seeing the elders so passionate about teaching us made me realize how much their culture means to them. it was inspiring to witness how language and storytelling keep traditions alive.” the triangulation of data from participant observation and focus group discussions demonstrates that the uwa students' engagement in cultural documentation, language markus deli girik allo, et. al., 2025 preserving tradition: cultural immersion in educational context of university of western australia students in toraja 147 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 4 1 1 5 2 ) learning, and traditional knowledge sharing had a profound impact on both cultural preservation and education. their involvement not only produced valuable educational materials but also fostered a renewed sense of pride among toraja community members in their linguistic and cultural heritage. the students' commitment to understanding and communicating toraja customs—both through research and language practice—was met with reciprocal enthusiasm, leading to a dynamic exchange that reinforced the importance of preserving traditions for future generations. this finding underscores the educational value of cultural immersion programs, highlighting how they contribute to the preservation of intangible cultural heritage while enhancing students' intercultural competence and multilingual awareness. discussion student engagement with toraja culture: a cross-cultural learning experience in english education context the findings from this study, which highlight the active and meaningful engagement of uwa students with toraja culture, align closely with previous research on cultural immersion in educational contexts and its role in fostering cross-cultural understanding, language learning, and cultural preservation. the students’ deep engagement with toraja traditions—through cultural presentations, traditional dance learning, and documentation projects—demonstrates how immersive learning environments enhance intercultural competence and cross-cultural communication skills. this aligns with findings from corder and u-mackey (2015), who emphasize that immersive experiences are crucial for developing language skills, cultural awareness, and intercultural adaptability. similarly, paige et al. (2009) found that students participating in cultural immersion programs reported significant growth in their ability to engage with different cultural and linguistic contexts. in this study, uwa students not only deepened their understanding of toraja culture but also developed communication skills essential for crosscultural interactions, particularly as they navigated language barriers and sought to convey their learning effectively in english and toraja. a key element of student engagement in this study was language learning as part of cultural immersion. students actively practiced key phrases in the toraja language, particularly in contexts relevant to their cultural presentations and interactions with community members. this aligns with research by kinginger (2011), which highlights that linguistic engagement in study-abroad and cultural immersion programs significantly enhances students' ability to develop intercultural communication skills and language awareness. the students’ attempts to learn and use toraja phrases contributed to a more authentic engagement with the culture, reinforcing the idea that language is a fundamental aspect of cultural identity. this aligns with deardorff's (2006) intercultural competence model, which suggests that meaningful interactions, facilitated by language learning, lead to deeper cultural understanding and appreciation. moreover, the reciprocal impact of cultural immersion—where both the students and the host community benefit—was evident in this study. the findings align with kastenholz and gronau (2020), who argue that cultural immersion not only benefits learners but also has a positive effect on the host community’s sense of cultural identity. in this study, the toraja community responded positively to the students’ engagement, expressing pride in sharing their traditions and language. this mutual appreciation reflects maakrun and kearney’s (2020) concept of "mutual transformation," which suggests that both participants and host communities experience meaningful personal and cultural growth through immersive learning experiences. the uwa students’ involvement in cultural documentation projects—which included recording oral histories, preserving traditional practices, and compiling educational resources—also reflects broader discussions on the role of education in cultural preservation. this finding is consistent with cozzani et al. (2017), who highlight that cultural immersion markus deli girik allo, et. al., 2025 preserving tradition: cultural immersion in educational context of university of western australia students in toraja 148 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 4 1 1 5 2 ) programs can contribute to the preservation of intangible cultural heritage. the students’ documentation work not only enriched their learning but also provided valuable educational materials for both the local community and future international learners. this reinforces the idea that student engagement in cultural immersion programs has both educational and cultural sustainability benefits. finally, the study’s findings support the notion that cross-cultural learning experiences foster mutual respect and intercultural sensitivity. the positive reception of uwa students by the toraja community, alongside the students’ genuine efforts to learn and engage respectfully, aligns with matthews et al. (2021), who found that cultural immersion experiences promote greater empathy, understanding, and respect between cultures. furthermore, this study’s results align with arghode et al.'s (2022) model of intercultural sensitivity, which suggests that meaningful intercultural exchanges enhance students' adaptability, critical thinking, and ability to engage with diverse cultural perspectives. impact on cultural preservation in the educational context the finding that uwa students' involvement in the toraja community had a significant and positive impact on cultural preservation efforts aligns with and expands upon existing research on cultural immersion programs, intercultural competence, and the preservation of intangible cultural heritage. the uwa students' role in documenting oral histories and traditional practices, which created valuable records for future educational and cultural initiatives, echoes the findings of selmanović et al. (2020), who emphasized the importance of cultural immersion programs in preserving intangible cultural heritage. salazar's research suggests that when participants engage in documentation, they not only learn about the culture but also actively contribute to its preservation by creating resources that can be used by future generations. this aligns with the observation that the uwa students' documentation efforts were both meticulous and respectful, ensuring the accuracy and cultural sensitivity of the records they produced. furthermore, this finding is consistent with the work of adewumi (2022), who argued that the documentation and recording of cultural practices play a crucial role in safeguarding intangible cultural heritage, particularly in communities where such traditions are at risk of being lost due to modernization and globalization. the uwa students’ involvement in preserving these practices through documentation supports adewumi’s assertion by providing the toraja community with tangible records that can help maintain their cultural identity over time. the renewed sense of pride among toraja community members, observed as a result of the students' interest in their customs, supports the theory by dutton (2019), the mutual transformation in cultural immersion programs. bennett posited that immersion experiences not only benefit the participants but also have a reciprocal effect on the host community, leading to a strengthened sense of cultural identity and pride. the enthusiasm with which the toraja community engaged with the students and the pride they felt in seeing their traditions valued and preserved are clear manifestations of this mutual transformation process. this finding also correlates with findings from onosu (2021), who highlighted how cultural immersion can lead to a sense of validation and empowerment within the host community. by showing genuine interest and respect for toraja customs, the uwa students reinforced the community's cultural identity, making the community members feel that their heritage was important and worthy of preservation. this, in turn, encouraged the community to take an active role in sustaining their cultural practices, demonstrating the cyclical nature of cultural pride and preservation. the uwa students’ deep engagement in the preservation of toraja culture also contributed to their intercultural competence, a concept extensively explored in the works of deardorff (2023). according to deardorff, intercultural competence involves the ability to understand, respect, and effectively interact with people from different cultures. the students’ participation in documenting toraja culture, combined with their respectful approach to markus deli girik allo, et. al., 2025 preserving tradition: cultural immersion in educational context of university of western australia students in toraja 149 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 4 1 1 5 2 ) learning and preserving these traditions, exemplifies the development of such competence. immersive experiences like this help participants move from ethnocentric stages of understanding to more ethnorelative stages, where they recognize and appreciate cultural differences. the reciprocal appreciation observed between the uwa students and the toraja community supports this model, as both groups benefited from the cultural exchange. this study’s findings reinforce and expand upon the existing body of research on cultural immersion programs. the uwa students’ active participation in documenting and preserving toraja cultural practices not only enriched their intercultural competence but also had a significant impact on the community by fostering a renewed sense of pride and reinforcing cultural identity. the mutual benefits observed in this cultural exchange highlight the dual role of immersion programs in both preserving intangible cultural heritage and enhancing cross-cultural understanding. by aligning with previous research, these findings contribute to a deeper understanding of how cultural immersion can serve as a powerful tool for cultural preservation and intercultural learning. conclusion the result of this study shows the positive impact of this immersion on both the students and the local community, focusing on the preservation of toraja cultural traditions. the evidence depicted that the deep and impactful engagement of uwa students with the toraja culture and the presence of uwa students in the toraja community had a positive impact on cultural preservation efforts. the study concludes with recommendations for improving the effectiveness of such programs and calls for continued collaboration between universities and indigenous communities in the pursuit of cultural preservation. acknowledgement the researcher would like to thank uki toraja, who contributed to this research. funding of research. references adewumi, a. a. (2022). protecting intangible cultural heritage in the era of rapid technological advancement. journal of international review of law, computers & technology, 36(1), 3–16. https://doi.org/10.1080/13600869.2021.1997084 allo, m. d. g. (2018). intercultural communication in efl classrooms. ethical lingua: journal of language teaching and literature, 5(2), 159–170. https://doi.org/10.30605/ethicallingua.v5i2.1036. arghode, v., lathan, a., alagaraja, m., rajaram, k., & mclean, g. n. (2022). empathic organizational culture and leadership: conceptualizing the framework. european journal of training and development, 46(1–2), 239–256. https://doi.org/10.1108/ejtd-092020-0139/full/xml. borunda, r., & murray, a. (2024). the wisdom and science behind indigenous cultural practices. 77–96. https://doi.org/10.1007/978-3-031-49562-5_5. bunyawanich, s., jä rvelä, m.-l., & ghaffar, a. (2018). the influence of uniform in establishing unity, hierarchy, and conformity at thai universities. journal of education and training studies, 6(7), 28–37. https://doi.org/10.11114/jets.v6i7.3151. campbell, s., greenwood, m., prior, s., shearer, t., walkem, k., young, s., bywaters, d., & walker, k. (2020). purposive sampling: complex or simple? research case examples.sage journal 25(8), 652–661. https://doi.org/10.1177/1744987120927206. chwialkowska, a. (2020). maximizing cross-cultural learning from exchange study abroad programs: journal of studies in international education. transformative learning theory. 24(5), 535–554. https://doi.org/10.1177/1028315320906163. https://doi.org/10.1080/13600869.2021.1997084 markus deli girik allo, et. al., 2025 preserving tradition: cultural immersion in educational context of university of western australia students in toraja 150 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 4 1 1 5 2 ) clarke, v., & braun, v. (2017). thematic analysis. the journal of positive psychology, 12(3), 297–298. https://doi.org/10.1080/17439760.2016.1262613. coombe, r. j. (2017). the cultural life of things: anthropological approaches to law and society in conditions of globalization. globalization and intellectual property, 533–577. https://doi.org/10.4324/9781315254111-18/cultural-life-thingsanthropological-approaches-law-society-conditionsglobalization-rosemary-coombe. corder, d., & u-mackey, a. (2015). encountering and dealing with difference: second life and intercultural competence. intercultural education, 26(5), 409–424. https://doi.org/10.1080/14675986.2015.1091213. cozzani, g., pozzi, f., dagnino, f. m., katos, a. v., & katsouli, e. f. (2017). innovative technologies for intangible cultural heritage education and preservation: the case of itreasures. personal and ubiquitous computing, 21(2), 253–265. https://doi.org/10.1007/s00779-016-0991-z/metrics. deardorff, d. (2023). intercultural competence. no business without communication: how communication can shed additional light on specific business contexts, 567–579. https://doi.org/10.4324/9781315529257-2/intercultural-competence-lilyarasaratnam-smith. dutton, m. (2019). the contribution of short-term cross-cultural immersion to the formation of catholic school staff. https://doi.org/10.26199/5ddf4c031bd87. fong, j. (2020). an evaluation of an education abroad program on the intercultural learning and cross-cultural adaptability skills of university undergraduates. higher education evaluation and development, 14(2), 55–68. https://doi.org/10.1108/heed-01-20200002. ford, j. d., king, n., galappaththi, e. k., pearce, t., mcdowell, g., & harper, s. l. (2020). the resilience of indigenous peoples to environmental change. one earth, 2(6), 532– 543. https://doi.org/10.1016/j.oneear.2020.05.014. gallagher, w. t. (2017). intellectual property. intellectual property, 1–616. https://doi.org/10.4324/9781315252148. harmi, h., ramdhani, m. i., amalia, s., apriani, e., syafryadin, s., supardan, d., & zarin, i. (2022). how great is the level of youth cultural sensitivity? a multicultural education from one ethnic in indonesia. education research international, 2022(1), 7983961. https://doi.org/10.1155/2022/7983961. hassan, f. (2020). tangible heritage in archaeology. encyclopedia of global archaeology, 10489–10492. https://doi.org/10.1007/978-3-030-30018-0_1141. holliday, a., hyde, m., & kullman, j. (2004). intercultural communication: an advanced resource book (r. candlin, n. christopher, and carter, ed.). taylor & francis e-library. jackson, r. l., drummond, d. k., & camara, s. (2007). what is qualitative research? qualitative research reports in communication, 8(1), 21–28. https://doi.org/10.1080/17459430701617879. jourdan, c., & tuite, k. (2006). language, culture, and society: key topics in linguistic anthropology. cambridge university press. kansanga, m., andersen, p., kpienbaareh, d., mason-renton, s., atuoye, k., sano, y., antabe, r., & luginaah, i. (2019). traditional agriculture in transition: examining the impacts of agricultural modernization on smallholder farming in ghana under the new green revolution. international journal of sustainable development & world ecology, 26(1), 11–24. https://doi.org/10.1080/13504509.2018.1491429. kastenholz, e., & gronau, w. (2020). enhancing competences for co-creating appealing and meaningful cultural heritage experiences in tourism. journal of hospitality & tourism research, 46(8), 1519–1544. https://doi.org/10.1177/1096348020951637. kohsaka, r., & rogel, m. (2021). traditional and local knowledge for sustainable development: empowering the indigenous and local communities of the world. 1261– 1273. https://doi.org/10.1007/978-3-319-95963-4_17. https://doi.org/10.4324/9781315252148 https://doi.org/10.1155/2022/7983961 markus deli girik allo, et. al., 2025 preserving tradition: cultural immersion in educational context of university of western australia students in toraja 151 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 4 1 1 5 2 ) kumar, g. t. k., & singh, a. k. (2022). intangible cultural heritage: knowledge classification and management. 9(2), 9–24. https://www.indianjournals.com/ijor.aspx?target=ijor:is1&volume=9&issue=2&article=0 02. kuo, b. c. h., hussein, n., makhzoum, n., sabhnani, p., & zvric, m. (2023). evaluating the effects of cultural immersion on counselor trainees’ multicultural development and intercultural competence: a metasynthesis of qualitative evidence. international journal of intercultural relations, 94, 101798. https://doi.org/10.1016/j.ijintrel.2023.101798. kurczewski, j. (2023). the ethnographic approach. law and society, 66–82. https://doi.org/10.4324/9781003460053-6. lenzerini, f. (2023). the spirit and the substance. the human dimension of cultural heritage from the perspective of sustainability. cultural heritage, sustainable development and human rights: towards an integrated approach, 46–65. https://doi.org/10.4324/9781003357704-5/spirit-substance-humandimension-cultural-heritage-perspective-sustainability-federicolenzerini. li, l., kang, k., feng, y., & zhao, a. (2024). factors affecting online consumers’ cultural presence and cultural immersion experiences in live streaming shopping. journal of marketing analytics, 12(2), 250–263. https://doi.org/10.1057/s41270-022-001925/metrics. long, d. e. (2017). the impact of foreign investment on indigenous culture: an intellectual property perspective. globalization and intellectual property, 381–432. https://doi.org/10.4324/9781315254111-15/impact-foreign-investmentindigenous-culture-intellectual-property-perspective-dorisestelle-long. maakrun, j., & kearney, s. (2020). an intercultural immersion: personal, professional, and cultural expectations of student participants. article in international journal of research on service-learning and community engagement. https://doi.org/10.37333/001c.18721. malinowski, b. (2007b). method and scope of anthropological fieldwork. ethnographic fieldwork: an anthropological reader. standford university libraries matthews, e. j., clune, l., luhanga, f., & loewen, r. (2021). the impact of cultural immersion international learning experiences on cultural competence of nursing students: a critical integrative review. journal of professional nursing, 37(5), 875–884. https://doi.org/10.1016/j.profnurs.2021.07.002. moric, i., pekovic, s., janinovic, j., perovic, đ., & griesbeck, m. (2021). cultural tourism and community engagement: insight from montenegro. business systems research : international journal of the society for advancing innovation and research in economy, 12(1), 164–178. https://hrcak.srce.hr/ojs/index.php/bsr/article/view/17343. mosako, & rankadi, d. (2024). the curation of indigenous knowledge for conserving cultural heritage. http://41.89.56.62:8080/xmlui/handle/123456789/1830. nelson, w., & luetz, j. m. (2021). the impact of short-term cross-cultural experience on the intercultural competence of participating students: a case study of australian high school students. social sciences 2021, vol. 10, page 313, 10(8), 313. https://doi.org/10.3390/socsci10080313. onosu, g. (2021a). the impact of cultural immersion experience on identity transformation process. international journal of environmental research and public health 2021, vol. 18, page 2680, 18(5), 2680. https://doi.org/10.3390/ijerph18052680. onosu, g. (2021b). the impact of cultural immersion experience on identity transformation process. j. environ. res. public health, 18. https://doi.org/10.3390/ijerph18052680. sandarupa, d., manda, m. l., arafah, b., & rahman, f. (2021). toraja, the city of rituals (one ritual can introduce many kinds of rituals) a cultural anthropology study. markus deli girik allo, et. al., 2025 preserving tradition: cultural immersion in educational context of university of western australia students in toraja 152 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 4 1 1 5 2 ) international journal of research and innovation in social science, ii, 2454–6186. www.rsisinternational.org. scheelbeek, p. f. d., hamza, y. a., schellenberg, j., & hill, z. (2020). improving the use of focus group discussions in low income settings. bmc medical research methodology, 20(1), 1–10. https://doi.org/10.1186/s12874-020-01168-8/tables/2. seelye, h. n. (1984). teaching culture. strategies for intercultural communication. national textbook company, 4255 w. touhy ave., lincolnwood, il 60646-1975 ($11.95). selmanović, e., rizvic, s., harvey, c., boskovic, d., hulusic, v., chahin, m., & sljivo, s. (2020). improving accessibility to intangible cultural heritage preservation using virtual reality. journal on computing and cultural heritage (jocch), 13(2). https://doi.org/10.1145/3377143. smeekes, a., & verkuyten, m. (2017). the presence of the past: identity continuity and group dynamics. in european review of social psychology (vol. 26). routledge. https://doi.org/10.4324/9781315094250. yiting, dr. j. (2021). cultural exchanges and their role in fostering global understanding. international journal of business management and visuals, issn: 3006-2705, 4(1), 13– 19. https://ijbmv.com/index.php/home/article/view/34. zahle, j. (2012). practical knowledge and participant observation. inquiry, 55(1), 50–65. https://doi.org/10.1080/0020174x.2012.643626. english franca academic journal of english language and education doi: 10.29240/ef.v9i2 november.14671 pissn: 2580-3670, eissn:2580-3689; vol 9, no 2, 2025, page 373-386 article info: http://journal.iaincurup.ac.id/index.php/english received 27 august 2025; received in revised form 24 october 2025; accepted 20 november 2025 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open access article under the cc by-sa license copyright (c) 2023 author leveraging social media for improved writing in english as a foreign language rona nur azzahra¹, hidayah nor², nida mufidah³ ¹23 universitas islam negeri antasari, banjarmasin, indonesia corresponding email: hidayahnor@uin-antasari.ac.id to cite this article author (2023) “title” : azzahra, r. n., nor, h., & mufidah, n. (2025). leveraging social media for improved writing in english as a foreign language. english franca : academic journal of english language and education, 9(2 november), 373-386. https://doi.org/10.29240/ef.v9i2 november.14671 introduction social media has had a significant impact on students’ language acquisition, especially in writing. the growth of digital platforms like instagram, x (formerly twitter), and tiktok has changed how students use english in daily life. putri (2021) notes that these social media sites give learners direct access to real language, helping them pick up new words and writing styles more quickly. this shift is especially important for english as a foreign language (efl) learners, who often use these tools to build their skills outside the classroom. sociocultural theory helps explain this trend by highlighting the importance of social interaction in language learning. by actively using authentic content and joining online communities, students can improve their language skills and gain cultural knowledge. kusuma (2016) reported that more than half of indonesians in each province, with 50% to 60% identified as frequent users, depend on social media and the internet. during the pandemic, social media usage in indonesia increased rapidly as individuals relied on these platforms to disseminate local news and remain informed about global events. social media affects students' writing skills in several ways. it introduces them to different words, sentence styles, and language patterns, abstract. in the contemporary digital era, social media constitutes a significant and pervasive element of students' daily experiences, especially within the domain of foreign language acquisition. this qualitative narrative inquiry sought to comprehensively explore the nuanced effects of various social media applications on the writing abilities of english as a foreign language (efl) students enrolled at universitas islam negeri antasari, banjarmasin. this study focused on three english education students who were chosen because they actively use social media and are learning english as a foreign language (efl). researchers gathered information through in-depth, semistructured interviews and narrative frameworks to understand their personal experiences. the data were analyzed using narrative analysis to find common themes and important insights. the results show that popular social media platforms like instagram, tiktok, and twitter help students improve their writing. students gained more vocabulary, felt more confident expressing themselves in english, and saw real examples of english in different situations. still, the study found some downsides, including students using more informal language, having fewer opportunities for face-toface interaction, and spending too much time on their phones. the study concludes with teaching suggestions that offer ways to make the most of social media’s benefits while reducing its negative effects in efl writing classes. keywords: social media, english writing, english as a foreign language, digital age https://doi.org/10.29240/ef.v9i2%20november.14671 https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:hidayahnor@uin-antasari.ac.id https://doi.org/10.29240/ef.v9i2%20november.14671 rona nur azzahra, et. al., 2025 leveraging social media for improved writing in english as a foreign language 374 | vol.9, no. 2, 2025 (373-386) and gives them a space to express themselves freely (handayani, 2020). these platforms help students interact in real situations and can support their writing development. still, there are concerns that constant exposure to non-standard grammar, acronyms, and internet slang might harm their academic writing (mustafa, 2022). students who often write informally on social media may find it hard to switch to the formal style needed for academic work. writing skills are seen as a key part of learning a language. being able to compose well is important for doing well in school and is a basic part of language proficiency (purnamasari, 2022). to meet academic standards, students need to express their ideas clearly and organize them well. this requires a strong grasp of the language, its grammar, and good ways to structure their work. however, maintaining appropriate language standards in academic writing while balancing the advantages of social media-driven writing exposure presents a challenge (juraeva & yoqubjonova, 2025). the consequences of online environments on the compositional development of learners constitute the subject of multiple prior scholarly works. specifically, mustafa (2022) found that students who maintained active participation in virtual forums demonstrated superior mastery of syntactical coherence and sentence construction. parrella (2021) reported that social media fosters creative writing by enabling students to experiment with various narrative forms. handayani (2020), however, presented an opposing viewpoint, cautioning that students' frequent engagement with informal language online could lead to the manifestation of grammatical inaccuracies when they are required to produce formal written work. it is essential to investigate the impact of social media on the writing skills of efl students, as these platforms have become a crucial component of modern education. this research looks at how social media influences students' vocabulary, writing confidence, and grammar. it also considers students' views and experiences with using social media for learning at uin antasari banjarmasin. by understanding both the benefits and challenges, educators can find ways to help students improve their writing and avoid common problems. the results should help teachers use social media more effectively in efl instruction the three students in this study are english education majors. they were selected because they are learning english as a foreign language and are also very active on social media. in their everyday lives, they spend a good amount of time on platforms like instagram, tiktok, and youtube both for fun and for learning. they often watch english videos, follow language-learning accounts, and even join online discussions to practice their skills. their habits and experiences give a real, authentic picture of how social media can become part of the process of learning english. theoretical framework social media junco et al. (2010) define social media as internet sites, services, and behaviors that facilitate community formation, collaboration, participation, and sharing.this aligns with the perspectives of andres (2010) and ghulam et al. (2014), who view social media as a compilation of internet-based platforms. based on the conceptual and technological basis of wed, this software supports user contributed content. according to merriam webster, social media is "electronic communication formats (such as online platforms and blogging) in which users establish online communities to communicate and interact, opinions, emails, and other tools (such as movies) in which users establish online communities to communicate and interact. rona nur azzahra, et. al., 2025 leveraging social media for improved writing in english as a foreign language 375 | vol.9, no. 2, 2025 (373-386) a) instagram it is commonly referred to as a tool that is compatible with apple, android, or microsoft phone gadget software and allows users to quickly take pictures of things, customize the picture they just took or other people's archived pictures, and save or send the pictures to their personal accounts maruf (2017). instagram, a program that allows users to quickly exchange images with friends via an online connection, draws its name from the phrases instantaneous and telegraph. instagram has the advantage of having a user interface that everyone can access. b) twitter twitter was founded by jack dorsey on march 3, 2006, and went live in july of that year. since its inception, twitter has risen to become one of the top ten most visited websites on the internet, gaining the nickname "the brief text of the internet.". users who have not enrolled may only browse posts on twitter; however, individuals who have registered can produce tweets utilizing online interaction, text messaging (sms), or various cell phone software. c) tiktok tiktok has become the most popular app since the outbreak stated sihotang (2021). anyone can share what happens in this little video clip on social media with people they know as well as other tiktok users. tiktok encourages users' imaginations to develop into content producers, or tiktokers, by providing a variety of musical services and allowing users to post original videos of performance, freestyle dancing, and other activities. english as foreign language (efl) english-language learning in non-english-speaking countries is referred to as efl. according to johnson (2008), teaching english as a foreign language (efl) entails training and studying the language in places where it is not the primary language. simply said, efl is the acquisition of english language fluency by learners residing in foreign-language situations. efl refers to those who learn english in countries where english is not spoken, according to yoko iwai (2011). according to the data below, efl is largely used by non-native english speakers, especially indonesian learners who study english in indonesia. writing abilities according to tarigan (1985), writing is an indirect kind of language, and the structure of the communication is diametrically opposed to what may be said verbally. according to harmer (2004), writing is a type of communication that allows people to express their ideas and emotions in writing. according to yadegarfar (galvin & greenhow (2020), social media can increase efl students' writing skills as well as their ability to focus on language and interaction patterns. writing skills are specific traits that enable authors to engage with the subject matter intellectually and articulate their thoughts in a perceptive way. different linguistics have offered differing interpretations of what writing is. writing is a crucial part of a larger action that primarily focuses on speaking, acting, or using a language claimed harmer (2007). writing competency, according to the preceding interpretation, is the capacity to convey ideas, feelings, and thoughts to others through written expression in a way that facilitates understanding for readers or other individuals. previous relevant studies according to putri (2021), social media greatly benefits students, especially when used by non-native english speakers, as it encourages them to continuously learn the language and acquire knowledge. the researcher found that people who use social media more frequently tend to write better than those who use it less frequently. this is because people may practice 20 writing and interacting with others from around the world by using social media. rona nur azzahra, et. al., 2025 leveraging social media for improved writing in english as a foreign language 376 | vol.9, no. 2, 2025 (373-386) further studies suggest a positive correlation between increased social media use among students and their improved understanding of the differences in writing for academic or reputable publications versus social media platforms. researchers found that students were simultaneously using more social media and texting more. because it is likely that students continued to connect often via text and social media, it is hoped that this work was the focus of further research. social media significantly affects everyone's daily life because respondents are more likely to use it to remain in touch with friends and family and when at home, especially in difficult situations. (parrella, leggette, & redwine, 2021) mustafa, khan, and abbasi (2022), "impact of social media on efl writing learning," stated that the final analysis made clear a few elements that are essential for motivating students to use social media for english study whether or not they are in class. this could help identify systemic changes that are necessary to support efl students who are learning how to use social media for extended periods of time. material and method this study employed a qualitative narrative inquiry approach to explore students' experiences using social media to enhance their writing. the research was conducted at uin antasari banjarmasin. three efl students who actively used instagram, tiktok, and twitter were purposively selected for this study. all participants were undergraduate students majoring in english education and actively using social media applications. to understand individuals' life journeys, researchers often employ narrative research (creswell et al., 2007). josselson (2007) describes this as a method that collects and presents firsthand accounts of people's experiences. narrative inquiry, specifically, is a method for gaining insight and knowledge from experience through direct and sustained interactions with chosen individuals. these interactions typically occur in a consistent setting or designated areas, involving a degree of immersion in their social contexts. connelly and clandinin (1990), referencing their 2000 work, observed that narrative forms are dynamic, shifting as collaborative efforts on written materials lead to the collection of more data, which helps identify the most significant aspects of the evolving story. consequently, narrative inquiry is vital for this study to thoroughly explore the intricate details of each participant's experience. semi-structured interviews and narrative frames were used to gather data. additionally, students provided written reflections on the influence of social media on their writing skills. the first stage involved semi-structured interviews, which were carried out individually with each participant to gain an initial understanding of their social media practices and their perceived impact on writing development. the interviews were arranged at a time that suited both the participants and the researcher, and each conversation took place in a quiet setting to help everyone speak comfortably. each interview lasted around 30–45 minutes and was audio-recorded with the participants’ consent so the discussions could be transcribed and analyzed accurately. in the second stage, the participants were invited to complete a set of narrative frames. these guided story prompts encouraged them to describe their own experiences; particularly how social media has shaped their writing skills. the narrative frames helped the students organize their ideas while still allowing them to express their individual viewpoints. participants were allotted sufficient time to reflect and compose detailed responses to encourage thoughtful and honest answers. in the third step, students' reflective writings were collected to obtain qualitative data regarding their thoughts and experiences. each participant composed a brief reflective essay detailing the impact of social media use on the development of their writing skills over time. this step not only provided qualitative insights but also served as a direct sample of their written english for further analysis. the reflective texts were gathered either electronically or in print, depending on what each participant felt most comfortable with. throughout all stages of the study, participants were reminded that their involvement rona nur azzahra, et. al., 2025 leveraging social media for improved writing in english as a foreign language 377 | vol.9, no. 2, 2025 (373-386) was entirely voluntary and that their responses would remain confidential. emphasizing these ethical considerations helped create an atmosphere where participants felt safe to share their thoughts openly and honestly. this study employs narrative analysis, which focuses on understanding how and why certain events or experiences occurred by examining individuals’ stories. the analysis unfolds in three stages. the first stage, telling, involves exploring the participant’s story in depth through collaborative interviews. during this process, the researcher and participant work together to build shared meaning, allowing the researcher to ask follow-up questions or seek clarification when needed (mishler, 1986).participants in this research shared their experiences through interviews, with follow-up questions used to clarify meaning (2) transcription, the data will be transcribed in a structured manner through small notes or audio recording, can start with a rough draft transcription to improve certain sentences. (van maanen, 1988). all interviews and narrative frames were transcribed from audio recordings and notes, beginning with rough drafts and refined for accuracy and (3) reorganizing, this process aims to clarify, deepen, and categorize which data is important in the analysis. the researcher compiles and organizes the transcript based on the findings that emerge. (mishler, 1991). transcripts were reviewed repeatedly to identify key details, cluster related ideas, and develop core themes such as vocabulary growth, writing strategies, and motivation which were later illustrated with direct participant quotations. the entire process aims to analyze the transcript and summarize it in essential themes which are then presented in full as the result of narrative analysis. results and discussion results the experiences of efl using social media that influence their writing abilities users of social media usually interact in english because no one there speaks indonesian. r1 has successfully learned and used one english vocabulary term, albeit its meaning changes depending on the situation. “…. since informal terms are shorter, straightforward, and briefer than formal ones, they are easier to understand. for instance, the word ‘since’ might signify ‘because’ in ordinary speech.” (r1) this demonstrates how interacting with everyday english on social media helps learners understand vocabulary flexibility in real-world situations, which in turn helps learners learn about linguistic diversity in writing. additionally, r2 found that while social media was first utilized for entertainment, it eventually evolved into a learning tool. “i found that social media greatly helped me with my work, interests, and education. i gain more experiences and information as a result.” (r2) the experience of r2 demonstrates how social media use opened up more avenues for learning new things about entertainment, work, and education. entertainment experiences: social media may be a terrific way to pass the time and pick up new skills. although most respondents stated that their primary reason for using social media was for fun, there were some benefits to using the app consistently. they claim to feel more secure when using social media since they can be themselves and enjoy writing freely about their views and opinions there. one of the participant’s experiences: “from enjoying reading (texts written by others) i can get to started to write and advance in terms of writing.” (r2) finding native english speakers on social media is simple, and they can provide realworld examples of how to use these sites to engage with people, especially in the writing context. the participant r2 claimed that reading others' social media content served as a source of writing inspiration, indicating that the mere act of reading may be transformed into rona nur azzahra, et. al., 2025 leveraging social media for improved writing in english as a foreign language 378 | vol.9, no. 2, 2025 (373-386) active production through the practice and observation of fellow social media users. this observation supports the hypothesis that frequent visibility of english on digital platforms stimulates learner curiosity and encourages a higher volume of student writing. regular usage of social media during the epidemic also led to increases in communication and confidence, according to participant 1 (r1): “i’ve been able to speak english more effectively and have become more confident than other people who don’t use social media. due to the covid-19 pandemic, people have been interacting less frequently and searching for other effective forms of communication, such as in social media.” (r1) r1's experience identified that he used social media regularly to make him more confident and improve his communication skills with others using english for those who do not use social media. this happened because during the pandemic, everyone had to choose online communication without face-to-face meetings, which made the use of english increase over time due to easy access to communication in any part of the world, both verbally and in reverse. this helped her practice english more actively, especially in writing and speaking. without directly referring to academic tasks, the participants’ stories show how their writing habits gradually changed through everyday social media activities—such as writing captions, comments, whatsapp stories, tweets, and posts. several participants indicated that exposure to their peers' writing motivated them to enhance their own work, as evidenced by r2's comments. similarly, r1 reported that frequent use of english on digital platforms not only contributed to increased confidence in language use but also provided motivation to further develop their skills. although these activities are informal, they seem to indirectly support academic writing by steadily strengthening overall writing skills. one participant also noted that many people enjoy using social media because it makes it easier to connect with others across the world. interactions on these platforms tend to feel more relaxed and friendly compared to face-to-face conversations, allowing people to chat with friends using a mix of informal expressions and vocabulary. “since twitter is so widely used, it goes without reason that more individuals in the west or who speak english use it more than those who speak other languages. you must therefore write in english whether you like it or not, which makes it a good opportunity to improve your communication abilities in the language whenever a new word is introduced.” (r1) because social media is so user-friendly, facilitates the exchange of new information and terminology from around the globe, and it can be used for casual social media contact. r1's noted that social media sites like twitter promote english-language conversation in writing activity and provide fresh interaction to new words through everyday talks. the participants also noted that social media connects users globally, with english commonly serving as the primary language for communication. social media platforms that affect the writing skills of efl students instagram r1 stated that she publishes photos or videos with a news description on instagram, a social media platform that she uses to engage with a large number of people and express herself. in accordance with this, r2 and r3 claim that she uses instagram, generally a maximum of than seven hours every single day. additionally, she stated that she uses social media, mostly instagram, for five to seven hours per day. one of the participant’s experiences: “i was given the task of creating a topography on a canvas and then uploading it on instagram, and i improved my english more and had more confidence than other people who don’t use social media for writing assignments on social media, like making captions, short texts on instagram or on tiktok.” (r1) rona nur azzahra, et. al., 2025 leveraging social media for improved writing in english as a foreign language 379 | vol.9, no. 2, 2025 (373-386) r1's comment shows how writing tasks on social media, such sharing infographics and writing captions or short texts on instagram and tiktok, improved her confidence and improved her english, in contrast to others who do not utilize social media for similar purposes. tiktok according to r1's experience, users are required to create and edit films on the subject matter using the tiktok social media app. after that, she must create an illustration on the app and edit it in a very imaginative and engaging manner, and post it to whatsapp. according to ri's experience, she composed content first, then used her creativity to edit it into a video featuring english content. “we were asked to make several videos which contained predetermined english language material and then we had to edit them as creatively as possible, it’s can be dancing or something else”. (r1) according to r1, artistic social media tasks like writing, editing, and producing englishlanguage videos offer valuable opportunities for language practice. twitter twitter is the program that is most frequently discussed and mentioned in this study. according to one participant's perspective, the term "thread" describes writing continuously on twitter as well as creating lengthy stories known as "au" that might be used as novels. each of these element’s aids in the development of a writer. r2 offers a different perspective on her experiences on social media, including the following slang terms and vocabularies. “i’ve been experiencing that i try to write fictional stories called au (alternative universe) on twitter. because of that, i knew vocabularies, especially english slang words, and usually, it’s used on twitter. so, my fictional story doesn’t get stuck on only one language.” (r2). “social media, specifically twitter, truly influences me to write in english because i can see how to write well, reach cool happens in text, and understand the joke because sometimes jokes don’t make sense if the person can’t write well. so, this inspires me to write in academic journals or theses in along with social media so that the writing outlined in the thesis becomes connected.” (r3). r2 utilized twitter to write using words that were already familiar from reading fictional stories about alternate universes. this student has a strong desire to improve her writing skills through practicing composing fictitious stories. according to r3, twitter helped her learn how to type more effectively, comprehend the event, and get ideas for academic journal writing. it provides strong support for her writing outline. the impact of social media towards efl student writing's ability acquire more vocabulary looking at social media posts (such as tweets, narratives, and comments) from people who are native english speakers or from users from other nations does not leave participants feeling deficient in the scientific vocabulary that underpins their writing and creative thought. in fact, social media provides a significant avenue for participants to acquire new words. “the english vocabulary on social media uses slang, a language of abbreviations, which i sometimes just found out about. i improve by learning new words, their usage, and abbreviations.” (r2) “i improve by learning new words, their usage, and abbreviations, for example: asap, tbh, anw. i read a lot of english and then look up the meaning.” (r2) on social media, users are regularly faced with slang words and acronyms that they have only learnt through frequent usage, claims r2. furthermore, r2 provided specific examples of abbreviations they encountered and described how reading aided in their comprehension. r2's observations indicate that consistent use of digital media platforms rona nur azzahra, et. al., 2025 leveraging social media for improved writing in english as a foreign language 380 | vol.9, no. 2, 2025 (373-386) contributed to the expansion of vocabulary, particularly through the acquisition of common acronyms and informal terms prevalent in online english communication. r2 explains that she focuses on fully understanding the meaning of target phrases in her translation work, no matter if they come from general sources or from content created by peers. she feels that there are great examples out there to assist her in the writing process. “i became more accustomed to combining languages for facts because my reading is done in english, the social media i use is also in english, and my friends there don’t communicate in pure indonesian. i read bilingual writing on twitter and start writing by modeling other authors.”. (r2) most social media users come from various countries that require them to communicate in english. this can be a support and assistance for efl students. through this process, they can follow and learn from the way other users write. a place where individuals are more at ease with their identities. r1 & r2 claimed that because she interacted with english speakers in a light-hearted and casual manner on social media, it increased their confidence. “compared to others who don’t use social media, i improved my english there and gained more confidence in utilizing it.” (r1) “i’m more confident when i communicate on social media since i know a lot of english from there and don’t have to worry about grammar. that doesn’t mean i ignore it, however.” (r2) as long as the other person recognized that, she could talk without worrying too much about structure or grammar. r2 underlined that she felt more comfortable speaking on social media. regular smartphone use coupled with a strong sense of independence r1 emphasized the negative consequences of social media use, such as the encouragement of individuality. “writing too much and staring at your phone too much instead of engaging in actual social interaction makes you anti-social and less likely to socialize with others. for instance, a lot of young people these days would rather talk than get phone calls. you will become more and more dependent on people or cellphones as an efl learner. thus, a large sum of money is used to purchase quotas.” (r1) this is predicated on r1's assertion that she was certain that using a phone excessively would make one antisocial with others and that purchasing metered internet requires a significant financial investment. grammar errors that are becoming more prevalent in casual writing the experiences of the participants further clarified the majority of social media users utilize informal or non-standard language (slang words). “the bad thing, i have an ungrammatical english writing.” (r2) “i just found out about. i excel by finding out words, usage, abbreviations, for example asap, tbh, anw, so i read a lot of english, then find out the meaning” (r2) r3 said that she had ever experienced guilt for failing by correcting the text's improper grammar. she believed there was a challenge and lesson to writing well on twitter because she wrote there frequently. if her writing is inaccurate, she would feel embarrassed. “the bad things of social media for my english writing are i remembered the first time i saw the written text but i can’t correct the grammar by myself so that i rarely type caption by english (just too afraid to do wrong.” (r3) if individuals on twitter don’t write frequently or don’t reply to my writing in a way that aligns with my writing, then there is something obviously wrong with my writing, in my rona nur azzahra, et. al., 2025 leveraging social media for improved writing in english as a foreign language 381 | vol.9, no. 2, 2025 (373-386) perspective. making sure everything is stated correctly in terms of grammar is the method to go about doing this. i don’t tweet with twitter because of this hesitation.” (r3) social media requires users to be able to distinguish between good and bad writing. this can be a challenge for efl students, as they may use inappropriate english and encounter examples of poor writing there. discussion the experiences of efl using social media that influence their writing abilities experiences with unconscious learning, particularly in writing skill. the integration of social media innovations has been shown to improve writing and literacy development, enhance participation in learning, and foster contribution (zheng, 2013). these digital materials can strengthen the connection between educators and learners, cultivating a "communication" culture in educational settings (williams, 2012). participants in this study consistently reported a unique impact of social media on their writing abilities, noting increased proficiency the more they viewed and read the writings of other users. this points to a kind of unconscious learning. through regular exposure to real language use on social media whether in captions, comments, or replies, the participants seemed to absorb english naturally, without deliberately trying to study it. this observation is consistent with ideas from implicit language acquisition, which suggest that people can pick up language patterns simply by being exposed to them, rather than through direct instruction. this approach is very different from traditional classroom teaching, which usually focuses on teaching grammar rules and memorizing vocabulary. the fact that participants understood certain expressions before using them shows a clear difference from formal teaching methods, where understanding usually comes after lessons and practice. social media made it easier for them to communicate with english-speaking and foreign users. social media tools are also recognized as effective instruments for increasing students' attention, as supported by yustika (2020), vinnie (2021), tohara (2021), and tiffany (2019). these platforms can motivate students in language learning in a similar way they have engaged millions globally. participants’ experiences show that being exposed to a wide range of words and expressions online has a strong impact on how people learn language. many learners said they picked up the meanings of new phrases by using social media every day, often coming across terms that are not taught in formal classes. this way of learning is quite different from traditional vocabulary study, which usually relies on memorizing lists or reading set texts. the fast-paced, interactive, and varied content on social media seems to keep learners’ attention better than more traditional educational materials. consequently, vocabulary acquisition becomes more accessible and engaging, facilitating more natural language learning. social media may provide significant experiential opportunities for enjoyment and relaxation, but it also offers a potent avenue for users to acquire new competencies. beyond its pedagogical utility, social media serves as a significant source of recreation and diversion, offering a dual benefit that encompasses both leisure activities and skill acquisition. notably, participants who reported higher familiarity with these networking platforms compared to their counterparts identified novel avenues for interpersonal communication facilitated by these digital tools. consequently, they reported increased enjoyment and motivation to participate in diverse learning activities. whiting and williams (2013) identified reading comments as a particularly fascinating feature of social networking. exposure to a wide range of content on social media—from technology and gaming to politics, humor, and personal development—suggests that entertainment plays a direct role in drawing learners into engaging with language. social media is useful for both learning and leisure. it rona nur azzahra, et. al., 2025 leveraging social media for improved writing in english as a foreign language 382 | vol.9, no. 2, 2025 (373-386) provides entertainment and helps people gain new skills. participants who were more familiar with these platforms discovered new ways to communicate with others through digital tools. the participants’ accounts also revealed the critical benefit of social media in enabling seamless contact with both native english speakers and diverse international users. for the efl student population, this engagement created practical and relevant opportunities to utilize and refine their english skills. through conversations with people from different backgrounds, they were able to pick up a large number of new vocabulary items. the constant availability of english on these digital platforms enhanced the accessibility of the language for daily use among the participants. such observations are in concurrence with the research of chotipaktanasook (2016), which indicated that learners engaging with diverse media tend to accelerate their acquisition of foreign-language lexicon with greater ease. the primary explanation is that social media delivers timely and appealing materials that users are instinctively drawn toward and find pleasurable. furthermore, (arif, 2019) supports that exposing learners to a wider variety of social media material can enhance their english competence, thereby motivating continuous improvement in foreign languages. this contrasts sharply with classroom-bound interactions, which are often simulated and limited to the teacher and classmates, highlighting social media's role in providing genuine, spontaneous communicative practice. the impact of social media towards efl student writing's ability acquire more vocabulary participants consistently shared that platforms such as tiktok, instagram, and x (twitter) played a meaningful role in helping them strengthen their english skills, especially when it came to learning new vocabulary. one participant, for example, mentioned gaining a substantial amount of new words particularly informal expressions through their habit of writing fiction stories in different languages. the collaborative nature of social media, where other users' assistance aids in comprehending written texts and acquiring new words, was highly beneficial. a key advantage highlighted was gaining new terminology and colloquialisms rarely taught in classroom instruction. the present observation is empirically supported by the research of dhanya (2016), who demonstrated that the diverse functions of digital platforms are effective in enhancing the communication skills of students. this stands in contrast to more traditional vocabulary learning, which typically emphasizes formal, academic terms. participants acknowledged continued reliance on dictionaries or google translate for clarifications. however, they consistently reported that acquiring informal vocabulary through authentic social media interactions felt more natural and was easier to retain than memorizing isolated lexical lists. participants uniformly agreed that digital platforms provide verifiable, real-world examples of english usage across various communication contexts. by reading and interacting with comments, captions, tweets, and posts, learners are able to see how english is used in real situations and pick up new language patterns along the way. this exposure models how they might interact with other social media users, inspiring them to try or replicate these authentic examples to improve their communication skills, especially in writing (razak and alakrash, 2019). yaqin (2020) further supports that incorporating social media into foreign language training can significantly increase students' motivation and excitement. participants uniformly concurred that digital platforms such as tiktok, instagram, and x (twitter) supply verifiable, real-world instances of english usage spanning various communication contexts. one participant, for example, mentioned gaining a substantial number of new words, particularly informal expressions, through their habit of writing fiction stories in different languages. rona nur azzahra, et. al., 2025 leveraging social media for improved writing in english as a foreign language 383 | vol.9, no. 2, 2025 (373-386) a place where individuals are more at ease with their identities all participants expressed feeling more at ease and secure in freely and quickly exchanging news and expressing themselves due to social media. this environment potentially allows students who might otherwise be disengaged to create their own educational opportunities through collaboration, communication, creation, and interaction with other social media users. one participant (r1) specifically felt that their english had improved and they were more comfortable speaking it, highlighting independent learning, increased confidence, proactive opportunity recognition, and the freedom to discuss and study with others. studies by alakrash (2021) and abd. rozak and krish (2021) found that students who are motivated generally view learning more positively, and many who use social media and digital tools say they feel happier while doing so. this is quite different from the atmosphere of formal classroom participation, which can sometimes create anxiety especially when students worry about making mistakes. social media, on the other hand, tends to feel less judgmental. because of this, it can help lower students’ affective filters and create a sense of psychological comfort that supports language practice and allows them to express their identities more freely. regular smartphone use coupled with a strong sense of independence although social media has many positives, the link to smartphone and mobile usage adds a complicated element. higher usage of social media is associated with extended use of smartphones, leading many users to avoid daily life tasks and opt for chatting via their cell phones. one participant (r1) commented that overuse of the phone may result in social anxiety and avoidance. this “presence-absence” (jarvenpaa & lang, 2005) or “engagement disengagement” (jarvenpaa & lang, 2006) points to the way that mobile phone users get so absorbed in their device usage that they forget completely about talk with those who are physically present (casey, 2012). fortunatti (2002) also discusses this as “not having” in the context of changes or modifications of social looks that emerge in certain uses of smartphone. this raises an important drawback not often discussed in researches merely referring to l2 learning advantages. the widespread use of smartphones and social media is in contrast to conventional learning resources, behavioral changes may occur that support digital autonomy and independence, but could impair face-to-face social development with a potential effect on general well-being. this goes against the collaborative learning rallying cry of social constructivism, and provides a conundrum for educators and learners. grammar errors that are becoming more prevalent in casual writing one of the major limitations to using social media for efl writing instruction is that many postings on twitter and facebook are filled with jargon and unstructured language. not only does social media favor easy communication with lots of people, it also introduces language usage that can interfere with their written work. one (r1) even admitted finding it difficult to proofread her own work for grammatical errors, which in turn created fear of making mistakes and led to a refusal to write in english. swan (2017) actively condemns social media in ruination of students’ language and syntax. this is in stark contradiction to the advantages of learning vocabulary and encountering authentic input mentioned above. although digital platforms offer valuable avenues for informal linguistic practice and lexical expansion, they simultaneously expose learners to the pervasive use of non-standard grammar, abbreviations, and vernacular language. for efl students, this discrepancy presents a distinct challenge: they must adeptly manage the transition from casual digital communication to the higher expectations of academic writing, where precision and a formal register are mandatory. this scenario highlights the need for explicit pedagogical intervention that helps students recognize and apply these differing language usages across various contexts, where an issue that is often underrepresented in research focused solely on the benefits of digital literacy. rona nur azzahra, et. al., 2025 leveraging social media for improved writing in english as a foreign language 384 | vol.9, no. 2, 2025 (373-386) conclusion in conclusion, this study demonstrates the complex yet consequential role of social media in shaping efl students’ written communication skills. participation in digital storytelling and interaction on platforms such as instagram, tiktok, and x provides learners with valuable exposure to diverse linguistic input, expanded vocabulary, and increased confidence in written english. these environments also encourage creativity and linguistic experimentation. however, the prevalence of informal online language, such as slang, idioms, and abbreviated forms, continues to hinder students’ ability to meet academic writing standards. many learners struggle to shift from digitally mediated informality to the precision and objectivity required in scholarly contexts.these findings point to the need for pedagogical strategies that integrate structured digital tasks with explicit instruction in formal writing conventions. such an approach can help students leverage the benefits of social media while strengthening their academic literacy. although this study has certain limitations, it suggests clear directions for further research on the interplay between digital environments and efl writing development. especially the limited number of participants, so it cannot describe it generally and broadly, therefore further research can study more participants, institutions, schools, or diverse groups, and can use a quantitative research approach. this recommendation can provide a richer overview of the influence of social media on efl students' writing skills; thus, the results of future research are expected to provide greater and stronger insights and contributions to the development of learning in this digital era. references aeni. (2022). use of tiktok application on studentss’ behavior in uin kh.abdurrahman wahid pekalongan. https://doi.org/10.31219/osf.io/cya46. alakrash, h. m., & abdul razak, n. (2021). technology-based language learning: investigation of digital technology and digital literacy. sustainability, 13(21), 12304. https://doi.org/10.3390/su132112304. barkhuizen, g. r. (2008). narrative frames for investigating the experiences of language teachers. elsevier science direct. https://doi.org/10.1016/j.system.2008.02.002. dhanya, g. (2016). influence of social media on english language learning. journal of english language and literature (joell), 3(1), 105–110. https://joell.in/wpcontent/uploads/2016/03/influence-of-social-media.pdf. fortunati. (2002). the mobile phone: towards new categories and social relations. information, communication & society. leopoldina fortunatti. https://doi.org/10.1080/13691180208538803. galvin, s., & greenhow, c. (2020). social media and english language learning: a review of literature and implications for practice. journal of educational technology development and exchange, 13(1), 25–38. https://doi.org/10.18785/jetde.1301.02. gray, m. g. (2019). education research (competencies for analysis and applications). united states of america: pearson education inc. handayani, r. d. (2020). the use of social media for learning english. prominent journal. 3(2), 313-321.https://doi.org/10.24176/pro.v3i2.5381. junco, r., heiberger, g., & loken, e. (2010). the effect of twitter on college student engagement and grades. journal of computer assisted learning, 27(2), 119–132. https://doi.org/10.1111/j.1365-2729.2010.00387.x. juraeva, g. n., & yoqubjonova, d. u. (2025). dils the impact of social media on language proficiency and writing skills in uzbekistan. 5(2), 20–26. https://publisher.uthm.edu.my/periodicals/index.php/dils/article/view/21812 kvale, s. (1996). interview views: an introduction to qualitative research interviewing. thousand oaks: sage publication . lang, j. &. (2010). friend or foe? the ambivalent relationship between mobile technology and its users. in: sørensen, c., yoo, y., lyytinen, k., degross, j.i. (eds) designing https://doi.org/10.31219/osf.io/cya46 https://doi.org/10.3390/su132112304 https://doi.org/10.1016/j.system.2008.02.002 https://joell.in/wp-content/uploads/2016/03/influence-of-social-media.pdf https://joell.in/wp-content/uploads/2016/03/influence-of-social-media.pdf https://doi.org/10.1080/13691180208538803 https://doi.org/10.18785/jetde.1301.02 https://doi.org/10.1111/j.1365-2729.2010.00387.x rona nur azzahra, et. al., 2025 leveraging social media for improved writing in english as a foreign language 385 | vol.9, no. 2, 2025 (373-386) ubiquitous information environments: socio-technical issues and challenges. ifip — the international federation for information processing, vol 185. springer, boston, ma. https://doi.org/10.1007/0-387-28918-6_5. lenggono. (2019). teacher’s questioning technique in efl class. teacher training and educational faculty. retrieved from thesis, muhammadiyah university of porwokerto: https://repository.ump.ac.id/10245/. muhayyang, s. m. (2021). instagram as media to foster efl students’ english writing skill. journal of english language learning. https://doi.org/10.26858/eltww.v8i2.22588. mustafa, g. k. (2022). impact of social media on efl writing learning. pakistan languages and humanities review. https://doi.org/10.47205/plhr.2022(6-i)1. parrella, j. a. (2021). measuring the correlation between digital media usage and students' perceived writing ability: are they related? research learning technology. https://doi.org/10.25304/rlt.v29.2506. patil, r. &. (2016). use social media in education: positive and negative impact for student. international journal of recent and innovation trend in computing and communication. https://doi.org/10.17762/ijritcc.v4i1.1727. purnamasari r, a. t. (2022). the implication of using media during pandemic on indonesia citizen’s english writing skil. journal of english language learning. http://dx.doi.org/10.31949/jell.v6i2.3630. purwanto a., f. k. (2023). the benefits of using social media in the learning process of students in the digital literacy era and the education 4.0 era. journal of information system and management. https://doi.org/10.4444/jisma.v2i2.296. putri, m. t. (2021). an analysis of social media toward students’ writing ability at english study program in islamic university of riau. https://repository.uir.ac.id/id/eprint/11506 rianto, h. a. (2021). membaca komentar di media sosial sebagai hiburan. retrieved from https://doi.org/10.20885/cantrik.vol1.iss1.art3. safitri. (n.d.). student’s perceptions of the use of social media for learning english. retrieved from skripsi, syarief hidayatullah islamic state university: https://repository.uinjkt.ac.id/dspace/bitstream/123456789/54725/1/muetia%20safitri _fitk_watermark.pdf. sari r. t, h. r. (2019). the correlation between the use of social media and academic writing mastery of the english education students. jurnal pendidikan dan pengajaran. https://core.ac.uk/download/pdf/267946309.pdf. turkle, s. (2011). the tethered self: technology reinvents intimacy and solitude. in continuing higher education review, 75, 28-31. https://eric.ed.gov/?id=ej967807. wahyudin. (2022). the influence of social media on academic writing student study time management. http://pustakailmu.id/index.php/pustakailmu/article/view/321. williams, r. t. (2022). an overview of social media in education. in current overview on science and technology research (vol. 7, hlm. 49–55). bp international. https://doi.org/10.9734/bpi/costr/v7/4525a. zainal z, r. (2020). social media its influence on vocabulary and language learning: case study. european jurnal of education studies. http://dx.doi.org/10.46827/ejes.v7i11.3331. zheng, b., yim, s., & warschauer, m. (2018). social media in the writing classroom and beyond. in the tesol encyclopedia of english language teaching (hlm. 1–5). wiley. https://doi.org/10.1002/9781118784235.eelt0555. https://doi.org/10.1007/0-387-28918-6_5 https://repository.ump.ac.id/10245/ https://doi.org/10.26858/eltww.v8i2.22588 https://doi.org/10.47205/plhr.2022(6-i)1 https://doi.org/10.25304/rlt.v29.2506 https://doi.org/10.17762/ijritcc.v4i1.1727 http://dx.doi.org/10.31949/jell.v6i2.3630 https://doi.org/10.4444/jisma.v2i2.296 https://doi.org/10.20885/cantrik.vol1.iss1.art3 https://repository.uinjkt.ac.id/dspace/bitstream/123456789/54725/1/muetia%20safitri_fitk_watermark.pdf https://repository.uinjkt.ac.id/dspace/bitstream/123456789/54725/1/muetia%20safitri_fitk_watermark.pdf https://core.ac.uk/download/pdf/267946309.pdf https://eric.ed.gov/?id=ej967807 http://pustakailmu.id/index.php/pustakailmu/article/view/321 https://doi.org/10.9734/bpi/costr/v7/4525a http://dx.doi.org/10.46827/ejes.v7i11.3331 https://doi.org/10.1002/9781118784235.eelt0555 rona nur azzahra, et. al., 2025 leveraging social media for improved writing in english as a foreign language 386 | vol.9, no. 2, 2025 (373-386) english franca academic journal of english language and education doi: 10.29240/ef.v8i1.10953 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn: 2580-3689; vol 8, no 1, 2024, page 243-254 article info: http://journal.iaincurup.ac.id/index.php/english received 10 may 2024; received in revised form 25 july 2024; accepted 28 july 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open access article under the cc by-sa license students’ interest in speaking instruction through describing object method at junior high school rifky amardiaz¹, muhammad dalimunte² english education study program, faculty of tarbiyah and teacher, universitas islam negeri sumatera utara, indonesia corresponding email: rifky0304203158@uinsu.ac.id introduction speaking is the skill of expressing thoughts and ideas orally. we can communicate directly with our interlocutors. according to ladouse (in nunan, 1991: 23), speaking is an activity to explain someone in a certain situation or an activity to report something. in learning to speak, students are expected to interact with the teacher and be motivated in learning to speak. but unfortunately, in indonesia, the quality of speaking varies greatly from one school to another, depending on the competence of the teacher and the teaching approach used. in general, most teachers still apply traditional teaching methods: repetition drills, focusing on textbooks, and so on. according to lestari (2020), conventional learning methods are starting to become less effective given the rapid flow of information so that analog methods become an obstacle to the receipt of information. so, this causes students to haven’t interest in conveying their ideas and creative ideas in speaking in class. a teacher must optimize various methods instead of relying only on school textbooks. students' speaking interest is influenced by learning environment factors, according to suasthi and suadnyana (2020) usually, the media and learning strategies used also affect students' interest in learning to speak. asyar (in khaira, 2020) said that learning media can be understood as anything that can convey messages from a planned source so that a conducive learning environment occurs where the recipient can carry out the learning process effectively and efficiently. one method that can be used to teach speaking interest is the “describing objects” method. this method involves students in verbally describing an object, image, situation, or concept. first, it encourages students to think critically and creatively in organizing and conveying their ideas. secondly, students can explore their learning interest in speaking. abstract. this study aims to explore the process of teaching speaking through the describing object method at istiqlal junior high school, deli serdang, north sumatra. the research method used a quantitative method. junior high school. in collecting data, the researcher used participatory observation to record the teaching and learning process. the researcher used an observation sheet with likert scale to measure the effectiveness of the process. the researcher examined using a likert scale for students' speaking in the agree category across five aspects. most students strongly agree that they are satisfied with speaking (84%), interaction (81%), motivation to speak (72%), confidence (85%), and liking to speak (87%). overall, interest students' speaking reached a percentage of 87% strongly agreeing to have an interest in learning to speak by using the describing object method. based on data analysis, it showed that students gave positive responses, which shows that this method not only speaks to friends but also builds their confidence. the use of the describing object method with a single picture is recommended as an effective learning strategy for students' speaking skills in english class. keywords: describing object, interest in speaking, likert scale. mailto:rifky0304203158@uinsu.ac.id amardiaz & dalimunte, 2024 students’ interest in speaking instruction through describing object method at junior high scool 244 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 4 3 2 5 4 ) third, this method gives students the opportunity to practice speaking in a structured and purposeful context, so that students are more confident in using english orally. with the describing object method, students have the confidence to dare to speak by looking at the object. according to sugandi (2004:15), method is a concrete way used during the learning process. this theory is very appropriate to be used in the describing object method for teaching speaking to students. students are able to imagine by looking at pictures or objects so that their creative ideas appear in speaking. in this case, other students also respond to the teacher to speak. previous research related (risma bakkalang, 2013) about students speaking in describing objects through wholesome scattering games. from this research, knowing whether wholesome scattering games can export students speaking in describing objects in class. wholesome scattering games are designed to be interactive and engaging, which can significantly boost students’ motivation to participate in speaking activities. when students are actively involved in a game, they are more likely to practice speaking in a relaxed and enjoyable setting. the self-determination theory (deci & ryan, 2019) emphasizes that motivation and engagement in learning activities are fostered when students experience autonomy, competence, and relatedness. the purposes of the study are to explore the learning process of students by using the describing object method and their interest in following the activity in the classroom. theoretical framework interest learning to speak speaking is something said orally with the interlocutor responding and getting feedback from the listener to the speaker. it is one of the main forms of communication used by humans to convey information and emotions. student must have an interest in learning to speak in class. speaking is an activity that should be attached to students' interest in learning; now there are many methods that we can use, making it easier for students to learn to speak english. besides being a primary means of communication, speaking is also essential for academic and professional success. however, many students lack confidence in learning to speak, and this is often due to their low interest. this is also related, according to suyanto in nugroho (2019), who also defines "interest as a concentration of involuntary attention that is born with full willingness and depends on talent and environment." the importance of students learning english speaking interests, there are: 1. social interaction speaking is a key tool for social interaction, allowing us to communicate with others. by speaking, we express our feelings, share our experiences, and bond with family and school friends. according to densemina yunita wabdaron and yansen alberth reba (2020), speaking is a productive language to convey ideas, opinions, feelings, and expressions that are in the speaker's mind. so, speaking is used daily as one of the most frequent activities to get feedback from interlocutors in social society. 2. information exchange speaking enables the exchange of information quickly and efficiently. according to ruhiyat et al. (2019), speaking is a type of oral communication that aims to convey something. one of the most frequent activities is to convey and receive messages or information in everyday life. speaking is used in education, sharing knowledge, and discussing ideas. 3. self-expression through speaking, students can speak in public to share their interests, opinions, and feelings fluently. it is an important way to show personality. motivate yourself by enjoying learning to speak english. amardiaz & dalimunte, 2024 students’ interest in speaking instruction through describing object method at junior high scool 245 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 4 3 2 5 4 ) 4. emphasize learning interest in speaking in this case, students can learn to imitate and observe others while speaking. students' confidence in learning to speak affects their interest and motivation in the classroom. speaking through describing object method method is the steps taken and organizing the process of effective and relevant goals. in general, describing an object is a method of describing images or objects to provide information with others. this is also conveyed by riswanto (2022) speaking as the most productive oral; students must display their ideas in the speaking part in addition to having a theoretical understanding of describing the object to be used. method as support: 1. group discussion: students talk in small groups to describe objects and compare their findings. 2. use of visual media: using pictures to support oral descriptions. according to h. douglas brown (2004), it is the process of providing detailed information about an object to help others understand what is meant by the physical characteristics, functions, and context of the object. so, the describing object method, accompanied by visualization, can help strengthen the memory of an object and the understanding of what is being talked about. this activity can be done in pairs or small groups to encourage interaction within the school environment. students can give each other feedback and learn from the descriptions given by others. material and method this study used the observation method, where the researcher directly observes the interaction of teachers and students through a single picture to describe something orally in junior high school. the author acts as an observer of the teaching-learning process. the subjects for this study were selected based on their relevance to the research objectives and accessibility. the 3rd grade students of istiqlal delitua junior high school were chosen because they are at a critical stage in developing their english-speaking skills, making them ideal candidates for observing the effectiveness of teaching methods. additionally, the school's cooperation and proximity to the researcher made it practical to conduct regular observations and gather comprehensive data. by focusing on this specific group, the study aims to gain detailed insights into the interaction between teachers and students, especially in the context of using a single picture to enhance oral descriptive abilities. the participants of this study were 3rd grade students of istiqlal delitua junior high school, no. 1a, suka makmur, deli serdang regency, north sumatra, in the 2023-2024 academic year. the class has a total of 27 students: 14 male students and 13 female students. initial observations were carried out on december 6, 2023. the study used a likert scale to determine students' interest in learning to speak english through the describing object method. sugiyono (2017) says that the scale likert is used to measure attitudes, opinions, and perceptions of individuals or groups related to social phenomena that are the object of research. so, the scale likert is to get responses from students towards learning to speak with the describing object method. to facilitate the understanding of researchers or readers in determining students' speaking interest, a statement sheet developed by researchers is presented on the attachment page. in the questionnaire statement sheet given, a likert scale is used to determine the data analysis of students' interest in learning to speak through the describing object method. table 1. questionnaire statement no. statement ss s cs ks ts amardiaz & dalimunte, 2024 students’ interest in speaking instruction through describing object method at junior high scool 246 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 4 3 2 5 4 ) 1. students feel satisfied learning to speak using the describing object method 2. students are active in speaking using the describing object method 3. students are motivated to speak using the describing object method 4. students feel confident speaking english in class using the describing object method. 5. students really like to speak english using the describing object method 6. how often do you feel that early class activities (e.g., group discussions or mind mapping) help you feel more prepared for the lesson? 7 how do you feel about the use of hybrid learning models (a combination of inperson and online) in main class activities to improve your speaking skills? 8 how effective do you find the use of visual media (such as pictures and videos) in helping you articulate your thoughts during main class activities? 9 how beneficial do you find reflection and feedback sessions at the end of class for consolidating your learning? 10 how effective do you find the methods of storytelling and group work in improving your speaking skills during closing class activities? the questionnaire statement is to provide feedback between students and teachers of their interest in speaking english. in this statement there are various categories such as student satisfaction aiming students feel satisfied with the speaking knowledge they get. second, interaction aims for students to interact with the teacher actively and creatively. third, motivation to speak aims to motivate students from the teacher to speak in front of the class.and fifth,confidence in speaking aims to make students more confident in speaking in front of the class using the describing object method table 2. analysis instrument using likert scale statement items score weights ss s cs ks ts positif 5 4 3 2 1 according to sukardi (2013) description: ss = strongly agree s = agree cs = quite agree ks = less agree ts = disagree amardiaz & dalimunte, 2024 students’ interest in speaking instruction through describing object method at junior high scool 247 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 4 3 2 5 4 ) the data used is written data from the skala likert in the form of words from quessionnaire. there is a connection between table 2 and the statements in table 1. each statement in table 1 will have a score that one student must choose in the form of 5, 4, 3, 2, and 1. each of these numbers has the following description: 5 for strongly agree, 4 for agree, 3 for moderately agree, 2 for disagree and 1 for disagree. results and discussion results based on the researcher's questionnaire, the feedback given in student speaking consists of 5 statements, namely student satisfaction, confidence, motivation to speak, interaction student, and liked in speaking. this observation was made to istiqlal delitua junior high school students during class hours. the results of observations using the group discussion model are described in the table below. table 3. data instrument of statement no. name data analysis qusionnaire statement student's statement 1 statement 2 statement 3 statement 4 statement 5 1 ahp 3 4 3 4 3 2 ah 3 3 4 4 3 3 af 3 3 3 3 3 4 ar 3 3 3 4 4 5 ada 4 4 3 3 4 6 ar 3 3 4 3 4 7 ap 3 3 3 3 4 8 as 3 3 4 3 3 9 ana 4 3 3 3 4 10 asw 3 3 3 3 4 11 afh 3 4 3 3 3 12 aqa 4 3 3 3 4 13 apr 4 4 2 3 3 14 aas 4 3 3 4 3 15 bkz 4 3 3 3 4 16 bm 3 3 3 4 3 17 cp 3 4 4 3 4 18 cnr 3 4 3 3 4 19 cah 3 4 2 3 3 20 can 3 3 2 4 3 21 dki 3 4 3 4 3 22 dk 3 4 3 3 4 23 dba 3 3 3 3 3 24 ck 3 3 3 4 3 25 sa 3 4 3 4 4 amardiaz & dalimunte, 2024 students’ interest in speaking instruction through describing object method at junior high scool 248 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 4 3 2 5 4 ) 26 ar 3 3 3 4 4 27 zil 4 3 3 4 3 total number of indicators 91 88 82 92 94 percentage 84 % 81 % 75 % 85 % 87 % categories ss ss s ss ss based on the analysis of research results and discussion, it shows that the results of observations of the implementation of learning speaking using the method of describing objects applied by the teacher in accordance with the procedures and steps in the application of learning obtained a percentage of 87% and included the category "strongly agree." the research data on students' speaking interest using the group discussion learning model can be seen. in aspect 1 (student satisfaction), we obtained a number 91 with a percentage of 84% of 27 students who belong to the category strongly agree. in aspect 2 (interaction), we obtained number 88 with a percentage of 81% of 27 students belonging to the category strongly agree. in aspect 3 (motivate to speak), we obtained number 82 with a percentage of 72% of 27 students belonging to the category of agree. in aspect 4 (confident in speaking), we obtained number 92 with a percentage of 85% of 27 students belonging to the category of strongly agree. in aspect 5 (liked to speak), we obtained number 94 with a percentage of 87% of 27 students belonging to the category of strongly agree. based on the results of observations regarding student speaking, by using the method of describing objects, it can be concluded that students' speaking is good in any aspect. the percentage of interest is 87% of the overall indicator. discussion in this study, the researcher tells about the learning process in groups; in the process, the teacher gives an object or picture to be shared by each group. this provides a description of classroom activities with one picture to describe something verbally. the researcher observed classroom action in the form of observations. class activities are divided into three parts. those three parts are core or main activities and closing activities of the teaching and learning process. early class activities in the introductory activity, the instructor calls the grader one by one related to their attendance list. after that, the teacher gives an overview of the topic covered and divides the students into small groups of four or five students each. next, the teacher gives each group a reading text and asks the students to study their respective passages while making notes that serve as keywords for the topic. the teacher asks the students to understand and remember the passage they read. after that, they exchange information, and students take turns retelling the reading text they have learned in class. as students describe orally, the teacher watches and teaches their speaking. a student takes about five minutes to describe something orally. so, they can say about seven independent clauses in their description. they need to look at the picture to get ideas and this comes about many times to different students. they looked at the picture and then said something, looked at it again and then said something again. by looking at a single picture it can help students to get some ideas to vocalize a sentence. the performance takes about 45 minutes. afterwards, the teacher gives feedback on their performance. students need to pay attention to the teacher's feedback, so that they can better understand the way to describe something orally, specifically by using a single picture. according to dinda tri widiyanti and dian fadhilawati (2024), incorporating active learning strategies, such as interactive discussions and group activities, can significantly enhance student engagement and comprehension in the early stages of the class. dina amardiaz & dalimunte, 2024 students’ interest in speaking instruction through describing object method at junior high scool 249 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 4 3 2 5 4 ) syarifah nasution and zainil k. (2013) suggest using mind mapping as an effective tool to help students organize their thoughts and ideas during the early class activities, which can aid in better understanding and retention of the material. main class activity in this activity, the teacher asked the students to name the pencil case and they did it well. they confidently described various things in one picture at the second meeting. the students gave a good response to this application, so we can conclude that they were ready to speak. each student gave the same response about the benefits of using pictures to describe orally. they agreed that using pictures could help them be more creative and active in describing. in their responses, only the picture medium agreed that using pictures could help them be more creative and active in describing. is simple and suitable and good for oral description. the simple medium makes it easy to understand. gultom, sundara, and fatwara (2022) discussed the benefits of hybrid learning models during the main class activities. this approach combines in-person and online learning, allowing for a more flexible and comprehensive learning experience. wabdaron and reba (2020) highlight the effectiveness of problem-based learning in the main class activities. this method engages students in solving real-world problems, enhancing their critical thinking and speaking skills. closing activity in this activity, the teacher asks several students about the conclusions of the material that has been learned, provides opportunities for students to ask questions about the material that has been learned today, asks several questions about the material that has been learned, and the teacher and students conclude the lesson activities. the teacher asks students to record the important things learned today. then, the teacher encourages students to continue learning. the activity ends with praying for the day's lesson. learning storytelling through the small group work learning model is very beneficial for students. the learning model always changes every meeting, making them not bored. with this learning model, students are given responsibility for themselves and their groups. in addition, since students remember it by using their own sentences, they understand the material better and are more responsible in their discussion. they have an interest in narrating the reading with good and correct vocabulary and diction. the observation research that the researchers conducted showed that students were very excited and enthusiastic about participating in learning to speak using the describing object method. students look active and can motivate students to learn better in speaking english. the importance of reflection and feedback in closing activities is supported by research from yusra, zulkarnain, and sofino (2021). they suggest that ending the class with a reflective session helps consolidate learning and provides valuable feedback for both students and teachers. conclusion based on the results and discussion, it can be concluded that the use of the "describing object" method in english learning is effective in students' speaking interest. the research data showed that students had significant gains in several aspects, such as student satisfaction, interaction, confidence, and liking speaking english. the overall achievement percentage of these indicators is 87%, which falls into the "strongly agree" category. observation shows that students are very excited and enthusiastic about participating in learning with this method, as well as more active and motivated to learn better in speaking english. thus, the "describing object" method proved to be effective in students' speaking in english class and can be used as an effective learning strategy by teachers. responses from students showed positive acceptance of the use of single pictures amardiaz & dalimunte, 2024 students’ interest in speaking instruction through describing object method at junior high scool 250 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 4 3 2 5 4 ) as learning media. most students agree that this method helps them to be more active and creative in describing objects orally. thus, the use of single pictures in the "describing object" method is proven to be effective in teaching speaking skills in the english classroom and can be applied as one of the learning strategies by teachers for students' speaking of interest. acknowledgement the completion of this study could not have been possible without the support and assistance of many individuals and organizations. first and foremost, we would like to express our deepest gratitude to the students and teachers of istiqlal junior high school, deli serdang, north sumatra, for their enthusiastic participation and cooperation in this study. your involvement has been invaluable to the success of this research. we are particularly grateful to our colleagues at the english education department study program, faculty of tarbiyah and teacher training, universitas islam negeri sumatera utara, indonesia. your insightful feedback and encouragement have significantly contributed to this work. a special thanks to our families and friends for their continuous support and understanding throughout the research process. your patience and encouragement have been our source of strength. lastly, we acknowledge the financial and administrative support provided by universitas islam negeri sumatera utara, without which this study would not have been possible. thank you all for your contributions and support. references anggini, w. y. (2020). strategi pengajaran “berbicara (speaking)” bahasa inggris pada siswa sma wulan. jurnal ilmiah wahana akuntansi, 15(1), 95–109. https://doi.org/10.5281/zenodo.3737926 dina syarifah nasution, zainil, k. (2013). through mind mapping at grade x-1 computer and. journal english language teaching (elt). dinda tri widiyanti, & dian fadhilawati. (2024). the efficacy of instagram reels on speaking learning at senior high school. jurnal riset rumpun ilmu bahasa, 3(1), 51–66. https://doi.org/10.55606/jurribah.v3i1.2753 diyah nur fauziyyah amin. (2016). penerapan metode curah gagasan (brainstorming) untuk meningkatkan kemampuan mengemukakan pendapat siswa. jurnal pendidikan sejarah, 5(2), 1–15. djaali. (2016). metodepenelitian bab iii. 1–23. fussalam, y. e. (2014). improving students’ speaking skill of descriptive text by using three-step interview technique at grade viii. b of smp n 2 sarolangun. proceedings of iselt fbs universitas negeri padang, 2, 488–494. gultom, j. r., sundara, d., & fatwara, m. d. (2022). pembelajaran hybrid learning model sebagai strategi optimalisasi sistem pembelajaran di era pandemi covid-19 pada perguruan tinggi di jakarta. mediastima, 28(1), 11–22. https://doi.org/10.55122/mediastima.v28i1.385 handayani, s. (2020). meningkatkan keterampilan berbicara siswa melalui teknik two stay two stray. prosiding seminar nasional pendidikan stkip kusuma negara ii, 113– 118. huda, m. n., & purwati, o. (2022). machine translated by google j-shmic : jurnal bahasa inggris untuk akademik penerapan gambar tunggal untuk mengajarkan mendeskripsikan sesuatu secara lisan di smk untuk meningkatkan kemampuan berbicara machine translated by google. 9(2), 91–101. huda, n., & purwati, o. (2022). the implementation of single picture to teach describing things orally at vocational high school to increase speaking ability. j-shmic : journal of english for academic, 9(2), 91–101. https://doi.org/10.25299/jshmic.2022.vol9(2).9751 amardiaz & dalimunte, 2024 students’ interest in speaking instruction through describing object method at junior high scool 251 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 4 3 2 5 4 ) ii, b. a. b., berbicara, a. k., & keterampilan, p. (2023). bab ii landasan teori a. keterampilan berbicara 1. pengertian keterampilan berbica. 11–30. juliani, u., aunnurrahman, darajat, a., & susanti, h. (2023). efl teachers’ strategies in teaching speaking skill. jelte: journal of english language teaching and education, 4(2), 65–86. jurnal, j., & bahasa, p. (2023). machine translated by google machine translated by google jelte : jurnal pengajaran dan pendidikan bahasa inggris. 2, 65–86. kasmaini, k., danim, s., kristiawan, m., zahrida, z., sufiyandi, s., & maharrani, d. (2023). improving english students’ speaking skills through an action learning strategy. english review: journal of english education, 11(1), 143–152. https://doi.org/10.25134/erjee.v11i1.7232 khoerunnisa, p., & aqwal, s. m. (2020). analisis model-model pembelajaran. fondatia, 4(1), 1–27. https://doi.org/10.36088/fondatia.v4i1.441 king, l. s. (2020). meningkatkan keterampilan berbicara (speaking skill) menggunakan model pembelajaran kooperatif tipe talking stick pada mata pelajaran bahasa inggris materi “talking about daily activities” terhadap siswa kelas xi tkr smk negeri 1 sengah temila tahun pelaj. jurnal pendidikan, 1(1), 81–90. magdalena, i., handayani, s. s., & putri, a. a. (2021). analisis faktor yang mempengaruhi keterampilan berbicara siswa di sdn kosambi 06 pagi jakarta barat. jurnal pendidikan dan ilmu sosial, 3(1), 107–116. https://ejournal.stitpn.ac.id/index.php/nusantara menyebarkan, p. (2018). meningkatkan kemampuan berbicara siswa pada mengjelaskan hal secara sehat. nuryati, n., & rangganis, r. (2022). penerapan metode bermain peran untuk meningkatkan kemampuan berbicara. seulanga : jurnal pendidikan anak, 3(2), 73–83. https://doi.org/10.47766/seulanga.v3i2.939 pratiwi, z. f., & ayu, m. (2020). the use of describing picture strategy to improve secondary students’ speaking skill. journal of english language teaching and learning, 1(2), 38–43. https://doi.org/10.33365/jeltl.v1i2.603 prihatmi, t. n., istiqoma, m., & anjarwati, r. (2022). pembelajaran speaking berbasis teknologi bagi pembelajar dewasa. prosiding semsina, 3(2), 275–278. https://doi.org/10.36040/semsina.v3i2.5151 sarina. (2018). the implementation of describing pictures model in improving students’ speaking ability at sma negeri 11 enrekang. 1–105. https://digilibadmin.unismuh.ac.id/upload/11278-full_text.pdf septiadi, a., & ramadhani, w. k. (2020). penerapan metode anova untuk analisis rata-rata produksi donat, burger, dan croissant pada toko roti animo bakery. bulletin of applied industrial engineering theory, 1(2), 60–64. setiani, k. (2016). meningkatkan keterampilan berbicara ( speaking skill ) bahasa inggris menggunakan metode bermain peran ( role play ) pada siswa kelas v. skripsi, 55. simamora, b. (2022). skala likert, bias penggunaan dan jalan keluarnya. jurnal manajemen, 12(1), 84–93. https://doi.org/10.46806/jman.v12i1.978 tami, a. r., wariyati, w., & hasibuan, a. l. (2021). an analysis of students’ speaking skill through british parliamentary debate system. indonesian journal of elt and applied linguistics, 1(1), 42–46. https://doi.org/10.32696/ijeal.v1i1.1059 translated, m. (n.d.). machine translated by google mengembangkan penilaian berbicara yenny rahmawati & ertin syarif hidayatullah universitas islam negeri jakarta machine translated by google. uddin, a., & oktaviarini, n. (2019). analisis kemampuan bercerita siswa dengan metode kerja kelompok kecil siswa kelas iii tema 6 energi dan perubahannya di sd negeri 02 penjor kecamatan pagerwojo kabupaten tulungagung tahun ajaran 2018/2019. jemari (jurnal edukasi madrasah ibtidaiyah), 1(2), 41–47. https://doi.org/10.30599/jemari.v1i2.510 amardiaz & dalimunte, 2024 students’ interest in speaking instruction through describing object method at junior high scool 252 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 4 3 2 5 4 ) wabdaron, d. y., & reba, y. a. (2020). peningkatan keterampilan berbicara melalui metode pembelajaran berbasis masalah siswa sekolah dasar manokwari papua barat. jurnal papeda: jurnal publikasi pendidikan dasar, 2(1), 27–36. https://doi.org/10.36232/jurnalpendidikandasar.v2i1.412 yusra, z., zulkarnain, r., & sofino, s. (2021). pengelolaan lkp pada masa pendmik covid19. journal of lifelong learning, 4(1), 15–22. https://doi.org/10.33369/joll.4.1.15-22 zulfitri, n. (2019). sebuah analisa faktor – faktor yang mempengaruhi kesulitan berbicara bahasa inggris pada mahasiswa pendidikan bahasa inggris umn al – washliyah medan, tahun pelajaran 2019-2020 ( analisa studi psycholinguistics ). prossiding seminar hasil penelitian 2019, 580–589. file:///c:/users/asus/downloads/598-article text-2142-1-10-20210107.pdf anggini, w. y. (2020). strategi pengajaran “berbicara (speaking)” bahasa inggris pada siswa sma wulan. jurnal ilmiah wahana akuntansi, 15(1), 95–109. https://doi.org/10.5281/zenodo.3737926 dina syarifah nasution, zainil, k. (2013). through mind mapping at grade x-1 computer and. journal english language teaching (elt). dinda tri widiyanti, & dian fadhilawati. (2024). the efficacy of instagram reels on speaking learning at senior high school. jurnal riset rumpun ilmu bahasa, 3(1), 51–66. https://doi.org/10.55606/jurribah.v3i1.2753 diyah nur fauziyyah amin. (2016). penerapan metode curah gagasan (brainstorming) untuk meningkatkan kemampuan mengemukakan pendapat siswa. jurnal pendidikan sejarah, 5(2), 1–15. djaali. (2016). metodepenelitian bab iii. 1–23. fussalam, y. e. (2014). improving students’ speaking skill of descriptive text by using three-step interview technique at grade viii. b of smp n 2 sarolangun. proceedings of iselt fbs universitas negeri padang, 2, 488–494. handayani, s. (2020). meningkatkan keterampilan berbicara siswa melalui teknik two stay two stray. prosiding seminar nasional pendidikan stkip kusuma negara ii, 113– 118. huda, m. n., & purwati, o. (2022). machine translated by google j-shmic : jurnal bahasa inggris untuk akademik penerapan gambar tunggal untuk mengajarkan mendeskripsikan sesuatu secara lisan di smk untuk meningkatkan kemampuan berbicara machine translated by google. 9(2), 91–101. huda, n., & purwati, o. (2022). the implementation of single picture to teach describing things orally at vocational high school to increase speaking ability. j-shmic : journal of english for academic, 9(2), 91–101. https://doi.org/10.25299/jshmic.2022.vol9(2).9751 ii, b. a. b., berbicara, a. k., & keterampilan, p. (2023). bab ii landasan teori a. keterampilan berbicara 1. pengertian keterampilan berbica. 11–30. juliani, u., aunnurrahman, darajat, a., & susanti, h. (2023). efl teachers’ strategies in teaching speaking skill. jelte: journal of english language teaching and education, 4(2), 65–86. jurnal, j., & bahasa, p. (2023). machine translated by google machine translated by google jelte : jurnal pengajaran dan pendidikan bahasa inggris. 2, 65–86. kasmaini, k., danim, s., kristiawan, m., zahrida, z., sufiyandi, s., & maharrani, d. (2023). improving english students’ speaking skills through an action learning strategy. english review: journal of english education, 11(1), 143–152. https://doi.org/10.25134/erjee.v11i1.7232 khoerunnisa, p., & aqwal, s. m. (2020). analisis model-model pembelajaran. fondatia, 4(1), 1–27. https://doi.org/10.36088/fondatia.v4i1.441 king, l. s. (2020). meningkatkan keterampilan berbicara (speaking skill) menggunakan model pembelajaran kooperatif tipe talking stick pada mata pelajaran bahasa inggris materi “talking about daily activities” terhadap siswa kelas xi tkr smk negeri 1 sengah temila tahun pelaj. jurnal pendidikan, 1(1), 81–90. amardiaz & dalimunte, 2024 students’ interest in speaking instruction through describing object method at junior high scool 253 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 4 3 2 5 4 ) magdalena, i., handayani, s. s., & putri, a. a. (2021). analisis faktor yang mempengaruhi keterampilan berbicara siswa di sdn kosambi 06 pagi jakarta barat. jurnal pendidikan dan ilmu sosial, 3(1), 107–116. https://ejournal.stitpn.ac.id/index.php/nusantara menyebarkan, p. (2018). meningkatkan kemampuan berbicara siswa pada mengjelaskan hal secara sehat. nuryati, n., & rangganis, r. (2022). penerapan metode bermain peran untuk meningkatkan kemampuan berbicara. seulanga : jurnal pendidikan anak, 3(2), 73–83. https://doi.org/10.47766/seulanga.v3i2.939 pratiwi, z. f., & ayu, m. (2020). the use of describing picture strategy to improve secondary students’ speaking skill. journal of english language teaching and learning, 1(2), 38–43. https://doi.org/10.33365/jeltl.v1i2.603 prihatmi, t. n., istiqoma, m., & anjarwati, r. (2022). pembelajaran speaking berbasis teknologi bagi pembelajar dewasa. prosiding semsina, 3(2), 275–278. https://doi.org/10.36040/semsina.v3i2.5151 sarina. (2018). the implementation of describing pictures model in improving students’ speaking ability at sma negeri 11 enrekang. 1–105. https://digilibadmin.unismuh.ac.id/upload/11278-full_text.pdf septiadi, a., & ramadhani, w. k. (2020). penerapan metode anova untuk analisis rata-rata produksi donat, burger, dan croissant pada toko roti animo bakery. bulletin of applied industrial engineering theory, 1(2), 60–64. setiani, k. (2016). meningkatkan keterampilan berbicara ( speaking skill ) bahasa inggris menggunakan metode bermain peran ( role play ) pada siswa kelas v. skripsi, 55. simamora, b. (2022). skala likert, bias penggunaan dan jalan keluarnya. jurnal manajemen, 12(1), 84–93. https://doi.org/10.46806/jman.v12i1.978 tami, a. r., wariyati, w., & hasibuan, a. l. (2021). an analysis of students’ speaking skill through british parliamentary debate system. indonesian journal of elt and applied linguistics, 1(1), 42–46. https://doi.org/10.32696/ijeal.v1i1.1059 translated, m. (n.d.). machine translated by google mengembangkan penilaian berbicara yenny rahmawati & ertin syarif hidayatullah universitas islam negeri jakarta machine translated by google. uddin, a., & oktaviarini, n. (2019). analisis kemampuan bercerita siswa dengan metode kerja kelompok kecil siswa kelas iii tema 6 energi dan perubahannya di sd negeri 02 penjor kecamatan pagerwojo kabupaten tulungagung tahun ajaran 2018/2019. jemari (jurnal edukasi madrasah ibtidaiyah), 1(2), 41–47. https://doi.org/10.30599/jemari.v1i2.510 wabdaron, d. y., & reba, y. a. (2020). peningkatan keterampilan berbicara melalui metode pembelajaran berbasis masalah siswa sekolah dasar manokwari papua barat. jurnal papeda: jurnal publikasi pendidikan dasar, 2(1), 27–36. https://doi.org/10.36232/jurnalpendidikandasar.v2i1.412 widiyanti, d. t., & fadhilawati, d. (2024). *enhancing speaking skills using instagram reels: a study on senior high school students*. educational technology & society, 27(1), 45-58. yusra, z., zulkarnain, r., & sofino, s. (2021). pengelolaan lkp pada masa pendmik covid19. journal of lifelong learning, 4(1), 15–22. https://doi.org/10.33369/joll.4.1.15-22 zulfitri, n. (2019). sebuah analisa faktor – faktor yang mempengaruhi kesulitan berbicara bahasa inggris pada mahasiswa pendidikan bahasa inggris umn al – washliyah medan, tahun pelajaran 2019-2020 ( analisa studi psycholinguistics ). prossiding seminar hasil penelitian 2019, 580–589. file:///c:/users/asus/downloads/598-article text-2142-1-10-20210107.pdf amardiaz & dalimunte, 2024 students’ interest in speaking instruction through describing object method at junior high scool 254 | v o l . 8 , n o . 1 , 2 0 2 4 ( 2 4 3 2 5 4 ) empty page english franca academic journal of english language and education doi:10.29240/ef.v621.5242 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 7, no 2, 2023, page 243-258 article info: http://journal.iaincurup.ac.id/index.php/english received 24 april 2023; received in revised form 10 july 2023; accepted 24 august 2023, avalaible online 30 november 2023 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open access article under the cc by-sa license copyright (c) 2023 author the impact explorative study of teachers’ perception on online learning based on technology accepted model rukminingsih1, hartia novianti2, kiritkumar bhatt3, nala sita rukmi4 ¹2 stkip pgri jombang, indonesia 3 gandhinagar university, india 4 yogyakarta state university,yogyakarta, indonesia corresponding email: rukminingsih19@yahoo.co.id to cite this article author (2023) “the impact explorative study of teachers’ perception on online learning based on technology accepted model” : rukminingsih, r., novianti, h., bhatt, k., & rukmi, n. (2023). the impact explorative study of teachers’ perception on online learning based on technology accepted model. english franca : academic journal of english language and education, 7(2), 243-258. doi:http://dx.doi.org/10.29240/ef.v7i2.7201 introduction covid-19 has caused a stir around the world. this virus has infected hundreds of countries, including indonesia. due to the rapid spread of this virus and the large number of victims, the indonesian government immediately implemented a policy to halt its spread. from social restrictions (social distancing) to physical distancing restrictions (physical distancing) to an appeal to remain a citizen, at home and carry out all activities from home. several cities have enacted large-scale social restrictions (psbb), which significantly limit people' activities. as to unesco (2020a), numerous countries have closed schools as a result of a public health crisis. the indonesian ministry of education and culture responds to the educational policies specified in the ministry of education and indonesia circular letter no. 4, 2020. one regulation mandates that, within the covid-19 pandemic, all levels of education should be conducted remotely through online learning. all indonesian teachers are mandated to transition from in-person teaching to online teaching as per this law. indonesia also highlighted a number of pressing issues that must be addressed right away: (1) technical gaps across schools in both large cities and rural areas, (2) inadequate teacher competence in using learning apps, and (3) a lack of funding for the development of educational abstract. this study aims to offer teachers' perspectives on the effects of integrating online learning, utilizing technology accepted models (tam) by davis, during the spread of the corona virus. this study employed an exploratory case study to dig up further about english teachers’ perception toward online learning based on tam. the participants consisted of 20 smpn teachers to respond the questioner and 5 smpn teachers to answer the interview in jombang region, east java, indonesia. the data were obtained from questionnaires and interviews developed based on tam. all participants completed online research questionnaires with google form application. and was followed by interviews to support the finding from questionnaire. the results indicated that participants held a favorable opinion about the perceived utility, convenience of use, and behavioral intention of online learning systems. the majority of teachers agreed on online learning. although the teachers faced multiple challenges when conducting online classes, they remained optimistic about utilizing technology for remote instruction. keywords: explorative case study; teachers’ perception; technology accepted model file:///c:/users/user/downloads/cccccc http://journal.iaincurup.ac.id/index.php/english/index https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:rukminingsih19@yahoo.co.id http://dx.doi.org/10.29240/ef.v7i2.7201 rukminingsih, et al., 2023 the impact explorative study of teachers’ perception on online learning based on technology accepted model 244 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 4 3 2 5 8 ) technology like as the internet and quota (4) for integral online learning, the relationship between teachers, students, and parents. in fact, the educational system in indonesia has implemented it learning over the last few years. the ongoing dating learning as a result of the covid-19 pandemic, on the other hand, has taken practically everyone by surprise, from districts/cities to provinces, centers, and even the international community. changes in how learning is implemented in the classroom versus how learning is implemented in this network. teachers and education professionals are the most important actors, as the controllers in the process of learning (bao, 2020; braisilai & kvavadze, 2020). online learning has shown that the industrial revolution 4.0 is not limited by access to technology, thus allowing on-line or distance learning to be implemented (verawa et al., 2018). this study aims to determine how english teachers of some junior high schools in jombang during covid outbreak perceive fully online learning during a pandemic. several academics have lately undertaken studies on teachers' view of distance education. however, there is a lack of research on teachers' perception of online learning specifically during the covid-19 pandemic, using the tam model framework. while several studies have been undertaken in indonesia about teachers' experiences with online teaching, particularly by researchers such as byun & slavin (2020), nambiar (2020), carrillo & flores (2020), giovannella (2020), and bozkurt et al. (2020), there is a limited number of studies that specifically study teachers' perceptions based on the technology acceptance model (tam). this study aims to address the deficiencies identified in the previous study by examining the perceptions of junior school english instructors in indonesia regarding the policy of learning from home during the covid-19 epidemic. the investigation will be conducted using davis' technology acceptance model (tam). this study aimed to investigate teachers' opinion of online learning during the covid-19 pandemic, using the technology acceptance model as a framework. the first sub study question explores the correlation between teachers' perception of online learning and their perception of its effectiveness. (2) what is the correlation between teachers' assessment of ease and online learning? (3) how does teachers' view of behavior and intention affect online learning? online learning during this pandemic, distance education, and online learning felt quite sudden and completely different from normal learning (bozkurt, et al., 2020). this study provides a global picture of doctrinal perceptions during the covid-19 pandemic, but the results of this study are based on perception of teachers from other countries that continue to teach and learn during the covid-19 pandemic. giovannella (2020) conducted a study on the italian school system to investigate teachers' perceptions and implementation of online learning two months following the onset of the covid-19 outbreak. the results indicate that the utilization of technology has a beneficial impact on teachers. educators must enhance their professional competencies to enhance the process of digital literacy. nambiar (2020) identifies three primary challenges associated with online learning during a pandemic. to begin with, educators have time constraints when it comes to preparing and adjusting educational resources for the transition from offline to online learning. furthermore, online learning lacks ample opportunities for direct and unrestricted interaction between teachers and students, thereby impeding the learning process. furthermore, implementing a successful teaching method requires a heightened level of dedication to inspire and engage students in the context of online education. according to the findings of teacher interviews, in-person education is superior to online learning (carrillo, 2020; huang, 2020). for state junior high school teachers who teach english subjects in a district, online learning is still a new thing in learning. therefore, an overview of the perception of effective online learning, environmental conditions, benefits and obstacles in the learning process must be understood to determine alternative learning strategies used for learning in the new normal. according to martinez, et al. (2021), the distance learning model chosen as a solution for disconnectedness does have an impact on students' academic performance and rukminingsih, et al., 2023 the impact explorative study of teachers’ perception on online learning based on technology accepted model 245 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 4 3 2 5 8 ) there are effects on the students' interaction patterns and their levels of motivation for their training. perception is a process used by individuals to manage and interpret sensory messages from the environment in order to give meaning to the environment by organizing and interpreting so that it affects individual behavior with perception involving the senses and cognitive processes, namely receiving the stimulus, organizing the stimulus, and interpreting the stimulus, with the process, (huang, 2020) according to the same definition davis et al. (2009). perception involves cognition in the interpretation of information. the events or information are processed in accordance with the individual's prior knowledge of the object of perception that is interpreted. according to byun & slavin (2020), perception is influenced by factors from within the individual, namely feelings, so that they can influence the individual's perception. to explore whether teachers has positive or negative perceptions toward fully online learning, this study employed technology accepting model developed by davis et al. (2009)technology accepted model (tam). tam treats two main variables as precedents, perceived practicality and perceived ease of use. the definition of perception of usability is the confidence level a person with a specific system can increase their performance, meaning whether the technology is considered useful to their needs. however, davis believes that the perception of ease of use is as important as the use of technology. davis (1989) has stated that if technology is easy to use, we may avoid barriers, but if it is not easy to use the technology, people will not be positive. use perceived utility perceived ease and behavior intention in determining attitudes towards technology users. this study used the theory of davis (1989) on technology accepted model. theoretical framework the advent of the web has brought about a swift and distinct shift towards online learning, which is markedly dissimilar to traditional forms of education (bozkurt, et al., 2020). this study offers a comprehensive overview of doctrinal perceptions throughout the covid19 epidemic. however, it is important to note that the findings are derived from the perspectives of instructors in different nations who are actively engaged in teaching and learning during the pandemic. giovannella (2020) conducted a study on the italian school system to investigate teachers' perceptions and implementation of online learning two months following the onset of the covid-19 outbreak. the results indicate that the utilization of technology has a beneficial impact on teachers. teachers must enhance their professional skills to enhance the process of digital literacy. nambiar (2020) identified three primary challenges associated with online learning during a pandemic. to begin with, educators have time constraints when it comes to preparing and adjusting offline resources for online learning. furthermore, online learning severely hampers the direct and unrestricted interaction between teachers and students, hence impeding the learning process. furthermore, implementing a successful teaching method requires a heightened level of dedication in stimulating and engaging students in the context of online education. the findings from teacher interviews indicate that traditional inperson education is superior to online learning (carrillo, 2020; huang, 2020). .for state junior high school teachers who teach english subjects in a district, online learning is still a new thing in learning. therefore, an overview of the perception of effective online learning, environmental conditions, benefits and obstacles in the learning process must be understood to determine alternative learning strategies used for learning in the new normal. according to martinez, et al. (2021), the distance learning model chosen as a solution for disconnectedness does have an impact on students' academic performance and there are effects on the students' interaction patterns and their levels of motivation for their training. perception is a process used by individuals to manage and interpret sensory messages from the environment in order to give meaning to the environment by organizing rukminingsih, et al., 2023 the impact explorative study of teachers’ perception on online learning based on technology accepted model 246 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 4 3 2 5 8 ) and interpreting so that it affects individual behavior with perception involving the senses and cognitive processes, namely receiving the stimulus, organizing the stimulus, and interpreting the stimulus, with the process, (huang, 2020) according to the same definition davis et al. (2009). perception involves cognition in the interpretation of information. the events or information are processed in accordance with the individual's prior knowledge of the object of perception that is interpreted. according to byun & slavin (2020), perception is influenced by factors from within the individual, namely feelings, so that they can influence the individual's perception. to explore whether teachers has positive or negative perceptions toward fully online learning, this study employed technology accepting model developed by davis et al. (2009)technology accepted model (tam). tam treats two main variables as precedents, perceived practicality and perceived ease of use. the definition of perception of usability is the confidence level a person with a specific system can increase their performance, meaning whether the technology is considered useful to their needs. however, davis believes that the perception of ease of use is as important as the use of technology. davis (1989) has stated that if technology is easy to use, we may avoid barriers, but if it is not easy to use the technology, people will not be positive. use perceived utility perceived ease and behavior intention in determining attitudes towards technology users. this study used the theory of davis (1989) on technology accepted model. materials and method the study utilized an explanatory sequential mixed methods design, which aims to offer relevant information necessary for a better understanding of the research topic (pardede, 2018). the study commenced by gathering quantitative data and thereafter proceeded to collect qualitative data in order to provide more clarification or elaboration on the previously obtained quantitative findings. this study examined the viewpoint of 20 educators regarding the utilization of an online learning platform for english instruction. this study conducted by yin (2014) employed exploratory case study methodology, utilizing questionnaire and interview approaches. exploratory case study aims to address inquiries that are commonly posed by the pronoun "what" (yin, 2014). the purpose of employing these approaches is to acquire the perspectives of the teachers who took part in the study. the participants of the study to be investigated were english junior high school teachers in indonesia, especially in a region, east java, indonesia. the participants were chosen by using purposive sampling. there were 20 teachers as the participants. the study was undertaken to address inquiries using structured questionnaires. in order to obtain a comprehensive explanation, the researcher conducted interviews with five english teachers who were selected from the pool of five participants. all participants have utilized online teaching through one or many platforms. the teacher has employed remote instruction from april to june 2021, and its potential will persist. the demographics of the participants encompass age, gender, education level, teaching experience, and the platform utilized. table 1. variable labels and descriptive statistics of research participants no variable label precentage total participant 1 gender 60% female 40 % male 20 2 level of education 5% diploma 85% graduate 10% post graduate 20 3 teaching experiences 15% 0-5 years 30% 6-10 years 45% 11-15 years 20 rukminingsih, et al., 2023 the impact explorative study of teachers’ perception on online learning based on technology accepted model 247 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 4 3 2 5 8 ) 10% 16 up years 4 platform used 10% ruang guru 5 % google classroom 25 % zoom meeting 60 % whatsapp group 20 the majority of participants have a bachelor's degree, accounting for 85%. meanwhile, just 5% attained a d3 level of education, while 10% successfully completed master's degrees. between 10% of individuals have been engaged in teaching for over 16 years, whereas 45% have been teaching for a duration of between 11-15 years. meanwhile, 30% of the individuals have been teaching for 6-10 years, while only 15% have been teaching for 0-5 years. the data indicates that the whatsapp group is the preferred option for online teaching. the percentage exceeds 60%. currently, google classroom is utilized by a mere 5%. zoom cloud meeting is utilized by 25% of users, whereas google classroom is only utilized by 5%. in addition, a total of 5 english teachers were selected from the participants of the questionnaire. they originated from separate educational institutions in jombang, indonesia. each of them has been instructing for over 5 years. the participants have varying ages: participant 1 is 37 years old, participant 2 is 44 years old, participant 3 is 46 years old, participant 4 is 52 years old, and participant 5 is 56 years old. the data collection instruments consist of a close-ended questionnaire and an interview aimed at gathering the teachers' perception. all of the instruments were tested during the previous semester. the attributes of the trial pupils closely resemble those of the genuine english instructors at the junior high school in jombang. the validity and reliability were assessed using spss. to ascertain the educators' perspective on online learning, a close-ended questionnaire derived from davis (1989) was employed, based on the technology acceptance model (tam). the teacher was given a close-ended questionnaire through google form. the questionnaire comprises 20 questions that assess the aspects of usefulness, ease of use, behavioral patterns, attention, and system utilization. data on the perception of english teachers was collected via an online questionnaire that utilized online collaboration platforms. the questionnaire is derived from davis' technology acceptance model (tam) with minimal adjustments, specifically excluding external elements such as internet availability and administrative support. the tam framework is often regarded as the most prevalent method for measuring acceptability. the questionnaire was derived from davis (1989), ramírez et al. (2015), and basri & paramma (2019). it assessed three dimensions: usefulness, ease of use, and behavioral intention. each dimension was measured using five questions. the questions were developed with a likert scale consisting of five items: the questions were formulated on a likert scale consisting of five items: strongly disagree (sd), disagree (d), neutral (n), agree (a), and strongly agree (sa). the second method employed to gather data pertaining to the subject under investigation in this research is the interview. the unstructured interviews were included in this study to complement the data obtained from the questionnaire. davis (1989), basri & paramma, 2019 and ramírez et al. (2015). it was given to some english teachers of junior high school in jombang, east java region. the interview was given to confirm the questionnaire of teachers’ perception which was included the aspects of usefulness, ease of use, and behavioral attention. there were two phases to collect the data in this research to answer the research question. phase one was dealing with quantitative data taken from close ended questionnaire, the researchers distributed to the english teachers of junior high school in jombang region , east java, indonesia. there were 20 english teacher were given the questionnaire. it took one week to have the data. the second phase, the researchers provided an interview to the five english teachers who also participated as a respondent in filling the questionnaire. the researchers came to rukminingsih, et al., 2023 the impact explorative study of teachers’ perception on online learning based on technology accepted model 248 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 4 3 2 5 8 ) the interviewees in their schools and took the interview. it took two weeks because the researchers had to adjust their free time to have an interview. there were 4 questions dealing with the interview which focused on tam theory. the data underwent a series of procedures for analysis, including scoring the questionnaire, determining the percentage, calculating the central tendency (ct), interpreting the data analysis, and formulating the conclusion. simultaneously, the data obtained from the interview were transcribed. subsequently, the crucial information obtained from the interview was utilized to corroborate the data derived from the questionnaire results. results and discussion results these results answered the main research question and three sub research questions. to find out how teachers’ perception toward online learning based on technology accepted mode, there are three sub findings as the following. teachers’ perception toward online learning based on perceived usefulness table 2. the calculation of central tendency of perceive usefulness no perceived usefulness strongly disagree disagree neutral agree strongly agree central tendency f (%) f (%) f (%) f (%) f (%) (%) 1 online learning platforms make my teaching performance improves 0 2 0 10 8 90 2 online learning platforms make learning 2 2 0 12 4 80 3 online learning 0 2 0 10 8 90 4 online learning platforms is useful 0 2 0 10 8 90 5 online learning platorm makes me convenient in teaching 3 2 0 10 5 75 rukminingsih, et al., 2023 the impact explorative study of teachers’ perception on online learning based on technology accepted model 249 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 4 3 2 5 8 ) average 85 % positive based on the table above it could be seen that the teachers’ perception was strong or positive. it can be proved from the average was 85% agree. item number 1 was categorized as positive perception it can be proved from the average was 90% from 20 participants totally that 10 participants agreed and 8 participants strongly agreed however 2 participants answered disagreed. item number 2 was categorized as positive perception it can be proved from the average was 90% from 20 participants totally that 12 participants agreed and 4 participants strongly agreed however 2 participants answered disagreed and 2 other participants answered strongly disagree. item number 3 was categorized as positive perception it can be proved from the average was 90% from 20 participants totally that 10 participants agreed and 8 participants strongly agreed however 2 participants answered disagreed. item number 4 was categorized as positive perception, it can be proved from the average was 90% from 20 participants totally that 10 participants agreed and 8 participants strongly agreed however 2 participants answered disagreed. item number 5 was categorized as positive perception it can be proved from the average was 75% from 20 participants totally that 10 participants agreed and 5 participants strongly agreed however 3 participants answered strongly disagreed and 2 other participants answered disagree. the interview findings indicate that the online learning system has a positive impact on improving teachers' effectiveness and is widely seen as such. throughout the deployment of online learning, the teachers were inseparable from ict. this circumstance compels them to get a deeper understanding of ict. in addition, the participants were provided with increased opportunities to acquire knowledge regarding online learning, as stated by participant 1: “i think online learning spend my time much, i have to be ready in 7 days and 24 hours. for examples begin from 7 am i have to open my class in whatsapp group, then share the material and task from about three teachers to my class. it will offer until 1 pm. during the beginning until late night the students randomly submit their task or they ask me anything about the task without limit time”.( participant 1). “the students' problems with on-line learning are certain the students are not motivated, some of the students couldn't give quota on a daily basis, some participants did not have their phone or laptop. most decided to encourage students to learn online in order to face this challenge: (participant 2). ‘the outbreak of covid 19 pandemic, i think make us to learn more about the online platform. although for the first time, teachers and students need to learn much about how to operate learning management system , but the end, now we become technology literate”( participant 3). “by using online learning, i think teachers are more creative in constructing the materials because they have learned more about the methods to search the various materials from internet, such as from youtube, article, ted live etc” (participant 4). “by using online learning during covid 19 pandemic which forced teachers and students learn in fully online although for the previous, they felt difficulty, but now after pandemic of covid 19, teachers have been ready to teach with technology” (participant 5). rukminingsih, et al., 2023 the impact explorative study of teachers’ perception on online learning based on technology accepted model 250 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 4 3 2 5 8 ) the participants asserted that the pandemic struck unexpectedly, disrupting indonesia's educational system. it left the teachers perplexed as to how to educate. they have a lot of issues to deal with. they struggled with creating engaging material, explaining it, assessing it, providing feedback, and ensuring that the students enjoyed the course. they also cited various problems that students face while learning online, such as a lack of infrastructure and an internet quota, as participant 1 in the following clip points out. actually, it depends on the teacher and the student. if the teacher is capable of providing engaging material, clearly explaining material, designing appropriate assessments, and providing meaningful feedback, and the students have no problems, the cellphone or laptop is adequate, and they always have quota, i believe it can be effective. however, these are impossible to do in practice, making online learning ineffective. she also mentioned some suggestions for the better online learning as mentioned below. in actual fact, it is up to the teacher and student if the teacher is competent to provide interesting materials, clearly explain the material, design an accurate assessment and a feedback on the significance of the material and the students do not have problems, the cellphone or laptop are adequate. but they're hard in reality, and on-line learning doesn't work. teachers’ perception toward online learning based on perceived ease to use table 3. the calculation of central tendency of perceive easy to use no perceived eaay to use strongly disagree disagree neutral agree strongly agree central tendency f (%) f (%) f (%) f (%) f (%) (%) 1 it is easy to operate an online learning platforms 0 4 1 10 5 75 2 the interaction with the online learning platforms is clear and understandable. 0 5 0 11 4 75 3 the online learning platforms is flexible to interact with. 0 3 0 11 6 85 4 it would be easy to be competent in the use of the online learning platforms. 0 4 1 10 5 75 rukminingsih, et al., 2023 the impact explorative study of teachers’ perception on online learning based on technology accepted model 251 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 4 3 2 5 8 ) 5 i consider online learning platforms is easy to use. 0 2 0 11 7 85 average 79 positive based on the table above it could be seen that the teachers’ perception was strong or positive. it can be proved from the average was 79% agree. item number 1 was categorized as positive perception it can be proved from the average was 75% from 20 participants totally that 10 participants agreed, 5 participants strongly agreed and 1 participant answered neutral however 4 participants answered disagreed. item number 2 was categorized as positive perception, it can be proved from the average was 75% from 20 participants totally that 11 participants agreed and 4 participants strongly agreed however 4 participants answered disagreed. item number 3 was categorized as positive perception, it can be proved from the average was 85% from 20 participants totally that 11 participants agreed and 6 participants strongly agreed however 3 participants answered disagreed. item number 4 was categorized as positive perception it can be proved from the average was 75 % from 20 participants totally that 10 participants agreed and 5 participants strongly agreed and 1 participant answered neutral however 4 participants answered disagreed. item number 5 was categorized as positive perception it can be proved from the average was 85% from 20 participants totally that 11 participants agreed and 7 participants strongly agreed however participants answered disagree. according to table 3, the central tendency of the perceive ease of use items is 79%, indicating a significant positive perception. according to the demographic data of the participants, 60% of teachers utilize whatsapp for online learning. the participant had the option to select multiple applications or platforms in this quiz. several individuals utilized multiple mediums for the data, however, the primary platform employed was whatsapp. “whatsapp, google classroom, ruang guru, and the zoom meeting were used as english instruction in the interview. she said she would like to try several platforms to avoid boredom for the students. she also said that her use of multiple types of media faced no difficulty”(participant 1). participant 5, who falls into the older age group, expressed difficulty in acquiring ict skills and utilizing learning platforms. thus, his sole means of conducting online instruction is through the utilization of whatsapp. the study revealed that younger teachers perceive online learning platforms such as whatsapp, google classroom, zoom, etc., as userfriendly, enabling them to engage with the system effectively and adaptably. they believed that a significant amount of time was not necessary to acquire proficiency in the new platform, thus assuming that using an online learning system would be effortless. 50% of them perceive the online learning system as user-friendly. the more experienced teacher, however, observed that the online learning system is not user-friendly; he perceived it as lacking ease of use, comprehensibility, and flexibility. the new platform has a steep learning curve, making it challenging to navigate the online learning system. every participant unanimously concurs that utilizing whatsapp is effortless and uncomplicated. it could serve as an alternative tool for a teacher who lacks the ability to rukminingsih, et al., 2023 the impact explorative study of teachers’ perception on online learning based on technology accepted model 252 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 4 3 2 5 8 ) use another online platform. the role of technology in online teaching encompasses several functions such as instruction, communication, content sharing, attendance monitoring, assignment distribution, examination administration, and feedback provision. rukminingsih and sita (2021) found that integrating synchronous and asynchronous methods in online learning instruction elicits a favorable opinion among students regarding the learning process amidst the covid-19 pandemic. participant 3 demonstrated the application of technology in online education in the provided extract. this study employed whatsapp for both synchronous and asynchronous communication due of its user-friendly interface and widespread familiarity among students. however, when it comes to teaching, exchanging materials, and assigning tasks, i prefer to utilize google classroom due of its superior organization and administration capabilities within the classroom. teachers’ perception toward online learning based on behavior intention table 4. the calculation of central tendency of behavioral intention items no behavioral intention strongly disagree disagree neutral agree strongly agree central tendency f (%) f (%) f (%) f (%) f (%) (%) 1 i will use the online learning system in my english subject even after the pandemic of covid-19. 0 3 1 10 6 80 2 it is important to use the online learning system and i would recommend its use. system is flexible to interact with. 0 5 11 4 75 3 i will modify the teaching activities of my english subjects to take advantage of 0 3 0 11 6 85 rukminingsih, et al., 2023 the impact explorative study of teachers’ perception on online learning based on technology accepted model 253 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 4 3 2 5 8 ) the capabilities of the online learning system 4 i will encourage my students in the online learning system. 0 4 0 10 6 80 5 i would like to use the online learning system in the future if i had the 0 2 0 11 7 90 average 82 positive based on the table above it could be seen that the teachers’ perception was strong or positive. it can be proved from the average was 82% agree. item number 1 was categorized as positive perception it can be proved from the average was 80% from 20 participants totally that 10 participants agreed, 6 participants strongly agreed and 1 participant answered neutral however 3 participants answered disagreed. item number 2 was categorized as positive perception it can be proved from the average was 75% from 20 participants totally that 11 participants agreed and 4 participants strongly agreed however 5 participants answered disagreed. item number 3 was categorized as positive perception it can be proved from the average was 85% from 20 participants totally that 11 participants agreed and 6 participants strongly agreed however 3 participants answered disagreed. number 4 was categorized as positive perception can be proved from the average was 80 % from 20 participants totally that 10 participants agreed and 6 participants strongly agreed however 5 participants answered disagreed. item number 5 was categorized as positive perception it can be proved from the average was 90% from 20 participants totally that 11 participants agreed and 7 strongly agreed and 2 participants strongly disagreed. behavioral intention is a component of one's attitude towards utilizing the system. the determination is based on the perception of utility and the perception of ease of use. behavioral intention refers to the disposition and determination of teachers to utilize technology in online teaching. table 4 provides an overview of the average tendency of the behavioral intention item. there are five items, and their average central tendency is 74%, indicating a strong positive perception. the results of the interview conducted between the researcher and five english teachers are as follows: “i think online learning spend my time much, i have to be ready in 7 days and 24 hours. for examples begin from 7 am i have to open my class in whatsapp group, then share the material and task from about three teachers to my class. it will offer rukminingsih, et al., 2023 the impact explorative study of teachers’ perception on online learning based on technology accepted model 254 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 4 3 2 5 8 ) until 1 pm. during the beginning until late night the students randomly submit their task or they ask me anything about the task without limit time” (participant, 1,2,3,4 &5) the teachers had no other way to teach except online during the pandemic of covid 19. they've been learning online for a long time every day. students are welcomed, materials are shared, the assignments were given, and so on. in working hours, online learning means that teachers stand at their fingers, because they must share the teacher's task or assignment with them every time school announcements occur. teachers were constantly involved in the online learning system. teachers are often present online and it is important to know the degree and progress of the students. the students' problems with on-line learning are such as (1) the students are not motivated, (2)some of the students couldn't give quota on a daily basis, and some did not have their phone or laptop. most participants decided to encourage students to learn online in order to face this challenge. that's part of the teacher's role. discussion the research questions in this study were concerned with how the teachers’ perception toward online learning based on technology accepted model which was divided into three sub research questions as the following: (1) how is the teachers’ perception in online learning based on perceived of the usefulness, (2) how is the teachers’ perception in online learning based on perceived of the ease (3) how is the teachers’ perception in online learning based on behavior and intention? the study examined teacher perceptions across four dimensions: perceived utility, perceived simplicity, behavioral focus, and system utilization. perceived usefulness refers to the extent to which an individual believes that utilizing a specific system would enhance their job performance. the term "perceived usefulness" refers to an individual's assessment of whether an online system is beneficial for a specific task (davis, 1989). teachers’ perception toward online learning based on perceived of use table 2 displays the mean central tendency of perceived usefulness, which is 85%, indicating a sufficiently positive assessment. ultimately, the teacher's competence in delivering engaging content, effectively explaining concepts, creating accurate assessments, and providing meaningful feedback is crucial for a successful learning experience. as long as the students do not encounter any difficulties, using a cellphone or laptop should suffice. however, in actuality, they are challenging, and online learning is ineffective. giovannella (2020) and verawa et al. (2018) assert that the adoption of technology by instructors yields favorable outcomes. as per the technology acceptance model (tam), the perceived usefulness (pu) of a technological system has a significant and direct impact on the users' attitude towards the system, as well as their intention to use it (ansong-gyimah, 2020). technology-driven e-learning utilizes internet and other essential technologies to develop educational resources, instruct students, and manage the curriculum of an organization. educators must enhance their abilities to enhance the digital literacy process. they believed that their proficiency in digital abilities should also be enhanced. this indicates that educators acknowledge the significance of technology in their instructional practices. teachers’ perception toward online learning based on ease of use table 3 displays the mean central tendency of perceived usefulness, which is 79%, indicating a sufficiently positive assessment. davis (1989) defined perceived ease of use as rukminingsih, et al., 2023 the impact explorative study of teachers’ perception on online learning based on technology accepted model 255 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 4 3 2 5 8 ) the extent to which an individual perceives using a specific system to be effortless. the technology employed in online learning is the focal point here. hardware and software encompass many technological devices such as mobile phones, laptops, and ipads. the program simultaneously features a learning app and learning platform. enhanced usability can effectively impact intentions and lead to a favorable perception and attitude. the older teacher, however, saw that the online learning system is not easy to work; he thought it wasn't an easy, comprehensible and flexible approach. the new platform takes a long time to learn so that the use of an online learning system isn't easy. it is in line with tarigan et al. (2022) found that the english teachers' perceptions on teaching speaking through online engagement fall into the "negative" group. their negative assessment of the challenges are divided into three categories: 1) creating the lesson plan, 2) carrying out the lesson, and 3) evaluating. speaking is a problem for teachers when students are involved in teaching and learning english. nevertheless, every participant concurs that utilizing whatsapp is effortless and uncomplicated. it could serve as an alternative tool for a teacher who lacks the ability to use another online platform. however, in order to effectively teach writing and speaking abilities, an additional platform is required that may be utilized synchronously for these particular skills. nevertheless, certain language abilities can be effectively developed through complete online implementation. the role of technology in online teaching encompasses several functions such as instruction, communication, content sharing, attendance tracking, assignment distribution, examination administration, and feedback provision. rukminingsih & sita (2021) and hidayati et al. (2022) have asserted that incorporating both synchronous and asynchronous methods in online learning instruction elicits a favorable opinion among students regarding the online learning process. teachers’ perception toward online learning based on behavior intention table 4 displays the mean central tendency of perceived usefulness, which is 82%, indicating a sufficiently positive assessment. an obstacle that teachers face is maintaining students' motivation to engage in online learning. students who lack enthusiasm for online learning tend to generate subpar work or hand in assignments after the deadline. on the other hand, the study reveals that students who achieve success typically possess more robust convictions, a greater sense of personal accountability, enhanced abilities to organize themselves, and superior technical skills and resources. hence, it is imperative for the teacher to closely observe pupils in order to identify their driving elements, as this will significantly impact the duration of their learning journey. students who experience a decline in their motivation, whether it is driven by internal factors or external factors, are prone to rapidly losing sight of their objectives and accomplishments. davis, et al. (2009), bao (2020), and braisilai and kvavadze (2020) assert that teachers play a pivotal role as the primary agents in the learning process. as stated in the study conducted by byun and slavin (2020). the utilization of technology to facilitate online learning relies on three pedagogical criteria in the execution of online classes. the initial aspect encompasses a pedagogical strategy that incorporates student-centered learning, the teacher's role as a facilitator, and the integration of knowledge. the second aspect is learning design, encompassing learning adaptability, personalized learning tailored to individual student needs, contextual and social learning, and the utilization of suitable tools and technology. according to cadamuro et al. (2021), instructors' attitudes towards icts serve as a significant predictor of their perception of distance learning. this emphasizes the importance of disseminating positive perspectives on information and communication technology (ict) in order to motivate teachers to engage in online learning. based on the main research question dealing with the teachers’ perception in online learning based on technology accepted model during covid 19 pandemic which was also supported with the teachers’ interview as the qualitative data showed that the government rukminingsih, et al., 2023 the impact explorative study of teachers’ perception on online learning based on technology accepted model 256 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 4 3 2 5 8 ) regulations are in keeping with all participants. if the administration requests the instructor to continue online study, they will comply. they expressed the need for additional training to enhance their digital competencies in order to establish effective online learning. sita, et al. (2021) asserted that online learning platforms enhance teachers' digital literacy, enabling them to effortlessly develop and share materials to promote students' learning. these platforms also offer learning tasks that facilitate language practice. this discovery demonstrates the extent and essential attributes of online sessions required by schools to ensure readiness and preparedness during a pandemic. it also explores the potential of utilizing technology in education to foster behavioral intention. it aligns with the findings of makhdum & khanam (2021). furthermore, it offers a thorough comprehension of the responsibilities of students and teachers, as well as the experiences of parents, in online sessions. the teachers evaluated the effectiveness of online learning during the covid-19 epidemic by assessing their capacity to innovate in the creation and gathering of resources, instructional approaches, and the choice of optimal applications based on the materials and methodologies. in order to effectively motivate students and maintain their enthusiasm for online learning, a teacher's success hinges on their ability to foster creativity. teachers must possess the ability to create and implement instructional models and learning strategies that align with the unique characteristics of their school. the utilization of several online learning tools is advantageous for educators during the learning process. teachers must be familiar with the perceived usefulness, simplicity of use, and behavioral intention towards online learning based on the approved technological model. according to carrillo & flores (2020), positive perception refers to an individual's evaluation of an object or information in a favorable manner, either based on their expectations or in line with established norms. negative perception refers to an individual's unfavorable impression of specific things or information, which goes against the expected perception of the object or established norms. an individual's negative impression might arise from their discontent with the thing that is the source of their perception, their lack of knowledge, and their lack of personal experience with the perceived object, and vice versa. an individual's good perception can arise from their own contentment with the object that is the basis of their perception. the first advantage of online learning, according to byun & slavin (2020), it allows for very quick contact and discussion between instructors and students. second, instead of going through the teacher, students communicate and discuss with one another. third, it can help children, teachers, and parents communicate more effectively. fourth, the most appropriate methods for tests and quizzes. fifth, educators may simply supply students with material in the form of photographs and videos, as well as the ability to download the instructional materials. sixth, it can make it easier for instructors to ask inquiries anywhere and at any time without being constrained by time constraints. it is crucial to identify the challenges that teachers face in online learning, especially in the context of the jombang regency state junior high school in indonesia during the covid-19 pandemic. this is important for ensuring the quality and sustainability of the online learning process, considering the earlier described facts, theoretical foundations, and empirical evidence. the impression of teachers regarding the learning from home policy during the covid-19 pandemic is also influenced by how they address and overcome problems. conclusion the finding revealed that teachers had a positive perception that the online system was useful and simple to use during the covid-19 pandemic. however, during the covid-19 pandemic, there are a few teachers did not agree on the effectiveness of online learning. the online learning system was considered less effective because teachers and students were inappropriate for communication and interaction. some students lacked technological facilities, a lack of internet quota, fewer students with motivation and less support from rukminingsih, et al., 2023 the impact explorative study of teachers’ perception on online learning based on technology accepted model 257 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 4 3 2 5 8 ) parents. in addition, teachers have demonstrated a good attitude towards technology use in online pandemic teaching covid-19. teachers are very committed to the use and involvement of technology in online teaching. for an instant, not only ict but also online learning management should be capable of being provided for teachers. teachers therefore need more professionals to improve their skills to make online learning effective. in addition, the point of online learning has been determined by the support of all parties involved, including the government, schools, teachers, parents and the community. acknowledgement the researchers would like to express their thanks and highest appreciation to all parties who have been involved and provided maximum contributions to this research. to the campus leaders of stkip pgri jombang, gandhinagar university and yogyakarta state university. all the advantages and disadvantages in this research are thanks to the cooperation and hard work of all parties involved. references bao, w. (2020). covid-19 and online teaching in higher education: a case study of peking university. pedagogical research journal, 5(4), 113–115. https://doi.org/10/1002/he2.191 braisilaig., & kvavadze, d. (2020). transition to online education in schools during a pandemic in georgia. pedagogical research journal , 5(4), 1–9. https://doi.org/10.29333/pr/7937 basri, m.,& paramma, m.a.(2019). efl students’ perspective on the usefulness of ict based learning in indonesian higher education. elt worldwide journal, 6(1), 22-32. bozkurt, a., ozbek, e., yilmazel, s., erdogdu, e., ucar, h., guler, e., sezgin, s., karadeniz, a., sen-ersoy, n., canbek, n., dincer, g., ari, s., & hakan, c. (2020). a global outlook to the interruption of education due to covid-19 pandemic: navigating in a time of uncertainty and crisis. asian journal of distance education, 15(1), 1-126.byun, s., & slavin, r. e. (2020). educational responses to the covid-19 outbreak in south korea. ssrn electronic journal.2(2), 16-26. https://doi.org/10.2139/ssm.3652607 carrillo, c., & flores, m. a. (2020). covid-19 and teacher education: a literature review of online teaching and learning practices. european journal of teacher education, 43(4), 466–487. https://doi.org/10.1080/02619768.2020.1821184 cadamuro, a., bisagno, e., rubichi, s. & rossi, l.(2021) distance learning and teaching as a consequence ofthe covid – 19 pandemic: a survey of teachers andstudents of an italian high school taking into accounttechnological issues, attitudes and beliefs toward distance learning, metacognitive skills. journal of e-learning and knowledge society, 17(1), 81-89.https://doi.org/10.20368/1971-8829/1135463 davis, f. d. (1989), perceived usefulness, perceived ease of use, and user acceptance of information technology, mis quarterly. davis, b., carmean, c., & wagner, e. (2009).the evolution of the lms : from management to learning.the elearning guide research. giovannella, c. (2020). measuring the effect of the covid-19 pandemic on the italian learning ecosystems at the steady state: a school teachers’ perspective. iji journal, 1( 23). p.122-132 huang, r., tlili, a., chang, t. w., zhang, x., nascimbeni, f., & burgos, d. (2020). disrupted classes, undisrupted learning during covid-19 outbreak in china: application of open educational practices and resources. smart learning environments, 7(1), 2337.https://doi.org/10.1186/s40561-020-0012-8 hidayati, a.n., abdullah, f., sri, m.,ramalia, t., yunita, w. & sulastri, f.(2022). whatsapp in the indonesian online efl learning milieu: how do the students engage?.english https://doi.org/10/1002/he2.191 https://doi.org/10.29333/pr/7937 https://doi.org/10.2139/ssm.3652607 https://doi.org/10.1080/02619768.2020.1821184 https://doi.org/10.20368/1971-8829/1135463 https://doi.org/10.1186/s40561-020-0012-8 rukminingsih, et al., 2023 the impact explorative study of teachers’ perception on online learning based on technology accepted model 258 | v o l . 7 , n o . 2 , 2 0 2 3 ( 2 4 3 2 5 8 ) franca: academic journal of english language and education, 6(1), 83-98 https://doi.org/10.29240/ef.v6i1.4136 k. ansong-gyimah (2020).students’ perceptions and continuous intention to use e-learning systems: the case of google classroom. international journal of emerging technologies in learning (ijet), vol. 15, no. 11, pp. 236–244, 2020. https://doi.org/10.3991/ijet.v15i11.12683 makhdum, f.n. & khanam, a.(2021). online classes during covid-19 pandemic: preparedness and readiness of students and teachers in pakistan with parents’ experiences. journal of e-learning and knowledge society, 17(2), 9-20. https://doi.org/10.20368/1971 martínez,f.,jacinto,e.,&montiel,h.(2021).the use of online learning environments in higher education as a response to the confinement caused by covid19. journal of e – learning and knowledge society, 17 (1),10-17. https://doi.org/10.20368/19718829/1135309 nambiar, d. (2020). the impact of online learning during covid-19: students’ and teachers’ perspective. the international journal of indian psychology, 8(2). https://doi.org/1 0.25215/0802.094 purwanto, a., pramono, r., asbari, m., santoso., p. b., wijayanti, l. m., hyun, c. c., et al. (2020). studi eksploratif dampak pandemi covid-19 terhadap proses pembelajaran online di sekolah dasar. journal of education, psychology, and counseling, 2, 1–9. rukmi, n., s., novianti, h. & rukminingsih.(2021). students’ perceptions towards distance education with online collaborative platforms in efl critical reading course. new language dimensions journal, 2(1) , 102-115. rukminingsih & rukmi, n.s. (2021)students’ perceptions towards collaboration synchronous and asynchronous instruction for efl learners’ reading course. proceedings of the unnes-teflin national seminar, 4 (1), 78-90. tarigan, s.l., syafryadin, sofyan, d.(2022). challenges faced by english teachers in indragiri hulu regency in teaching speaking through online platform. english franca: academic journal of english language and education, 6 (1), 167-190. https://doi.org/10.29240/ef.v6i1.4106 wiyaka, mujiyanto, j., & rukmini, d. (2018). students’ perception on the usefulness of ictbased language program. english language teaching journal, 11(2), 53. verawa dina, u., & jama, j. (2018). philosophy tvet di era derupsi revolusi industri 4.0 di indonesia. jurnal filsafat indonesia, 1(3), 104–111. yin, r. k. (2014). case study research: design and methods (5th ed.). thousand. oaks, ca: sage publications inc. https://doi.org/10.29240/ef.v6i1.4136 https://doi.org/10.3991/ijet.v15i11.12683 https://doi.org/10.20368/1971 https://doi.org/10.20368/1971-8829/1135309 https://doi.org/10.20368/1971-8829/1135309 https://doi.org/1%200.25215/0802.094 https://doi.org/1%200.25215/0802.094 https://doi.org/10.29240/ef.v6i1.4106 english franca academic journal of english language and education doi:10.29240/ef.v9i1 may.12612 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol. 9, no. 1, 2025, page 1-16 article info: http://journal.iaincurup.ac.id/index.php/english received 27 february 2025; received in revised form 10 april 2025; accepted 02 may 2025 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license exploring contextual factors in english pronunciation accuracy: insights from indonesian efl university-level learners ristati ristati¹, bahing bahing², tutik haryani³, olga dona retsi4, novika amalia5 12345 universitas palangka raya, palangka raya, indonesia corresponding email: novikaamalia@fkip.upr.ac.id to cite this article: ristati, r., bahing, b., haryani, t., retsi, o. d., & amalia, n. (2025). exploring contextual factors in english pronunciation accuracy: insights from indonesian efl university-level learners. english franca : academic journal of english language and education, 9(1 may), 1–16. retrieved from https://journal.iaincurup.ac.id/index.php/english/article/view/12612 introduction pronunciation is a crucial element of language learning, especially in english as a foreign language (efl) context, where learners’ ability to produce intelligible speech directly impacts their communicative competence. effective pronunciation not only facilitates clearer communication but also contributes to learners' overall language proficiency and confidence in using english. however, acquiring accurate pronunciation remains one of the most challenging aspects for efl learners, particularly in environments where exposure to the target language is limited (mora & mora-plaza, 2023; utami & apriani, 2023). in indonesia, learners face difficulties with various english phonemes, as the phonological differences between english and indonesian often result in mispronunciations (situmorang et al., 2023). these challenges are compounded by the fact that pronunciation is often underemphasized in formal language instruction. several external factors play a significant role in shaping learners' pronunciation accuracy. factors such as motivation, exposure to the target language outside the classroom, formal education, and the influence of the learners’ first language (l1) are critical in determining how effectively learners acquire correct pronunciation patterns. each of these abstract. this research investigates how various contextual factors influence the accuracy of english pronunciation among indonesian efl learners. motivation, exposure to the second language (l2), formal education, and interference from the first language (l1) are explored to address a gap in understanding their combined impact. employing an explanatory sequential approach, the research gathers quantitative data through questionnaires and pronunciation tests administered to 30 efl learners, selected using cluster sampling from a total of 80 students across three classes. qualitative insights were then obtained from five randomly chosen participants in follow-up interviews. the quantitative data were analyzed using descriptive and correlational statistics, while the qualitative data were examined through deductive thematic analysis. the findings reveal that l1 interference has the strongest impact on pronunciation accuracy, particularly in fricatives and diphthongs, where learners substitute unfamiliar sounds with native ones. l2 exposure significantly improves pronunciation, especially through authentic media and interactions. motivation, while influential, indirectly aids pronunciation by fostering self-directed learning. however, formal education has minimal impact, as pronunciation receives little focus in traditional classrooms. these results highlight the need for targeted phonetic training, immersive exposure, and explicit pronunciation instruction. the study calls for pedagogical reforms to enhance communicative competence and confidence. keywords: efl learners; english education; english exposure; language interference; learning motivation doi:10.29240/ef.v9i1%20may.12612 https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:novikaamalia@fkip.upr.ac.id https://journal.iaincurup.ac.id/index.php/english/article/view/12612 ristati, et.al, 2025 exploring contextual factors in english pronunciation accuracy: insights from indonesian efl universitylevel learners 2 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 1 6 ) factors operates within a broader linguistic and sociocultural context, influencing the pace and success of pronunciation acquisition (aziez & sofiana, 2023). without addressing these external influences, learners may struggle to develop pronunciation skills that are both accurate and sustainable in real-world communication. the factors highlighted in this research are motivation, l2 exposure, instructional methods, and l1 interference. motivation, both intrinsic and extrinsic, is one of the most powerful drivers of success in language learning. learners with high motivation tend to dedicate more time and effort to practicing pronunciation, seeking out opportunities to improve their oral skills (mora & mora-plaza, 2023). this factor can greatly enhance a learner’s ability to master difficult sounds and develop clearer speech patterns. exposure to english in real-life situations significantly impacts pronunciation development. it was noted that indonesian learners with greater exposure to authentic english environments, such as media or conversations with native speakers, exhibited better pronunciation outcomes than those with limited exposure (aziez & sofiana, 2023). this finding underscores the importance of creating immersive language experiences, even outside of formal education settings. the role of formal instruction in shaping pronunciation is pivotal but often overlooked. many indonesian efl classrooms prioritize grammar and vocabulary over pronunciation, leaving learners without sufficient guidance on the articulation of english sounds (fadhly et al., 2022). effective pronunciation instruction should be integrated into all aspects of language learning to foster holistic linguistic competence (mora & mora-plaza, 2023). learners’ first language can heavily influence their pronunciation in a second language. in the case of indonesian learners, l1 interference often leads to the substitution of unfamiliar english phonemes with native language equivalents, which results in inaccurate pronunciation (situmorang et al., 2023). addressing this interference through targeted phonological training can help learners overcome pronunciation barriers (ha, 2022). although previous studies have explored the role of motivation and exposure in language learning (aziez & sofiana, 2023; mora & mora-plaza, 2023), few have examined how these factors collectively influence pronunciation accuracy, particularly in indonesian efl learners. moreover, most research on l1 interference has focused on broad phonological issues rather than detailed pronunciation challenges across various sound categories (situmorang et al., 2023). an informal observation of efl university students during speaking classes revealed persistent pronunciation difficulties, with some students attributing their struggles to factors such as motivation, l2 exposure, instructional methods, and l1 interference. however, studies on the combined effects of these external factors on pronunciation accuracy remain limited. this research addresses these gaps by examining how motivation, l2 exposure, instructional methods, and l1 interference interact to shape pronunciation outcomes. unlike prior studies that analyze these factors in isolation, this study takes a holistic approach, offering a more comprehensive understanding of their interplay. by investigating their combined impact, the study contributes to the development of more effective pronunciation teaching strategies, emphasizing the need for targeted phonetic training, immersive exposure, and refined instructional methods in efl curricula. the research questions are formulated as follows: 1. to what extent do motivation, l2 exposure, formal education, and l1 interference individually and collectively influence pronunciation accuracy among indonesian efl university-level learners? 2. how do motivation, l2 exposure, instructional methods, and l1 interference interact to influence the pronunciation accuracy of indonesian efl university-level learners? theoretical framework ristati, et.al, 2025 exploring contextual factors in english pronunciation accuracy: insights from indonesian efl universitylevel learners 3 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 1 6 ) in the study of second language acquisition (sla), numerous fundamental factors have been identified that have a substantial impact on pronunciation accuracy. these include motivation, l2 exposure, formal education, and l1 interference, which comprise the theoretical basis of the current investigation. this section will examine these notions through a review of relevant papers and analyze how they relate to the current investigation. motivation and pronunciation accuracy motivation plays a pivotal role in language learning, particularly in pronunciation (aalasheakh & saud, 2024). the affective filter hypothesis posits that emotional states like anxiety or lack of motivation can hinder language acquisition (krashen, 1982). in line with this, research has explored motivational orientations and their effects on learners' fluency and accuracy in oral tasks, finding no direct causal relationship between motivation and oral task performance. however, it highlights the complexity of motivational factors, such as curriculum design and learners’ prior experiences (dehkordi et al., 2021; gusmuliana et al., 2020). this suggests the importance of maintaining high motivation levels to facilitate pronunciation accuracy. gamification has been shown to significantly boost motivation and pronunciation outcomes, implying that task-based, interactive learning environments can enhance students’ engagement and, consequently, their spoken proficiency (aal-asheakh & saud, 2024). thus, higher engagement through varied activities can stimulate greater pronunciation improvements. exposure to l2 and its role in pronunciation exposure to the target language, particularly in meaningful contexts, is crucial for improving pronunciation. the input hypothesis emphasizes the need for comprehensible input slightly above the learner’s current level to foster language acquisition (krashen, 1982; paudel, 2024). research on indonesian learners’ pronunciation, particularly of diphthongs, has found that increased exposure to english significantly enhances pronunciation development (aziez & sofiana, 2023). this is further corroborated by findings that limited exposure to l2 environments hinders effective pronunciation learning (mora & mora-plaza, 2023). research focusing on english consonants shows that indonesian learners often struggle with specific sounds, such as fricatives, due to insufficient exposure (situmorang et al., 2023). these findings suggest that increasing learners’ interaction with authentic english content, through media or immersive experiences, can lead to marked improvements in pronunciation. formal instruction on pronunciation formal education plays a critical role in shaping learners’ pronunciation abilities. the lack of systematic pronunciation instruction within formal curricula often leads to suboptimal outcomes for learners, as highlighted in studies arguing for a more structured approach to teaching pronunciation. innovative strategies, such as minimal pairs and modeling, have been shown to be effective, particularly in under-resourced efl contexts (paudel, 2024). moreover, phonetic awareness and systematic instruction can significantly aid learners in mastering challenging sounds (yoshida, 2024). these studies emphasize that a combination of structured phonetic training and communicative practice is essential for developing pronunciation skills. l1 interference and pronunciation challenges l1 interference remains one of the most significant obstacles to achieving accurate pronunciation in efl learners. interlanguage theory explains how learners form unique linguistic systems influenced by their l1 (selinker, 1972). indonesian efl learners struggle with english fricatives (/θ/, /ð/) because their native phonological system lacks corresponding sounds (situmorang et al., 2023). similar challenges have been observed among learners from other l1 backgrounds (ruengwatthakee, 2021). l1 interference can lead to fossilized ristati, et.al, 2025 exploring contextual factors in english pronunciation accuracy: insights from indonesian efl universitylevel learners 4 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 1 6 ) errors if not addressed early, making it imperative for instructors to help learners differentiate between l1 and l2 phonetic systems. techniques such as audio-visual methods and repetitive drills have been found effective in reducing l1 interference and fostering more accurate pronunciation (jahara & hussein, 2021; tišma, 2021). while l1 interference has been extensively studied, the role of extrinsic factors in either reducing or enhancing it is less clear. for instance, some research suggests that increased exposure to english and formal education may help to reduce l1 interference over time, but there is little empirical evidence of how these factors work together to impact pronunciation accuracy. gaps in the literature while the existing research offers useful knowledge regarding the extrinsic factors that are related to pronunciation, there are some gaps. many studies examine the role of individual factors in isolation, but fewer have tried to understand how motivation, exposure, formal education, and l1 interference interact. also, there is a need for more research on successful pedagogical strategies for certain linguistic environments, like indonesian speakers, who have trouble with certain phonemes. knowing how these external factors work together to influence learners’ overall pronunciation outcomes will give a more accurate picture of pronunciation acquisition in efl settings. material and method research design this study employs an explanatory sequential design, which involves two phases of data collection and analysis: quantitative followed by qualitative. the primary focus is to explore external factors such as motivation, exposure to english, formal education, and l1 interference and their impact on pronunciation accuracy among indonesian efl learners. the quantitative phase provides an overview of general trends, while the qualitative phase helps deepen the understanding of these trends by exploring participants' perceptions and experiences. the design is particularly suited for this research, as it allows for an initial analysis of measurable outcomes followed by a more nuanced exploration of learner perceptions. this sequential approach ensures that the quantitative data guides the analysis of the qualitative data, leading to more comprehensive insights into the interplay between external factors and pronunciation outcomes. participants the participants of the study consist of two groups. the main group includes 30 indonesian efl learners who have completed university-level speaking classes. this group is representative of learners at an intermediate to advanced proficiency level, providing a solid foundation for examining the influence of external factors on pronunciation accuracy. these learners have undergone formal instruction in english and have varying levels of motivation and exposure to the language. a subgroup of 5 learners is randomly selected from the main group for the qualitative phase of the research. these learners represent a range of performance levels in both their pronunciation tests and self-perceptions of their pronunciation abilities. the smaller sample size for the qualitative phase allows for a more focused and in-depth exploration of their individual experiences and reflections on their language learning journey, particularly how external factors have shaped their pronunciation skills. data collection the data collection process is divided into two phases: quantitative and qualitative. the first phase involves collecting quantitative data from the main group of 30 participants through two primary instruments: a questionnaire and a pronunciation test. the questionnaire indicators focus on four key aspects: motivation levels, exposure to english, ristati, et.al, 2025 exploring contextual factors in english pronunciation accuracy: insights from indonesian efl universitylevel learners 5 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 1 6 ) formal education backgrounds, and l1 interference. it consists of closed-ended questions measured on a likert scale (1-4) to allow for numerical analysis. the pronunciation test indicators target the articulation of fricatives, as these sounds are commonly pronounced incorrectly. the test requires participants to pronounce a list of common english words and phrases. while phonetic transcription is not used, the test serves to assess learners’ actual pronunciation performance. the second phase focuses on qualitative data collection through follow-up interviews with the five learners in the subgroup. the interview indicators explore participants' experiences regarding motivation, exposure to english, formal education, and l1 interference in relation to their pronunciation accuracy. open-ended questions specifically address pronunciation challenges, particularly fricatives, and any personal or external factors affecting their learning process. the interviews provide deeper insights and context to complement the quantitative findings from the first phase. data analysis the analysis phase of this research aligns with the two-phase data collection approach, consisting of quantitative and qualitative methods. data from the questionnaire and pronunciation test are subjected to both descriptive and correlational statistical analyses. descriptive measures such as mean scores, standard deviations, and frequency distributions are used to summarize the learners’ responses regarding their motivation, exposure to english, formal education, and l1 interference. these methods provide an overview of general trends in how external factors relate to pronunciation accuracy. in addition to descriptive analysis, correlational statistics are employed to explore surface-level relationships between learners' pronunciation accuracy and their perceptions of the four contextual factors. this allows for the examination of congruence or discrepancies, such as whether students with high perceived motivation actually perform better in pronunciation or whether strong l1 interference hinders their accuracy. by identifying these patterns, the analysis reveals which factors are perceived to either help or hinder learners' pronunciation performance, offering insights into the external influences on pronunciation accuracy. the data from the follow-up interviews are analyzed using deductive thematic analysis, which involves identifying, analyzing, and reporting patterns within the qualitative data based on predetermined themes. this method allows for an in-depth exploration of learners’ perceptions of external factors influencing their pronunciation, focusing specifically on motivation, l2 exposure, formal education, and l1 interference. in deductive thematic analysis, the coding process is guided by these predefined themes, allowing for a structured examination of the interview transcripts. the qualitative data provide rich, detailed accounts of how these external factors manifest in individual learners' experiences, complementing the quantitative findings and offering insights into the broader implications for pronunciation instruction. rigor and trustworthiness to assure rigor and reliability, the study used data triangulation, which compared quantitative results to qualitative interviews. interviewees were invited to review the transcripts at the end of the interview session for accuracy as part of member checking, and peer debriefing was utilized to validate coding and thematic analysis. to improve transparency, data collection and analysis were documented. ethical considerations ristati, et.al, 2025 exploring contextual factors in english pronunciation accuracy: insights from indonesian efl universitylevel learners 6 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 1 6 ) each participant had to provide consent in order to participate in the study after being informed of its goals. they were told that their answers would be kept private and that when the findings were published, their identities would be protected. results & discussion results the tendency of contextual factors and pronunciation accuracy the quantitative analysis aimed to address the first research question: "to what extent do motivation, l2 exposure, formal education, and l1 interference individually and collectively influence pronunciation accuracy among indonesian efl learners?" the findings from the descriptive statistics and regression analysis provided insights into the relative impact of each external factor on pronunciation accuracy. the overall pronunciation accuracy of the participants averaged 0.719, with a standard deviation of 0.174. this indicates moderate variability in the learners' pronunciation accuracy. the analysis revealed that all four external factorsmotivation, l2 exposure, formal education, and l1 interferenceexhibited distinct patterns in how they influenced learners' pronunciation performance. table 1 descriptive statistics of external factors and pronunciation accuracy variable mean st. deviation min max pronunciation accuracy 0.719 0.174 0.33 1.00 motivation 3.87 0.346 3.00 4.00 l2 exposure 3.60 0.675 2.00 4.00 formal education 3.10 0.403 2.00 4.00 l1 interference 3.37 0.718 2.00 4.00 table 2 regression analysis of external factors influencing pronunciation accuracy variable coefficient p-value lower 95% upper 95% intercept 29.84 0.558 -73.74 133.43 motivation -0.55 0.955 -20.51 19.40 l2 exposure 5.11 0.315 -5.15 15.36 formal education 2.45 0.771 -14.66 19.56 l1 interference 5.40 0.257 -4.18 14.97 the participants reported relatively high levels of motivation, with an average score of 3.87 out of 4, indicating strong intrinsic and extrinsic motivation for improving their pronunciation. however, the regression analysis suggested that motivation had a nonsignificant influence on pronunciation accuracy, with a coefficient of -0.552 and a p-value of 0.955. this indicates that while learners felt motivated, this factor alone did not have a statistically significant impact on their performance in pronunciation tests. this finding aligns with studies that highlight the complexity of motivation’s role in language learning and suggest that additional contextual factors may overshadow its direct influence on pronunciation outcomes (dehkordi et al., 2021). the analysis showed that learners had varying levels of exposure to english, with an average score of 3.60. l2 exposure demonstrated a positive but non-significant influence on pronunciation accuracy (coefficient = 5.11, p = 0.315). this suggests that while exposure to english through media and social interactions contributed to learners’ pronunciation improvement, the overall effect was not substantial in this sample. the results align with previous research (aziez & sofiana, 2023), which emphasized the importance of immersive ristati, et.al, 2025 exploring contextual factors in english pronunciation accuracy: insights from indonesian efl universitylevel learners 7 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 1 6 ) l2 exposure but recognized that limited access to authentic english-speaking environments might reduce its impact. formal instruction in english scored slightly lower than the other factors, with a mean of 3.10, reflecting learners’ mixed perceptions of the effectiveness of classroom-based pronunciation training. regression results indicated a small positive yet non-significant influence on pronunciation accuracy (coefficient = 2.45, p = 0.771). this outcome supports the argument that formal education often underemphasizes pronunciation in favor of other language skills, potentially limiting its direct impact on learners' pronunciation proficiency (mora & mora-plaza, 2023). l1 interference had a more pronounced effect, with an average score of 3.37 and a coefficient of 5.40 in the regression analysis. however, the p-value of 0.257 indicated that this influence was also non-significant. despite this, learners frequently cited l1 interference as a major challenge in both their test results and self-assessments, consistent with the literature (situmorang et al., 2023). the strong impact of l1 interference, especially regarding the production of difficult sounds like /th/ and /v/, was evident as learners struggled with sounds that do not exist in indonesian. overall, the regression analysis yielded an r² value of 0.098, indicating that only 9.8% of the variance in pronunciation accuracy could be explained by these four external factors combined. although none of the factors showed a statistically significant impact, the descriptive data revealed meaningful trends. for example, learners with higher exposure to english or greater motivation tended to perform better in the pronunciation test, though not consistently across the entire sample. these findings suggest that while external factors play a role, their influence may be more complex and intertwined with other individual and contextual variables, aligning with previous studies that have called for a more holistic approach to pronunciation instruction. the variability in pronunciation accuracy also points to the need for a more nuanced understanding of how learners interact with these external factors. for instance, learners who had more l2 exposure through media or social interactions reported slightly better performance, consistent with the input hypothesis, which emphasizes the importance of comprehensible input (krashen, 1982; mora & mora-plaza, 2023). however, the absence of authentic english-speaking environments may limit the potential benefits of such exposure. similarly, while motivation remains high among learners, its impact on pronunciation is mediated by other external factors such as the quality of instruction and the extent of l1 interference. insights from efl learners on the contextual factors this section addresses the second research question: "how do motivation, l2 exposure, instructional methods, and l1 interference interact to influence the pronunciation accuracy of indonesian efl learners?" the data from the qualitative interviews offer in-depth insights into how learners perceive these factors and their impact on their pronunciation skills. the responses reveal recurring themes about personal motivations, challenges with l1 interference, and the effectiveness of instructional methods. motivation and its impact on pronunciation accuracy motivation emerged as a major factor driving learners' efforts to improve their pronunciation. several participants expressed how their personal interests and career aspirations influenced their dedication to practicing pronunciation, even outside formal education settings. for instance, participant 1 (p1) highlighted how music played a central role in their motivation: interviewer: how do you stay motivated to improve your pronunciation? ristati, et.al, 2025 exploring contextual factors in english pronunciation accuracy: insights from indonesian efl universitylevel learners 8 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 1 6 ) p1: i really enjoy listening to songs and singing... i often practice my pronunciation with english songs. it’s fun for me, and i feel like i’m learning without it feeling like a chore. this example illustrates how intrinsic motivation, driven by personal enjoyment, can be a powerful tool in facilitating regular pronunciation practice. p1’s statement aligns with the affective filter hypothesis (krashen, 1982), which posits that learners' emotional states, such as enjoyment, can lower the affective filter and promote better language acquisition (aufi et al., 2023). p1’s enthusiasm for music helped them practice english pronunciation in a low-pressure environment. other learners tied their motivation to future career goals. for example, participant 3 (p3) stated: p3: i’m highly motivated because i enjoy learning english, and it’s useful for my future career. i need good pronunciation to sound professional, especially if i want to work with international clients. this shows how extrinsic motivation, particularly career-related goals, pushed learners to prioritize pronunciation, even if it was challenging. although learners like p3 recognized that motivation was a significant driver, they also acknowledged that their progress depended on how much exposure and support they received from other contexts. l2 exposure and pronunciation development learners with greater l2 exposure through media, social interactions, and daily activities tended to exhibit better pronunciation outcomes. most participants agreed that regular exposure to native english speakers, whether through films, podcasts, or conversations, was instrumental in improving their pronunciation accuracy. participant 5 (p5) explained: interviewer: how do you think your exposure to english influences your pronunciation? p5: listening to native speakers in movies or songs helps me get used to correct pronunciation. i try to mimic how they speak, especially with difficult sounds like /th/ or /v/. p5’s statement underscores the importance of comprehensible input (krashen, 1982) in pronunciation learning. by listening and mimicking native speakers, learners like p5 were able to adjust their pronunciation of challenging phonemes that do not exist in indonesian, such as /th/ and /v/. however, despite these benefits, some participants noted the limited opportunities for real-life practice with native speakers, a challenge echoed by another study that emphasizes that insufficient exposure can hinder pronunciation development (aziez & sofiana, 2023). instructional methods and classroom support participants expressed mixed opinions about the effectiveness of formal education in addressing their pronunciation challenges. while most appreciated role-playing activities and group discussions as valuable tools for improving speaking skills, some felt that there was too little focus on pronunciation in the classroom. participant 4 (p4) shared: p4: role-playing and group discussions have been the most helpful activities for improving my speaking. but i think there needs to be more focus on pronunciation itself. we often focus on grammar and vocabulary instead. ristati, et.al, 2025 exploring contextual factors in english pronunciation accuracy: insights from indonesian efl universitylevel learners 9 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 1 6 ) this sentiment was echoed by others, who felt that practical speaking exercises were effective but not frequent enough to make a significant impact on their pronunciation. participant 5 (p5) suggested more interactive activities: p5: formal education should focus more on practical speaking activities and less on theoretical aspects of language. i learned more from trying to pronounce words in conversations or role plays than from studying grammar." these reflections support the findings that argue that pronunciation often receives insufficient attention in language instruction despite its critical role in oral proficiency (paudel, 2024). l1 interference: a lingering challenge one of the most common themes across all interviews was the difficulty posed by l1 interference. most learners struggled with english phonemes that do not exist in indonesian, particularly fricatives like /θ/ and /ð/. participant 5 (p5) noted: p5: some english sounds are hard to produce because they don’t exist in indonesian, like /th/ and /v/. i often pronounce them wrong, and it’s hard to change. this aligns with previous research on l1 interference (situmorang et al., 2023), which highlights how indonesian learners tend to substitute unfamiliar english sounds with indonesian equivalents. the learners' reflections show that while they are aware of these pronunciation issues, overcoming l1 interference requires targeted phonetic instruction, a need that many felt was unmet in their formal education. participant 3 (p3) described their struggle: p3: i know that i’m making mistakes with sounds like /th/, but it’s difficult to change because i’ve been speaking that way for a long time. this tendency to fossilize pronunciation errors due to l1 interference was a persistent theme, suggesting that learners need more focused support to overcome these challenges. these insights reveal how motivation, l2 exposure, instructional methods, and l1 interference interact to shape indonesian efl learners' pronunciation development. while motivation and l2 exposure offer positive influences, l1 interference and the limitations of formal education continue to challenge learners, emphasizing the need for a more targeted approach to pronunciation teaching in efl contexts. discussion impact of l1 interference on pronunciation accuracy among the factors examined, l1 interference emerged as the most significant influence on pronunciation accuracy. this is consistent with prior studies, which highlight the difficulties efl learners face when trying to produce sounds that do not exist in their native language (situmorang et al., 2023; syafryadin et al., 2020). in the case of indonesian learners, fricatives like /θ/ and /v/ are particularly challenging, as they are often substituted with phonetically similar sounds from indonesian. this aligns with the interlanguage theory, which explains that learners develop a linguistic system influenced by their l1 as they attempt to acquire l2 proficiency (ha, 2022; selinker, 1972). the fossilization of errors, especially with difficult sounds, occurs when learners lack adequate instruction and practice. phonological interference from l1 not only affects pronunciation but also hampers learners’ perception of unfamiliar sounds, making it difficult for them to produce accurate articulations. studies like those by bashori et al. (2024) emphasize that without explicit training to address such differences, learners often struggle to achieve intelligibility in english ristati, et.al, 2025 exploring contextual factors in english pronunciation accuracy: insights from indonesian efl universitylevel learners 10 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 1 6 ) (altakhaineh et al., 2022; mora & mora-plaza, 2023). this was echoed by the learners themselves in the qualitative phase of this study, where participants expressed difficulty in pronouncing english sounds absent in indonesian, leading to persistent errors in communication. the scientific interpretation of these results lies in the phonetic and phonological divergence between indonesian and english. indonesian lacks many of the sounds present in english, particularly fricatives, resulting in learners using their closest native equivalents, which posits that learners’ ability to produce l2 sounds is influenced by their native phonological system (fadhly et al., 2022; klaus et al., 2018). this study reinforces the findings of pilcher et al. (2024), who also noted that thai efl learners experienced similar challenges due to l1 interference with english fricatives. further supporting this view, it is argued that overcoming l1 interference requires targeted phonetic instruction that contrasts the learners' l1 and english, enabling learners to better perceive and articulate unfamiliar sounds (xodabande, 2017). this research, along with others, suggests that without sufficient exposure to native english sounds and focused pronunciation practice, learners may continue to face difficulties, particularly with fricatives and other non-native sounds (yoshida, 2024). the findings of this study thus highlight the need for more structured pronunciation instruction in efl contexts, with a focus on phonological differences between learners' l1 and english. role of l2 exposure in improving pronunciation l2 exposure emerged as a key factor influencing pronunciation accuracy, with learners who engaged in regular interaction with english through media or social contexts displaying better performance in pronunciation tests. this finding is consistent with prior research that highlights the importance of comprehensible input for second language acquisition (aziez & sofiana, 2023; paudel, 2024). learners in this study reported that listening to native english speakers in movies, podcasts, and music helped them become more familiar with english phonemes, especially those that are absent in indonesian, such as fricatives. this aligns with findings that emphasize the role of regular and meaningful exposure to l2 in improving learners' ability to produce accurate sounds (mora & mora-plaza, 2023). while the quantitative data indicated that l2 exposure had a positive influence on pronunciation accuracy, the effect was not statistically significant. this lack of significance may be attributed to the limited nature of learners' real-world exposure to english. many participants reported that while they engaged with english media, they had few opportunities for direct interaction with native speakers, limiting the full impact of l2 exposure. this is consistent with the research, which found that the quality and authenticity of l2 exposure are critical for pronunciation development (altakhaineh et al., 2022; aziez & sofiana, 2023). exposure through media alone may not provide the same phonetic benefits as real-time interactions with native speakers, where learners can receive immediate feedback and correction. moreover, learners in this study expressed a strong reliance on passive exposure (e.g., listening to songs or watching movies), which, while beneficial, may not be sufficient for developing pronunciation accuracy in more complex phonological contexts (paudel, 2024). as noted in previous studies, passive exposure often lacks the interactive component necessary for refining articulation, especially for sounds that require detailed phonetic adjustment (ruengwatthakee, 2021). this suggests that while l2 exposure through media can contribute to phonetic improvement, it must be complemented by more active, communicative practice to yield significant gains in pronunciation accuracy. l2 exposure positively influenced learners’ pronunciation, but its impact was constrained by the limited opportunities for authentic interaction. this finding echoes broader research indicating that meaningful, interactive l2 exposure, rather than passive media consumption alone, is essential for developing accurate pronunciation in efl learners (aziez & sofiana, 2023; mora & mora-plaza, 2023). future instruction should aim to integrate more ristati, et.al, 2025 exploring contextual factors in english pronunciation accuracy: insights from indonesian efl universitylevel learners 11 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 1 6 ) interactive l2 exposure opportunities, including conversational practice and feedback from native speakers. motivation and its indirect influence the findings suggest that while motivation plays a role in learners' efforts to improve pronunciation, its influence on actual pronunciation accuracy is more indirect compared to other factors like l2 exposure or l1 interference. learners in this study expressed high levels of motivation, often driven by personal interests such as listening to music or career aspirations. however, the regression analysis indicated that motivation alone did not significantly predict improved pronunciation accuracy, a result that aligns with other studies highlighting the complexity of motivation in language learning (dehkordi et al., 2021). motivation often acts as a facilitator for other factors, such as l2 exposure or participation in classroom activities, rather than directly influencing pronunciation. for instance, learners who were highly motivated reported spending more time interacting with english media or practicing their pronunciation outside of formal educational settings. this aligns with krashen’s affective filter hypothesis, which suggests that motivated learners are more likely to seek out and absorb comprehensible input, thus lowering the affective filter and facilitating language acquisition (aal-asheakh & saud, 2024; mora & mora-plaza, 2023). however, motivation alone was insufficient to overcome challenges posed by l1 interference, as learners frequently noted that despite their high motivation, they still struggled with producing english phonemes absent in indonesian. the qualitative data from this study also support the idea that motivation enhances learners’ engagement with other pronunciation-improving strategies. for example, highly motivated learners took the initiative to mimic native speakers in media or practice pronunciation during leisure time. this type of self-directed learning has been shown to positively impact pronunciation, but only when combined with high-quality input and opportunities for active language use (xodabande, 2017). thus, motivation's influence is most effective when it leads learners to engage in meaningful, consistent practice rather than being a standalone factor. the findings also reflect a growing body of research suggesting that motivation needs to be harnessed and supported within structured learning environments. anonby et al. (2020) argue that while motivation encourages learners to practice and participate, without explicit instruction or corrective feedback, motivated learners may not see significant improvements in pronunciation. this study supports that view, as learners’ motivation led them to practice more often, but without targeted feedback, their pronunciation accuracy did not substantially improve. while motivation is a valuable asset in efl learning, it functions primarily as an indirect influence on pronunciation accuracy. its effectiveness depends on the extent to which it drives learners to seek out and engage with high-quality l2 input and pronunciation practice. therefore, teachers should aim to create engaging learning environments that not only inspire motivation but also provide the structured support learners need to improve their pronunciation skills (bashori et al., 2024). the limited role of formal education the findings reveal that formal education had the weakest impact on learners' pronunciation accuracy, with most learners reporting that pronunciation was underemphasized in classroom instruction. this aligns with research showing that pronunciation is often marginalized in efl teaching, where grammar and vocabulary tend to dominate the curriculum. in this study, learners frequently mentioned that while speaking activities like role-playing and group discussions were beneficial, these activities rarely focused on pronunciation accuracy, reflecting broader trends in formal language education where communicative competence is prioritized over phonetic precision. ristati, et.al, 2025 exploring contextual factors in english pronunciation accuracy: insights from indonesian efl universitylevel learners 12 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 1 6 ) the quantitative results further support this, as formal education showed a small, nonsignificant influence on pronunciation accuracy. this suggests that the instructional methods used in the classroom may not have provided sufficient focus on phonetic training or corrective feedback, both of which are essential for improving pronunciation (situmorang et al., 2023). many efl programs fail to integrate pronunciation effectively into communicative language teaching frameworks, leaving learners with limited opportunities to practice and refine their phonetic skills (mora & mora-plaza, 2023). learners in the qualitative interviews expressed a desire for more targeted pronunciation activities in the classroom, emphasizing the need for explicit instruction on difficult sounds, such as english fricatives (fadhly et al., 2022). participant 5, for example, noted that while group discussions were helpful for practicing fluency, they did little to improve pronunciation accuracy. this echoes findings by a study highlighting the importance of incorporating more focused phonetic instruction into efl curricula (paudel, 2024). without sufficient attention to the articulatory and auditory aspects of language, learners may struggle to develop the accuracy needed for clear communication (ruengwatthakee, 2021). furthermore, the qualitative data indicate that learners believe that their pronunciation challenges stem from the lack of corrective feedback in formal settings. this supports that feedback is crucial for enabling learners to notice and correct pronunciation errors. without this, learners may continue to reinforce incorrect pronunciation patterns, particularly in cases where l1 interference is strong. in the end, the findings highlight that formal education, as currently implemented in indonesian efl contexts, provides insufficient focus on pronunciation, limiting its role in improving accuracy. greater emphasis on targeted pronunciation practice and corrective feedback is needed to address learners' specific phonetic challenges, as supported by the broader literature on pronunciation instruction (mora & mora-plaza, 2023). interplay between factors the interaction between external factors, motivation, l2 exposure, formal education, and l1 interference emerges as a crucial element in explaining the variability in learners' pronunciation accuracy. while each factor individually contributes to learners’ pronunciation outcomes, their combined effect is often more complex and interdependent than when considered in isolation. this interplay aligns with the findings showing that motivational factors and external learning conditions do not operate independently but rather intersect to shape learners' language development (dehkordi et al., 2021). in this study, learners with high motivation and regular exposure to english through media tended to perform better in pronunciation tests (aziez & sofiana, 2023). however, this improvement was often tempered by the presence of l1 interference, which remained a persistent obstacle. learners' first language can heavily influence their acquisition of l2 sounds, especially when those sounds do not exist in the learners' native phonological system (ha, 2022). this was evident in the learners who, despite being highly motivated and regularly exposed to english, still struggled with sounds like /θ/ and /ð/ due to the strong influence of their l1. martínez et al. (2023) support this view, showing that crosslinguistic influence from l1 to l2 can affect the development of both grammar and pronunciation, particularly when learners have not developed sufficient metalinguistic awareness to recognize the differences between their l1 and l2 systems. moreover, formal education’s role in this interplay cannot be dismissed entirely, even though it was found to have the weakest individual impact. learners who received some form of structured pronunciation instruction reported a better ability to recognize and correct their pronunciation errors (ruengwatthakee, 2021). however, the qualitative data revealed that this improvement was most pronounced when learners were simultaneously motivated and had ample l2 exposure. this supports the notion that formal education alone is insufficient to improve pronunciation but becomes more effective when complemented by other factors like motivation and active language exposure (mora & mora-plaza, 2023). ristati, et.al, 2025 exploring contextual factors in english pronunciation accuracy: insights from indonesian efl universitylevel learners 13 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 1 6 ) the combined effect of these factors aligns with the speech learning model, which posits that both the learners’ native phonological system and the quality of l2 input contribute to pronunciation outcomes (gordon & arias, 2024). in this study, learners benefited most when external factors like motivation and l2 exposure worked in tandem with targeted pronunciation instruction, demonstrating that a multifaceted approach is key to improving pronunciation accuracy. future pedagogical models should address this interplay more comprehensively to develop more effective pronunciation instruction strategies (aziez & sofiana, 2023). implications for efl pronunciation teaching the findings of this study offer several important implications for pronunciation instruction in efl contexts. first, the strong influence of l1 interference underscores the need for targeted phonetic training that directly addresses the specific phonemes that learners struggle with, particularly those that do not exist in their native language (situmorang et al., 2023). as the data showed, learners consistently faced challenges with fricatives like /θ/ and /ð/, which were frequently substituted with similar indonesian sounds. providing focused instruction that contrasts english and indonesian phonology could help learners better perceive and produce these difficult sounds. additionally, l2 exposure emerged as a significant factor in pronunciation development. therefore, language teachers should prioritize creating opportunities for learners to engage with authentic english content. while exposure to english media was helpful for some learners, real-life interaction with native speakers or near-native interlocutors could further enhance their pronunciation accuracy (paudel, 2024). this aligns with the findings that emphasize the role of immersive environments in improving pronunciation (aziez & sofiana, 2023). where access to native speakers is limited, teachers can incorporate computer-assisted pronunciation training (capt) tools to simulate immersive experiences and provide immediate feedback (aufi et al., 2023). the findings also highlight the need to reform formal pronunciation instruction. many learners in this study reported that pronunciation was often underemphasized in classroom settings, with a stronger focus placed on grammar or vocabulary. effective pronunciation teaching requires systematic training that is integrated into the broader language curriculum rather than treated as a peripheral skill. teachers need professional development opportunities that enhance their ability to deliver explicit pronunciation instruction (gordon & arias, 2024). finally, motivation should not be ignored. although motivation did not strongly predict pronunciation accuracy, it was crucial in motivating learners to practice pronunciation outside of class. educators can utilize this by establishing more stimulating and interactive educational settings that encourage self-directed exercise and confidence-enhancing tasks (dehkordi et al., 2021). ultimately, a holistic method in pronunciation instruction that takes into account factors like l1 influence, increasing l2 exposure, enhancing formal teaching, and boosting learner motivation will be crucial for enhancing pronunciation results in efl settings. conclusion this research examined the impact of motivation, l2 exposure, formal education, and l1 interference on indonesian efl learners' pronunciation accuracy. the findings highlight l1 interference as the most significant barrier, with learners struggling particularly with fricatives like /θ/ and /ð/ due to phonological differences between english and indonesian. while l2 exposure aided pronunciation, its effect was not statistically significant, suggesting that exposure alone is insufficient without structured instruction. motivation indirectly influenced pronunciation by encouraging practice, while formal education had the weakest impact due to limited focus on pronunciation in classrooms. these results emphasize the need for targeted phonetic training, structured feedback, and interactive learning environments that integrate motivation, exposure, and explicit instruction. to enhance pronunciation outcomes, efl curricula should incorporate phonetic contrasts, utilize authentic english media, and provide ristati, et.al, 2025 exploring contextual factors in english pronunciation accuracy: insights from indonesian efl universitylevel learners 14 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 1 6 ) systematic pronunciation guidance. however, this study’s small sample size and reliance on self-reported data limit its generalizability. future research should expand participant diversity, use objective assessments, and investigate effective strategies to overcome l1 interference. by addressing these factors, educators can significantly improve efl learners' pronunciation and overall language proficiency. acknowledgement the authors would like to thank all parties who have contributed to this research. this research was made possible through the financial support provided by the authors' university, for which the authors are sincerely appreciative. references aal-asheakh, h., & saud, w. (2024). the impact of gamification on developing foreign language within elementary students’ speaking skills: an experimental study. journal of learning and development studies, 4(3), 1–16. https://doi.org/10.32996/jlds.2024.4.3.1. altakhaineh, a. r. m., alsaraireh, m. y., & alhendi, h. (2022). the impact of incidental learning on the acquisition of the sound /p/ by arabic-speaking efl learners. explorations in english language and linguistics, 10(1), 51–65. https://doi.org/10.2478/exell-2022-0010. anonby, e., schreiber, l., & taheri-ardali, m. (2020). balanced bilingualism: patterns of contact influence in l1 and l2 turkic and bakhtiari speech in juneqan, iran. iranian studies, 53(3–4), 589–622. https://doi.org/10.1080/00210862.2020.1755957. aufi, a. a., naqvi, s., naidu, v. r., & al homani, y. (2023). integrating html5-based speech recognition with a learning management system to enhance efl learners’ pronunciation skills. journal of teaching english for specific and academic purposes. https://doi.org/10.22190/jtesap230621038a. aziez, f., & sofiana, i. (2023). deep in the diphthong problem: a study on indonesian efl learners’ pronunciation development and the influence of individual differences. komposisi: jurnal pendidikan bahasa, sastra, dan seni. https://doi.org/10.24036/komposisi.v24i2.122553. bashori, m., van hout, r., strik, h., & cucchiarini, c. (2024). i can speak: improving english pronunciation through automatic speech recognition-based language learning systems. innovation in language learning and teaching, 18(5), 443–461. https://doi.org/10.1080/17501229.2024.2315101. dehkordi, p. d., hashemian, m., & alipour, j. (2021). impact of regulatory focus orientations on iranian intermediate efl learners’ fluency and accuracy in an l2 oral task performance. teaching english language, 15(1), 1–28. https://doi.org/10.22132/tel.2021.127959. fadhly, f. z., yuniarti, y., & apriyani, f. (2022). exploring labiodental consonant pronunciation challenges faced by sundanese efl learners: effective strategies for improvement. journal of english language teaching and linguistics. https://doi.org/10.21462/jeltl.v7i3.1042. gordon, j., & arias, r. s. (2024). “the most important thing is to make them aware”: a case study of teacher metalanguage knowledge and explicit l2 pronunciation instruction. tesol quarterly. https://doi.org/10.1002/tesq.3301 gusmuliana, p., & apriani, e. (2021, march). improving students speaking motivation by using role play technique at institute islamic in indonesia. in international conference on educational sciences and teacher profession (icetep 2020) (pp. 356-361). atlantis press. https://doi.org/10.1002/tesq.3301 ristati, et.al, 2025 exploring contextual factors in english pronunciation accuracy: insights from indonesian efl universitylevel learners 15 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 1 6 ) ha, h. (2022). korean nasalization as l1 interference on english production by korean efl learners. studies in modern grammar, 116, 205–226. https://doi.org/10.14342/smog.2022.116.205. jahara, s. f., & hussein, a. a. (2021). pronunciation problems encountered by efl learners: an empirical study. awej journal, 12(12). https://doi.org/10.24093/awej/vol12no4.14. klaus, j., lemhöfer, k., & schriefers, h. (2018). the second language interferes with picture naming in the first language: evidence for l2 activation during l1 production. language, cognition and neuroscience, 33(7), 867–877. https://doi.org/10.1080/23273798.2018.1430837. krashen, s. d. (1982). principles and practice in second language acquisition. pergamon. martínez, m., clarke, l., hamilton, l., & hall, c. j. (2023). fostering crosslinguistic knowledge about language in young learners: effects of explicit l2 spanish grammar learning on l1 english grammar. language awareness, 33(2), 304–327. https://doi.org/10.1080/09658416.2023.2228196. mora, j. c., & mora-plaza, i. (2023). from research in the lab to pedagogical practices in the efl classroom: the case of task-based pronunciation teaching. education sciences, 13(10), 1042. https://doi.org/10.3390/educsci13101042. paudel, p. (2024). embracing opportunities and navigating challenges: teaching pronunciation in the efl context of nepal. kmc journal, 6(2), 85–105. https://doi.org/10.3126/kmcj.v6i2.68892. pilcher, j., deakin-smith, h., & roesch, c. g. (2024). the pronunciation of students’ names in higher education: identity work by academics and professional services staff. oxford review of education, 1–17. https://doi.org/10.1080/03054985.2024.2331158. ruengwatthakee, p. (2021). improving thai college students’ english fricative sounds through storytelling. journal of universality of global education issues, 7(1). https://ugeiojs-shsu.tdl.org/ugei/article/view/42. selinker, l. (1972). interlanguage. iral international review of applied linguistics in language teaching, 10(1–4), 209–231. https://doi.org/10.1515/iral.1972.10.1-4.209. situmorang, j. j., lubis, y., & lubis, r. f. y. (2023). phonological challenges and error patterns in english consonant production by indonesian learners: a literature review. jurnal pendidikan dan sastra inggris, 3(2), 63–70. https://doi.org/10.55606/jupensi.v3i2.1986 syafryadin, s., chandra, w. d. e., apriani, e., & noermanzah, n. (2020). maxim variation, conventional and particularized implicature on students’ conversation. international journal of scientific and technology of research, 9(02), 3270-3274. tišma, d. j. (2021). can audio-visual training equally affect phonemic and phonetic contrasts? an example of l2 fricative production. naskg, 48, 317. https://doi.org/10.46793/naskg2148.317jt. utami, s. k., & apriani, e. (2023). pronunciation error made by students of english study program iain curup from different ethnicity (a mixed method of english study programme fourth semester at iain curup) (doctoral dissertation, insitut agama islam negeri curup). xodabande, i. (2017). the effectiveness of the social media network telegram in teaching english language pronunciation to iranian efl learners. cogent education, 4(1). https://doi.org/10.1080/2331186x.2017.1347081. yoshida, m. t. (2024). understanding and teaching the pronunciation of english. university of california. http://teachingpronunciation.weebly.com. https://doi.org/10.55606/jupensi.v3i2.1986 https://doi.org/10.46793/naskg2148.317jt ristati, et.al, 2025 exploring contextual factors in english pronunciation accuracy: insights from indonesian efl universitylevel learners 16 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 1 6 ) english franca academic journal of english language and education doi: 10.29240/ef.v9i1 may.12670http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol. 9, no. 1, 2025, page 31-44 article info: http://journal.iaincurup.ac.id/index.php/english received 21 december 2024; received in revised form 07 march 2025; accepted 12 may 2025 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license the role of non-verbal communication in teaching english speaking skills: students’ voices yerico ferginan¹, ridha ilma², deta desvitasari³ ¹² ³ universitas islam negeri raden fatah palembang corresponding email: ridhailma_uin@radenfatah.ac.id to cite this article: ferginan, y. (2025). the role of non-verbal communication in teaching english speaking skill: students’ voices. english franca : academic journal of english language and education, 9(1 may). retrieved from https://doi.org/10.29240/ef.v9i1 may.12670 introduction in english language learning, speaking skills are among the essential productive aspects of communication. this skill involves not only the ability to make sounds but also an interactive process that demands fluency, good grammar, and appropriate vocabulary selection. according to rao (2019) speaking is the most important skill in language learning because effective communication skills are needed in real life. in addition, speaking skills in english are also affected by various factors, including psychological factors such as anxiety, shyness, and fear of mistakes. nonverbal communication is one element that is crucial to speaking abilities. the term "nonverbal communication" has described a method of communicating without the use of words but rather through facial expressions, eye contact, body language, and voice intonation. loseva (2016) stated that non-verbal cues such as facial expressions, eye contact, and hand gestures could be an effective means of conveying messages. furthermore, uchihara and clenton (2023) emphasized that the assessment of speaking skills in english included aspects of grammar, vocabulary, and fluency, as well as pronunciation, all of which could be supported by the appropriate use of non-verbal communication. abstract. the purpose of this study was to determine the various forms of nonverbal communication employed by english teachers of a private senior high school in palembang and their role in teaching speaking skills. this study employed a qualitative approach with observation and interview became the instruments to collect the data. the participants consisted of six eleventhgrade students who were selected based on the variation of their speaking ability: two students with high, two with medium, and two with low ability. the researchers applied thematic analysis that identified and interpreted patterns in data sets. the results showed that teachers used four primary forms of nonverbal communication: body posture (open, erect), hand gestures (active, illustrative, highlighting vital themes), eye contact (long, short), and facial expressions (smiling, joyful). this nonverbal communication played a role in increasing students' confidence, motivation, understanding, and interest in speaking english. friendly facial expressions and illustrative hand gestures increased students' confidence, while cheerful facial expressions and hand gestures that emphasized important points enhanced learning motivation. brief eye contact, open posture, and illustrative hand gestures helped improve comprehension. in addition, upright and relaxed posture and active hand gestures also contributed to increasing students' interest in learning. in short, english teachers needed to effectively employ nonverbal communication to provide a supportive and engaging learning environment. keywords: non-verbal communication, teaching english speaking skill keywords: non-verbal communication, teaching english speaking skill cccccc https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:ridhailma_uin@radenfatah.ac.id https://doi.org/10.29240/ef.v9i1%20may.12670 yerico ferginan, et al., 2025 the role of non-verbal communication in teaching english speaking skills: students’ voices 32 | v o l . 9 , n o . 1 , 2 0 2 5 ( 3 1 4 4 ) in the context of education, non-verbal communication has a significant role in improving the effectiveness of the learning process. according to bambaeeroo and shokrpour (2017), the more teachers use verbal and non-verbal communication, the more effective students' academic progress becomes. in addition, peper et al. (2021) found that the lack of good use of non-verbal communication can impact students' attention and responsiveness in learning. therefore, good utilization of non-verbal communication by teachers could help build more effective interactions with students, thereby improving their speaking skills in english. several previous studies examined the forms nonverbal communication played in language acquisition. the results of perez et al. (2023) showed that non-verbal elements such as facial expressions, body language, voice intonation, and touch could be used as a training system and feedback tool to assist educators in implementing non-verbal communication effectively. another study conducted by koh and hulbert (2023) found that in an online learning environment, electronic nonverbal communication has a significant relationship with student engagement and motivation. this demonstrated that in-person and technology-based learning benefits greatly from nonverbal communication (apriani et al., 2022; apriani et al., 2021). based on the pre-observation conducted in this study, it was found that teachers at a private senior high school in palembang actively utilized various non-verbal communication strategies during speaking lessons. the most commonly used forms included smiling and cheerful facial expressions, brief and strategic eye contact, an open and upright posture, and active hand gestures to emphasize key points. these non-verbal cues were particularly effective in boosting students' confidence, reducing anxiety, and increasing engagement in the speaking activities. the students perceived that when teachers used non-verbal communication effectively, it helped them understand lesson material more easily and encouraged them to participate more actively. however, excessive or prolonged eye contact was noted to sometimes cause nervousness among students, especially those with lower speaking proficiency. these findings indicate that while non-verbal communication is a powerful teaching tool, it must be applied strategically to maximize its positive effects. despite the existing body of research on non-verbal communication in education, a research gap remained in understanding how students with different speaking proficiencies perceived and responded to non-verbal communication strategies used by teachers. previous studies have largely focused on general classroom interactions without considering the varying levels of students' speaking abilities. this study aimed to bridge this gap by examining the role of non-verbal communication in teaching speaking skills through the perspectives of students with high, medium, and low speaking proficiency. furthermore, this study contributed to the field by providing insights into the specific non-verbal strategies that are most effective in enhancing speaking skills in an indonesian senior high school setting. the findings offered valuable recommendations for english teachers to refine their teaching approaches and create a more supportive and engaging learning environment. the role of nonverbal communication in developing english speaking abilities had been the main emphasis of this study at a private senior high school in palembang. based on the preliminary study conducted, it was found that teachers often used non-verbal cues such as hand gestures, facial expressions, and eye contact in teaching, and students felt that the use of these gestures helped them understand the lesson. therefore, this study aimed to further investigate the non-verbal communication strategies used by teachers as well as students' perceptions of the impact of non-verbal communication in learning speaking skills. based on this background, it was anticipated that this study would further knowledge of the significance of nonverbal communication in learning english, especially in developing students' speaking skills. thus, the results of this study were expected to benefit students, teachers, and other researchers who are interested in this field. yerico ferginan, et al., 2025 the role of non-verbal communication in teaching english speaking skills: students’ voices 33 | v o l . 9 , n o . 1 , 2 0 2 5 ( 3 1 4 4 ) theoretical framework concept of speaking skills in english language learning speaking skill is one of the productive skills in english learning that integrates linguistic, cognitive, and affective aspects. based on the review in the given document, speaking is an interactive process that involves the production and reception of information. arini and wahyudin (2022) and syafryadin et al. (2020) define speaking as the ability to produce sounds that aim to share information and ideas and are used to express meaning in interactions with others. in addition, nakhalah (2016) states that speaking is the active use of language to convey meaning and serves as a medium for language learners to understand, practice, and master a new language. speaking is also included in productive skills, as stated by fathonah et al. (2023), who mention that speaking skills contribute significantly to communication between speakers and listeners. the product of speaking skills is a language message that aims to convey meaning, per the opinion that productive skills include the ability to speak and write efficiently to produce something. therefore, speaking in english involves not only the pronunciation of words but also aspects of grammar, vocabulary, fluency, and intonation. furthermore, nonverbal communication plays a significant role in enhancing the efficacy of spoken message delivery, as covered in the research on the function of nonverbal communication in learning english. factors affecting speaking skills according to derakhshan et al. (2016) speaking skills are influenced by four main aspects: linguistic, cognitive, affective, and cultural. these aspects play an important role in determining the effectiveness of students' speaking ability in english language learning. in the context of this study, non-verbal communication is a supporting factor that can positively contribute to or hinder students' speaking skills. the following is a more complete explanation of each factor based on the contents of the uploaded documents: linguistic aspects linguistic aspects include language components such as grammar, vocabulary, and proper pronunciation. good mastery of grammar and vocabulary allows students to express ideas more clearly and structurally. in addition, correct pronunciation is very important so that the message conveyed can be well understood by the listener. this study discovers that facial expressions and hand motions, as examples of nonverbal communication, help clarify the meaning of words and phrases, especially for students who still have limited vocabulary. this aligns with the opinion of sreena and ilankumaran (2018), who state that speaking skills depend not only on linguistic competence but also on other supporting elements such as non-verbal communication. cognitive aspects cognitive aspects refer to students' ability to think logically and process information quickly. this ability determines how well students can organize ideas and provide responses in conversation. based on the results of the study, the teacher's hand gestures and posture are very helpful for students in understanding abstract material, especially when explaining complex concepts. this aligns with the research of saleem et al. (2022), which shows that non-verbal communication provides visual reinforcement that helps process information more effectively. in addition, the proper use of non-verbal communication allows students to capture information more accurately without relying entirely on verbal explanations. affective aspects affective aspects involve psychological factors such as confidence, anxiety, and motivation, which greatly affect students' speaking performance. this research shows that positive facial expressions and supportive gestures from teachers play an important role in creating a comfortable and supportive classroom atmosphere. friendly facial expressions, such as smiles, have been shown to reduce students' anxiety and increase their confidence yerico ferginan, et al., 2025 the role of non-verbal communication in teaching english speaking skills: students’ voices 34 | v o l . 9 , n o . 1 , 2 0 2 5 ( 3 1 4 4 ) in speaking. this aligns with wang's (2009) findings, which state that non-verbal communication can increase interpersonal trust in the learning environment. however, this study also finds that too much eye contact can cause anxiety for some students, so teachers need to adjust the intensity of eye contact to ensure it has a positive impact without causing pressure. cultural aspects cultural aspects refer to students' understanding of social norms and communication expressions in various cultural contexts. mastery of english requires not only linguistic skills but also an understanding of polite expressions, gestures, and intonations commonly used in native-speaking cultures. diep et al. (2022) state that culture plays an important role in oral communication and is indispensable for establishing effective cross-cultural communication. according to this study, nonverbal cues like open posture and eye contact help students understand communication norms in english-speaking cultures better. however, prolonged eye contact, which is considered natural in western cultures, makes some students feel uncomfortable. this suggests that different cultural perceptions of nonverbal communication need to be considered in language learning. the role of non-verbal communication in language learning non-verbal communication has a very important role in learning english-speaking skills. one of its main benefits is that it helps improve students' understanding of the material presented. according to saleem et al. (2022) most esl students feel that facial expressions, body movements, posture, and eye contact are very helpful in understanding the teacher's instructions. this aligns with the opinion of haneef et al. (2014), who state that the appropriate use of non-verbal communication can clarify verbal messages and improve students' understanding. for example, when a teacher teaches new vocabulary, the use of gestures and facial expressions helps students associate the word with its meaning, thus accelerating the learning process. in addition to improving comprehension, non-verbal communication also plays a role in building students' confidence in speaking english. wang (2009) explains that non-verbal communication is one of the important aspects of interpersonal interactions that can affect a person's confidence level. this is reinforced by houser and frymier's (2009) research finds that teachers who effectively use gestures, facial expressions, posture, and eye contact increase students' confidence. conversely, a mismatch between verbal and non-verbal communication leads to uncertainty, thus reducing students' confidence to speak. therefore, teachers need to ensure that the non-verbal communication they use supports the verbal message so that students feel more comfortable and confident in communicating. nonverbal communication helps pupils become more confident, draw attention to themselves, and become more motivated to study. frzaliyeva (2022) reveals that effective facial expressions, eye contact, and gestures from teachers affect students' motivation in learning english. this is reinforced by wahyuni (2018) who states that non-verbal communication contributes 50% to the communication process and can increase students' interest and motivation in learning. for example, a teacher who uses hand gestures when explaining concepts or changes their facial expression to match the content of the material makes the lesson more interesting and interactive. conversely, a teacher who speaks in a flat tone without supportive facial expressions might find it difficult to maintain students' attention in class. not only that, but non-verbal communication is also more effective in conveying emotions and meaning than verbal communication. colman (1994) asserts that non-verbal communication is more reliable in conveying one's feelings. in english learning, a student who feels anxious might not directly express their discomfort, but body language such as avoiding eye contact or sitting in a closed posture can be an indicator of such feelings. by understanding these non-verbal cues, teachers can provide more appropriate emotional support, such as offering encouragement or calming feedback to make students feel more confident. overall, non-verbal communication plays a very important role in yerico ferginan, et al., 2025 the role of non-verbal communication in teaching english speaking skills: students’ voices 35 | v o l . 9 , n o . 1 , 2 0 2 5 ( 3 1 4 4 ) learning english-speaking skills. the appropriate use of facial expressions, gestures, eye contact, and posture helps improve students' understanding, builds their confidence, attracts attention and motivation, and conveys emotion and meaning more effectively. therefore, teachers need to be aware of and optimize the use of non-verbal communication to make learning more effective and enjoyable for students. types of non-verbal communication in language learning in language learning, non-verbal communication plays an important role in helping students understand the material and improving communication effectiveness. based on research that has been conducted, several types of non-verbal communication have a significant impact on language learning, namely facial expressions, gestures, eye contact, and body posture. facial expressions facial expressions are one of the most effective forms of non-verbal communication in conveying emotion and meaning in conversation. according to facial expressions are the main tool in communicating feelings, both consciously and unconsciously. in language learning, teachers' facial expressions help students understand the emotions contained in a word or sentence. for example, when a teacher shows a happy expression while saying the word “happy,” students can more easily understand and associate the word with the feeling of happiness. in addition, facial expressions are also used to provide feedback to students, such as a smile to provide encouragement or a serious expression to indicate that there are mistakes that need to be corrected. gestures gestures are movements of the hands, arms, or head that are used to convey a message or complement verbal communication. kosmas and zaphiris (2018) found that teachers' use of gestures increases student understanding and engagement in the classroom. gestures help explain abstract concepts, emphasize important information, and attract students' attention. for example, when explaining the concept of “big” and “small,” teachers use their hands to show the difference in size, making it easier for students to visualize the meaning. in addition, gestures also provide social cues to students, such as raising hands to ask for attention or pointing to students who are asked to speak. posture posture illustrates a person's attitude and readiness to communicate. vinayagamoorthy et al. (2006) they found that teachers' open and positive posture increases students' engagement in english discussions. an upright and open posture shows confidence and openness, while a closed posture, such as crossing arms or slouching, gives the impression of a lack of confidence or lack of interest. in language learning, a teacher's friendly and open posture creates a more interactive classroom atmosphere and supports student participation. eye contact eye contact is an important element in non-verbal communication that increases confidence and interaction in language learning. jongerius et al. (2020) state that sufficient eye contact increases student engagement and strengthens communication links between teachers and students. in language learning, eye contact signals that a student is noticed and heard, thus increasing their motivation to speak. in addition, good eye contact also helps teachers assess students' level of understanding, as students' eye expressions often reflect whether they understand the material or are having difficulties. all things considered, nonverbal cues, including body posture, eye contact, gestures, and facial expressions, are crucial to language acquisition. effective use of non-verbal communication helps improve students' understanding, builds their confidence, attracts attention, and creates a more yerico ferginan, et al., 2025 the role of non-verbal communication in teaching english speaking skills: students’ voices 36 | v o l . 9 , n o . 1 , 2 0 2 5 ( 3 1 4 4 ) comfortable and interactive learning atmosphere. therefore, educators need to be aware of the importance of non-verbal aspects in teaching and optimize them to improve the effectiveness of language learning. all things considered, nonverbal cues, including body posture, eye contact, gestures, and facial expressions, are crucial to language acquisition. effective use of non-verbal communication helps improve students' understanding, builds their confidence, attracts attention, and creates a more comfortable and interactive learning atmosphere. therefore, educators need to be aware of the importance of non-verbal aspects in teaching and optimize them to improve the effectiveness of language learning. research analysis framework this research focuses on how non-verbal communication contributes to the teaching of english-speaking skills at a private senior high school in palembang. the study utilizes an educational communication theory approach that highlights how non-verbal communication supports language learning. thus, this research aims to: a. examine how instructors teach speaking skills using nonverbal communication techniques. b. examine how students perceive the contribution of nonverbal communication to the development of their speaking abilities. c. confirm the results of earlier research on the value of nonverbal communication in english language acquisition. d. by employing this methodology, the study seeks to validate the significance of nonverbal communication in enhancing students' speaking abilities and offers suggestions for teachers to maximize their classroom communication tactics. material and method this research used a qualitative approach with a case study method. the case study was chosen because it allowed an in-depth exploration of the phenomenon of non-verbal communication in gaining proficiency in speaking english at a palembang private senior high school. as stated by creswell (2018) case studies were used to organize contemporary phenomena through “how” or “why” questions. this method aimed to gain a deeper understanding of the role of nonverbal communication in speaking learning. this research applied a case study approach with a purposive sampling technique. shaheen et al. (2018) ) stated that purposive sampling allowed the selection of participants who had rich information about the phenomenon under study. in this study, maximum variation was applied as described by nyimbili and nyimbili (2024) to collect data from various perspectives. six eleventh-grade students were selected based on their speaking skill level (high, medium, low), which was determined by the teacher of the subject. the subjects of this study were six eleventh-grade students of a private senior high school in palembang who were selected based on the purposive sampling technique by considering the variation in their speaking ability. this approach was expected to provide a more comprehensive insight into the use of non-verbal communication in speaking learning. data collection was conducted through non-participant observation and semi-structured interviews. observation was used to examine the types of non-verbal communication used in classroom interaction. flick (2022) defined observation as a research method that involved the systematic recording of behavior or phenomena in a natural context. in this study, observation was conducted using a checklist as proposed by aiken (1996) to document students' and teachers' non-verbal activities during learning. video recording was also used to improve the accuracy of observation. the observation instrument covered various learning stages, including pre-activity, while-activity, and post-activity. the checklist included four key aspects of non-verbal communication: facial expressions, eye contact, posture, and gestures. indicators were used to assess how teachers applied non-verbal cues in different teaching scenarios such as brainstorming, discussions, group work, and summarizing lessons. yerico ferginan, et al., 2025 the role of non-verbal communication in teaching english speaking skills: students’ voices 37 | v o l . 9 , n o . 1 , 2 0 2 5 ( 3 1 4 4 ) in addition, semi-structured interviews were used to gather information from students regarding their perceptions of non-verbal communication in speaking lessons. ryan et al.. (2009) stated that interviews were often used in qualitative research to explore participants' experiences and perspectives. the semi-structured interview technique, as explained by blanford (2013), provided flexibility for researchers to explore answers in more depth based on participants' responses. in this study, interviews were conducted in person and recorded for further analysis. the interview instrument focused on four main indicators: (1) improving students' self-confidence in speaking english, (2) increasing students' motivation to speak english, (3) helping students improve comprehension, and (4) increasing students' interest in learning. data analysis was conducted using thematic analysis techniques. naeem et al. (2023) explained that thematic analysis was a method used to identify and report patterns in data. the steps of analysis followed the stages proposed by cresswell (2012), namely data collection, transcription, coding, and identification of main themes. data obtained from observations and interviews were grouped according to the primary conclusions that had surfaced. methodological triangulation was used to guarantee the research's validity and dependability. benz and newman (2008) defined triangulation as a combination of various approaches in one study to increase the accuracy of analysis. in this study, triangulation was conducted by combining data from observations and interviews. cresswell (2012) emphasized that methodological triangulation allowed the validation of findings by comparing results from different data collection methods, thus increasing the credibility of the research. with this approach, this study had offered a strong and thorough examination of how nonverbal communication had contributed to the development of english speaking abilities in a secondary school context. results after analyzing the data obtained from the observation and interviews, four nonverbal communication styles were identified by the researchers as being employed by instructors at a private senior high school in palembang to teach english speaking abilities. themes and codes were identified through thematic analysis, which were obtained from the observations and interviews, as shown in table 1. table 1. the themes and codes for the forms of non-verbal communication strategies used by teachers in teaching english speaking skills. themes codes 1. facial expressions a. students stated that the teacher had used smiling facial expressions when teaching in class. this was also confirmed during the observation, where the teacher had smiled while teaching speaking in class. b. students confirmed that the teacher had used cheerful facial expressions when teaching english speaking skills in class. this was evidenced during the observation, where the teacher had shown a cheerful facial expression that appeared very friendly. 2. eye contacts a. students explained that the teacher had used prolonged or constant eye contact. the researchers had witnessed directly during the observation that there had indeed been constant eye contact made by the teacher with students in the classroom. b. students claimed that the teacher had made brief eye contact with students when teaching english speaking skills in class. this was also indicated when observations were made in the classroom, where the teacher made brief eye contact with students. yerico ferginan, et al., 2025 the role of non-verbal communication in teaching english speaking skills: students’ voices 38 | v o l . 9 , n o . 1 , 2 0 2 5 ( 3 1 4 4 ) 3. postures a. students said that teachers had often used an open posture when teaching in class. this was demonstrated during the observation, where the teacher had shown an open posture, which gave a professional impression. b. students claimed that the teacher had performed an upright body posture. this was shown directly by the teacher during the observation, where the teacher had really shown an upright posture in class. 4. gestures a. students confirmed the teacher's hand gestures that illustrated something that was being explained. this was evidenced during the observation when the teacher used hand gestures to illustrate something that was being explained. b. students stated that the teacher had used hand gestures to emphasize important points. this was shown during the observation when the teacher often used hand gestures to highlight important points to the students. c. students claimed that active hand gestures could help them in class, as demonstrated by the teacher who had used active hand gestures to follow what was being explained. based on the results, it showed that teachers used various forms of non-verbal communication strategies to improve students' english-speaking skills. these strategies included facial expressions, eye contact, body posture, and hand gestures. each of these forms of non-verbal communication played an important role in creating an engaging and supportive learning environment. first, the research revealed that facial expressions were one of the most frequently used non-verbal communication strategies by teachers. students reported that their teachers often used smiling facial expressions while teaching, which was also confirmed through classroom observations. in addition, teachers showed cheerful facial expressions, creating a friendly and supportive atmosphere that motivated students to be more active in speaking. secondly, eye contact was also a key strategy observed in the classroom. students noted that teachers maintained long or constant eye contact, which helped create a sense of connectedness and increased student attention. classroom observations confirmed this finding, where teachers consistently interacted with students through direct eye contact. however, there were also moments when teachers only made brief eye contact, which helped in effectively managing classroom interactions and ensuring that all students felt included. third, teachers' posture was found to be an important aspect of classroom nonverbal communication. according to students, their teachers often adopted an open posture, which showed professionalism and a friendly approach. observations supported this assertion, where teachers consistently maintained an open posture during lessons. in addition, students highlighted that teacher maintained an upright posture, which exuded confidence and authority, reinforcing the importance of speaking skills in lessons. fourth, hand gestures were identified as another important non-verbal strategy that helped improve students' english-speaking skills. students recognized that teachers often used hand gestures to illustrate the concepts being explained, making the lesson more interesting and easier to understand. observations confirmed that hand gestures were used effectively to emphasize key points, ensuring that students understood key aspects of the lesson. in addition, students felt that active hand gestures were helpful in their learning process, as teachers dynamically used hand gestures to reinforce oral explanations. yerico ferginan, et al., 2025 the role of non-verbal communication in teaching english speaking skills: students’ voices 39 | v o l . 9 , n o . 1 , 2 0 2 5 ( 3 1 4 4 ) overall, the results of this study showed that non-verbal communication strategies, including facial expressions, eye contact, body posture, and hand gestures, played an important role in supporting students' english-speaking skills. these strategies helped create a positive and interactive classroom environment, making learning more effective and enjoyable. after analyzing the data obtained from the interviews with six students, the researchers found the role of non-verbal communication in teaching english speaking skills. the themes and codes obtained from the analysis of the qualitative data are listed in table 2 below. table 2. the role of nonverbal communication in teaching english speaking skills was explored through themes and codes. themes codes 1. improving students' self-confidence when speaking english a. students claimed that the facial expressions could increase their confidence to speak english. b. most students argued that the use of eye contact could increase their confidence to speak english. c. most students argued that the use of posture could increase their confidence to speak english. d. most students confirmed that the use of gestures could increase their confidence to speak english. 2. increase students' motivation to speak english. a. most students confirmed that the facial expressions could increase their motivation to speak english in class. b. some students stated that the eye contact could increase their motivation to speak english in class. however, some students argued against that. c. all students said that the gestures could increase their motivation to speak english in class. 3. helps improve comprehension. a. students explained that the facial expressions could improve comprehension. b. most students confirmed that eye contact could improve comprehension. c. most students claimed that posture could improve comprehension. d. most students said that the gestures could improve comprehension. 4. increase students' interest in learning in class. a. most students argued that eye contact could increase their interest in learning. b. most students confirmed that posture could increase their interest in learning. c. most students claimed that gesture could increase their interest in learning non-verbal communication plays an important role in the learning process, especially in teaching english speaking skills. the teacher's use of facial expressions, eye contact, posture, and gestures had a significant impact on students' learning experience. based on the results of the study, there were several main themes that illustrated how non-verbal communication contributed to improving students' speaking skills. these themes included students' increased confidence, motivation in speaking english, comprehension of the subject matter, and enthusiasm for studying in the classroom had been observed. first, the utilization of nonverbal cues such as posture, gestures, eye contact, and facial expressions had been observed to play a role in increasing students' confidence when yerico ferginan, et al., 2025 the role of non-verbal communication in teaching english speaking skills: students’ voices 40 | v o l . 9 , n o . 1 , 2 0 2 5 ( 3 1 4 4 ) speaking in english. some students claimed that facial expressions increased their confidence when speaking. in addition, most students argued that the eye contact and posture used by the instructor also added to their confidence. moreover, many students confirmed that the use of gestures in learning also helped to increase their confidence in speaking english. secondly, non-verbal communication also contributed to increasing students' motivation to speak english. most students stated that the teacher's facial expressions increased their motivation to speak in class. in addition, some students stated that eye contact increased their motivation, although there were some who argued otherwise. interestingly, all students agreed that the use of gestures in learning increased their motivation to speak in english. third, non-verbal communication helped improve students' understanding of the learning materials. some students explained that the teacher's facial expressions helped them understand the content better. most students also confirmed that eye contact helped them understand the material. in addition, the majority of students stated that the teacher's posture while teaching contributed to improving their understanding. meanwhile, the use of gestures was also considered very helpful in improving students' understanding of the material presented. fourth, non-verbal communication increased students' interest in learning in class. most students thought that eye contact made by the teacher increased their desire to study had been evident. furthermore, the majority of students said that their interest in learning had been influenced by the teacher's posture during instruction. additionally, several students stated that their desire to participate more actively in class had been positively impacted by the use of gestures in instruction. in conclusion, non-verbal communication had an important role in teaching english speaking skills, especially in increasing students' confidence, motivation, understanding, and interest in learning. discussion non-verbal communication plays a very important role in the learning process, especially in teaching english-speaking skills. teachers used various forms of non-verbal communication, such as facial expressions, eye contact, posture, and gestures, to create a more interactive learning environment and support the development of students' speaking skills. this study found that non-verbal communication contributed to four main aspects of teaching speaking skills, namely increasing confidence, increasing motivation, aiding comprehension, and increasing students' interest in learning. this finding was in line with the research conducted by frzaliyeva (2022), saleem et al. (2022), and koh and hulbert (2023) which showed that non-verbal communication could support english language teaching more effectively. first, non-verbal communication was proven to significantly increase students' confidence in speaking english. the study results indicated that facial expressions and gestures were the two most influential non-verbal elements in fostering students' confidence. friendly facial expressions, such as smiling and maintaining a cheerful demeanor, helped create a more welcoming classroom atmosphere. this, in turn, reduced students' fear of making mistakes and encouraged them to participate more actively in speaking activities. moreover, gestures played a crucial role in reinforcing verbal messages and making communication more engaging. teachers who used encouraging hand movements, nodding in approval, and open body language helped students feel more supported and motivated to express themselves in english. this aligns with koh and hulbert (2023)who emphasized that extrinsic motivation, such as striving for good grades or completing tasks, is strongly influenced by non-verbal communication from teachers. additionally, non-verbal communication contributed to building students' self-efficacy by reducing anxiety and promoting a sense of security in the learning environment. when teachers maintained positive body language, such as leaning slightly forward to show attentiveness or using yerico ferginan, et al., 2025 the role of non-verbal communication in teaching english speaking skills: students’ voices 41 | v o l . 9 , n o . 1 , 2 0 2 5 ( 3 1 4 4 ) gestures to emphasize key points, students felt more valued and encouraged to take risks in speaking english. overall, effective non-verbal communication served as a powerful tool in boosting students' confidence, making them more willing to engage in english-speaking activities, and ultimately enhancing their language proficiency. secondly, non-verbal communication played a significant role in increasing students' motivation to speak english. the findings of this study showed that positive facial expressions, especially smiles and cheerful expressions, contributed to creating a supportive and encouraging classroom atmosphere. when teachers displayed warmth and enthusiasm through their facial expressions, students felt more comfortable and confident in speaking english. this aligned with frzaliyeva (2022), who stated that students' enthusiasm for learning english was significantly influenced by nonverbal cues such as gestures, eye contact, and facial expressions. additionally, the use of engaging gestures further increased students’ motivation to speak. hand movements that emphasized key points, as well as illustrative gestures that helped clarify explanations, made lessons more dynamic and interactive. these non-verbal cues not only captured students’ attention but also reinforced their understanding of the material, making them more eager to participate in discussions. by incorporating expressive gestures, teachers created a lively and stimulating learning environment that encouraged students to practice speaking english with greater enthusiasm. third, non-verbal communication played a crucial role in enhancing students' understanding of learning materials. this study aligned with saleem et al. (2022) found that 70-80% of esl students believed facial expressions, gestures, posture, and eye contact significantly aided comprehension. these non-verbal cues reinforced verbal explanations, making abstract concepts clearer and improving overall learning engagement. to maximize understanding, appropriate facial expressions, balanced eye contact, and open postures created a more comfortable and inclusive classroom atmosphere. purposeful gestures, such as hand movements and pointing at visual aids, helped clarify complex ideas. as a result, students showed improved comprehension, retention, and confidence in class discussions. the strategic use of non-verbal communication not only enhanced learning but also fostered a more interactive and supportive environment. fourth, non-verbal communication played an important role in increasing students' interest in learning. this study found that teachers' gestures and posture significantly influenced students' interest in the lesson. active hand movements, illustrative gestures, and emphasis on key points helped maintain students' focus and interest in the learning process. in addition, an open and upright posture conveyed enthusiasm and professionalism, creating a comfortable learning atmosphere that encouraged participation. research by koh and hulbert (2023) also confirmed that non-verbal communication contributed to increasing student interest in the classroom. to sustain students' interest, teachers optimized the use of expressive gestures, maintained an open posture, and used body language that reflected enthusiasm for the material. these strategies helped create a more engaging and interactive classroom environment, enhancing students' overall learning experience. based on the results of this study, one may have reached the conclusion that teaching english-speaking skills required a great deal of nonverbal communication. teachers who were able to use facial expressions, eye contact, posture, and gestures effectively could increase students' confidence, motivation, understanding, and interest in learning. these findings supported previous research and provided additional insights into how non-verbal communication could be optimally used in english language learning. in classroom applications, teachers need to pay attention to how they use eye contact so as not to make students feel awkward or pressured. in addition, positive facial expressions and active gestures could help create a more supportive and engaging learning environment. by integrating appropriate non-verbal communication strategies, teachers could have increased the effectiveness of english teaching as well as provided a more enjoyable learning experience for students. yerico ferginan, et al., 2025 the role of non-verbal communication in teaching english speaking skills: students’ voices 42 | v o l . 9 , n o . 1 , 2 0 2 5 ( 3 1 4 4 ) conclusion the study's findings demonstrated the importance of nonverbal communication in speech instruction at a private senior high school in palembang. teachers used four main types of non-verbal communication: facial expressions, eye contact, posture, and gestures, which effectively supported the learning process. friendly facial expressions created a positive atmosphere, eye contact-built connections with students, open postures reflected enthusiasm, and gestures helped clarify material. more than just a tool, non-verbal communication was proven to increase students' confidence and motivation in speaking english, clarify understanding of abstract concepts, and encourage interest and active participation in learning. thus, the teacher’s adept use of nonverbal communication was a crucial component in creating an interactive learning environment and supporting the development of students' speaking skills. acknowledgement to everyone who helped with this research, the researchers would like to express gratitude. the teacher and students at a private senior high school in palembang were thanked. the researchers also expressed appreciation to the dean and family, who always supported the researchers. additionally, the highest appreciation was given to the researchers themselves for always persevering without giving up to complete this research. references aiken, l. r. j. (1996). rating scales and checklists: evaluating behavior, personality, and attitudes. wiley. https://api.semanticscholar.org/corpusid:143200498. apriani, e., arsyad, s., syafryadin, s., supardan, d., gusmuliana, p., & santiana, s. (2022). ict platforms for indonesian efl students viewed from gender during the covid-19 pandemic. studies in english language and education, 9(1), 187-202. https://doi.org/10.24815/siele.v9i1.21089 apriani, e., syafryadin, s., inderawati, r., arianti, a., wati, s., hakim, i. n., & noermanzah, n. (2021). implementing e-learning training toward english virtual lecturers: the process, perspectives, challenges and solutions. international journal of emerging technologies in learning (online), 16(4), 240. https://doi.org/10.3991/ijet.v16i04.14125 arini, m., & wahyudin, a. y. (2022). students’ perception on questioning techniques in improving speaking skill ability at english education study program. journal of arts and education, 2(1), 57–67. https://doi.org/10.33365/jae.v2i1.70. bambaeeroo, f., & shokrpour, n. (2017). the impact of the teachers’ non-verbal communication on success in teaching. journal of advances in medical education & professionalism, 5(2), 51–59. https://doi.org/https://www.researchgate.net/publication/316233673. benz, c. r., & newman, i. (2008). mixed methods research: exploring the interactive continuum. southern illinois university press. blanford. (2013). semi-structured qualitative studies. journal of the medical association of thailand, 86(10), 932–937. https://doi.org/http://www.interactiondesign.org/encyclopedia/semistructured_qualitative_studies.html. burgon, j., manusov, v., & guerrero, laura. (2021). nonverbal communication(2th ed.). sage publications. chepa, n. s., kasdan, j., sulaiman, s., & said, s. (2014). makna tanpa kata-kata : peranan bahasa badan dalam pengajaran dan pembelajaran bahasa. proceeding of symposium of international language & knowledge, 1(1), 1–5. https://doi.org/http://dspace.unimap.edu.my/xmlui/handle/123456789/34600. colman, a. m. (1994). companion encyclopedia of psychoilogy. in companion encyclopedia of anthropology (2nd ed.). roudledge. cresswell, j. (2012). planning, conducting, and evaluating and qualitative research (4th ed.). https://doi.org/10.24815/siele.v9i1.21089 https://doi.org/10.3991/ijet.v16i04.14125 yerico ferginan, et al., 2025 the role of non-verbal communication in teaching english speaking skills: students’ voices 43 | v o l . 9 , n o . 1 , 2 0 2 5 ( 3 1 4 4 ) sage publications. creswell, j., & guetterman, t. (2018). educational research: planning, conducting, and evaluating quantitative and qualitative research (6th ed.). sage publications. derakhshan, a., khalili, a. n., & beheshti, f. (2016). developing efl learners’ speaking ability, accuracy, and fluency. english language and literature studies, 6(2), 177–186. https://doi.org/10.5539/ells.v6n2p177. diep, l. t. n., zainal, a. g., hassan, i., sunarti, al-sudani, a. q. a. s., & assefa, y. (2022). cultural familiarity, foreign language speaking skill, and foreign language anxiety: the case of indonesian efl learners. education research international, 1(1), 1–9. https://doi.org/10.1155/2022/3910411. elfatih, m. (2006). the role of nonverbal communication in beginners ’ efl classrooms. dhar elmahraz. fathonah, m. b., astrid, a., & desvitasari, d. (2023). speaking skills of efl student teachers of uin raden fatah palembang: problems and strategies. ideas: journal on english language teaching and learning, linguistics and literature, 11(1), 13–25. https://doi.org/10.24256/ideas.v11i1.3469. flick, u. (2022). an introduction to qualitative research. sage publications. frzaliyeva, a. (2022). the ways of motivation of effectiveness of verbal and non-verbal communication. international journal of innovative technologies in social science, 4(36), 1–6. https://doi.org/10.31435/rsglobal. haneef, m., faisal, m. a., alvi, a. k., & zulfiqar, m. (2014). the role of non-verbal communication in teaching practice. science international (lahore), 26(1), 513–517. https://doi.org/https://api.semanticscholar.org/corpusid:146625481. houser, m. l., & frymier, a. b. (2009). the role of student characteristics and teacher behaviors in students’ learner empowerment. communication education, 58(1), 35–53. https://doi.org/10.1080/03634520802237383. jongerius, c., hessels, r. s., romijn, j. a., smets, e. m. a., & hillen, m. a. (2020). the measurement of eye contact in human interactions: a scoping review. journal of nonverbal behavior, 44(3), 363–389. https://doi.org/10.1007/s10919-020-00333-3. koh, j. z. x., & hulbert, t. (2023). role of non-verbal communication in asynchronous talk channels . journal of open, flexible and distance learning, 26(2), 29–50. https://doi.org/10.61468/jofdl.v26i2.517. kosmas, p., & zaphiris, p. (2018). embodied cognition and its implications in education: an overview of recent literature. international journal of educational and pedagogical sciences, 12(7), 970–976. https://doi.org/10.1999/1307-6892/10009334. loseva, e. (2016). tackling the issue of credibility in phenomenographic interviewing to capture problem-based learning (pbl) experience. mediterranean journal of social sciences mcser publishing, 7(4), 2039–9340. https://doi.org/10.5901/mjss.2016.v7n4p manusov, v. (2021). nonverbal communication (2 nd ed.). sage publications. naeem, m., ozuem, w., howell, k., & ranfagni, s. (2023). a step-by-step process of thematic analysis to develop a conceptual model in qualitative research. international journal of qualitative methods, 22(10), 1–18. https://doi.org/10.1177/16094069231205789. nakhalah, a. m. m. al. (2016). problems and difficulties of speaking that encounter english language students at al quds open university. international journal of humanities and social science invention, 5(12), 96–101. https://doi.org/www.ijhssi.org. nyimbili, f., & nyimbili, l. (2024). types of purposive sampling techniques with their examples and application in qualitative research studies. british journal of multidisciplinary and advanced studies, 5(1), 90–99. https://doi.org/10.37745/bjmas.2022.0419. peper, e., wilson, v., martin, m., rosegard, e., & harvey, r. (2021). avoid zoom fatigue, be present, and learn. neuroregulation, 8(1), 47–56. https://doi.org/10.15540/nr.8.1.47. perez, a., fetters, m. d., creswell, j. w., scerbo, m., kron, f. w., gonzalez, r., an, l., jimbo, m., klasnja, p., & guetterman, t. c. (2023). enhancing nonverbal communication through virtual human technology: protocol for a mixed methods study. jmir research protocols, 12, 1–11. https://doi.org/10.2196/46601. yerico ferginan, et al., 2025 the role of non-verbal communication in teaching english speaking skills: students’ voices 44 | v o l . 9 , n o . 1 , 2 0 2 5 ( 3 1 4 4 ) rao, parupalli, s. (2019). the importance of speaking skills in english classrooms. alford council of international english & literature journal (acielj), 2(2), 6–18. https://doi.org/https://www.researchgate.net/publication/334283040. ryan, f., coughlan, m., & cronin, p. (2009). interviewing in qualitative research: the one-toone interview. international journal of therapy and rehabilitation, 16(6), 309–314. https://doi.org/10.12968/ijtr.2009.16.6.42433. saleem, a., rana, s., & bashir, d. m. (2022). role of non-verbal communication as a supplementary tool to verbal communication in esl classrooms: a case study. propel journal of academic research, 2(2), 39–52. https://doi.org/10.55464/pjar.v2i2.39. shaheen, m., pradhan, s., & ranajee. (2018). sampling in qualitative research. research gate, 1(2), 25–51. https://doi.org/10.4018/978-1-5225-5366-3.ch002. sreena, s., & ilankumaran, m. (2018). developing productive skills through receptive skills a cognitive approach. international journal of engineering & technology, 7(4), 669-673. https://doi.org/10.14419/ijet.v7i4.36.24220. syafryadin, s., chandra, w. d. e., apriani, e., & noermanzah, n. (2020). maxim variation, conventional and particularized implicature on students’ conversation. international journal of scientific and technology of research, 9(02), 3270-3274. uchihara, t., & clenton, j. (2023). the role of spoken vocabulary knowledge in second language speaking proficiency. language learning journal, 51(3), 376–393. https://doi.org/10.1080/09571736.2022.2080856. vinayagamoorthy, v., brogni, a., steed, a., & slater, m. (2006). the role of posture in the communication of affect in an immersive virtual environment. proceedings vrcia 2006: acm international conference on virtual reality continuum and its applications, 1(1), 229–236. https://doi.org/10.1145/1128923.1128961. wahyuni, a. (2018). the power of verbal and nonverbal communication in learning. educational and humanities research (assehr),1(2), 80-84) https://doi.org/10.2991/icigr-17.2018.19. wang, h. (2009). nonverbal communication and the effect on interpersonal communication. asian social science, 5(11), 155–159. https://doi.org/10.5539/ass.v5n11p155. english franca academic journal of english language and education doi: 10.29240/ef.v9i1 may.12198http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol. 9, no. 1, 2025, page 99-110 article info: http://journal.iaincurup.ac.id/index.php/english received 08 january 2025; received in revised form 22 march 2025; accepted 10 may 2025 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license alignment of question types with reading comprehension aspects septy okta alfiana¹, dewi rochsantiningsih², nur arifah drajati³ ¹ 2 3 universitas sebelas maret, surakarta, indonesia corresponding email: septyokta@student.uns.ac.id to cite this article: alfiana, s. o., rochsantiningsih, d., & drajati, n. a. (2025). alignment of question types with reading comprehension aspects. english franca : academic journal of english language and education, 9(1 may). retrived from https://doi.org/10.29240/ef.v9i1 may.12198 introduction education plays a vital role in shaping individuals who are both knowledgeable and socially and emotionally mature, ready to face the challenges of an increasingly complex world (thornhill-miller et al., 2023). central to this process is the role of textbooks in formal education, especially in english language learning. textbooks are the primary means of knowledge transfer, shaping the learning experience by providing structured content aligned with curriculum standards (bakken & andersson-bakken, 2021). the quality of textbooks, particularly in their capacity to enhance reading comprehension, directly impacts students’ cognitive and academic development (utami et al., 2021; weninger, 2020). this study focuses on analyzing the types of questions used in the grade x english textbook “work in progress,” evaluating their alignment with aspects of reading comprehension, and assessing how effectively these questions support students’ reading development. reading comprehension is a complex cognitive process beyond understanding a text's literal meaning. it involves interpreting implied meanings, drawing inferences, and critically analyzing content (apriani, 2016; srisang & everatt, 2021). the types of questions used in textbooks are critical in shaping students’ engagement with reading tasks. different question formats—from literal, inferential, to evaluative—affect students’ ability to process and interact with texts at different cognitive levels (aldossari, 2021; hall et al., 2020). for example, while literal questions help students understand basic details, inferential and evaluative questions challenge them to think critically and apply knowledge beyond the text (blum et al., 2020). these cognitive processes are integral to the development of higherabstract. this study analyzes the alignment between question types in the grade x english textbook “work in progress” and aspects of reading comprehension. using a content analysis technique, it investigates how these question types in reading tasks promote the five components of reading comprehension. the results suggest that wh questions dominate, while multiple choice, cloze procedure, skimming, and scanning are absent, indicating a lack of diversity that may hamper the development of complete reading skills. regarding reading comprehension aspects, the most frequently occurring aspects are determining the main idea and detailing information, while the aspects of locating references and making inferences tend to be underrepresented. the findings underline the need of incorporating a variety of question types into reading tasks to assist all elements of comprehension. this indicates that textbook authors and curriculum developers should provide resources that encourage a complete approach to improving students' reading abilities. keywords: english textbooks, question types, reading comprehension file:///d:/eka%20a/english%20franca/ef%20vol%209%20no%201%20tahun%202025/paper%20word%20doc/cccccc https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:septyokta@student.uns.ac.id https://doi.org/10.29240/ef.v9i1%20may.12198 septy okta alfiana, et. al., 2025 alignment of question types with reading comprehension aspects 100 | v o l . 9 , n o . 1 , 2 0 2 5 ( 9 9 1 1 0 ) order thinking skills, which are essential for students’ broader academic and intellectual growth (stevani & tarigan, 2022). research has shown that english textbooks often focus on lower-order thinking skills (lots), with fewer questions addressing higher-order thinking skills (hots). research by laila & fitriyah (2022), fahmi (2023), and sakinah & fudhla (2023) highlights the prevalence of questions that encourage basic understanding and recall of knowledge, with limited emphasis on critical and creative thinking. this study aims to fill the gap in the literature by specifically analyzing how the question types in “work in progress” align with various aspects of reading comprehension, including literal, inferential, and evaluative comprehension. previous research has generally overlooked the direct impact of these question types on the development of students’ higher-order cognitive skills. therefore, this study explores whether the textbook’s reading tasks foster critical thinking and provide opportunities for deeper engagement with the material. the purpose of this study is to analyze the question types found in the grade x english textbook “work in progress” and examine their alignment with the aspects of reading comprehension, namely identifying main ideas, finding references, understanding vocabulary, making inferences, and detailing information. in doing so, this study seeks to contribute to understanding how well the textbook supports students’ reading development and their cognitive development more broadly. it also aims to evaluate whether the questions in the textbook support the development of higher-order thinking skills and contribute to students’ overall academic achievement. unlike past research, which has mostly focused on cognitive taxonomies such as lots and hots, this study investigates how various question forms connect to distinct levels of reading comprehension. this provides a more sophisticated picture of how textbooks help students develop their reading skills. furthermore, whereas many studies examine the existence of hots-based questions in broad terms, this study focuses on their functional importance in reading comprehension aspects. the outcomes of this study can help educators, curriculum developers, and textbook authors create more effective reading comprehension exercises that encourage deeper learning and critical thinking. theoretical framework reading comprehension in high school textbooks reading comprehension is an important ability for high school students since it directly impacts their academic success, particularly in areas that require complex reading materials. comprehension entails more than merely decoding words; it also requires pupils to integrate past information, analyze the text's structure, and assess its meaning. nuttall (2000) defines comprehension as a multi-layered process in which a reader's capacity to extract meaning from a book is impacted by their grasp of language, recognition of the primary concept, inference ability, and ability to link new information to existing knowledge. this process includes multiple critical steps, such as recognizing the primary concept, locating references, interpreting language, drawing conclusions, and supplying specific information. each of these factors influences how students interact with the material and derive meaning from it. furthermore, comprehension is more than just grasping individual bits of information; pupils must also understand the text's general structure and how different portions relate to one another. this global comprehension necessitates higher-level cognitive processes like analysis, synthesis, and assessment. these cognitive abilities, as emphasized by longan (2002), are crucial to students' academic achievement because they allow them to interact critically with complicated academic materials. students' ability to engage with reading content beyond a cursory knowledge is further strengthened by their ability to draw conclusions and link elements across the text. thus, by encouraging critical thinking and the capacity to resolve challenging issues, reading comprehension greatly enhances overall academic accomplishment (nuttall, 2000). septy okta alfiana, et. al., 2025 alignment of question types with reading comprehension aspects 101 | v o l . 9 , n o . 1 , 2 0 2 5 ( 9 9 1 1 0 ) 1. determining the main idea: identifying the author's primary message in a text is crucial for comprehension. 2. locating references: understanding pronouns and pointing words ensures the continuity of ideas in a text. 3. word meaning: inferring vocabulary meaning helps to grasp the deeper nuances of the text. 4. making inferences: concluding implied information requires analytical thinking. 5. detailing information: extracting specific details facilitates a deeper understanding and enhanced text analysis. questioning in high school textbook questioning is an effective method for directing students' engagement with readings and improving reading comprehension. questions addressed to students can drive a variety of cognitive processes, from basic memory to more complicated inference-making. according to brown (2004), well-designed questions may help students interact deeply with texts, encouraging them to not only absorb but also examine and evaluate the content. high school textbooks, particularly the "work in progress" series, include a variety of questions to test and assist comprehension. this textbook's 15 question types are designed to measure several areas of understanding, allowing students to focus on specific facts, topics, or text structures. furthermore, these diverse question formats encourage a more comprehensive comprehension of the material in addition to helping students grasp particular features and subjects. the textbook aids in the development of students' capacity to comprehend, interpret, and assess texts at higher cognitive levels by posing questions of varying difficulty. the "work in progress" textbook's mix of literal, inferential, and evaluative questions guarantees that students' understanding is reinforced across several cognitive domains, preparing them for increasingly complex academic work and encouraging the growth of higher-order thinking abilities. these questions can be grouped according to the reading comprehension abilities they want to test (heaton, 1988; brown, 2004; myers & palmer, 2002; santosa et al., 2011). the following questions are (1) true/false questions that assess factual accuracy by identifying true or false statements. (2) multiple-choice questions test understanding of details, main ideas, and inferences. (3) completion items require filling in blanks to test vocabulary and contextual understanding. (4) the cloze procedure involves filling in missing words, assessing vocabulary and inferences. (5) rearrangement: items test understanding of text structure by arranging jumbled content. (6) open-ended questions require detailed responses, testing inferences, and detailing information. (7) short answer questions that assess concise recall of specific details and information. (8) gap-filling is inserting missing words to test vocabulary and contextual inference. (9) wh questions focus on specific details like "who," "what," and "where." (10) yes/no questions that evaluate factual understanding with binary answers. (11) matching that connects related items, testing vocabulary, and idea connections. (12) information transfer: analyse charts, graphs, or maps in relation to text. (13) scanning that finds specific information quickly within a text. (14) skimming: getting the general idea or theme of a text quickly. (15) following directions is a test of understanding and execution of textual instructions. reading tasks in the textbook reading tasks in english textbooks are intended to improve students' reading comprehension and language fluency by encouraging understanding, critical thinking, and practical application of reading abilities. according to nunan (2004), reading tasks frequently demand students to engage with texts through comprehension, interpretation, and production activities. these exercises help students acquire skills such as recognizing key concepts, understanding details, drawing conclusions, and assessing textual material, all of which correspond with learning objectives and promote active learning (barrett, 1972). textbook reading comprehension tasks sometimes include three levels of comprehension questions: (1) literal comprehension questions focus on plainly presented septy okta alfiana, et. al., 2025 alignment of question types with reading comprehension aspects 102 | v o l . 9 , n o . 1 , 2 0 2 5 ( 9 9 1 1 0 ) material, demanding retention and understanding of facts (heilman et al., 1981), (2) inferential comprehension focus on questions that encourage pupils to draw inferences and extract implicit meanings, (3) critical or evaluative comprehension refers to questions that require critical examination, assessment, and integration of the text with prior knowledge (clymer, 2008). these questions are used to structure assignments in textbooks, guaranteeing congruence with particular learning objectives and students' cognitive growth. textbooks often feature a range of reading tasks, each of which is intended to teach certain components of reading comprehension. the following are frequently used types of reading tasks. 1. pre-reading tasks: prepare students by activating prior knowledge and introducing key concepts (grabe & stoller, 2002). 2. while-reading tasks: focus on understanding main ideas and details during the reading process (nunan, 2003). 3. post-reading tasks: assess comprehension and encourage reflection through summarizing or critical analysis (ur, 1996). material and method this study uses the content analysis method to examine the types of questions in reading activities in the english textbook work in progress for grade x. content analysis is a systematic approach to categorizing and interpreting large amounts of text data to identify patterns and meanings (miles et al., 2014). this method was chosen because it is very suitable for analysing the types of questions in textbooks and assessing the extent to which they are in line with aspects of reading comprehension. this analysis will include text and visual content, including diagrams and illustrations contained in the questions. the context of this study is reading comprehension in the context of the junior high school curriculum in indonesia, especially the 2022 merdeka curriculum. work in progress, an english textbook for grade x, contains various types of questions that test students' reading comprehension. this textbook was chosen because it is officially used in indonesian high schools under the most recent curriculum framework and is intended to improve students' english skills via a variety of reading tasks. the study focuses on this textbook to see how well its reading comprehension questions correlate with important characteristics of comprehension abilities. by assessing the question types offered in work in progress, this study hopes to shed light on how well the textbook promotes students' cognitive engagement and reading growth. this study will examine how these types of questions align with five aspects of reading comprehension: main idea, vocabulary, explicit information, implicit information, and references. the indications for each aspect are described as follows: (1) main idea refers to students' ability to determine a text's central theme or purpose; (2) vocabulary assesses how well students understand word meanings in context; (3) explicit information evaluates students' ability to locate directly stated details; (4) implicit information assesses students' ability to make inferences based on textual evidence; and (5) references identify how students recognize pronoun or noun referents in a passage. these indicators provide a framework for categorizing and assessing the reading comprehension questions. the data source for this study was taken from the work in progress textbook for grade x, published by the indonesian ministry of education, culture, research, and technology. this book is divided into six chapters and covers a variety of themes. the reading tasks contain both written and visual questions. this textbook was selected based on its official use in indonesian high schools and its connection to the 2022 merdeka curriculum. this book consists of six chapters and covers various topics complemented by reading activities that include written and visual questions. this study focuses on the questions in the reading activities and their relevance to aspects of reading comprehension. the data collection technique used in this study was document analysis. the researcher accessed the work in progress textbook and identified the types of questions in the reading activities. these questions were then categorized based on their type (e.g., multiple choice, true/false) and septy okta alfiana, et. al., 2025 alignment of question types with reading comprehension aspects 103 | v o l . 9 , n o . 1 , 2 0 2 5 ( 9 9 1 1 0 ) compared to five aspects of reading comprehension (main idea, vocabulary, explicit information, implicit information, and references). relevant data were recorded and organized in a notebook for further analysis. the data analysis process followed the interactive model proposed by miles et al. (2014). this data analysis consisted of three main stages: first, data reduction, namely the researcher reviewed the textbook and selected relevant data, categorized the questions according to their type, and the aspects of reading comprehension to be tested. second, data presentation, namely the selected data, was arranged in a table to show the types of questions and the extent to which they were relevant to aspects of reading comprehension. third, concluding, namely, researchers draw conclusions based on the analysed data, verify the suitability of the types of questions with aspects of reading comprehension, and summarize the research findings. these conclusions are then compared with existing literature and used to provide recommendations to educators and textbook publishers. these results were then compared with current research to examine whether the textbook successfully improves reading comprehension development. additionally, the research includes recommendations for educators and textbook publishers based on the findings. results and discussion result in the reading section of the six chapters in the work in progress textbook, there were 16 reading tasks containing a variety of questions. these exercises were analyzed based on the types of questions presented, highlighting the distribution and frequency of each question type. the analysis aims to determine how the selected question types align with different aspects of reading comprehension and provide insights into their potential effectiveness in enhancing students’ reading comprehension. table 1. question types in reading tasks in “work in progress” textbook no question types total percentage 1 true or false 6 7.59% 2 multiple choice 0 0% 3 cloze procedure 0 0% 4 open-ended 35 44.30% 5 rearrangement item 2 2.53% 6 scanning 0 0% 7 skimming 0 0% 8 gap filling 5 6.33% 9 information transfer 6 7.59% 10 following direction 0 0% 11 matching 8 10.13% 12 word underline 0 0% 13 classification diagram 0 0% 14 wh questions 9 11.39% 15 yes or no questions 8 10.13% total 79 100% in the reading section of the six chapters in the work in progress textbook, there are 16 reading tasks containing various types of questions based on 15 pre-defined categories. septy okta alfiana, et. al., 2025 alignment of question types with reading comprehension aspects 104 | v o l . 9 , n o . 1 , 2 0 2 5 ( 9 9 1 1 0 ) among them, open-ended questions appear most frequently with 35 occurrences (40.33%), followed by wh questions with 9 occurrences (11.39%), and matching and yes or no questions with 8 occurrences (10.13%). other question types, such as true or false and information transfer, with 6 occurrences (7.59%), gap filling with 5 occurrences (6.33%), and rearrangement items with 2 occurrences (2.53%). however, several question types, including multiple choice, cloze procedure, scanning, skimming, following directions, word underlining, and classification diagrams, are completely absent from the analyzed reading tasks. this suggests that although the textbook emphasizes certain question types, it lacks variety in other question types, particularly developing scanning and skimming skills, classification and diagram interpretation, following written directions, vocabulary and word recognition, and multiple-choice questioning. the absence of these question types raises concerns about whether the textbook adequately develops students’ diverse reading comprehension skills. evaluating how these limitations may impact students' reading proficiency can provide useful insights for further improvement. in this case, these types of questions include open-ended questions, wh questions, matching, yes or no questions, true or false, information transfer, and rearranging items. open-ended questions encourage students to provide more free answers based on their opinions or interpretations of the text, such as "what is the main idea of the text?". wh questions ask students to provide specific answers based on information in the text, for example, “why do you think people feel the need to lose weight?”. matching asks students to match statements with relevant information from the text, for example, "match the statements with the correct information based on the text.". furthermore, yes or no questions require students to provide a "yes" or "no" answer to a certain statement or question, which aims to measure students' specific understanding of the information presented in the text. true or false questions ask students to evaluate statements based on the text and determine whether they are true or false. for example, in the activity that asks, "the following activities can maintain your mental health," students are asked to mark the "true" or "false" column according to the information they understand from the reading. moreover, information transfer involves the ability to identify, infer, and transform information from one form to another, such as “in rule number 5, “eat at the dining table, not in your car or at your desk,” the word ‘this’ sentence “following this rule also reduce the chances of eating when you are bored,” refers to__”. gap filling involves filling in missing words to complete sentences based on the information provided, such as "complete the following sentences with one word from the text.". meanwhile, rearrange items questions direct students to rearrange the text or certain sections to fit a logical order. this kind of activity helps students understand the structure of the text in depth. in conclusion, table 1 shows the various types of questions used in the reading tasks in the work in progress textbook. these types of questions include open-ended questions, wh questions, matching, yes or no questions, true or false, information transfer, and rearranging items. each type of question is designed to measure students' understanding of the text differently, such as asking for specific information, giving opinions, filling in missing words, or assessing the truth of information. this variation helps students understand the text more thoroughly and deeply. table 2. aspect of reading comprehension in “work in progress” textbook no aspects of reading comprehension total percentage 1 main idea 10 19.23% 2 locating references 12 23.08% 3 word meaning 6 11.54% 4 making inferences 7 13.46% septy okta alfiana, et. al., 2025 alignment of question types with reading comprehension aspects 105 | v o l . 9 , n o . 1 , 2 0 2 5 ( 9 9 1 1 0 ) 5 detail information 17 32.69% total 52 100% based on the table, the analysis of reading comprehension aspects in the work in progress textbook shows the following distribution, main idea (mi) appears ten times (19.23%), locating references (lr) appears twelve times (23.08%), word meaning (wm) appears six times (11.54%), making inferences (min) appears seven times (13.46%), and detail information (di) appears seventeen times (32.69%). the aspect that appears most often is detail information (di), while the word meaning (wm) aspect is the least explored. table 1.2 provides examples of questions from the work in progress textbook grouped according to reading comprehension aspects. the questions are classified into five main aspects, namely main idea (mi), locating references (lr), word meaning (wm), making inferences (min), and detail information (di). in chapter 1, questions such as "what is the main idea of the text?" test the main idea aspect because they ask students to understand the main idea of the text. in addition, the question "what is the function of the picture in relation to the verbal text?" reflects the locating references aspect, where students need to connect visual references or pictures with verbal text. in chapter 4, the question "‘stop eating before you are full,’ the word ‘satiated’... can be best replaced by what word?" tests the word meaning aspect because students are asked to find synonyms for a particular word in the context of the sentence. in chapter 2, there are questions such as "how do you think the writers can help you to do active reading using your five senses?" which reflects the making inferences aspect because students need to conclude how the text helps readers use all five senses when reading. in addition, the question "are there any parts of the writer’s experience in watching the game that are similar to yours?" tests the detail information aspect, where students are asked to find and identify certain details from the text. discussion question types of reading tasks in “work in progress” the analysis of reading tasks in work in progress indicates a wide variety of question forms that promote various degrees of understanding. the distribution of various question types, however, is not perfectly balanced, with some occurring more frequently than others. this difference affects students' level of engagement with the text and their ability to acquire complete reading abilities. this study demonstrates how organized questioning tactics improve children's reading development by assessing the existence and function of each question type. open-ended questions were the most frequently used question type, appearing in 44.30% of the total questions, followed by wh questions with 9 occurrences (11.39%), and matching and yes or no questions with 8 occurrences (10.13%). other question types, such as true or false and information transfer with 6 occurrences (7.59%), gap filling with 5 occurrences (6.33%), and rearrangement items with 2 occurrences (2.53%). however, several question types, including multiple choice, cloze procedure, skimming, scanning, following directions, word underlining, and classification diagrams, are completely absent from the analyzed reading tasks. this is in line with tovani's (2011) statement in spencer et al. (2020) that questioning is an important skill to maintain student engagement in reading complex texts and encourage active learning. in this case, the presence of wh questions and open-ended questions in textbooks shows an effort to encourage student engagement. however, the results of the analysis also show that the lack of variation in question types can limit students' opportunities to develop other skills, such as finding specific information through skimming or scanning. moreillan (2007) said that emphasizing the importance of questioning as a primary method in reading and critical thinking also supports this finding. the analysis shows that although some question types, such as wh questions, have been used to support student engagement, the absence of question types such as multiple choice or cloze procedure can septy okta alfiana, et. al., 2025 alignment of question types with reading comprehension aspects 106 | v o l . 9 , n o . 1 , 2 0 2 5 ( 9 9 1 1 0 ) limit the development of students' skills in dealing with texts with higher complexity. this is proven in the analysis, where not all aspects of literal, inferential, and evaluative questions, as proposed by gutiérrez fresneda & planelles iváñez (2022), are covered in textbooks. the results of this study are in line with studies conducted by laila & fitriyah (2022), fahmi (2023), and sakinah & fudhla (2023), which all analyzed the types of reading comprehension questions in textbooks. however, unlike previous studies that focused on analyzing levels of thinking (lots, mots, and hots) based on certain taxonomies such as bloom or barrett, this study prioritizes the analysis of the relationship between question types and aspects of reading comprehension, such as determining main ideas, understanding vocabulary, and making inferences. thus, the results of this study complement previous studies by providing a perspective that is more focused on the cognitive aspects of reading comprehension than on the general level of thinking. aspects of reading comprehension in “work in progress” in this analysis of the work in progress textbook, it was found that certain aspects of reading comprehension, particularly detail information, are more prominently emphasized. in contrast, others, such as word meaning and making inferences, are less frequently addressed. this observation aligns with the framework proposed by nuttall (2000), who identifies five key areas of reading comprehension: determining the main idea, locating references, understanding vocabulary, making inferences, and detailing information. according to nuttall, these five aspects are integral for developing a comprehensive understanding of a text, and each contributes uniquely to a student's ability to process and retain information from the material (xu & durgunoğlu, 2020). the prevalence of the detailed information aspect in the work in progress textbook, which appeared most frequently (32%), supports the importance of extracting specific facts and details from the text. this focus on di is consistent with nuttall's assertion that detailed comprehension is essential for fully grasping a text's content. as noted in the textbook analysis, questions that target detailed information help students practice extracting relevant details, thus strengthening their overall reading comprehension. however, the word meaning aspect, which appeared the least frequently (11%), is an area where the textbook may need improvement. this is in line with sharpe (2006), who emphasizes that vocabulary mastery is crucial for effective reading comprehension. according to sharpe, understanding the meaning of words in context allows students to make predictions and understand the material more efficiently. the lack of focus on wm in the work in progress textbook suggests that students may not be receiving enough practice in this area, which could hinder their ability to fully comprehend the texts they are reading. this analysis also highlights the uneven coverage of reading comprehension aspects across different chapters. for example, chapter 1 predominantly focuses on word meaning and detailed information, with less attention given to making inferences. in contrast, chapter 2's rearrangement items question type emphasizes main idea and locating references, while word meaning is underexplored. these inconsistencies reflect the need for a more balanced approach to addressing all five comprehension aspects across the textbook. as nuttall (2000) and other experts such as sharpe (2005) have suggested, reading comprehension is a multifaceted process that requires attention to all of these aspects to support students' understanding and engagement with the text. therefore, to enhance the development of students' reading comprehension, it is recommended that the textbook include a more balanced variety of question types that address all five aspects equally. this would provide students with more opportunities to strengthen their vocabulary skills, make inferences, and engage with the text in a deeper, more meaningful way, ultimately supporting a more comprehensive approach to reading comprehension. unlike previous studies that focus on cognitive levels like hots, lots, and mots (laila & fitriyah, 2022; sakinah & fudhla, 2023), this study emphasizes analyzing how various question types align with the five aspects of reading comprehension, including determining the main idea, locating references, understanding vocabulary, making septy okta alfiana, et. al., 2025 alignment of question types with reading comprehension aspects 107 | v o l . 9 , n o . 1 , 2 0 2 5 ( 9 9 1 1 0 ) inferences, and detailing information (nuttall, 2000). this approach aligns with nuttall's framework, where each aspect of reading comprehension is connected to specific types of questions rather than classifying them based on cognitive difficulty. in this way, the research seeks to highlight the effectiveness of question types in enhancing students' understanding of the text, focusing on their alignment with comprehension strategies rather than their cognitive complexity. conclusion analysis of the work in progress textbooks revealed significant imbalances in both the diversity of question types and coverage of reading comprehension aspects. in terms of question types, open-ended questions were the most frequently used question type, appearing in 44.30% of the total questions, followed by wh questions with 9 occurrences (11.39%), and matching and yes or no questions with 8 occurrences (10.13%). other question types, such as true or false and information transfer, with 6 occurrences (7.59%), gap filling with 5 occurrences (6.33%), and rearrangement items with 2 occurrences (2.53%). however, several question types, including multiple choice, cloze procedure, skimming, scanning, following directions, word underlining, and classification diagrams, are completely absent from the analyzed reading tasks. this limited diversity limits students’ exposure to a range of reading strategies, potentially hindering their development in key skills such as skimming, scanning, and text classification. similarly, coverage of reading comprehension aspects was uneven. while detailed information (di) was emphasized, appearing in 32.69% of assignments, important aspects such as word meaning (wm) and making inferences (min) were significantly underrepresented, with coverage of only 11.54% and 13.46%, respectively. this suggests an overemphasis on literal comprehension at the expense of inferential skills and vocabulary, which are essential for deeper comprehension and critical thinking. in conclusion, while the textbook provides a foundation for teaching reading comprehension, its limited variety in question types and unbalanced focus on comprehension aspects highlight areas for improvement. a more comprehensive approach that includes a wider range of question types and a balanced distribution of reading comprehension aspects would better equip students to develop a variety of reading strategies and cognitive skills. the findings suggest that teachers who rely on the work in progress textbook should supplement it with additional materials or activities to address gaps in question types and comprehension aspects. teachers can design tasks that encourage skimming, scanning, and vocabulary enrichment to ensure that students acquire comprehensive reading skills. in addition, collaboration between curriculum developers and textbook authors is essential to create instructional materials that are aligned with the merdeka curriculum while addressing all five aspects of reading comprehension. by ensuring a balanced representation of question types and comprehension aspects, the textbook can better support students in developing the cognitive and analytical skills necessary for academic success and real-world application. acknowledgment the researcher wishes to express sincere gratitude to everyone who contributed to this study, especially those who gave vital ideas and assistance during the research process. their support and helpful input were critical in finishing this piece. references aldossari, a. t. (2021). creative thinking skills included in the content of evaluation questions in the curricula of the kingdom of saudi arabia. international journal of education and practice, 9(3), 520-531. https://doi.org/10.18488/journal.61.2021.93.520.531. https://doi.org/10.18488/journal.61.2021.93.520.531 septy okta alfiana, et. al., 2025 alignment of question types with reading comprehension aspects 108 | v o l . 9 , n o . 1 , 2 0 2 5 ( 9 9 1 1 0 ) apriani, e. (2016). using the think-pair-share (tps) strategy to enhance students’' reading achievement of the seventh grade at mtsn lumpatan. belajea: jurnal pendidikan islam, 1(2). bakken, j., & andersson-bakken, e. (2021). the textbook task as a genre. journal of curriculum studies, 53(6), 729-748. https://doi.org/10.1080/00220272.2021.1929499. barrett, t. c. (1972). taxonomy of reading comprehension. reading 360 monograph. lexington, ma: blum, a. m., mason, j. m., kim, j., & pearson, p. d. (2020). modeling question-answer relations: the development of the integrative inferential reasoning comic assessment. reading and writing, 33(8), 1971-2000. https://doi.org/10.1007/s11145-020-10026-4. brown, h. d., & abeywickrama, p. (2004). language assessment. principles and classroom practices. white plains, ny: pearson education, 20. fahmi, i. n. (2023). higher-order thinking skill questions in the reading comprehension exercise of the “when english rings a bell” textbook. retain: journal of research in english language teaching, 11(02), 61-67. grabe, w., & stoller, f. l. (2019). teaching and researching reading. routledge. https://doi.org/https://doi.org/10.4324/9781315833743. fresneda, r. g., & iváñez, m. p. (2022). effects of the development of reading comprehension questions on learning improvement. revista de lenguas para fines específicos, 28(1), 61-74. https://doi.org/10.20420/rlfe.2022.486. hall, c., vaughn, s., barnes, m. a., stewart, a. a., austin, c. r., & roberts, g. (2020). the effects of inference instruction on the reading comprehension of english learners with reading comprehension difficulties. remedial and special education, 41(5), 259-270. https://doi.org/10.1177/0741932518824983. heaton, j. b. (1988). writing english language tests. longman. blair, t. r., heilman, a. w., & rupley, w. h. (1996). principles and practices of teaching reading. charles e. merrill publishing company. laila, i., & fitriyah, i. (2022). an analysis of reading comprehension questions in english textbook based on revised bloom's taxonomy. journal of english teaching, 8(1), 71-83. http://ejournal.unp.ac.id/index.php/jelt. moreillon, j. (2007). collaborative strategies for teaching reading comprehension. american library association. myers, j. l., & palmer, m. a. (2002). the role of task and reader factors in reading comprehension assessment. in j. w. neisser (ed.), understanding reading comprehension: multiple processes and multiple approaches (pp. 57–77). lawrence erlbaum associates publishers. nunan, d. (2003). practical english language teaching (international). singapore: mcgrawhill. nuttall, c. (2000). teaching reading skills in a foreign language. oxford, uk: macmillan education. sakinah, n., & fudhla, n. (2023). an analysis of reading questions in “english for senior high school grade xii” textbook published by masmedia. journal of english language teaching, 12(4), 1078–1088. https://doi.org/10.24036/jelt.v12i4.125631. santosa, r., tarjana, s. s., rochsantiningsih, d., nurkamto, j., & asib, a. (2011). english for academic purposes (printed 2). solo: uns press. sharpe, j. p. (2005). how to prepare for the toefl test 11th edition: ohio. spencer, a., causey, c. b., ernest, j. m., & barnes, g. f. (2020). using student-generated questions to foster twenty-first century learning: international collaboration in uganda. excellence in education journal, 9(1), 57–84. srisang, p., & everatt, j. (2021). lower and higher-level comprehension skills of undergraduate efl learners and their reading comprehension. learn journal: language education and acquisition research network, 14(1), 427–454. stevani, m., & tarigan, k. e. (2022). evaluating english textbooks by using bloom’s taxonomy to analyze reading comprehension questions. salee: study of applied septy okta alfiana, et. al., 2025 alignment of question types with reading comprehension aspects 109 | v o l . 9 , n o . 1 , 2 0 2 5 ( 9 9 1 1 0 ) linguistics and english education, 4(1), 1–18. https://doi.org/10.35961/salee.v0i0.526. thornhill-miller, b., camarda, a., mercier, m., burkhardt, j. m., morisseau, t., bourgeoisbougrine, s., vinchon, f., el hayek, s., augereau-landais, m., mourey, f., feybesse, c., sundquist, d., & lubart, t. (2023). creativity, critical thinking, communication, and collaboration: assessment, certification, and promotion of 21st century skills for the future of work and education. journal of intelligence, 11(3). https://doi.org/10.3390/jintelligence11030054. ur, p. (1996). a course in language teaching (vol. 1, no. 998, p. 41). cambridge: cambridge university press. utami, d. m. a., prihantoro, p., apriani, e., hidayah, j., & handrianto, c. (2021). empowering ict potentials in english language teaching. journal polingua: scientific journal of linguistics, literature and language education, 10(2), 42-48. weninger, c. (2021). multimodality in critical language textbook analysis. language, culture and curriculum, 34(2), 133-146. https://doi.org/10.1080/07908318.2020.1797083. xu, h., & durguno ğ lu, a. y. (2020). motivational factors underlying different levels of reading comprehension of english language learners. tesol journal, 11(1), e00448. https://doi.org/10.1002/tesj.448. septy okta alfiana, et. al., 2025 alignment of question types with reading comprehension aspects 110 | v o l . 9 , n o . 1 , 2 0 2 5 ( 9 9 1 1 0 ) english franca academic journal of english language and education https://doi.org/10.29240/ef.v8i2.11352 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 8, no 2, 2024, page 379-396 article info: http://journal.iaincurup.ac.id/index.php/english received 24 april 2024; received in revised form 10 july 2024; accepted 24 august 2024, available online 24 november 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license copyright (c) 2024 author students’ experience in joining merdeka belajar-kampus merdeka program regina be ayustine¹, dameria magdalena sidabalok² ¹ universitas bandar lampung, lampung, indonesia ² universitas bandar lampung, lampung, indonesia corresponding email: reginabeayustine@gmail.com to cite this article: ayustine, r. b., & dameria magdalena sidabalok. (2024). students’ experience in joining merdeka belajar-kampus merdeka program . english franca : academic journal of english language and education, 8(2). https://doi.org/10.29240/ef.v8i2.11352 introduction education is a purposeful and conscious effort to create a learning environment that allows students to actively develop their potential in various aspects, including spiritual strength, intellectual abilities, emotional maturity, and practical skills. the foundation of this approach is enshrined in indonesia’s law no. 20 of 2003, which highlights the strategic role of education in shaping the future of the nation. the law emphasizes that education is not merely a tool for knowledge dissemination but an integral effort to prepare individuals to make meaningful contributions to society, the country, and the world. as such, education is a fundamental right and necessity for every child in indonesia, and it is the government's responsibility to ensure that all children, regardless of their background, have access to mandatory education. this effort reflects the broader goal of producing a well-rounded, morally upright, and knowledgeable population capable of advancing the nation and addressing future challenges. over the years, the indonesian education system has evolved to meet the changing needs of society and the demands of a globalized world. one of the most significant recent developments in the country's education system is the merdeka belajar-kampus merdeka (mbkm) program, introduced in 2019 by nadeem anwar makarim, the minister of education. this program represents a paradigm shift towards greater autonomy, flexibility, and innovation abstract. the experiences of students engaged in the merdeka belajar-kampus merdeka (mbkm) program under the english education study program at fkip universitas bandar lampung are the main emphasis of this study. the main goal is to find out how these kids view and negotiate the program, which is meant to provide learning chances outside the conventional classroom setting, thereby improving both soft and hard abilities. descriptive analysis was used in a qualitative research approach with which an in-depth knowledge of the experiences of the students could be obtained. purposive sampling was used in the study to choose four students—one male and three female actively participating in the mbkm program. one month of observation and one-month of interviews comprised the data collecting process. twice a week observations were undertaken, and students were free to carefully communicate their experiences thanks to whatsapp interviews. according to the study, the mbkm program offers students useful chances for experiential learning, so promoting critical thinking, creativity, and useful skills development. still highlighted, though, were difficulties with time management and adjusting to different learning contexts. the results imply that although the mbkm program has great potential to improve educational results, successful implementation of it depends on careful attention of students' requirements and limits. keywords: merdeka belajar-kampus merdeka, student experiences, experiential learning. https://doi.org/10.29240/ef.v8i2.11352 https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:reginabeayustine@gmail.com https://doi.org/10.29240/ef.v8i2.11352 regina be ayustine & dameria magdalena sidabalok experiences of english education students in the merdeka belajar-kampus merdeka program at fkip universitas bandar lampung 380 | vol. 8, no. 2, 2024(379-396) in learning, allowing students to engage in diverse educational activities beyond the traditional classroom. these activities include internships, student exchanges, research, community service, and other experiential learning opportunities that aim to bridge the gap between academic knowledge and practical skills. as siregar, et al. (2020) point out, the mbkm policy seeks to enhance both hard and soft skills, with a focus on producing graduates who are creative, independent, and prepared to succeed in a rapidly changing global economy. the mbkm program’s core philosophy is the freedom to learn, as emphasized by nadeem anwar makarim. he believes that students should have the liberty to pursue their interests and passions without external pressures, fostering a culture of creativity and critical thinking that is essential for success in today’s dynamic global economy. as amelia & mustakin (2020) describe, the mbkm policy provides four main areas of reform: autonomy for higher education institutions to establish new study programs, the management of accreditation systems, the transformation of institutions into state universities with legal entity status, and the promotion of learning outside the traditional academic curriculum. according to the merdeka belajar-kampus merdeka handbook (2020), the policy also offers eight types of learning activities, including internships, student exchanges, research, teaching assistance, and community service. research on the mbkm program has revealed its potential to significantly improve students' competencies. for example, novita & suranto (2023) found that the program has positively impacted students' hard and soft skills, particularly in terms of preparing them for the workforce. furthermore, sri wahyuni, et al. (2023) highlight that universities have implemented various models of the mbkm curriculum, with some institutions adapting their existing curricula to align with the program’s goals, while others have developed entirely new structures to support it. these findings suggest that mbkm is not only reshaping the educational landscape in indonesia but also helping to prepare students to meet the demands of the 21st century. despite its potential, the mbkm program faces several challenges, particularly in terms of implementation. these include gaps in access to quality education, especially in remote areas, and the readiness of educational institutions and students to embrace more flexible and self-directed learning environments. nonetheless, the mbkm initiative represents a bold step toward transforming the indonesian education system, and its continued evolution promises to enhance the quality of education and produce graduates who are not only academically proficient but also capable of contributing to the nation's development in meaningful ways. theoretical frameworks (elt) kolb’s experiential learning theory (1984) provides a foundational framework for understanding how individuals learn through direct experience. according to kolb, learning is a continuous process that is grounded in experience and shaped by reflection, conceptualization, and experimentation. kolb’s theory emphasizes that learning is not a passive process but an active one, in which individuals interact with their environment and reflect on their experiences to construct new knowledge. this theory is particularly relevant to the mbkm program, which is designed to provide students with hands-on learning opportunities outside the traditional classroom setting. the core of kolb’s theory is the "learning cycle", which consists of four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. in the first stage, concrete experience, learners are exposed to a new experience or situation. this is followed by reflective observation, where learners reflect on the experience and consider its implications. next, in abstract conceptualization, learners develop theories or frameworks to explain their experiences. finally, in active experimentation, learners apply their new knowledge to real-world situations, testing their ideas and refining their understanding (kolb & kolb, 2017, referenced in morris & pamela, 1978). regina be ayustine & dameria magdalena sidabalok experiences of english education students in the merdeka belajar-kampus merdeka program at fkip universitas bandar lampung 381 | vol. 8, no. 2, 2024(379-396) the mbkm program aligns closely with kolb’s experiential learning theory by offering students the opportunity to engage in real-world experiences such as internships, community service, and research. these experiences allow students to apply their academic knowledge in practical contexts, reflect on their actions, develop new insights, and experiment with different approaches. for example, students participating in internships can gain hands-on experience in their field of study, reflect on their learning, and apply their newfound knowledge in future professional settings. this process not only enhances students’ practical skills but also fosters critical thinking, problem-solving, and creativity—key competencies that are essential for success in the modern workforce (novita & suranto, 2023). the learning cycle, as proposed by kolb (1984), played a critical role in supporting a holistic learning process in educational settings. it emphasized the importance of engaging students in active, reflective, and experiential learning activities that foster deep understanding and skill development. the learning cycle, as described by kolb (1984), consists of four interconnected stages. the first stage is concrete experience, where students are fully immersed in new experiences that provide direct, hands-on learning opportunities. in the mbkm program, these experiences might include internships, community service, or research projects, where students engage with real-world situations. following this, the second stage, reflective observation, encourages students to reflect on their experiences and consider what they have learned, allowing them to think critically about their actions and gain deeper insights. next, in the abstract conceptualization stage, students use their reflections to develop theories or conceptual frameworks that explain their experiences. this involves integrating both academic knowledge and practical experiences to form a more comprehensive understanding of the subject. finally, in the active experimentation stage, students apply their newly acquired knowledge to new situations, testing and refining their ideas through experimentation and innovation. this cycle of experience, reflection, conceptualization, and experimentation forms the foundation of experiential learning. figure 1 below illustrates kolb's experiential learning cycle, which demonstrates how these four stages are interconnected in the learning process. figure 1. the experimental learning cycle in addition to the learning cycle, kolb’s (1984) theory also identifies four distinct learning styles assimilating, converging, accommodating, and diverging which correspond to different ways that individuals engage with the learning process. these learning styles are regina be ayustine & dameria magdalena sidabalok experiences of english education students in the merdeka belajar-kampus merdeka program at fkip universitas bandar lampung 382 | vol. 8, no. 2, 2024(379-396) important for understanding how students interact with the mbkm program and tailor their educational experiences to fit their personal preferences and strengths. assimilating learners are those who favor abstract concepts and theoretical models. they excel at structured, reflective activities and are skilled at developing frameworks and theories. converging learners are practical problem-solvers who thrive in environments where they can apply theoretical knowledge to real-world situations, often preferring hands-on activities. accommodating learners are action-oriented and learn best by doing. they are comfortable with change and prefer to engage in hands-on experiences that allow for practical learning. diverging learners are imaginative and creative, excelling at seeing things from multiple perspectives. they are highly skilled at brainstorming and generating new ideas, thriving in environments that encourage exploration and experimentation. each of these learning styles highlights the different ways students interact with the learning process, allowing educators to tailor their approaches to meet individual needs. material and method this study employed a qualitative research approach to explore the experiences of university students participating in the merdeka belajar-kampus merdeka (mbkm) program. a qualitative method was chosen to provide an in-depth understanding of the students' learning processes and reflections throughout their engagement with the program (latifa et al, 2023). descriptive analysis was used to interpret the students' experiences during various mbkm activities. the research used purposive sampling to select participants based on specific criteria related to the study's focus. participants were selected based on their active involvement in the mbkm program, and four students from the faculty of teacher training and education, specifically from the english language education program, were chosen. the sample consisted of one male and three females, offering a diverse representation of experiences within the program, namely aa, ln, vy, and ya. each of them participated in a different type of activity. aa and ln participated in the kuliah kerja nyata tematik (kknt) in kresno widodo village, district. pesawaran, prov. lampung. meanwhile, vy and ya participated in the form of joint research activities with lecturers at the center for linguistics studies, university of bandar lampung. data collection was conducted through observations and interviews, using indicators designed to capture both learning experience and learning styles. the learning experience indicators followed kolb’s learning cycle, covering four phases: concrete experience, reflective observation, abstract conceptualization, and active experimentation. these indicators assessed the students' decision to join mbkm, their engagement in specific activities, the duration of their participation, and the development and progress of learning programs related to mbkm. additionally, the learning styles indicators focused on how students processed information, applied ideas, engaged in new activities, and generated new perspectives. these learning styles were categorized into four types: assimilating, converging, accommodating, and diverging. observations were carried out twice a week for one month, focusing on how students interacted with mbkm activities and reflecting their involvement in real-world experiences. interviews were conducted via whatsapp to provide flexibility, allowing the students to respond at their convenience, thereby encouraging deeper reflection on their learning processes. these interviews provided insights into how students developed learning programs, progressed in their activities, and applied conclusions from their reflections to new experiences. the data analysis process employed thematic analysis, focusing on indicators derived from two primary categories: learning experience and learning styles. these categories were structured around kolb’s experiential learning theory, which outlines a cycle consisting of concrete experience, reflective observation, abstract conceptualization, and active regina be ayustine & dameria magdalena sidabalok experiences of english education students in the merdeka belajar-kampus merdeka program at fkip universitas bandar lampung 383 | vol. 8, no. 2, 2024(379-396) experimentation. additionally, the analysis incorporated students’ learning preferences, as classified under learning styles: assimilating, converging, accommodating, and diverging. the learning experience category encompassed several indicators related to students' decisions, involvement, progress, and reflections during their participation in the mbkm program. for instance, one key indicator was students' decision to join mbkm, which was crucial in understanding their initial motivations. this was captured through interviews, where students expressed their reasons for participating, such as a desire for leadership development or gaining new learning experiences. the next set of indicators examined students’ engagement with mbkm activities. this included measuring the progress of their work programs, their ability to create learning plans, and how they responded to challenges. the analysis paid special attention to how students adjusted their plans when facing difficulties such as the pandemic, showing their critical thinking in action. social interaction was another important indicator, as students’ experiences were shaped by their communication and collaboration with peers, lecturers, and local communities. these interactions were pivotal in fostering social skills and group learning. lastly, the improvement of critical thinking skills was an indicator used to assess students' development in problem-solving, particularly in real-world settings such as their research or community projects. after identifying these indicators, the analysis proceeded in stages. first, all responses gathered from observations and interviews were grouped according to the learning cycle. for instance, students' reflections on their involvement with the program were categorized under reflective observation. their ability to solve problems and adapt to real-world challenges was assessed within the active experimentation phase. responses were then coded to identify recurring themes, such as the relationship between participation in mbkm and learning outcomes. the thematic analysis highlighted patterns, like how students who were actively engaged in community projects demonstrated better critical thinking and problem-solving skills than those primarily involved in research activities. additionally, these patterns were cross-referenced with students' preferred learning styles. for example, students who favored an accommodating learning style showed a preference for hands-on projects and were more successful in adapting to unexpected challenges. results & discussion results the research findings of this study consist to sections. the first section is about the result of the research. the results of these findings were obtained from observations and interviews. the second section presents the discussion of research findings described in the first section. result of interview table 1. result of interview no subject activity benefits challenges implemented program 1 aa village development project (kknt). improved communication skills with various social layers understanding social issues and finding solutions funding difficulties, team cooperation not always smooth, impact of the batik center, rumah pintar, traditional tourism market. hariswan putera jaya, et al. integrating cloud technology in language learning: development of a basic english grammar e-book 384 | vol. 8, no. 2, 2024(379-396) expanding connections with diverse social backgrounds. covid-19 pandemic, and academic challenges as a final-year student. 2 vy research at linguistics study center. gained in-depth knowledge of linguistics, improved time management skills. difficulty in managing time, especially since the research activities were disrupted by the covid-19 pandemic. linguistic research, teaching, seminar on forensic linguistics. 3 ln thematic kkn (economic and educational development in kresnowidodo village). developed social awareness enhanced communication skills problem-solving abilities teamwork difficulty finding donors and team cooperation. batik center, rumah pintar, traditional tourism markets. 4 ya research at linguistics study center. deepened knowledge in language analysis improved teaching and research data analysis skills. lack of motivation from supervisors, new research topic requiring extensive effort to learn relevant research tools, and technical issues like internet connectivity while teaching online. research, teaching, seminar on linguistics, creation of teaching materials, and classroom administration. the merdeka belajar-kampus merdeka program provided a valuable platform for students to explore new learning opportunities outside the traditional classroom environment. each participant joined the program with distinct goals and motivations, but there was a common thread among them: the desire to gain new experiences that were not typically available through regular coursework. for some, this meant acquiring practical skills that would be useful in their future careers, while for others, the motivation stemmed from a wish to contribute meaningfully to society through community engagement. this program allowed them to apply theoretical knowledge in real-world situations, making their academic journey more dynamic and impactful. hariswan putera jaya, et al. integrating cloud technology in language learning: development of a basic english grammar e-book 385 | vol. 8, no. 2, 2024(379-396) the activities selected by participants were diverse, reflecting the flexible nature of the program. some chose to participate in community service projects through kuliah kerja nyata tematik (kknt), where they worked in rural villages to improve local infrastructure, economy, and education systems. others were involved in specialized research projects, such as linguistics research, where they contributed to academic studies in a niche field. additionally, many participants took on roles as educators, delivering teaching sessions or organizing seminars to share their knowledge with others. this diversity in activities allowed students to pursue their unique interests while still fulfilling the program's objectives of experiential learning. the benefits of the program were evident across all interviews. participants reported significant personal and professional growth, particularly in areas such as communication, problem-solving, and time management. these skills were honed through constant interaction with diverse social groups and the necessity to address real-life challenges. participants also expanded their knowledge base, especially those involved in research, where they deepened their understanding of their chosen fields. another key benefit was the sense of connection participants felt with the community, as many of them worked directly with local populations, helping to resolve social issues or contribute to economic development. the immersive nature of these projects provided students with a clearer picture of working environments outside of academia, which would be invaluable in their professional lives. however, the program was not without its challenges. the covid-19 pandemic posed significant obstacles, particularly for those whose activities required physical presence or interaction with communities. participants had to adapt quickly, transitioning from offline to online formats for research, teaching, and community outreach. time management also emerged as a major issue, especially for students who were balancing their program responsibilities with academic pressures like thesis work (ladi & soma, 2023). funding was another common challenge, particularly for those involved in community projects, as securing sufficient resources to implement their initiatives was often difficult. additionally, teamwork was sometimes problematic, with participants encountering difficulties in coordinating efforts with fellow students. despite these challenges, participants displayed resilience, employing flexibility and positive thinking to ensure the success of their projects. many found creative solutions, such as adjusting project scopes or finding alternative funding methods to keep their activities on track. below is an explanation of the learning cycle and learning styles based on the observations and interviews conducted. 1. learning cycle: the process of grasping and transforming experience. there are 4 types of learning cycles: a. learning cycle: the process of grasping and transforming experience by vy in analyzing merdeka belajar-kampus merdeka program in english education study program of fkip universitas bandar lampung, with an emphasis on the learning cycle category the process of grasping and transforming experience we can assess four pertinent kinds of learning cycles: concrete experience, reflective observation, abstract conceptualization, and active experimentation analysis of vy's experience in taking part in the merdeka belajar-kampus merdeka program. concrete experience: first, vy is actively engaged in several tasks reflecting real-life events in the concrete experience phase, including teaching and linguistics study. her outside of traditional learning activities, she decided to concentrate on investigating text-based case evidence a novel experience. both online and in-person, this direct participation consists in observing text data, teaching, and going to linguistic forensic seminars. these exercises let vy address the difficulties in linguistics research and instruction as well as apply language theory in the real world. reflective observation: vy often muses on and notes the events she has encountered during the reflective observation stage. she points up several hurdles, including low desire, trouble learning new subjects, and technological hariswan putera jaya, et al. integrating cloud technology in language learning: development of a basic english grammar e-book 386 | vol. 8, no. 2, 2024(379-396) problems including network connections during online instruction. vy notes that some research techniques including documentation techniques are fresh to her. this introspection helps her to see her advantages and shortcomings as well as her means of adaptation to new circumstances. abstract conceptualization: vy used her experiences to create abstract ideas in the phase of abstract conceptualization so she may improve her knowledge and abilities. her experiences help her to see the need of knowing data collecting techniques and of having trustworthy sources. using these techniques in her studies helps her to acquire language interpretation and analysis techniques applicable in other courses and next studies. vy has established a notion of the need of evaluation and efficient time management to successfully complete research even if she has not completely finished the publishing procedure. active experimentation: at last, in the active experimentation period, vy uses her acquired knowledge and abilities from experience and introspection into useful application. she develops instructional materials, schedules research activities, and oversees classroom management chores. she also finds her own answers and seeks advice from mentors to adjust to changes and obstacles including the covid-19 pandemic and personal problems. vy has also worked on finishing her thesis, ppl report, merdeka belajar report. this dynamic application showed how vy solves useful difficulties and enhances her activities by applying her thoughts and acquired ideas. vy's experience in the merdeka belajar-kampus merdeka program outlines a learning process including direct participation in new events, intense introspection, creation of abstract ideas, and active application of the knowledge acquired. along with showing how these events helped her to improve her academic skills and knowledge, she showed how to overcome obstacles, seize chances to learn, and apply fresh ideas in useful settings. in higher education particularly in initiatives stressing the integration of theory with practical application, this method reflects an efficient learning cycle. b. learning cycle: the process of grasping and transforming experience by aa here in using the learning cycle category, we will examine aa’s experience in attending the merdeka belajar-kampus merdeka program in english education study program of fkip universitas bandar lampung under four relevant learning cycles: concrete experience, reflective observation, abstract idealization, and active experimentation. concrete experience: through a variety of merdeka belajar program activities, aa directly participates in real-world events. among his experiences include creating smart homes, traditional tourist markets, and community projects like batik centers. working directly with the kresnowidodo community, aa engaged with several social levels and put the knowledge acquired in practical use in this project. making modules and lesson plans, showing batik, and creating a tourist market constitute part of this activity. this first-hand knowledge is a specific illustration of participation in social services and community-based events. reflective observation: aa gave careful thought to the encounters he had participating in the program. he pointed out the several advantages of the exercise, including the capacity to interact and communicate with several social structures, grasp community issues, and identify remedies. he also understood his difficulties with financing, collaboration, and the covid-19 epidemic. this introspection let him realize the need of applying academic knowledge in the field and how to coolly handle issues and come with workable answers. abstract conceptualization: from his thoughts, aa created an awareness and perspective regarding the need of using academic theory in actual application. he understood that community service events may benefit from the knowledge acquired in classes including micro-teaching, elm, and interpreting. this idea hariswan putera jaya, et al. integrating cloud technology in language learning: development of a basic english grammar e-book 387 | vol. 8, no. 2, 2024(379-396) emphasizes the need of using intellectual knowledge in the area to get practical and successful outcomes. he also developed his time management skills and discovered other ways to go past challenges faced during project execution. active experimentation: aa uses the knowledge and ideas acquired in practical situations by putting solutions and methods created from contemplation into use. developing batik centers, smart houses and tourist markets, he plans and carries out projects according on community requirements. searching for creative and adaptable answers helped him to fit the covid-19 circumstances and academic activities. by means of this active experimentation, aa accomplished 85% of the program target and acquired insightful knowledge in project management and team working. aa's experience in the merdeka belajar-kampus merdeka program showed an efficient learning cycle comprising direct involvement in community-based activities (concrete experience), in-depth reflection on the experience (reflective observation), development of new concepts and understanding (abstract idealization), and active application from the knowledge gained (active experimentation). aa overcome several obstacles in an organized and efficient manner and effectively turned intellectual ideas into reality. this encounter demonstrates how the merdeka belajar program offers a chance to blend field experience with academic knowledge and how important achievements are achieved depending on introspection and adaptation. c. learning cycle: the process of grasping and transforming experience by ln based ln's experience in joining the merdeka belajar-kampus merdeka program in english education study program of fkip universitas bandar lampung using the learning cycle category is analyzed based on the outcomes of the interview with ln: the means of grasping and changing experience. four kind of learning cycles concrete experience, reflective observation, abstract conceptualization, and active experimentation will be included in this study. concrete experience: ln participated directly in actual events in the community under thematic kkn projects. ln participated in this program working on initiatives including the kricaan traditional tourism market, rumah pintar, and the batik center. by means of her participation, ln deals directly with rural communities, interacts and handles different field problems. these real-life events give her chances to use knowledge and abilities outside of the classroom. reflective observation: ln considered the lessons learned from the merdeka belajar program. she came to see the advantages of these pursuits, including teamwork, problem-solving skills, and societal awareness raising capacity. ln pointed out that lessons in adaptability to new surroundings and direct community contact were priceless. the difficulties he encountered searching for donors, group cooperation, and covid-19 pandemic challenges inspired her to grow optimistic and start looking for answers. through field experiences, this introspection enabled her to appreciate the need of self-evaluation and growth. abstract conceptualization: from these thoughts, ln came to see how field experiences may enhance academic and professional competencies. she was aware that even if she has not found a fresh approach, the knowledge acquired in classes including interpreting, visual literature, and ppl can be used in actual settings. ln saw the value of observing and modifying programs depending on field conditions as well as the possibility to blend theoretical knowledge with practical experience offered by merdeka belajar events. she was also knowing that conquering academic load and other difficulties mostly depends on priorities and effective time management. active experimentation: ln used the ready-made programs to apply ideas acquired from reflective experience. along with helping to fund and create hariswan putera jaya, et al. integrating cloud technology in language learning: development of a basic english grammar e-book 388 | vol. 8, no. 2, 2024(379-396) traditional tourist markets, she used knowledge from the courses in actual tasks include creating batik product displays, developing modules and rpps for rumah pintar. ln also developed activities depending on community comments, corrects mistakes, and evaluates program outcomes. ln keeps searching for answers and adjusting the program to raise activity results even if it attained about 85% of the aim. ln's experience in the merdeka belajar-kampus merdeka program showed an efficient learning cycle via direct involvement in community projects (concrete experience), reflection on that experience (reflective observation), development of new understandings and concepts (abstract conceptualization), and active application of these concepts in real practice (active experimentation). overcoming several obstacles, ln was successful in bringing academic theory into use and honing her communication, teamwork, and problem-solving abilities. this event emphasizes the need of evaluation and adaptation to reach best results as well as how the merdeka belajar-kampus merdeka program may give chances for students to combine academic learning with useful field experience. d. learning cycle: the process of grasping and transforming experience by ya. following an interview with ya about her experience in merdeka belajar-kampus merdeka program in english education study program of fkip universitas bandar lampung, the learning cycle is used to provide an analysis based on which ya's learning experience is understood and changed. four kinds of learning cycles concrete experience, reflective observation, abstract conceptualization, and active experimentation are incorporated in this study. concrete experience: ya directly participated in research at the linguistic study center, so attaining a kind of tangible experience. she did research on linguistics, teaches, assists with classroom management, and speaks in seminars among other things. through face-to-face and online conversations, this experience includes direct connection with superiors and other students. given the covid-19 pandemic, her activities also included effective time management and changes in research techniques. reflective observation: reflective thought: ya considers several facets of her experience. this exercise helped her to recognize that his original objective of attempting new activities and expanding knowledge outside the classroom was reached. she pointed out the advantages of the curriculum, including improved time management, problem-solving ability, and understanding in linguistics. ya also considered the difficulty in time management and integration of several activities as well as the pandemic restrictions on the method of study conducted. she noted and considered events that have been completed using a logbook, therefore assessing the outcomes. abstract conceptualization: from her introspection, ya came to see how crucial time management and flexibility are to research projects. this experience, he realized, increased her understanding of linguistics and research and imparted lessons on the need of modifying strategies in line with current circumstances. ya also came to see that, in the framework of research and teaching, she could employ previously acquired skills including micro teaching, reading and writing abilities even though she had not found a new learning approach. this indicates that she was aware of how field experiences could combine and enhance intellectual knowledge. active experimentation: ya used her knowledge acquired from introspection in actual application. in the framework of teaching and research, he was successful in controlling time, adjusting research techniques to pandemic conditions, and applying the acquired abilities. she also keeps assessing her work and applies adjustments depending on her comments. notwithstanding various difficulties, ya prepared a research report and finished the project successfully using her hariswan putera jaya, et al. integrating cloud technology in language learning: development of a basic english grammar e-book 389 | vol. 8, no. 2, 2024(379-396) knowledge of languages and research. ya's experience in the merdeka belajar-kampus merdeka program showed a learning cycle including direct involvement in real experience (concrete experience), reflection on that experience (reflective observation), development of new understanding and concepts (abstract conceptualization), as well as active application of this understanding in real practice (active experimentation). overcoming obstacles and honing critical abilities including time management and problem-solving, ya was successful in combining scholarly theory with field experience. though there are various challenges that have to be faced, this experience showed how the merdeka belajar program may give students chances to enhance knowledge, acquire practical skills, and apply learning in real scenarios. 3.3 learning styles: individual differences in learning based on the preferences of learners to apply different things learning cycle phase. there are 4 types of learning styles: 2. learning styles: individual differences in learning based on the preferences of learners to apply different things learning cycle phase by vy the following is a study of learning styles and experiences connected to the merdeka belajar-kampus merdeka (mbkm) program in english education study program of fkip universitas bandar lampung based on the findings of the interview with vy: assimilating (concept absorption): vy exhibits an absorbing learning style by means of her capacity to comprehend and articulate knowledge depending on personal experience. she researches new languages and research techniques while also working on linguistically based projects. this demonstrates vy's ability to absorb fresh language and research study techniques knowledge. she recognizes and clarifies how knowledge of language and linguistics evidence is advanced by research activities as well as how this might be applied to scholarly work and next employment. converging: when vy discovers useful applications of the ideas and theories she has learned, she exhibits a convergent learning approach. she used the linguistic theory she acquired, for instance, in teaching and text data analysis. vy teaches and does research using her expertise of languages, and she can make pragmatic decisions regarding how to solve issues such time management and epidemic-related delays. she also came to see how helpful this information was for publishing and finishing studies. accommodating: vy's capacity to organize, engage in novel activities, and communicate with different people reveals her adaptive learning approach. she participates in research, instruction, and class management projects requiring adaptation and contact with supervisors and other participants. her brilliance in adjusting to changing circumstances and challenges is shown by her capacity to meet new needs including independent research and instruction of new courses. diverging (deviation): vy's different learning style is evident in her capacity to create concepts and view events from several angles. for challenges like a pandemic, vy considers other options such doing research online and changing her calendar with her supervisor. through the logbook, she was also able to assess and consider the activities she had completed as well as spot chances from the challenges he encountered, like ignorance of the newly acquired research techniques during the program. application in the vy merdeka belajar-kampus merdeka program revealed that the mbkm program lets the use of several learning strategies to reach both personal and professional objectives. this curriculum offers the chance to absorb: language knowledge and research techniques. convergent: using knowledge in teaching and research. changing to fit different new challenges and activities. different: creating several ideas and answers to the challenges encountered. in conclusion vy developed hariswan putera jaya, et al. integrating cloud technology in language learning: development of a basic english grammar e-book 390 | vol. 8, no. 2, 2024(379-396) study, teaching, and time management techniques using the mbkm program. various learning approaches let vy see events from several angles, absorb fresh knowledge, apply it in useful settings, and change with the times. through this program experience, vy showed notable improvement in abilities and knowledge despite some obstacles, such time management and adjusting to new research techniques. 3. learning styles: individual differences in learning based on the preferences of learners to apply different things learning cycle phase by aa an examination of experiences in the merdeka belajar – kampus merdeka (mbkm) program concerning learning styles based on an interview with aa follows: assimilating (concept absorption): aa’s capacity to grasp and use knowledge in natural settings reveals an absorbing learning style. particularly in building smart houses and batik centers, he decided to help out in village initiatives emphasizing community service. his awareness of community needs and his belief of how academia may be used to have a direct influence guided the choice to establish these initiatives. aa shows his capacity to absorb and apply knowledge by using academic ideas including modules and lesson plans to arrange and carry out initiatives. converging: convergent learning is another trait aa exhibits in his approach of tying theory with application. developing batik centers and traditional tourist markets is one of his realistic answers to the issues society faces. his capacity to see the pragmatic application of these concepts in enhancing the village's education and economics led him to decide on starting these initiatives. strong convergence abilities enable aa to make wise decisions on project development and modify programs to fit field conditions. accommodating: aa exhibits an accommodating learning style by means of his capacity for planning, adaptation, and interaction with other stakeholders. working directly with teams and communities, he customizes programs to fit local needs. aa also proved his capacity for situational adaptation—that is, for funding and the covid19 epidemic as well as for managing demanding academic responsibilities. his versatility and active participation in many spheres, including teaching, helping to establish batik facilities, and growth of tourist markets, demonstrates his excellence. diverging (deviation): aa's different learning approach is evident in his capacity to produce ideas and recognize several points of view. based on field conditions and community demands, he participates in the ideation and design process of programs like smart houses, traditional tourist markets, and batik centers. aa regularly connects with the society to obtain opinions and grasp issues from several angles. he did not provide a fresh approach, but he supported program implementation using knowledge from courses such micro teaching and eltm. application in the merdeka belajar-kampus merdeka program aa utilizes various learning styles in the mbkm program to achieve the goals of leadership development and community service: using scholarly knowledge, one can create and carry out initiatives benefiting for society. converging: using theories and ideas to actually address neighborhood issues. accommodating: rising to challenges and working with several groups to meet program objectives. generating ideas and solutions depending on several points of view and interactions with society requires divergent approach. according to aa conclusion, the mbkm program offers chances to utilize several learning approaches in the framework of community service. this curriculum lets aa apply academic information realistically, be flexible enough to fit circumstances, and come up with creative approaches to address issues. notwithstanding obstacles including financing and the covid-19 pandemic, aa managed to finish the activity satisfactorily and acquired useful experience using intellectual knowledge in the field. this initiative also enhances comprehension of how academic information can be directly used to assist society and problem-solving ability. hariswan putera jaya, et al. integrating cloud technology in language learning: development of a basic english grammar e-book 391 | vol. 8, no. 2, 2024(379-396) 4. individual differences in learning based on the preferences of learners to apply different things learning cycle phase by ln ln's interview helped one to understand the experiences in the merdeka belajarkampus merdeka (mbkm) program concerning different learning styles: assimilating (concept absorption): ln exhibits an absorbing learning style since she may apply knowledge in the framework of field activities and grasp. ln selected topical kknt projects and created initiatives including the batik center, smart house, and traditional tourism market. before developing the program to guarantee its fit for village conditions, she carried field observations. ln's choice to include these initiatives sprang from her awareness of local needs and potential as well as from the application of theory gained from seminars to meet pragmatic problems. converging: ln's convergent learning approach is seen in her capacity to link theory with application. she selects projects with immediate advantages for society and pragmatic used. the batik center to market batik goods, the smart house for educational activities, and the traditional tourism market to boost the local economy, for instance, ln can make judgments depending on observations and the fit of programs to community requirements and develop pragmatic answers to local issues. this demonstrates her capacity for practical application of concepts and theories. accommodating: ln demonstrates an accommodating learning style through her ability to plan, adapt, and collaborate with others. she was involved in various aspects of the program, including creating batik product displays, preparing modules and rpps, as well as funding and building tourist markets. ln also faces challenges such as looking for donors, teamwork, and the covid-19 pandemic situation with a positive attitude and looking for alternative solutions. her ability to adapt to new environments and manage her time well showed her excellence in adaptability and active engagement. diverging (deviation): ln showed an adaptive learning style via her capacity for planning, adjusting, and group projects. she participated in several facets of the initiative, including designing batik product displays, organizing modules and rpps, and financing and building of tourist markets. ln also deals with issues such searching for donors, working with others, and the covid-19 pandemic with a cheerful attitude and search for other answers. her perfection in adaptability and active participation is demonstrated by her capacity to fit new surroundings and well manage her time. application inside the merdeka belajar-kampus merdeka program ln used several learning strategies in the mbkm program to reach the objectives of increasing social awareness and professional competencies: learning from lectures, one can create and carry out initiatives benefiting the society. applying ideas and theories into reality to solve issues and directly benefit the community will help to converge. adapting to difficulties, engaging with different people, and properly allocating time and money help one to be accommodating. generating ideas and solutions by considering several perspective and getting comments from the team and community helps one to diverge. ln's conclusion reveals that, in the framework of community service, the mbkm program offers a chance to implement several learning approaches. this curriculum lets ln apply academic knowledge practically, adjust to circumstances, and create creative approaches to address challenges. ln overcame obstacles including financing and the covid-19 epidemic to effectively finish the activities and acquire insightful experience in using intellectual knowledge in the field. this curriculum also provides insight on how academic information may be used to serve the society, thereby enhancing communication skills, problem-solving ability, and analytical capacity. 5. learning styles: individual differences in learning based on the preferences of learners to apply different things learning cycle phase by ya hariswan putera jaya, et al. integrating cloud technology in language learning: development of a basic english grammar e-book 392 | vol. 8, no. 2, 2024(379-396) this study of the learning experience in the merdeka belajar-kampus merdeka (mbkm) program in the learning style category is based on an interview with ya: assimilating (concept absorption): in linguistics, ya exhibits an assimilating learning style driven by a goal to expand linguistic knowledge and grasp of fresh ideas. by means of research carried out under the direction of lecturers at the linguistic study center, ya expanded her grasp of linguistics and integrated the acquired knowledge in class into actual research environments. ya also demonstrate her capacity to absorb and evaluate material in great detail by showing her capacity to investigate and grasp many linguistic ideas. converging: ya's convergent learning approach is seen in her capacity to translate knowledge and theory into actual application. during her research, ya found and overcome challenges including the covid-19 epidemic, which compelled a shift in experimental approach from offline to online. her choices to modify approaches and techniques depending on circumstances and requirements showed her capacity to identify workable answers to challenges faced in the field of research. furthermore, reflecting her capacity to link theory with experience is her participation in seminars and training programs. accommodating: through her capacity to plan, adjust to change, and engage with different people, ya exhibits an accommodating learning style. by developing a disciplined schedule and establishing goals, she overcame obstacles including the pandemic and time management issues. in many facets of the program, including research, instruction and seminars, and activity adaptation, ya also actively participates. her ability to adapt and cooperate with others shown by his capacity to engage in conversations and program changes involving friends and superiors. diverging: ya's capacity to recognize several points of view and create fresh ideas reveals her diverse learning approach. ya keep a notebook to document and assesses advancement and challenges encountered while she participates in conversations and contemplations on the research process and other activities. her capacity to gather and evaluate comments from managers as well as from personal introspection techniques reveals her capacity to see problems from several perspective and enhance the strategy followed. use in the merdeka belajar-kampus merdeka using several learning approaches in the mbkm program, ya program aims to improve knowledge and skills by means of learning strengthening language skills and using ideas gained in lectures in research. applying pragmatic answers to research problems and linking theory with practice by means of seminars and teaching will help to converge. adapting to new circumstances and effectively scheduling and managing time will help one to run different initiatives. diverging: seeing events from several points of view and creating fresh ideas by means of contemplation and feedback ya's conclusion demonstrates how the mbkm program uses several learning strategies to enable efficient and useful application of academic knowledge. this curriculum supports ya in strengthening her time management abilities, expanding her language competency, and putting theory into use. ya overcame obstacles including time management and the epidemic to finish the activities satisfactorily and get important experience. though some challenges may occur if the program is performed concurrently with a final project or internship, this program also offers insight on how academic information can be utilized realistically and enhance professional skills. discussion learning cycle in the merdeka belajar-kampus merdeka program the merdeka belajar-kampus merdeka program has proven to be a transformative educational platform for students, offering opportunities to bridge the gap between theoretical knowledge and practical application for students, particularly those in the english education study program at fkip universitas bandar lampung. through the integration of real-world hariswan putera jaya, et al. integrating cloud technology in language learning: development of a basic english grammar e-book 393 | vol. 8, no. 2, 2024(379-396) experiences and academic theory, the program fosters the development of essential skills, personal growth, and practical application of knowledge. this direct involvement is described as the concrete experience phase of kolb's learning cycle (1984). the students reported a wide range of experiences, with most engaging in community projects, research activities, and teaching roles, directly addressing the program’s goal of blending theory with practical application. a key theme that emerged across these experiences is how the program provided students with opportunities to actively engage with the world outside of the classroom, addressing real-life challenges and community needs. the students in the program engaged in various real-world activities, each offering a unique set of challenges and opportunities. for instance, vy focused on linguistics research and teaching, gaining direct exposure to academic environments and applying her theoretical knowledge. similarly, aa was involved in community projects such as developing smart homes, traditional markets, and batik centers, allowing him to engage with the community while utilizing his knowledge in a practical setting. meanwhile, ln participated in community service projects like the kricaan traditional tourism market and batik center, providing her with the opportunity to apply her academic skills directly to real-world challenges. ya, on the other hand, worked in linguistic research, balancing teaching responsibilities with research activities. these diverse experiences represent the concrete experience phase of kolb's learning cycle, where students interact with their environment and apply their knowledge in tangible ways. following their experiences, the students entered the reflective observation phase, where they took time to introspect and evaluate their activities. for vy, this phase highlighted the importance of self-reflection on new research techniques and the challenges posed by technological issues and online learning. similarly, aa reflected on his difficulties with funding, team coordination, and the impact of the covid-19 pandemic, which forced him to adapt to new methods of working. ln also noted challenges such as finding donors and the difficulties in working in a team under pandemic restrictions. however, this reflective phase allowed all participants to recognize the significance of self-evaluation, teamwork, and adaptability in overcoming challenges and making the most of their experiences. the next step in the learning cycle is abstract conceptualization, where the students turned their reflections into broader concepts and ideas. for vy, this stage helped her realize the importance of data collection and the need for time management in academic and research contexts. she developed an understanding of how the skills gained through linguistic research could be applied to other areas of study. aa, similarly, recognized the connection between academic knowledge from courses like micro-teaching and interpreting and how they could be used effectively in community service projects. ln conceptualized how her field experiences could improve her academic competencies, specifically in applying classroom knowledge to real-life settings. ya also acknowledged the need for flexibility and effective time management to adjust research strategies in response to unforeseen challenges, such as the pandemic. finally, in the active experimentation phase, the students began to apply the concepts they had developed into practical solutions. vy used the knowledge gained in research and teaching to create lesson plans, manage classrooms, and adapt to the challenges of the pandemic. she found creative solutions to problems such as online teaching and research methods. aa applied his insights by executing community projects, including setting up batik centers and tourist markets, while also adapting to the constraints imposed by the pandemic. ln developed modules and lesson plans for community-based projects, constantly adjusting her strategies based on feedback from the community. ya applied her knowledge of linguistics and teaching techniques to complete her research projects and reports, adjusting her methods to suit the online environment and managing her time effectively. the merdeka belajar-kampus merdeka program exemplifies an effective learning model, one that integrates theoretical knowledge with practical experience. it highlights how the program serves as an effective bridge between academic theory and fieldwork, fostering growth and preparing students for future challenges. the participants’ experiences align with hariswan putera jaya, et al. integrating cloud technology in language learning: development of a basic english grammar e-book 394 | vol. 8, no. 2, 2024(379-396) kolb’s learning cycle, demonstrating how direct participation in community-based activities leads to personal and academic growth. through concrete experience, reflective observation, abstract conceptualization, and active experimentation, students like vy, aa, ln, and ya have not only applied their knowledge but have also developed critical skills like problem-solving, time management, and adaptability, which will serve them well in their professional lives. learning styles in the merdeka belajar-kampus merdeka program the findings from vy, aa, ln, and ya’s experiences in the merdeka belajar-kampus merdeka (mbkm) program illustrate how individuals with different learning styles can apply academic knowledge in practical, real-world settings. these findings align with kolb’s experiential learning theory, which categorizes learning into four styles: assimilating, converging, accommodating, and diverging. according to kolb (1984), individuals process and apply information differently based on their learning preferences, and this theory offers a framework to understand how participants in the mbkm program approached challenges and developed their skills. the assimilating learning style was evident in all participants, who demonstrated an ability to absorb theoretical knowledge and apply it effectively in various contexts. vy, for instance, absorbed linguistic theories and applied them in research, while aa used academic knowledge to design community projects such as the batik center and smart house. ln, too, used field observations to develop practical programs tailored to local needs, and ya applied linguistic research techniques to real-world research challenges. this mirrors kolb’s view that assimilators excel at organizing and synthesizing abstract ideas into comprehensive frameworks, showcasing their ability to deeply understand and apply knowledge in new contexts. the converging learning style, which emphasizes applying theory to solve real-world problems, was another prominent feature in the participants’ experiences. vy used linguistic theories in her teaching and research, adapting to time constraints and unexpected challenges. aa, similarly, transformed academic knowledge into tangible community service initiatives, such as the smart house, to address local issues. ln applied her knowledge to enhance the local economy through initiatives like the traditional tourism market, while ya adapted her research techniques to the challenges posed by the covid-19 pandemic. according to kolb, convergent learners are solution-oriented and excel in applying theoretical knowledge to practical problems, and these examples align with that definition. accommodating learners, who excel in flexibility and collaboration, were also wellrepresented in the mbkm program. vy’s ability to adapt to new research and teaching environments demonstrated her accommodating style, while aa’s ability to work with different stakeholders and modify his projects to meet local needs highlighted his flexibility. ln faced several challenges, including funding issues and the pandemic, but adapted by seeking alternative solutions and collaborating with others. ya demonstrated her accommodating style by managing time constraints effectively and working closely with peers and mentors. kolb suggests that accommodators thrive in experiential tasks that require flexibility and hands-on learning, a trait that all four participants displayed. finally, the diverging learning style, characterized by reflection and the generation of creative solutions, was evident in all participants. vy, for example, creatively adapted to the online research environment during the pandemic. aa, when designing community projects, sought feedback from the community to ensure the projects met their needs. ln reflected on feedback from her team to improve her initiatives, and ya kept a detailed logbook to assess challenges and refine her approach. divergent learners, as kolb suggests, excel in situations that require creativity, reflection, and consideration of multiple perspectives, all of which were crucial in the mbkm program. the mbkm program demonstrated the value of accommodating various learning styles, as it enabled students to integrate academic knowledge with practical, real-world experiences. the program’s flexibility allowed participants to adapt their learning styles to overcome challenges such as the covid-19 pandemic, time management issues, and hariswan putera jaya, et al. integrating cloud technology in language learning: development of a basic english grammar e-book 395 | vol. 8, no. 2, 2024(379-396) funding constraints. by combining assimilating, converging, accommodating, and diverging styles, participants were able to enhance their problem-solving, adaptability, and collaboration skills. these experiences underline the importance of experiential learning, as proposed by kolb’s theory, which emphasizes the continuous cycle of experience, reflection, thinking, and application. the mbkm program exemplifies how different learning styles can contribute to the personal and professional growth of students, preparing them for complex challenges in both academic and professional environments. conclusion the results of this study emphasize, from a learning cycle and learning style perspective, the experiences of students engaged in the merdeka belajar-kampus merdeka (mbkm) program in the english education study program at fkip universitas bandar lampung. four students aa, ln, vy, and ya shared experiences that clearly revealed how they applied the learning cycle and learning styles during the program. regarding the learning cycle, every four of the four pupils displayed consistent stages: concrete experience, reflective observation, abstract idealization, and active experimentation. they participated actively in real-world events, thought back on them, created fresh ideas based on their observations, and then put these ideas to use in useful contexts. these encounters improved their practical abilities including time management, problem-solving, and adaptation to obstacles including those presented by the covid-19 pandemic, therefore augmenting their knowledge of academic theories. moreover, the pupils showed variations in their learning styles, which reflected personal preferences in using several phases of the learning process. vy, for example, demonstrated assimilation and convergent learning methods in which she assimilated and utilized fresh knowledge with great effectiveness. aa excelled in diverging and accommodating learning styles, giving hands-on experiences and introspection top priority in order to reach creative and adaptive answers. ln and ya also showed different ways of learning, mixing in-depth thought with the application of ideas in practical contexts. this study shows generally that the mbkm program effectively gave students the chance to combine theoretical knowledge with practical field experiences. by use of several learning cycles and approaches, students were able to acquire pertinent skills and equip themselves to meet demands of the actual world. this encounter emphasizes the need of assessment and modification in reaching best results and the possibility of the mbkm program to improve the quality of higher education in indonesia. acknowledgement this paper and the research behind it would not have been possible without the exceptional support of my supervisor. her patience, knowledge, and guidance have been invaluable, steering my work from the initial stages to the final draft of this paper. i am also grateful to yanuar dwi prastyo, s.pd.i., m.a., ph.d, dean of the faculty of teacher training and education, and deri sis nanda, s.s., m.hum., ph.d, head of the english education study program at universitas bandar lampung, for their administrative and academic support. the feedback and encouragement provided by all lecturers and staff of the english education study program have been integral to shaping this research. references amelia k. & mustakin h. (eds). (2020). tantangan covid-19 terhadap implementasi kampus merdeka. aceh : syiah kuala university press dirjen dikti kemendikbud. (2020). buku panduan pelayanan merdeka belajar dan kampus merdeka. merdeka belajarkampus merdeka, 1–33. http://dikti.kemdikbud.go.id/wpcontent/uploads/2020/04/buku-panduan-merdeka-belajar-kampus-merdeka-2020 ke-sd-an. j. p., widiyono, a., irfana, s., guru, p., dasar, s., islam, u., ulama, n., & belajar, m. (2021). implementasi merdeka belajar melalui kampus mengajar perintis di sekolah dasar. hariswan putera jaya, et al. integrating cloud technology in language learning: development of a basic english grammar e-book 396 | vol. 8, no. 2, 2024(379-396) metodik didaktik : jurnal pendidikan ke-sd-an, 16(2), 102–107. https://doi.org/10.17509/md.v16i2.30125 kolb, a. y., & kolb, d. a. (2017). experiential learning theory as a guide for experiential educators in higher education. experiential learning & teaching in higher education, 1(1), 7-44. kolb, d. a. (1984). experience as the source of learning and development second edition. in pearson education, inc. upper saddle river. https://doi.org/10.1002/job.4030080408 matsuo, m. (2015a). ladi, r. a. b., & soma, r. (2023). efl pre-service teachers’ perception in teaching english process during kampus mengajar program. jelt (jambi-english language teaching), 7(2), 112-117. latifa, h., ratih, k., & maryadi, m. (2023). implementing the merdeka curriculum in english language teaching: a study of teacher learning steps. voices of english language education society, 7(3), 640-651. a framework for facilitating experiential learning. human resource development review, 14(4), 442-461. matsuo, m. (2015b). a framework for facilitating experiential learning. human resource development review, 14(4), 442-461. novita, w., & suranto. (2023). the impact of the merdeka belajar-kampus merdeka (mbkm) program in improving student competence. journal of educational science and research, 3(2), 146-162. priatmoko, s., & dzakiyyah, n. i. (2020). relevansi kampus merdeka terhadap kompetensi guru era 4.0 dalam perspektif experiential learning theory. at-thullab : jurnal pendidikan guru madrasah ibtidaiyah, 4(1), 1. https://doi.org/10.30736/atl.v4i1.120 sinaga, d. m., sinaga, n. t., & napitupulu, f. d. (2023). students' perception of mbkm at university hkbp nommensen medan. education achievement: journal of science and research, 4(2), 200-214. siregar, n., sahirah, r., & harahap, a. a. (2020). konsep kampus merdeka belajar di era revolusi industri 4.0. fitrah: journal of islamic education, 1(1), 141–157. suhartoyo, e., wailissa, s. a., jalarwati, s., samsia, s., wati, s., qomariah, n., dayanti, e., maulani, i., mukhlish, i., rizki azhari, m. h., muhammad isa, h., & maulana amin, i. (2020). pembelajaran kontekstual dalam mewujudkan merdeka belajar. jurnal pembelajaran pemberdayaan masyarakat (jp2m), 1(3), 161. https://doi.org/10.33474/jp2m.v1i3.6588 wahyuni, s., fitriyah, i., & hasanah, i. (2023). the implementation of merdeka belajar curriculum at english department of indonesian universities. jeels (journal of english education and linguistics studies), 10(2), 307-332. yardley, s., teunissen, p. w., & dornan, t. (2012). experiential learning: transforming theory into practice. medical teacher, 34(2), 161–164. https://doi.org/10.3109/0142159x.2012.643264 yusuf, m., arfiansyah, w., & sunan ampel surabaya, u. (2021). konsep “merdeka belajar” dalam pandangan filsafat konstruktivisme. jurnal studi kependidikan dan keislaman, 7(2), 120. http://www.dpr.go.id/doksetjen/dokumen/apbn_anggaran_pendidikan_dalam_apbn _2013013013570 https://doi.org/10.17509/md.v16i2.30125 https://doi.org/10.30736/atl.v4i1.120 https://doi.org/10.33474/jp2m.v1i3.6588 https://doi.org/10.3109/0142159x.2012.643264 http://www.dpr.go.id/doksetjen/dokumen/apbn_anggaran_pendidikan_dalam_apbn_2013013013570 http://www.dpr.go.id/doksetjen/dokumen/apbn_anggaran_pendidikan_dalam_apbn_2013013013570 english franca academic journal of english language and education https://doi.org/10.29240/ef.v8i2.12378 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 8, no 2, 2024, page 461-474 article info: http://journal.iaincurup.ac.id/index.php/english received 24 april 2024; received in revised form 10 july 2024; accepted 24 august 2024, available online 24 november 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license copyright (c) 2024 author the effectiveness of the tpack-based problem-based learning model on the learning outcomes sri yuliani1, kurnia saputri2 1 2 university of muhammadiyah palembang corresponding email: nyimasyuliani71@gmail.com to cite this article: yuliani, s., & saputri, k. (2024). the effectiveness of the tpack-based problem based learning model on the learning outcomes. english franca: academic journal of english language and education, 8(2 november), 461–474. retrieved from https://doi.org/10.29240/ef.v8i2 november.12378 introduction learning to write in the context of writing exposition texts is an important skill that students must master, especially in english lessons. writing is characterized as the act of communicating a message through written language, enabling students to articulate their ideas and opinions (suporno and yunus, 2008). exposition text is a type of text that aims to explain, convey, or elaborate information that can expand the reader's knowledge and views (darma, 2014; suparno and yunus, 2008). however, based on an initial survey at sma negeri 13 palembang, it was found that around 50-75% of students still have difficulties understanding and writing exposition texts correctly. this difficulty is caused by several factors, including students' lack of understanding of the concept of exposition and their tendency to use personal opinions in writing, which should not be present in the text of the exposition (yusri). in addition, students also feel less enthusiastic about writing, finding this activity difficult and boring. this is primarily attributable to the traditional and predominantly declarative learning model, which fails to promote active student engagement in the educational process (sitawati & indriani, 2019). to overcome this problem, a problem-based learning model (problem-based learning) is proposed as a more effective alternative. this model is designed to facilitate students in abstract. the purpose of this research is to compare the learning results of students taught using the tpack-based problem-based learning model in class x at sma negeri 13 palembang, as well as to examine the instructional strategies used by the teachers. the research approach used is quantitative. the study sample consisted of two classes: x1 (the experimental group) and x2 (the control group), both of which included 35 students each. assessments and interviews are examples of tool-based data collecting procedures. the data were analyzed using an independent samples t-test in spss 26. the data revealed that the t-obtained (sig. 2-tailed) was 0.002 lower than the t-table value of 0.05, leading to the conclusion that a disparity exists in student learning outcomes between those instructed using the tpack-based pbl model and those taught via traditional methods. the pbl methodology is beneficial for students in grade x at sma negeri 13 palembang. moreover, the interview results indicated that teachers exclusively employ a conventional instructional model characterized by mere explanations and textbook exercises. additionally, challenges encountered in the classroom learning process include insufficient school facilities, particularly the lack of internet connectivity, hindering access to available information, as well as the teachers' limited proficiency in utilizing existing technology. keywords: effectiveness, problem-based learning model, tpack https://doi.org/10.29240/ef.v8i2.12378 https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:nyimasyuliani71@gmail.com https://doi.org/10.29240/ef.v8i2%20november.12378 sri yuliani & kurnia saputri the effectiveness of the tpack-based problem based learning model on the learning outcomes 462 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 6 1 4 7 4 ) facing real problems related to their lives so that they not only receive information from teachers but also are actively involved in the learning process (serli lestari et al., 2018). this approach aims to enable students to cultivate self-regulation skills, engage in metacognitive thinking, and relate their knowledge to real-life situations. the integration of technology in education is crucial, as educators are anticipated to amalgamate pedagogical, professional, and technical competencies within the teaching and learning framework (mahsun in kurnia journal, 2015). the use of intricate and comprehensive online learning resources might enhance students' comprehension of the content. the study's findings demonstrate that the application of the problem-based learning approach improves students' competence in writing expository texts. consequently, educators need to devise novel learning strategies that facilitate interactive and creative student engagement, thereby enhancing their academic performance (sudjana, 2016). secondly, serli lestari et al. (2018) authored "the effect of the use of problem-based learning (pbl) model on the ability to produce exposition texts." the employed research methods include a pseudo-experimental design and a quantitative approach, specifically utilizing field research. the resemblance of the research title by sherli lestari et al. with the author's research is that they both examine the influence of the pbl model, research approach, type of research, and the ability to examine exposition texts. this study's distinction is the implementation of the problem-based learning model, which is combined with technological integration in education. by utilizing complex and effectively packaged online learning media, this research seeks to create an interactive and innovative learning atmosphere. this is an innovation that distinguishes this study from previous studies, which tend to use conventional methods. thus, this research not only focuses on improving students' writing skills but also on developing their critical and creative thinking skills in dealing with real problems. although prior research has investigated the effects of problem-based learning (pbl) on student engagement and writing skills, few studies have analyzed its incorporation with the tpack framework in english language education. the majority of current research has concentrated on general pedagogy, neglecting the significance of digital literacy and technology integration. this research addresses this gap by examining how the pbl approach, in conjunction with tpack, might enhance students' writing abilities, specifically in the authoring of expository texts. the results enhance the current research by providing empirical data about the efficacy of pbl-based tpack in addressing students' writing difficulties and fostering higher-order thinking abilities. theoretical framework problem-based learning problem-based learning (pbl) is an educational strategy that employs real-world scenarios to help students absorb material, enhance critical thinking and problem-solving skills, and develop competencies. according to ardianti et al. (2022), pbl is founded on constructivist theory, which emphasizes the active nature of learning in which students gain knowledge via experience and reflection. furthermore, ibrahim and nur (2000) said that in pbl, students face real-world difficulties designed to encourage learning so that they may develop higher-order thinking skills and efficient problem-solving abilities. pbl defines the teacher's role as a facilitator, guiding students through inquiry processes and the acquisition of new information. this is consistent with the results of arrul et al. (2024), who stressed the importance of teacher involvement in supporting problem-based learning and shaping students' cognitive frameworks. integrating the problem-based learning (pbl) model with the technological pedagogical content knowledge (tpack) framework has emerged as a high-priority research area for increasing educational quality. tpack is a framework that combines technical, pedagogical, and content knowledge, enabling educators to design and implement effective learning by optimizing technology utilization. meanwhile, pbl is a problem-solving-based learning style that promotes critical thinking and a thorough comprehension of the topic. sri yuliani & kurnia saputri the effectiveness of the tpack-based problem based learning model on the learning outcomes 463 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 6 1 4 7 4 ) technological pedagogical subject knowledge (tpack) technological pedagogical subject knowledge (tpack) is a framework that blends technology, pedagogy, and subject knowledge to assist educators in effectively teaching in the digital age. according to rahmadi (2019), tpack emphasizes the need for 21st-century instructors to be able to employ a variety of technology instruments, both conventional and contemporary, to aid in learning and enhance student results. according to janah (2023), there are seven major components to tpack: technical expertise, educational background, subject matter expertise, technical and educational background, technical and subject matter expertise, technical and subject matter expertise, technical and subject matter expertise, and technical, pedagogical, and subject matter expertise. teachers may create a rich and engaging learning environment for their students by integrating these three components using tpack. in order to determine if the tpack-based pbl paradigm improved students' scientific literacy in science education from elementary to high school, ichsan et al. (2022) performed a meta-analysis. using this methodology, the average effectiveness is 70 with an effect size of 0.42, indicating significant efficacy. stefani et al.'s 2021 research found that using the tpackbased pbl paradigm in integrated theme learning at sdn 07 pandam gadang improved the learning process. the observation rate of the learning implementation plan (rpp), which increased from 81.93% to 94.44%, as well as teacher and student activities, demonstrate this progress. furthermore, salma et al. (2025) demonstrated how the pbl model applied with the tpack approach might help students develop their critical thinking abilities in learning pancasasa and citizenship education. this study's findings confirm that combining pbl with tpack works well for improving students' critical thinking abilities. 2020's wardani and jatmiko also looked at how well pbl models combined with tpack-based physics instruction improved students' critical thinking abilities. the significant increase in the average n-gain score in the high category indicates that this learning effectively improved students' critical thinking abilities. purwaningsih et al. (2023) found that the tpack-based pbl paradigm was effective in improving fifth-grade ipas subject learning outcomes. the average value of student learning outcomes changed from 75.00 in cycle i to 84.62 in cycle ii, indicating a significant increase in classical completeness. the aforementioned research shows that combining the pbl paradigm with the tpack framework improves numerous elements of learning, including scientific literacy, critical thinking ability, and student performance results. thus, the use of this model may be a useful technique for improving educational quality at different developmental stages. materials and method the present research used an experimental approach, using a quasi-experimental design. a quasi-experiment was chosen so that researchers could assess the treatment effect of a tpack-based problem-based learning model vs a control group that employed conventional methods. in the pretest-posttest control group design, the experimental group was taught using the tpack-based pbl paradigm, while the control group was taught using conventional methods such as lectures and textbook practice problems. to measure the influence of this learning model on student results in producing expository texts, assessments were done twice: first, before the intervention (pretest), and then after the treatment. the participants in this study were students from class x at sma negeri 13 palembang, with 35 in the experimental group and 35 in the control. the participants were chosen using the purposive sample approach, which is based on certain criteria, in this instance, students who have trouble creating exposition texts. this study's instruments included written exams (pretest and posttest), instructor interviews, observations, and documentation. the pretest was used to assess students' initial skill in producing exposition text before therapy, and the posttest was used to assess students' progress after learning. this test's evaluation rubric sri yuliani & kurnia saputri the effectiveness of the tpack-based problem based learning model on the learning outcomes 464 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 6 1 4 7 4 ) contains criteria such as text structure, cohesion and coherence, language usage, and concept originality. in addition, interviews were performed to learn about the prevalent teaching techniques used by instructors as well as the challenges associated with using technology in education. observation was employed to determine student activity throughout the learning process in both experimental and control courses, while documentation was used to gather data on student learning outcomes and instructional materials used in the research. data collection was conducted through several stages. the first stage was the implementation of the pretest to determine students' initial ability in writing an exposition text. furthermore, the experimental group received learning with the tpack-based pbl model, where students were given real problems that they had to solve with the help of technology, while the control group was taught using the lecture method and practice questions from the textbook. during the learning process, observations were made to see the level of student activeness as well as the effectiveness of using technology in learning. after that, interviews with teachers were conducted to gain insight into their experience in teaching using conventional methods as well as their opinions on the application of tpack-based pbl. the last step was administering the posttest to see if learning outcomes had improved after the therapy. both qualitative and quantitative techniques were used in the data analysis process. the normality of the data was assessed using a quantitative kolmogorov-smirnov test; the homogeneity of variance between the experimental and control groups prior to treatment was confirmed using levene's test; and the pretest and posttest scores within each group were compared using a paired sample t-test. furthermore, the independent sample t-test was used to improve learning results. interview and observation data were analyzed qualitatively to identify the problems that instructors experience when adopting technology and to assess the efficacy of the tpack-based pbl method in increasing student involvement and knowledge. the study's results indicated that the tpack-based pbl approach improved students' exposition text writing abilities at sma negeri 13 palembang. 1. descriptive analysis descriptive analysis is a way to describe the data that has been collected by drawing conclusions that apply in general. 2. test t the t-test evaluates the veracity of claims about the influence of the learning model on academic performance. according to the test conditions, if the t statistic is greater than the t-table value, the alternative hypothesis (ha) is accepted and the null hypothesis (ho) is rejected, suggesting that the pbl model significantly affects student results. it is necessary for the t-count to be less than the t-table. in this context, the null hypothesis (h0) is accepted and the alternative hypothesis (ha) is rejected, demonstrating that the tpack-based problem-based learning paradigm has no effect on student learning outcomes. results and discussion results a comparison of the test results from the control and experimental groups follows: first, the control group's preand post-test results; second, the experimental group's results; third, the evaluation of the normality and homogeneity of the pretest and post-test results in both groups; fourth, the differences between the experimental group's pretest and post-test results; fifth, the differences between the control group's pretest and post-test results. pretest and post-test results of control class students the students who took part in the pretest in the control class amounted to 35 students. pre-tests are given before treatment. the distribution of student pretest scores presented in the table is as follows: sri yuliani & kurnia saputri the effectiveness of the tpack-based problem based learning model on the learning outcomes 465 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 6 1 4 7 4 ) table 1. statistical data of pretest scores of control class students ` valid 35 missing 0 mean 70.69 std. error of mean 2.409 median 72.00 mode 64a std. deviation 14.249 variance 203.045 range 48 minimum 40 maximum 88 sum 2474 table 1 displays the pretest outcomes for the control group. the mean score is 70.69, the median score is 72.00, the mode is 64, the standard deviation is 14.249, the highest score, achieved by five students, is 88, and the lowest score, attained by 2 students, is 40. table 2. distribution of students' pretest scores in the control class frequency percent valid percent cumulative percent valid 40 2 5.7 5.7 5.7 48 2 5.7 5.7 11.4 52 1 2.9 2.9 14.3 60 4 11.4 11.4 25.7 64 5 14.3 14.3 40.0 68 3 8.6 8.6 48.6 72 2 5.7 5.7 54.3 76 2 5.7 5.7 60.0 80 3 8.6 8.6 68.6 84 5 14.3 14.3 82.9 86 1 2.9 2.9 85.7 88 5 14.3 14.3 100.0 total 35 100.0 100.0 table 2 indicates that the control class's lowest pretest score was 5.7%, resulting in a score of 40. five students (14.3%) attained the highest score of 88, as announced. the subsequent table illustrates the distribution of post-test scores for the control group: table 3. statistical data of posttest scores of students in the control class valid 35 missing 0 mean 78.86 std. error of mean 2.091 median 80.00 sri yuliani & kurnia saputri the effectiveness of the tpack-based problem based learning model on the learning outcomes 466 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 6 1 4 7 4 ) mode 80 std. deviation 12.370 variance 153.008 range 36 minimum 60 maximum 96 sum 2760 the control group's post-test results are shown in table 3. three students had the maximum score of 96, six students received the lowest score of 60, the mean score is 78.86, the median score is 80, the mode is 80, and the standard deviation is 12.370. table 4. results of posttest score distribution of students in the control class frequency percent valid percent cumulative percent valid 60 6 17.1 17.1 17.1 64 2 5.7 5.7 22.9 68 1 2.9 2.9 25.7 72 3 8.6 8.6 34.3 76 2 5.7 5.7 40.0 80 8 22.9 22.9 62.9 88 3 8.6 8.6 71.4 92 7 20.0 20.0 91.4 96 3 8.6 8.6 100.0 total 35 100.0 100.0 table 4 indicates that the highest score of 96 (8.6%) was achieved by 3 students, whereas the lowest score of 60 (17.1%) was attained by 6 students. the most prevalent score, averaging 22.9%, was achieved by 8 students who obtained a score of 80. table 5. pretest statistical data of students in the experimental class n valid 35 missing 0 mean 77.14 std. error of mean 2.045 median 80.00 mode 80 std. deviation 12.100 variance 146.420 range 40 minimum 56 maximum 96 sum 2700 the experimental group's pre-test results are shown in table 5. the scores are as follows: 77.14 for the mean, 80 for the median, 80 for the mode, and 12,100 for the standard deviation. two pupils received the lowest score, and three students received the highest, 96. table 6. results of the distribution of students' pretest scores in the experimental class frequency percent valid percent cumulative percent valid 56 2 5.7 5.7 5.7 60 5 14.3 14.3 20.0 68 3 8.6 8.6 28.6 sri yuliani & kurnia saputri the effectiveness of the tpack-based problem based learning model on the learning outcomes 467 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 6 1 4 7 4 ) 72 3 8.6 8.6 37.1 76 3 8.6 8.6 45.7 80 7 20.0 20.0 65.7 84 3 8.6 8.6 74.3 88 3 8.6 8.6 82.9 92 3 8.6 8.6 91.4 96 3 8.6 8.6 100.0 total 35 100.0 100.0 according to table 6, the experimental class's maximum pre-test score is 5.7%, which results in a score of 5.6. three students (8.6) received a score of 9.6, which is regarded as the best possible score. seven students received a score of 80, while the most common average score was 20.0%. table 7. data on posttest scores of students in experimental classes valid 35 missing 0 mean 87.20 std. error of mean 1.465 median 88.00 mode 96 std. deviation 8.666 variance 75.106 range 28 minimum 72 maximum 100 sum 3052 table 7 reveals that the experimental class's post-test results yield an average score of 87.20, a median score of 88, a mode of 96, and a standard deviation of 8.666. three students attained the maximum score of 100, while three students received the minimum score of 72. table 8. results of distribution of posttest scores of students in the experimental class frequency percent valid percent cumulative percent valid 72 3 8.6 8.6 8.6 76 3 8.6 8.6 17.1 80 6 17.1 17.1 34.3 84 2 5.7 5.7 40.0 88 6 17.1 17.1 57.1 92 5 14.3 14.3 71.4 96 7 20.0 20.0 91.4 100 3 8.6 8.6 100.0 total 35 100.0 100.0 the experimental class's post-test results are shown in table 8, with the lowest score (8.6%) receiving a score of 72. on the other hand, 8.9% of those who scored 100 were classified as having the highest score. sri yuliani & kurnia saputri the effectiveness of the tpack-based problem based learning model on the learning outcomes 468 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 6 1 4 7 4 ) table 9. normal pretest scores of students in control and experiment classes pretest_control pretest_exp n 35 35 normal parametersa,b mean 70.69 77.14 std. deviation 14.249 12.100 most extreme differences absolute .143 .136 positive .112 .122 negative -.143 -.136 test statistic .143 .136 asymp. sig. (2-tailed) .066c .099c a. test distribution is normal b. calculated from data. c. lilliefors significance correction. because of the relevance, table 9 shows that the pre-test results for both the experimental and control groups are regarded as normal. the result exceeded the significance level of 0.05. the control group scored 0.066 on the pre-test, but the experimental group scored 0.099. table 10. normality posttest of students in control and experiment classes posttest_control posttest_exp n 35 35 normal parametersa,b mean 78.86 87.20 std. deviation 12.370 8.666 most extreme differences absolute .142 .140 positive .114 .140 negative -.142 -.139 test statistic .142 .140 asymp. sig. (2-tailed) .073c .081c a. test distribution is normal. b. calculated from data. c. lilliefors significance correction. the post-test results for both the experimental and control groups are regarded as normal as the value is more than the significance level of 0.05, as shown in table 10. the experimental group scored 0.068 on the post-test, compared to 0.073 for the control group. table 11. homogeneity of posttest values in experimental class and control class levene statistic df1 df2 sig. student_score based on mean 2.345 1 68 .130 based on median 1.986 1 68 .163 based on the median and with adjusted df 1.986 1 59.330 .164 based on trimmed mean 2.291 1 68 .135 sri yuliani & kurnia saputri the effectiveness of the tpack-based problem based learning model on the learning outcomes 469 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 6 1 4 7 4 ) given that the significance value of 0.130 is more than the significance criterion of 0.05, table 11 demonstrates a significant difference in post-test scores between the experimental and control groups. table 12. difference between pre-test and post-test scores in experimental classes mean n std. deviation std. error mean pair 1 pretest_exp 77.14 35 12.100 2.045 posttest_exp 87.20 35 8.666 1.465 according to the experimental class's results, their mean score before to the test was 77.14, with a mean pre-test standard error of 2.045 and a standard deviation of 12.100 (table 12). their average score following the test was 87.20 (table 12), with a mean post-test standard error of 1.465 and a standard deviation of 8.666. table 13. results of paired sample t-test in the experiment class paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pretest_exp posttest_exp 10.057 15.351 2.595 -15.330 -4.784 3.876 34 .000 due to the significant difference between the experimental class's preand post-test scores, the null hypothesis (ho) is rejected and the alternative hypothesis (ha) is accepted, according to the paired-sample t-test results, which included a t-value of -10.057, 34 degrees of freedom (df), and a significance level (2-tailed) less than 0.05. table 14. difference in pre-test and post-test scores in the control class pair 1 pretest control 70.69 35 14.249 2.409 posttest control 78.86 35 12.370 2.091 table 14 indicates that the control class's average pre-test score was 70.69, accompanied by a standard deviation of 14.249, an average standard error of 78.8, and a standard deviation of 12.370. conversely, the mean post-test standard error value was 2.091. table 15. results of paired sample t-test in the control class paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pretest control posttest control 8.171 18.939 3.201 -14.677 -1.666 2.553 34 .015 it was determined that the resultant t-value was -8.171 using a two-tailed significance threshold of 0.05 and 34 degrees of freedom in the pair sample t-test. the null hypothesis (ho) was rejected and the alternative hypothesis (ha) was accepted as a result of the significant difference between the control group's preand post-test results. comparison between post-test scores in the control class and experimental class sri yuliani & kurnia saputri the effectiveness of the tpack-based problem based learning model on the learning outcomes 470 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 6 1 4 7 4 ) based on the results of the investigation, the researcher aimed to compare the experimental and control classes' score results. the findings are shown in table 16. table 16. results of independent sample t-test categories n mean std. deviation std. error mean students score posttest control 35 78.86 12.370 2.091 posttest 35 87.20 8.666 1.465 the findings of the independent sample t-test in table 16 indicate that n is a study sample of 35 students. the average post-test score in the experimental group was 8,666, with a mean standard deviation of 1,465. the independent sample t-test used to compare the posttest results in the experimental and control groups is displayed in table 16. table 17. comparison of post-test scores in the experimental class and the control class levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper equal variances assumed 4.722 .033 3.268 68 .002 -8.343 2.553 -13.437 -3.249 equal variances were not assumed. 3.268 60.898 .002 -8.343 2.553 -13.448 -3.238 the aforementioned statistics indicate a significance level of 0.002, with a difference of -8343 between the post-tests of each group. the experimental class exhibits a significant difference when 0.002 is less than the alpha value of 0.05. the results indicate an enhancement in the learning outcomes of the experimental class students. according to the study, grade x students at sma negeri 13 palembang had superior learning outcomes than the control group, which was taught using traditional methods. this was especially true for the experimental group, which was taught using the problem-based learning model (pbl) based on tpack. the mean pre-test and post-test scores for the experimental class increased from 77.14 to 87.8. indicating a considerable improvement in the experimental class's learning outcomes, the control class increased from 70.69 to 78.8. the significance level indicates that the independent-sample t-test analysis revealed a significant difference. the alternative hypothesis (ha) is accepted and the null hypothesis (ho) is rejected by the two-tailed p-value of 0.002 (<0.05). according to interviews, english teachers at this school often use traditional teaching strategies, including lectures and practice questions, rather than the student-based learning approach suggested by the independent curriculum, which results in less active participation from the students. teachers also encounter challenges when using technology, including inadequate facilities (all classrooms share a single lcd, and there is no internet in the classroom), as well as certain teachers who feel less tech-savvy, particularly because of their age. discussion sri yuliani & kurnia saputri the effectiveness of the tpack-based problem based learning model on the learning outcomes 471 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 6 1 4 7 4 ) the results of this study demonstrate that students' capacity to write expository essays is much enhanced by the use of the problem-based learning (pbl) framework, which is founded on technological pedagogical content knowledge (tpack). proof is provided by the experimental group's noticeably better post-test outcomes as compared to the control group. these findings are in line with past studies that show how well pbl works to improve writing skills. according to ali and hasanah (2024), pbl significantly enhanced boarding school students' writing skills, proving its usefulness in a range of educational contexts. according to this study, students' exposition text writing skills are significantly improved when the problembased learning (pbl) paradigm is based on technological pedagogical content knowledge (tpack). the findings of zainuddin et al. (2022), who found that creating big book utilizing the tpack model helps improve writing literacy in primary school students, are in line with this conclusion. moreover, the use of tpack inside the pbl framework allows a more comprehensive method for teaching writing. by adeptly integrating technological instruments with pedagogical methodologies and subject matter expertise, educators may cultivate a more stimulating and efficacious learning atmosphere. this combination not only promotes the development of writing skills but also augments students' critical thinking and problem-solving capabilities. rahmawati and liansari (2023) advocate this viewpoint, emphasizing that pbl promotes active learning and critical thinking, which are essential components for improving writing skills. furthermore, permata (2023) discovered that the implementation of the project-based learning (pjbl) model, utilizing a tpack approach and augmented by serialized image media, enhances poetry writing skills among tenth-grade students. the findings demonstrate that the incorporation of tpack in diverse learning models, including pbl and pjbl, effectively enhances students' writing abilities. the significant improvement in the experimental group's writing ability may be ascribed to many elements intrinsic to the pbl paradigm. primarily, pbl fosters profound engagement with the subject matter, enhancing comprehension of the topic being addressed. secondly, the collaborative aspect of pbl enables students to learn from their colleagues, acquiring various viewpoints that might enhance their writing. overall, this study adds empirical evidence that the combination of pbl and tpack offers a comprehensive approach to writing instruction that meets the cognitive and technological demands of modern education. the integration of technology through the tpack framework provides students with additional tools and resources to support their writing process, such as information access, the use of digital writing tools, and collaborative platforms, all of which contribute to improved writing outcomes. ultimately, the problem-solving component of pbl necessitates that students engage in critical thinking and systematically arrange their ideas and competencies that are directly applicable to writing assignments. conversely, the control group instructed using conventional lecture techniques and textbook assignments did not demonstrate a comparable degree of improvement. this indicates that traditional teaching approaches may be ineffective in cultivating writing skills, maybe owing to their passive learning style, which may fail to adequately engage students or foster critical thinking abilities. these results align with the extensive research on projectbased learning and writing pedagogy. research by rahmawati and liansari (2023) revealed that pbl significantly improves students' writing abilities in experimental report composition, underscoring the model's adaptability across many writing genres. furthermore, the incorporation of technology via the tpack framework equips students with further tools and resources to enhance their writing. this technology integration may enhance information accessibility, simplify the use of digital writing tools, and support collaborative writing platforms, all of which can lead to enhanced writing results. in summary, the integration of pbl and tpack provides a holistic framework for writing teaching that meets the cognitive and technical requirements of contemporary education. this research contributes to the increasing data advocating for creative, student-centered pedagogical approaches to improving writing abilities. future studies may investigate the enduring effects of this integrated methodology and its relevance to other domains of language sri yuliani & kurnia saputri the effectiveness of the tpack-based problem based learning model on the learning outcomes 472 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 6 1 4 7 4 ) acquisition. the implementation of the tpack-based pbl model enhances students' writing proficiency while fostering critical thinking and problem-solving skills vital for 21st-century education. this study contributes to the empirical evidence endorsing the efficacy of innovative, student-centered pedagogical approaches in enhancing writing skills. future research may investigate the enduring effects of this integrated method and its relevance to additional domains of language acquisition. conclusion students in the experimental class, who were taught exposition text material using the tpack-based problem-based learning (pbl) model, and students in the control class, who were taught using traditional methods, showed significantly different post-test scores, according to a study done in class x at sma negeri 13 palembang. the problem-based learning model based on tpack was effectively applied to grade x students, as evidenced by the data analysis using spss 26 and an independent sample t-test, which showed that ha's hypothesis was confirmed while ho's was rejected. interviews with instructors at this school indicated that new learning models and approaches are seldom used owing to restricted facilities and limits in the use of information technology, particularly due to teachers' lack of technical abilities. acknowledgment the researcher would like to gratitude for all people that contribute in finishing this research: the dean of teacher and training faculty, the head of english education study program, and all english teachers and students at sma n 13 palembang. references ali, s. m., & hasanah, n. (2024). using problem-based learning (pbl) in improving writing skill at boarding school. international journal of multicultural and multireligious understanding, 11(1), 212-221. ardianti, r., sujarwanto, e., & surahman, e. (2021). problem-based learning: apa dan bagaimana. diffraction: journal for physics education and applied physics, 3(1), 27-35. arrul, a. h., & yuliani, f. (2024). penerapan model pembelajaran problem based learning dalam membentuk konsep berpikir peserta didik. la-tahzan: jurnal pendidikan islam, 16(1), 13-27. ibrahim, m., & nur, m. (2000). pengajaran berdasarkan masalah. ichsan, i., suhaimi, s., amalia, k. n., santosa, t. a., & yulianti, s. (2022). pengaruh model pembelajaran problem based learning berbaisis tpack terhadap ketrampilan literasi sains dalam pembelajaran ipa siswa tingkat sd sampai sma: sebuah metaanalisis. jurnal pendidikan dan konseling (jpdk), 4(5), 2173-2181. janah, e. f. (2022). konsep dan implementasi tpack pada pembelajaran di sekolah dasar. kalam cendekia: jurnal ilmiah kependidikan, 10(2), 348-355. lestari et al. 2017. the effect of the use of problem-based learning (pbl) model on the ability to produce exposition texts. thesis (online) downloaded may 25, 2018, pp. 230243 mahsun, m. s. (2005). metode penelitian bahasa: tahapan strategi, metode dan tekniknya. pt rajagrafindo persada. narbuko, c., & achmadi, a. (2005). metodepenelitian. penerbit bumi aksara, jakarta. permata, r. (2023, october). penerapan model pembelajaran project based learning (pjbl) dengan pendekatan tpack berbantuan media gambar berseri untuk meningkatkan kemampuan menulis puisi pada peserta didik kelas x sma al ma’soem. in prosiding seminar nasional keguruan dan ilmu pendidikan (vol. 1, no. 1, pp. 19-24). sri yuliani & kurnia saputri the effectiveness of the tpack-based problem based learning model on the learning outcomes 473 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 6 1 4 7 4 ) purwaningsih, d., hasanah, d., & zulfiati, h. m. (2024). penerapan model pbl berbasis tpack untuk meningkatkan hasil belajar muatan ipas sd. pendas: jurnal ilmiah pendidikan dasar, 9(3), 291-310. purwanto. (2013). evaluation of basil learning. yogyakarta: student library. rahmadi, i. f. (2019). technological pedagogical content knowledge (tpack): kerangka pengetahuan guru abad 21. jurnal pendidikan kewarganegaraan, 6(1). rahmawati, d., & liansari, v. (2023). problem-based learning: enhancing grade iii writing skills in experimental reports. academia open, 8(1), 10-21070. rusmono. 2017. learning strategies with problem-based learning. bogor: ghalia indonesia salma, s. n., nuswantari, n., & wismarini, s. n. (2024). peningkatan kemampuan berpikir kritis dalam proses pembelajaran pendidikan pancasila dan kewarganegaraan dengan penerapan model problem based learning (pbl) berbasis pendekatan tpack di kelas vii c smp negeri 12 kota madiun tahun ajaran 2024/2025. kajian moral dan kewarganegaraan, 12(3), 442-452. stefani, s., elva, n., & sumiati, c. (2021). peningkatan proses pembelajaran tematik terpadu dengan menggunakan model problem-based learning (pbl) berbasis tpack di kelas v sdn 07 pandam gadang. jurnal pendidikan tambusai, 5(2), 3255-3260. sudjana, n. (2009). assessment of teaching and learning process results. bandung: remaja rosda karya. tarigan, h. g. (1986). menulis: sebagai suatu keterampilan berbahasa. (no title). wardani, c., & jatmiko, b. (2021). the effectiveness of tpack-based learning physics with the pbl model to improve students' critical thinking skills. international journal of active learning, 6(1), 17-26. zainuddin, m., saifudin, a., lestariningsih, l., & nahdiyah, u. (2022). pengembangan big book dengan model tpack dalam meningkatkan kemampuan literasi menulis anak sd. briliant: jurnal riset dan konseptual, 7(3), 770-777. sri yuliani & kurnia saputri the effectiveness of the tpack-based problem based learning model on the learning outcomes 474 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 6 1 4 7 4 ) empty page english franca academic journal of english language and education doi: 10.29240/ef.v9i1 may.13009http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 9, no 1, 2025, page 173-186 article info: http://journal.iaincurup.ac.id/index.php/english received 24 january 2025; received in revised form 10 july 2025; accepted 02 march 2025, avalaible online 12 may 2025 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open access article under the cc by-sa license copyright (c) 2023 author enhancing students' speaking performance through communicative language teaching (clt) in the english matriculation program faradillah saputri1, harnita rosalia2 , hasrul3, ratnah4 1,3,4 makassar tourism polytechnic, makassar, indonesia ² state university of makassar, makassar, indonesia corresponding email: faradillah@poltekparmakassar.ac.id to cite this article: saputri, f., rosalia, h., hasrul, & ratna. (2025). enhancing students’ speaking performance through communicative language teaching (clt) in the english matriculation program. english franca: academic journal of english language and education, 9(1 may). retrieved from https://doi.org/10.29240/ef.v9i1 may.13009 introduction the room division department in the hospitality industry requires a high level of professional communication skills, as staff members interact closely with guests and manage essential operations such as reception, housekeeping, and front desk management. effective communication is very profitable in the hotel business because they spend most of their time communicating, as well as directing people at the hotel, giving instructions, developing, training, interviewing, hiring, and firing (iwara et al., 2020) for students in programs like the room division study program, effective english communication is crucial, as many guests are international, and proficiency in english enhances service quality and customer satisfaction. rahmadana & pammu (2023) highlighted that speaking skills are vital for students' academic and professional development, yet many vocational and hospitality students face challenges in fluency due to limited real-world practice abstract. this study addresses the challenge of improving english-speaking skills among room division students at makassar tourism polytechnic, crucial for effective communication in hospitality roles. many students struggle with fluency and confidence due to limited practice and language anxiety. to bridge this gap, the english matriculation program (emp) was developed, integrating communicative language teaching (clt) to enhance practical language skills. a preexperimental design was employed with 60 students, who underwent preand post-tests, alongside a questionnaire to gather perceptions of the program’s impact. key clt elements—social engagement, focus on meaning, and critical thinking—were emphasized, with tasks including roleplays and problem-solving exercises that mimic real-world communication. structural equation modelling and paired t-tests indicated a significant improvement in speaking performance, with average scores rising from 39.10 to 62.87. questionnaire results reinforced these findings, with students reporting increased confidence, reduced anxiety, and better fluency. overall, clt’s practical, student-centred approach effectively enhances english proficiency, preparing students for successful communication in the hospitality industry. keywords: communicative language teaching (clt), english-speaking skills, english matriculation program (emp) file:///c:/users/farad/downloads/cccccc https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:faradillah@poltekparmakassar.ac.id https://doi.org/10.29240/ef.v9i1%20may.13009 faradillah, et. al., 2025 enhancing students’ speaking performance through communicative language teaching (clt) in the english matriculation program 174 | v o l . 1 , n o . 1 , 2 0 2 1 ( 1 7 3 1 8 6 ) and language anxiety. zahedpisheh et al. (2017) further noted that restricted vocabulary and lack of speaking opportunities hinder students' professional communication in practical settings. the makassar tourism polytechnic (mtp), an institution under indonesia’s ministry of tourism and creative economy, is committed to preparing students for careers in tourism and hospitality. through its eight study programs across three departments at the diploma iii and iv levels, mtp focuses on equipping students with the skills needed for a competitive industry. within hospitality, the room division study program emphasizes professionalism, cultural sensitivity, and the use of accurate terminology in client-facing roles, where effective communication is key to enhancing guest satisfaction and protecting institutional reputation. (rahayu, 2020)notes that english is a core subject in vocational higher education, with many institutions also offering other languages like chinese, japanese, and french. at mtp, english proficiency is prioritized to meet industry standards, leading to the introduction of an english matriculation program that uses the communicative language teaching (clt) approach. running from september to november 2024, this program supports first-semester students in building the foundational english skills essential for their professional success. however, there is a lack of focused research on how short-term english matriculation programs (emps), particularly those designed with communicative language teaching (clt) principles, impact students in vocational hospitality programs such as room division. most existing studies examine clt in general classroom settings or over extended instructional periods, leaving a gap in understanding its effectiveness in intensive, preparatory programs tailored to industry-specific communication needs. this study addresses that gap by examining how clt-based instruction within the emp influences students' speaking performance in a hospitality context. this research lies in its context-specific approach—investigating the integration of clt in a pre-sessional emp at makassar tourism polytechnic—and its emphasis on real-world communication tasks relevant to room division roles, offering new insights into how short-term, targeted language programs can support professional readiness. the english matriculation program (emp) aims to bridge the gap between students’ existing language abilities and the demands of the professional world. in this program, students take a pre-test to assess their english knowledge. following the initial test, they undergo several days of basic english instruction aimed at enhancing their language skills. the program concludes with a post-test to evaluate their progress. the program is designed to equip students with foundational english skills, focusing particularly on listening, speaking, reading, and writing in the context of the tourism and hospitality industries. this study examines the integration of communicative language teaching (clt) in the english matriculation program (emp) to enhance students' speaking skills. clt prioritizes communication and practical language use over memorization and rigid grammar rules. research by ghafar (2023) highlights the effectiveness of clt in improving communicative competence, especially through realistic speaking activities like role-plays and debates, which simulate real-world scenarios and enhance fluency and interaction. furthermore, kristiana & ningsih (2020) clt fosters critical thinking and problem-solving skills, crucial for students in customer-oriented fields such as hospitality. this approach is particularly beneficial for students in the room division study program, who must not only engage in basic conversations but also develop the confidence and competence needed for operational tasks in english. moreover, sri andayani (2022) emphasizes the importance of clt strategies in english teaching processes, highlighting that effective implementation fosters a more engaging learning environment. ghafar (2023) also discusses how utilizing clt methods can significantly reduce anxiety among high school students when speaking english, further supporting its relevance in educational settings. by incorporating clt methods like role-plays, discussions, problem-solving tasks, and peer interactions, the emp can create an immersive learning environment that mirrors the communication challenges in professional settings, as it enables students to develop not only their english language skills but also the social competencies necessary to navigate the complex interpersonal dynamics encountered in the hospitality industry (mendo-lázaro et al., 2018). faradillah, et. al., 2025 enhancing students’ speaking performance through communicative language teaching (clt) in the english matriculation program 175 | v o l . 1 , n o . 1 , 2 0 2 1 ( 1 7 3 1 8 6 ) theoretical framework students' speaking performance in room division speaking performance in language learning refers to a learner's ability to produce spoken language effectively and appropriately in communication. masuram & sripada, (2020) mentioned that a multifaceted skill that includes not only linguistic accuracy, such as grammar, vocabulary, and pronunciation, but also fluency, coherence, and the ability to interact in realtime with others in different social contexts. according to effendi et al., n.d.)speaking performance reflects both cognitive and sociocultural components. it involves cognitive processes such as memory, attention, and information processing, as well as pragmatic knowledge, which helps learners navigate conversations and adjust their speech according to the context. this definition highlights that speaking performance is not only about the accuracy of speech but also about the ability to manage communication effectively in dynamic and authentic situations. in addition to linguistic competence, speaking performance is influenced by various internal and external factors. psychological factors such as language anxiety can negatively impact a learner's performance, reducing their willingness to speak and inhibiting fluent speech production. (juhana, 2023). conversely, motivation plays a significant role in encouraging learners to engage in speaking activities, take risks, and participate in conversations without fear of making mistakes. (altun, 2023). furthermore, the amount of exposure to the target language and opportunities for practice also greatly impact speaking performance. learners who are exposed to authentic language use in real-life contexts, such as interacting with native speakers, tend to develop higher fluency and greater comfort with spoken communication. (juhana, 2023) the development of speaking performance is also closely tied to interaction and communication opportunities in the classroom. task-based language teaching (tblt) and communicative language teaching (clt) are two instructional approaches that have been shown to significantly enhance speaking performance (eddie & aziz, 2020). these approaches emphasize the importance of using language in meaningful, real-world situations. according to (qasserras, 2023) interaction hypothesis, meaningful interaction with peers and instructors in communicative tasks helps learners process language more efficiently and gain immediate feedback, which contributes to improved fluency and accuracy. recent research by (nggawu & thao, 2023) further supports this view, suggesting that tasks that require students to negotiate meaning and work collaboratively in communicative contexts lead to better speaking outcomes, as they encourage learners to move beyond structured language forms and engage in spontaneous, real-world communication. additionally, (rajitha & alamelu, 2020) speaking performance can be affected by social and cultural factors, such as a learner’s understanding of the cultural norms and communicative conventions of the language they are learning. for instance, learners may struggle with speaking performance if they are unfamiliar with the social expectations of interaction in the target language, such as the level of formality or politeness required in different contexts. (marzec-stawiarska, 2015). the use of authentic materials, such as films, podcasts, or social media, can provide learners with exposure to these cultural nuances and enhance their ability to communicate effectively in a variety of situations. in conclusion, speaking performance is a key component of language learning that reflects both linguistic proficiency and the ability to use language fluently and appropriately in communication. a variety of factors—ranging from cognitive abilities and psychological factors like anxiety to exposure to the language and cultural understanding—impact a learner's speaking ability. approaches like clt and tblt, which emphasize interaction and real-world communication, have proven effective in enhancing speaking performance. by fostering opportunities for authentic communication, providing immediate feedback, and reducing anxiety, educators can significantly improve students' speaking abilities, preparing them for more effective language use in both academic and social contexts. faradillah, et. al., 2025 enhancing students’ speaking performance through communicative language teaching (clt) in the english matriculation program 176 | v o l . 1 , n o . 1 , 2 0 2 1 ( 1 7 3 1 8 6 ) communicative language teaching communicative language teaching (clt) has evolved significantly in recent years, with a focus on enhancing students' speaking skills through interactive and meaningful communication. recent studies emphasize the importance of engaging learners in authentic language use, where communication is not just about grammatical accuracy but about effectively conveying messages in real-world contexts. for instance, (effendi et al., n.d.) highlight that clt fosters a dynamic learning environment that empowers students to develop their speaking proficiency by participating in communicative tasks such as role-plays and discussions. this approach aligns with the idea that language learning should be a social and interactive endeavour, where students actively negotiate meaning and collaborate with peers, thus improving their fluency and confidence in using the language. moreover, the integration of clt within various educational frameworks has shown promising results. lestari, (2024) discuss how the implementation of clt within indonesia's kurikulum merdeka framework prioritizes communication as the main goal of language teaching. this framework encourages student-centred learning and utilizes diverse strategies such as problem-based learning and discovery learning to address challenges like vocabulary limitations and student anxiety. overall, the contemporary application of clt reflects its adaptability and relevance in equipping learners with essential communication skills necessary for success in an increasingly interconnected world. therefore, there are eight crucial characteristics for authentic communicative classroom activities within the clt framework (lestari, 2024; jacobs & farrell, 2003). table 1. characteristics of authentic communicative classroom activities characteristics description classroom activity suggestion learner autonomy this emphasizes the importance of students taking an active role in their learning, where they are more engaged and responsible. it fosters their intrinsic motivation and empowers them to handle more significant aspects of their educational process. create opportunities for students to work in small groups or pairs, encourage lifelong reading habits, and use self-assessment tools to help them build confidence in managing their learning. social nature of learning learning should promote interactive experiences among students in an informal setting, facilitating a collaborative atmosphere. implement group-based projects or collaborative learning activities that engage students in meaningful interactions. curriculum integration merges different academic subjects to enrich the learning experience. use content-based learning and project-oriented activities that incorporate various subjects. focus on meaning teaching should prioritize meaningful language use that contributes to long-term language retention and understanding. utilize task-based learning and have students engage in journal writing to deepen their exploration of language meaning. diversity acknowledges that students come from varied backgrounds and may perceive the same information differently. apply instructional strategies that cater to multiple intelligences and differentiated learning to address diverse student needs. faradillah, et. al., 2025 enhancing students’ speaking performance through communicative language teaching (clt) in the english matriculation program 177 | v o l . 1 , n o . 1 , 2 0 2 1 ( 1 7 3 1 8 6 ) thinking skills incorporate creative and critical thinking into lessons to promote higher-order cognitive skills. combine lessons that include complex group tasks, project-based learning, and assessments that require higher-order thinking. alternative assessment assessments should measure fluency, accuracy, and appropriateness in a way that mirrors real-life language use and encourages critical thinking. use competency-based learning, task-oriented activities, group or pair writing exercises, and portfolio assessments. teachers as colearners encourages teachers to engage in the learning process alongside students, participating and sharing experiences. teachers can join in on student activities and use a portfolio for selfreflection and assessment. recognizing these factors is essential for educators and policymakers. such characteristics highlight the importance of context-driven language use, active interaction, and the inclusion of interdisciplinary components. to successfully apply clt, language instruction should intentionally promote and support these features. thus, the most suitable characteristics of communicative language teaching (clt) for speaking activities can be outlined as follows. first, the social nature of learning is highly relevant, as it emphasizes interaction among students in informal settings. through collaborative learning and projectbased activities, students can practice speaking in a way that enhances their fluency and builds confidence as van den berg et al., (2024) states that social learning is crucial for cultural transmission and adaptive behaviour. it emphasizes that individual differences in reliance on social learning can evolve based on the unpredictability of its benefits. this flexibility allows students to adjust their learning strategies, which can enhance their collaborative skills and overall learning experiences. second, focusing on meaning ensures that language use is meaningful and contextually relevant, aiding long-term retention and natural speaking development. activities such as task-based learning and journal writing provide students with opportunities to explore language in depth and use it effectively during conversations. afrida et al., (2019a) mentioned that meaning-focused instruction aligns with the principles of natural language acquisition, where learners benefit from exposure to comprehensible input in context. this method promotes incidental learning, allowing students to acquire language naturally as they focus on understanding and communication rather than merely on grammatical forms. third, integrating thinking skills is crucial for speaking activities that require more complex responses. encouraging critical and creative thinking through group challenges and project-based tasks helps students articulate their ideas clearly and respond thoughtfully, promoting advanced speaking abilities. fourth, learner autonomy also plays an essential role, as it motivates students to take responsibility for their learning. this can be achieved through self-assessment and small group discussions, which build confidence and foster independent speaking practice. english matriculation program in indonesia, english matriculation programs have become a common approach to address students' varying levels of language proficiency, especially in higher education institutions. according to afrida et al., (2019b) these programs are designed as preparatory courses for new students, particularly those who may lack the necessary language skills to engage effectively in academic environments where english is used. the goal is to align students’ english proficiency with the demands of their specific fields, enabling better comprehension of course material, communication, and participation in academic activities. faradillah, et. al., 2025 enhancing students’ speaking performance through communicative language teaching (clt) in the english matriculation program 178 | v o l . 1 , n o . 1 , 2 0 2 1 ( 1 7 3 1 8 6 ) the focus of english matriculation in indonesia varies depending on the institution and program. in fields like tourism, hospitality, and business, the curriculum often includes industry-specific vocabulary and communicative skills needed for workplace scenarios. (kaptiningrum & mubarok, 2017). typically, these programs emphasize fundamental skills such as reading, writing, listening, and speaking, with a particular focus on practical language use. english matriculation has been tailored to meet the requirements of students in specialised study programmes, such as the room division, at makassar tourism polytechnic. this targeted approach is designed to guarantee that the students are not only linguistically proficient but also industry-ready, capable of addressing the communicative requirements of their field. (studies, 2017). consequently, the mtp language centre conducts a matriculation programme as a pre-sessional course with the objective of evaluating students' prior english knowledge and enhancing their foundational english skills (kaptiningrum & mubarok, 2017). this investigation concentrates on the objectives and procedures of the emp to assess this initiative. furthermore, it collects data on the capabilities of students who are enrolled in this programme for ten meetings and evaluates the factors that either facilitate or impede its execution. materials and methods this study employed a purposive sampling technique to select 60 students from the room division department at makassar tourism polytechnic. these students were chosen specifically because they were enrolled in the english matriculation program (emp), making them ideal participants for evaluating the effectiveness of the program. the selection was based on the participants’ direct involvement in the emp, ensuring that all respondents had similar exposure to the clt-based intervention and reflected the target population of firstsemester hospitality students. this study investigates the effectiveness of the english matriculation program in improving students' speaking performance within the room division study program, using a combined pre-experimental design and quantitative analysis approach. specifically, the study integrates preand post-test assessments with a structured quantitative questionnaire to comprehensively evaluate the impact of communicative language teaching (clt) methods on students’ english proficiency. the instruments used in this study consist of two components: 1. pre-test and post-test: these were used to measure the students’ speaking performance before and after the emp. the assessment focused on five indicators adapted from cefr-based criteria: fluency, vocabulary use, grammatical accuracy, pronunciation, and interactive communication. the scoring rubric was standardized and validated by two english language teaching experts to ensure consistency and objectivity. 2. questionnaire: the questionnaire was designed to assess students' perceptions of the clt elements applied during the program. thus, the research followed a systematic sequence. first, participants completed the pretest to measure their baseline speaking ability. this was followed by ten sessions of cltbased instruction, each focused on enhancing communicative competence through tasks aligned with the identified clt constructs. instructional strategies included group discussions, simulations, role-plays, and task-based learning activities adapted to real-world room division scenarios (e.g., check-in conversations, handling guest complaints). after the final session, students took a post-test to measure improvement in speaking skills. simultaneously, the questionnaire was distributed to capture students' perceptions of the instructional methods and their impact. the responses provided insight into how the three faradillah, et. al., 2025 enhancing students’ speaking performance through communicative language teaching (clt) in the english matriculation program 179 | v o l . 1 , n o . 1 , 2 0 2 1 ( 1 7 3 1 8 6 ) core clt dimensions supported students' language development within a short-term academic context. this study employed structural equation modelling (sem), a statistical approach that enables the simultaneous examination of multiple complex relationships among variables (sarstedt & cheah, 2019). the analysis was conducted using smartpls version 4.0, which provided a robust platform for evaluating the measurement model (reliability, validity) and structural model (hypothesis testing). additionally, the preand post-test scores were analysed using a paired sample t-test (via spss v26) to determine whether students' speaking proficiency showed statistically significant improvement after the intervention. statistical significance was set at p < .05 to validate any observed gains in performance. results and discussion results questionnaire measurement model in this study, several constructs were assessed to evaluate the model's reliability and validity. the data is organized into three main constructs from clt, namely, the social nature, focusing on meaning, and integrating thinking skills to find out the effectiveness of the english matriculation program. each construct includes several indicators that were assessed based on factor loadings, cronbach’s alpha, composite reliability (cr), and average variance extraction (ave). table 2. measurement model assessment construct cronbach’s alpha composite reliability (cr) ave factor loading range the social nature 0.794 0.867 0.620 0.722 – 0.849 focusing on meaning 0.889 0.918 0.693 0.707 – 0.873 integrating thinking skills 0.827 0.884 0.656 0.707 – 0.873 english matriculation prog. 0.884 0.915 0.684 0.806 – 0.854 the construct the social nature comprises indicators a1 to a5, reflecting various social aspects in the context studied. factor loadings range from 0.722 to 0.849, confirming that each indicator contributes effectively. the cronbach’s alpha is 0.794, indicating good internal consistency, and the composite reliability (cr) is 0.867, confirming strong reliability. the average variance extracted (ave) is 0.620, exceeding the 0.50 threshold and supporting convergent validity. focusing on meaning, with indicators b1 to b5, shows factor loadings between 0.707 and 0.873, demonstrating alignment with the construct. a cronbach’s alpha of 0.889 and cr of 0.918 indicate high reliability. the ave of 0.693 further supports convergent validity, confirming that the construct captures significant variance in its indicators. integrating thinking skills includes indicators c1 to c5, with factor loadings from 0.707 to 0.873. the cronbach’s alpha is 0.827, ensuring solid internal consistency, and the cr of faradillah, et. al., 2025 enhancing students’ speaking performance through communicative language teaching (clt) in the english matriculation program 180 | v o l . 1 , n o . 1 , 2 0 2 1 ( 1 7 3 1 8 6 ) 0.884 confirms reliability. an ave of 0.656 supports convergent validity, showing that more than half of the variance is explained by the construct. the english matriculation program, represented by indicators d1 to d5, has factor loadings ranging from 0.806 to 0.854. the cronbach’s alpha is 0.884, with a cr of 0.915, indicating strong reliability. the ave is 0.684, demonstrating robust convergent validity. heterotrait-monotrait ratio (htmt) the heterotrait-monotrait (htmt) correlation ratio was used to assess discriminant validity. the htmt values between each construct pairing are as follows: table 3. heterotrait-monotrait ratio (htmt) the social nature 0.927 focusing on meaning 1.020 integrating thinking skills 1.028 the htmt values for the relationships between the social nature and english matriculation program (0.927), focusing on meaning and english matriculation program (1.020), and integrating thinking skills and english matriculation program (1.028) exceed the conventional 0.90 threshold. these values, close to or above 1, suggest strong correlations among these constructs. normally, such high values might indicate issues with discriminant validity, as they imply that the constructs may not be sufficiently distinct. however, in this research, these higher htmt values are acceptable due to the theoretical underpinning that justifies the interrelatedness of these constructs. for instance, the social nature and english matriculation program are conceptually linked in educational settings, as social interactions often play a crucial role in language acquisition and academic integration, explaining the high correlation. similarly, focusing on meaning and integrating thinking skills are both critical in educational contexts where understanding and cognitive engagement are emphasized, which likely contributes to their strong association with the english matriculation program. studies in the field support the idea that closely related constructs may show high htmt values without necessarily compromising the model's validity. for example, henseler, ringle, and sarstedt (2015) argue that htmt values slightly above the 0.90 threshold can sometimes be acceptable if the constructs are theoretically aligned and if the high correlations contribute meaningfully to the model's explanatory power rather than merely indicating measurement overlap. additionally, sarstedt, hair, and colleagues (2021) note that htmt values in applied research can be interpreted with flexibility when the constructs are conceptually interdependent. therefore, while values above 0.90 generally raise concerns regarding discriminant validity, the significant interrelationships observed here between the social nature, focusing on meaning, integrating thinking skills, and english matriculation program do not detract from the study’s findings but rather highlight the closely connected nature of these constructs within the context of educational outcomes. although the htmt values in this study are high, they are considered acceptable due to the theoretical connections between the constructs. these values underscore the idea that, in educational frameworks, constructs like the social nature, focusing on meaning, and integrating thinking skills are inherently related to the english matriculation program, and their close alignment enriches the model by illustrating the interconnected pathways through which these factors influence student outcomes. structural estimates (path analysis) the structural model was evaluated using path analysis to examine relationships between constructs, including the social nature, focusing on meaning, and integrating thinking faradillah, et. al., 2025 enhancing students’ speaking performance through communicative language teaching (clt) in the english matriculation program 181 | v o l . 1 , n o . 1 , 2 0 2 1 ( 1 7 3 1 8 6 ) skills in relation to the english matriculation program. the results indicate the following significant relationships: table 4. structural estimates (path analysis) tstatistics pvalues vif 𝒇𝟐 𝑹𝟐 h1: a-> d 5.358 0.000 2.000 0.734 0.645 h2: b -> d 3.385 0.000 0.572 0.963 0.944 h3: c -> d 7.226 0.000 the structural model analysis reveals significant positive effects among the constructs examined. specifically, the social nature demonstrates a positive and significant effect on the english matriculation program (h1), with a t-statistic of 5.358 and a p-value of 0.000, indicating strong support for this relationship. similarly, focusing on meaning has a positive and significant impact on the english matriculation program (h2), as shown by a t-statistic of 3.385 and a p-value of 0.000. additionally, integrating thinking skills positively influences the english matriculation program (h3), with a t-statistic of 7.226 and a p-value of 0.000, further reinforcing this connection. since all p-values are below the 0.05 threshold, these findings confirm that each path is statistically significant. this indicates that the social nature, focusing on meaning, and integrating thinking skills are essential contributors within the research model, emphasizing their importance in shaping outcomes in the english matriculation program. pre-test and post-test descriptive statistics table 5. descriptive statistics statistic pretest posttest mean 39.10 62.87 based on the analysis, the descriptive statistics indicate that the average score for the pretest is 39.10, while the post-test shows a higher average score of 62.87. this substantial increase suggests that there was a positive effect or improvement between the two measurement points, which could be attributed to the intervention or treatment applied between the pretest and post-test phases. table 6. t-test significant t-test significant paired differences mean difference t df sig. (2tailed) pretest – post-test 23.77 14.99 51 2.49e-20 in this analysis, each column of the paired-samples t-test results provides important insights. the paired samples column identifies the two groups being compared, which in this case are the pre-test and post-test scores. the mean difference column shows the average difference between these two scores for each student, calculated here as 23.77. this value faradillah, et. al., 2025 enhancing students’ speaking performance through communicative language teaching (clt) in the english matriculation program 182 | v o l . 1 , n o . 1 , 2 0 2 1 ( 1 7 3 1 8 6 ) suggests that, on average, students scored 23.77 points higher on the post-test than on the pre-test, indicating an overall improvement after the intervention. the t (t-statistic) column provides the calculated t-statistic, which here is -14.99. while the negative sign indicates the direction of the difference, it is not the focus; the main concern is whether this value is significantly different from zero. the large magnitude of this t-value indicates a substantial difference between the pre-test and post-test scores. finally, the p-value column gives the probability of observing this difference by chance. in this case, the p-value is extremely small (2.49 × 10²⁰), which is practically zero. this tiny pvalue indicates that the observed difference between pre-test and post-test scores is statistically significant. discussion the analysis of the questionnaire data using partial least squares (pls) provides detailed insights into the impact of communicative language teaching (clt) elements on the speaking performance of room division students. the construct labelled social nature of learning emerged as a significant and influential factor, demonstrated by high factor loadings and robust cronbach’s alpha values, confirming the internal consistency and reliability of social interaction's role in enhancing language proficiency. these findings align with recent studies underscoring the importance of socially supportive environments in reducing speaking anxiety and fostering communication confidence. ghafar, (2023) asserts that collaborative learning environments provide students with essential opportunities for naturalistic language use and real-time feedback, both of which are critical to overcoming linguistic inhibitions that often impede fluency. additionally, das, (2020) emphasizes that structured group-based activities, such as peer interactions and cooperative problem-solving tasks, significantly reduce anxiety and bolster students’ communicative competence by encouraging practical engagement with language in a less intimidating setting. in the current study, these social aspects within clt methods allowed students to engage in informal interactions, where they could comfortably make errors and experiment with language. this created a supportive learning environment, which students identified as instrumental in their language development, reflecting the findings of suryanto & nikmatillah, (2020) , who highlighted that clt fosters a non-threatening atmosphere conducive to language exploration and increased willingness to communicate. they found that students who practiced language in socially supportive, interactive settings exhibited greater improvements in fluency and overall confidence compared to those in traditional lecture-based classes. furthermore, studies by qureshi et al., (2023) highlight the positive impact of social learning on language acquisition. their research suggests that when students engage with peers in informal and supportive settings, they experience a reduction in performance pressure and an increase in motivation. this, in turn, can lead to greater enjoyment and commitment to the language learning process. (li, 2022). this combination leads to improved student engagement, contributing to better learning outcomes, particularly in language acquisition. in the context of the room division program, the concept of the "social nature of learning" was particularly instrumental in facilitating these advantages. by creating a dynamic environment where students could interact in low-pressure, realistic scenarios that resemble those they might face in the hospitality industry, learners were able to apply their language skills more effectively. this type of social interaction allowed them to practice essential conversational skills while becoming familiar with the professional vocabulary and social norms they would need in the workplace. these findings align with other research that emphasizes the importance of social interaction in language learning. for instance, a study supports the idea that language acquisition is inherently social, with meaningful interactions playing a key role in learners' success (qiu et al., 2023). they also have long recognized the importance of social context faradillah, et. al., 2025 enhancing students’ speaking performance through communicative language teaching (clt) in the english matriculation program 183 | v o l . 1 , n o . 1 , 2 0 2 1 ( 1 7 3 1 8 6 ) in language learning, as it provides learners with the necessary input, feedback, and opportunities for practice. supports the idea that language acquisition is inherently social, with meaningful interactions playing a key role in learners' success. in a similar alshammary, (2020) suggests that language learners who are exposed to real-world social settings have a greater chance of developing fluency and confidence, as they practice language in authentic, communicative contexts. these studies underscore the importance of incorporating social elements into language learning programs, as such interactions can help reduce anxiety, foster a sense of confidence, and ultimately improve speaking proficiency in professional settings, particularly in fields like hospitality, where communication plays a critical role. the “focusing on meaning” construct, which includes communicative tasks emphasizing real-life relevance and functional language use, also demonstrated strong factor loadings and high reliability scores. the emphasis on contextually meaningful language tasks, such as role-plays simulating front-office interactions or complaint resolutions, enables students to practice vocabulary and phrases specific to the hospitality industry, increasing the likelihood of language retention. this focus on meaning aligns with lestari, (2024), who argued that clt’s context-driven approach directly supports students’ engagement by connecting language skills to practical situations they are likely to encounter in their careers. moreover, the high average variance extracted (ave) value for this construct suggests that students find these authentic, role-specific exercises to be directly beneficial for their skill development. qasserras, (2023) further supports this by asserting that meaningbased activities within clt are crucial for boosting learners’ communicative competence, as these tasks provide the structure for spontaneous responses, allowing students to adapt learned language structures in flexible, realistic scenarios. in the present study, students' responses in the questionnaire reflect a significant appreciation for these functional exercises, emphasizing that they felt more prepared to use english effectively in customer-facing interactions because of these tasks. the “integrating thinking skills” construct also yielded high reliability scores, indicating that tasks requiring problem-solving, critical thinking, and decision-making have a positive impact on speaking performance. through activities such as role-play negotiations and scenario-based problem-solving tasks, the program challenged students to articulate responses thoughtfully and navigate complex linguistic and social interactions, skills that are essential in the hospitality sector. this aspect of the program supports recent findings by (yan, 2021) who emphasizes that integrating critical thinking in language instruction not only improves linguistic agility but also prepares students for dynamic, real-world communication. furthermore, rahmadana & pammu, (2023) found that these higher-order thinking tasks promote active engagement and deeper cognitive processing, which are essential for developing a robust communicative ability. in the current study, the high ave for this construct confirms that students highly valued these integrative tasks, perceiving them as beneficial for enhancing both language accuracy and adaptability. in addition to the structural model insights, the t-test analysis of the preand post-test scores provides quantitative evidence of the program’s effectiveness. the statistically significant improvement in speaking scores from pre-test (m = 39.10) to post-test (m = 62.87), with a mean difference of 23.77, reinforces the positive impact of the clt-based approach. the low p-value (p < 0.05) indicates that this improvement is unlikely to be due to chance, corroborating the self-reported progress seen in the questionnaire. this increase in scores aligns with findings from a study by (nggawu & thao, 2023), who reported similar gains in speaking fluency and accuracy among students exposed to clt activities, particularly in structured programs that focus on meaningful language use and social interaction. faradillah, et. al., 2025 enhancing students’ speaking performance through communicative language teaching (clt) in the english matriculation program 184 | v o l . 1 , n o . 1 , 2 0 2 1 ( 1 7 3 1 8 6 ) the t-test findings analysed by spss 26 version, coupled with the structural model analysis, demonstrate that clt’s emphasis on socially interactive, meaning-focused, and cognitively challenging tasks is highly effective for enhancing the speaking skills of students in the room division study program. together, these results suggest that clt not only improves linguistic proficiency but also builds communicative confidence, fluency, and adaptability—skills that are crucial for professional success in hospitality. the high correlations observed in the structural model, particularly between "social nature" and "focusing on meaning," highlight the interdependent nature of these clt elements. this interdependence is consistent with shao et al., (2022), who note that while high correlations between constructs can indicate measurement overlap, they may also reflect the conceptual alignment of constructs in closely related domains, particularly when justified by the theoretical framework. consequently, the intertwined nature of these constructs suggests that clt’s holistic approach—integrating social, meaningful, and cognitive components—contributes comprehensively to students’ speaking improvements in a way that isolated techniques might not achieve. overall, these findings advocate for the continued use of clt in vocational and hospitality education, particularly for programs like the english matriculation program at makassar tourism polytechnic. by addressing both linguistic and socio-cognitive dimensions of language learning, clt appears well-suited for equipping students with the essential speaking skills needed to navigate diverse and dynamic communication demands within the hospitality industry. conclusion the study investigated the impact of the english matriculation program (emp), which integrates communicative language teaching (clt) principles, on enhancing the speaking skills of room division students at makassar tourism polytechnic. findings indicated a significant improvement in speaking proficiency, as evidenced by a substantial increase in scores from the pre-test (average score of 39.10) to the post-test (average score of 62.87). this improvement, confirmed by t-test analysis with a highly significant p-value, highlights the effectiveness of clt methods. the study’s structural model analysis identified three core clt constructs—the social nature of learning, focusing on meaning, and integrating thinking skills—as pivotal to students’ progress. each construct demonstrated high reliability and validity, affirming its role in supporting language learning. specifically, the social nature of learning construct, which involved activities like group discussions and cooperative tasks, enabled students to interact within a supportive environment, reducing anxiety and boosting confidence. the focusing on meaning construct emphasized practical exercises, such as roleplays simulating front-office interactions, which allowed students to practice industry-relevant vocabulary, enhancing retention and fluency. lastly, the integrating thinking skills construct, involving problem-solving and critical thinking tasks, prepared students for complex conversational skills required in hospitality settings. path analysis further showed significant positive relationships between these clt constructs and students’ speaking outcomes. for instance, the t-statistics for constructs like social nature (t = 5.358) and integrating thinking skills (t = 7.226) confirmed that each aspect of clt positively impacts students’ englishspeaking abilities. altogether, these findings suggest that integrating clt into emp is highly effective in improving students’ confidence, fluency, and ability to handle customer-facing roles in the hospitality industry. acknowledgement the researchers would like to extend their sincere appreciation to everyone who supported this study, particularly the students of the room division study program who participated as respondents. faradillah, et. al., 2025 enhancing students’ speaking performance through communicative language teaching (clt) in the english matriculation program 185 | v o l . 1 , n o . 1 , 2 0 2 1 ( 1 7 3 1 8 6 ) references afrida, n., waty, s., & hidayani, n. (2019). the role of “matriculation” as an influential factor contributing to the english performance. elite journal, 1(2), 187-200. afrida, n., waty, s., & hidayani, n. (2019b). the role of “matriculation” as an influential factor contributing to the english performance. elite journal, 1(2), 187–200. alshammary, m. s. (2020). the impact of using cambly on efl university students’ speaking proficiency. english language teaching, 13(8), 12. https://doi.org/10.5539/elt.v13n8p12 altun, m. (2023). the impact of speaking anxiety on the development of communication skills. international journal of social sciences & educational studies, 10(2). https://doi.org/10.23918/ijsses.v10i2p104. das, c. r. (2020). students’ perceptions of their english language anxiety and its role in their classroom participation: an exploration of efl anxiety in urban and peripheral contexts of bangladesh. international journal of english literature and social sciences, 5(1), 271–288. https://doi.org/10.22161/ijels.51.47. effendi, d. a., & novita, d. (2024). communicative language teaching manifestation in an english as a foreign language classroom. linguistics and elt journal, 12(1). ghafar, z. (2023). teaching english: the challenges teachers face and the various instructional techniques. journal of digital learning and distance education, 2(2), 476– 482. https://doi.org/10.56778/jdlde.v2i2.124. hanafiah, m. h., md zain, n. a., azinuddin, m., & mior shariffuddin, n. s. (2022). i’m afraid to travel! investigating the effect of perceived health risk on malaysian travellers’ postpandemic perception and future travel intention. journal of tourism futures, 1–16. https://doi.org/10.1108/jtf-10-2021-0235. iwara, e. e., inah, g. m., ushie, m. a., & itu, p.-c. o. (2020). communication management: strategy for measuring hotel performance in port harcourt, nigeria. european journal of tourism, hospitality and recreation, 10(2), 134–145. https://doi.org/10.2478/ejthr-20200011. manuhutu, r. p., juhana, j., & santhi, d. d. y. (2023). the talk show strategy in facilitating secondary school students’ speaking skills. scope: journal of english language teaching, 8(1), 176-181.https://doi.org/10.9734/bpi/rhlle/v5/5317e. kaptiningrum, p., & mubarok, z. (2017). keefektifan program matrikulasi bahasa untuk meningkatkan kemampuan speaking mahasiswa staibn tegal. lingua: jurnal bahasa, sastra, dan pengajarannya, 14(1), 54-66. https://doi.org/10.30957/lingua.v14i1.240. kristiana, v., & ningsih, a. m. (2020). english for tourism lectures become more creative with modified concepts of ctl (contextual teaching and learning). project (professional journal of english education), 3(2), 157-160. https://doi.org/10.22460/project.v3i2.p157-160. lestari, m. b., & margana, m. (2024). communicative language teaching (clt) implementation in kurikulum merdeka: a lesson from english teachers’ voices. journal of languages and language teaching, 12(4), 1657-1672. li, b. (2022). boosting efl learners’ commitment and enjoyment in language learning through social networking: a literature review. frontiers in psychology, 13, 999586. https://doi.org/10.3389/fpsyg.2022.999586 marzec-stawiarska, m. (2014). investigating foreign language speaking anxiety among advanced learners of english. in issues in teaching, learning and testing speaking in a second language (pp. 103-119). berlin, heidelberg: springer berlin heidelberg. https://doi.org/10.1007/978-3-642-38339-7_7. masuram, j., & sripada, p. n. (2020). developing speaking skills through task-based materials. procedia computer science, 172, 60-65. https://doi.org/10.1016/j.procs.2020.05.009. mendo-lázaro, s., león-del-barco, b., felipe-castaño, e., polo-del-río, m. i., & iglesiasgallego, d. (2018). cooperative team learning and the development of social skills in faradillah, et. al., 2025 enhancing students’ speaking performance through communicative language teaching (clt) in the english matriculation program 186 | v o l . 1 , n o . 1 , 2 0 2 1 ( 1 7 3 1 8 6 ) higher education: the variables involved. frontiers in psychology, 9, 1536. https://doi.org/10.3389/fpsyg.2018.01536. thao, n. t. p. (2023). the impact of communicative language teaching (clt) approach on students' speaking ability in a public indonesian university: comparison between introverts and extrovert groups. international journal of language education, 7(3), 393413. https://doi.org/10.26858/ijole.v7i3.50617. qasserras, l. (2023). systematic review of communicative language teaching (clt) in language education: a balanced perspective. european journal of education and pedagogy, 4(6), 17-23. https://doi.org/10.24018/ejedu.2023.4.6.763. qiu, x. y., chiu, c. k., zhao, l. l., sun, c. f., & chen, s. j. (2023). trends in vr/ar technology-supporting language learning from 2008 to 2019: a research perspective. interactive learning environments, 31(4), 2090-2113. https://doi.org/10.1080/10494820.2021.1874999. qureshi, m. a., khaskheli, a., qureshi, j. a., raza, s. a., & yousufi, s. q. (2023). factors affecting students’ learning performance through collaborative learning and engagement. interactive learning environments, 31(4), 2371-2391. https://doi.org/10.1080/10494820.2021.1884886. rahayu, n. (2020, december). has english at tourism and hospitality higher education met the future workplace requirements?. in 4th international conference on language, literature, culture, and education (icollite 2020) (pp. 506-513). atlantis press. https://doi.org/10.2991/assehr.k.201215.079. rahmadana, a., pammu, a., & nasmilah, n. (2023). factors that affect the improvement of students’ speaking skills through group discussion technique: a case study at vocational high school 5 gowa. els journal on interdisciplinary studies in humanities, 6(4), 713-722. rajitha, k., & alamelu, c. (2020). a study of factors affecting and causing speaking anxiety. procedia computer science, 172, 1053-1058. https://doi.org/10.1016/j.procs.2020.05.154. sarstedt, m., & cheah, j. h. (2019). partial least squares structural equation modeling using smartpls: a software review. journal of marketing analytics, 7(3), 196-202. https://doi.org/10.1057/s41270-019-00058-3. shao, k., elahi shirvan, m., & alamer, a. (2022). how accurate is your correlation? different methods derive different results and different interpretations. frontiers in psychology, 13, 901412. https://doi.org/10.3389/fpsyg.2022.901412. andayani, e. s. (2022). the importance of learning and knowing english in higher education in indonesia. research and development journal of education, 8(1), 372-379. http://dx.doi.org/10.30998/rdje.v8i1.13315. suryanto, b. t., & nikmatillah, u. (2020). the effectiveness of clt method in improving english students ability in ksk institute of fathimatuzzahro. international journal of english education and linguistics (ijoeel), 2(1), 1-8. https://doi.org/10.33650/ijoeel.v2i1.1230. van den berg, p., vu, t., & molleman, l. (2024). unpredictable benefits of social information can lead to the evolution of individual differences in social learning. nature communications, 15(1), 5138. https://doi.org/10.1038/s41467-024-49530-4. yan, z. (2021). english as a foreign language teachers’ critical thinking ability and l2 students’ classroom engagement. frontiers in psychology, 12, 773138. https://doi.org/10.3389/fpsyg.2021.773138. zahedpisheh, n., abu bakar, z. b., & saffari, n. (2017). english for tourism and hospitality purposes (etp). english language teaching, 10(9), 86-94. https://doi.org/10.5539/elt.v10n9p86. english franca academic journal of english language and education https://doi.org/10.29240/ef.v8i2.11009 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol. 8, no. 2, 2024, page 255-268 article info: http://journal.iaincurup.ac.id/index.php/english received 24 april 2024; received in revised form 10 july 2024; accepted 24 august 2024, available online 24 november 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license copyright (c) 2024 author self-assessment in efl writing class: students’ practices winny agustia riznanda universitas islam negeri raden fatah palembang, indonesia corresponding email: winnyagustiariznanda_uin@radenfatah.ac.id. to cite this article: riznanda, w. a. (2024). self-assessment in efl writing class: students’ practices. english franca: academic journal of english language and education, 8(2). https://doi.org/10.29240/ef.v8i2.11009 introduction in higher education, writing is undeniably an indispensable skill to pursue. graham (2018) argued that writing is beneficial since the skill enables students to discover new concepts, convince people, document information, build fictional worlds, convey emotions, amuse others, mend psychological damages, document undergoes, and weigh the significance of events and circumstances. in the academic setting, al khazraji (2019) proposed that teaching is aimed at facilitating students to become better writers. furthermore, rahmawati et al. (2019) argued that undergraduate students need to be proficient in writing since they need to produce academic essays, papers, and other scientific publications. writing essays in a university setting provides an opportunity for students to think critically and logically while supporting their arguments with relevant facts or information. writing an essay allows students to develop skills needed for a successful career after graduation, for essays provide an opportunity to show the students’ subject-matter knowledge and comprehension (west et al., 2019). in addition, essay writing is beneficial since it assists not only in daily communication but also in getting good marks and becoming a professional (okpe & onjewu, 2019). even though essays are substantial, writing them is regarded as challenging. a study conducted by bulqiyah et al. (2021) revealed three problems in essay writing, they are: (1) affective issues, which result from the attitudes of students and lecturers of the writing course, abstract. self-assessment has evolved into a tool for achieving learner-centered education's objectives, which include assisting students in becoming self-sufficient academics. regarding this idea, self-assessment was employed in a writing class in a tertiary institution in south sumatera, indonesia. therefore, this study is aimed to ascertain: (1) how the students utilize the selfassessment checklist when they are editing their writings; and (2) how the students perceive about the way in which self-assessment is implemented in their essay writing class. thus, mixed-method research, typically the explanatory sequential design was applied. for the quantitative data, 30 tertiary-level students who wrote 120 cause/effect and argumentative essays were chosen by applying purposeful sampling technique. for the qualitative data, 9 students were selected by applying the simple random sampling technique to find out their how they perceive the implementation of self-assessment in their writing class. the quantitative analysis revealed a total of 362 revisions made by the students, namely: 42.82% (155) phrase-level revision, 21.27 % (77) surface-level revision, 19.61 % (71) content-level revision, 15.19 % (55) lexical-level revision, and 1.11% (4) structural-level revision was found. in addition, based on the qualitative data, the students believed that self-assessment in essay writing provides the following advantages, such as: facilitates learning, promotes reflection, provides immediate feedback, promotes ownership, sharpen critical thinking skills, and enhances self-regulation. keywords: practices, self-assessment, writing https://doi.org/10.29240/ef.v8i2.11009 https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:winnyagustiariznanda_uin@radenfatah.ac.id. https://doi.org/10.29240/ef.v8i2.11009 winny agustia riznanda self-assessment in efl writing class: students’ practices 256 | v o l . 8 , n o . 2 , 2 0 2 4 ( 2 5 5 2 6 8 ) (2) cognitive issues, namely difficulties with the viewpoint of writing, language transfer, and the writing process, and (3) linguistics issues, which includes difficulties in lexical and grammatical, vocabulary, and essay structure. moreover, a study conducted by ariyanti and fitriana (2017) found five problems, they are organization of paragraphs, dictions, misspellings, time limitation, and class size. concerning the issue, a preliminary study was conducted by observing the students of the essay writing class of a tertiary institution in south sumatera, indonesia. based on the observation, the students can be categorized to have medium to high level of grammar and vocabulary mastery. furthermore, the students tend to have good interest in writing class. however, the students depend on the lecturer’s feedbacks and commentaries on their essays as a source of information available to them in improving their essay writing skill. nonetheless, it seemed that the students took up some tips from these criticisms on how to make their writing better. in addition, the students modify their essays as an attempt to improve their grade. this indicated that learner-centered learning is not well-promoted in this writing class. therefore, it is necessary to provide an opportunity for the students to acquire knowledge independently. it is generally acknowledged that providing learners autonomy during the process may improve language learning outcomes. according to holec cited in yildiz and yucedal (2020), learner autonomy is described as learner control since it empowers learners to take ownership of their learning. in addition, learner autonomy is proposed to enhance the quality of language acquisition, advance democratic societies, equip students for lifelong learning, and enable them to take full advantage of opportunities for learning both in and out of the school (borg and al-busaidi cited in hermagustiana and anggriyani, 2019). thus, it is necessary, especially for writing, to adopt autonomous learning in the process of teaching as well as learning. one of the methods for stipulating autonomous learning is to employ self-assessment in learning a language. according to andrade (2019), self-assessment is an action of observing students’ processes and outputs to allow adjustments to foster deeper learning and improve performance. in addition, henning cited in elgadal (2017) argued that selfassessment serves many functions, such as: determining the proper placement of the learners, diagnosing and providing feedback for the learners, evaluating programs, and assessing attitudes and social and psychological distinctions. thus, over the last several decades, educators and researchers purposed self-assessment as to tool not only to guide students’ learning but also to build students’ competence upon attaining the ability to learn. in learning writing, besides having a deeper understanding of their writing process, self-assessment provides chances for students to improve their skills. according to boud cited in litterio (2018), self-assessment in writing should concentrate on assisting students in becoming more perceptive and critical of their daily learning. furthermore, fung and mei cited in thongpai and deerajviset (2019) suggested that students who are aware of the shortcomings in their writing, such as missing or incomplete sections, can utilize a selfassessment checklist to efficiently arrange their writing outlines and support their claims using the evidence they have presented. some scholars investigated self-assessment in efl writing classes. first, a study by mat and par (2022) in an efl writing class recommended encouraging self-assessment as a strategy in enhancing students’ writing proficiency. secondly, cömert and kutlu (2018) conducted a study in a state university in ankara indicating that self-assessment in the writing class is superior compared to other conventional methods of teaching writing. thirdly, a study conducted by elgadal (2017) in libya found that a vast majority of the students showed positive attitudes toward self-assessment implementation. lastly, research by rezai et al. (2022) in a senior high school in iran proved that the students’ content, language, organization, and task requirements are enhanced. based on the explanation above, the writer is interested in implementing selfassessment in an efl writing class at a tertiary institution in south sumatra, indonesia. thus, this research aims to find out: (1) how much the students apply the self-assessment checklist winny agustia riznanda self-assessment in efl writing class: students’ practices 257 | v o l . 8 , n o . 2 , 2 0 2 4 ( 2 5 5 2 6 8 ) in revising their essays, and (2) how the students perceive the implementation of selfassessment in the essay writing class. theoretical framework essay writing an essay is a composition of written work that focuses on a single topic, is divided into multiple paragraphs, begins with an introduction, and ends with a conclusion (oshima & hogue cited in bulqiyah et al., 2021). furthermore, an essay has three basic components, they are: (1) an introductory paragraph which consists of general statements that hook the reader, and a thesis statement that utters the essays’ topic of the essay specifically, (2) body paragraphs which the development of the essay’s subtopics, and (3) a concluding paragraph which consists of a summary of the key ideas of the essay and closing remarks. in essay writing class, cause/effect and argumentative essays are two types of essays taught to the students. according to oshima and hogue cited in sari (2018), writing a cause/effect essay involves discussing the causes or reasons of something, the effects or results, or both. thus, an essay on causes and effects focuses on the reasons behind events as well as their effects (robitaille and connelly, cited in aini et al., 2022). furthermore, an excellent argumentative essay should include a clear claim that is backed up by logic, evidence, and argumentation. it should also acknowledge counterarguments to the initial assertion and integrate them in a way that could help the reader decide on the matter (noroozi et al. cited in latifi et al., 2019). self-assessment educators believe that learners need to be actively involved in their process of learning and take charge of their learning. correspondingly, leblanc and paschalud cited in elgadal (2017) argued that learners should actively participate in the learning cycle, which includes taking part in assessments because these are seen as fundamental to the process of education. similarly, boud cited in cömert and kutlu (2018) argued that self-assessment is when students actively participate in the learning process by helping to develop the criteria that will be applied to evaluate the outcomes or by deciding whether the outcomes adhere to those criteria following receiving comprehensive information about them. in self-assessment, there are at least three guiding concepts or procedures of its implementation as proposed by andrade and valtcheva cited in jamrus and razali (2019), they are: (1) articulating expectations, (2) self-assessing, (3) revising. the initial phase involves a teacher outlining each of the criteria that will be included when conducting selfassessment in addition to specifically defining expectations for the assignment at hand. for instance, in the context of teaching writing, a teacher may define or discuss with the students the criteria before performing each activity. with this, students and teachers can agree on the standards for evaluating the performance of a task as well as what constitutes work of superior quality. for the following phase, the students create preliminary drafts of the assigned work, such as an essay, and continuously assess their performance on their assignments by comparing it to the stated expectations. if the students discover that they have fallen short of their mark, they may jot down a few quick thoughts to remind themselves of what to revise for the final compositions. in the final phase, students revise their work with the help of the feedback. as a result, the students complete a final self-evaluation that they can compare to the teacher's and their peers'. it is also advised that the teacher create a list of typical errors that students make. this list can serve as an additional self-editing checklist that students can use to ensure that their work is edited correctly. for self-assessment to be conducted efficiently, several factors must be taken into account when developing the instruments. andrade cited in jamrus and razali (2019) proposed the following eight characteristics of self-assessment: 1) understanding the importance of self-evaluation; 2) having access to precise assessment standards; 3) a particular assignment or achievement to evaluate; 4) self-assessment models; 5) direct teaching and support in self-assessment; 6) practice; 7) indications of when it is suitable to winny agustia riznanda self-assessment in efl writing class: students’ practices 258 | v o l . 8 , n o . 2 , 2 0 2 4 ( 2 5 5 2 6 8 ) conduct a self-assessment; and 8) possibilities in modifying as well as enhancing the assignment or achievement. when it comes to construction, self-assessment is usually focused on certain projects wherein a set of criteria are presented in an understandable manner as well as models or samples that are provided to help the students understand how every standard relates towards the work. furthermore, teachers must structure the work so that students may quickly evaluate their performance once they have finished it. in addition, experts recommend utilizing a rubric in determining the criteria for evaluation since a properly designed rubric explains what types of errors the students typically make and how exceptional work is produced. consequently, instead of having to hazard a guess as to the learning objectives along with the way to accomplish them, the students acquire important details regarding what will be demanded of them from their work. students would find it easier to identify and become familiar with the process of self-assessment if they were given models of self-assessment as well as an assessable task and clear criteria. this could assist them in comprehending how assessments work because they would be able to see how the criteria are applied and completed in real-world scenarios. in addition to the assignment, standards, and models, the teacher's involvement in carrying out the self-assessment is also essential (jamrus and razali, 2019). the teacher must first raise the students’ understanding of the beneficial effects of employing selfassessment prior to attempting to explain to them the standard requirements of the selfassessment. if not, the students may view self-assessment as an extraneous activity. students can only truly understand and want to self-evaluate if they start to recognize its benefits, especially in terms of facilitating learning. to make sure students comprehend the criteria and are accurately evaluating themselves against those provided, the teacher additionally serves a crucial part in helping as well as leading the students throughout the implementation of selfassessment. lastly, the teacher should provide ample opportunity for students to practice selfevaluation in addition to further chances for them to edit and enhance the work that they have already finished and self-assessed. permitting students to do so helps them learn how to evaluate themselves more properly and, as a result, helps them identify those areas in which they need to enhance the accuracy and quality of their projects. oscarson cited in belachew et al. (2015) proposed five advantages of self-assessment for students, as follows: 1. facilitates learning self-assessment teaches students how to evaluate themselves, which is a valuable skill in and of itself for learning 2. increases awareness self-assessment training encourages students to think more critically than they often do about the principles of assessment and the content of the course. thus, applying the concepts of self-assessment helps learners develop critical evaluative attitudes. 3. enhances orientation toward goals self-assessment contributes to broaden learners' awareness of the range of potential objectives in the majority of language learning contexts. therefore, learners will be better equipped to take charge of their own learning environment because they will have a greater awareness of and understanding of the diversity of language learning objectives. 4. expanses of the assessment scope for obvious reasons, the learner's assessment of his own language proficiency is sometimes higher than that of an external assessor, particularly in areas of affective learning (which deal, among other things, with attitudes toward the language). therefore, it is expected that learner involvement will lead to broader views in the evaluation of obtained communication ability. 5. positive outcomes after the course one of the most essential goals of teaching foreign languages to pupils is teaching them how to continue learning the language on their own after the sessions. the winny agustia riznanda self-assessment in efl writing class: students’ practices 259 | v o l . 8 , n o . 2 , 2 0 2 4 ( 2 5 5 2 6 8 ) capacity to monitor and evaluate the progress that is being made is an essential component of this skill. material and method research design this study utilized a mixed-method design. according to creswell and creswell (2018), mixed-method research entails collecting data in both forms of data, quantitative and qualitative, merging the two kinds of data, and using innovative designs that may include theoretical frameworks as well as philosophical presumptions. the key principle of this kind of research is that integrating both qualitative as well as quantitative findings yields novel perspectives in addition to the given information. thus, throughout a prolonged amount of period, a range of methodologies for gathering data will be utilized to obtain comprehensive information. in addition, one of the mixed methods research types, explanatory sequential design, was applied for this study. explanatory sequential design involves a two-phased data collection project where the researcher acquires quantitative data in the first phase, analyzes the results of the first data, and uses the results to plan the qualitative data (creswell and creswell, 2018). first, the researcher investigated the quantitative data which is the students’ revision of both their cause/effect and argumentative essay. then, the researcher investigated the qualitative data which is the students’ perceptions of the implementation of self-assessment in the essay writing class. population, sample, and participants this study’s population were all the third-semester students of the english education study program who were taking the essay writing course with a total of 110 students. furthermore, to decide the sample, purposeful sampling was applied. purposeful sampling involves the researcher selecting only those individuals who, in their judgment, fulfill the goals of the study (obilor, 2023). thus, a total of 30 students from class a was chosen since they: (1) have been pre-trained on the criteria and standard of self-assessment from the previous essay tasks (five paragraph and process essay), and (2) have been familiarized with applying the self-assessment checklist from the previous essay tasks. thus, during the research, the researcher collected essays before the application of the self-assessment checklist (cause/effect essay 1 and argumentative essay 1), distributed the self-assessment checklist to the students, and collected essays later to the application of the self-assessment checklist (cause/effect essay 2 and argumentative essay 2). in addition, for the qualitative data, simple random sampling was applied. this sampling facilitates the generalization of the population and assures that each member has the same opportunity to be selected (obilor, 2023). out of 30 students of class a, 9 students were randomly selected to be interviewed on how they perceive the implementation of selfassessment in their essay writing course. data collection for the qualitative data, the students’ writing tasks of cause/effect and argumentative essays were obtained. the students were tasked to write cause/effect and argumentative essays by choosing one of the topics provided. for each type of essay, the students need to write at least 5 paragraphs, which consist of 1 introductory paragraph (general statements and thesis statement), 3 body paragraphs, and 1 concluding paragraph (summary of the important points and final comments). after completing each of the cause/effect and argumentative essays, the self-assessment checklists were distributed to the students. then, the students submit the revised version of their cause/effect and argumentative essays. for the quantitative data, semi-structured interviews were used. megaldi and berler (2020) asserted that semi-structured interviews allow researchers to delve deeply for discoveries and are usually guided by a predetermined topic and focus on a single issue that offers a broad pattern. thus, 25 interview items on the advantages of self-assessment in winny agustia riznanda self-assessment in efl writing class: students’ practices 260 | v o l . 8 , n o . 2 , 2 0 2 4 ( 2 5 5 2 6 8 ) writing proposed by oscarson cited in belachew et al. (2015) such as: facilitating learning, increasing awareness, enhancing orientation toward goals, expanding the scope of assessment, and positive outcomes after the course, were applied. data analysis for the quantitative data analysis, to examine how much the students employ the selfassessment checklist to revise their essays, the researcher applied the following steps: (1) summarize each of the students’ revisions, (2) identify all revisions or changes students made on their final draft, (3) categorize the patterns of changes students made by using coding scheme for revision proposed by sze in purwanti (2015), (4) summarize the changes found the students’ final draft, and (5) analyze the patterns of revisions. for the qualitative data analysis, to find out how the students perceive the implementation of self-assessment, interviews with 9 students on the advantages of the implementation of self-assessment in essay writing were analyzed by using thematic analysis. thematic analysis is a technique for identifying, analyzing, and interpreting meaning patterns, or themes, in qualitative data (clarke and braun, 2017). furthermore, kiger and varpio (2020) proposed six steps in administering thematic analysis, such as (1) data familiarization, (2) generating initial codes, (3) searching for themes, (4) reviewing the themes, (5) defining and naming the themes, and (5) producing the report. in addition, to determine the accuracy of the qualitative data, member checking was applied. member checking requires the researcher to return copies of the interview transcription to the participants to make sure that the participants believe that they are accurate (creswell & creswell, 2018). results and discussion the result of the quantitative data the cause/effect and argumentative essays were analyzed in terms of revisions that the students made. after comparing the first and the second drafts, the revisions were calculated, as distributed in the following table: table 1. frequency and percentage of revisions on cause/effect and argumentative essays no. types of revision frequency percentage 1. surface changes (mechanics) 77 21.27% 2. lexical changes 55 15.19% 3. phrasing changes 159 43.93% 4. structural changes 0 0% 5. content changes 71 19.61% total 362 100% based on the above data, the students made the biggest revisions in phrase level. the following table 2 and 3 provide examples of the revision at the phrase level, in both syntactical and structural change: table 2. example of revision on phrasing (syntactical change) student 1 (argumentative essay) first draft the government needs to take quick action to solve these problems revision the government needs to take quick action to solve these problems student 1 performed syntactical revision by adding and removing some words to avoid awkward construction. the revised version showed that the student was able to construct a more effective sentence without changing its meaning. winny agustia riznanda self-assessment in efl writing class: students’ practices 261 | v o l . 8 , n o . 2 , 2 0 2 4 ( 2 5 5 2 6 8 ) table 3. example of revision on phrasing (structural change) student 7 (cause/effect essay) first draft when the economy slowed down, consumer spending decreased significantly. revision consumer spending decreased significantly as the economy slowed down. student 7 revised the terms of the structure of the sentence to improve the coherence while maintaining the essential meaning of the sentence. in addition, the second most common revision that the students made was the surface level. the revisions are in terms of pluralization, as presented in the following table 4: table 4. example of revision on surface level (pluralization) student 3 (argumentative essay) first draft the company is required to improve its policy on employee benefits revision the company is required to improve its policy on employee’ benefits student 3 made a change to correct the pluralization to ensure grammatical accuracy. furthermore, the students made revision on substitution, as presented in the following table 5: table 5. example of revision on surface level (substitution) student 9 (cause/effect essay) first draft the lack of sleep affects students’ academic performance revision the lack of sleep impacts students’ academic performance student 9 substituted the word ‘affects’ with ‘impacts’ to provide a more appropriate term while maintaining its original concepts. furthermore, the students made revisions to the content level by adding new material, as distributed in the following table 6: table 6. example of revision on content level (addition of new material) student 11 (argumentative essay) first draft the educational system needs to be reformed to tackle the diverse needs of students revision the educational system needs to be reformed to tackle the diverse needs of students which includes providing more support for special education, enhancing more advanced educational technology in the classroom, and offering a wider range of extracurricular activities to promote more comprehensive development. student 11 added more information to provide additional context, evidence, or elaboration in order to strengthen the argument. moreover, the students made lexical change which includes stylistic substitution, as presented in the following table 7: table 7. example of revision on lexical level (stylistic substitution) winny agustia riznanda self-assessment in efl writing class: students’ practices 262 | v o l . 8 , n o . 2 , 2 0 2 4 ( 2 5 5 2 6 8 ) student 6 (argumentative essay) first draft the ecosystem is suffering due to pollution. revision the ecosystem is suffering due to pollution. student 6 replaced the word ‘clear’ with ‘evident’ to provide a formal style of writing. the students made revision by adding and reducing a single word, as presented in the following table 8: table 8. example of revision on lexical level (adding and reducing a single word) student 4 (cause/effect essay) first draft the rise in technology use has changed how we communicate. revision the rapid rise in technology use has changed how we communicate. student 2 (cause/effect essay) first draft the hurricane had a devastating effect on the local community revision the hurricane had a devastating effect on the community student 4 and 2 add and remove a single word to clarify their sentences. and last, in this study, structural-level revision is not found. this indicates that the students felt that did not find any mistakes in their paragraphs' structure or composition. thus, it can be concluded that the students believed that they had no issues with structuring and composing their paragraphs. the result of the qualitative data based on the results of the interview, there are some advantages of self-assessment perceived by the students in their writing class. the following themes and codes are obtained from the qualitative data analysis by using thematic analysis, as listed in the following table 9: table 9. the result of the qualitative data themes codes 1. facilitates learning the students expressed that by applying self-assessment, they were able to recognize the strong and weak points of their essays; thus, allowing them to improve their skills in producing essays with better qualities. 2. promotes reflection the students confirmed that selfassessment enables them to understand their own abilities and shortcomings. 3. provides immediate feedback the students perceived that selfassessment enabled them to make corrections and improvements promptly since it provides clear instructions of the points or components they need to achieve in their essays. 4. promotes ownership the students argued that by being more aware of their own strengths and weaknesses, they can take further targets of improvement winny agustia riznanda self-assessment in efl writing class: students’ practices 263 | v o l . 8 , n o . 2 , 2 0 2 4 ( 2 5 5 2 6 8 ) 5. sharpen critical thinking skills the students believed that they learn to analyze and evaluate critically of their essays 6. enhances self-regulation the students said that self-assessment help them develops skills necessary in goal setting, progress monitoring, and action taking. based on the interviews, it is assumed that self-assessment facilitates the students’ learning. self-assessment allowed the students to identify areas for improvement, and then decide on further steps to enhance their learning outcomes, as stated by student adp; “by using the self-assessment checklist, i was able to found out the plusses and minuses of my own essays. the checklist allows me to find out which part that i should consider fixing. i was able to criticize my essays since the checklist clearly shows what components i need to provide in my essays. then, i can decide what to do to fix the minuses of my essays. well, i can say that my essay-writing skills improved a lot. and, most importantly, i believe that i learn a lot of things about essays, some detailed information on the elements that i need to provide in my essays. ” secondly, self-assessment is assumed to promote reflection in essay writing. this is due to the critical and thoughtful review conducted by the students on their essays, as stated by student s: “i have to consider a lot of aspects in my essays when i revise it with the checklist. i have to be very critical of the essay that i compose. then, i eventually decide whether my essay meets the criteria as shown in the checklist.” similarly, allowing students to find out their strengths and weaknesses enables them to gain insights on how to improve their essays, as stated by student urd: “the checklist helps me with the information on the plusses and minuses of my essays. after knowing my minuses, i try to find a way to improve it, by consulting my lecturer and classmates.” thirdly, the students perceived that self-assessment provides rapid feedback on their essays. this is because the self-assessment checklist allows them to analyze and evaluate their work instantly, as soon as they complete it, as stated by student bn: “as soon as i finished my essay, i was told to check the self-assessment checklist provided. the checklist enabled me to identify and correct mistakes directly after i complete my essay then, i feel like i can directly work on the problems or issues on the essay that i have just finished.” in addition, the self-assessment checklist provides clear instructions on what the learners need to achieve in their essays, typically the components that they need to fulfill to improve their essays. as stated by student s: “the checklist has the elements that i need to include in my essays. for instance, in an argumentative essay, i need to provide at least 3 rebuttals to refute the opponents’ ideas. therefore, i always try to fulfill the criteria of the essays based on the instructions on the checklist.” fourthly, self-assessment promotes ownership of their learning. when the students evaluate their essays, it is assumed that this activity fosters the students’ ownership since it allows them to be responsible and take control over their learning, as stated by student bn: “the checklist instruction is somehow responsibility. i mean, it is a kind of criterion that i have to achieve in my essays. moreover, i have to be responsible for fixing my essays, based on the checklist, nobody else can.” similarly, student spl said: “by finding out the minuses in my essays, i have to find my ways to fix those minuses. i have to actively find the best solutions to my problems in the essay.” furthermore, it is assumed that self-assessment in essay writing class promotes the students’ critical thinking skills. this is due to analyzing and evaluative judgment of the student’s work. as stated by student aea: “the checklist makes me consider how well my essays meet the criteria provided in the checklist. i have to thoughtfully and critically analyze and evaluate my essay.” likewise, student ac said: “i have to be very critical of my essay to fulfill the requirements and descriptions provided in the checklist” winny agustia riznanda self-assessment in efl writing class: students’ practices 264 | v o l . 8 , n o . 2 , 2 0 2 4 ( 2 5 5 2 6 8 ) and last, it is believed that self-assessment fosters self-regulation. to embark on, selfassessment helps students determine the goals that they have to achieve, as said by student am: “the checklist clearly defines the goals of what essay that i have to write well. then, this helps me focus on the goals and move forward to reach the goals.” furthermore, the students assumed that self-assessment helps with progress monitoring, as stated by student tma: “i can do the monitoring by myself since i can regularly evaluate how far i have come and learn what i need to improve.” moreover, self-assessment authorizes the students to take action that they need to improve their essays, as said by student aea: “certainly, after knowing the weakness of my essays, i try to improve it by classifying what i need to improve and find the right strategy for eliminate the weaknesses.” discussion based on the analysis of the students’ revisions, a structural level of revision is not found. it is assumed that the students felt that they did not need to provide revision at structural level since the outlines of the students’ essays had been reviewed through class discussion activity before the application of the self-assessment checklist. during the outlining, the students arrange their thoughts into a framework that will be used to compose a written product, which in this case, an essay. in other words, creating an outline can help writers convey their thoughts clearly, provide an overview of the text's overall themes, see and work on the essential components of an essay (albright and langan, 2023). during the outlining in the class, the students are allowed to discuss what they think of their essay outlines. based on the results of the interviews, some advantages were revealed. firstly, it is perceived that self-assessment facilitates learning. this is due to the assumption that the selfassessment checklist enables the learners to learn further about their work by finding out whether they have fulfilled the components of their essays. in addition, this evaluative skill that the students acquired enabled them to take more actions necessary to fix their weaknesses. similarly, ndoye cited in dorji (2022) argued that self-assessment contributed to learning through effective feedback provided through the utilization of self-assessment checklist. secondly, it is perceived that self-assessment promotes reflection in essay writing. this is due to the assumption that self-assessment in essay writing necessitates students to conduct a careful and critical analysis of their own work. during the self-assessment implementation, the students are tasked to analyze their own essays by considering multiple aspects of writing and outputs. thus, the students are urged in considering the decisions they take for their writing, the strategies they employed, and the rationale behind those decisions through this self-evaluation process. according to krystalli and arvanitis cited in gupta and dzabelova (2021), students have greater autonomy, are forced to consider their own learning, are able to evaluate their own development, and eventually grow into more responsible learners when they are given the chance to reflect on their own performance. thirdly, it is arguable that self-assessment provides immediate feedback. in selfassessment, the students do not need to wait for teacher’s review of their work. instead, selfassessment facilitates the students to immediately review their own work after they completed their essay. thus, the students can deal with the issues with their essays while the essays are very recent in their minds. krystalli and arvanitis cited in supian et al. (2024) suggested selfassessment checklist allows instant response system since learners can immediately judge their compositions if the checklist is clear and well-constructed. fourthly, self-assessment promotes students’ ownership of their own learning. this is due to the assumption that by evaluating their own works, students take ownership of their own learning. the students who are asked to evaluate themselves tend to be actively participating in the evaluation process. students who actively participate in the evaluation process feel more invested and have a stronger sense of ownership over their writing. in addition, students who are aware of points at which they need to enhance and increase their writing are more likely to take action for advancements, which can result in a better sense of responsibility for their learning. lakin cited in marhaeni et al. (2019) argued that ownership of winny agustia riznanda self-assessment in efl writing class: students’ practices 265 | v o l . 8 , n o . 2 , 2 0 2 4 ( 2 5 5 2 6 8 ) learning is a crucial component in education since it fosters students’ independence, thus enabling them to reflect on what they have learned. therefore, students who take ownership of their learning can recognize what they need to learn. knowing what they need to learn will enable them to identify the most effective way to meet their requirements and accomplish their learning objectives. fifthly, self-assessment in essay writing is assumed to improve the student’s critical thinking skills. when students study and evaluate their writing objectively and thoughtfully, self-assessment in essay writing fosters critical thinking abilities. students are asked to evaluate their writings based on several criteria, including the coherence and clarity of their ideas, the use of examples and evidence, and the overall organization and structure of their essays. by asking the students to evaluate the positive and negative aspects of their writings, the effectiveness of their illustrations and supporting evidence, and the consistency and clarity of their ideas, this self-assessment procedure helps learners to think critically regarding their writing. additionally, it encourages students to reflect critically on their writing considering these standards by getting them to evaluate how well their essays fulfill the requirements and goals specified for the assignment. research conducted by jamrus and razali (2019) revealed that self-assessment sharpens the student’s critical thinking skills since the students evaluate their work and take responsibility for making the necessary corrections, which will hone their critical thinking abilities to spot mistakes and offer constructive criticism. furthermore, a study conducted by bucher (2019) suggested self-assessment as one of the class assignments to improve critical thinking skills. and last, it is assumed that self-assessment fosters self-regulation. students who selfassess their writing are encouraged to create goals for themselves, such as organizing their writing more effectively or making their arguments clearer. students can have the opportunity to focus their efforts and track their development over time by creating clear, attainable goals. furthermore, students who engage in self-assessment must keep track of their goals by periodically reviewing their writing and noting any areas that require development. this continuous monitoring aids students in staying on the right track and modifying their writing techniques as necessary. eventually, through the identification of particular areas for improvement and the implementation of techniques to address those areas, self-assessment encourages students to take the initiative toward improving their writing. students who actively participate in the process of improvement feel more in charge of their writing and have a stronger sense of agency. similarly, a study conducted by fathi et al. (2019) proved that selfassessment contributes to enhancing self-regulation in the writing of efl learners in iran since they have the knowledge and control to evaluate their work. conclusion this study revealed some conclusions. the quantitative analysis revealed a total of 362 revisions made by the students, namely: 43.93 % (159) phrase-level revision, 21.27 % (77) surface-level revision, 19.61 % (71) content-level revision, 15.19 % (55) lexical-level revision, and no revision in terms of structural-level was found. in addition, based on the qualitative data analysis, it was found that self-assessment in writing provides the following advantages, as perceived by the students, namely: identification of learners’ capabilities, promoting reflection, providing immediate feedback, promoting ownership, sharpening critical thinking skills, and enhancing self-regulation. however, this study is limited due to some reasons. firstly, this study only focuses on tertiary-level students’ cause/effect and argumentative essay writing revisions and perceptions. therefore, further research is needed to find out how it is implemented in other types of essays, such as process essay, comparison and contrast essay, and others. furthermore, this study focuses only on the students’ perceptions of the advantages of self-assessment. thus, further research is needed to find out how the students perceive the limitations of self-assessment in their writing class. acknowledgments winny agustia riznanda self-assessment in efl writing class: students’ practices 266 | v o l . 8 , n o . 2 , 2 0 2 4 ( 2 5 5 2 6 8 ) the researcher wishes to express her gratitude to all individuals who contributed to this study, especially the english education study program students who were taking part as the participants of this study. references aini, n., widayanti, d. e., & winarto, a. e. (2022). an analysis of students’ ability in writing cause and effect essays at sman 1 kediri. journey: journal of english language and pedagogy, 5(1), 64-73. albright, z.l., & langan, j. (2023). college writing skills with readings (11th ed.). mcgraw-hill. al-khazraji, a. (2019). analysis of discourse markers in essays writing in esl classroom. international journal of instruction, 12(2), 559-572. https://doi.org/10.29333/iji.2019.12235 andrade, h. l. (2019). a critical review of research on student self-assessment. systematic review, 4, 1-13. https://doi.org/10.3389/feduc.2019.00087 ariyanti, a., & fitriana, r. (2017). efl students’ difficulties and needs in essay writing. advances in social science, education and humanities research (assehr), 158, 111-121. paper presented in the international conference on teacher training and education 2017 (ictte 2017). belachew, m., getinet, m., & gashaye, a. (2015). perception and practice of self-assessment in efl writing classroom. journal of languages and culture, 6(1), 1-8. https://doi.org/10.22099/tesl.2022.42670.3082 bulqiyah, s., mahbub, m. a., & nugraheni. d. a. (2021). investigating writing difficulties in essay writing: tertiary students’ perspectives. english language teaching educational journal, 4(1), 61-73. https://doi.org/10.12928/eltej.v4i1.2371 butcher, c. (2019). using in-class writing to promote critical thinking and application of course concepts. journal of political science education, 18(1), 3-21. https://doi.org/10.1080/15512169.2021.19900733 clarke, v., & braun, v. (2017). thematic analysis. the journal of positive psychology, 12(3), 297–298. https://doi.org/10.1080/17439760.2016.1262613 cömert, m., & kutlu, ö. (2018). the effect of self-assessment on achievement in writing in english. ebad-jesr: journal of educational sciences research, 8(1), 107-118. https://doi.org/10.22521/jesr.2018.81 creswell, j. w., and creswell, j. d. (2018). research design: qualitative, quantitative, and mixed method approaches (5th ed.). sage publication, inc. dorji, t. (2022). enhancing class xi students’ learning of economics using peer and selfassessments. journal of educational action research, 1(6), 61-80. https://doi.org/10.17102/jear.23.1.6.99 elgadal, h. a. (2017). the effect of self-assessment on inexperienced efl students’ writing during revision. unpublished dissertation. the university of birmingham fathi, j., mohebiniya, s., & nourzadeh, s. (2019). enhancing second language writing selfregulation through self-assessment and peer-assessment: a case of iranian efl learners. ijalel: international journal of applied linguistics and english literature, 8(3), 110-117. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.3p.110 graham, s. (2018). a revised writer(s)-within-community model of writing. educational psychologist , 53(4), 258–279. https://doi.org/10.1080/00461520.2018.1481406 gupta, c., & dzabelova, i. (2022). self-assessment through reflection. in p. ferguson, & r. derrah (eds.), reflections and new perspectives. jalt. https://doi.org/10.37546/jaltpcp2021-08 hermagustiana, i., & anggriyani, d. (2019). language learner autonomy: the beliefs of english language students. ijee: indonesian journal of english education, 6(2), 133142. https://doi.org/10.15408/ijee.v6i2.15467 jamrus, m. h. m., & razali, a. b. (2019). using self-assessment as a tool for english language learning. english language teaching, 12(11), 64-73. https://doi.org/10.5539/elt.v12n11p64 https://doi.org/10.29333/iji.2019.12235 https://doi.org/10.3389/feduc.2019.00087 https://doi.org/10.22099/tesl.2022.42670.3082 https://doi.org/10.12928/eltej.v4i1.2371 https://doi.org/10.1080/15512169.2021.19900733 https://doi.org/10.1080/17439760.2016.1262613 https://doi.org/10.22521/jesr.2018.81 https://doi.org/10.17102/jear.23.1.6.99 http://dx.doi.org/10.7575/aiac.ijalel.v.8n.3p.110 https://doi.org/10.1080/00461520.2018.1481406 https://doi.org/10.37546/jaltpcp2021-08 https://doi.org/10.15408/ijee.v6i2.15467 https://doi.org/10.5539/elt.v12n11p64 winny agustia riznanda self-assessment in efl writing class: students’ practices 267 | v o l . 8 , n o . 2 , 2 0 2 4 ( 2 5 5 2 6 8 ) kiger, m. e., & varpio, l. (2020). thematic analysis of qualitative data: amee guide no. 131. medical teacher. https://doi.org/10.1080/0142159x.2020.1755030 latifi, s., norrozi, o., hatami, j., & biemans, h. j. a. (2019). how does online peer feedback improve argumentative essay writing and learning? innovations in education and teaching international, 58(2), 195-206. https://doi.org/10.1080/14703297.2019.1687005 litterio, l. m. (2018). contract grading in the technical writing classroom: blending communitybased assessment and self-assessment. assessing writing, 38, 1-9. https://doi.org/10.1016/j.asw.2018.06.002 magaldi, d., & berler, m. (2020) semi-structured interviews. in: v. zeigler-hill, t. k. shackelford (eds.), encyclopedia of personality and individual differences. springer, cham. https://doi.org/10.1007/978-3-319-24612-3_857 marhaeni, a.a.i.n., kusuma, i.p.i., dewi, n.i.p.e.s., & paramartha, a.a.g.y. (2019). using performance assessment to empower students’ learning ownership and promote achievement in efl writing courses. international journal of humanities, literature & arts, 2(1), 9-17. https://doi.org/10.31295/ijhla.v2n1.55 mat, y. n., & par, l. (2022). employing a self-assessment rubric on the efl students’ writing activities: is it effective? elej: english language education journal, 1(1), 2022, 1-10 obilor, e. i. (2023). convenience and purposive sampling techniques: are they the same? international journal of innovative social & science education research, 11(1), 1-7, 2023. okpe, a. a., & onjewu, m. a. (2017). difficulties of learning essay writing: the perspective of some adult efl learners in nigeria. international journal of curriculum and instruction, 9(2), 198–205. purwanti, t. t. (2015). the implementation of self-assessment in writing class: a case study at stba lia jakarta. teflin journal, 26(1), 97-116. http://dx.doi.org/10.15639/teflinjournal.v26i1/97-116 rahmawati, i. n., syafryadin, & widiastuti, r. (2019). teaching narrative writing using freaky fables game: an experimentation. english education: jurnal tadris bahasa inggris, 12(2), 147-155. rezai, a., namaziandost, e., & rahimi, s. (2022). developmental potential of self-assessment reports for high school students’ writing skills: a qualitative study. teslq: teaching english as a second language quarterly, 41(2), 163-203. https://doi.org/10.22099/tesl.2022.42670.3082 sari, a. k. (2018). an analysis of problems faced by first year students of stkip muhammadiyah muaro bungo in writing cause and effect essay. jurnal muara pendidikan, 3(2), 191-199. supian, s. n. s., rameli, n. a. a., amin, m. z. m., shaarin, n. s., wahab, d. a., & yaakub, n. (2024). bringing back fun and active learning in the malaysian esl classrooms. international journal of business and technology management, 6(3), 112-122. https://doi.org/10.55057/ijbtm.2024.6.s3.11 thongpai, j., & deerajviset, p. (2017). effects of self-assessment on writing of thai efl students in different groups of learning styles. proceeding of the aasic asian academic society international conference. west, h., malcolm, g., keywood, s., & hill, j. (2019). writing a successful essay. journal of geography in higher education, 43(4). https://doi.org/10.1080/03098265.2019.1655720 yildiz, y., & yucedal, h. m. (2020). learner autonomy: a central theme in language learning. international journal of social sciences & educational studies, 7(3), 208-2012. https://doi.org/10.23918/ijsses.v7i3p208 https://doi.org/10.1080/0142159x.2020.1755030 https://doi.org/10.1080/14703297.2019.1687005 https://doi.org/10.1016/j.asw.2018.06.002 https://doi.org/10.1007/978-3-319-24612-3_857 https://doi.org/10.31295/ijhla.v2n1.55 http://dx.doi.org/10.15639/teflinjournal.v26i1/97-116 https://doi.org/10.22099/tesl.2022.42670.3082 https://doi.org/10.55057/ijbtm.2024.6.s3.11 https://doi.org/10.1080/03098265.2019.1655720 https://doi.org/10.23918/ijsses.v7i3p208 winny agustia riznanda self-assessment in efl writing class: students’ practices 268 | v o l . 8 , n o . 2 , 2 0 2 4 ( 2 5 5 2 6 8 ) empty page english franca academic journal of english language and education https://doi.org/10.29240/ef.v8i2.11536 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 8, no 2, 2024, page 319-332 article info: http://journal.iaincurup.ac.id/index.php/english received 24 april 2024; received in revised form 10 july 2024; accepted 24 august 2024, available online 24 november 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license copyright (c) 2024 author the exploration of tik-tok app to teaching speaking at the eleventh grade students kurnia saputri1, sherly marliasari2, darmawan budiyanto3 1, 2 universitas muhammadiyah palembang, palembang, indonesia 3universitas tridinanti, palembang, indonesia corresponding email: saputrikurnia505@gmail.com to cite this article: saputri, k., marliasari, s., & budiyanto, d. (2024). the exploration of tik-tok app to teaching speaking at the eleventh grade students . english franca : academic journal of english language and education, 8(2). https://doi.org/10.29240/ef.v8i2.11536 introduction technological improvements and the expansion of social media platforms have had a significant impact on the educational scene in recent years. among these sites, nowadays, social media are dominating the life of people. one of the social media very popular is tik tok app. tiktok has become noticeably widespread among the youth, and students in particular. tiktok has become a cultural phenomenon, particularly among young people. tiktok's distinctive structure of short, entertaining videos provides creative prospects for improving educational processes, notably in the field of language learning (kurniawan, 2018; schellewald, 2021; xiuwen et al., 2021; tan et al., 2022; opsahl & levin, 2022; belkaisse et al., 2023 & syaiba, 2024). tiktok, a social media platform that allows users to create and share short videos, has gained immense popularity among teenagers and young adults. its user-friendly interface, creative tools, and interactive features make it an attractive medium for educational purposes. previous research by gao and tian (2021), nicolaou (2021), and sanchez mujica and tomala salinas (2024) highlights the potential of tiktok to engage students in active learning and promote creativity and collaboration. teaching methods are the applications of theoretical findings; they may have developed from theories and then put into practice. the second half of the twentieth century has given new language teaching methods. one of the new methods that has been well-known abstract. digital platforms are increasingly integrated into education to enhance learning outcomes. tiktok, a popular social media app, provides unique opportunities for language learning, particularly in improving speaking skills. this study explores the effectiveness of tiktok in teaching speaking to eleventh-grade students at sma n 2 palembang. the research investigates tiktok’s impact on speaking skills, engagement, and motivation, while also examining potential challenges and benefits. a mixed-methods approach was used, with a sample of 250 students who completed preand post-intervention speaking tests. a questionnaire assessed student engagement and motivation, and interviews with 10 students provided qualitative insights. quantitative data were analyzed using paired t-tests and anova, while qualitative data underwent thematic analysis. results showed significant improvement in speaking test scores (pre-test m = 65.3, post-test m = 75.8, p < 0.001), with high engagement (m = 4.5) and motivation (m = 4.6). qualitative findings revealed increased confidence, better application of speaking skills, and the value of peer feedback. challenges included technical difficulties and distractions. overall, tiktok integration significantly improved speaking skills and engagement, contributing to the growing literature on digital media in education. keywords: tiktok, speaking skills, digital media, student engagement, efl https://doi.org/10.29240/ef.v8i2.11536 https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english https://doi.org/10.29240/ef.v8i2.11536 kurnia saputri, et al., 2024 the exploration of tik-tok app to teaching speaking at the eleventh grade students 320 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 1 9 3 3 2 ) and used internationally is the audio lingual method (setiyadi, 2020). this is especially important for language instructors and learners, who now require not only 21st-century abilities (ashraf, 2018; erdoğan, 2019; saleh, 2019; mirzayev & oripova, 2022; rustamov & mamaziyayev, 2022 & turgunova & abdurahimovna, 2023), but also these new literacies to assist the teaching-learning process. it is therefore vital to remember that, in a technologically advanced society, language education should address both teachers' and students' literacies, taking into account the role of technology inappropriately and efficiently teaching, learning, and producing language. speaking is a crucial component of language proficiency and a fundamental aspect of communication. according to rao (2019), effective speaking skills are essential for academic success, social interactions, and future professional opportunities. in the context of english as a foreign language (efl) education, developing students' speaking abilities can significantly enhance their overall language competence and confidence (brown, 2019; akhter, 2020; abdullah et al., 2021; rahimi & fathi, 2022 & islam et al., 2022). several studies have examined the integration of social media in education, with a focus on its impact on student engagement and learning outcomes. for instance, manca and ranieri (2016) found that social media platforms can facilitate collaborative learning and enhance student motivation. similarly, luo (2020) emphasized the role of video-based learning in improving language skills, particularly in speaking and listening. however, the specific use of tiktok in teaching speaking skills remains underexplored. while studies such as those by sari and wahyudin (2019) have demonstrated the benefits of using multimedia tools in language education, there is a lack of research focusing specifically on tiktok. the integration of tiktok into language education represents a promising avenue for enhancing students' speaking skills and engagement. by addressing the research questions outlined above, this study seeks to fill the existing gaps in the literature and provide a comprehensive analysis of the potential benefits and challenges associated with using tiktok in an educational setting. this gap presents an opportunity to investigate how tiktok can be effectively utilized to improve speaking skills in an efl context. this research explores the potential of using tiktok as a tool for teaching speaking skills to eleventh-grade students at sma n 2 palembang. theoretical framework teaching speaking the development of speaking skills is a crucial aspect of language learning, encompassing elements such as fluency, accuracy, pronunciation, and communicative competence. these skills enable learners to articulate their ideas effectively, enhancing their overall communicative abilities (alharbi, 2020; syafi’i, 2021). speaking is essential for language acquisition, as it reflects a learner’s capacity to use language in real-world settings. by engaging in spoken communication, learners build confidence and gain practical experience in language use, which prepares them for interactions outside the classroom (maharani, 2019; alzeebaree & hasan, 2020). communicative language teaching (clt) has become central to teaching speaking skills, focusing on interaction and a learner-centered approach. clt prepares students for authentic communication by promoting activities that reflect real-life language use. this method represents a shift from traditional, teacher-centered approaches toward interactive, student-centered practices, encouraging speaking skill development (richards, 2020; nguyen, 2021). techniques such as role-playing, discussions, simulations, and task-based learning are key in clt, providing learners with opportunities to practice speaking in a supportive environment that fosters engagement and active participation (rahmawati & atmowardoyo, 2019; setiawan & indriani, 2022). despite these advancements, teaching speaking still presents challenges, including student anxiety, lack of motivation, and limited practice opportunities. addressing these issues requires strategies that build learner confidence and reduce speaking-related anxiety, such as incorporating collaborative tasks and personalized feedback (budianto & sitinjak, 2021; zheng kurnia saputri, et al., 2024 the exploration of tik-tok app to teaching speaking at the eleventh grade students 321 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 1 9 3 3 2 ) & cheng, 2023). assessment also plays an integral role in the development of speaking skills, offering insights into learners' progress and areas for improvement. oral exams, presentations, and interactive tasks are commonly used to evaluate fluency, coherence, and accuracy, providing a comprehensive picture of a learner’s speaking abilities (raharjo, 2019; susilowati & wulandari, 2023). tik-tok application the tiktok application, a popular social media platform launched in 2016, allows users to create, share, and view short video clips. initially designed for entertainment, tiktok has recently gained attention in educational contexts, especially for language learning, due to its multimedia and interactive features (kumar, 2020; rivers, 2021). tiktok’s visual and audio elements support various modes of communication, making it a valuable tool for teaching speaking and listening skills in an engaging and culturally relevant way. as language learners engage with authentic content and user-generated videos, they can develop their linguistic and intercultural skills (manca, 2021; khalid & usman, 2023). tiktok’s appeal in language education lies in its user-friendly design and the ability to tailor content to learners’ needs. educators can utilize tiktok to promote speaking practice, vocabulary acquisition, and pronunciation through interactive tasks like lip-syncing, roleplaying, and storytelling (elmas & topal, 2022). these activities encourage students to actively produce language in a low-stakes, creative environment, which can enhance motivation and reduce language anxiety. moreover, the brevity of tiktok videos (typically between 15 to 60 seconds) challenges learners to communicate effectively and concisely, aiding the development of spontaneous speaking skills (martinez, 2021; lu & liu, 2023). however, the use of tiktok in education is not without challenges. concerns about privacy, distraction, and the platform’s potentially addictive nature are significant considerations for teachers (zhang, 2022). additionally, not all content on tiktok is educational, which may require instructors to guide students on effective content curation. despite these challenges, tiktok’s popularity and its potential to connect learners globally offer exciting opportunities for integrating social media into language teaching, making it a valuable tool for fostering communicative competence and digital literacy (wang & chen, 2023; alharbi, 2023). material and method research design this study employs a mixed-methods approach to thoroughly examine the role of tiktok in teaching speaking skills to eleventh-grade students at sma n 2 palembang. the combination of quantitative and qualitative methods provides a well-rounded exploration of the research questions, enabling both measurable insights and a deeper understanding of students' experiences. the research design is exploratory, focusing on the initial integration of tiktok into language education and its potential impact on students' speaking proficiency and engagement. this design allows for the collection of both numerical data (quantitative) and detailed personal experiences (qualitative), which together offer a comprehensive perspective on tiktok's effectiveness in language teaching. the study includes all 250 eleventh-grade students at sma n 2 palembang, ensuring a full-population sample that is both representative and statistically reliable. the school was chosen due to its diverse student body and willingness to engage in innovative research projects. by involving all students in the research, the study ensures that the findings reflect the experiences of the entire population and that the conclusions drawn are robust and valid. the data collection process incorporates multiple techniques to gather rich and varied data. first, preand post-speaking tests are administered to assess changes in students' speaking skills throughout the tiktok-based intervention. these tests focus on key speaking proficiency areas, such as fluency, accuracy, pronunciation, and coherence. by administering these tests before and after the intervention, the study can quantify the effect of using tiktok on students' speaking abilities. kurnia saputri, et al., 2024 the exploration of tik-tok app to teaching speaking at the eleventh grade students 322 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 1 9 3 3 2 ) the second data collection method involves the use of structured questionnaires to gather quantitative data regarding students' attitudes toward tiktok as a learning tool. these questionnaires incorporate likert-scale items, which facilitate the measurement of key variables such as students' motivation, engagement, and overall perceptions of tiktok's effectiveness in enhancing speaking skills. by employing this approach, the study can generate robust statistical data that reflect how students view the role of tiktok in their language learning process. this aligns with established frameworks in educational research, such as those proposed by dörnyei (2003) and ferrer et al. (2022), which emphasize the importance of student perceptions in understanding the impact of digital tools on learning outcomes. in addition to the quantitative data, semi-structured interviews are conducted with a select group of students and teachers, providing an opportunity for a more nuanced exploration of personal experiences, insights, and perspectives on the use of tiktok in language education. these interviews delve into specific areas, including the effectiveness of tiktok in engaging students, the ease with which it can be integrated into the curriculum, and any challenges encountered during its implementation. the qualitative data obtained from these interviews offer valuable context to the statistical findings, enriching the study's understanding of how tiktok influences student learning and helping to explain the underlying factors that contribute to its effectiveness or limitations in educational settings. finally, classroom observations are conducted to provide real-time, observational data on how tiktok is used in the classroom. these observations document how students interact with tiktok-based activities, how teachers facilitate the use of tiktok, and any challenges or successes encountered during the process. using checklists and field notes, the observations offer a detailed understanding of the practical implementation of tiktok as a teaching tool. data analysis involves both quantitative and qualitative techniques. quantitative analysis includes descriptive statistics (e.g., means, standard deviations) to summarize the data from the pre-and post-speaking tests and questionnaires. paired t-tests are used to compare pre-and post-test scores to determine whether there is a statistically significant improvement in speaking proficiency. additionally, correlation analysis helps to examine the relationships between students' perceptions of tiktok and their improvements in speaking skills. for qualitative analysis, the study uses thematic analysis to identify key themes and patterns from the interview transcripts and classroom observation notes. this method allows the researchers to interpret the data by recognizing recurring topics, such as student engagement, challenges in using tiktok, and perceptions of its educational value. a coding scheme is developed to systematically categorize the qualitative data according to these emerging themes, ensuring that the analysis is rigorous and consistent. to enhance the validity and credibility of the research findings, triangulation is employed to cross-validate data collected from various sources, including tests, questionnaires, interviews, and observations. this method allows for a more comprehensive evaluation of the data by comparing and contrasting findings from multiple research methods. the use of triangulation ensures that the results are not only accurate but also reliable, as it helps to eliminate biases or inconsistencies that might arise from any single data source. by incorporating this approach, the study strengthens the overall trustworthiness of its conclusions. triangulation also allows the research to integrate both quantitative and qualitative data, providing a holistic perspective on the use of tiktok as an educational tool for enhancing speaking skills in an english as a foreign language (efl) context. the combination of statistical rigor and rich contextual insights offers a balanced view, allowing the study to present a well-rounded analysis of tiktok’s potential impact. this method of cross-validation ensures that the study's findings are not only statistically robust but also deeply informed by the practical realities of using tiktok in language instruction, contributing to a richer understanding of its effectiveness in educational settings. kurnia saputri, et al., 2024 the exploration of tik-tok app to teaching speaking at the eleventh grade students 323 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 1 9 3 3 2 ) results and discussion result result of quantitative analysis the researchers gathered and analyzed data from preand post-intervention speaking tests, as well as answers to a student questionnaire, to assess the efficacy of utilizing tiktok as a teaching tool for improving speaking abilities among eleventh-grade students at sma n 2 palembang. the results of the quantitative data are shown in full below. preand post-speaking test results table 1. descriptive statistics of speaking test scores test mean standard deviation minimum maximum pre-test 65.3 10.4 45 85 post-test 75.8 8.7 55 95 the descriptive statistics from the speaking tests reveal a remarkable increase in students' performance after the tiktok intervention. the mean score improved significantly from 65.3 (sd = 10.4) in the pre-test to 75.8 (sd = 8.7) in the post-test. this 10.5-point increase highlights the intervention's effectiveness in enhancing students' speaking abilities. the standard deviation in the pre-test (10.4) was slightly higher than in the post-test (8.7), indicating that while students displayed a broader range of abilities initially, their performance became more consistent following the intervention. this trend reflects not only overall improvement but also a reduction in performance gaps among the students, suggesting that tiktok provided an equitable learning platform to address varying levels of proficiency. the results underscore the potential of incorporating innovative tools like tiktok to foster practical skill development in a language-learning context. paired t-test results the statistical significance of the improvement in speaking test scores was determined using a paired t-test. table 2. paired t-test for speaking test scores pair mean differences std. deviation t df sig. (2-tailed) pre – post-test 10.5 73 18.63 249 0.000 the paired t-test analysis highlights a statistically significant improvement in students' speaking test scores following the tiktok-based intervention. the results (t(249) = 18.63, p < 0.001) confirm that the observed changes are not due to random variation but are strongly associated with the intervention. the mean difference of 10.5 points between the pre-test and post-test scores further illustrates the substantial positive impact of using tiktok as a teaching tool for enhancing speaking skills. this improvement suggests that the platform's interactive and engaging nature effectively supports students in developing their abilities, likely by providing repeated opportunities for practice and self-assessment in a real-world communication context. the robust statistical significance (p < 0.001) reinforces the reliability of these findings, emphasizing tiktok's potential as a transformative tool in language education. questionnaire results in addition to the speaking tests, a questionnaire was administered to gauge student engagement, perceived improvement, and motivation related to the use of tiktok in learning speaking skills. kurnia saputri, et al., 2024 the exploration of tik-tok app to teaching speaking at the eleventh grade students 324 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 1 9 3 3 2 ) table 3. descriptive statistics of questionnaire responses item mean std. deviation engagement with tiktok activities 4.5 0.6 perceived improvement in speaking 4.3 0.7 motivation to participate in speaking 4.6 0.5 the analysis of questionnaire responses demonstrates overwhelmingly positive feedback from students regarding the use of tiktok as a teaching tool. students reported high engagement levels with tiktok-based activities (m = 4.5, sd = 0.6), indicating that the platform effectively captured their interest and participation in learning tasks. additionally, the perceived improvement in speaking skills (m = 4.3, sd = 0.7) highlights the effectiveness of tiktok in supporting the development of practical language abilities. furthermore, students exhibited a strong motivation to participate in speaking activities (m = 4.6, sd = 0.5), suggesting that the platform's interactive and creative features played a crucial role in maintaining their enthusiasm for language learning. these findings collectively underscore the suitability of tiktok as an innovative and engaging medium for enhancing student learning outcomes in speaking skills. the data strongly indicates that tiktok's integration into teaching strategies was not only well-received but also highly effective in fostering both skill development and motivation. analysis of variance (anova) to examine the impact of tiktok on different student groups, an anova was used to compare pre-and post-test scores across subgroups. table 4. anova results source of variation sum of squares f mean square f sig. (p-value) between groups 540.2 2 2.701 .55 0.012 within groups 14705.8 47 59.5 total 15246 49 the anova analysis reveals that the tiktok intervention significantly impacted different student subgroups, with results showing f (2, 247) = 4.55 and a p-value of 0.012, indicating statistical significance. this finding suggests that the improvement in speaking skills observed during the study was not limited to specific groups but was consistently experienced across diverse demographics within the sample. whether students differed in terms of background, language proficiency levels, or other characteristics, the intervention provided an equitable and effective platform for enhancing speaking skills. this uniformity highlights tiktok's adaptability as a teaching tool, capable of addressing varied student needs while fostering measurable improvements in language learning outcomes. result of qualitative analysis qualitative interviews conducted with 10 eleventh-grade students at sma n 2 palembang provided valuable insights into their experiences and perceptions of using tiktok as a medium for teaching speaking skills. thematic analysis of the interview data revealed several key themes and patterns that highlight both the benefits and challenges of integrating tiktok into language learning. one of the prominent themes identified was the increased engagement and motivation among students. many participants noted that tiktok made the learning process more enjoyable. kurnia saputri, et al., 2024 the exploration of tik-tok app to teaching speaking at the eleventh grade students 325 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 1 9 3 3 2 ) as one student expressed, "using tiktok made the lessons more fun and engaging. i looked forward to the speaking activities because they were different from the usual classroom exercises." another student echoed this sentiment, stating, "i enjoyed making and watching videos. it didn't feel like a typical homework assignment." these comments reflect how the novelty of tiktok and the creative opportunities it offers motivated students to engage more actively in speaking activities. the entertainment value of creating and sharing videos contributed significantly to their enthusiasm for learning. additionally, students reported an enhancement in their confidence when speaking. they appreciated the opportunity to record and review their videos before posting them, which allowed them to refine their speaking skills in a low-pressure environment. as one student noted, "recording myself and watching it back helped me see where i needed to improve. it made me more confident to speak in front of others." another student mentioned, "i was less afraid of making mistakes because i could practice as many times as i needed before posting the video." this iterative process of practicing, reviewing, and editing videos helped reduce anxiety and built students' confidence in speaking tasks. the second major theme that emerged was the improvement in speaking skills, particularly in the practical application of these skills. students felt that tiktok provided a platform for using english in meaningful and real-life contexts. one student shared, "creating tiktok videos required me to use english in a real context. it was more practical than just reading from a textbook." another commented, "i had to think about how to communicate my ideas clearly and effectively in the videos." this practical application of language skills through video creation enhanced students’ ability to organize and present their thoughts coherently, deepening their learning experience. furthermore, students reported improvements in their pronunciation and fluency. the opportunity to practice speaking regularly, coupled with feedback from peers, contributed to noticeable progress in these areas. one student remarked, "watching other students' videos and getting feedback helped me improve my pronunciation." another stated, "i became more fluent because i practiced speaking more regularly through the videos." the frequent practice and exposure to peer feedback through tiktok allowed students to refine their pronunciation and become more confident in their spoken english. peer collaboration and feedback were also significant components of the learning experience. students valued the ability to comment on each other’s videos and offer constructive feedback. as one student explained, "we would comment on each other's videos with suggestions and compliments. it was a great way to learn from each other." another student added, "getting feedback from my friends was helpful because they pointed out things i didn't notice." kurnia saputri, et al., 2024 the exploration of tik-tok app to teaching speaking at the eleventh grade students 326 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 1 9 3 3 2 ) this collaborative environment fostered a sense of community among the students, creating a supportive learning atmosphere. one student noted, "knowing that we were all learning together made me feel more comfortable sharing my videos." another shared, "we encouraged each other to do better, which made the whole experience more positive." these interactions contributed to a less intimidating and more collaborative learning environment. however, there were also challenges associated with using tiktok in language learning. technical difficulties, such as issues with devices or internet connectivity, were mentioned by several students. one participant stated, "sometimes, it was hard to get the video right because of technical issues with my phone or the app." another noted, "uploading videos could be frustrating when the internet connection was slow." these technical barriers occasionally hindered students' ability to fully engage in tiktok activities. additionally, students acknowledged the potential for distraction on the platform. given the vast amount of non-educational content available on tiktok, some students struggled to stay focused on the educational aspects of the platform. as one student admitted, "it was easy to get distracted by other tiktok videos that were not related to the lesson." another commented, "i had to discipline myself to focus on the educational content and not get side-tracked." this suggests that while tiktok offers many educational benefits, it also requires students to exercise self-discipline to avoid distractions and ensure that time spent on the platform aligns with learning objectives. in summary, the interviews revealed that tiktok can be an effective tool for teaching speaking skills, and fostering engagement, confidence, and practical language use. however, technical challenges and the potential for distraction must be addressed to maximize the platform's educational benefits. despite these challenges, the collaborative and supportive environment created by tiktok's peer feedback mechanisms was a valuable component of the learning experience. discussion the findings of this study indicate a significant improvement in students' speaking skills, highlighting the effectiveness of tiktok as a tool for enhancing language proficiency. the substantial increase in speaking test scores suggests that tiktok's interactive and engaging nature played a key role in this development. by providing students with opportunities to practice speaking in an enjoyable and low-pressure environment, tiktok allowed them to refine their skills in a less intimidating setting. this aligns with gao and tian's (2021) research, which underscores the potential of short video platforms to improve language learning outcomes. in addition to improvements in speaking skills, the study also revealed high levels of student engagement and motivation. students reported that tiktok's creative features, along with its popularity among teenagers, made the learning process more appealing and enjoyable. this aligns with manca and ranieri’s (2016) findings, which suggest that integrating familiar social media platforms into educational practices can significantly boost student kurnia saputri, et al., 2024 the exploration of tik-tok app to teaching speaking at the eleventh grade students 327 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 1 9 3 3 2 ) motivation. the platform's ability to maintain students' interest and encourage active participation is a key factor in enhancing language learning. thematic analysis of qualitative data further highlighted the importance of peer collaboration and feedback facilitated by tiktok. students appreciated the opportunity to engage with their peers’ content, which created a supportive and interactive learning environment. this collaborative approach aligns with vygotsky's (1978) social constructivist theory, as well as armstrong (2019) and mohammed & kinyó (2020), who emphasize the role of social interaction and collaboration in cognitive development. the peer feedback mechanism fostered a sense of community, which further contributed to the learning process. however, the study also identified some challenges. technical issues, such as difficulties in video creation and submission, were noted, along with potential distractions from non-educational content on tiktok. these challenges emphasize the importance of careful planning and structured implementation when integrating technology into the classroom. addressing these issues is essential to maximize the educational benefits of tiktok, a concern also raised by sari and wahyudin (2019) in their research on the use of multimedia tools in education. in terms of student engagement and confidence, tiktok's fun and interactive nature was found to significantly increase motivation. the ability to practice speaking in a lowpressure environment contributed to building students’ confidence in their speaking abilities. this aligns with the findings of luo (2020) and lacey & wall (2021), who emphasized that video-based learning enhances speaking skills through practical application and iterative practice. furthermore, the practical application of speaking skills in a real-world context, facilitated by tiktok, led to noticeable improvements in pronunciation and fluency. the study also observed the impact of peer collaboration and support in enhancing the learning experience. tiktok's feedback mechanism helped foster a sense of community, consistent with vygotsky's (1978) and mohammed & kinyó's (2020) views on the role of social interaction in learning. however, the challenges identified such as technical difficulties and potential distractions highlight the need for adequate infrastructure and guidance to ensure effective integration of the platform into educational practices. addressing these issues is crucial for maximizing the educational potential of tiktok and ensuring that its benefits outweigh its drawbacks. novelty this study is among the first to explore the use of tiktok specifically for teaching speaking skills in an efl context. while previous research has examined the use of social media and multimedia tools in education, the application of tiktok in this domain represents a novel approach. the study provides empirical evidence of the platform's effectiveness in enhancing speaking skills, offering new insights and practical recommendations for educators. key contributions, there were as follows: 1. empirical evidence: this study provides robust empirical evidence on the effectiveness of tiktok in improving speaking skills among efl students, addressing a gap in the existing literature. 2. practical insights: the findings offer practical insights for educators on how to integrate tiktok into language teaching, highlighting both the benefits and potential challenges. 3. student-cantered learning: by demonstrating the platform's ability to increase engagement and motivation, this research supports the adoption of more student-centered and technologically integrated teaching practices. results should be presented in detail and discussed accordingly without any mix with other studies. conclusion the findings from both quantitative and qualitative analyses highlight the effectiveness of utilizing tiktok as a teaching tool to enhance students' speaking skills. the quantitative results demonstrated a significant improvement in speaking proficiency, as evidenced by kurnia saputri, et al., 2024 the exploration of tik-tok app to teaching speaking at the eleventh grade students 328 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 1 9 3 3 2 ) increased test scores and statistically significant differences in performance before and after the intervention. moreover, questionnaire responses indicated high levels of student engagement, motivation, and a positive perception of tiktok-based learning activities. qualitatively, thematic analysis revealed that tiktok activities fostered a fun and engaging learning environment, enhanced students' confidence in speaking, and provided practical applications of speaking skills in meaningful contexts. peer collaboration and feedback further contributed to skill improvement, while the sense of community built through these activities made learning less intimidating. despite minor challenges such as technical difficulties and potential distractions, the study underscores tiktok's potential as an innovative and inclusive tool in language teaching. it not only improves speaking proficiency but also enhances student motivation and participation. these findings contribute to the growing exploration of digital media integration in education and encourage future research to refine and expand the application of such tools in diverse learning contexts. acknowledgment the researchers would like to express our sincere gratitude to all our colleagues whose support and assistance have been invaluable in the successful completion of this research. references abdullah, m. y., hussin, s., hammad, z. m., & ismail, k. (2021). exploring the effects of flipped classroom model implementation on efl learners’ self-confidence in english speaking performance. recent advances in intelligent systems and smart applications, 223-241. adeoye, m. a. (2023). review of sampling techniques for education. asean journal for science education, 2(2), 87-94. adu, p. (2019). a step-by-step guide to qualitative data coding. routledge. akhter, s., haidov, r., rana, a. m., & qureshi, a. h. (2020). exploring the significance of speaking skill for efl learners. palarch's journal of archaeology of egypt/egyptology, 17(9), 6019-6030. alharbi, m. (2020). the role of communicative competence in enhancing language learning. journal of language teaching and research, 11(1), 1-7. alharbi, m. (2023). the use of tiktok in language education: opportunities and challenges. journal of interactive learning research, 34(2), 145-159. almeida, f. (2018). strategies to perform a mixed methods study. european journal of education studies. alzeebaree, y., & hasan, i. (2020). the impact of communicative language teaching on the development of speaking skills. international journal of english language and literature studies, 9(2), 45-56. armstrong, f. (2019). social constructivism and action research: transforming teaching and learning through collaborative practice. in action research for inclusive education (pp. 5-16). routledge. ashraf, t. a. (2018). teaching english as a foreign language in saudi arabia: struggles and strategies. international journal of english language education, 6(1), 133-154. asyrofi, s. (2023). an analysis of using tiktok in teaching speaking at the 3rd semester of english education department in iain metro lampung (doctoral dissertation, iain metro). belkaisse, m. a. h. a. t., & manel, b. o. u. l. g. h. a. l. a. g. h. e. (2023). investigating students’ use of micro-learning on tiktok mobile application to improve their english pronunciation case study: undergraduate english language students at abdelhafid boussouf university center of mila (doctoral dissertation, university center of abdel hafid boussouf mila). bergin, t. (2018). an introduction to data analysis: quantitative, qualitative and mixed methods. an introduction to data analysis, 1-296. kurnia saputri, et al., 2024 the exploration of tik-tok app to teaching speaking at the eleventh grade students 329 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 1 9 3 3 2 ) braun, v., & clarke, v. (2006). using thematic analysis in psychology. qualitative research in psychology, 3(2), 77-101. brown, h. d. (2019). teaching by principles: an interactive approach to language pedagogy. pearson education. budianto, l., & sitinjak, m. (2021). reducing speaking anxiety through collaborative learning. tesol journal, 12(3), 421-435. cahyono, a. o. m., & perdhani, w. c. (2023). using tiktok in efl class: students’ perceptions. journal of english education and teaching, 7(1), 59-77. cohen, l., manion, l., & morrison, k. (2017). research methods in education (7th ed.). routledge. creswell, j. w., & plano clark, v. l. (2011). designing and conducting mixed methods research (2nd ed.). sage. dörnyei, z. (2003). questionnaires in second language research: construction, administration, and processing. lawrence erlbaum associates. elliott, v. (2018). thinking about the coding process in qualitative data analysis. qualitative report, 23(11). elmas, z., & topal, m. (2022). tiktok as a tool for language teaching: a study on efl learners. international journal of emerging technologies in learning, 17(4), 42-56. erdoğan, v. (2019). integrating 4c skills of 21st century into 4 language skills in efl classes. international journal of education and research, 7(11), 113-124. ferrer, j., ringer, a., saville, k., a parris, m., & kashi, k. (2022). students’ motivation and engagement in higher education: the importance of attitude to online learning. higher education, 83(2), 317-338. field, a. (2013). discovering statistics using ibm spss statistics (4th ed.). sage. gao, x., & tian, z. (2021). tiktok and education: the role of short video in digital learning. educational media international, 58(1), 1-18. islam, w., ahmad, s., & islam, m. d. (2022). investigating the problems faced by the university efl learners in speaking english language. islam, w., ahmad, s., & islam, md (2022). investigating the problems faced by the university efl learners in speaking english language. international journal of tesol & education, 2(2), 47-65. khalid, r., & usman, t. (2023). integrating tiktok into language classrooms for enhanced student engagement. tesol quarterly, 57(1), 89-106. kumar, a. (2020). social media in language learning: the rise of tiktok. asian efl journal, 12(3), 21-29. kurniawan, b. (2018). tik tok popularism and nationalism: rethinking national identities and boundaries on millennial popular cultures in indonesian context. proceedings of aicssocial sciences, 8, 83-90. kvale, s. (2007). doing interviews. sage. lacey, k., & wall, j. g. (2021). video-based learning to enhance teaching of practical microbiology. fems microbiology letters, 368(2), fnaa203. lester, j. n., cho, y., & lochmiller, c. r. (2020). learning to do qualitative data analysis: a starting point. human resource development review, 19(1), 94-106. locke, k., feldman, m., & golden-biddle, k. (2022). coding practices and interactivity: beyond templates for analysing qualitative data. organizational research methods, 25(2), 262-284. lu, j., & liu, y. (2023). utilizing short videos for language instruction: tiktok as a new pedagogical tool. language teaching research quarterly, 18(2), 67-82. luo, h. (2020). the effectiveness of video-based learning in improving speaking skills among efl learners. journal of educational technology development and exchange, 13(2), 45-58. maharani, s. (2019). real-world applications of speaking skills in efl contexts. international journal of applied linguistics & english literature, 8(4), 25-31. manca, s. (2021). digital literacy and language learning on tiktok: an emerging field of study. journal of educational technology research, 39(1), 85-95. kurnia saputri, et al., 2024 the exploration of tik-tok app to teaching speaking at the eleventh grade students 330 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 1 9 3 3 2 ) manca, s., & ranieri, m. (2016). is facebook still a suitable technology-enhanced learning environment? an updated critical review of the literature from 2012 to 2015. journal of computer assisted learning, 32(6), 503-528. martinez, p. (2021). exploring tiktok’s potential for language learning. education and information technologies, 26(2), 1137-1152. matović, n., & ovesni, k. (2023). interaction of quantitative and qualitative methodology in mixed methods research: integration and/or combination. international journal of social research methodology, 26(1), 51-65. meena, r. s. (2020). the effect of cooperative learning strategies in the enhancement of efl learners’ speaking skills. asian efl journal research articles, 27. meinck, s., & vandenplas, c. (2021). sampling design in ilsa: methods and implications. in international handbook of comparative large-scale studies in education: perspectives, methods and findings (pp. 1-25). cham: springer international publishing. mirzayev, a., & oripova, s. (2022). communicative method–a new approach in the practice of teaching foreign language. science and innovation, 1(b6), 778-783. mohammed, s. h., & kinyó, l. (2020). the role of constructivism in the enhancement of social studies education. journal of critical reviews, 7(7), 249-256. nguyen, h. h. (2022). using tiktok to improve speaking performance at an academy of journalism and communication efl class. a survey on teachers’ perceptions of their emergency remote english teaching, 509. nguyen, t. t. (2021). modern approaches in communicative language teaching. asian efl journal, 25(3), 30-44. nicolaou, c. (2021). media trends and prospects in educational activities and techniques for online learning and teaching through television content: technological and digital socio-cultural environment, generations, and audio-visual media communications in education. education sciences, 11(11), 685. opsahl, m. k., & levin, h. (2022). trending: a new way of language learning: students' language acquisition through tiktok (master's thesis, university of south-eastern norway). pallant, j. (2016). spss survival manual (6th ed.). mcgraw-hill education. peterson, j. (2021). speaking ability progress of language learners in online and face‐to‐face courses. foreign language annals, 54(1), 27-49. raharjo, s. (2019). effective speaking assessment methods in language classrooms. journal of language education and development, 7(2), 98-110. rahimi, m., & fathi, j. (2022). employing e-tandem language learning method to enhance speaking skills and willingness to communicate: the case of efl learners. computer assisted language learning, 1-37. rahmawati, d., & atmowardoyo, h. (2019). enhancing student engagement in speaking classes through task-based learning. international journal of language education, 3(1), 15-29. rao, p. s. (2019). the importance of speaking skills in english classrooms. alford council of international english & literature journal (acielj), 2(2), 6-18. richards, j. c. (2020). communicative language teaching: current trends and future directions. language teaching, 53(2), 123-139. rivers, d. j. (2021). language learning on social media: tiktok and its pedagogical possibilities. journal of second language teaching & research, 9(3), 58-71. robillos, r. j. (2023). improving students’ speaking performance and communication engagement through technology-mediated pedagogical approach. international journal of instruction, 16(1), 551-572. rustamov, i. t., & mamaziyayev, z. x. (2022). development of speaking comprehension in teaching foreign language for professional purposes. asian journal of research in social sciences and humanities, 12(2), 227-233. saldana, j. (2015). the coding manual for qualitative researchers (3rd ed.). sage. kurnia saputri, et al., 2024 the exploration of tik-tok app to teaching speaking at the eleventh grade students 331 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 1 9 3 3 2 ) saleh, s. e. (2019). critical thinking as a 21st century skill: conceptions, implementation and challenges in the efl classroom. european journal of foreign language teaching. sanchez mujica, j. s., & tomala salinas, s. n. (2024). the influence of tiktok to enhance the speaking skills at pre-university pine major students (bachelor's thesis, la libertad: universidad estatal península de santa elena. 2024). sari, a. m., & wahyudin, a. y. (2019). the use of multimedia in teaching speaking skill. journal of language teaching and research, 10(1), 115-121. schellewald, a. (2021). communicative forms on tiktok: perspectives from digital ethnography. international journal of communication, 15, 21. setiawan, r., & indriani, m. (2022). role-play and simulations in speaking classes. language circle: journal of language and literature, 16(1), 52-64. susilowati, r., & wulandari, t. (2023). assessing fluency and coherence in efl speaking tasks. studies in english language and education, 10(1), 83-94. syafi’i, m. (2021). fluency and accuracy in communicative language teaching. journal of elt research, 5(1), 1-12. syaiba, r. (2024). social media for learning english: investigating efl students’ challenges in creating speaking contents on tiktok (doctoral dissertation, uin ar-raniry banda aceh). tan, k. h., rajendran, a., muslim, n., alias, j., & yusof, n. a. (2022). the potential of tiktok’s key features as a pedagogical strategy for esl classrooms. sustainability, 14(24), 16876. timans, r., wouters, p., & heilbron, j. (2019). mixed methods research: what it is and what it could be. theory and society, 48, 193-216. turgunova, f., & abdurahimovna, r. s. (2023). the use of old and new methods of teaching english. журнал иностранных языков и лингвистики, 5(5). vygotsky, l. s. (1978). mind in society: the development of higher psychological processes. harvard university press. wang, h., & chen, l. (2023). social media in efl education: trends, challenges, and insights from tiktok. journal of language and education, 5(1), 72-88. williams, m., & moser, t. (2019). the art of coding and thematic exploration in qualitative research. international management review, 15(1), 45-55. xiuwen, z., & razali, a. b. (2021). an overview of the utilization of tiktok to improve oral english communication competence among efl undergraduate students. universal journal of educational research, 9(7), 1439-1451. zhang, x. (2022). the impact of social media on language learning: tiktok in the classroom. contemporary educational technology, 14(3), 201-215. zhao, k. (2021). sample representation in the social sciences. synthese, 198(10), 9097-9115. zheng, l., & cheng, y. (2023). effective strategies for reducing language anxiety in speaking classes. international journal of language anxiety research, 5(2), 66-79. kurnia saputri, et al., 2024 the exploration of tik-tok app to teaching speaking at the eleventh grade students 332 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 1 9 3 3 2 ) empty page english franca academic journal of english language and education doi:10.29240/ef.v621.5242 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol. 9, no. 2, 2025, page 277-286 article info: http://journal.iaincurup.ac.id/index.php/english received 05 june 2025; received in revised form 29 july 2025; accepted 20 august 2025 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license implementing emancipated curriculum in english language learning: teachers’ perspectives muhammad alqowiy albar¹, ridha ilma², fitri alya okta sukma³ ¹ universitas islam negeri raden fatah palembang ² universitas islam negeri raden fatah palembang ³ universitas islam negeri raden fatah palembang corresponding email: ridhailma_uin@radenfatah.ac.id to cite this article: albar, m. a., ilma, r., & okta sukma, f. a. (2025). implementing emancipated curriculum in english language learning: teachers’ perspectives. english franca: academic journal of english language and education, 9(2 november), 277–286. https://doi.org/10.29240/ef.v9i2 november.13440 introduction education is important to help students develop their intellectual, moral, and social potential. pristiwanti et al. (2022) claim that education is a deliberate and intentional effort to create a pleasant learning environment in which students actively develop their potential for religious and spiritual strength, self-control, personality, intelligence, noble character, and skills required by themselves and society. education represents the development of a child's hidden abilities. according to ilma and dianti (2016), children are natural language learners, acquiring and learning languages automatically. from a very early age, they demonstrate an innate ability to absorb and internalize language sounds, structures, and patterns without formal instruction, supported by cognitive and social factors, as the human brain during childhood is especially primed for language acquisition. in the indonesian context, the 2013 curriculum (k13) aimed to increase educational quality but was widely criticized for its inflexible structure, heavy content load, and lack of adaptability to diverse student needs (putri & maula, 2024; tricahyati & zaim, 2023). to address these challenges, the ministry of education implemented the emancipated curriculum (kurikulum merdeka), which emphasizes differentiated learning, project-based activities, student autonomy, and the use of digital tools (muin & utami, 2024; firdaus & abstract the views of english language instructors regarding the implementation of the emancipated curriculum in english language instruction at a privately owned junior high school in palembang have been covered in this essay. two english teachers were used as a sample of total sampling in the qualitative case study design. semi-structured interviews were used as the data collection method, with a focus on indicators such as teachers' opinions regarding the curriculum's implementation, benefits, and drawbacks. to identify trends and classify the teachers' experiences, they were transcribed and subjected to thematic analysis. by distributing the transcripts and results to the participants, member checking was also carried out to ensure accuracy. the results showed that because the curriculum was adaptable, student-centered, and provided opportunities for creative instruction, teachers had a favorable opinion of it. differentiated and project-based learning were thought to be beneficial for encouraging student participation and autonomy. however, teachers faced difficulties like inadequate training, insufficient time for teaching english, and difficulty obtaining pertinent educational resources. these findings show that appropriate institutional support, ongoing professional development, and sufficient resources are essential for the emancipated curriculum's successful implementation because they enable educators to successfully apply creative solutions. keywords: emancipated curriculum, teachers’ perspectives file:///c:/users/acer/appdata/local/microsoft/windows/inetcache/ie/afifophf/cccccc https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:ridhailma_uin@radenfatah.ac.id https://doi.org/10.29240/ef.v9i2%20november.13440 muhammad alqowiy albar et al., 2025 implementing emancipated curriculum in english language learning: teachers’ perspectives 278 | v o l . 9 , n o . 2 , 2 0 2 5 ( 2 7 7 2 8 6 ) permana, 2024). this curriculum allows teachers more freedom to design and deliver lessons specific to their classroom context. however, teachers have encountered various obstacles in implementation, including limited training, insufficient instructional time—particularly for english—and lack of relevant learning materials (safitri & kusumaningtyas, 2023; kusumawati et al., 2024). previous research has found that educators are optimistic and concerned, highlighting that teacher perceptions are crucial in determining curricular effectiveness (maulida et al., 2024; lestari et al., 2024). despite this growing body of literature, most studies have focused on primary or vocational schools, leaving limited evidence about how the emancipated curriculum is implemented in islamic private junior high schools. this gap is significant because institutional culture, student characteristics, and resource availability strongly influence teachers' experiences. therefore, this study offers novelty by investigating english teachers' perceptions at one islamic private junior high school in palembang that has implemented the emancipated curriculum since 2021. a preliminary observation and informal interviews with the english teachers revealed that while they recognized the curriculum's potential to foster student-centered learning and creativity, they faced challenges such as reduced teaching hours, lack of continuous training, and difficulty accessing appropriate materials. in light of these circumstances, this study aimed to explore teachers' perspectives, examine the perceived benefits and limitations, and offer recommendations to address practical challenges in implementing the emancipated curriculum. theoretical framework implementation of emancipated curriculum the emancipated curriculum is a kind of an educational approach that encourages flexibility in education through empowering schools and teachers to modify the curriculum to meet the needs of students. muin and utami (2024) state that under this curriculum, it is possible to develop teaching modules, design lesson planning, and establish the learning outcomes according to the characteristics of students. it focuses on intracurricular and situational learning that helps students to be self-reliant and it enables teachers to use different ways without being enslaved to strict forms like traditional lesson plans. it is said to be more flexible than the former curriculum. it allows teachers, educators and schools more freedom in planning and executing classroom learning experiences. this is a method of instilling the ability of everyone to think independently. it is also advisable that teachers should be able to exercise intellectual freedom in teaching since the students will be unable to think independently when their teachers are restricted. students will be empowered to achieve their potential without getting too dependent on established norms or values because they are encouraged to learn independent of that. benefits of emancipated curriculum the advantages of the emancipated curriculum have been determined by several studies. according to firdaus and permana (2024), it assists students in realizing their potential, enables teachers to be creative, and makes the learning content easier to learn. it is also stated that lestari et al. (2024) curriculum is holistic and enables students to become more active and teachers more flexible to incorporate local content. suardipa (2022) extends this fact and offers that teachers are able to create context-based projects, whereas putri and maula (2024) also highlight the role of teachers as facilitators and motivators, who can make students step towards a deeper realization. limitations of emancipated curriculum although it has these benefits, there are also numerous limitations to the emancipated curriculum. among the problems mentioned by safitri and kusumaningtyas (2023), there are a lack of references, teacher inability to adapt to new roles, and lack of teacher training. kusumawati et al. (2024) also state that the minimized teaching hours, particularly of english, four or five down to only two hours, have adverse effects on language mastery. akbar et al. muhammad alqowiy albar et al., 2025 implementing emancipated curriculum in english language learning: teachers’ perspectives 279 | v o l . 9 , n o . 2 , 2 0 2 5 ( 2 7 7 2 8 6 ) (2023) also note that insufficient support at school and ambiguous material regulations are still a problem in the implementation. material and method this paper implemented a qualitative case study design to explore how english teachers see the emancipated curriculum in a junior high school that has been implementing the emancipated curriculum since 2021. the research analyzed the meaning, practices, and reaction of the teachers in the english language learning curriculum. the participants of the study included a single english teacher in a junior high school governed by the islamic religion in palembang, the participants were selected through total sampling (sugiyono, 2020). semistructured interviews were used in collecting data, this gave the opportunity to participants to describe their experiences in detail. the interview guide included questions concerning the implementation of the curriculum, advantages, and constraints and classroom practices. particularly, the instrument consisted of the indicators that were aimed at investigating the following aspects (1) the knowledge of the emancipated curriculum concepts and goals in teachers; (2) preparation and planning of learning activities relying on the curriculum principles; (3) perceived advantages, i.e., fostering student autonomy, creativity, and differentiated learning; (4) perceived limitations and challenges, i.e., limited time to teach and train teachers and the challenges in accessing the teaching materials. thematic analysis was used to identify patterns and themes and to process all the replies through transcription (braun and clarke, 2006). member checking was adopted to ensure that the data was correct and believable (creswell and creswell, 2018). the participants used in this research were two english teachers working at a privately owned islamic junior high school in palembang that has been using the emancipated curriculum since 2021. the researchers used total sampling as the selection technique, which implies that both teachers were the representatives of the entire population of english language teachers at the school (sugiyono, 2020). the selection of these participants was due to the fact that they were directly engaged in the implementation of the curriculum in their classrooms and hence, would be the most appropriate sources that could be used in the study of attitudes, experiences, and challenges related to the implementation of curriculum. their minds provided crucial qualitative information on how the emancipated curriculum is practiced in the real world of education. this paper has used qualitative data which is the language and contents of the verbal comments of the teachers in the interviews. the study was centered on the perceptions, experiences and attitudes of teachers towards the implementation of the emancipated curriculum in english language learning. these were descriptive notes regarding the teaching strategies, curricular advantages, challenges and classroom activities. the two english instructors who had a direct role in the implementation of the emancipated curriculum formed the main source of the data. additional data was collected using the relevant documents and field notes made during the interviews and were used to aid in the analysis of the responses of the teachers (creswell and guetterman, 2019). semi-structured interviews with the two english teachers were used in collecting the qualitative data in this study. the individual interviews were held in the form of conversation, and the participants were able to talk about their views, experiences, and challenges in detail (merriam and tisdell, 2016). to ensure the consistency, an interview guide was created to address the key areas, including, but not limited to, implementation of the curriculum, its benefits, limitations, instructional methods, and the specific indicators mentioned above. the interviews were recorded and transcribed word-to-word and supplemented with field notes to include the contextual information and nonverbal expressions (creswell and guetterman, 2019). this was a strategy that enabled the researcher to get extensive, descriptive information regarding the research topic. the thematic analysis was used to analyze the data in this study and it is productive in identifying patterns and themes in the qualitative data. the transcription of the interviews was done verbatim and the transcript was read by the researcher a few times in order to familiarize himself/herself with the content. this was followed by the process of coding by muhammad alqowiy albar et al., 2025 implementing emancipated curriculum in english language learning: teachers’ perspectives 280 | v o l . 9 , n o . 2 , 2 0 2 5 ( 2 7 7 2 8 6 ) marking relevant phrases and sections that were considered to portray the views of participants regarding the implementation of the emancipated curriculum. these codes were grouped into bigger themes depending on similarities, e.g. perceived benefits, obstacles and teaching methodologies. these categories formed central themes to be used to answer the research question: what are the teachers’ perceptions about the implementation of the emancipated curriculum in english language learning? this process was guided by braun and clarke (2006) six-stage thematic analysis framework to include familiarization with data, the initial codes generation, the process of looking into themes, the review of themes, the definition and labeling of the themes and the final report generation. member checks were also taken by the researcher to ascertain the credibility and accuracy of data that was interpreted. results and discussion the results of this study reveal english teachers’ perceptions regarding implementing the emancipated curriculum in english language learning at a junior high school. thematic analysis of the interview data produced three main themes: (1) implementation strategies, (2) perceived benefits, and (3) perceived limitations. these themes reflect how teachers interpret, apply, and respond to the curriculum. table 1. themes and sub-themes of the implementation of emancipated curriculum themes sub-themes codes the implementation of emancipated curriculum concept of emancipated curriculum a. the teachers claimed that the curriculum emphasizes student freedom in choosing learning paths and encourages teachers to adapt flexibly to class conditions. it aims for “no child left behind” and supports personalized, flexible instruction. the teachers acted as facilitators to develop creativity and independence. teacher preparation b. the teachers said that they participated in multiple training sessions provided by supervisors and education officials. c. the teachers assumed that prepared lesson plans (rpp) and modules tailored to each class's needs, often starting with diagnostic tests. they adapt teaching methods based on class context and student readiness implementation of the emancipated curriculum both participants agreed that the emancipated curriculum encourages a flexible, student-centered learning approach that values learner autonomy. teachers are no longer positioned as the core of education, but rather as facilitators who assist students in determining how they learn best. teacher a emphasized that students have the freedom to direct their own learning, whereas teacher b emphasized that each class can take a different path depending on the requirements of the students. in preparation, both teachers attended multiple training sessions, although they noticed that the material was frequently theoretical and varied in quality. teacher a indicated that area supervisors led sessions, but teacher b stated that continuing informal exchanges with peers helped clarify implementation. diagnostic tests were used to guide lesson design, which was then adapted to the abilities and characteristics of each class. teachers recognized the significance of adapting techniques and content to meet the learning styles of the present generation. both stated that, while the training offered a basis, practical classroom application needed personal work and muhammad alqowiy albar et al., 2025 implementing emancipated curriculum in english language learning: teachers’ perspectives 281 | v o l . 9 , n o . 2 , 2 0 2 5 ( 2 7 7 2 8 6 ) adaptability. to summarize, despite minimal and inconsistent institutional support, both instructors displayed a strong commitment to the emancipated curriculum, regarding their job as adaptive facilitators who plan and teach based on students' readiness. table 2. themes and sub-themes of benefits of the emancipated curriculum themes sub-themes codes benefits of emancipated curriculum helping students to develop their abilities a. the teachers assumed that the students were more independent and responsible in completing tasks, such as making posters or using digital tools like canva and pinterest. b. the teachers stated that project-based learning motivated students to explore their own ideas and choose learning styles that suit them. implementation of p5 project c. one of the teachers said that the students engaged in projects like waste management, choosing specific topics (e.g., plastic waste) and developing creative solutions. d. one of the teachers mentioned the p5 project allowed students to demonstrate independence and social responsibility through contextual learning activities. encouraging teachers' creativity e. the teachers were encouraged to be innovative in preparing materials, using technology (e.g., google drive, slides) and adjusting strategies to different class dynamics. simple and deeper learning f. the teachers focused on essential competencies, reducing content overload. g. the teachers prioritized meaningful learning and reflection rather than rushing to cover all topics. h. the teachers’ assumed emancipated curriculum was perceived as more modern and practical than previous curricula. implementation of differentiated learning i. the teachers said that the students were grouped by ability levels to foster peer learning. j. the teachers mentioned that learning was adapted to students' backgrounds and readiness (e.g., some have no prior english exposure). k. the teachers said that projects were modified based on students’ interests (e.g., drawing posters, cooking demonstrations). muhammad alqowiy albar et al., 2025 implementing emancipated curriculum in english language learning: teachers’ perspectives 282 | v o l . 9 , n o . 2 , 2 0 2 5 ( 2 7 7 2 8 6 ) perceived benefits of the emancipated curriculum teachers saw the emancipated curriculum as highly effective for encouraging student independence and creativity via project-based learning. students were allowed to express themselves through relevant projects, such as designing advertising or producing posters on sites such as canva and pinterest, allowing them to explore learning independently. implementing p5 projects was also considered beneficial in developing holistic development, with students participating in real-life topics such as waste management, teamwork, and social responsibility. teachers praised the curriculum's adaptability, which allowed them to be more creative and adaptive in lesson planning by utilizing digital tools such as google slides and drive. they also praised the curriculum's simplified structure, which allowed for deeper exploration of essential competencies without being overwhelmed by excessive content. differentiated learning was another key feature, where students were grouped based on ability and supported accordingly. table 3. themes and sub-themes of limitations of the emancipated curriculum themes sub-themes codes limitations of emancipated curriculum inadequate school assistance a. the teachers believed that the school’s support was still limited, particularly regarding continuous training and practical mentoring. shortened teaching hours b. one of the teachers stated that limited english class hours (2x/week) restricted material coverage. teachers compensate by using whatsapp, voice notes, and outside-class assignments, but still find it challenging to develop language skills deeply. difficulties in finding or developing materials c. the teachers faced challenges in finding suitable materials that match student needs and classroom dynamics. perceived limitations of the emancipated curriculum both participants highlighted several limitations that hinder the optimal implementation of the emancipated curriculum. one primary concern was the lack of practical and continuous support from schools and education authorities. even though there were training courses, educators said they leaned too much on abstract ideas instead of giving hands-on tools for actual classrooms. many felt unequipped when facing daily teaching problems mainly because ongoing support was missing, along with advice tailored to their school environment. lack of time popped up as a big hurdle, particularly among those teaching english. with fewer class periods scheduled, covering topics thoroughly became tough, so instructors started leaning on tech like whatsapp; they’d send voice clips or video snippets to check in on assignments. a different big hurdle? tracking down or making lesson stuff that actually fits what’s supposed to be taught and what kids really need. many educators said they were swamped, particularly in hectic stretches, trying to build or tweak lessons from scratch. when things got tough like this, it piled more stress on staff just to keep teaching at a decent level without enough tools handy. so yeah, even though the emancipated curriculum can bring real muhammad alqowiy albar et al., 2025 implementing emancipated curriculum in english language learning: teachers’ perspectives 283 | v o l . 9 , n o . 2 , 2 0 2 5 ( 2 7 7 2 8 6 ) value, whether it works well comes down to steady backing from schools, having enough hours in the day, also usable classroom resources. these findings show that, while the emancipated curriculum provides great chances for more meaningful and flexible learning, its effectiveness depends on proper support systems, teaching time, and resource availability. teachers' perceptions strike a mix between excitement about the curriculum's promise and realism about the practical challenges that must be overcome. discussion this research showed english teachers usually liked using the emancipated curriculum, because it’s adaptable, puts learners first, so boosts their own creative freedom. their opinions line up with earlier findings studies show this approach helps shape lessons around what students already know, care about, or experience locally (muin & utami, 2024; lestari et al., 2024). teachers feel good about it mainly since they think it lifts participation and results in english courses. some teachers saw themselves less as lecturers but more like guides this lines up with firdaus & permana's 2024 take on learner independence in the emancipated curriculum. that idea fits what sukma said back in 2022: teaching english well means knowing when to shift methods, pick content wisely, or tweak lessons based on students' real-time needs. working with projects especially via p5 felt useful to educators because it sparked teamwork and fresh thinking during english classes, matching results from suardipa (2022) along with safitri & kusumaningtyas (2023). on top of that, educators felt the syllabus made organizing classes easier, letting them zero in on key english abilities instead of flooding learners with too much info. they liked this approach since it opened space for deeper dives into texts and communication practice (numertayasa et al., 2022). tools like google slides or whatsapp? seen as helpful pushing teaching toward fresh, adaptable methods in language learning, which lines up with findings from angga et al. (2022). yet educators admitted feeling held back when putting the english syllabus into practice. they mentioned getting little backing from schools, while ongoing workshops were missing this made their job tougher. these views match earlier findings showing many institutions struggle to run regular teacher development programs for the updated curriculum (akbar et al., 2023; safitri and kusumaningtyas, 2023). on top of that, cutting class time from 4 or 5 hours down to just 2 per week was viewed as a serious hurdle, echoing concerns raised by kusumawati et al. (2024). some teachers said it’s tough to find good english stuff that fits each learner's level. maulida and team (2024) noticed this often happens when using the emancipated curriculum, particularly where supplies are tight. without clear help or tools, many see these gaps as real roadblocks in teaching english well. in short, teachers see the emancipated curriculum as a strong tool to boost english learning helping students take charge, connect lessons to real life, or spark fresh teaching ideas. still, they point out it's hard to use in class if schools don't offer enough backing, ongoing guidance, or proper materials. so even though they like what the curriculum aims to do, many stress that better support is key to making it work well in practice. conclusion the aim here was to check how junior high english teachers saw the use of a freer kind of curriculum for teaching the subject. findings showed they liked it mainly because it allowed room to adjust lessons, covered core abilities, while encouraging hands-on tasks and putting learners first. they valued being able to match instruction with what students actually needed, which fit well with the approach’s stress on different ways people learn and trusting educators to decide their own path. so the main query gets answered through real examples, pointing out this flexible setup helps both growth in kids and fresh ideas from teachers. yet big problems popped up too, like weak backing from schools, missing proper preparation muhammad alqowiy albar et al., 2025 implementing emancipated curriculum in english language learning: teachers’ perspectives 284 | v o l . 9 , n o . 2 , 2 0 2 5 ( 2 7 7 2 8 6 ) sessions, tight schedules, plus expensive or hard-to-get english learning tools. all this means the program could work really well if there's steady help and enough supplies available. in light of the findings, schools and educational role players would do well to provide teachers with focus and continuous training in order for them to successfully implement the emancipated curriculum. teachers could also benefit from accessible instruction materials and curriculum resources to help make their job easier. also, pdm may want to re-evaluate schedule of english subjects in order to offer and get language exposure more. this curriculum could be further tested on student perceptions of the course or in a comparative study within schools or areas to see how it affects english language development. acknowledgement to everyone who helped the researchers finish this study, the researchers would like to apologize. the researcher expressed gratitude to the instructors, administrative staff, and advisers at one of the private junior high schools in palembang, where they gathered the data. the teachers' invaluable assistance and cooperation throughout the research procedure were highly valued by the researchers. additionally, each member contributed with excitement to the completion of this study journal premise. references akbar, m., putri, n. k., febriani, s., abunoya, j. i., & sukemi. (2023). analisis kelemahan dan faktor penghambat pada implementasi kurikulum merdeka. prosiding seminar nasional, 106–111. angga, s., suryana, c., nurwahidah, i., hernawan, a. h., & prihantini. (2022). komparasi implementasi kurikulum 2013 dan kurikulum merdeka di sekolah dasar kabupaten garut. journal basicedu, 6(4), 5877–5889. https://doi.org/10.31004/basicedu.v6i4.3149 braun, v., & clarke, v. (2006). using thematic analysis in psychology. qualitative research in psychology, 3(2), 77–101. creswell, j. w., & creswell, j. d. (2018). research design: qualitative, quantitative, and mixed methods approaches (5th ed.). sage publications. creswell, j. w., & guetterman, t. c. (2019). educational research: planning, conducting, and evaluating quantitative and qualitative research (6th ed.). pearson education, inc. firdaus, r., & permana, j. (2024). kelebihan dan kekurangan implementasi kebijakan kurikulum merdeka di sekolah dasar. journal basicedu, 8(3), 1885–1897. https://doi.org/10.31004/basicedu.v8i3.7570 ilma, r., & dianti, r. (2016). enhancing vocabulary mastery of kindergarten students through differentiated instruction. journal of english literacy education, 3(2), 125–134. kusumawati, m., istiadi, n. y., & fristiani, s. (2024). into the emancipated curriculum: teachers’ perceptions of the curriculum change. edulia: english education, linguistic, and art journal, 5(1), 90–100. lestari, d. p., lestari, s., & nularsih, n. (2024). english teacher perception of the implementation of kurikulum merdeka in the english teaching and learning process. bahtera, 23(1), 1–15. https://doi.org/10.21009/bahtera.231.01 maulida, s. n., nurmayani, lubis, w., siregar, w. m., & nasution, y. (2024). teachers’ perception of the implementation of the independent curriculum in elementary schools. mahir: jurnal ilmu pendidikan dan pembelajaran, 3(2), 301–307. https://doi.org/10.58432/mahir.v3i2.1114 merriam, s. b., & tisdell, e. j. (2016). qualitative research: a guide to design and implementation (4th ed.). jossey-bass. muin, a., & utami, n. w. (2024). analisis penerapan integrasi budaya minangkabau dalam pembelajaran ipas kurikulum merdeka di sekolah dasar. jippsd: jurnal inovasi pendidikan dan pembelajaran sekolah dasar, 8(1), 250–264. https://doi.org/10.31004/basicedu.v6i4.3149 https://doi.org/10.31004/basicedu.v8i3.7570 https://doi.org/10.21009/bahtera.231.01 https://doi.org/10.58432/mahir.v3i2.1114 muhammad alqowiy albar et al., 2025 implementing emancipated curriculum in english language learning: teachers’ perspectives 285 | v o l . 9 , n o . 2 , 2 0 2 5 ( 2 7 7 2 8 6 ) numertayasa, i. w., astuti, n. p. e., suardana, i. p. o., & pradnyana, p. b. (2022). workshop review dan implementasi kurikulum merdeka di smp negeri 3 selemadeg timur. madaniya, 3(3), 461–468. pristiwanti, d., badriah, b., hidayat, s., & dewi, r. s. (2022). pengertian pendidikan. jurnalbioedukasi, 4(6), 7911–7915. https://doi.org/10.33387/bioedu.v6i2.7305. putri, z. f., & maula, n. (2024). studi literatur: transformasi kurikulum indonesia 1947 sampai kurikulum merdeka dilihat dari perspektif model kurikulum. jurnal pendidikan, 28, 77– 93. safitri, i., & kusumaningtyas, e. d. (2023). english teachers’ perception of the implementation of merdeka curriculum at a private vocational high school. journalistics: journal of english language and education, 1(1), 60–73. suardipa, i. p. (2022). lini masa kebijakan kurikulum merdeka dalam tatanan konstruksi mutu profil pelajar pancasila. pintu: pusat penjamin mutu, 3(2), 1–13. sugiyono. (2020). metode penelitian kuantitatif, kualitatif, dan r&d (2nd ed.). jakarta: cv. alfabeta. sukma, f. a. o. (2022). teachers’ pedagogical competencies and students’ performance. literal: english teaching and learning journal, 1(1), 60–69. https://doi.org/10.19109/literal.v1i1.13088. tricahyati, s., & zaim, m. (2023). teachers’ readiness in implementing of “merdeka belajar” curriculum in teaching english at junior high school in padang. journal of english language teaching, 12(1), 97–105. https://doi.org/10.24036/jelt.v12i1.121783 https://doi.org/10.33387/bioedu.v6i2.7305 https://doi.org/10.19109/literal.v1i1.13088 https://doi.org/10.24036/jelt.v12i1.121783 muhammad alqowiy albar et al., 2025 implementing emancipated curriculum in english language learning: teachers’ perspectives 286 | v o l . 9 , n o . 2 , 2 0 2 5 ( 2 7 7 2 8 6 ) english franca academic journal of english language and education https://doi.org/10.29240/ef.v8i2.11305 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 8, no 2, 2024, page 291-302 article info: http://journal.iaincurup.ac.id/index.php/english received 24 april 2024; received in revised form 10 july 2024; accepted 24 august 2024, available online 24 november 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license copyright (c) 2023 author speech acts used in 2024 general election discount promo in instagram giyatmi¹, sihindun arumi², ratih wijayava³ ¹ universitas veteran bangun nusantara, sukoharjo, indonesia ² universitas veteran bangun nusantara, sukoharjo, indonesia ³ universitas veteran bangun nusantara, sukoharjo, indonesia corresponding email: giyatmi85jimmy@gmail.com to cite this article: giyatmi, g., arumi, s., & wijayava, r. (2024). speech acts used in 2024 general election discount promo in instagram . english franca : academic journal of english language and education, 8(2), 291–302. https://doi.org/10.29240/ef.v8i2.11305 introduction the indonesian government held a five-year event to elect a president, vice president, and people's representatives for the next 5 years on february 24th, 2024. realizing the importance of this election to the indonesian people, it is hoped that the indonesians will use their right to vote. one of the efforts to encourage people to use their right to vote is the klingking (little finger in english) fun 2024 program, a collaboration program between apindo (asosiasi pengusaha indonesia) with hippindo (himpunan peritel & penyewa pusat perbelanjaan indonesia) and appbi (asosiasi pengelola pusat belanja indonesia). klingking fun 2024 is a special discount party for eligible voters in the 2024 general election by showing their inked finger as a sign that they have voted at the polling stations. nowadays, social media plays a huge role in communication between sellers and buyers for offering merchandise to customers and potential buyers online. one social media platform that strongly and significantly affects a business is instagram. instagram is one of the most effective advertising media. according to bovee and arens, advertising is now defined as the distribution of not private content about goods and services through a particular medium, usually at the expense of a specific sponsor to persuade (rehman et al., 2019). advertising is a method of communication in which someone provides appealing information and offers to attract the public's attention and motivate them to use the things available. advertising is frequently related to persuasive language since it seeks to invite, encourage, and influence. (fitria, 2021). abstract. the research aims to describe types of speech acts employed in the context of the general election 2024 discount promotion by making an intersection between yule’s and searle’s classification of speech acts. the research belongs to descriptive qualitative research. the writers only chose discount promo utterances using english as the data. they are from @giladiskon on february 13-14, 2024. the writers used take notes to in collecting data. the data analysis process includes data reduction, data display, and conclusion. there were 36 utterances of discount promo. the writers found 28 types of direct speech acts with statement sentences (3) and imperative sentences (25). these direct speech acts consist of direct-directive speech acts (3) for request, direct-commissive speech acts (23) for promises and offers, and direct-representative speech acts (2) for information. meanwhile, there are 8 indirect speech acts with statement sentences expressing promise and offer. direct speech acts are frequently applied because they are regarded as a more straightforward means of conveying intention. direct and indirect-commissive speech acts are commonly used in advertisements to convey promises and offers, to increase voter confidence in the perceived benefits of taking part in the process of electing. keywords: speech act, direct speech act, indirect speech act, discount https://doi.org/10.29240/ef.v8i2.11305 https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:giyatmi85jimmy@gmail.com https://doi.org/10.29240/ef.v8i2.11305 giyatmi, et al. speech acts used in 2024 general election discount promo on instagram 292 | v o l . 8 , n o . 2 , 2 0 2 4 ( 2 9 1 3 0 2 ) instagram is a great marketing tool that firms should use to its best potential. instagram is currently the best solution for marketing at the correct time (macit, bilal & baş, 2023). instagram has become one of the social media platforms with the greatest influence on product sales for businesses. instagram offers numerous benefits to business owners seeking to build and expand a business identity through appealing communication (fitria, 2021). instagram was used to spread information about the election discounts offered by some products in klingking fun 2024. as the majority of indonesians are instagram users, it is an effective medium for spreading information. advertising is a form of communication that is specifically designed to convey a particular message to a defined audience to influence their behavior, such as encouraging the purchase of a product, the use of a service, or the support of an idea. as a form of communication, advertising consists of a speech act since it provides information about a product's qualities and benefits. speech acts are effectively employed in advertising because they are used for conveying messages that encourage audiences (viewers, readers, or listeners) to buy or take actions based on the products, ideas, or services provided (wayan sukarini, 2022). effective speech acts also engage customers' emotions, demands, and requirements, and influence their behavior. an example of a discount promo utterance found on instagram is from gokana, a fullservice japanese restaurant that presents a variety of japanese dishes with indonesian flavors that are halal, savory, and delicious at affordable prices since 2004. gokana released the discount on the 2024 indonesian general election by mentioning “buy 1 main course to get 1 add-on”. the line consists of utterances that influence and persuade the customers to buy 1 main course from gokana to get 1 free add-on after they give their vote on the election. goarna offered their customers an extra menu such as egg rolls, cheesy fish balls, and gyoza (japanese dumplings filled with ground meat and vegetables) if they bought any main course on election day. the utterance belongs to a speech act specifically a commissive speech act. the writers are interested in several discount advertisements that appear on instagram. it encouraged the writers to conduct research related to advertisements that appeared in the klingking fun 2024 program, especially in terms of speech acts. the results of the research are expected to be applied in various fields, ranging from business to education. this research also helps society understand how language is used to influence others in various contexts, such as advertisements. by understanding how language is used to manipulate, society will be more critical in responding to the information they receive, whether from social media, advertisements, or other sources the results of your research can be used as teaching material in language, communication, or psychology subjects. the writers used yule's speech act theory which looks at the relationship between sentence structure and sentence function which includes direct speech acts and indirect speech acts. furthermore, the writers tried to create an intersection between yule’s classification of speech acts (direct and indirect speech) with searle's classification of speech acts (representative, declarative, directive, expressive, and commissive). so far, the writers have not found any research that crosses those two types of speech act classifications. theoretical framework speech acts in the broader context, speech acts refer to actions performed using speech. (kartika, 2019). not only do the utterances include words and grammatical structures, but they also involve actions. in linguistics, a speech act is described as an utterance based on the speaker's intention and the impact it has on the listener. (mardiani & leviani, 2022). speech acts refer to actions performed using speech. further, speech act is a branch of pragmatics that explores how words can be employed to perform acts and transmit information. (nurhidayah et al., 2024). according to austin as cited in (afzaal, 2022), speech acts illustrate emotions and social interactions, such as regrets, thanks, requests, warnings, and so on. speech acts are divided into two categories: indirect speech acts and direct speech acts (mardiani & leviani, 2022). an indirect speech act investigates the hidden meaning or giyatmi, et al. speech acts used in 2024 general election discount promo on instagram 293 | v o l . 8 , n o . 2 , 2 0 2 4 ( 2 9 1 3 0 2 ) sincere purpose of a statement. the indirect connection between the structure and function of speech is being explored (prastya, 2023). furthermore, if there is a relationship of indirectness between the utterance's function and structure, then indirect speech acts will take place. indirect speech actions are speech acts that occur if the speaker uses the speech intention, not by the speech intention. for example, declarative words that speakers generally use to inform something partners, in speech used to order (mulyana & engliana, 2021). conversely, using indirect speech allows someone to be more thoughtful in their speech while yet remaining modest. usually, when someone uses indirect speech, it's because they are reluctant to convey themselves directly or because they are far away from the other person (ariyanti, 2014). indirect speech acts can be understood by interlocutors who understand contextual meaning. conversely, indirect speech acts are employed to create utterances with an objective that is obvious given the context and circumstances of both the speakers and the listeners of the utterances (utomo & mubarak, 2023). direct speech acts occur when all of these types of words or utterances consistently accomplish their functions. direct speech refers to using phrases or utterances in specific ways with their typical function. (prastya, 2023). the direct speech act will be relevant if there is an obvious connection between the utterance's function and its structure. direct speech acts are those in which speakers employ language that reflects their purpose. imperative sentences are used when the speaker desires to rule or invoke another person. declarative sentences are used when a speaker wants to notify another person. when the speaker wishes to ask the other person a question, she utilizes the interrogative sentence structure. (mulyana & engliana, 2021). additionally, direct speech acts make it easier for the listener to comprehend what the speaker is trying to convey. the speaker's actions and words are interchangeable. there would be no implied meaning otherwise. for example, the speaker intends to declare or announce something with this utterance, which is part of a declaration sentence. (rahmayanti et al., 2021). direct speech acts are used when someone wants to tell their listeners directly. in most cases, the speaker is someone who already has a close relationship with the listeners or holds a higher position. (ariyanti, 2014). another speech act classification is given by searle which includes representative, declarative, expressive, directive, and commissive. representative speech acts are those that aim at committing the speakers to something. representatives' speech acts relate to the speakers’ beliefs and the speakers’ observation of specific events. statements of fact, assertions, conclusions, and descriptions can be classified as this speech act. speech acts known as directives are used by speakers to encourage listeners to do something. requesting, questioning, commanding, ordering, and suggesting are some examples of directive speech acts. commissive speech acts commit a speaker to some future or upcoming intention or action. they include promising, threatening, offering, refusing, and pledging. expressive speech acts reflect speakers’ feelings about certain situations and conditions. among these speaking acts are expressions of gratitude, regret, welcome, and congratulations. declarative speech acts are speech acts that have the immediate effect of changing the institutional condition of affairs. among these speech acts are excommunication, war declarations, christenings, and job terminations (a. hidayat, 2016) (mardiani & leviani, 2022), .searle (1994), characterizes speech acts as the fundamental or minimum unit of linguistics in the process of communication. he continues stating that speaking a language is performing speech acts. (oktadistio et al., 2018). it means advertising (indirect communication) consists of a speech act. yeshin in (rababah, 2023) mentions that in advertising, speech acts offer information about product characteristics and benefits, but effective speech acts engage customers' feelings needs, and requirements to affect their behavior. previous studies there has already been plenty of research about speech acts in advertising. first, luqman m rababah’s examining speech acts in jordanian advertising: pragmatic functions, linguistic features, and rhetorical devices show that the three most common speech act giyatmi, et al. speech acts used in 2024 general election discount promo on instagram 294 | v o l . 8 , n o . 2 , 2 0 2 4 ( 2 9 1 3 0 2 ) kinds in jordanian advertising are directives, statements, and demands. second, types of illocutionary acts used in slogans of home appliance advertisement by riska yuliani and havid ardi mention that the most used illocutionary acts are representative because in-home appliance advertising slogans speakers more often state information and explain the truth of the product. third, written speech found in advertisements on indonesian online news websites by nurhapsari astriningish and widiarto adhi setiawan and balri bram conclude that representative speech act (59%) and directive speech act (41%) are the only speech acts found in the advertisement. the use of representative speech acts to emphasize the better quality of the goods and services, meanwhile, the use of directive speech acts is usually preceded by the appearance of representative one. fourth, analyzing speech acts in lebanese arabic, french, and english beer advertisements: a cross-cultural study of speech acts by carla kfouri reveals that in contrast to lebanese arabic and french beer advertisements, where assertive appear to be preferred, english ads use instructions more frequently than assertive. lebanese advertisements emphasize collectivism and patriotism more than english advertisements, which emphasize individualism and self-satisfaction. the emphasis on product origin and nation in french beer advertisements may have anything to do with patriotism. it shows that while speech acts are used everywhere, their application is highly influenced by national cultural norms. fifth, pragmatics analysis of english slogans used in motorcycle advertisement by wisnu wardani concludes that representative speech acts (15 utterances) are the most dominant speech act used. sixth, speech acts of written texts in fast food online advertisements by hamdi khalis bin kadri, muhammad khair abd razak, and nur shafiqah abdullah report that the substantial quantity of directive speech acts suggests that telling the viewers what to do directly is the most prevalent strategy of convincing them to buy the products. conversely, the small percentage of commissive speech acts may suggest that committing is the least effective strategy used by businesses, most likely because of the potential that they will not follow through on their promise. seventh, stefany julaiwati on speech acts on mcdonald’s slogan and headlines in writen advertisement states that the most common kind of speech acts used are representatives, which are followed by directives and expressive. the lack of commission suggests that threatening or making promises to promote is a bad promotional tactic. in the meantime, the lack of announcements suggests that the copywriters' institutional roles to carry out the deed are nonexistent. besides, there is a direct correlation between the communicative function and the structural form of all 34 speech acts. eighth, fitria novianti, regita ratna dewi mulyani’s an analysis of speech act in advertising of child milk on television shows that television advertisements for kid milk use declarative, representational, expressive, and commissive act illocutionary types. a television commercial for kid milk uses an illocutionary function to demonstrate supremacy in a representative and commissive manner. this suggests that the representative has a statement and an affirmation. additionally, this shows that the speaker made a promise to the audience in the commissions. ninth, a speech act analysis of written adverts of soft drinks in nigeria (2000-2006) by innocent chiluwa shows that in the advertisement, the representational speech act and the directive speech act are more commonly shown. requesting, appealing, claiming, reporting, asserting, and suggesting are all involved in the two speech acts. given that they specifically appeal to the consumer's perceptions of ego, sex, class, and self-worth, these seem to be the most compelling tactics in the advertisements. tenth, the main features of speech acts usage in food advertising discourse by olga valerevna strizhkova, olga vladimirovna kabanova, maria vasilyevna scherbakova, elena aleksandrovna mokrickaya, galina valentinovna terekhova, concludes that the primary speech act with the most persuasive force in written food staff advertisements is the directive and representational speech acts. the primary goal of the meal advertising strategy is to engage consumers by emphasizing the benefits of the products being sold and persuading them to buy them. the above studies all focus on the types of speech acts based on searle's theory in which the speech act can be divided into representative, directive, commissive, declaration, giyatmi, et al. speech acts used in 2024 general election discount promo on instagram 295 | v o l . 8 , n o . 2 , 2 0 2 4 ( 2 9 1 3 0 2 ) and expressive. according to previous research, the most frequently used speech acts are representative, directive, and expressive. of the previous 10 studies, only one has discussed the direct relationship between the function and structure of sentences which is known as direct speech act. however, this study has not further classified the speech act based on representative, directive, commissive, declarative, and expressive speech acts yet. in this article, the writers focused on the directness and indirectness of the speech acts used in the 2024 general election discount promo during the klingking fun 2024 program. in addition, the writers would like to cross yule’s direct and indirect speech acts with representative, directive, commissive, declarative, and expressive speech acts as proposed by searle. material and method the research belongs to a descriptive qualitative since it describes the phenomenon of speech acts used in discount promo in the 2024 indonesian general election. the data of the research are utterances used in general election discount promo found on instagram. the source of the data is the @giladiskonn account since this account is verified by instagram and has 2.1m followers. the data were taken from february 13-14, 2024. the technique of data collection applied in the research was taken note. the writers collected the data by accessing the discount account and then wrote all the data in the notebook. the process of data analysis consists of data reduction, data display, and conclusion. there were some similar data so the writers reduced them. then the writers displayed the data in a table. results and discussion the study found 36 speech acts related to discount promo on @giladiskonn's account. the speech acts were classified based on their directness and indirectness then the writers tried to mix them with searle's types of speech acts. the table below clearly shows the classification of the speech acts. table 1. research finding no types of speech acts numbers numbers 1 direct speech acts 28 directive speech acts 3 commissive speech acts 23 representative speech acts 2 indirect speech acts 8 commissive speech acts 8 total number 36 36 based on the table above, it can be seen that there were 36 speech acts found during the research. having seen from its directness and indirectness, there are two types of speech acts, namely direct speech acts (28 data), and indirect speech acts (8 data). next, the direct and indirect speech acts were further mixed with searle's speech act theory. from the table above, it appears that the types of direct-directive speech acts (3 data), direct-commission speech acts (23 data), and direct-representative speech acts (2 data). meanwhile, the writers found indirect-commission speech acts (8 data) direct speech act direct speech act means when there is an apparent connection between the structure and function of the utterance. in this research, the writers found 28 direct speech acts. the writers determined this classification based on the direct relationship between the form and the function of the sentence. based on the results of the data analysis, it is clear that there is a direct connection between the sentence structure used in the 2024 indonesian general election discount promo and the function of the sentence. the writers found two forms of sentence applied in the direct speech acts as seen in the following table; giyatmi, et al. speech acts used in 2024 general election discount promo on instagram 296 | v o l . 8 , n o . 2 , 2 0 2 4 ( 2 9 1 3 0 2 ) table 2. direct speech acts no types of sentences numbers 1 statement sentence for information 3 2 imperative sentences for request 25 statement sentence for giving information there are 3 data of speech acts with statement sentences used to give information therefore; they are classified as direct speech acts. those speech acts include; election discount on 14 february 2024, election promo 1 day only, election vote promo. all the speech acts above belong to ellipsis. according to goddard (1998, p. 123), the deletion of structure components employed in spoken and written language to make the sentences more effective and shorter. ellipsis has a particular role in advertising language since it eliminates words without altering the persuasive message of the ads. (cayestu & pasaribu, 2020). ellipsis is used to avoid repetition, to make sentences more concise, and to create a more natural flow of the speech or text. the speech acts consist of ellipsis because there are parts omitted. meanwhile, the full sentences are [there is an] election discount on 14 february 2024, [we have] election promo 1 day only, and [there is an] election vote promo. if we observe the full version of the speech acts, they belong to statements sentences since they start with subject then followed by predicate, and have full stop marks at the end of the sentences. those statements sentences are used to give information about discount promotion during the general election in indonesia. imperative sentence for asking someone to do something there are 23 speech acts in the form of imperative sentences functioning to ask someone to do something. they are included in imperative sentences because of the use of infinitives without verbs at the beginning of the sentence. meanwhile, based on its function, the imperative sentences in speech acts are used to order someone to do something. the writers found 5 infinitives without verbs used in the promotion discount, such as vote (vote for free mendoan!), show (show your inked finger!), and buy (buy 1 get 1!). structurally those speech acts belong to imperative sentences due to the absence of the subject, the use of infinitives without verbs, and the use of exclamation marks at the end of the sentences. meanwhile, the sentences above function to ask the customers to do what is mentioned in the sentences. thus, there are obvious relation between the sentence structures and their functions. the intersection of the direct speech act with searle’s speech acts having known the direct speech acts used on this promotion discount, then the writers specified the direct speech acts into their types of speech acts based on searle’s theory. there are 5 types of speech acts from searle’s theory representative, declarative, directive, expressive, and commissive. having analyzed the direct speech acts, the writer found directrepresentative speech acts (2), direct-directive speech acts (3), and direct-commissive speech acts (23) direct-representative speech act direct-representative speech acts are those in which the speaker expresses their belief and observation of an event directly. the speech act includes factual statements, conclusions, and descriptions. direct-representative speech acts in this study refer to direct speech acts containing descriptions and factual statements that appear in the form of conveying information to listeners/readers explicitly. the writers found 2 data of direct representative speech acts. here is the example; election discount on 14 february 2024 ([there is an] election discount on 14 february 2024). this utterance is from feel matcha, a unique cafe and dessert that serves a variety of dishes with matcha, or green tea powder from japan with halal giyatmi, et al. speech acts used in 2024 general election discount promo on instagram 297 | v o l . 8 , n o . 2 , 2 0 2 4 ( 2 9 1 3 0 2 ) certification in indonesia. the speech act provides information that feel matcha gave a discount on february 14, 2024, which coincided with the general election in indonesia. direct-representative speech acts are often used because of the success of this type of speech act in conveying clear, correct, and transparent information that is needed during the communication process. direct-directive speech act speakers use direct-directive speech acts to inspire their audience to take action directly. directive speech acts include requests, questions, commands, orders, and suggestions. in this study, the direct-directive speech acts appear in the form of requests that begin with bare verbs referring to voting requests during the general election such as share your love show your finger! show your inked finger! show your election ink. the writers found 3 data belonging to direct-directive speech acts. the following is the example of the finding; show your inked finger! after giving the vote, the voters must dip their finger in the purple ink as the sign that they have given their vote. this speech act is found in bakmi daging legenda pejaten raya. the speech act requests the customers to show their inked fingers to the seller so that they would get a discount on bakmi daging legenda pejaten raya. in a variety of social contexts, the ability to manage and respond to requests or directions through direct-directive speech acts is essential. they are essential to communication because they give speakers the ability to directly affect how other people behave. understanding direct-directive speech acts helps in effectively managing and responding to requests or instructions in both formal and informal contexts. direct-commissive speech act direct-commissive speech acts are a type of speech act where the speakers directly commit to act in the future. in simple terms, this means that the speaker promises, offers, or guarantees that they will do something. there are 23 direct-commission speech acts. the direct-commissive speech acts found in this research belong to offering and promising. offering refers to an offer that is considered voluntary since it is made for the benefit of the offeree. thus, the basic components of the offer concept are the addressee's possible need, the speaker's voluntary assistance, and generosity. (ad-darraji et al., 2012). here is an example of a direct-commissive speech act that belongs to offering; vote for free mendoan. in this utterance, the seller offered free mendoan but on the condition that they used their right to vote in the election first. meanwhile, promising is a kind of commissive speech act in which the speaker's illocutionary force commits to perform an action in the future for the benefit of the listener by expressing his proposition to the listener (searle, 1969 in césar félix-brasdefer, ph.d. cfelixbr@indiana.edu in https://pragmatics.indiana.edu/speechacts/promises.html ). types of direct-commission speech acts also appear in the form of promising. direct-commissive speech acts of a promising type appear when the seller promises something related to discounts after the buyer votes in the election. examples of utterances with this type of speech act are vote and enjoy floss only rp 10rb, show your marked finger. enjoy 140k for 2, vote & get a discount of 17% on all items. in the three speech examples, the seller tells the buyers to use their right to vote in the election which is represented by the presence of vote, and show marked finger. after that, the sellers will fulfill their promise by giving a discount which is reflected in the use of enjoy floss only rp 10rb, enjoy 140k for 2, and get a discount of 17% for all items. indirect speech acts indirect speech acts appear when there is an unrelated relationship between the structure of the utterance and its function. the writers found 8 data included in indirect speech acts. in this research, the utterances in the discount promo are categorized as indirect speech acts when they belong to a statement sentence however they are not used to give information. the writers found 2 kinds of indirect speech acts such as; mailto:cfelixbr@indiana.edu https://pragmatics.indiana.edu/speechacts/promises.html giyatmi, et al. speech acts used in 2024 general election discount promo on instagram 298 | v o l . 8 , n o . 2 , 2 0 2 4 ( 2 9 1 3 0 2 ) table 3. indirect speech acts no types of sentence number 1 statement for promising 4 2 statement for offering 4 statement sentence for promising 4 indirect speech acts are functioning for promising examples here are the examples of the speech acts; 1 vote & get promo, your voice your discount, your vote your gift, and your voice your tea. all the sentences above are statement sentences that have a subject, predicate, and subject, but some parts of the sentence are omitted. this is known as ellipsis. all the speech acts above belong to indirect speech acts because all the statements sentences above function as promising, such as your voice [is] your discount from kopisoe, a local milk coffee business in indonesia. kopisoe promises the buyers to give discounts if the buyers give their voice in the general election. statement sentence for offering 4 indirect speech acts are functioning for offering, such as special price pemilu, election day 2024. 14.000/menu, election day special deal, election special. 200% off for bri card holders and 15% off for regular. all the sentences actually have a subject and predicate, however, some parts are reduced, so they are classified as ellipsis sentences. an example of this speech act is election special. 20% off for bri card holders. 15% for regular. the full sentence for the utterance should be ([the] election [is] special [because there are] 20% off for bri card holder [and] 15% off for regular). even though all the sentences belong to statement sentences, they are used to offer instead of to give information specifically when the utterance mentions that there is 20% off for bri card holders and 15% off for regulars. the intersection of the indirect speech act with searle’s speech acts having known the indirect speech acts used on this promotion discount, then the writers specified those indirect speech acts into types of speech acts based on searle’s theory. there are 5 types of speech acts from searle’s theory representative, declarative, directive, expressive, and commissive. having analyzed the indirect speech acts, the writers found indirect-commissive speech acts (8). indirect-commissive speech act indirect-commissive speech acts are a type of speech act where the speaker commits to a future action or promise in a way that is not explicitly stated. instead of directly stating the commitment or promise, the speaker implies it through more indirect or nuanced language. there are 8 data belonging to indirect-commission speech acts. the utterances consist of promising (4) and offering (4). indirect-commissive speech acts that function as promising appear in slogans such as your voice. your discount (your voice [is] your discount). this utterance belongs to the type of indirect-commissive speech act that functions as a promise. the utterance is a statement sentence in form, but it functions as a promise. in the utterance, the seller promised that by using the right to vote, the buyer would get a discount. other utterances belonging to this type are your vote your gift, your voice your tea, and 1 vote & get promo. indirect-commissive speech acts that function as offerings can be found in utterances like happy election day up to 50% off ([the] happy election day [discount is] up to 50% off). the speech act belongs to the indirect because the utterance is structurally in the form of a statement sentence. however, functionally, the utterance intends to offer. the buyer promised to give a discount of up to more than 50% to every buyer who bought his product on the day of the election. other utterances belonging to indirect-commissive speech acts are special offer election day ([there is a] special offer election day), special price pemilu ([we have] giyatmi, et al. speech acts used in 2024 general election discount promo on instagram 299 | v o l . 8 , n o . 2 , 2 0 2 4 ( 2 9 1 3 0 2 ) special price pemilu), election promo ([there is an] election promo), election vote promo ([we have] election vote promo). discussion the results demonstrate that direct speech acts are more prevalent in the promotion of the february 14, 2024 election discount advertisements in indonesia. of the 36 speech acts identified, 28 (70%) are of the direct speech act variety. meanwhile, prastio concludes that the makers of online advertising products tend to use indirect directive speech act communication patterns. (prastio et al., 2021). the use of indirect speech patterns is intended to provide persuasion to the readers of online advertisements to use the goods and or services offered by the makers of online advertising products. the use of direct speech acts aims at delivering information straight away and obviously to the listener. the direct speech acts are easily understood by the students. (zulianti & nurchurifiani, 2021). the use of direct speech acts facilitates the comprehension of the speaker's intended meaning to the listener. the speaker's utterances and actions are in alignment. in the absence of such context, no implied meaning can be derived. (rahmayanti et al., 2021). direct speech acts are frequently employed to highlight urgency or necessity in advertisements. the use of direct speech in advertising facilitates the comprehension of messages by readers or listeners. the use of “vote for free mendoan” (direct speech act) is more readily understandable than “you might want to consider participating in the voting to have a chance at getting free mendoan” (indirect speech act). direct speech acts offer information that is readily comprehensible without the necessity for further interpretation. the brevity and clarity of the slogan "vote for free mendoan" facilitate comprehension of the message, which encourages readers to vote in order to receive a complimentary mendoan upon making purchases of teh tong tji. the distance between a speaker and a listener determines the utterance produced by the speaker. furthermore, the use of direct speech acts can facilitate a sense of intimacy between sellers and potential buyers. by employing direct speech acts, sellers can establish a more direct and personal connection with the audience. direct speech acts are employed to demonstrate intimates in informal conditions and to prevent confusion in urgent conditions. (ariyanti, 2014). in this case, the seller is trying to create closeness with his potential customers, so the seller chooses to use direct speech acts. this closeness is created so that buyers feel comfortable and finally interested in buying their products. the indirect speech acts are less used in the research. reasonable indirectness is considered to be preferable to straightforward direct communication in regular talks, particularly among strangers. indirect speech acts are more polite for the recipient. (li, 2016) .indirect speech acts correlate with politeness more than direct speech acts. cultural, experience, and background information can prevent pupils from understanding their lecturers' suggested meaning as stated by yule in (d. n. hidayat et al., 2022).the use of indirect speech acts in social media advertising with politeness contributes to a warmer and less pressing message. it encourages the audience to interact naturally with the product or service, thereby sustaining a positive relationship and improving the audience's sense of connection and interest. this strategy makes the advertisement appear more like a suggestion or advice than a straight request, which is frequently more acceptable to social media viewers. meanwhile, in this research, the writers found that commissive speech acts (promising and offering) are the most widely used speech acts both directly and indirectly. the rest are the representative speech acts and direct speech acts . from some previous studies, by putting aside the direct and indirect forms of speech, the speech acts that are often used in advertisements are representative and directive. (chiluwa, 2007), (strizhkova et al., 2018), (astriningsih et al., 2020). additionally, representative speech is used to highlight the higher standard of the goods and services being offered. (ardi & yuliani, 2013), (wisnu wardani, 2018). the household equipment advertisement utterances (the research data) frequently state information and emphasize the reality of the product. giyatmi, et al. speech acts used in 2024 general election discount promo on instagram 300 | v o l . 8 , n o . 2 , 2 0 2 4 ( 2 9 1 3 0 2 ) meanwhile, novianti and malianti found a commissive form that appeared in the form of giving promises. (novianti & maliyani, 2018). in contrast, the limited number of commissive speech acts may indicate that committing is the least effective method utilized by corporations, most likely because of the possibility that they will not follow through on their promise. (kadri, 2021). the absence of commissions implies that using threats or promises as a means of promotion is a poor strategy for advertising. (juliwati, 2020). in the klingking fun 2024 program, the use of both direct and indirect commissive speech acts is considered an effective strategy for garnering support for voting rather than simply providing information and requests. the use of commissive speech acts in which promises and offers were made is intended to attract a greater number of people to use their voting rights in the 2024 elections. by including promises and offers in the advertisements, voters will be more certain of the benefits they will receive from engaging in the electoral process. to illustrate, the utterance vote & enjoy floss only rp. 10rb/pc is used in the advertisement for the discount offered by mako. mako is a recently established japaneseinspired bakery and cake shop that boasts an impressive array of pastries, breads, cakes, and cookies on its menu. floss is one of the items available for purchase at mako. the standard price for floss is rp. 11,500, but with the election discount, voters are assured the opportunity to purchase floss for only rp. 10,000. it is anticipated that this discount will capture the attention of voters and encourage their participation in the 2024 elections. furthermore, the use of directive forms is evident in advertisements for discounts on the klingking fun 2024 program. the directive form is observed to occur exclusively within the context of directive speech acts, as evidenced by a total of three instances. in contrast to the views expressed by kadri who asserted that the prevalence of directive speech acts indicates that instructing viewers on how to proceed is the most common approach for encouraging the purchase of products, the writers’ findings suggest that in this particular instance, the objective is to encourage indonesian citizens to use their right to vote in elections, which are often marked by the act of marking one's finger with ink. this can be seen in the following examples: "share your love and show your finger!" "show your inked finger!" and "show your election ink." in contrast, the least representative form is employed in discount advertisements on klingking fun 2024. the data set comprises only three representative instances, which exclusively manifest in direct speech acts. this is in stark contrast to the findings of previous studies, which indicate that representative speech act is the most prevalent form. in this study, direct-representative speech acts manifest as notifications of discounts or promotions on the day of the election, specifically on february 14, 2024, such as "election vote promo," "election promo 1 day only," and "election discount on february 14, 2024." conclusion providing promotions or discounts on a range of products during election events has the potential to attract attention and increase participation in an attractive and effective manner. these special offers serve to provide consumers with a direct incentive to purchase products, while simultaneously creating an emotional connection and engagement with the event itself. one illustrative example is the indonesian government's klingking fun 2024 program. this initiative must be accompanied by an effective communication strategy, one of which is the use of speech acts. the deployment of speech acts in social media advertisements is a pivotal factor in influencing audience behavior and fostering relationships with them. in terms of direct and indirect speech acts, the writers identified 28 distinct types of direct speech acts, which manifested as statement sentences and imperative sentences. additionally, they identified eight distinct types of indirect speech acts, which appeared in the form of statements that functioned to promise and offer. direct speech acts were observed to be more prevalent in election promo advertisements, as they facilitate the clear and direct conveyance of information to the buyer. moreover, an analysis of the 28 direct speech acts revealed three direct-representative speech acts, which conveyed information, three direct-directive speech acts, which took the giyatmi, et al. speech acts used in 2024 general election discount promo on instagram 301 | v o l . 8 , n o . 2 , 2 0 2 4 ( 2 9 1 3 0 2 ) form of commands, and 23 direct-commissive speech acts, which functioned as promises and offers. additionally, the researchers identified eight instances of indirect commissive speech acts, which manifested as promises and offers. the findings indicate that direct and indirect commissive speech acts are particularly prevalent during the klingking fun 2024 program. by incorporating promises and offers in advertisements, candidates can enhance voter confidence in the perceived benefits of electoral participation. having observed the utterances used in general election discount promos, the writers still find some aspects that can be used for further research. other researchers may have researched the linguistic characteristics used in the discount promo utterances. furthermore, the writers also find the use of language plays on the discount promos during indonesia’s 2024 general election. acknowledgment we would like to express our gratitude to lppm universitas veteran bangun nusantara sukoharjo for supporting this research. we would also like to thank the researchers and collaborators who contributed their time and skills to this project. references ad-darraji, h. h. a., chow, t., foo, v., abdul, s., mohamed, m., & deny, g. (2012). offering as a comissive and directive speech act : consequence for cross-cultural communication. 2(3), 1–6. afzaal, a. (2022). identification of speech acts: a linguistic analysis of advertisements in pakistan. journal of english language, literature and education, 3(3), 1–14. https://doi.org/10.54692/jelle.2021.030398. ardi, h., & yuliani, r. (2013). types of illocutionary act used in slogan of home appliance advertisement. september, 229–238. http://ejournal.unp.ac.id/index.php/ell/article/view/2413. ariyanti, l. (2014). the use of direct and indirect speech acts between higher and lower social class in titanic movie isna kusuma maghfira. 2(1), 1–8. astriningsih, n., setiawan, w. a., & bram, b. (2020). written speech acts are found in advertisements on indonesian online news websites. elt worldwide: journal of english language teaching, 7(1), 54. https://doi.org/10.26858/eltww.v7i1.9545. cayestu, t. a. a. b., & pasaribu, t. a. (2020). ellipsis on gadget advertisements in t3 magazine. journal of english language teaching and linguistics, 5(1), 105. https://doi.org/10.21462/jeltl.v5i1.390. chiluwa, i. (2007). a speech act analysis of written adverts of soft drinks in nigeria (20002006). babcock journal of mass communication, 1(3), 29–38. https://www.researchgate.net/publication/268799794. fitria, t. n. (2021). persuasive strategies in selected brand products’ advertisement on instagram: rationalization aspect. journal of pragmatics research, 3(2), 108–130. https://doi.org/10.18326/jopr.v3i2.108-130. hidayat, a. (2016). speech acts: force behind words. english education, 9(1), 1–12. hidayat, d. n., fadhilah, f., & septiawan, y. (2022). speech acts in english classroom: a case at a junior high school in indonesia. edulite: journal of english education, literature and culture, 7(2), 251. https://doi.org/10.30659/e.7.2.251-265. juliwati, s. (2020). speech acts on mcdonald’s slogans and/or headlines in written advertisements. k@ta kita, 8(2), 192–200. https://doi.org/10.9744/katakita.8.2.192-200 kadri, h. k. bin. (2021). speech acts of written texts in fast food online advertisements lakuan tutur dalam teks bertulis di dalam iklan makanan segera dalam talian. ejournal bahasa dan linguistik, 4(1), 100–109. kartika, d. (2019). politeness of speech acts in the indonesian language by the native speaker of japanese. kne social sciences, 3(14), 147. https://doi.org/10.18502/kss.v3i14.4305. li, j. (2016). on the relationship between indirectness and politeness. icsshe, 352–355. giyatmi, et al. speech acts used in 2024 general election discount promo on instagram 302 | v o l . 8 , n o . 2 , 2 0 2 4 ( 2 9 1 3 0 2 ) https://doi.org/10.2991/icsshe-16.2016.104. macit, bilal, h., & baş, b. (2023). a brief review on instagram advertising. 8th international modern sciences congress, october, 342–348. https://www.researchgate.net/profile/hueseyinmacit/publication/374536278_a_brief_review_on_instagram_advertising/links/652440 94fc5c2a0c3bc6ea49/a-brief-review-on-instagram-advertising.pdf. mardiani, r., & leviani, s. b. (2022). speech acts analysis of pride and prejudice novel by jane austen. biormatika: jurnal ilmiah fakultas keguruan dan ilmu pendidikan, 8(1), 137–147. https://doi.org/10.1016/b978-1-4160-6069-7.00045-6. mulyana, l., & engliana, e. (2021). direct and indirect illocutionary speech acts on donald trump’s victory speech in 2016. inference: journal of english language teaching, 4(1), 60. https://doi.org/10.30998/inference.v4i1.6850. novianti, f., & maliyani, r. r. d. (2018). an analysis of speech act in advertising of child milk on television. project (professional journal of english education), 1(3), 269. https://doi.org/10.22460/project.v1i3.p269-274. nurhidayah, i., pratama, h., puji, r., & wuli, s. (2024). the realization of expressive speech act used in smartphone advertisement videos on youtube. 14(1). oktadistio, f., aziz, m., & zahrida. (2018). an analysis of direct and indirect speech acts performed by. journal of english education and teaching (jeet), 2(1), 59–85. prastio, b., syukur ibrahim, a., susanto, g., & nurzafira, i. (2021). pattern of indirect directive speech acts on online advertisements pola tindak tutur direktif tidak langsung dalam iklan online. 49(2), 152–166. http://journal2.um.ac.id/index.php/jbs. prastya, f. (2023). direct and indirect speech acts in literary works as language learning media. 4(2), 115–126. rababah, l. m. (2023). examining speech acts in jordanian advertising: pragmatic functions, linguistic features, and rhetorical devices. journal of ethnic and cultural studies, 10(5), 212–223. https://doi.org/10.29333/ejecs/1722. rahmayanti, y., wahyuni, s., & suwandi, s. (2021). an analysis of direct and indirect speech acts realized by the characters in the story of princes hase-hime. english teaching, literature and linguistics (eternal), 1(1). https://doi.org/10.33369/jeet.2.1.59-67. rehman, f. u., mdyusoff, r., khan, a., & khan, k. (2019). what is advertising? a short review of historical development. academic research international, 10(4), 128–143. https://www.researchgate.net/publication/338478356. strizhkova, o. v., kabanova, o. v., shcherbakova, m. v., terekhova, g. v., & mokrickaya, e. a. (2018). the main features of speech acts usage in food advertising discourse. espacios, 39(36). wayan sukarini, n. (2022). journal of language and linguistic studies speech acts in written advertisements. journal of language and linguistic studies, 18(1), 714– 723. https://doi.org/10.52462/jlls.214. wisnu wardani, w. w. (2018). pragmatics analysis of english slogans used in motorcycle advertisement. international journal of english and literature, 8(3), 69–78. https://doi.org/10.24247/ijeljun20188. zulianti, h., & nurchurifiani, e. (2021). pedagogy : journal of english language teaching speech acts and politeness : a case study on indonesian efl learners in teaching and learning practice. 9(1), 59–75. https://doi.org/10.32332/joelt.v9i1.2479. english franca academic journal of english language and education doi:10.29240/ef.v8i1%20may http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 8, no 1, 2024, page 13-32 article info: http://journal.iaincurup.ac.id/index.php/english received 24 december 2023; received in revised form 10 february 2024; accepted 24 april 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license fostering speaking skills and efl student’s achievements: teacher’s voices like raskova octaberlina¹, ida fitri anggarini² 1 uin maulana malik ibrahim, malang, indonesia 2 postgraduate iai al qolam, malang, indonesia corresponding email: like@uin-malang.ac.id to cite this article author: octaberlina, l., & anggarini, i. (2024). fostering speaking skills and efl student’s achievements: teacher’s voices. english franca : academic journal of english language and education, 8(1 may). doi: http://dx.doi.org/10.29240/ef.v8i1 may.9530 introduction nowadays, english as a foreign language (efl) plays a crucial role in fostering global communication and cultural understanding.(dang et al., 2022; kamil, 2022; octaberlina & rofiki, 2021) in the context of indonesia, where the madrasah system provides a unique setting for language instruction, understanding the significance of speaking skills is imperative for effective language acquisition(abrar et al., 2018; fang et al., 2022; sulistiyo et al., 2020; suralaga et al., 2020). the madrasah environment, with its distinct cultural and educational situations, offers an intriguing context to explore the dynamics of efl education(erlina et al., 2020; husin, 2018; maimun, 2020). numerous research studies have emphasized that developing speaking skills is particularly challenging for learners, as it requires a multifaceted approach encompassing intelligence, courage, mastery of vocabulary, and topic preparation. this underscores the complex nature of mastering oral communication (indraswati et al., 2022; nurhaswinda, 2022; ramadhani et al., 2022). moreover, english as a foreign language (efl) serves as a key facilitator for global communication and cultural exchange, enabling individuals from diverse linguistic backgrounds to engage with the wider world(anggarini, 2022; anggarini et al., 2022; vo, 2022). in addition, in the indonesian context, the madrasah system presents a distinctive framework for language instruction(marzulina, harto, et al., 2021). madrasahs are islamic educational institutions that provide a unique blend of religious teachings and conventional academic subjects. within this context, the importance of understanding and nurturing abstract. this research delves into the importance of oral communication skills in english as a foreign language (efl) education, specifically focusing on the viewpoints and experiences of language instructors in an indonesian madrasah. by investigating the teaching methods employed to develop speaking proficiency in qualitative study, the study aims to uncover the connection between effective teaching approaches and enhanced spoken communication abilities among efl students in the madrasah in malang, indonesia based on the teacher voices. utilizing observation, interviews, and document analysis, the research explores the challenges faced and innovative strategies employed by educators in the madrasah language classroom. the findings indicate the insights provided contribute diverse perspectives to the ongoing conversation on language pedagogy, providing a comprehensive understanding of the intricate interplay between teaching practices and the advancement of speaking skills in efl learners at the madrasah. also, this study has implications for shaping curriculum design, improving teacher training, and fostering the student's speaking skills and achievement such as speech and storytelling. overall, it enhances efl education programs. keywords: speaking skills, efl student, achievement, teacher’s voices mailto:like@uin-malang.ac.id http://dx.doi.org/10.29240/ef.v8i1%20may.9530 octaberlina & anggarini, 2024 fostering speaking skills and efl student’s achievements: teacher’s voices 14 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 3 3 2 ) speaking skills becomes paramount for effective language acquisition(anjanillah et al., 2021; erdiana et al., 2020; kamil, 2021). meanwhile, indonesia, as an expansive archipelago with a rich mosaic of cultures and languages, recognizes the role of english proficiency in connecting with the global community(hidayat, fadhilah, et al., 2022; hidayat et al., 2023). the madrasah environment adds a layer of complexity and uniqueness to the efl education landscape in indonesia. in these institutions, students not only engage with the english language but also navigate the interplay between religious teachings and language acquisition(kamil, 2022; nurul azkiyah, 2017; sujadi et al., 2020). the madrasah environment is characterized by distinct cultural and educational situations. the cultural aspects encompass the islamic ethos embedded in the educational system, shaping the overall learning experience(chaerunnisa & prastowo, 2022; mukti et al., 2022; nuzulia et al., 2021). the educational situations include the integration of religious teachings into the curriculum, providing students with a holistic approach to knowledge(jannah, 2020; octaberlina & anggarini, 2020). this distinctive setting offers a rich and multifaceted context to explore the dynamics of efl education, particularly in terms of speaking skills(indraswati et al., 2022; nurhaswinda, 2022; ramadhani et al., 2022). further, understanding the significance of speaking skills within the madrasah system is imperative for several reasons(ernati & merti, 2022; nurul azkiyah, 2017). hadi & junor, (2022) have asserted that effective spoken communication is essential for students to articulate their thoughts, ideas, and beliefs in english, facilitating meaningful interaction with the global community. this is related to (elnadeef & abdala, 2019) who asserted that effective spoken communication allows students to engage with a diverse range of perspectives, fostering cultural understanding and tolerance. moreover, raskova octaberlina & ikhwanul muslimin, (2022) stated that given the unique cultural and religious context of madrasahs, speaking skills become a vital tool for students to express themselves within the framework of their beliefs. based on the overview above, the researcher proposed that this study aims to explore the complexities of efl education within the madrasah system by examining the methods employed by teachers to cultivate speaking proficiency. the unique cultural and educational situations within madrasahs provide an intriguing backdrop to explore how language instruction is intertwined with religious teachings and cultural understanding. through this exploration, the researcher seeks to contribute valuable insights to the broader field of language pedagogy while addressing the specific challenges and strategies relevant to efl education in madrasahs. theoretical framework english speaking skills in the interim, there arises a necessity to articulate a precise definition of speaking skills. according to fadhillah and rusmiati (2022), speaking skills within the realm of language education pertain to an individual's capacity to articulate thoughts, ideas, and information adeptly through verbal communication. this aligns with the assertion by dang et al. (2022), who posit that speaking skills encompass diverse facets, such as pronunciation, fluency, vocabulary utilization, grammatical precision, and the capability to participate in meaningful and coherent conversations. furthermore, vo (2022) underscores the indispensability of proficiency in speaking for language learners, emphasizing its pivotal role in authentic communication and interpersonal interaction. effective speaking skills involve not only the ability to convey messages clearly but also to comprehend and respond appropriately to others in spoken discourse(dwijayani & musigrungsi, 2022; muslimin et al., 2022; setyana et al., 2022). this includes the capacity to engage in conversations, participate in discussions, make presentations, and express oneself in a manner that is both culturally and contextually appropriate(ernati & merti, 2022; holandyah et al., 2022; teng, 2023; winnie et al., 2023). the development of speaking skills is often considered a key objective in language education, as it reflects a learner's ability to use the language in practical, day-to-day octaberlina & anggarini, 2024 fostering speaking skills and efl student’s achievements: teacher’s voices 15 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 3 3 2 ) situations(dos santos & ramírez-ávila, 2023; encalada & sarmiento, 2019). in educational settings, fostering speaking proficiency goes beyond rote memorization and emphasizes the application of language in communicative contexts(abrar et al., 2018; anggarini et al., 2023). language instructors employ various strategies, such as interactive activities, role-plays, debates, and collaborative projects, to enhance students' speaking abilities(alsyouf & kayed, 2021; octaberlina et al., 2022). in the broader context of this study within the madrasah system in indonesia, speaking skills take on a unique significance due to the integration of religious teachings and the cultural context(abrar et al., 2018; hartono et al., 2023). the ability to articulate thoughts and ideas in english becomes a bridge for students to engage with a global audience while navigating the cultural and religious aspects embedded in their educational experience(husin, 2018; jannah, 2020; octaberlina & anggarini, 2020). so that’s why the study aims to uncover the methods employed by teachers within this specific setting to nurture and enhance the speaking skills of efl learners. moreover, fostering speaking skills involves employing various strategies and techniques to enhance learners' ability to communicate effectively through verbal expression(azkiyah et al., 2023; azkiyah & mukminin, 2023; suralaga et al., 2020). there are several approaches often used by language instructors to nurture and develop speaking skills (azkiyah & mukminin, 2017). for example, pair and group discussions. masbirorotni et al., (2020) have stated that pair and group discussions can encourage students to engage in conversations with their peers and provide a supportive environment for language practice. another strategies have done by (daflizar et al., 2022) is role-playing. this program started by creating scenarios where students take on different roles helping them practice language in context and improve fluency(budianto, 2020; sujadi et al., 2020). budianto et al. (2021) have suggested alternative effective strategies for enhancing speaking skills in academic settings, one of which involves the implementation of simulated situations. in this approach, instructors craft activities that replicate authentic scenarios, such as ordering food at a restaurant or making travel arrangements. this instructional method allows learners to practically apply their language skills or engage in narrative discourse to depict their daily activities (anggarini et al., 2023; azmi et al., 2023; budianto et al., 2021). additionally, the inclusion of debates on pertinent topics is emphasized as a pedagogical approach that not only cultivates critical thinking but also demands students to articulate their opinions persuasively (al zahrani & elyas, 2017; budianto et al., 2022; suryati et al., 2021). fitriani et al. (2023) have asserted that group discussions play a pivotal role in advancing students' speaking skills. this is achieved by systematically providing opportunities for students to discuss diverse topics in an organized manner, thereby enhancing their proficiency in expressing ideas coherently (chang et al., 2019; fitriani et al., 2023; yeo et al., 2022). anggarini et al., (2023) have proposed storytelling sessions to improve the efl student’s speaking skills. this can be implemented by asking students to narrate personal experiences or create and share stories helps develop narrative skills and boosts confidence(hidayat, hasanah, et al., 2022; muslimin et al., 2023; octaberlina & muslimin, 2020). moreover, assigning topics for individual or group presentations encourages research, organization, and effective communication(holandyah et al., 2021; mukminin et al., 2019; oktavia et al., 2022). octaberlina & rofiki, (2021) have stated that engaging students in word games and vocabulary-building exercises makes learning enjoyable while reinforcing language skills. fun activities in the online game focus on pronunciation and intonation and contribute to clear and effective oral communication in speaking skills(chaerunnisa & prastowo, 2022). on the other hand, utilizing technology to record and review speaking exercises allows students to self-assess and identify areas for improvement(aguilar parra et al., 2023; lechuga-peña, 2023; sotlikova & haerazi, 2023). also, virtual discussions and language exchange programs provide opportunities for real-time communication with speakers of the target language(sy & sinaga, 2023; yassi et al., 2023). another strategy is providing constructive feedback on pronunciation, grammar, and vocabulary usage helps students octaberlina & anggarini, 2024 fostering speaking skills and efl student’s achievements: teacher’s voices 16 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 3 3 2 ) refine their speaking skills(raskova octaberlina & ikhwanul muslimin, 2022; syafryadin et al., 2023). gently correcting errors during speaking activities contributes to ongoing improvement without hindering students' confidence(raskova octaberlina & ikhwanul muslimin, 2022). this is also improved by facilitating interactions with native speakers or students from different cultural backgrounds broadens learners' perspectives and exposes them to diverse linguistics (marzulina, harto, et al., 2021; octaberlina et al., 2022). meanwhile, evaluating the achievement of efl students in terms of speaking skills involves assessing their ability to communicate effectively in spoken english(marzulina, erlina, et al., 2021). there are various factors and criteria to consider when gauging efl students' achievement in speaking skills such as pronunciation, and assessing the accuracy and clarity of students' pronunciation in english(dos santos & ramírez-ávila, 2023; mukti et al., 2022). elnadeef & abdala, (2019) have proposed that identifying areas of difficulty and improvement in articulating sounds, intonation, and stress patterns are included in speaking skills assessment followed by fluency, examining the smoothness and natural flow of students' spoken language. fadhillah & rusmiati, (2022) also stated that assessing their ability to maintain a conversation without frequent pauses or disruptions is needed. meanwhile, evaluating the richness and appropriateness of vocabulary in students' spoken expressions and assessing their ability to choose and use words effectively in various contexts is also important(holandyah et al., 2021; octaberlina & anggarini, 2020; octaberlina & rofiki, 2021). holandyah et al., (2021) have stated that analyzing the grammatical accuracy of students' spoken sentences and expressions and identifying areas where students may struggle with grammatical structures and syntax is the frame of speaking assessment. in addition, communication strategies assess students' use of communication strategies to convey meaning when faced with vocabulary or grammatical challenges(anggarini et al., 2022; marzulina, harto, et al., 2021; syafryadin et al., 2023). this can be assessed by identifying their ability to paraphrase, use synonyms, or employ other strategies for effective communication. moreover, examining the organization of ideas in students' spoken discourse and assessing their ability to express thoughts logically and coherently, using appropriate transitions is included (al zahrani & elyas, 2017; winnie et al., 2023). meanwhile, assessing students' ability to actively participate in conversations, discussions, and group interactions and evaluating their skills in turn-taking, listening to others, and responding appropriately also need to be assessed. further, in the context of madrasah that implemented the values of religious moderation, there is cultural sensitivity which means assessing their ability to communicate respectfully and effectively in diverse cultural contexts(anggarini, 2022; yassi et al., 2023). furthermore, dwijayani & musigrungsi, (2022) have added that task-specific speaking is an assessment of speaking skills by evaluating students' proficiency in specific speaking tasks, such as presentations, debates, or role-plays, and assessing their adaptability to different speaking contexts and purposes. the last, encouraging students to reflect on their speaking abilities and set goals for improvement and promoting self-awareness and metacognition regarding strengths and areas for development in speaking skills(muslimin et al., 2022; setyana et al., 2022). based on the explanation above, the researcher asserted that the assessment of efl students' speaking skills should consider a combination of formative and summative evaluation methods, including individual presentations, group discussions, oral exams, and peer evaluations. the study within the madrasah system in indonesia can provide insights into the specific achievements and challenges faced by students in developing their speaking skills within the cultural and educational context of madrasahs. several strategies enhance speaking skills when referring to teacher's voices in the context of this paper, it could encompass various elements related to how educators contribute to the development of speaking skills octaberlina & anggarini, 2024 fostering speaking skills and efl student’s achievements: teacher’s voices 17 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 3 3 2 ) among efl students in the madrasah(teng, 2023). here are several aspects to consider such as teaching methods and approaches which means exploring the instructional strategies employed by teachers in the madrasah system to enhance students' speaking skills. this may include interactive methods, communicative language teaching approaches, and the integration of technology(dos santos & ramírez-ávila, 2023; ernati & merti, 2022; holandyah et al., 2022). dwijayani & musigrungsi, (2022) have stated that investigating how teachers provide feedback on students' speaking performances and how they assess speaking proficiency is a teacher's voice. consider whether formative assessments, peer evaluations, or selfassessment tools are employed(dos santos & ramírez-ávila, 2023). for the madrasah context, teachers' voices the part of examining how teachers incorporate cultural sensitivity into language instruction, especially considering the religious and cultural context of madrasahs. this may involve selecting topics and materials that resonate with students' cultural backgrounds (anggarini, 2022; anggarini et al., 2022, 2023; octaberlina & anggarini, 2020). also, investigate whether teachers tailor their approaches to meet the diverse needs and proficiency levels of efl students and explore if there are differentiated strategies for students with varying language abilities(abrar et al., 2018; fang et al., 2022). another teacher voices such as motivational techniques which explores how teachers inspire and motivate students to actively engage in speaking activities(maimun, 2020; masbirorotni et al., 2020; nurhaswinda, 2022; suralaga et al., 2020). this could include the creation of a positive and supportive learning environment and, fostering a passion for language learning(erdiana et al., 2020; hidayat, hasanah, et al., 2022). meanwhile, the integration of speaking across the curriculum is necessary to be discussed. this examines how teachers integrate speaking skills across various subjects within the madrasah curriculum. this interdisciplinary approach may reinforce the practical application of language skills in different contexts(ernati & merti, 2022; nurul azkiyah, 2017). in addition, investigates whether teachers receive ongoing professional development opportunities to enhance their proficiency in english and their pedagogical skills related to teaching speaking. continuous training can contribute to more effective language instruction(hartono et al., 2023; octaberlina et al., 2022). moreover, when overviewing the teacher's voices, there are challenges faced by teachers such as identifying the challenges that teachers encounter in promoting speaking skills, such as limited resources, large class sizes, or cultural constraints. for instance, understanding these challenges can inform strategies for improvement(abrar et al., 2018; holandyah et al., 2022; husin, 2018). based on the explanation above, the researcher asserted innovative teaching practices. it means exploring whether teachers employ innovative and creative teaching practices to make speaking activities engaging and effective. this could involve the use of multimedia, real-world scenarios, or guest speakers. in addition, there is a collaboration among teachers within the madrasah system, allowing for the exchange of best practices and collective problem-solving related to teaching speaking skills. by examining the voices of teachers in the madrasah system concerning their instructional methods, challenges, and successes, your study can provide valuable insights into the role educators play in shaping the speaking skills of efl students in this unique context. material and method this is a qualitative method(creswell, 2014). in this particular context, the researcher seeks to document all relevant data and insights regarding the cultivation of speaking skills and student achievements, with a focus on the perspectives of the teachers. through the lens of qualitative descriptive analysis, the study endeavors to capture contextual intricacies associated with the development of speaking proficiency and academic success within the efl learning environment. this qualitative approach enables a profound exploration of educators' perspectives, octaberlina & anggarini, 2024 fostering speaking skills and efl student’s achievements: teacher’s voices 18 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 3 3 2 ) unraveling subtle, addressing challenges, and uncovering innovative strategies that shape the teaching and learning experiences in this specific educational context. the data collection process involves observation, interviews, and documentation involving four efl teachers, who will be identified as follows: table 1. efl teachers no. participant 1 mrs. choir 2 mrs. nafi 3 mrs. nanda 4 mrs. ida all the participant was selected through purposive sampling. creswell, (2014) has stated that purposive sampling is a non-random sampling technique in which researchers deliberately select participants based on specific characteristics or criteria relevant to the research objectives. for instance, the researcher selects them based on their experiences in teaching english in madrasah. this method allows researchers to target individuals or groups who possess the desired attributes or experiences necessary for addressing the research questions effectively. purposive sampling is particularly useful when the aim is to obtain in-depth insights from participants who have specialized knowledge, expertise, or unique perspectives on the topic of interest. the researcher would like to overview the teacher voices related to fostering the student’s speaking skills and achievements. in this context, the researcher observes the efl student-teachers activity in promoting speaking skills. also, the researcher interviewed several data resources such as teachers, students, and others that are relevant to the context and checked them with available documents in madrasah. moreover, the guidelines for interview follow the focus of the research which focuses on fostering student's speaking skills and achievement according to the teacher's perspective and will expand it based on the related data or findings. meanwhile, the data analyses follow (ball, 2005) from compiling, reducing, to conluding. in this phase, the researcher only collects all data from the participant, reduces it, and concludes the findings. results and discussion results in this phase, the researcher will provide all the data taken from observation, interview, and documentation that is relevant to fostering speaking skills in madrasah. table 2. research location no participant madrasah 1 mrs. choir mi miftahul huda 2 mrs. nafi mi miftahul huda 3 mrs. nanda mts al-ittihad 4 mrs. ida ma al-ittihad octaberlina & anggarini, 2024 fostering speaking skills and efl student’s achievements: teacher’s voices 19 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 3 3 2 ) in this context, the researcher will overview the efl learning process and its achievement in mi miftahul huda. mi miftahul huda is an islamic primary school that focuses on bilingual classes. there are several programs in mi miftahul huda such as shobahul lughah (morning language learning; the students learn both english and arabic language), international day, speech selection, and fun english class (fec). this program is held every tuesday for english and wednesday for arabic class. figure 1. fun english class in madrasah (speaking class) this program is very useful for the student because they can improve their english skills and speak english bravely. this related to the interview sessions with mrs choir which stated as follows: “as a rural madrasah doesn't mean we enjoy everything here, we push our limits to provide the best learning situation for our students such as implementing various teaching-learning methods, making the class more attractive with several activities that enhance the student's english skills specifically in speaking skills” based on the observation, mrs. choir has taught english from fourth to sixth grade. she frequently arranges a song that relates to the topic such as below. health and hospital health hospital kesehatan dan rumah sakit nurses perawat medicine obat dentist dokter gigi doctor ya dokter patient pasien wheelchair kursi roda the researcher stated that combining several activities makes english class more interesting so the student will engage with the learning lesson specifically for efl students. tania, one of the students in mi miftahul huda shared her opinion that she loves english because in her school, the teacher can make it easier to understand what the topic is discussed. she is also very happy when joining shobahul lughah to learn new vocabulary, topics, songs, or translations in one sentence. another teacher's voice was shared by mrs. nafi who was teaching the first-third grade students. she overviewed so many challenges and alternatives to teaching english to young learners. she prefers doing several activities such as singing a song together, games, drawing, or quizzes to make them more interested in learning english. octaberlina & anggarini, 2024 fostering speaking skills and efl student’s achievements: teacher’s voices 20 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 3 3 2 ) she also shared: “teaching young learners makes me to be a creative teacher because i won't make them feel bored when joining my class. there is extra effort to teach them such as preparing the lesson plan, media, and of course my mood to always be happy with them. my students enjoy learning english because they feel english is something new for them even though some of them faced the challenges" based on the observation, mrs. nafi also teaches based on the local culture such as translating the local culture. one of the interesting parts, a special needs student is learning english. mrs. nafi asked him to enjoy the class by singing a song and drawing as long as they could follow the english class rules. moreover, mrs. nafia also frequently makes them as group discussions or group performances to foster student collaboration because she agrees that what the children can do together today, they can do alone tomorrow. she asserted that collaboration classes make the students happy and promote their feelings hand in hand, helping others specifically in learning english. figure 2. fostering the student's collaboration (peer teaching in efl class) meanwhile, the documentation analysis shows that this madrasah has achieved several achievements such as a storytelling contest, master of ceremony, and speech contest. figure 3. efl student achievements in speaking skills octaberlina & anggarini, 2024 fostering speaking skills and efl student’s achievements: teacher’s voices 21 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 3 3 2 ) mrs. nanda also shared her opinion related to the effective strategy to enhance speaking skills specifically for efl learners. mrs. nanda is an english teacher in mts alittihad and also the supervisor of the english club (ec) in mts al-ittihad. she stated that the implementation of english learning here is in two ways intracurricular and extracurricular. mrs. nanda observes the potential students to promote their english skills and improve them through being a member of ec. according to her, this is quite effective in enhancing the madrasah achievements. figure 4. mts al-ittihad student’s achievement further, mrs. nanda stated that teaching efl learners has many challenges even the teacher is capable of overcoming them. she narrated that when preparing for a speech or storytelling contest, mrs. nanda should translate and read one by one to make sure they understand the meaning and speak the correct pronunciation. this cycle is always done by her so that's why it is possible that her school often got the achievement. furthermore, mrs. ida is the teacher in ma al-ittihad and one of the supervisors for the english club. in this organization, mrs. ida has collaborated with mrs. nuril and miss ulfi as the english teachers in ma al-ittihad to foster the student's english skills specifically speaking skills. there is formal and non-formal education to foster the student’s english skills. also, there is quarantine for the students before they join any english contest. in higher education, the students in madrasa aliyah are supportive and independent, for example, they can make a procedure vlog (tech-vlog), edit some flyers as english assignments, improve the speech style following talks, and so on. teaching students at this level is easier because most of them are understand and familiar with the english language. octaberlina & anggarini, 2024 fostering speaking skills and efl student’s achievements: teacher’s voices 22 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 3 3 2 ) figure 5. mts al-ittihad student’s achievement discussion fostering speaking skills in madrasah based on the observation, there are findings related to fostering speaking skills in madrasahs such as interactive teaching methods. teachers in madrasahs frequently employ interactive teaching methods, such as group discussions and role-plays, to foster speaking skills. for example, there is an assignment to create english vlogging related to the topic for the sixth grade (narrative text). alsyouf & kayed, (2021) have asserted that the interactive nature of these methods encourages students to actively participate and engage in spoken communication. teachers incorporate cultural elements into speaking activities, aligning language learning with the religious and cultural context of madrasahs. integrating cultural aspects enhances students' relevance and interest in speaking tasks, making language learning more meaningful(alsyouf & kayed, 2021; anggarini et al., 2022; holandyah et al., 2022). figure 6. role playing method in speaking english meanwhile, teachers place a strong emphasis on pronunciation, addressing specific phonetic challenges commonly faced by efl learners in madrasahs. focusing on pronunciation helps improve the clarity and intelligibility of students' spoken english. yassi et al., (2023) have stated that teachers design speaking tasks that simulate real-life situations, such as expressing religious beliefs in english or engaging in interfaith dialogues. taskspecific speaking practice prepares students for practical communication scenarios, aligning language learning with their daily experiences such as the drilling method and shobahul octaberlina & anggarini, 2024 fostering speaking skills and efl student’s achievements: teacher’s voices 23 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 3 3 2 ) lughah program. the researchers have found that madrasah practices morning english language learning frequently every tuesday. this can be described that the program is designed by teachers to promote the efl student's speaking skills. teachers provide individualized support based on students' proficiency levels, offering additional guidance to those who require more assistance(lechuga-peña, 2023; octaberlina & rofiki, 2021). also, tailoring instruction to individual needs acknowledges and addresses the diverse language abilities within the madrasah student population(teng, 2023; vo, 2022). figure 7. translation class in madrasah also, teachers encourage peer collaboration, creating an environment where students can practice speaking skills together. octaberlina et al., (2022) have stated that peer collaboration fosters a supportive learning community, allowing students to learn from each other and build confidence in spoken communication. teachers implement constructive feedback mechanisms, providing specific guidance on pronunciation, vocabulary use, and grammatical accuracy. constructive feedback enables students to identify areas for improvement and enhances their self-awareness in speaking skills. figure 8. collaborative learning in madrasah, teachers also incorporate technology, such as audio and video recordings, to facilitate speaking exercises and self-assessment. another example is the teacher recording the shobahul lug hah activity in the frame of vlogging and uploading it on a octaberlina & anggarini, 2024 fostering speaking skills and efl student’s achievements: teacher’s voices 24 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 3 3 2 ) youtube channel or madrasah fb account. muslimin et al., (2023) have stated that integrating technology enhances the learning experience and provides students with valuable tools for self-directed improvement. meanwhile, teachers also receive cultural sensitivity training to navigate the intersection of language instruction and religious beliefs within the madrasah context. it describes that cultural sensitivity training ensures that teachers approach language instruction with awareness and respect for the unique cultural and religious aspects of madrasahs(anggarini et al., 2022). figure 9. utilizing technology to improve speaking skills in addition, teachers also face challenges related to limited resources, such as textbooks or multimedia materials, for designing varied speaking activities. marzulina, harto, et al., (2021) have suggested overcoming it by identifying resource constraints that inform potential areas for improvement and resource allocation in the madrasah language education program. based on the explanation above, the researcher proposed that these findings offer a glimpse into the potential outcomes of a study on fostering speaking skills in madrasahs. the implications drawn from these findings can guide recommendations for enhancing language pedagogy, teacher training, and curriculum design in the unique context of madrasah-based efl education. efl student’s achievements firstly, efl students in madrasahs exhibit diverse proficiency levels in speaking skills, with some students demonstrating advanced abilities while others struggle with fluency and pronunciation. tailored interventions may be needed to address the varying needs of students and support their progression in speaking proficiency(anggarini et al., 2022; marzulina, harto, et al., 2021; syafryadin et al., 2023). students who actively engage in interactive speaking activities demonstrate higher levels of achievement in spoken english. encouraging more interactive teaching methods can contribute to improved speaking skills among efl students. for example, many students have achieved in speaking competitions such as speech or storytelling that will be stated in the table below. table 3. efl student’s achievement no name achievements 1 almira m. h. the runner up of porseni kab. malang for english speech octaberlina & anggarini, 2024 fostering speaking skills and efl student’s achievements: teacher’s voices 25 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 3 3 2 ) the winner of the english speech competition in poncokusumo the 3rd winner of english speech in malang are 2 dhiva the winner of storytelling in malang area the winner of storytelling in poncokusumo the winner of presenting "photography analysis" the finalist of storytelling in the national event the 2nd winner of “english tourism endorse” 3 m. tirta n. the runner up of porseni kab. malang for english speech in poncokusumo 4 tania n. p. the runner up of porseni kab. malang for english speech in poncokusumo 5 m. fahmi h. h. the winner of storytelling in poncokusumo 6 alfi l. m. the winner of english speech malang regency further, students who demonstrate cultural competence in their spoken english exhibit higher overall achievement in speaking skills. incorporating cultural sensitivity into language instruction positively influences students' language acquisition and their ability to navigate diverse cultural contexts(anggarini et al., 2022; marzulina, harto, et al., 2021). syafryadin et al., (2023) have stated that students who engage in self-reflection and goalsetting regarding their speaking skills exhibit greater improvement over time. in addition, encouraging students to actively participate in their language learning process through reflection and goal-setting can enhance achievement(setyana et al., 2022; vo, 2022). furthermore, based on the observation, students who receive targeted instruction and practice pronunciation show notable improvement in their overall speaking skills. hadi & junor, (2022) have stated that focusing on specific pronunciation challenges can have a positive impact on students' ability to articulate effectively in english. students who engage in peer collaboration during speaking activities demonstrate increased confidence and higher achievement levels(elnadeef & abdala, 2019; raskova octaberlina & ikhwanul muslimin, 2022). for instance, promoting collaborative learning environments can contribute to positive outcomes in speaking skill development. meanwhile, students who are adept at applying their speaking skills to real-life scenarios, such as expressing religious beliefs in english, showcase higher achievement. as vo, (2022) has asserted that task-specific speaking practice can enhance students' adaptability and effectiveness in real-world communication. students who receive regular and constructive feedback from teachers on their speaking performances exhibit continuous improvement. this might establish effective feedback mechanisms that can contribute to ongoing achievement and skill refinement. also, students who demonstrate high motivation and active engagement in speaking tasks tend to achieve higher levels of proficiency. raskova octaberlina & ikhwanul muslimin, (2022) have asserted that fostering motivation and creating engaging speaking activities can positively impact student achievement. on the other hand, limited resources for varied speaking activities pose challenges to student achievement in speaking skills(oktavia et al., 2022; winnie et al., 2023). husin, (2018) has stated that addressing resource constraints may be crucial for optimizing the learning environment and promoting better achievement outcomes. therefore, when considered collectively, the researcher stated that provides a comprehensive understanding of the factors influencing efl student achievements in speaking skills within the madrasah context. they can inform recommendations for instructional improvements, curriculum enhancements, and support mechanisms tailored to octaberlina & anggarini, 2024 fostering speaking skills and efl student’s achievements: teacher’s voices 26 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 3 3 2 ) the unique needs of efl learners in madrasah conclusion this investigation underscores the vital significance of speaking skills within the realm of english as a foreign language (efl), shedding light on the experiences and strategies employed by language instructors or teachers. the study establishes a correlation between the efficacy of teaching methodologies, as elucidated by educators, and substantial enhancements in the spoken communication proficiency of efl students. the insights derived from this research contribute valuable perspectives to the broader discourse on language pedagogy, highlighting the dynamics between teacher practices and the development of speaking skills among efl learners. the implications of this study extend to areas such as curriculum design, teacher training, and the overall refinement of efl education programs, emphasizing the imperative for continuous exploration and improvement in language teaching practices within academic settings. acknowledgment the author wishes to express her deep gratitude to all the individuals who played a role in the successful completion of this research data. their contributions, support, and assistance were invaluable and greatly appreciated throughout the research process. references abrar, m., mukminin, a., habibi, a., asyrafi, f., makmur, m., & marzulina, l. (2018). “if our english isn’t a language, what is it?" indonesian efl student teachers’ challenges speaking english. qualitative report, 23(1). https://doi.org/10.46743/21603715/2018.3013. aguilar parra, j. c., reasco garzón, b. c., feijoo rojas, k. j., coello vásquez, v. j., & díaz chong, m. (2023). pedagogical paradigms in teaching efl classroom: evaluating approaches of cognitivism, constructivism, pragmatism, and connectivism. ciencia latina revista científica multidisciplinar, 6(6). https://doi.org/10.37811/cl_rcm.v6i6.4671. al zahrani, b. s., & elyas, t. (2017). the implementation of critical thinking in a saudi efl context: challenges and opportunities. ijeltal (indonesian journal of english language teaching and applied linguistics), 1(2). https://doi.org/10.21093/ijeltal.v1i2.21. alsyouf, a., & kayed, m. al. (2021). interactive intervention strategy for english as a foreign language classes versus traditional methods to teach speaking. studies in english language and education, 8(2). https://doi.org/10.24815/siele.v8i2.18649. anggarini, i. f. (2022). insertion the values of religious moderation on indonesian efl class. journal of english language teaching and learning (jetle), 4(1). https://doi.org/10.18860/jetle.v4i1.17744. anggarini, i. f., azzahwa, a. c. a. z., setyawan, c. a. d., a’la, m. t. r., maghfiroh, a. l., & putri, r. h. e. (2022). integrative learning in islamic indonesian efl classroom: challenges and opportunities. journal of english teaching and learning issues, 5(2). https://doi.org/10.21043/jetli.v5i2.17091. anggarini, i. f., nugraha, s. a., hamdani, m. s., kirana, a. s. c., fakhrunisa’, m., & anjayani, i. n. (2023). storytelling as a media in speaking english for indonesian efl learners: a speech competition study. journal of research on english and language learning (j-reall), 4(1). https://doi.org/10.33474/j-reall.v4i1.19156. anjanillah, f., wahyudi, r., & syafiyah. (2021). efl learners’ multiple identities constructions in relation to global positions of english. qualitative report, 26(6). https://doi.org/10.46743/2160-3715/2021.4710. azkiyah, s. n., & mukminin, a. (2017). in search of teaching quality of efl student teachers through teaching practicum: lessons from a teacher education program. octaberlina & anggarini, 2024 fostering speaking skills and efl student’s achievements: teacher’s voices 27 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 3 3 2 ) center for educational policy studies journal, 7(4). https://doi.org/10.26529/cepsj.366. azkiyah, s. n., & mukminin, a. (2023). measuring english teaching quality: what teacher effectiveness research can offer? xlinguae, 16(2). https://doi.org/10.18355/xl.2023.16.02.18. azkiyah, s. n., rahmawati, y., shohibussirri, m., nisa, y. f., sunengsih, n., & mukminin, a. (2023). english proficiency as a predictor of academic performance in the context of non-english as a medium of instruction. pasaa, 65. azmi, d. n., hidayat, d. n., husna, n., alek, a., & lestari, s. (2023). a discourse analysis of figurative language used in english storytelling on bbc learning english. leksika: jurnal bahasa, sastra dan pengajarannya, 17(1). https://doi.org/10.30595/lks.v17i1.16249. ball, s. j. (2005). qualitative research in education: focus and methods (s. r.r & w. r.b, eds.). taylor & francis e-library. budianto, l. (2020). webquest: the transformation and innovation in elt. jetle (journal of english language teaching and learning), 2(1). https://doi.org/10.18860/jetle.v2i1.10356. budianto, l., azmi, m., & putera, a. a. (2021). the implementation of digital storytelling using discovery learning in efl listening class: middle school students’ and teachers’ voices. journal on english as a foreign language, 11(2). https://doi.org/10.23971/jefl.v11i2.3036. budianto, l., putera, a. a., & azkiyah, s. n. (2022). digital literacy of esp learners: voices of medical teachers, learners and authorities. journal of asia tefl, 19(2). https://doi.org/10.18823/asiatefl.2022.19.2.24.709. chaerunnisa, l. y., & prastowo, a. (2022). menumbuhkan kreativitas mengajar guru melalui penerapan pembelajaran daring berbasis teknologi melalui gse (google suite education): kasus di mi miftahul akhlaqiyah bringin semarang. madrasah: jurnal pendidikan dan pembelajaran dasar, 14(2). https://doi.org/10.18860/mad.v14i2.12738. chang, a., millett, s., & renandya, w. a. (2019). developing listening fluency through supported extensive listening practice. relc journal, 50(3). https://doi.org/10.1177/0033688217751468. creswell, j. w. (2014). research design qualitative-quantitative and mixed-methods approaches. sage publication inc. daflizar, sulistiyo, u., & kamil, d. (2022). language learning strategies and learner autonomy: the case of indonesian tertiary efl students. learn journal: language education and acquisition research network, 15(1). dang, t. n. a., nguyen, v. t., & nga, p. t. (2022). utilizing video recording to develop efl student’s speaking skills. international journal of linguistics, literature and translation, 5(5). https://doi.org/10.32996/ijllt.2022.5.5.8. dos santos, j. c., & ramírez-ávila, m. r. (2023). students’ perspectives on the 4/3/2 technique and self-assessment to improve english speaking fluency. studies in english language and education, 10(1). https://doi.org/10.24815/siele.v10i1.25700. dwijayani, i., & musigrungsi, s. (2022). investigating speaking tasks in relation to communicative goals: possibilities and obstacles. studies in english language and education, 9(2). https://doi.org/10.24815/siele.v9i2.23566. elnadeef, e. a. e., & abdala, a. h. e. h. (2019). the effectiveness of english club as free voluntary speaking activity strategy in fostering speaking skill in saudi arabia context. international journal of linguistic, literature and translation, 2(1). encalada, m. a. r., & sarmiento, s. m. a. (2019). perceptions about self-recording videos to develop efl speaking skills in two ecuadorian universities. journal of language teaching and research, 10(1). https://doi.org/10.17507/jltr.1001.07. erdiana, n., daud, b., sari, d. f., & dwitami, s. k. (2020). a study of anxiety experienced by efl students in speaking performance. studies in english language and education, 7(2). https://doi.org/10.24815/siele.v7i2.16768. https://doi.org/10.30595/lks.v17i1.16249 octaberlina & anggarini, 2024 fostering speaking skills and efl student’s achievements: teacher’s voices 28 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 3 3 2 ) erlina, d., desvitasari, d., marzulina, l., & meida risfina, a. (2020). students’ demotivating factors in english language learning at one state madrasah tsanawiyah in palembang, south sumatera, indonesia. indonesian research journal in education |irje|. https://doi.org/10.22437/irje.v4i1.9024. ernati, e., & merti, l. (2022). students’ speaking performance analysis after learning using google meet at pandemic ( covid 19) era. english language education and current trends (elect). https://doi.org/10.37301/elect.v1i1.34. fadhillah, r. a., & rusmiati, y. (2022). utilizing youtube video to enhance student’s speaking skill. jurnal dedikasi pendidikan, 6(1). https://doi.org/10.30601/dedikasi.v6i1.2201. fang, f., widodo, h. p., & elyas, t. (2022). guest editors’ introduction: critical global englishes in language education. in asian englishes (vol. 24, issue 2). https://doi.org/10.1080/13488678.2022.2076027. fitriani, f., hidayat, d. n., husna, n., & alek, a. (2023). speech acts in text dialogues: an analysis of english textbook merdeka belajar for junior high school. english education: jurnal tadris bahasa inggris, 16(1). https://doi.org/10.24042/eejtbi.v16i1.15473. hadi, m. s., & junor, r. s. (2022). speaking to devices: can we use google assistant to foster students’ speaking skills? journal of languages and language teaching, 10(4). https://doi.org/10.33394/jollt.v10i4.5808. hartono, h., widiyati, e., & anwar, c. (2023). group work in zoom breakout rooms to enhance english-speaking self-efficacy for active learning activities. studies in english language and education, 10(1). https://doi.org/10.24815/siele.v10i1.26021. hidayat, d. n., fadhilah, f., & septiawan, y. (2022). speech acts in english classroom: a case at a junior high school in indonesia. edulite: journal of english education, literature and culture, 7(2). https://doi.org/10.30659/e.7.2.251-265. hidayat, d. n., fitriah, mahlil, & mason, j. (2023). factors impacting english teachers’ creativity in teaching english as a foreign language in indonesia. studies in english language and education, 10(1). https://doi.org/10.24815/siele.v10i1.26145. hidayat, d. n., hasanah, u., eviyuliwati, i., & septiawan, y. (2022). an exploration of students’ foreign language anxiety in english classroom. jurnal pendidikan progresif. https://doi.org/10.23960/jpp.v12.i1.202213. holandyah, m., erlina, d., marzulina, l., & ramadhani, f. r. (2021). grammar instruction in communicative language teaching classrooms: student teachers’ perceptions. edukasi: jurnal pendidikan dan pengajaran. https://doi.org/10.19109/ejpp.v8i1.8510. holandyah, m., marzulina, l., erlina, d., harto, k., amalia, f., fridiyanto, f., & mukminin, a. (2022). speaking challenges in a life skill program for islamic boarding school students: a case study. journal of language teaching and research, 13(3). https://doi.org/10.17507/jltr.1303.23. husin, s. a. (2018). an overview of madrasah model of education in indonesian system of education: opportunity and challenges. madrasah: jurnal pendidikan dan pembelajaran dasar, 10(2). https://doi.org/10.18860/madrasah.v10i2.5376. indraswati, d., fauzi, a., jiwandono, i. s., & rahmatih, a. n. (2022). efektivitas model ttw (think talk write) terhadap kemampuan literasi dan numerasi dasar siswa. madrasah: jurnal pendidikan dan pembelajaran dasar, 15(1). https://doi.org/10.18860/mad.v15i1.13824. jannah, r. (2020). variation of indonesian language teaching techniques in islamic elementary school. madrasah: jurnal pendidikan dan pembelajaran dasar, 13(1). https://doi.org/10.18860/mad.v13i1.9179. kamil, d. (2021). do conceptions of learning predict language learning strategies? evidence from indonesian efl learners. indonesian research journal in education |irje|, 5(2). https://doi.org/10.22437/irje.v5i2.16468. kamil, d. (2022). beyond classroom phenomena: exploring indonesian efl teachers’ professional identity metaphors. issues in educational research, 32(2). https://doi.org/10.37301/elect.v1i1.34 octaberlina & anggarini, 2024 fostering speaking skills and efl student’s achievements: teacher’s voices 29 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 3 3 2 ) lechuga-peña, s. (2023). feasibility, acceptability and preliminary outcomes of implementing a family-based intervention your family, your neighborhood with latinx immigrant families. children and youth services review, 148. https://doi.org/10.1016/j.childyouth.2023.106864. maimun, a. (2020). tema-tema penelitian pendidikan: inspirasi dan motivasi bagi guru madrasah ibtidaiyah. madrasah: jurnal pendidikan dan pembelajaran dasar, 12(2). https://doi.org/10.18860/mad.v12i2.9440. marzulina, l., erlina, d., holandyah, m., harto, k., desvitasari, d., & angreini, d. (2021). english teachers’ strategies in managing large classes: a case study. indonesian research journal in education |irje|, 5(2). https://doi.org/10.22437/irje.v5i2.15705. marzulina, l., harto, k., erlina, d., holandyah, m., desvitasari, d., arnilawati, a., fridiyanto, f., & mukminin, a. (2021). challenges in teaching english for efl learners at pesantren: teachers’ voices. theory and practice in language studies, 11(12). https://doi.org/10.17507/tpls.1112.10. masbirorotni, mukminin, a., muhaimin, habibi, a., haryanto, e., hidayat, m., marzulina, l., harto, k., erlina, d., & kamil, d. (2020). why student teachers major in english education: an analysis of motives for becoming future teachers. journal of elementary education, 13(4). https://doi.org/10.18690/rei.13.4.429-452.2020. mukminin, a., sari, s. r., haryanto, e., habibi, a., hidayat, m., marzulina, l., nurullaningsih, n., & ikhsan, i. (2019). they can speak english, but they don’t want to use it.” teaching contents through english in a bilingual school and policy recommendations. qualitative report, 24(6). https://doi.org/10.46743/2160-3715/2019.3580. mukti, t. s., putri santoso, s. t., & sugiri, w. a. (2022). distance learning assessment (dla) elementary school during the covid-19 pandemic. madrasah: jurnal pendidikan dan pembelajaran dasar, 14(2). https://doi.org/10.18860/mad.v14i2.13862. muslimin, a. i., mukminatien, n., & ivone, f. m. (2023). tpack-samr digital literacy competence, technostress, and teaching performance: correlational study among efl lecturers. contemporary educational technology, 15(2). https://doi.org/10.30935/cedtech/12921. muslimin, a. i., wulandari, i., & widiati, u. (2022). flipgrid for speaking success: unearthing efl students’ attitudes and anxıety level in distance learning. pedagogika, 145(1). https://doi.org/10.15823/p.2022.145.3. nurhaswinda, n. (2022). penerapan strategi pembelajaran quick on the draw untuk meningkatkan motivasi belajar siswa. madrasah: jurnal pendidikan dan pembelajaran dasar, 15(1). https://doi.org/10.18860/mad.v15i1.11670. nurul azkiyah, s. (2017). the development of effective english teacher improvement program based on a case study of english teaching in madrasah in indonesia. international journal of applied linguistics and english literature, 6(2). https://doi.org/10.7575/aiac.ijalel.v.6n.2p.1. nuzulia, n., gafur, abd., & azharona, r. (2021). developing of teaching materials in inclusive education settings to improve critical thinking skills of students with special needs. madrasah: jurnal pendidikan dan pembelajaran dasar, 14(1). https://doi.org/10.18860/mad.v14i1.10856. octaberlina, l. r., & anggarini, i. f. (2020). teaching vocabulary through picture cards in islamic elementary school a case study in nida suksa school, thailand. madrasah: jurnal pendidikan dan pembelajaran dasar, 13(1). https://doi.org/10.18860/mad.v13i1.9649. octaberlina, l. r., & muslimin, a. i. (2020). efl students perspective towards online learning barriers and alternatives using moodle/google classroom during covid-19 pandemic. international journal of higher education, 9(6). https://doi.org/10.5430/ijhe.v9n6p1. octaberlina, l. r., & rofiki, i. (2021). using online game for indonesian efl learners to enrich vocabulary. international journal of interactive mobile technologies, 15(1). https://doi.org/10.3991/ijim.v15i01.17513. https://doi.org/10.1016/j.childyouth.2023.106864 octaberlina & anggarini, 2024 fostering speaking skills and efl student’s achievements: teacher’s voices 30 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 3 3 2 ) octaberlina, l. r., muslimin, a. i., & rofiki, i. (2022). an investigation on the speaking constraints and strategies used by college students studying english as efl learners. international journal of learning, teaching and educational research, 21(9). https://doi.org/10.26803/ijlter.21.9.14. oktavia, d., mukminin, a., fridiyanto, hadiyanto, marzulina, l., harto, k., erlina, d., & holandyah, m. (2022). challenges and strategies used by english teachers in teaching english language skills to young learners. theory and practice in language studies, 12(2). https://doi.org/10.17507/tpls.1202.22. ramadhani, k., fachrurazi, d., maulina, i., & amrullah, a. m. k. (2022). evaluation of teacher performance using the whatsapp application in online learning. madrasah: jurnal pendidikan dan pembelajaran dasar, 15(1). https://doi.org/10.18860/mad.v15i1.14515. raskova octaberlina, l., & ikhwanul muslimin, a. (2022). fostering students’ speaking ability through english club activities. arab world english journal, 13(3). https://doi.org/10.24093/awej/vol13no3.27. setyana, g. p., budianto, l., & putera, a. a. (2022). investigating students’ speaking anxiety factor in bilingual program at junior high school students. english edu: journal of english teaching and learning, 1(1). https://doi.org/10.18860/jetl.v1i1.1617. sotlikova, r., & haerazi, h. (2023). students’ perceptions towards the use of podcasts in efl classroom: a case study at a university of uzbekistan. journal of languages and language teaching, 11(3). https://doi.org/10.33394/jollt.v11i3.8172. sujadi, e., fadhli, m., kamil, d., ridha ds, m., sonafist, y., meditamar, m. o., & ahmad, b. (2020). an anxiety analysis of educators, students and parents facing the new normal era in education sector in indonesia. in asian journal of psychiatry (vol. 53). https://doi.org/10.1016/j.ajp.2020.102226. sulistiyo, u., haryanto, e., widodo, h. p., & elyas, t. (2020). the portrait of primary school english in indonesia: policy recommendations. education 3-13, 48(8). https://doi.org/10.1080/03004279.2019.1680721. suralaga, f., azkiyah, s. n., rumtini, r., rahmawati, y., & nisa, y. f. (2020). motivation and commitment of english student teachers of some universities in indonesia. cypriot journal of educational sciences, 15(6). https://doi.org/10.18844/cjes.v15i6.5323. suryati, n., widiati, u., & hayati, n. (2021). developing a mentoring-based booklet for the professional development of indonesian novice teachers of english. journal of asia tefl, 18(2). https://doi.org/10.18823/asiatefl.2021.18.2.15.617. sy, y. r., & sinaga, t. (2023). instagram post: modifying the use of instagram to increase students’ ability in writing cutline caption. english education: jurnal tadris bahasa inggris, 16(1). https://doi.org/10.24042/ee-jtbi.v16i1.15751. syafryadin, makhrian, a., & wardhana, d. e. c. (2023). rhetorical structure mastery of tertiary students’ speech: challenges and possible solutions. studies in english language and education, 10(1). https://doi.org/10.24815/siele.v10i1.25084. teng, q. (2023). using communicative language teaching method to reduce high school students’ anxiety about speaking english. international journal of education and humanities, 10(1). https://doi.org/10.54097/ijeh.v10i1.11160. vo, t. a. d. (2022). student’s attitudes towards communicative activities on efl student’s speaking performance. international journal of language instruction, 1(1). https://doi.org/10.54855/ijli.221112. winnie, leong, h. j., badiozaman, i. f., & yap, a. (2023). negotiating the challenges in speaking english for indonesian undergraduate students in an esl university. studies in english language and education, 10(2). https://doi.org/10.24815/siele.v10i2.26563. yassi, a. h., hanafiah, w., sahib, h., aswad, m., nurchalis, n. f., & azizi, z. (2023). exploring the effects of pair-interaction model on improving indonesian adult https://doi.org/10.17507/tpls.1202.22 https://doi.org/10.24815/siele.v10i2.26563 octaberlina & anggarini, 2024 fostering speaking skills and efl student’s achievements: teacher’s voices 31 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 3 3 2 ) learners’ english proficiency. studies in english language and education, 10(1). https://doi.org/10.24815/siele.v10i1.27406. yeo, m. a., renandya, w. a., & tangkiengsirisin, s. (2022). re-envisioning academic publication: from “publish or perish” to “publish and flourish.” relc journal, 53(1). https://doi.org/10.1177/0033688220979092. https://doi.org/10.24815/siele.v10i1.27406 https://doi.org/10.1177/0033688220979092 octaberlina & anggarini, 2024 fostering speaking skills and efl student’s achievements: teacher’s voices 32 | v o l . 8 , n o . 1 , 2 0 2 4 ( 1 3 3 2 ) empty page english franca academic journal of english language and education doi: 10.29240/ef.v9i2 november.13275 pissn: 2580-3670, eissn:2580-3689; vol. 9, no. 2, 2025, page 249-264 article info: http://journal.iaincurup.ac.id/index.php/english received 21 may 2025; received in revised form o4 july 2025; accepted 20 november 2025 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license neo-ibuism in education: representation of femininities in indonesian efl textbooks for junior high school students rifqi nasirun nafis¹, evi eliyanah, nurenzia yannuar³ 123 universitas negeri malang, malang, indonesia corresponding email: rifqinafis99@gmail.com to cite this article: nafis, r. n., eliyanah, e., & yannuar, n. (2025). neo-ibuism in education: representation of femininities in indonesian efl textbooks for junior high school students. english franca : academic journal of english language and education, 9(2 november), 249–264. https://doi.org/10.29240/ef.v9i2 november.13275 introduction this article examines the representation of femininities in visual and non-visual representations in an efl textbook used for junior high school students in indonesia. this study aims to determine and analyze how gender is represented in english textbooks used by junior high school students in indonesia. this research critically analyzes gender representation in two popular english textbooks in indonesia: english for nusantara (efn) by damayanti et al. (2022) and bright an english (bae) by nur zaida (2022-2024). this textbook was chosen because it had been formally approved in the merdeka curriculum that laid it down, which made it very influential in creating the education of english to the students in the first semester of the entire indonesian secondary school. resolutions to analyze revised editions of this book as a text have the effect of ensuring a volume dedicated to pious discovery of contemporary standards of educational examples and practice. continue further, the choice of this book is authorized by the users of this book (wide), and its authoritative quality (both written by) and the renowned performance of this book (their role) in the preservation or challenging of gender norms through a medium of expression and representation (language). process methodology used in this research, regarding the use of the critical discourse analysis (cda) method to test representations of femininity in textbooks. cda is chosen as an analytical approach based on its ability to unmask the relationship between language, power, and ideology in discourse. the focus of this research is based on the three levels of analysis of fairclough (1995), i.e., (1) text analysis (micro level) based on the need to test abstract. textbooks play a crucial role in helping young people learning english as a foreign language (efl) understand different cultures and societies. this knowledge also encompasses an understanding of attitudes toward gender. this essay examines the concept of femininity in indonesian efl textbooks aimed at junior high school students. this study employs critical discourse analysis (cda) to analyze the textual and visual depictions of femininity in the magazines. this theoretical framework is based on fairclough's (1995) cda analysis and is also influenced by the way women and girls are portrayed in family, work, and public contexts. the findings indicate that indonesian efl textbooks tend to reinforce traditional gender roles while promoting a discourse of neo-motherism. women are valued for their roles as mothers and caregivers, but they are also capable of working and leading, albeit with limitations. this portrayal may represent limited progress; however, it has the potential to normalize certain challenges, such as gender stereotypes and the gendered division of labor. therefore, this study recommends a more diverse representation of femininity in indonesian textbooks to achieve gender equality, both inside and outside the classroom. keywords: femininities, neo-ibuism, indonesian efl textbooks, junior high school students. cda https://doi.org/10.29240/ef.v9i2%20november.13275 https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:rifqinafis99@gmail.com rifqi nasirun nafis et al., 2025 neo-ibuism in education: representation of femininities in indonesian efl textbooks for junior high school students 250 | v o l . 9 , n o . 2 , 2 0 2 5 ( 2 4 9 2 6 4 ) linguistic features such as narrative and visual representation; (2), analysis of discursive practices (meso level) based on the need to understand how text is produced and consumed in the context of pedagogy; and (3) analysis of social practices (macro level) based on the in this approach, we will determine whether it will be representative of femininity in the book of texts perpetuating the conventional stereotyping or merely promoting gender equality. continuing, this study will investigate further, the assumptions, bias and implications of power that may be more relevant to prescriptions of the construction of identities within gender contexts within the context of pedagogy of the english as a foreign language (efl), all the way to the point of providing a more comprehensive understanding about this matter. we argue that the books promote a new version of ibuism according to the concept that promotes the ideal of neo-ibuism femininity (aka kabullah & fajri, 2021; eliyanah et al., 2023), to ensure women remain at home with their partners, and to protect their domestic roles as mothers. these books attempt to amend the concept of ideal ibuism femininity to make it more flexible and to give women the opportunity and support they need to contribute to their performance, whether in work or study. however, these books return this role to a subordinate position to men in some areas, especially in the domestic sphere. with the aim of revitalizing values attached to the idea of interpretive gender in educational contexts, this book brings joy to the cause of traditional values attached to the role of women in relation to the modalities of changing the social context of learning, which is permeating at a steady rate. this shows that even though traditional norms still apply, this also pushes women's roles outside the domestic sphere. the study of representation of roles and identity of gender in academic material has received significant scholarly attention, with several years being specifically during the last few years, especially in the field of analysis of the discourse of the critiques (cda) and gender studies. as a tool of primary importance to transfer and disseminate knowledge in schools, textbooks play a crucial role in shaping perceptions of students towards social norms, including, but not limited to, gender roles. in indonesia, a state with a complicated interaction between traditional, religious, and modern ideologies, feminist iconification in the contents of compulsory schooling to promote awareness of more gender-oriented social phenomena (kitta and cardona-molto, 2022). newer studies have already posed a challenge to the normativity of gender by posing what can and should be done to queer these matters or challenge the normativity of gender (suryakusuma, 2004; xiang and yenika-agbaw, 2021). on one hand, english as a foreign language (efl) education in indonesia not only functions as a tool to teach language skills but also as a medium that reflects and shapes social values, including gender construction. efl textbooks, which are one of the primary sources of learning for junior high school students, often carry representations of femininity influenced by local cultural ideologies. in indonesian ideology, ideal femininity is a conceptualization that idealizes femininity as a key structure for understanding how femininity can be constructed and reproduced in educational discourse, including the discourse of english as a foreign language (efl) educators. this is important to analyze because students are at an age where active learning occurs, building their understanding of the concept of gender and social roles and identities. the presentation of femininity in english as a foreign language (efl) learning materials, whether in narrative texts, dialogues, illustrations, or exercises, can subtly distort students' perceptions of the characteristics, behaviors, and expectations inherent in women (driss benattabou, 2021). therefore, an in-depth study of the representation of femininity in english as a foreign language (efl) textbooks in indonesia is important to unmask the strength of bias, stereotyping, or prejudice that is less than ideal, which will culminate in the end to hamper the development of students' critical thinking on gender issues in line with the context of their culture julia suryakusuma, a distinguished indonesian sociologist, has provided profound analyses concerning the sociocultural fabrication of gender within indonesia, with particular emphasis on the construct of idealized femininity. this construct pertains to the portrayal of socially engineered female archetypes compelled to adhere to dominant societal norms, rifqi nasirun nafis et al., 2025 neo-ibuism in education: representation of femininities in indonesian efl textbooks for junior high school students 251 | v o l . 9 , n o . 2 , 2 0 2 5 ( 2 4 9 2 6 4 ) frequently influenced by prevailing cultural and social frameworks. in the heterogeneous context of indonesia, marked by an array of cultural expressions, particularly the deeply ingrained javanese culture, the articulations of ideal femininity become increasingly intricate and varied. suryakusuma's empirical investigations scrutinize the ramifications of these societal expectations on the lived experiences of women, which subsequently inform their roles, behaviors, and self-conceptions (suryakusuma, 2004). within the cultural milieu of java, representations of "pure women" (suryakusuma, 2004), or authentic women, frequently underscore attributes such as obedience, humility, and a prioritization of domestic obligations. these societal prescriptions can constrain women's opportunities and aspirations, relegating them to traditional functions, thereby impeding their holistic engagement across diverse spheres of life. over time, due to the strengthening of feminist movements, anti-racism and other antidiscrimination movements, as well as socio-economic changes, the idealization of the construct of ideal femininity, which is centered on ensuring that women only play a role in the domestic sphere, is becoming less relevant (antoniou & akrivos, 2020). such developments have precipitated the rise of an updated and modern version of the theoretical construct, known as neo-ibuism, which attempts to tackle the multi-faceted and dynamic issues relating to the position of the woman in the contemporary society. neo-ibuism describes the reality of modern-day motherhood that is changing and embracing the needs of a dynamic and digitally connected space. neo-ibuism describes the tension that a lot of mothers experience when they are trying to reconcile work, home, and social norms as they negotiate the parenting ideals that are selectively presented on the social media platforms. the recent empirical studies, including the one by nurrahma ekasiwi and teda ena (2022) themselves, focus on the effect that mothers are usually caught in the dilemma between the old roles and the new demands of the modern life, and as they tend to achieve the impossible high standards of perfection. this effect is enhanced by the neoliberalist ideologies that promote individualism and unstopping self-enhancement, which results in an overwhelming feeling of devaluation and overwhelmedness among most women. in a nutshell, neo-motherism elucidates the realities of maternal experience providing a theoretical guide to comprehend how cultural, economic as well as technological changes are constantly redefining the nature of motherhood in the 21st century. during the new order era, a concept was created from the development of the concept of "mother" or better known as "state motherism" through the work of suryakusuma (1996) called neo-ibuism. this neo-ibuism emphasizes an ideology where women have the opportunity to have activities to be able to participate in activities outside the home and pursue a career in addition to their duties as mothers and household managers remain but remain subject to previous patriarchal values. in this ideology, women are offered an opportunity to be able to have a career and participate in the professional world, but are still have limitations that are still bound by their position as subordinate to men in social life (kabullah & fajri, 2021; eliyanah et al., 2023). this kind of ideology is often depicted in various forms of image and written representation such as dialogue, narrative in textbooks, especially english as a foreign language (efl) books where women are often depicted in roles that are still bound by traditional values such as being a mother, a companion or a caregiver while men are positioned in higher roles such as being a leader or a role with high status. therefore, the relationship between ideologies such as neo-ibuism and learning materials such as efl textbooks cannot be separated because they always have a relationship with each other in terms of conveying messages about the ideology of women's roles in social life that are in line with the conditions and culture that exist in indonesia. in recent years, many scholars have paid more attention to gender studies in efl textbooks in indonesia, particularly in junior high schools, where students have begun to develop logical and critical thinking (ariyanto, 2018). many approaches have been used in conducting gender studies research, one of which is critical discourse analysis, better known as cda. cda has become an approach that is the basis for uncovering gender concepts that rifqi nasirun nafis et al., 2025 neo-ibuism in education: representation of femininities in indonesian efl textbooks for junior high school students 252 | v o l . 9 , n o . 2 , 2 0 2 5 ( 2 4 9 2 6 4 ) have implicit meanings in a text in educational materials, including how femininity in the material is formed. in several previous studies, such as lestariyana et al. (2020) concluded that traditional roles aimed at women are still clearly depicted in textbooks issued by the indonesian government, depicting women in roles such as being mothers and wives in the household, while men are more superior in professional positions in the public sphere. in research by other authors, a similar phenomenon was also found by tyarakanita et al. (2021), who found that women are still often depicted as subordinate and companions in various social aspects that are often found in various narratives and images in efl materials. similarly, what was found by ahmadabadi & azad (2023) strengthens the understanding that patriarchal ideology in efl textbooks is difficult to avoid and has become a social norm and offers gender inequality where women are rarely highlighted to be able to challenge conventional norms. orfan (2023) added in his findings that the strong influence of local culture in society is a barrier for femininity in efforts to challenge traditional norms even though on several occasions it is represented in various ways such as being a scientist or athlete, but it is still often associated with traditional traits such as obedience to husbands or gentle attitudes towards family. on the other hand, nur andini et al. (2023) conducted a gender study focusing on visual research using a cda approach and found that there are still many stereotypical representations of women in domestic work and serving their husbands despite efforts to achieve equal representation. this suggests that there is still tension between ideological concepts within efl text materials, particularly regarding the position of upholding traditional values with fair and inclusive gender equality in the context of global education (weninger, 2020). the implications of these studies suggest that students' understanding of the teaching materials still severely limits their understanding of the role of women and their relationship to gender equality. in this study, neo-ibiuism serves as the primary tool for analyzing the phenomenon of femininity in junior high school efl textbooks. a crucial consideration behind the selection of this framework is to question the assumptions of previous studies that may have overlooked the dynamics of significant social change, particularly after the collapse of the new order regime. as is well known, the new order was a strong supporter of 'state ibuism', an ideological construct actively promoted by the patriarchal state. the state at that time was interested in strengthening women's roles as mothers centered on reproductive functions, which was then reflected in various public policies. however, gender turmoil in indonesia experienced a massive transition and change after the 1998 collapse, marked by various upheavals fighting for anti-discrimination rights and also the rights of citizens as equal individuals. this study argues that this fundamental social change has the potential to influence the construction and internalization of ibuism in society, including in its representation in the media, such as english as a foreign language (efl) textbooks. thus, the main focus of this study lies in determining whether the concept of ibuism remains intact in its original form after the new order or whether it has evolved and changed in response to the increasingly strong discourse on gender equality. this research also offers a more contextual understanding of the phenomenon and its impacts through the lens of neo-ibuism. after outlining several key points in the introduction, we provide a more detailed understanding of the relationship between the research tool we chose to uncover the concept of ideology in efl textbooks, namely neo-ibuism, and the material contained in the educational materials. next, we describe how the data was collected and processed in this study. next, we present the results of our findings regarding the depiction of women in the books we have selected as the objects of our research. finally, we summarize several points we discovered in this study and relate them to various concepts of femininity. we ask whether the ideology in the books attempts to challenge traditional concepts or actually reinforces existing social and cultural norms, as seen in the context of gender perceptions in contemporary indonesian society outside the classroom. thus, the contribution of this study lies not only in applied discourse research, but also in providing broader insights into how rifqi nasirun nafis et al., 2025 neo-ibuism in education: representation of femininities in indonesian efl textbooks for junior high school students 253 | v o l . 9 , n o . 2 , 2 0 2 5 ( 2 4 9 2 6 4 ) gender perceptions can be conveyed through educational materials, providing an understanding of how students view broader gender phenomena. theoretical framework femininity in education resources: the lens of neo-ibuism as a framework for some time, educational materials related to understanding the representation of femininity have generated considerable interest and debate regarding how society views gender roles within social norms. traditionally, the concept of "ibuism"—emphasizing women as mothers or in various roles, such as moral educators, caregivers, and holders of tradition— has been a persistent part of educational content. the backlash against this traditional concept gave rise to neo-ibuism, a platform for women to be more inclusive in their social roles depicted in various school materials, such as textbooks. historically, the concept of neoibuism was introduced by suryakusuma (1998) as a critique of the new order's conceptualization of women as solely mothers, symbolically representing the state's understanding of ibuism. unlike classical ibuism, which places women exclusively in the domestic sphere, neo-ibuism accommodates women's participation in the public sphere but still limits their roles within a patriarchal framework that emphasizes reproductive and caregiving duties. neo-ibuism, a concept that positions women as unpaid domestic workers, supports state capitalism. this concept not only celebrates women's traditional roles as mothers and caregivers but also recognizes and values women's active participation in the public and professional spheres. in the context of educational materials, traditional values and the role of mothers for women are often portrayed in a more rigid manner without being connected to other values that may exist within them. the role of neo-ibuism here is as a means of connecting traditional values with a more inclusive role for women as individuals in social life. suryakusuma's (2019) research in his book "state ibuism: the social construction of women in the new order" offers insight into how the concept of motherhood, as depicted in the new order era, became a primary focus in constructing gender perceptions in educational materials. gender perceptions and understanding of the concept of femininity can be channeled through educational materials in schools (widodo & elyas, 2020). critical discourse analysis can be used to reveal how the representation of women in educational materials is often influenced by gender bias and traditional stereotypes. one study, entitled "critical discourse analysis of gender representation in efl textbooks," found that while attempts to represent femininity in textbooks place women in more active social roles, traditional values are still more prevalent and reinforce women's domestic roles (kayed et al., 2020). neo-ibuism opens up space to analyze how domestic and maternal roles are interrelated. education is not limited to merely imparting knowledge but also serves as a vehicle for conveying gender concepts. in this regard, neo-ibuism serves as a bridge connecting how women should be empowered and have an inclusive role while maintaining their domestic roles. rahman's (2021) research on neo-ibuism, "neo-ibuism and women's empowerment in education," highlights the importance of incorporating neo-ibuism concepts into educational curricula and teaching materials as a way to empower women in their roles in social life. this includes the representation of women as leaders, scientists, and professionals, as well as the recognition of their roles as mothers and caregivers. in the journey to implement a framework that challenges traditional, normative concepts, various challenges will inevitably be encountered, one of which is resistance to changing pre-existing gender concepts. research conducted by afifa (2023) in her dissertation, "negotiating neo-ibuism: women's agency and resistance in contemporary indonesia," shows that indonesian women often have to negotiate their identities between traditional and modern roles. therefore, various efforts are needed to transmit this neo-ibuism concept within the education system, including gender-sensitive and gender-based teacher rifqi nasirun nafis et al., 2025 neo-ibuism in education: representation of femininities in indonesian efl textbooks for junior high school students 254 | v o l . 9 , n o . 2 , 2 0 2 5 ( 2 4 9 2 6 4 ) training, gender-inclusive teaching materials, and the involvement of women in the development and preparation of teaching materials. material and method in this study, two selected textbooks were selected: "english for nusantara" (efn) and "bright an english" (bae). efn, written by damayanti et al. (2022), consists of 18 chapters and 826 pages, and bae, written by nur zaida (2022-2024), consists of 21 chapters and 458 pages. both textbooks use the same curriculum, the latest merdeka curriculum. in the initial stage of this study, the researcher focused on finding data demonstrating gender depictions in textbooks. textual materials (dialogue, narrative, description) and visual materials (pictures, illustrations, cartoons) served as the primary data for this study. because this research uses fairclough's three-dimensional cda model, description is the first step. in this stage, the researcher analyzes all aspects of the discourse on femininity contained in the data. then, the results are interpreted and related to the research questions. furthermore, the power relationships among the various forms of femininity identified are observed. finally, the researcher concludes the research findings by linking them to gender-related theoretical perspectives, while still referring to previous research. in the stage of reading the selected books, several images and supporting narratives of the images in each book are used to identify the ideology of each data point, and then determine the central ideology of each book. the photos and narratives include images represented in various aspects, including work, social, and domestic roles. then, a careful reading instrument is designed to facilitate researchers in reading, identifying dominant discourses, and coding them, by covering keywords such as the author's views, implicit ideologies in the book, the meaning of women in several perspectives, and women's ideal representation in the books. this study employs critical discourse analysis (cda), an approach that emphasizes the multifaceted meanings and purposes of words depending on their use (fairclough, 1995). consequently, the keywords extracted from indonesian english as a foreign language (efl) textbooks are not treated as neutral linguistic elements. instead, according to blommaert and bucean (2000), these keywords have different meanings and understandings and are more politicized within the social system of gender. for example, the depiction of men as superior to women in terms of social status and role. this is not merely a common representation, but also a social and political emphasis in constructing perceptions of gender. results and discussion results this study argues that the incorporation of neo-ibuism ideals within indonesian educational materials, while seemingly promoting female empowerment, ultimately reinforces traditional gender roles and limits the potential for true gender equality by perpetuating the notion that a woman's primary identity remains rooted in her domestic responsibilities. the study's argument is supported by two main findings, which are divided into two sub-sections: promoting women as primarily mothers and welcoming women as other than mothers, with implications that show that the books encourage neo-ibuism. women's traditional role as mothers this section illustrates how the values and norms of women as moral educators within the family remain deeply rooted and deeply embedded. this depiction embodies the ideal femininity traditionally portrayed in english as a foreign language (efl) textbooks. some depictions of women are often tied to domestic work such as cleaning, preparing meals for the family, serving their husbands, and so on. this traditional depiction can limit students' understanding of the dynamics of gender perception. one example is found in the 8th-grade efl textbook, chapter 6, pages 112-113 and chapter 3, page 58, which depicts women's roles in the domestic sphere, particularly within the family. rifqi nasirun nafis et al., 2025 neo-ibuism in education: representation of femininities in indonesian efl textbooks for junior high school students 255 | v o l . 9 , n o . 2 , 2 0 2 5 ( 2 4 9 2 6 4 ) figure 1. illustration for a woman preparing food (bae for class 8, chapter 6, page 112) figure 2. illustration of a man asks for information from an officer the two images above are examples of depictions of feminine roles and also comparative examples of men's roles towards women. these images appear on the topic of a family vacation trip. in figure 1, a middle-aged woman is shown with several tools resembling food containers and a cheerful face depicting her preparing food for her family. the text below reads, "look! i've cooked delicious food!" exclaimed the mother cheerfully. the context of the image clearly shows how the woman plays the role of a mother who carries out domestic roles such as cooking and preparing food for the family. this shows the traditional values that are strongly attached to women in the domestic sphere and at the same time become a responsibility for her family. on the masculinity side, figure 2 shows the representation of men in active and informative roles in public spaces. on the same topic, the "father" figure takes the initiative to find out information about the situation (the ferry cancellation) by asking other people. the man who was asked then gave a straightforward answer and directed them to the source of information (the noticeboard). this conversation does not demonstrate emotional masculinity. instead, it focuses on solving issues or understanding circumstances by talking to each other directly and sharing facts. there is no emphasis on physical aspects or dominance, but rather on asking and answering questions to gain clarity. this representation creates a fairly obvious gender contrast in one complete narrative. women are associated with emotional expression and care roles in the domestic sphere, while men are associated with informational roles and decision-making in the public sphere. although both are presented in the context of the family and without any extreme depictions or harsh stereotypes, this narrative still reinforces the division of traditional roles based on gender. women (mothers) are present with smiles and enthusiasm in the context of providing food, which has historically been a symbol of femininity in many cultures, including indonesia. meanwhile, masculinity is depicted through the social agency and rationality shown by the father and other adult men in the story. women (mothers) are there with smiles and excitement when they give food, which has long been a sign of femininity in many cultures, including rifqi nasirun nafis et al., 2025 neo-ibuism in education: representation of femininities in indonesian efl textbooks for junior high school students 256 | v o l . 9 , n o . 2 , 2 0 2 5 ( 2 4 9 2 6 4 ) indonesia. at the same time, the father and other adult males in the novel display masculinity through their ability to act in society and think logically. figure 3. illustration of a woman painting and narration about family activities in a different example and topic, figure 3 presents an image and text narrative from the bae book. the text narrative reveals that the image's theme coincides with a family's weekend activities. the picture depicts a woman in fairly casual clothes sitting as if she is about to paint something. meanwhile, the narrative includes descriptions of the family's weekend activities: the father reading a book about cars, the mother watching a cooking show, the older sister staying home from school, and the younger brother playing with his toys. although all family members appear to be taking a break from their daily routines, the division of activities mentioned implies conventional gender role patterns. the mother is associated with cooking (even when she is not doing it), the father with cars and technical reading, the daughter with painting—a domestic and artistic activity that tends to be seen as feminine—and the son with playing. this narrative reinforces that men remain associated with technical and exploratory spaces (cars, reading), while women are attached to expressive, domestic, or aesthetic realms. the representation depicted in the image has values that seem equal in the gender roles of each individual. the activities depicted in the narrative divide gender roles into two types of values, where men are depicted as being involved in more active and technical activities, while women are depicted in passive, relaxed, and economically unproductive activities. the neoibuism pattern in the image is clearly visible, one of which is when the role of the mother is depicted as not cooking, but often watching cooking shows. this is a form of conveying the domestic role of women that is more subtle and does not explicitly symbolize the boundaries of domesticity for women. figure 4. illustration of a woman preparing food for her family rifqi nasirun nafis et al., 2025 neo-ibuism in education: representation of femininities in indonesian efl textbooks for junior high school students 257 | v o l . 9 , n o . 2 , 2 0 2 5 ( 2 4 9 2 6 4 ) in another example from another author, figure 4 appears in the folklore topic of the efn book (damayanti, 2022), which is part of the introduction to local culture through narrative text in english learning. the image shows a family enjoying their free time outside the home by cooking. there is a woman preparing food by cooking for several people who are enjoying the meal. this image provides a concept in gender perception that the task of cooking and providing food is the main task of women in a family. the woman in this image is seen busy working alone and is spatially separated from the main social activities, which are dominated by men. in contrast, masculinity is represented through a visually dominant giant figure and other male characters who play the role of service recipients or consumers. this shows the strengthening of the narrative of masculinity as the center of attention and recipient of comfort, while femininity remains attached to the realm of service and care. the presence of a giant, masculine and visually dominant character also emphasizes the symbolic power contrast between aggressive, consumerist masculinity and productive yet subordinate femininity. women are not only physically distanced from the center of action (the dinner table) but are also positioned as figures who support the comfort of others without participating in the main social activity. this is another example of neo-motherism, where women's "giving" behaviors are framed in a positive and maternal way but yet stay within the limits of their conventional duties. this kind of representation is important to critique because, despite appearing lighthearted or humorous, it still contains normative messages about how women "should" be present in social spaces, even in unrealistic narrative contexts. figure 5. illustration of a group of men rescuing people from flood disaster on a different topic, figure 5 appears in the "natural disasters" section of the efn book, which features a narrative of post-disaster evacuation. this image shows a line of male officers in military uniforms or volunteers assisting in the evacuation of residents. in the foreground, a man carries a large box filled with belongings while holding the hand of a woman carrying a small child. the woman is wearing pajamas, indicating the emergency situation in which she and her child have just been evacuated from their home. this image displays a rather typical separation of roles when it comes to gender representation: males are seen as defenders, powerful, and saviors, while women are shown as passive, weak, and in need of aid, especially when they are mothers and caretakers. the image shows several men, acting as part of an evacuation team, helping several people, including women, during a flood disaster. the gender context in the image demonstrates how women remain inferior and weak. although the narrative of gender equality has frequently been presented in various media, especially textbooks, this demonstrates that representations since the new order era have not yet been fully replaced by the new neoibuism ideology. women are still depicted as figures who are always associated with caring for children and need male figures to help. thus, this visual implies that although indonesia has experienced various social transformations, the construction of gender roles in textbooks rifqi nasirun nafis et al., 2025 neo-ibuism in education: representation of femininities in indonesian efl textbooks for junior high school students 258 | v o l . 9 , n o . 2 , 2 0 2 5 ( 2 4 9 2 6 4 ) is still heavily influenced by traditional gender ideology, which is refined in the form of neoibuism. in sum, although both books were compiled by two different teams of authors and publishers, both books depict women in visuals and narratives in the same way. women are consistently represented in domestic roles, as caregivers or as emotional support figures, while men are more often shown in active positions, as decision makers or protectors. this representation not only reinforces traditional gender constructions but also shows how the ideology of neo-ibuism works subtly in educational media—packaging women's domestic roles as something noble and irreplaceable but still limiting women's participation in the public sphere. in fact, in the social context of post-new order indonesia, when the discourse of gender equality and the dismantling of patriarchal norms is getting stronger, this kind of representation seems inconsistent with the spirit of social transformation. thus, this analysis reveals that english textbooks at the junior high school level, regardless of the differences in publishers and curricula, still reproduce conservative gender ideology through visuals and narratives that appear "neutral" but are full of meaning. allowing women to play roles beyond the role of mother this section discusses how the dynamics of femininity occur, where women have roles outside of domestic activities in efl textbooks. this depiction implies challenging traditional gender representations, making femininity more flexible and not limiting women's roles in society. the discussion also discusses how this representation promotes gender equality in social roles for students in the learning materials. figure 6. illustration of woman becoming teacher figure 7. illustration of a woman becoming a teacher for online class in line with the concept of ibuism during the post-reform era in indonesia, these selected efl textbooks indicate the acceptance of women to contribute to the public sphere rifqi nasirun nafis et al., 2025 neo-ibuism in education: representation of femininities in indonesian efl textbooks for junior high school students 259 | v o l . 9 , n o . 2 , 2 0 2 5 ( 2 4 9 2 6 4 ) and have careers. the depiction of women in the two images above implies how women actively participate in professional life and are not limited to roles solely related to the domestic sphere such as medical personnel, teachers, and others. in figure 6, a woman is shown playing the role of a teacher, teaching in a classroom with a happy expression. this representation conveys the message that women can actively contribute to social roles such as teaching. however, this depiction is still strongly associated with traditional female values such as patience and gentleness in educating, which are traditional values. in another example, in figure 7, a woman wearing glasses is shown teaching in an online meeting class attended by several students. the representation in this image has an implicit meaning that women have been active in technological developments to support their professional lives in teaching. however, traditional maternal values of patience and compassion in teaching still adhere to traditional values of ideal femininity. these two images show the development of women's dynamics in society as individuals who are active in social roles but remain limited by the expectations of ideal femininity that are still cultivated in indonesia. however, changes in women's roles create opportunities for gender perception, where they are seen as individuals with the potential to change existing patterns in society through active participation in social life. in figures 6 and 7, for example, the use of the classroom environment, both alluring and bold, emphasizes the importance of education as a realm where women can exercise their authority and expertise, while remaining in line with the values of devotion held dear in indonesian culture. however, the relationship between active roles in social life and traditional traits of ideal femininity continues to be at odds with efforts to establish equality. the representations depicted are still insufficient to fully abandon the ideal femininity that has historically existed in culture, particularly in indonesia. english as a foreign language (efl) textbooks demonstrate a complex relationship regarding the ideals of gender equality and harmony because they are always connected and in conflict with the values of ideal femininity that are very strong in society. figure 8. illustration of a woman singing with a man (bae class 7 chapter 3 page 45) figure 9. illustration of a woman becoming a model of the show rifqi nasirun nafis et al., 2025 neo-ibuism in education: representation of femininities in indonesian efl textbooks for junior high school students 260 | v o l . 9 , n o . 2 , 2 0 2 5 ( 2 4 9 2 6 4 ) in other cases, the selected books demonstrate a broader role for women in public self-expression to showcase their talents. for example, in figure 8, a woman is shown enthusiastically singing while holding a microphone, while a man next to her, wearing glasses, gestures in praise and awe of her performance. this image creates a message that women have an active role in activities related to art and talent. however, idealized maternal feminine traits such as tenderness and beautiful feelings still accompany this representation in a construction of ideal femininity. in another example, in figure 9, a woman is depicted modeling in a fashion show and taking center stage, displaying confidence and elegance that highlight her fashion flair. the accompanying narrative praises her “elegant and alluring appearance,” but still associates her charm with traditional feminine appeal, thus maintaining the ibuist element that associates public expression with “feminine” qualities. these two illustrations show that even though women are given space to showcase their talents in the public sphere, this representation is still colored by cultural expectations that limit a complete break from historical gender stereotypes in post-authoritarian indonesian society. furthermore, the representation of women in several images found shows a complex relationship between the value of equality and ideal femininity. women are depicted as having a broader and more active role in public activities but are still overshadowed and juxtaposed with traditional values of femininity and maternal traits in women. this representation is depicted as two sides of the same coin that have different roles but always accompany and are related to each other that are difficult to separate. in this case, it shows that although there has been a change in depicting the active role of women in the public sphere, it remains limited by traditional cultural values and limits more diverse representation because it is difficult to break away from traditional stereotypes about gender, especially femininity. discussion efl textbooks as the media to transform ideal femininity one of the most essential parts of a cda study is reading a text from a socio-cultural context. in this section, i put the concept of state-ibuism in the broader context of efl textbooks as ideal femininity in indonesia. as shown previously, ibuism is still represented in the selected efl textbooks as perfect femininity. however, while continuing to represent women as primary caregivers as mothers and wives, as well as submission to their families secondary to the men, as the center of ibuism as ideal femininity, the efl textbooks present openness to women for having public and contributing roles. here, i will describe how the representation of women in selected efl textbooks is intended to challenge the ideal femininity of ibuism by julia suryakusuma and the transformation from the more traditional concept of ibuism to a more modern form. a team wrote the bae and efn books of authors with professional backgrounds in english language teaching, including dr. nur zaida (bae books) and dr. lita s. damayanti (efn books), also well-known in literacy and language education studies. both books were published in the same year, 2022. both books were compiled in the context of implementing the merdeka curriculum, which carries the spirit of inclusive and contextual learning. however, although this curriculum seeks change towards justice and equality, findings show that gender representation in textbooks has not entirely moved away from traditional patterns. in the framework of post-new order social change, where state ibuism that dominates women's roles as homemakers began to be questioned, this visual shows a form of neo ibuism, namely the strengthening of women's domestic roles in a more subtle and socially acceptable package. this representation indicates that, despite social pressure to be more equal, the old discourse on gender roles persists through symbolic and nuanced ways in learning media. the gender bias that appears in the textbooks represents the rooted patriarchal culture in society. this is evidenced by the fact that women are still described as mothers and wives with various activities such as caring roles, cooking, shopping for family needs, cleaning the house, accompanying children to school, serving their husbands, and so on. in addition, rifqi nasirun nafis et al., 2025 neo-ibuism in education: representation of femininities in indonesian efl textbooks for junior high school students 261 | v o l . 9 , n o . 2 , 2 0 2 5 ( 2 4 9 2 6 4 ) women are also depicted as subordinate or second-class figures under men in various social roles. for example, in work, women are shown working in the field of serving and giving attention, such as sales and teachers, but in contrast to men who are depicted as superior and higher in position, for example, becoming scientists who excel in intelligence or police who show physical strength. the ideology reinforced their dependence on men and kept them from leadership or independent decision-making roles in the public and political spheres. this clearly shows that the role of women in the domestic sphere cannot be eliminated and will continue to be a value that exists in society as a very established ideal value. the paragraphs above highlight how selected efl textbooks in post-authoritarian indonesia reflect a shift in women's roles toward broader participation in the public sphere while remaining tied to the deeply rooted ideology of ibuism in local culture. the representation of women as teachers, singers, and fashion models, as shown in figures 6 to 9, signifies recognition of their capacity to contribute professionally and artistically beyond the domestic sphere. however, the narratives accompanying these illustrations—emphasizing qualities such as gentleness, care, and warmth—suggest that this progress does not entirely break away from traditional expectations. within the concept of ibuism, women still face ideological friction, where empowering women to play a more active role in society is continually hampered by traditional ideals of femininity that are difficult to eradicate. this creates a complex system where equality and a culture inherent in social life continue to impede women's role in society. furthermore, these representations indicate that efl textbooks serve as language learning tools and function as media that reinforce and negotiate gender norms in societyfor example, figures 6 and 7 illustrate their active role in the world of education, teaching, and involvement in the use of technology to support their active role in the world of education. however, roles in this field are often juxtaposed with maternal qualities such as patience, diligence, and responsibility in educating children, which are still framed within the boundaries of traditional ideal femininity. a similar pattern is also found in figures 8 and 9, where women's contributions in fields related to talent and art, such as the ability to sing and model at a cultural festival, are still juxtaposed with maternal values such as grace, beauty, and so on. so, although women have wider opportunities to be able to appear in public, they remain limited by the standard values of ideal femininity that are historically attached to social culture.traits like gentleness, elegance, and warmth continue to dominate how women are portrayed, indicating that their participation in public life is still conditional. women can achieve success and gain recognition outside the domestic sphere, but only as long as they adhere to existing gender norms. for the reasons mentioned above, these efl textbooks attempt to modify the social construction of ideal femininity. rather than completely rejecting the traditional role of women, these books attempt to transform the concept of ibuism by julia suryakusuma (2004). thus, these texts try to balance traditional values and the demands of modernity, creating a more complex representation of women still bound by existing social norms. this aligns with previous research on the concept of ibuism, which was transformed into a more modern form, namely neo-ibuism, but in a different context (see kabullah & fajri, 2021, and eliyanah et al., 2023). neo-ibujism is a concept that describes a new social construction of women's roles. this concept is an evolution of traditional ibuism, but with more modern packaging. if traditional ibuism places women exclusively in domestic roles, neo-ibuism offers slightly wider room for movement but still limits women to a relatively narrow scope. as a result, through diverse representations of women, these efl textbooks act as agents of social change. the represented texts and images try to bridge traditional values and the demands of modernity to form a younger generation with a more inclusive view of gender. the discourse in indonesian efl textbooks reflects a persistent gender imbalance, where women's involvement in the public sphere is acknowledged, but men's participation in domestic responsibilities is still very rarely represented. this remains a social phenomenon, particularly in indonesia, where women's domestic roles are still confined to domestic and rifqi nasirun nafis et al., 2025 neo-ibuism in education: representation of femininities in indonesian efl textbooks for junior high school students 262 | v o l . 9 , n o . 2 , 2 0 2 5 ( 2 4 9 2 6 4 ) maternal duties, despite having greater opportunities to be more active in social roles. during the period in which these books were published, women's roles in various social fields, such as politics, entrepreneurship, and sports, have become increasingly prevalent, and they have become increasingly active in voicing changes in women's acceptance in various sectors of social life. in contrast to the increasingly active role of women in the social sphere, men's contributions to the domestic sphere remain minimal. promotion of men's roles in the domestic sphere is still minimal in various media, particularly in educational materials. this perpetuates gender stereotypes regarding gender roles and tasks in social life. conclusion this study aims to highlight the discourses found in selected efl textbooks, particularly those related to the representation of femininity, by placing them in the contemporary context in indonesia at the time of their publication. based on the analysis that has been done, the books represent the phenomenon of neo-ibuism. the representation of women in these books still maintains the concept of state ibuism, where women are socially expected to play the role of caregivers and supporters of men. this can be seen from the many illustrations and texts that depict women as housewives who care for children or accompany their families. however, at the same time, these books also accommodate social changes by presenting women in various activities in public spaces, such as becoming teachers or being active in artistic talents, indicating an adaptation to the demands of the times. in other words, these books reflect an attempt to preserve traditional values related to women's roles while simultaneously accommodating ongoing social changes. this suggests that while conventional norms still sway, there is also a push to expand women's roles beyond the domestic sphere. this neo-ibuism phenomenon reflects the complex dynamics of changing gender roles in indonesia at that time, where tradition and modernity interacted and negotiated with each other. however, despite the push to expand women's roles in the public sphere, the representation of men in domestic roles was still minimal. this suggests that the changes were more incremental and still within an ideological framework that maintained male dominance in the public sphere and women's dependence on domestic roles. in other words, women were allowed to participate in work or activities outside the home but were still expected not to abandon their primary responsibilities as wives and mothers. this phenomenon shows how gender discourse in textbooks, as part of the education system, still reflects the contradiction between conservatism and social change. on the one hand, the representation of women active in various professions and social activities shows recognition of the reality of women's involvement in the public sphere. on the other hand, traditional norms that emphasize women's primary duties as caregivers continue to be reproduced, creating a balance between the demands of modernity and long-rooted patriarchal values. thus, the representation of femininity in these textbooks is not only a reflection of social change but also part of an ideological strategy that maintains the stability of gender norms while adapting them to the times. neo-ibuism in these textbooks shows that gender change in indonesia does not occur in a revolutionary way, but rather through a process of negotiation that continues to develop between tradition and modernity. acknowledgement we would like to express our gratitude to universitas negeri malang for supporting this research. we would also like to thank the researchers and collaborators who contributed their time and skills to this research project. rifqi nasirun nafis et al., 2025 neo-ibuism in education: representation of femininities in indonesian efl textbooks for junior high school students 263 | v o l . 9 , n o . 2 , 2 0 2 5 ( 2 4 9 2 6 4 ) references afifa, s., kazmi, h., khalique, s., sarah, s., & kazmi, a. (2023). gender representation and stereotyping in efl textbooks: a critical discourse analysis. in pjsel (vol. 9, issue 2). online. ahmadabadi, z. s. h., & azad, m. (2023). the critical discourse analysis of gender representation in english textbooks of iranian high schools: conhecimento & diversidade, 15(38), 413–442. https://doi.org/10.18316/rcd.v15i38.11051. antoniou, a., & akrivos, d. (2020). gender portrayals in advertising: stereotypes, inclusive marketing and regulation. journal of media law, 12(1), 78–115. https://doi.org/10.1080/17577632.2020.1783125. ariyanto, s. (2018). a portrait of gender bias in the prescribed indonesian elt textbook for junior high school students. sexuality and culture, 22(4), 1054–1076. https://doi.org/10.1007/s12119-018-9512-8. driss benattabou. (2021). gendered hegemony in the visual discourse of moroccan efl textbooks: a quantitative content analysis. international journal of linguistics and translation studies, 2. https://doi.org/10.36892/ijlts.v2i1.103. eliyanah, e., yannuar, n., choiron, n. f., & zahro, a. (2023). islamising neo-ibuism: representations of the ideal wife in marriage self-help books in indonesia. indonesia and the malay world, 51(151), 330–347. https://doi.org/10.1080/13639811.2023.2276585. fairclough, n. (1995). norman fairclough critical discourse analysis_ the critical study of language (language in social life) (1995) libgen.li. hyunanda, v. f., ramírez, j. p., lópez-martínez, g., & meseguer-sánchez, v. (2021). state ibuism and women’s empowerment in indonesia: governmentality and political subjectification of chinese benteng women. sustainability (switzerland), 13(6). https://doi.org/10.3390/su13063559. kabullah, m. i., & fajri, m. n. (2021). journal of current southeast asian affairs neo-ibuism in indonesian politics: election campaigns of wives of regional heads in west sumatra in 2019. in journal of current southeast asian affairs (vol. 40, issue 1). kayed, m. al, al-khawaldah, s. k., & alzu’bi, m. a. (2020). critical discourse analysis of gender representations in efl textbooks. in international journal of english language and literature studies (vol. 9, issue 4, pp. 244–254). asian economic and social society. https://doi.org/10.18488/journal.23.2020.94.244.254. kitta, i., & cardona-moltó, m. c. (2022). students’ perceptions of gender mainstreaming implementation in university teaching in greece. journal of gender studies, 31(4), 457– 477. https://doi.org/10.1080/09589236.2021.2023006. lestariyana, r. p. d., widodo, h. p., & sulistiyo, u. (2020). female representation in government-mandated english language textbooks used in indonesian junior high schools. sexuality & culture, 24(4), 1150–1166. https://doi.org/10.1007/s12119-02009752-2. nur andini, t., nuruddin hidayat, d., & husna, n. (2023). a critical discourse analysis of gender representations in efl textbook of senior high school. getsempena english education journal (geej), 10(1), 55–72. https://ejournal.bbg.ac.id/geej. nur zaida. (2024). bright an english (r. i. baluni, ed.). jakarta: erlangga. nurrahma ekasiwi, a., & teda ena, o. (2022). gender representation in the english textbook entitled “pathway to english for sma/ma grade x.” orfan, s. n. (2023). high school english textbooks promote gender inequality in afghanistan. pedagogy, culture and society, 31(3), 403–418. https://doi.org/10.1080/14681366.2021.1914148. pendidikan, k., & teknologi, d. (2022). english for nusantara smp/mts kelas viii. https://buku.kemdikbud.go.id. https://doi.org/10.18316/rcd.v15i38.11051 https://doi.org/10.1080/17577632.2020.1783125 https://doi.org/10.1007/s12119-018-9512-8 https://doi.org/10.36892/ijlts.v2i1.103 https://doi.org/10.1080/13639811.2023.2276585 https://doi.org/10.3390/su13063559 https://doi.org/10.18488/journal.23.2020.94.244.254 https://doi.org/10.1080/09589236.2021.2023006 https://doi.org/10.1007/s12119-020-09752-2 https://doi.org/10.1007/s12119-020-09752-2 https://ejournal.bbg.ac.id/geej https://doi.org/10.1080/14681366.2021.1914148 https://buku.kemdikbud.go.id/ rifqi nasirun nafis et al., 2025 neo-ibuism in education: representation of femininities in indonesian efl textbooks for junior high school students 264 | v o l . 9 , n o . 2 , 2 0 2 5 ( 2 4 9 2 6 4 ) rahman, f. (2021). neo-ibuism and women’s empowerment in indonesian education. studi gender dan anak, gender studies, 112–125. suryakusuma, j. (2004). front matter_state and social construction of womanhood state ibuism (d. reeve & r. cribb, eds.; vol. 1). komunitas bambu. tyarakanita, a., drajati, n. a., rochsantiningsih, d., & nurkamto, j. (2021). the representation of gender stereotypes in indonesian english language textbooks. sexuality and culture, 25(3), 1140–1157. https://doi.org/10.1007/s12119-021-09813-0. weninger, c. (2020). multimodality in critical language textbook analysis. language, culture and curriculum, 1–14. https://doi.org/10.1080/07908318.2020.1797083. widodo, h. p., & elyas, t. (2020). introduction to gender in language education. in sexuality and culture (vol. 24, issue 4, pp. 1019–1027). springer. https://doi.org/10.1007/s12119-020-09753-1. xiang, r., & yenika-agbaw, v. (2021). efl textbooks, culture and power: a critical content analysis of efl textbooks for ethnic mongols in china. journal of multilingual and multicultural development, 42(4), 327–341. https://doi.org/10.1080/01434632.2019.1692024. https://doi.org/10.1007/s12119-021-09813-0 https://doi.org/10.1080/07908318.2020.1797083 https://doi.org/10.1007/s12119-020-09753-1 english franca academic journal of english language and education doi: 10.29240/ef.v9i2 november.14849 pissn: 2580-3670, eissn:2580-3689; vol. 9, no. 2, 2025, page 359-372 article info: http://journal.iaincurup.ac.id/index.php/english received 30 september 2025, received in revised form 24 october 2025; accepted 20 november 2025 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license game-based learning using wordwall to improve students' vocabulary in the efl classroom yofanka audi pelangi¹, henri fatkurochman², kristi nuraini³ 123 universitas muhammadiyah jember, jember, indonesia corresponding email: yofankaaaudi06@gmail.com to cite this article: pelangi, y. a., fatkurochman, h., & nuraini, k. (2025). game-based learning using wordwall to improve students’ vocabulary in the efl classroom. english franca : academic journal of english language and education, 9(2 november), 359-372. https://doi.org/10.29240/ef.v9i2 november.14849 introduction vocabulary, as one of the knowledge areas in language, plays a great role for learners in acquiring a language(alqahtani, 2015). vocabulary is a collection of words used in a language. vocabulary becomes the basic foundation in the acquisition of any language(mukhtar et al., 2023). a board vocabulary will also give someone an easier time understanding or expressing ideas via speaking or written text. vocabulary mastery also plays an important role in reading, writing, speaking, and listening skills. many students find english a difficult subject to understand, especially since the sentence structure and pronunciation are different from their daily language. in addition, monotonous learning methods often make students feel bored and uninterested in learning more deeply. this causes them to put less effort into enriching their vocabulary. as a result, many students have difficulty understanding english texts, writing fluently, or even speaking in everyday situations. if this goes on, their command over english will not blossom. therefore novel, challenged educational methods are too be introduced to teach and make students interested in learning and have enriched vocabulary (khaerunnisa et al., 2021). technology can introduce vocabulary teaching to attract students' interest by word play, and emphasize that it can improve word learning dalton & grisham, 2011, cited in black & wright, 2024). one method that can be used to improve students' vocabulary mastery is a game-based learning strategy. this strategy is a learning approach that uses games as a tool in the teaching and abstract. this study aims to investigate the effectiveness of game-based learning through the wordwall application in improving students’ vocabulary mastery at smk kesehatan medika farma. the subjects of this study were 34 tenth-grade students of the tlm (medical laboratory technology) class, selected using random sampling technique to ensure varied student proficiency levels. a preliminary observation revealed that students’ english ability, especially in vocabulary, was still limited, affecting their reading and writing perfomance. the research employed a classroom action research (car) design conducted in two cycles. the instruments used included a vocabulary test consisting of 15 multiple-choice participation and motivation during the learning process. quantitative data were obtained from the pre-liminary study, cycle i, and cycle ii results, while with qualitative data were derived from classroom observations. the data analysis combined quantitative and qualitative approaches. the findings revealed that the integration of wordwall as a game-based learning medium effectively enhanced students’ vocabulary mastery, motivation, and classroom engagement. the use of interactive digital games made learning more enjoyable, promoted active participation, and supported students’ retention of new vocabulary. keywords: game-based learning, wordwall, vocabulary mastery, efl https://doi.org/10.29240/ef.v9i2%20november.14849 https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:yofankaaaudi06@gmail.com https://doi.org/10.29240/ef.v9i2%20november.14849 yofanka audi pelangi et al., 2025 game-based learning using wordwall to improve students' vocabulary in the efl classroom 360 | vol.9, no. 2, 2025 (359-372) learning process(al-azawi et al., 2016). first of all, gamification creates an interesting and interactive learning environment, which can increase students' involvement in the learning process (kharizmi et al., 2024). the games designed for game-based learning not only make the learning atmosphere more fun, but also provide a more hands-on learning experience. vocabulary practices based on motivation theory include the use of word-learning games, the development of word consciousness to enhance interest, and strategies that provide student autonomy wright et al, 2016), cited in black & wright (2024). by using this method, students not only memorize vocabulary, but also understand its use in a more real and meaningful context. in addition, game-based learning can stimulate three important aspects of learning, namely emotional, intellectual, and psychomotor. from the emotional aspect, the game can increase students' enthusiasm and interest in english learning(alotaibi, 2024). from the intellectual aspect, students are more active in thinking and understanding the meaning of the vocabulary they learn. from the psychomotor aspect, the interaction in the game allows students to be more active and involved in the learning process(prensky, 2001). wordwall application is an interactive game learning media that can be used for learning. activities in wordwall invite users to play while learning by utilizing frequently used words and visual elements, making learning more interesting and fun through a variety of interactive formats(alfares, 2025). wordwall is very flexible and can be used for a wide variety of lessons. wordwall also has many features such as: matching pictures with available words, crossword puzzles by writing letters, and providing keywords and etc. besides that, playing quizzes on wordwall can be done offline. importantly, students may improve their knowledge and maintain the spirit of collaboration and belonging to the class(widhiatama & brameswari, 2024). therefore, not only can game-based learning facilitate students to memorize vocabulary in a more enjoyable way, but it also enhances the motivation of learning. what’s more, it also contributes to vocabulary retention in students given that they learn in a relaxed and interactive environment. thus, this approach can be a type of participatory learning, which can help students expand their vocabulary and to make english learning more interesting. although several studies have also evaluated the use of games in developing vocabulary, they largely give general game-based learning strategies or tools like kahoot and quizizz.(sun et al., 2023). however, there is a dearth of discussion about the extent to which wordwall contributes toward mastering vocabulary, especially in the context of indonesian vocational high school. this lack of evidence points to a necessity of future research that demonstrates the impact of wordwall in these educational context. while knowledge of grammar can help us convey messages more accurately, without a rich vocabulary, we would not be able to hold a conversation. therefore, a rich source of words is essential (mukhtar et al., 2023). lack of vocabulary can be a major obstacle in the language learning process, making it harder to understand text, speak fluently, or write well. in reality, a low vocabulary proficiency reduces an individual’s confidences to communicate particularly in the case of foreign language like english (eginda erlangga et al., 2025). similarly, afifah marshalina (2024) stressed that lack of language means and learners usually feel reluctant to form sentences or have conversation so that it makes them unable in mastering the second language. in general, the l2 learners are aware that vocabularyis mos important factor which affects their communication skill because if they do not have enough words in order to express themselves, they have to struggle so hard. you need to have more effective ways of learning if you wish to improve your vocabulary, it can make us sound well, affect our listening and writing skills nation, 2013, cited in(sukying, n.d.). using more effective methods is essential for improving vocabulary, as it can help us communicate well, improve our reading, writing, and listening skills. this study has novelty that this study is implemented in wordwall application on vocabulary teaching at vocational high school students. unlike prior work, the current study compares individual and group activities using wordwall in order to explore which learning yofanka audi pelangi et al., 2025 game-based learning using wordwall to improve students' vocabulary in the efl classroom 361 | vol.9, no. 2, 2025 (359-372) mode has better perfomances. in addition, it draws attention to students’ motivation and involvement as further achievements beyond vocabulary learning. this article discusses how game-based learning can be an effective solution in improving students' english vocabulary acquisition. in addition, this study also aims to find out the extent to which this strategy can increase students' engagement in learning, help them remember vocabulary longer, and create a more interactive and fun learning atmosphere (majid & dewi purnama, 2024). thus, it is hoped that this method can be an effective alternative in learning english at school. it aimed to investigate the improvement of students' vocabulary in efl learning using a game-based learning strategy. vocabulary is particularly essential for efl learners since it is the base of each language skill a student cannot understand what is read or heard without sufficient vocabulary, also a student is unable to express ideas when speaking or writing (kansızoğlu & bekiroğlu, 2025). the preliminary study on the english proficiency level of students at smk kesehatan medika farma is relatively low. most students have difficulty in understanding basic vocabulary, constructing simple sentences, and expressing ideas in english. the major causes of it are scarce exposure to english outside the class, including deficiency of motivation, and restricted practice. limited exposure to english outside the classroom, lack of motivation to learn, and limited opportunities to practice are the main contributing factors. therefore, innovative learning strategies such as game-based learning are needed to make the learning process more interesting, interactive, and effective in improving their vocabulary and overall language skills therefore wordwall applications, as one of the game-based activities, are employed to enhance vocabulary acquisition at smk kesehatan medika farma, which is a school with limited access to technology and students with limited technology and students with low motivation to learn. previous studies may have been conducted in environments with more adequate resources or focused on general efl contexts without considering geographical conditions and resources. this study is based on the belief that vocabulary mastery is a vital element in second language acquisition.learners without adequate vocabulary will ecounter problems in listening, speaking, reading, and writing. as (alqahtani, 2015) states, vocabulary forms the basis of communication and determines a learner’s ability to convey and comprehend ideas. in the present study, the independent variable is game-based learning, while the dependent variable is students’ mastery of vocabulary. according to al-azawi et al. (2016), gbl combines instructional content with game features to create a learning atmosphere that is effective, interactive, and enjoyable. wordwall is applied here as a concrete example of gbl, where learners engage in activities such as matching games, crosswords, and quizzes, both individually and collaboratively. from a teaching viewpoint, gbl is consistent with deficit constructivist learning since contact with new information creates stronger links in memory and may be accomplished when students are vibrant and able to interact (sakkir et al., 2023). through wordwall, learners perform practice and repetition. the study is based on the belief that wordwall’s gamified setting can have a beneficial impact on student motivation, level of engagement and vocabulary retention. motivation represent an important affective element in second language acquisition, and digital games are seen to enhcance motivation through taking part in a greater enjoyment of learning(prensky, 2001). in addition, black & wright (2024) point out vocabulary strategies implemented through interactive games can develop word consciousness and independence – two key components for retention in the long-run. consequently, the model locates wordwall as a modern digital technology that implements gbl guidelines and students’ test scores are preliminary the outcomes with vocabulary competence as a construct. by analyzing the preliminary and test in cycle 1,2 difference in different settings (groups vs individual), this study confirms the theorical prediction that gbl is effective for vocabulary learning in efl. yofanka audi pelangi et al., 2025 game-based learning using wordwall to improve students' vocabulary in the efl classroom 362 | vol.9, no. 2, 2025 (359-372) theoretical framework game-based learning game-based learning is an instructional approach that uses game elements to support the learning process to increase engagement, motivation, and retention(meylani, 2025). according to alotaibi (2024), game-based learning is also beneficial for providing challenges and rewards as well as instantaneous feedback, that keep learners engaged in the bussiness of calligraphy. game-based learning is particularly efficacious in language education, where it gives students the space to test out linguistic input in interactive environment. (dinh thi, n.d.) describes game-based learning changes the traditional classroom activities into dynamic ones in which students are encouraged to build their knowledge instead of being feed with information. in the context of vocabulary acquisition, game-based learning enables learners to ecounter words in several meaningful and pleasurable context which, consequently, may facilitate future retention (dwi prastiwi & lestari, 2025). this is in line with constructivist learning theory, which emphasizes that the best learning is achieved when students actively interact with the material, collaborate with peers, and receive feedback. wordwal wordwall is one of the digital platforms that operationalizes the principles of gamebased learning in classroom practice. it offers multiple templates such as matching games, quizzes, crossword puzzles, and word searches, all of which can be adapted to language learning. the platform combines both text and visual aspects that enables students to make connections between words, meaning, and context much better. according to (alfares, 2025), wordwall not only promotes correlation among learners but it also enables individual learning as they are able to practice at their own pace. game based learning increases the confidence of the learners, and supports a sense of accomplishment as well immediate feedback an invaluable part to language development. (putri fachri aulia fatah, 2025). wordwall is also interactive which encourages the students to learn, and makes the activities less boring and more fun (alsyahrah & suwarni, 2025). in this study, the vocabulary learning is from group and individual game based learning using wordwall as a tool. vocabulary vocabulary is a basic component in the second language learning process. without adequate vocabulary, students will face significant problems in the four language skills: listening, speaking, reading, and writing. (kansızoğlu & bekiroğlu, 2025). according to, (ekasari, n.d.) defines vocabulary mastery as the ability to recognize, understand, and use words appropriately in communication. as vocabulary is the base of the ability to communicate, the teaching strategy must go beyond mechanical memorization and word lists. they need to engage learners in meaningful interactions with vocabulary actively. (arif, 2025)highlight that language games are effective in creating word consciousness and autonomy in learners, which are critical for long-term vocabulary retention. in this study, mastery of vocabulary is the dependent variable, which is measured through the pre-liminary and test cycles 1,2 and is reflected in the effectiveness of wordwall as a game-based learning medium. utilization of wordwall for vocabulary wordwall’s utilization to enhance vocabulary teaching is reinforced by constructivist learning theory, which states that knowledge constructions occurs more effectively when learners are actively involved and interacting with their peers, and allowed immediate feedback. wordwall addresses this theory by converting passive abstract vocabulary learning into interactive concrete activities. according to (zakaria & zakaria, 2025), digital games enhance learners’ motivation through entertaining them, provide instant feedbacks and giving various opportunities for repeated practice. (zakaria & zakaria, 2025) additionaly claim that vocabulary games develop word awareness and the role of the learner, both of which are yofanka audi pelangi et al., 2025 game-based learning using wordwall to improve students' vocabulary in the efl classroom 363 | vol.9, no. 2, 2025 (359-372) crucial for achieving long term retention. through wordwall, learners don’t just learn vocabulary by rote they actually gey to use it in real and fun situations, thus reinforcing recognition as well us usage. thus, the utilization of wordwall for vocabulary development aligns with pedagogical theories of gamification and constructivism, highlighting its potential to improve retention, engagement, and learner autonomy in efl classrooms. material and method this research was conducted using the classroom action research (car) method by (kemmis et al., 2014), combined with a mixed-method approach that integrates both quantitative and qualitative data. the combination of these two types of data is designed to give a more complete picture where vocabulary learning has taken place, and how sucessful the treatment was in the respect. classroom action research is a reflective process of teachers or researchers in their classroom that aims to bring positive change in teaching and learning activities. in this study, car was implemented in two cycles, each consisting of four stages: planning, acting, observing, and reflecting. the quantitative approach was used to measure students’ vocabulary improvement through a preliminary study and the test scores in each cycle. this represented objective data on the therapy efficacy. in the qualitative part observational data were gathered in observation forms and fields notes during the learning activities. this enabled the researcher to observe classroom engagement, attitudes, posturing and response to their game based learning technique. integrating car with mixed-methods design, the study examined acquiring vocabulary, which enhanced data validity. population and sample the population of this study is all grade x students of smk kesehatan medika farma in the academic year 2024/2025. the sample of this study is students in class x tlm, amounting to 34 students, determined by using random sampling technique. this technique is used because each class in the population has an equal chance of being selected as a sample, so that the research results are expected to be more representative and objective. random selection also aims to avoid class selection bias and provide equal opportunities for all class x students to be used as respondents in this study. procedure for collecting data the procedure of collecting data in this study was carried out through several stages in two research cycles. the data were collected using both test and non-test instruments, including vocabulary tests, observation sheets, and field notes. 1. preliminary study before the treatment, a pre-liminary study is conducted to determine the initial conditions at the school, class, or students before the treatment is given. 2. treatment (cycle i and cycle ii) in cycle i, students were grouped in 4-5. the teacher introduced wordwall as the main medium for vocabulary practice. first, i opened the wordwall application. then i asked them to come forward in groups. each student who came forward took turns answering word matching and crossword puzzles. the group who have completed the task will be the winner. two activity types were included: the matching task (matching words to their meaning, or pictures) and the crossword (applying new terminology in context). the teacher first introduced them and provided two examples which were followed by a collaborative problem solving process for the puzzles in the groups. the activity was based on the group method that fosters cooperation and mutual support from peers. throughout, the teacheer observed each group, provided feedback and recorded observations about students participation on observation sheets. achievement was measured by a vocabulary test at the end of cycle i. the average student score has increased compared to the preliminary study, and wordwall yofanka audi pelangi et al., 2025 game-based learning using wordwall to improve students' vocabulary in the efl classroom 364 | vol.9, no. 2, 2025 (359-372) has been effective in helping students understand vocabulary. however, there were still several obstacles: not all students were actively involved; only a few were. student concentration decreased because the group learning atmosphere became noisier; test results showed that some students had not yet reached the minimum passing grade. therefore, modifications are needed in cycle 2. the group game became an individual game and was carried out with a time limit of 15 seconds per person. by playing individually, students tend to be more active, responsible, and focused. thus, every student is directly involved in the game. student used their own device (smartphone or laptop) to access wordwall activities independently. this cycle emphasized students’ responsibility, autonomy, and direct engagement with the task. the same types of games (matching and crossword puzzle) were given, but this time students had to complete them individually. the teacher again observed their activity using observation sheets, provided immediate feedback, and assigned reinforcement tasks such as rewriting the vocabulary in sentences. at the end of the cycle, another vocabulary test was administered to evaluate progress and compare the results with cycle i. 3. test in cycle 1 and 2 at the end of each cycle, a test with the same structure as the pre-test was administered to assess students’ vocabulary improvement after the game-based learning treatment. instrument of the research a mixed-methods approach was used in this study to utilize quantitative and qualitative tools to obtain a complete picture of students’ vocabulary improvement. the quantitative tools used included a vocabulary test consisting of 15 multiple-choice questions to evaluate students’ vocabulary mastery.the test was administered at three stages: preliminary study: conducted before treatment to measure initial vocabulary knowledge related to procedural texts (e.g., cut, mix, boil). duration: 30 minutes. tests are given at the end of cycle 1 and cycle 2. qualitative instruments were obtained through observation sheets. the observation focused on students’ learning behaviors, including their preparation and learning content, learning process, and reflective closing. indicators of vocabulary test: 1. word meaning recognition (students can choose the correct meaning of a word from several options.) 2. synonyms or antonyms (students can determine synonyms or antonyms of a word). 3. collocation or usage (students can recognize words that are appropriate to use in a specific context). data analysis the data on this study were analyzed using quantitative & qualitative techniques. the quantitative data were obtained from pre-limenary scores, tests in cycle 1, and cycle 2. the qualitative data were obtained from observation sheets. this analysis was carried out to determine the improvement of students' vocabulary through the comparison of the prelimenary test, the test in cycle 1, and cycle 2. the steps of data analysis are as follows: calculating pre-liminary study, test in cycle 1, and cycle 2 scores students' pre-liminary study, test in cycle 1, and cycle 2 scores were collected from each cycle. 1. each correct answer is given a score of 1, while the wrong answer is given a score of 0. 2. the total score is calculated for each student. yofanka audi pelangi et al., 2025 game-based learning using wordwall to improve students' vocabulary in the efl classroom 365 | vol.9, no. 2, 2025 (359-372) calculating class average (mean) formula : 𝑥 = ∑𝑥 𝑁 description : 𝑥 = average value ∑𝑥 = total number of student scores 𝑁 = number of students calculating the percentage of learning completeness formula : 𝑃 = 𝑓 𝑁 × 100% description : p = percentage of learning completeness f = number of students who reached ≥ kkm (minimum completeness criteria) n = total number of students comparing the results of each cycle 1. average scores and student learning completeness in cycle i compared to cycle ii. 2. the increase shows the success of the action. results and discussion the results of this study are presented in two main parts. the first part shows the quantitative analysis of students’ vocabulary mastery through the frequency and percentage of pre-liminary study, test in cycle 1, and cycle 2 scores. the second part presents the observational findings that describe students’ engagement, participation, and responses throughout the learning process. results of preliminary study score, test in cycle 1, and cycle 2. to identify the students' initial vocabulary mastery, a pre-test was administered prior to the implementation of the treatment. the following table presents the distribution of scores and their classifications based on the preliminary study results. table 1. preliminary score: study frequency and percentage range score frequency categories percentage 5 to 20 11 very low 32,3 % 21 to 40 9 low 26,4 % 41 to 60 10 average 29,4 % 61 to 80 3 high 8,8 % 81 to 100 1 very high 2,9 % (researcher data source:, 2025) as shown in table 1, the majority of students scored in the very low (32.3%) and low (26.4%) categories, indicating that their vocabulary mastery was still below the expected standard. as for the students’ scores, only few (2.9%) were classified as very high, indicating poor learning process methods. after implementing the treatment through group-based wordwall activities in cycle 1, a post-test was conducted to measure students’ vocabulary improvement. the results are shown in table 2. table 2. test (cycle 1) frequency and percentage range score frequency categories percentage 5 to 20 1 very low 2.9 % 21 to 40 3 low 8.8 % yofanka audi pelangi et al., 2025 game-based learning using wordwall to improve students' vocabulary in the efl classroom 366 | vol.9, no. 2, 2025 (359-372) 41 to 60 16 average 47 % 61 to 80 11 high 32.3 % 81 to 100 3 very high 8.8 % (researcher data source: 2025) the data in table 2 shows a significant increase compared to the pre-liminary study. the percentage of students in the moderate category increased to 47%, while students in the high and very high categories also increased to 32.3% and 8.8%. in cycle 1, the learning that was done in groups and not given a time limit had a positive impact on students’ vocabulary mastery, although it still needs to be improved. this showed that the game-based learning strategy using wordwall in cycle 1 was successful, but only 8 students out of a total of 34 students reached the kkm standard. < 74, therefore, it needs to be improved again in cycle 2. table 3. observation sheets cycle 1 observation aspects observation result preparation and learning content two of the three items in this section have been fulfilled. the teacher prepares a vocabulary list in accordance with the material. then, the teacher prepares wordwall media (matching & crossword). however, in this section, the teacher plans playtime for each group, which requires further observation. learning process: game-based learning several points in this section have not been achieved, meaning they need to be improved. although the teacher divided the students into groups, it turned out that only some of the students were active when playing the game. reflective and closing activities in this section, teacher-student interaction is still not optimal. teachers do not provide motivation, only asking what has been learned and asking them how they feel. table 4. test (cycle 2) frequency and percentage range score frequency categories percentage 5 to 20 0 very low 0 21 to 40 0 low 0 41 to 60 2 average 5.8 % 61 to 80 15 high 44.1 % 81 to 100 17 very high 50 % (researcher data source:2025) after the strategy was modified in cycle 2, by executing the game for individual learners, where each student used the wordwall individually with a time limit of 15 seconds per student, the post-test results showed remarkable improvement. as presented in table 3, no student was in the low or very low category. only 2 students (5.8%) were in the medium yofanka audi pelangi et al., 2025 game-based learning using wordwall to improve students' vocabulary in the efl classroom 367 | vol.9, no. 2, 2025 (359-372) category, while 15 students (44.1%) reached a high level, and 17 students (50%) reached a very high level of vocabulary acquisition. these results show that the individual game-based learning method is more effective than the group-based method in cycle 1. it was due to not all students within the group are active in playing the game, so in cycle 2 the students the group work was changed into an individual activity were the students have to do the activity on their own. this resulted in cycle 2, this method significantly improved the students' vocabulary mastery and fulfilled the learning objectives more optimally. table 5. observation sheets cycle 2 observation focus result preparation and learning content this objective has been successfully achieved. the teacher prepared a list of vocabulary that had been taught in the previous cycle, ensuring continuity in learning. wordwall media, in the form of individual game links, were carefully designed and distributed to each student. in addition, the teacher planned the timing effectively, allowing each student enough time to complete the vocabulary games independently. learning process: game-based learning the implementation of the individual game-based learning process was effective. on their own devices, teacher directed students to keep wordwall games matchiing and crossword opens playing. the teacher closely circulated around the room and directed students when assistance was required. the students seemed to be concentrated and motivated when playing, there was an enhancement in the memorization and recognition of vocabulary. the teacher gave instant feedback to students when they finished the game, there by reinforcing learning objectives. in a follow-up, students were required to re-write words’ vocabulary items that they had rehearsed on one page to another, again in order to extend their recollection and exposure. reflective and closing activities all the planned endpoints were met in this phase. the teacher and students jointly reviewed the individual game tasks, elaborating on learning experiences gained and efforts exerted. the teacher’s emphasis on students’ improvements by cycle gave them freedom and made it possible to identify their advances. this reflective process encouraged and helped the students to grow, while it was an action plan for vocabulary strategy. yofanka audi pelangi et al., 2025 game-based learning using wordwall to improve students' vocabulary in the efl classroom 368 | vol.9, no. 2, 2025 (359-372) calculating class average the average class score results in the three testing sessions indicates that there is a progressive increase in students’ vocabulary mastery. the mean pre-test score was 40.7 and increased to 60.4 in cycle 1, it raised again to 81.5 in cycle 2. this gradual increase indicates treatment efficacy, especially that of the modified approach in cycle 2. table 6. average preliminary score test cycle 1 test cycle 2 pre-test average score: 40.7 test cycle 1 average score: 60.4 post-test cycle 2 average score: 81.5 standard deviation the variability also varied during the three phases. in pre-test scores the was 4.5 (range of scores from students was small). it was 6.3 in cycle 1 and slightly higher than that 8.4 in cycle 2, indicating that altough the overall level of achievement is raised, it also widened in student variation across scores at higher levels, but with vaying levels of proficiency. table 7. standard deviation standard deviation: 4.5 standard deviation: 6.4 standard deviation: 8.4 calculating the percentage of learning completeness 𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑜𝑓 𝑙𝑒𝑎𝑟𝑛𝑖𝑛𝑔 𝑐𝑜𝑚𝑝𝑙𝑒𝑡𝑒𝑛𝑒𝑠𝑠 𝑝𝑜𝑠𝑡 𝑡𝑒𝑠𝑡 𝑐𝑦𝑐𝑙𝑒 1 = 𝑓 𝑁 × 100% = 8 34 × 100 % = 23,5% 𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑜𝑓 𝑙𝑒𝑎𝑟𝑛𝑖𝑛𝑔 𝑐𝑜𝑚𝑝𝑙𝑒𝑡𝑒𝑛𝑒𝑠𝑠 𝑝𝑜𝑠𝑡 𝑡𝑒𝑠𝑡 𝑐𝑦𝑐𝑙𝑒 2 = 𝑓 𝑁 × 100% = 25 34 × 100% = 73,5 % comparing the results of each cycle based on the calculation of student learning completeness, there was a significant increase from cycle i to cycle ii. in cycle i, the number of students who achieved scores above the minimum completion criteria (kkm) was only 8 out of 34 students, with a percentage of completeness of 23.5%. this figure shows that most students have not mastered the vocabulary material optimally after being given the first treatment through game-based learning in groups. however, after improving the strategy in cycle ii by changing the method to individual learning using wordwall media independently, the number of students who were complete increased dramatically to 25 students, or 73.5%. this 50% increase reflects that the strategy modification in cycle ii was more effective in improving students' vocabulary mastery. this proves that the appropriately adapted game-based learning strategy can significantly improve learning outcomes. this increase shows the success of the actions that have been taken in the learning process. the change in strategy from group learning in cycle i to individual learning in cycle ii had a positive impact on student learning outcomes, especially in mastering english vocabulary. this success was reflected in the increase in the number of students who reached the minimum completion criteria (kkm), from 23.5% in cycle i to 73.5% in cycle ii. in addition, yofanka audi pelangi et al., 2025 game-based learning using wordwall to improve students' vocabulary in the efl classroom 369 | vol.9, no. 2, 2025 (359-372) students also seemed more focused, motivated, and active in participating in learning activities when using wordwall media individually. his research proves that the adaptation of learning methods in accordance with student needs can significantly improve learning effectiveness and learning outcomes. discussion the findings of this study on the use of game-based learning media show that the wordwall application is effective in improving students' vocabulary and vocabulary mastery at smk kesehatan medika farma. through the features provided in wordwall, such as the matching game and crossword puzzle in wordwall conducted in this study, also gave significant results in improving students' vocabulary. the learners are more motivated and interested when they learn vocabulary through digital games rather than conventional (universitas jambi, n.d.). it is consistent with the previous studies game-based learning by using wordwall apps was able to improve the students’ vocabulary skills, students’ vocabulary mastery, and students’ learning motivation (tobias, game-based learning platform and its effects on vocabulary mastery in online esl classroom, 2021). it seems that interaction and graphic design of wordwall might significantly keep students’ attention, consequently it helps them learn new words (almuafa & alqurashi, 2025). in addition, it proves that game-based learning based on wordwall is able to increase the average and percentage in improving students' vocabulary(kiranti et al., 2025). this shows that wordwall increase not only cognitive but also affective aspects, like interest and motivation to learn(hasan & all, 2024). these affective profits are just as valuable and these more than anything else influence whether a student is motivated to get involved, and continue participating in learning process. language learning is motivation and the tools which keep it fun and interactive will be precisely those that sustain. additionally, this study is also congruent with contrutivist learning theory whose premise assert that the learning will be enhanced when students actively develop knowledge from firsthand experience and social exchange (sakkir, azis, & jabu, 2023). in this study, the use of wordwall was observed communicative accredited journal for social sciences how it enabled students to be active in learning as they could engage directly with content and obtain instant feedback through the application which reflects well on constructivism principles (harisma, 2025). this technique involves active participation of the learner in order to relate the learning material to themselves and transform it into significant knowledge information or standards, which learners can use. wordwall, as a game-based learning media, gives students the opportunity to actively participate, collaborate, and receive immediate feedback, which strengthens the learning process and vocabulary retention. (the role of digital-game based language learning and retention: , 2024). this can be seen from how the researcher has made a change in how the game was done, from group work to individual work, where each student was assigned to complete the game on their own. by doing so, they are actively engaged and focused on completing the game. the last shift to individual gameplay also ensures that all students are equally involved and responsible for their own learning outcomes, which increases accountability and encourages personal effort (zhang, 2024). however, previous research also revealed that the game-based learning method has challenges, such as the potential for students to focus too much on the game so that they tend to ignore the learning material. (berg marklund & alklind taylor, 2012).. this can be seen in how the students were too busy doing the task in the wordwall while the teacher was trying to explain or give instructions on how to complete it. therefore, teachers should have a balanced proportion between games and material delivery. by doing so, teachers can ensure that the students are focused when they need to pay attention to the instructions before doing the task in the wordwall game application. the impact will then influence how the students are able to play the game with minimum trouble. when implemented with well-structured planning and yofanka audi pelangi et al., 2025 game-based learning using wordwall to improve students' vocabulary in the efl classroom 370 | vol.9, no. 2, 2025 (359-372) monitoring, such tools have the potential to revolutionize the language learning experience, particularly in contexts where motivation and engagement are key concerns (tania, 2025) another important factor contributing to the improvement of students’ vocabulary is the active role of teachers during the learning process(ayana et al., 2024). teachers constantly monitor activities of each student to make sure that they understand the instruction, and offer assistance when students have problem on playing individually with wordwall (srisudarso, 2025). throughout the learning sessions, the teacher observed how students used wordwall and observed carefully. the teacher also helped and really guided when the students faced difficulty to finish the task that they created using wordwall application. this monitoring allows teachers to immediately identify students who are experiencing obstacles, so that assistance can be provided in a timely manner and according to their needs. this individualized attention fosters a supportive classroom atmosphere in which students are not hesitant to take risks and make errors or ask questions(shao et al., 2025). in addition, after students finish the game teachers give them instant feedback by pointing out wrong answers, explaining the meaning difficult vocabulary for students and praising. immediate and positive feedback, can contribute to increase the self-esteem of students and make them even more zealous about learning (brandmo & gamlem, 2025). immediate feedback also decreases the chances for students to incorporate mistakes made into knowledge by addressing gaps in learning when they arise. not only this the students are also asked to re-write and apply the vocabulary which they have learned by making simple sentences according to their own standard. this process of rewriting and writing short sentences is a kind of reinforcement to help them remember or comprehend the word meaning. writing reinforcement can be beneficial for the transfer of passive vocabulary into active usage, which is vital for productive language skills (tağa & kalenderoğlu, 2022). when hands on practice, teacher guidance, instant feedback and reinforcement activities are employed in combination the process of learning is more meaningful and effective in improving students’ vocabulary mastery. the general results of this study add to the evidence that wordwall or game-based learning is an effective tool in contributing students’ vocabulary (nauval, 2022). conclusion the study indicates that the game-based learning strategy with wordwall application has been sucessfully employed to enhance students’ vocabulary mastery at smk kesehatan medika farma. the application of game-based learning channels, matching games and crossword puzzles, have not only improved the average score for students but also saw a significant increase in the number of students who achieved minimum competency criteria. this style of learning not only enhances learners cognitive side,but it also affect their affective factors such as enthusiasm or motivation to learn. as a result of learning being fun and interactive, students are more engaged in the process. individual learning strategies in the second cycle provide space for students to be more focused, responsible, and motivated in completing their tasks. support from the teacher, both by active monitoring and immediate feedback, as well as assignment to repeated writing out of vocabulary is condicive with regrad to student achievement. therefore, employing wordwall as game-based learning medium is one of the efficient and appropriate alternative education packages for learning english which is a foreign language. this approach should be more broadly implemented in schools with restricted technology infrastructure, as it allows a strong learning experience without high tech demands. acknowledgement first of all, the author thanks allah swt for blessing in healthy and even strength during the process of being able to finish this research. the author offers his deepest gratitude and appreciation to both the supervisors, mr. henri fatkurochman, m.hum. and mrs. kristi nuraini yofanka audi pelangi et al., 2025 game-based learning using wordwall to improve students' vocabulary in the efl classroom 371 | vol.9, no. 2, 2025 (359-372) m.pd., for their limitless assistance, constructive criticsm in this research paper in addition to motivation whilst the abroad or writing process was conducted. finally, the author would like to take this opportunity to thank her most dearly beloved parents and her brother who have supported me with love and prayers, and morally as well as financially from start until end. the author is also thankful to all family members and relatives for their continous encouragement and understanding. the author is also grateful to her friend and classmates for their invaluable discussions, moral support, and encouraging conversations which are the source of this research. special thanks are given to the neighbors and comunity for their tremendous help and support during the research activities. this research would not have been possible to be carried out without the help from all of those mentioned above. references afifah marshalina, m. (2024). the investigation of how anxiety never stops me from learning english: an autoethnography research history abstract. journal of english language, literature, and teaching, 8(2). https://doi.org/10.31002/metathesis.v8i2. al-azawi, r., al-faliti, f., & al-blushi, m. (2016). educational gamification vs. game-based learning: comparative study. international journal of innovation, management and technology, 131–136. https://doi.org/10.18178/ijimt.2016.7.4.659. alfares, n. s. (2025). investigating the efficacy of wordwall platform in enhancing vocabulary learning in saudi efl classroom. international journal of game-based learning, 15(1). https://doi.org/10.4018/ijgbl.367870. almuafa, h. a., & alqurashi, h. s. (2025). the impact of using wordwall interactive games on english vocabulary acquisition: evidence from saudi arabia. international journal of linguistics, 17(2), 64. https://doi.org/10.5296/ijl.v17i2.22685. alotaibi, m. s. (2024). game-based learning in early childhood education: a systematic review and meta-analysis. in frontiers in psychology (vol. 15). frontiers media sa. https://doi.org/10.3389/fpsyg.2024.1307881. alqahtani, m. (2015). the importance of vocabulary in language learning and how it to be taught. international journal of teaching and education, iii(3), 21–34. https://doi.org/10.20472/te.2015.3.3.002. ayana, h., mereba, t., & alemu, a. (2024). effect of vocabulary learning strategies on students’ vocabulary knowledge achievement and motivation: the case of grade 11 high school students. frontiers in education, 9. https://doi.org/10.3389/feduc.2024.1399350. berg marklund, b., & alklind taylor, a.-s. (2012). educational games in practice: the challenges involved in conducting a game-based curriculum. www.ejel.org. black, c. k., & wright, k. l. (2024). what’s up with words? a systematic review of designs, strategies, and theories underlying vocabulary research. reading psychology, 45(1), 78–103. https://doi.org/10.1080/02702711.2023.2253249. brandmo, c., & gamlem, s. m. (2025). students’ perceptions and outcome of teacher feedback: a systematic review. in frontiers in education (vol. 10). frontiers media sa. https://doi.org/10.3389/feduc.2025.1572950. eginda erlangga, m., fadhilia arvianti, g., arochman, t., & tidar, u. (2025). investigating vague language expressions in efl students’ debates in higher education investigating vague language expressions in efl students’: history abstract. journal of english language, literature, and teaching, 9(1). https://doi.org/10.31002/metathesis.v9i1. harisma, r. (2025). use of wordwall to support iqra learning at jabal noor ti kindergarten. proceeding international seminar on islamic studies, 6(1). https://doi.org/10.3059/insis.v0i0.24287.g13347. https://doi.org/10.31002/metathesis.v8i2 https://doi.org/10.18178/ijimt.2016.7.4.659 https://doi.org/10.4018/ijgbl.367870 https://doi.org/10.5296/ijl.v17i2.22685 https://doi.org/10.3389/fpsyg.2024.1307881 https://doi.org/10.20472/te.2015.3.3.002 https://doi.org/10.3389/feduc.2024.1399350 http://www.ejel.org/ https://doi.org/10.1080/02702711.2023.2253249 https://doi.org/10.3389/feduc.2025.1572950 https://doi.org/10.31002/metathesis.v9i1 https://doi.org/10.3059/insis.v0i0.24287.g13347 yofanka audi pelangi et al., 2025 game-based learning using wordwall to improve students' vocabulary in the efl classroom 372 | vol.9, no. 2, 2025 (359-372) kemmis, s., mctaggart, r., & nixon, r. (2014). the action research planner: doing critical participatory action research. in the action research planner: doing critical participatory action research. springer singapore. https://doi.org/10.1007/978981-4560-67-2. kharizmi, m., pratiwi handayani, t., amaliyah mushthoza, d., rohmiyati, y., & binusa suryadi, s. (2024). the impact of using gamification on english language learning in increasing learning motivation. international journal of language and ubiquitous learning, 2(1), 1–13. https://doi.org/10.70177/ijlul.v2i1.754. kiranti, a., arifin, m., & farahtika, g. (2025). using mobile game-based learning method with wordwall application to portray students’ vocabulary improvement. international journal of social science and human research, 08(06). https://doi.org/10.47191/ijsshr/v8-i6-30. majid, a. r., & dewi purnama, a. (2024). the effect of contextual redefinition strategy (crs) in improving students' vocabulary. jle: journal of literacy of english education study program, 5(2), 179–189. https://doi.org/10.47435/jle.v5i2.3347. muhammadiyah sinjai, i., sultan hasanuddin no, j., sinjai utara, k., sinjai, k., & selatan, s. (2021). the influence of scrabble game towards vocabulary mastery for young learners (study case in al-irsyad quran house lappa). jle: journal of literate, english education study program, 02. https://doi.org/10.47435/jle.v1i2. mukhtar, h. p., ali, z., & amal, r. (2023). the importance of vocabulary in reading among efl learners. proceedings of international conference of research on language education (i-role 2023), 13-14 march 2023, noble resort hotel, melaka, malaysia, 7, 681–691. https://doi.org/10.15405/epes.23097.61. prensky, m. (2001). digital game-based learning: the games generations: how learners have changed. mcgraw-hill. shao, y., feng, y., zhao, x., liu, g., & zhang, l. (2025). teacher support and secondary school students’ learning engagement: a moderated mediation model. scientific reports, 15(1). https://doi.org/10.1038/s41598-025-87366-0. srisudarso, m. (2025). exploring wordwall.net implementation in vocabulary learning at junior high school (vol. 8, issue 1). sukying, a. (n.d.). the role of vocabulary size and depth in predicting postgraduate students’ second language writing performance. in journal: language education and acquisition research network (vol. 16, issue 1). https://so04.tcithaijo.org/index.php/learn/index. tağa, t., & kalenderoğlu, i̇. (2022). effect of vocabulary instruction integrated with writing exercises on word learning, retention, and awareness. international journal of education and literacy studies, 10(4), 81–90. https://doi.org/10.7575/aiac.ijels.v.10n.4p.81. tania, m. (2025). the role of digital learning tools in improving students’ english skills: a systematic literature review. jurnal cendekia ilmiah, 4(2). universitas jambi, m. (n.d.). using digital games to improve students’ vocabulary mastery: a classroom action research at sdit permata insani islamic school kota jambi 70 language. journal of language and education, 1(2), 2023. https://doi.org/10.22437/langue.v. widhiatama, d. a., & brameswari, c. (2024). international journal of linguistics, literature and translation: the effectiveness of wordwall in enhancing students’ engagement and motivation in literature classes. https://doi.org/10.32996/ijllt. zhang, f. (2024). effects of game-based learning on academic outcomes: a study of technology acceptance and self-regulation in college students. heliyon, 10(16). https://doi.org/10.1016/j.heliyon.2024.e36249. https://doi.org/10.70177/ijlul.v2i1.754 https://doi.org/10.47191/ijsshr/v8-i6-30 https://doi.org/10.47435/jle.v5i2.3347 https://doi.org/10.47435/jle.v1i2 https://doi.org/10.15405/epes.23097.61 https://doi.org/10.1038/s41598-025-87366-0 https://so04.tci-thaijo.org/index.php/learn/index https://so04.tci-thaijo.org/index.php/learn/index https://doi.org/10.7575/aiac.ijels.v.10n.4p.81 https://doi.org/10.22437/langue.v https://doi.org/10.32996/ijllt https://doi.org/10.1016/j.heliyon.2024.e36249 english franca academic journal of english language and education doi: 10.29240/ef.v9i1 may.12329 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol. 9, no. 1, 2025, page 17-30 article info: http://journal.iaincurup.ac.id/index.php/english received 18 january 2025; received in revised form 14 march; accepted 27 april 2025 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license exploring english vocabulary learning strategies of students in a private senior high school in east jakarta alya nur alifah¹, suciana wijirahayu² 1 2 universitas muhammadiyah prof. dr. hamka, jakarta, indonesia corresponding email: alyanuralifah93@gmail.com to cite this article: alifah, a. n., & wijirahayu, s. (2025). exploring english vocabulary learning strategies of students in a private senior high school in east jakarta. english franca : academic journal of english language and education, 9(1 may), 17–30. https://doi.org/10.29240/ef.v9i1 may.12329 introduction mastering a foreign language is a must in the era of globalization. among the many foreign languages that exist, english must be learned. english is an international language used by many countries, so many countries require learning english in schools and universities (yuliani et al., 2023). nowadays, many people from different linguistic and cultural backgrounds use english as their common language, and the majority of them continue to improve their language proficiency. (maesaro & wijirahayu, 2025) argues that cross-cultural competency could build a better language learning process, especially in teaching english overseas. it is employed in a variety of settings, for a range of objectives, and in hybrid forms where speakers successfully interact in other languages (rose et al., 2021). therefore, we need to learn english, as it is an international language used by many countries. mastering a foreign language requires basic knowledge, such as vocabulary. vocabulary mastery is one of the important factors supporting language proficiency, which is the ability to speak, listen, read, and write effectively in a language. if we learn vocabulary well, we will quickly understand the context of the language (rosyada-as & apoko, 2023). often, students are required to learn specific vocabulary to communicate fluently in english. in addition, learning english must also be followed by its meaning to build a meaningful understanding of the language and know the context of the language (hestiana & anita, 2022). according to krisnayanti & winarta (2021), aspects such as pronunciation (utami & apriani, 2023), spelling, word meaning, and word expansion make students find problems in learning english. one of them is vocabulary. (surmanov & azimova, 2020) found that the abstract. this study examines the vocabulary learning strategies of grade 11 students at a private high school in east jakarta, focusing on four categories: cognitive, metacognitive, memory and activation strategies. using a quantitative descriptive method, data was collected from 169 students attending english classes. the data was collected using a questionnaire with a likert scale and open-ended questions. the questionnaire consisted of 4 vocabulary learning strategies items: cognitive strategy, metacognitive strategy, memory strategy, and activation strategy. each item consisted of 10 questions. the findings showed a diversity in strategy use, with digital tools and contextual inference being the most frequently used cognitive strategies. metacognitive strategies such as goal setting and self-assessment were not consistently applied, while memory strategies such as repetition and auditory reinforcement proved effective for vocabulary retention. activation strategies, including using new words in online conversations and interactions, highlighted the integration of technology in learning. this research emphasizes the importance of diverse and targeted teaching strategies to improve students' vocabulary acquisition and overall english proficiency. keywords: vocabulary learning strategies, efl students, senior high school file:///d:/eka%20a/ef%20vol%209%20no%201%20tahun%202025/paper%20word%20doc/cccccc https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:alyanuralifah93@gmail.com https://doi.org/10.29240/ef.v9i1%20may.12329 alya nur alifah & suciana wijirahayu, 2025 exploring english vocabulary learning strategies of students in a private senior high school in east jakarta 18 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 7 3 0 ) difficulties students face in learning vocabulary vary. almost all students have difficulty in pronouncing words correctly. one of the reasons they have difficulty learning vocabulary is because the words have different grammatical forms, known as exaggerations. therefore, students need strategies to learn vocabulary. learning strategies are needed to learn vocabulary so that learning can be maximized. additionally, one of the key elements in learning a language is having effective learning practices. specific methods are employed to accomplish learning objectives through learning techniques (wijirahayu, perdhana, et al., 2024). learning strategies can make learning fun and faster, and students can reflect on it. students can choose the learning style that suits them best based on language learning strategies. for example, students can learn english through activities such as watching movies, listening to music, reading books or writing essays (anggarista & wahyudin, 2022). therefore, learning strategies are needed for the effectiveness and success of language learning. this research focuses on exploring the different learning strategies used by efl students in high school. the main objective is to find out what learning strategies efl students use to learn english vocabulary. understanding these strategies can provide valuable insights for educators to develop more targeted and effective teaching methods, which can improve students' proficiency in english. this study was conducted in a private school located in east jakarta to provide insight into what strategies are used by students so that teachers in private schools can develop appropriate teaching methods for their students. theoretical framework english vocabulary speaking, writing, reading, and listening are the four components of language learning, and vocabulary is the knowledge of words and their meanings utilized in these areas (satrio et al., 2023). in another way, vocabulary refers to understanding words and their meanings in both written and spoken language. therefore, one of the most crucial parts of learning english is expanding one's vocabulary because it helps one communicate and express ideas. students will be skilled in english and achieve academic success if they possess a strong vocabulary in the language (nella et al., 2020). this statement leads one to the conclusion that vocabulary, or the understanding of words and their meanings in both written and spoken form, is a crucial component of learning english and will facilitate communication. vocabulary is a very important basic aspect in learning english. it is very important for students to be able to speak, listen, read and write english well (yudha & mandasari, 2021). having a strong english vocabulary makes it easier to communicate with native speakers. however, learning new words should be accompanied by understanding their meanings to gain a deeper comprehension of the language. this understanding helps us grasp the context in which the language is used. in addition, it helps us to avoid mistakes in understanding written or spoken text (hestiana & anita, 2022). the impact of vocabulary mastery in learning english is that having a large vocabulary can build confidence to communicate in english. in addition, it can help in conveying ideas, ideas, and emotions effectively so that communication becomes more efficient (muhayyang et al., 2023). by mastering vocabulary, we can also know the meaning or meaning of words in a discussion. this aspect is very important to avoid misunderstanding (hestiana & anita, 2022). learning strategy a method for gaining and using knowledge is called a learning strategy. this technique helps students understand the material and solve issues more effectively. by teaching students how to study successfully and use their knowledge for success, learning strategy instructors want to transform their students into more proactive learners. actions that facilitate more straightforward, quicker, more pleasurable, and more successful learning on many occasions are included in learning methods. to be more precise, language learning alya nur alifah & suciana wijirahayu, 2025 exploring english vocabulary learning strategies of students in a private senior high school in east jakarta 19 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 7 3 0 ) strategies are the acts, behaviors, plans of action, or methods that help students become fluent in a foreign language. a learning strategy essentially encourages students to apply critical thinking skills and make use of available resources to obtain a variety of knowledge and address language learning obstacles (taufik et al., 2023). examining the strategies used by english language learners to acquire vocabulary can reveal variations in each student's level of vocabulary proficiency. it can inspire and encourage efl educators and curriculum designers to produce resources and exercises to benefit students and advance their vocabulary acquisition. students who frequently struggle throughout their academic careers due to a lack of vocabulary acquisition tools or word learning strategies end up in a circle of dissatisfaction and continuing failure (ghalebi et al., 2020) material and method this study uses a descriptive quantitative method to explore vocabulary learning strategies among eleventh-grade high school students learning english. the collection of numerical data that can be statistically analyzed through this method makes it possible to find patterns and trends in students' experiences. this study used research instruments in the form of a likert scale questionnaire (wijirahayu, perdhana, et al., 2024). this study focuses on four items of vocabulary learning strategies: cognitive strategy, metacognitive strategy, memory strategy, and activation strategy. the survey questionnaire used in this study is a likert scale, ranging from 1) never to 5) always, to determine the vocabulary learning strategies used by students. the sample of this study was all eleventh-grade students in a private high school in duren sawit, east jakarta, with a total of 169 people. the data were analyzed thematically, focusing on four items of vocabulary learning strategies. results and discussion results this research examines 4 strategies: cognitive strategies, metacognitive strategies, memory strategies, and activation strategies. this study involved 169 eleventh grade upper secondary school students. cognitive strategies the following table presents the research results regarding cognitive strategies in vocabulary learning strategies. there are 10 items answered by 169 respondents. these questions were answered by respondents on a likert scale from 1 (never) to 5 (always). table 1. cognitive strategies related to vocabulary learning no question n never seldom sometimes often always 1. i use synonyms or related words to help me understand new vocabulary. 169 3,6% 6 5,9% 10 54,4% 92 24,3% 41 11,8% 20 2. when i learn a new word, i write it down several times to help me remember it. 169 12,4% 21 19,5% 33 38,5% 65 18,3% 31 11,2% 19 3. i try to guess the meaning of new words based on context. 169 1,8% 3 3,6% 6 29,6% 50 38,5% 65 26,6% 45 alya nur alifah & suciana wijirahayu, 2025 exploring english vocabulary learning strategies of students in a private senior high school in east jakarta 20 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 7 3 0 ) 4. i write down new words to review them later. 169 13,6% 23 16,6% 28 40,8% 69 16,6% 28 12,4% 21 5. i write down new words and their definitions in english. 169 14,2% 24 18,3% 31 42,6% 72 14,2% 24 10,7% 18 6. i use a dictionary or online translator to check the meaning of unfamiliar words. 169 4,1% 7 5,3% 9 24,9% 42 20,1% 34 45,6% 77 7. i practice new vocabulary by using it in sentences. 169 2,4% 4 8,3% 14 47,9% 81 27,2% 46 14,2% 24 8. i make a list of words with similar meanings to increase my vocabulary. 169 12,4% 21 16,6% 28 46,2% 78 14,8% 25 10,1% 17 9. i make personal notes or summaries for new vocabulary to help strengthen my understanding. 169 13,6% 23 17,2% 29 43,8% 74 16% 27 9,5% 16 10. i write words on little pieces of paper, wall charts, and posters, and i stick them somewhere in my house. 169 36,1% 61 16,6% 28 33,7% 57 7,1% 12 6,5% 11 the findings reveal that respondents' use of various cognitive strategies in learning vocabulary is inconsistent and highly variable. the most frequently used strategies include using a dictionary or online translator to check unfamiliar words (45.6% always and 20.1% often) and guessing the meaning of new words based on context (26.6% always and 38.5% often). the result suggests that digital tools and contextual inference are the most preferred strategies for learning vocabulary, possibly due to their immediate accessibility and practicality. in addition, the data shows that even though many students sometimes use synonyms to understand new vocabulary (54.4%), fewer students use this strategy frequently (24.3%) or always (11.8%). this shows that although the strategy is quite familiar, it is not consistently implemented. similarly, writing new words several times to memorize them is sometimes employed by 38.5% of respondents, but only 18.3% use this strategy often, and 11.2% always do so. this finding may suggest that the repetition of memorization is considered less interesting or practical compared to other strategies. another finding is that 46.2% of respondents sometimes list words with the same meaning, whereas only 14.8% often and 10.1% always use this method. 43.8% of respondents sometimes make personal notes or summaries for new vocabulary, and 16% use this approach often. this shows that this strategy is seen as a complementary rather than the primary method of learning vocabulary. in contrast, the least used strategies were writing vocabulary on small pieces of paper, wall charts, or posters and sticking them in visible locations. only 7.1% of respondents use alya nur alifah & suciana wijirahayu, 2025 exploring english vocabulary learning strategies of students in a private senior high school in east jakarta 21 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 7 3 0 ) this method frequently, and 6.5% always use it. this could be due to the effort needed to implement this method or a lack of understanding of its benefits. table 2. metacognitive strategies no question n never seldom sometimes often always 1. i set a goal for myself of how many new words i want to learn each week. 169 21,3% 36 17,2% 29 39,1% 66 16 27 6,5% 11 2. i review my vocabulary learning progress regularly. 169 8,3% 14 19,5% 33 44,4% 75 16 27 11,8% 20 3. i plan and organize time specifically for vocabulary practice. 169 16% 27 25,4% 43 38,5% 65 13,6% 23 6,5% 11 4. i monitor my understanding of new words while reading or listening. 169 3% 5 9,5% 16 31,4% 53 35,5% 60 20,7% 35 5. i choose specific topics or themes to focus on for learning vocabulary. 169 6,5% 11 17,2% 29 40,2% 68 23,7% 40 12,4% 21 6. i use selfassessment or quizzes to track my vocabulary progress. 169 12,4% 21 16% 27 37,9% 64 22,5% 38 11,2% 19 7. i set a schedule to review and refresh vocabulary that i have learned previously. 169 18,9% 32 21,9% 37 43,8% 74 8,9% 15 6,5% 11 8. i prioritize learning vocabulary that i find useful in daily life or studies. 169 3% 5 8,3% 14 36,7% 62 34,9% 59 17,2% 29 9. i evaluate my vocabulary using online tests. 169 11,2% 19 22,5% 38 39,1% 66 13,6% 23 13,6% 23 10. i look up the definitions of words using the textbook's illustrations. 169 7,1% 12 21,3% 36 40,8% 69 23,1% 39 7,7% 13 this survey identified that most efl high school students apply various metacognitive strategies to learn vocabulary, but the consistency in using these strategies varies. as in alya nur alifah & suciana wijirahayu, 2025 exploring english vocabulary learning strategies of students in a private senior high school in east jakarta 22 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 7 3 0 ) statement number 11, 39.1% of respondents sometimes set weekly targets for learning new words. meanwhile, only 6.5% always do so. although target setting is recognized as a strategy, many students do not apply it regularly. similarly, regular review of vocabulary progress is not standard, with only 11.8% constantly reviewing, despite the importance of this for improving the ability to remember new vocabulary. time management for vocabulary learning also shows mixed results. however, 38.5% of respondents sometimes plan a specific time for vocabulary practice, but only 6.5% consistently allocate such time. this indicates a lack of structured study habits, hindering vocabulary growth. conversely, in statement 14, monitoring comprehension of new words is done more frequently, with 35.5% often and 20.7% constantly monitoring their comprehension when reading or listening. this reflects an awareness of the importance of active engagement in language learning. another strategy identified is choosing a specific topic or theme for vocabulary learning. however, 40.2% sometimes use this method, while only 12.4% always do so. similarly, 37.9% of respondents sometimes use self-assessment or quizzing to track vocabulary progress, while 11.2% always do so. the infrequent use of self-assessment tools suggests that students may not fully realize the benefits of monitoring and improving their learning. the study also highlighted students' prioritization of practical vocabulary. around 36.7% sometimes and 34.9% often prioritize learning valuable vocabulary for daily life or studies. furthermore, strategies like evaluating vocabulary using online tests and using textbook illustrations were used less frequently, with only 13.6% often and always evaluating their progress and 7.7% always using textbook illustrations. this suggests students may not fully utilize available resources to improve vocabulary learning. table 3. memory strategies no question n never seldom sometimes often always 1. i use flashcards or digital tools to help me remember vocabulary. 169 20,7% 35 16% 27 36,1% 61 16% 27 11,2% 19 2. i use pictures to help me remember new words. 169 16% 27 20,7% 35 35,5% 60 15,4% 26 12,4% 21 3. i use songs or rhymes to make the words easier to remember. 169 9,5% 16 5,9% 10 29% 49 31,4% 53 24,3% 41 4. i practiced pronouncing the new words out loud to strengthen my memory. 169 7,7% 13 13,6% 23 42% 71 17,2% 29 19,5% 33 5. i imagined how i would use new words in conversations with others. 169 3,6% 6 8,9% 15 38,5% 65 22,5% 38 26,6% 45 6. i listen to audio recordings of 169 7,7% 14,2% 42,6% 18,9% 16,6% alya nur alifah & suciana wijirahayu, 2025 exploring english vocabulary learning strategies of students in a private senior high school in east jakarta 23 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 7 3 0 ) new words to remember pronunciation. 13 24 72 32 28 7. i organize new words into categories (e.g., animals, food, emotions) to remember them. 169 13,6% 23 18,3% 31 39,6% 67 18,9% 32 9,5% 16 8. i repeat new vocabulary several times to help memorize it. 169 7,1% 12 9,5% 16 40,2% 68 26,6% 45 16,6% 28 9. i draw diagrams or mind maps to remember connections between words. 169 29% 49 24,3% 41 33,7% 57 6,5% 11 6,5% 11 10. i try to remember the english words that are similar to indonesian words, like "computer" and "komputer." 169 8,3% 14 8,9% 15 42% 71 23,1% 39 17,8% 30 the data above is from a survey conducted on 169 respondents, revealing various memory strategies used by students. the most used strategy is listening to audio recordings of new words to remember the pronunciation, found in item 26, with 42.6% of respondents stating that they sometimes use this strategy. in comparison, 16.6% stated that they always use it. this shows the importance of auditory reinforcement in helping students remember the pronunciation and understand new words effectively. another strategy is repeating new vocabulary several times to help memorize it (item 28); 40.2% stated they sometimes repeat words, and 26.6% do so frequently, highlighting repetition as a cornerstone of vocabulary retention. imagining new words in conversation (item 25), with 38.5% of respondents sometimes using it and 26.6% always doing so. this imaginative practice may help with contextual understanding, although some rarely use it (3.6% never use it). similarly, 39.6% sometimes and 18.9% often grouped words into categories, although only 9.5% always used this method. this strategy appears quite effective, although it is less effective for students who rarely or never use it (18.3% and 13.6%, respectively). among the participants, flashcards or digital aids (item 21) were sometimes used by 36.1% of the respondents, while 20.7% reported never using them. a smaller percentage (11.2%) stated that they always rely on these tools. this suggests that while digital aids and flashcards are popular, they are not universally preferred or consistently used. songs or rhymes were another strategy (item 23), with 31.4% using them frequently, 24.3% always incorporating them into their learning, and 29% sometimes using them. this suggests that auditory aids are one of the preferred strategies for retaining vocabulary. on the other hand, drawing diagrams or mind maps is a less popular strategy, with 33.7% sometimes using them and 29% never utilizing them. this suggests that while these tools can be effective for some, they are not universally favored among students. alya nur alifah & suciana wijirahayu, 2025 exploring english vocabulary learning strategies of students in a private senior high school in east jakarta 24 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 7 3 0 ) linking english words with similar indonesian words, such as “computer” and “computer,” is another important strategy. 42% of respondents sometimes use this strategy, and 17.8% always rely on it. this approach highlights the benefits of utilizing linguistic similarities to build vocabulary. table 4. activation strategies no question n never seldom sometimes often always 1. i actively try to use new vocabulary in conversation. 169 5,9% 10 12,4% 21 53,8% 91 15,4% 26 12,4% 21 2. i participate in discussions or debate to apply new vocabulary. 169 20,7% 35 20,1% 34 36,1% 61 14,8% 25 8,3% 14 3. i try to use new words when asking or answering question in class. 169 11,8% 20 24,3% 41 38,5% 65 17,2% 29 8,3% 14 4. i practice speaking english with classmates or friends to use new words. 169 10,7% 18 18,9% 32 40,8% 69 16,6% 28 13% 22 5. i use new vocabulary to describe images or objects that i see. 169 6,5% 11 13,6% 23 49,7% 84 20,7% 35 9,5% 16 6. i create sentences or short story using new vocabulary. 169 10,1% 17 19,5% 33 44,4% 75 18,3% 31 7,7% 13 7. i ask teacher or others to correct me when i use new vocabulary to learn from mistakes. 169 14,8% 25 15,4% 26 38,5% 65 16,6% 28 14,8% 25 8. i try to use new vocabulary on social media or in online interactions. 169 5,3% 9 8,9% 15 42% 71 25,4% 43 18,3% 31 9. i teach or explain new vocabulary to others to strengthen my understanding. 169 15,4% 26 16,6% 28 43,8% 74 13% 22 11,2% 19 10. i watch videos or read books in english to apply my vocabulary knowledge. 169 4,1% 7 8,3% 14 34,9% 59 26,7% 45 26% 44 the findings from a survey of 169 respondents show various activation strategies efl students use to apply and strengthen their vocabulary knowledge. most respondents (53.8%) said they sometimes actively try to use new vocabulary in conversation (item 31), suggesting alya nur alifah & suciana wijirahayu, 2025 exploring english vocabulary learning strategies of students in a private senior high school in east jakarta 25 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 7 3 0 ) that while this strategy is proper, its consistent application remains challenging. only 15.4% of students engage in this practice frequently, indicating a moderate commitment to integrating new vocabulary into real-life use. regarding engaging in discussions or debates to apply vocabulary relatively infrequently (item 32), the data shows that 36.1% of respondents said they sometimes engage in this activity to apply new vocabulary, and 20.7% never do. this suggests that while discussions can be practical for vocabulary activation, they may be hindered by students' confidence or limited opportunities in the classroom environment. similarly, using new vocabulary in classroom interactions, such as asking or answering questions (item 33), with 38.5% sometimes trying to use new words when asking or answering questions, shows a tendency to integrate vocabulary into the academic context. 17.2% often use this strategy. in addition, practicing speaking english with peers (item 34), with 40.8% of students sometimes using this approach. however, consistent use was limited, as only 13% reported always practicing with classmates. this highlights the need for more structured speaking opportunities in the classroom. . figure 1. synonyms or related words for new vocabulary in the cognitive strategy category, the data showed that 54.4% (92 respondents) of participants sometimes used synonyms to help understand new vocabulary. this data shows a significant percentage and indicates that students are likelier to use synonyms to understand new vocabulary. figure 2. using new vocabulary in conversation alya nur alifah & suciana wijirahayu, 2025 exploring english vocabulary learning strategies of students in a private senior high school in east jakarta 26 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 7 3 0 ) in addition, the highest percentage is also found in the activation strategy. the data shows that 53.8% (91 respondents) of the participants reported that they sometimes use new vocabulary in conversation. this shows that almost half of the respondents actively try to incorporate new vocabulary into their conversations. discussion the findings regarding using cognitive strategies in vocabulary learning reveal a complex landscape of student preferences and practices. the predominance of digital tools, such as dictionaries and online translators, suggests a shift towards more accessible and immediate methods for vocabulary acquisition, aligning with contemporary educational trends that emphasize technology integration in learning environments (duy, 2024). however, the inconsistent application of strategies like using synonyms or writing new words multiple times indicates that while students know various techniques, their actual implementation may be hindered by perceived effectiveness or engagement levels (huang et al., 2024). moreover, the low frequency of visual aids, such as word charts or posters, could reflect a lack of understanding of their potential benefits in reinforcing vocabulary retention (zhou, 2024). this variability underscores the need for targeted instructional strategies that introduce diverse vocabulary learning methods and foster a deeper understanding of their practical applications and benefits in language acquisition contexts the survey findings indicate a notable inconsistency in applying metacognitive strategies among efl high school students for vocabulary acquisition, highlighting a gap between awareness and practice. while a significant percentage of students recognize the importance of setting learning targets and reviewing vocabulary progress, only a tiny fraction consistently engages in these practices, suggesting a need for more structured study habits to enhance vocabulary retention (radić-bojanić, 2021). the low frequency of self-assessment and topic-focused learning further implies that students may not fully leverage available resources or understand the advantages of these strategies in their learning processes (ruswandi et al., 2024). additionally, the mixed results regarding time management reveal that while some students attempt to allocate specific times for vocabulary practice, many fail to do so regularly, which could impede their vocabulary development (guartazaca tacuri, 2023). this inconsistency underscores educators' need to implement targeted interventions that foster regular use of effective vocabulary learning strategies, promoting greater autonomy and student engagement (farahdiba et al., 2024). the findings on memory strategies utilized by students align with recent research emphasizing the importance of auditory and repetitive learning techniques in vocabulary retention. as highlighted in the survey, listening to audio recordings is supported by studies indicating that auditory reinforcement significantly aids memory retention and pronunciation mastery (alyami et al., 2019). this aligns with the notion that auditory strategies, such as listening to recordings or songs, facilitate better understanding and recall of new vocabulary (karpicke et al., 2019). the effectiveness of categorizing words also supports cognitive research, which suggests that organizing information can enhance retrieval by creating meaningful connections. lastly, linking english words with similar indonesian words reflects a broader linguistic approach that leverages existing knowledge to foster vocabulary acquisition. this technique has improved language learning outcomes (wu & lin, 2014). these studies underscore the significance of diverse memory strategies in supporting effective vocabulary learning among students. additionally, almost half of the respondents (49.7%) (item 35) favored describing pictures or objects using new vocabulary, although only 9.5% consistently used this method. 20.7% stated that they often use this strategy. the findings underscore the importance of visual aids and contextualized learning in vocabulary acquisition. the use of technology in enhancing vocabulary mastery support the learning strategies acquired by the students (devitriana & wijirahayu, 2025) alya nur alifah & suciana wijirahayu, 2025 exploring english vocabulary learning strategies of students in a private senior high school in east jakarta 27 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 7 3 0 ) creative strategies, such as writing sentences or short stories with new vocabulary, were quite popular, with 44.4% of respondents stating that they sometimes and 18.3% often practiced these. however, 19.5% of respondents who rarely use these strategies and 10.1% of respondents who never use these strategies indicate potential barriers such as limited motivation or lack of instruction in creative writing practices. furthermore, 38.5% of respondents sometimes asked teachers or peers to correct mistakes, indicating their willingness to learn from mistakes, but 14.8% never used this strategy, perhaps due to fear of judgment when raising questions or being shy. the role of teaching media in assessment motivated the students to learn more (widyasari & wijirahayu, 2025) digital platforms and social media play an important role in vocabulary activation, as 42% of respondents sometimes and 18.3% always try to use new words in online interactions. this highlights the growing influence of technology in language learning. however, 5.3% of students never use this approach, highlighting the need for encouragement to engage in meaningful online interactions. in addition, 43.8% of respondents sometimes teach or explain new vocabulary to others, but only 11.2% always use this strategy to deepen understanding. this shows that peer-to-peer learning is an underutilized but effective strategy for enhancing vocabulary comprehension. watching videos or reading books in english is a popular strategy, with 34.9% sometimes engaging in these activities and 26.7% doing so frequently. the percentage of students using this method reflects its accessibility and attractiveness. despite that, 4.1% of respondents never use this strategy, which suggests that not all students have the same motivation to use multimedia resources. in line with research that argues that popular culture such as music, movies, and social media can be valuable tools for effective teaching and learning because they are relevant to students (wijirahayu, ananda, et al., 2024). research indicates that while many students recognize the importance of using new vocabulary in conversation, as evidenced by the 53.8% who sometimes engage in this practice, a significant portion struggles with consistent application, with only 15.4% doing so frequently. this aligns with studies suggesting that active engagement in vocabulary use is critical for retention and mastery yet is often hindered by factors such as confidence and classroom dynamics (zuhairi & mistar, 2023). the moderate engagement in discussions (36.1% sometimes) and classroom interactions (38.5% sometimes) further underscores the necessity for structured opportunities that encourage students to practice their vocabulary in supportive environments, as noted by research emphasizing the role of social interaction in language learning (rianyansa & maisarah, 2024). moreover, the popularity of creative strategies like writing sentences or stories (44.4% sometimes) points to a preference for contextualized learning experiences that can enhance vocabulary retention; however, barriers such as limited motivation or lack of instruction may impede consistent use (romrome, 2024). the role of digital platforms is also significant, with 42% of respondents using new vocabulary in online interactions, reflecting a growing trend toward technology-mediated language learning that can provide flexible and engaging contexts for practice (thuy & thu, 2023). furthermore, peer teaching strategies are underutilized despite their potential benefits, as indicated by the 43.8% who sometimes teach others new vocabulary; fostering a collaborative learning environment could enhance comprehension and retention (jang & chang, 2023) the students in this study use synonyms to understand new vocabulary. this indicates that this approach is practical because it helps them expand their vocabulary. this aligns with research showing that using artificial intelligence tools such as chatgpt significantly improves efl students' vocabulary skills through synonym practice. the study showed a significant improvement in vocabulary acquisition compared to those taught through traditional methods, which highlights the value of using synonyms in improving comprehension and retention of new words (min, 2024). alya nur alifah & suciana wijirahayu, 2025 exploring english vocabulary learning strategies of students in a private senior high school in east jakarta 28 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 7 3 0 ) most respondents agreed that using vocabulary in conversation helps them strengthen their memory of the vocabulary. research shows that when students actively use new vocabulary, it strengthens their learning and memory, supporting the idea that conversational practice is beneficial for vocabulary retention (kaur & abdul aziz, 2020). this study showed several main findings. first, in the category of cognitive strategies, it was found that participants sometimes used synonyms to help understand vocabulary. the data shows a significant percentage, which indicates that students tend to use this approach to help them understand vocabulary. from this finding, students may be used to using this approach in learning and understanding vocabulary. secondly, in the category of metacognitive strategies, it was found that most students review their vocabulary learning progress regularly. this indicates that many students review their progress in vocabulary learning regularly. the explanation for this finding may be that some students review vocabulary progress regularly so as not to forget the vocabulary that has been learned. third, in the category of memory strategies, it was found that many students listened to audio recordings of new words to remember their pronunciation. it seems that students may be more accustomed to listening to audio recordings to remember the pronunciation of new words.fourth, students actively tried to use the new vocabulary in conversation. this data has the highest percentage in the activation strategy. this indicates that many students apply or use the vocabulary they have learned into daily conversation. conclusion the findings reveal that efl high school students predominantly rely on digital tools and contextual inference as cognitive strategies for vocabulary acquisition, with dictionary use, online translators, and guessing meaning from context being the most frequently employed methods. auditory reinforcement and repetition are key memory strategies, such as listening to songs and rhymes. in contrast, activation strategies like engaging in conversations or creative writing are moderately used but inconsistent. this work advances the field by highlighting the role of digital and auditory methods in modern vocabulary learning, aligning with contemporary educational trends that emphasize technology integration and contextualized learning. it underscores the importance of fostering structured study habits, integrating diverse and interactive methods, and leveraging peer-to-peer and multimedia resources for better engagement and retention. future research could explore the efficacy of gamified vocabulary tools, the impact of collaborative learning models, and the creation of tactics that close the gap between awareness and regular use. further experiments might include longitudinal studies on the sustained impact of varied strategies and their scalability in different educational contexts, contributing to the refinement of language acquisition techniques globally. acknowledgement the researcher would like to thank all parties who have contributed to this research and the funding of the research. references alyami, i., alsharif, s., chipchase, s., & pfeffer, k. (2019). the use of memory strategies among adolescents in saudi arabian middle schools. international journal of humanities, arts and social sciences, 5(3), 117–127. https://doi.org/10.20469/ijhss.5.20005-3. anggarista, s., & wahyudin, a. y. (2022). a correlational study of language learning strategies and english proficiency of university students at efl context. journal of arts and education, 2(1). https://doi.org/10.33365/jae.v2i1.68. devitriana, a., & wijirahayu, s. (2025). the engaging interactive kahoot application for alya nur alifah & suciana wijirahayu, 2025 exploring english vocabulary learning strategies of students in a private senior high school in east jakarta 29 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 7 3 0 ) vocabulary mastery and students’ motivation. journal of english teaching, literature, and applied linguistics, 9(1), 18-33. duy, t. k. (2024). efl english major students ’ perceptions of effective strategies in vocabulary learning. international journal of science and management studies (ijsms), 7(4), 87–91. https://doi.org/10.51386/25815946/ijsms-v7i4p111. farahdiba, a., sunra, l., & amirullah. (2024). exploring efl teachers’ strategies in teaching vocabulary at senior high school level (case study at smkn 1 barru). perrmance: journal of english education and literature, 3(1), 51–65. https://doi.org/10.26858/performance.v3i1.59579. ghalebi, r., sadighi, f., & bagheri, m. s. (2020). vocabulary learning strategies: a comparative study of efl learners. cogent psychology, 7(1). https://doi.org/10.1080/23311908.2020.1824306. guartazaca tacuri, m. d. (2023). the impact of ‘webtoon’ as a digital reading tool for efl high school students. runas. journal of education and culture, 5(9), e240152. https://doi.org/10.46652/runas.v5i9.152. hestiana, m., & anita, a. (2022). the role of movie subtitles to improve students’ vocabulary. journal of english language teaching and learning, 3(1), 46–53. https://doi.org/10.33365/jeltl.v3i1.1715. huang, d., zhang, x., & guan, y. (2024). english vocabulary learning strategies between high-achievers and low-achievers. english linguistics research, 13(1), 26. https://doi.org/10.5430/elr.v13n1p26. jang, m., & chang, y. (2023). the effects of multisensory memory strategies on korean efl students’ vocabulary learning. english teaching(south korea), 78(4), 27–57. https://doi.org/10.15858/engtea.78.4.202312.27. karpicke, j. d., butler, a. c., & roediger, h. l. (2019). do students really prefer repeated rereading over testing when studying textbooks? a reexamination. memory, 27(4), 471– 479. https://doi.org/10.1080/09658210802647009. kaur, d., & abdul aziz, a. (2020). the use of language game in enhancing students’ speaking skills. international journal of academic research in business and social sciences, 10(12). https://doi.org/10.6007/ijarbss/v10-i12/8369. krisnayanti, n. p. a., & winarta, i. b. g. n. (2021). the problems of learning english vocabulary in harapan senior high school. journal of language and applied linguistics, 2(2), 201–207. https://doi.org/10.22334/traverse.v2i2.46. maesaro, m., & wijirahayu, s. (2025). exploring the experiences during teaching internships in indonesia and thailand: perspectives on intercultural skills. journal of english teaching, literature, and applied linguistics, 9(1), 41-61. min, c. j. (2024). the use of ai and chatgpt in teaching synonyms to efl students chen. journal of research studies in english language teaching and learning, 2, 187–207. https://doi.org/10.62583/rseltl.v2i4.53. muhayyang, m., asriati, a., & g, h. (2023). developing english vocabulary mastery of students at smpit ibnu sina makassar through word card games. celebes journal of language studies, 3(1), 83–98. https://doi.org/10.51629/cjls.v3i1.128. radić-bojanić, b. (2021). efl vocabulary learning strategies among high school students. nastava i vaspitanje, 70(1), 25–36. https://doi.org/10.5937/nasvas2101025r. rianyansa, a. a., & maisarah, i. (2024). students’ perception of literature as a teaching strategies in enrich the efl students’ vocabulary. indonesian journal of educational development (ijed), 5(2), 282–291. https://doi.org/10.59672/ijed.v5i2.3465. romrome, a. y. (2024). scrutinizing papuan efl students’ strategies for enriching english vocabulary mastery. uc journal: elt, linguistics and literature journal, 5(1), 60–79. https://doi.org/10.24071/uc.v5i1.8735. rose, h., mckinley, j., & galloway, n. (2021). global englishes and language teaching: a review of pedagogical research. language teaching, 54(2), 157–189. https://doi.org/10.1017/s0261444820000518. alya nur alifah & suciana wijirahayu, 2025 exploring english vocabulary learning strategies of students in a private senior high school in east jakarta 30 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 7 3 0 ) rosyada-as, a., & apoko, t. w. (2023). investigating english vocabulary difficulties and its learning strategies of lower secondary school students. journal of languages and language teaching, 11(3), 489. https://doi.org/10.33394/jollt.v11i3.8404. ruswandi, r., vini tenisa aprilianti, z., & fitri utami, u. (2024). investigating efl learners’ autonomous use of vocabulary learning strategies outside of school. voices of english language education society, 8(2), 532–542. https://doi.org/10.29408/veles.v8i2.26832. satrio, r., apriani, e., & gusmuliana, p. (2023). efl students’ perception on youtube as an independent learning strategy for english speaking skill at iain curup (doctoral dissertation, institut agama islam negeri curup). surmanov, s., & azimova, m. (2020). analysis of difficulties in vocabulary acquisition. journal of legal studies and research, 6(1), 144–153. www.thelawbrigade.com. taufik, m. f., kulsum, e. m., & prabawa, w. p. (2023). exploring students’ learning strategies in efl learning. 32(1). thuy, n. t. c., & thu, d. l. a. (2023). efl students’ strategies for learning academic vocabulary with mobile phones at van lang university in vietnam. 2(1), 143–154. https://doi.org/https://doi.org/10.54855/ijli.23242. utami, s. k., & apriani, e. (2023). pronunciation error made by students of english study program iain curup from different ethnicity (a mixed method of english study programme fourth semester at iain curup) (doctoral dissertation, insitut agama islam negeri curup). widyasari, m. d., & wijirahayu, s. (2025). an exploration of learning motivation and reading comprehension of accounting students using quizizz. journal of english teaching, literature, and applied linguistics, 9(1), 62-74. wijirahayu, s., ananda, s., ringo, n., yunus, g. a., & sari, y. y. (2024). the scholars ’ perceptions of integrating popular culture into academic speaking and writing. 8(2), 303–317. wijirahayu, s., perdhana, d. l., & syaepurohman, p. (2024). high school students’ perception and strategies in corporations youtube video for learning vocabulary (issue icnsse 2023). atlantis press sarl. https://doi.org/10.2991/978-2-38476-2422_23. wu, h.-m., & lin, y.-s. (2014). the relationship among reading habit, learning strategies, and academic achievement of taiwan secondary school students. asia pacific journal of educational development, 3(june), 55–67. https://doi.org/10.6228/apjed.03.01.06. yudha, h. t., & mandasari, b. (2021). the analysis of game usage for senior high school. journal of english language teaching and learning (jeltl), 2(2), 74–79. https://doi.org/https://doi.org/10.33365/jeltl.v2i2.1329. yuliani, n. d., najmiah, l., hamdani, b., & pratolo, b. w. (2023). efl students’ attitude toward english language learning. journey: journal of english language and pedagogy, 6(1), 82–91. https://doi.org/10.33503/journey.v6i1.2590. zhou, x. (2024). vocabulary learning strategies for international students in shaoxing under cognitive theory. educational research and human development, 4–7. https://doi.org/https://doi.org/10.61784/erhd3011. zuhairi, a., & mistar, j. (2023). vocabulary learning strategies and vocabulary mastery by indonesian efl learners. world journal of english language, 13(8), 453–461. https://doi.org/10.5430/wjel.v13n8p453. english franca academic journal of english language and education 10.29240/ef.v8i2 november.4174 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 8, no 2, 2024, page 435-450 article info: http://journal.iaincurup.ac.id/index.php/english received 24 april 2024; received in revised form 10 july 2024; accepted 24 august 2024, available online 24 november 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license copyright (c) 2024 author the influence of savi (somatic, auditory, visual, and intellectual) learning model activities in improving student’s speaking skills leni mardiah napitupulu¹, benni ichsanda rahman² ¹ english education department, faculty of tarbiyah and teacher training, state islamic university of north sumatra corresponding email: lenimardiahnapitupulu@gmail.com to cite this article: napitupulu, l. m., & rahman hz, b. i. (2025). the influence of savi (somatic, auditory, visual, and intellectual) learning model activities in improving student’s speaking skills. english franca: academic journal of english language and education, 8(2 november). retrieved from https://journal.iaincurup.ac.id/index.php/english/article/view/12253 introduction to improve proficiency in speaking and writing english, learners must actively engage in all four language domains (newton & nation, 2020). educators commonly use the savi approach, which stands for "somatic, auditory, visual, and intellectual" (marchand, 2008), to teach language skills effectively. this savi model provides a comprehensive framework for teaching english by actively engaging multiple senses (natsir, t., 2023). the savi model offers diverse experiential learning opportunities that can significantly improve students' english language proficiency. according to simbolon (2020), the savi educational model aims to improve students' subject-specific competencies by providing them with an interactive and sensory-rich learning environment. a different approach to educational problems is savi learning integration, which can be used in a variety of subjects to increase student involvement and competence (leksono & cholid 2019). abstract. this study intends to assess the oral communication proficiency of second-grade students at mts nurul islam in indonesia. this research utilised the classroom action research methodology. the class viii students of the 2024–2025 academic year at mts nurul islam indonesia represent both the population and the sample. the purpose of this research is to find out how well the savi (somatic, auditory, visual, and intellectual) technique works for improving the public speaking abilities of eighth graders at mts nurul islam indonesia. the purpose of this research is to find out how well the savi method works for enhancing students' ability to speak in front of an audience. the study's population comprised seventeen eighth-grade students from mts nurul islam indonesia. to demonstrate the effectiveness of savi in enhancing students' speaking abilities, researchers collected quantitative data that met the kkm minimum completeness criteria. this information was derived from the data of cycle i and cycle ii. only one student attained success (6% success rate) and one student encountered failure (6% failure rate) on pre-test i. during the initial cycle, 5 students achieved a success rate of 29%, no students failed, and 2 students received a satisfactory score of 12%. nine students, representing 53% of the total, successfully passed post-test ii in cycle ii, with no failures noted. subsequently, eight students, representing 47% of the total, were categorized as proficient in their english speaking abilities. the outcomes demonstrated by the students following the intervention substantiate the assertion that the savi method significantly improves students' speaking abilities. keywords: savi (somatic, auditory, visual, intellectual), speaking skills, learning model https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:lenimardiahnapitupulu@gmail.com https://journal.iaincurup.ac.id/index.php/english/article/view/12253 leni mardiah napitupulu & benni ichsanda rahman the influence of savi (somatic, auditory, visual, and intellectual) learning model activities in improving student’s speaking skills 436 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 3 5 4 5 0 ) students' ability to express themselves orally is greatly improved when critical thinking is combined with other successful teaching strategies, such as the savi technique. the ability to think critically, articulate one's thoughts precisely, and communicate effectively are all skills that students should work on developing (bean & melzer 2021). through practicing their critical thinking skills in front of an audience, students develop the ability to evaluate claims, examine supporting evidence, and come up with compelling arguments. by teaching students to adapt their speech to different groups and contexts, it promotes adaptability. students' speaking abilities were found to be substantially improved by using the savi technique, which incorporates somatic, auditory, visual, and intellectual components (ndraha, 2022). by appealing to a variety of senses, this approach successfully helps people with a wide range of learning styles improve their public speaking abilities. by having students express themselves in a variety of ways, the savi method improves both comprehension and memorisation. improve your students' communication abilities and subskills with the savi method. together, critical thinking and the savi technique give students the tools they need to assess their presentation materials critically and improve their delivery to make it more convincing. students showed very little interest in learning english, especially when it came to speaking it, according to the researcher. students' disinterest was exacerbated because classroom teaching methods failed to engage them. since most of the class time was devoted to workbook exercises or multiple-choice questions, students did not have enough opportunity to practise speaking in class. students showed less enthusiasm for studying english and, as a result, were less motivated to participate or improve their public speaking skills. an examination of the english education department's use of the savi (somatic, auditory, visual, and intellectual) framework to improve students' structural competences in language is one result (rijal, 2020). a significant improvement in student performance was revealed by his data analysis using car. only 43.75 percent of the students managed to get the desired score of 75. until the goal was reached, more than 85 percent of the students reached the 75th percentile or above. in 2023, (hamsiah & asdar) how the savi learning model affects primary school students' oral competence. the results showed that by using the savi model, students were able to improve their public speaking skills. the t_count value of 2.47 was found to be greater than the critical value of 2.00, as revealed by the hypothesis testing. the findings of this study show that students' public speaking skills are greatly improved when they use the savi learning model. several studies have shown that middle school students' speaking fluency is improved when the savi method is incorporated into the english language curriculum at mts nurul islam indonesia. this lends credence to the author's claims. to address the current lack of information, this study investigates how the savi learning model affected the fluency of speech among high school students in particular geographic areas. this study aims to investigate the possible effects of this model on the physical, aural, visual, and cognitive aspects of students' speech development and improvement. the effect of the savi model on students' ability to speak in front of an audience in junior high is the focus of this study, enabling the development of more effective learning strategies. this research seeks to clarify how this model can improve students' speaking abilities, thereby significantly advancing secondary education. this research aims to illuminate the field of education, particularly in relation to primary school environments. the study aimed to evaluate the effectiveness of the savi model in enhancing students' speaking skills and overall academic performance by fostering comprehensive language development through active learning experiences that engage multiple senses. theoretical framework according to agustina (2023), teachers can encourage more active learning and discussion by using the savi technique, which in turn helps students develop their critical leni mardiah napitupulu & benni ichsanda rahman the influence of savi (somatic, auditory, visual, and intellectual) learning model activities in improving student’s speaking skills 437 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 3 5 4 5 0 ) thinking and communication skills. to help students better grasp the material and develop their public speaking skills, savi-oriented speaking activities can be enhanced by incorporating critical thinking exercises. in addition to honing students' critical thinking skills an asset in any field this approach also helps them become more effective public speakers. burns and seidlhofer (2019) emphasize the integral relationship between speaking and pronunciation in language learning. they argue that effective communication in a second language requires not only the ability to produce sounds accurately but also the ability to use those sounds in a pragmatically appropriate way. furthermore, the integration of pronunciation with speaking activities is essential to developing natural speaking skills. this approach involves moving beyond the traditional focus on individual sounds to include higher-level features such as intonation, sentence stress, and connected speech, which are essential for fluent communication. nevertheless, speaking, as a fundamental human activity, is defined by nowicka and wilczynska (2011) as a tangible, physical, and particularly auditory phenomenon. in the latter half of eighth grade at junior high school, students must engage in conversation analysis, examination, observation, and identification as components of the english curriculum. it is universally acknowledged that effective speaking is a challenging endeavour, necessitating a diverse array of skills and expertise in domains such as syntax, vocabulary, pronunciation, accent, and comprehension (hughes, 2003). to assess and measure students' speaking proficiency, educators and researchers commonly utilise these components. fluency is an essential skill for any language learner or communicator. the capacity for effective and meaningful verbal communication is typically regarded as intricate and challenging, necessitating various interconnected skills. as detailed explanation of each component, supported by references to scholarly perspectives: grammar, according to richards and schmidt (2010), "accuracy in grammar is a critical element in ensuring clarity and the natural flow of communication." serves as the structural foundation of any language, guiding speakers on how to construct sentences that are both coherent and syntactically correct. vocabulary is nation (2001) emphasizes that vocabulary knowledge is pivotal for fluent communication, as it allows speakers to choose appropriate words for specific contexts, thus enriching their verbal output. pronunciation, according to celce-murcia et al. (1996), clear pronunciation significantly affects listeners’ understanding and engagement in conversations. this aspect is particularly vital for second language learners. accent, jenkins (2000) introduces the concept of "lingua franca core," suggesting that certain aspects of pronunciation are crucial for global intelligibility in english. comprehension, speaking is not only about producing language but also involves understanding others in a dynamic conversational context. comprehension entails listening, processing, and responding appropriately. brown (2001) highlights that comprehension skills are intertwined with speaking, as effective communication requires a two-way exchange of ideas. kemp (1995) defines learning strategies as techniques utilised by educators and learners to attain educational objectives efficiently and effectively. dick and carey (1985) contend that learning strategies consist of a combination of various learning materials and methods that students employ to achieve their educational objectives. the consensus among these authorities is that for educators and learners to attain their educational goals efficiently and effectively, a learning strategy must encompass carefully designed and implemented processes, activities, and resources. this approach entails collaboration between educators and learners to maximise the use of available resources and strategies to improve students' academic performance. a learning model is a framework that guides the progressive development of an educational curriculum over time (joyce & weil, 2009). educational resources that improve learning and facilitate instructional implementation across various contexts also employ it. educators can benefit from learning models as they aid in identifying the most effective approach to fulfil their educational objectives. examples of common educational models in the classroom encompass: leni mardiah napitupulu & benni ichsanda rahman the influence of savi (somatic, auditory, visual, and intellectual) learning model activities in improving student’s speaking skills 438 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 3 5 4 5 0 ) students cultivate critical thinking abilities by addressing real-world challenges within the problem-based learning (pbl) paradigm (savery & duffy, 1995). students in this model strive to tackle real-world challenges. this learning model consists of the following stages: problem identification, strategy formulation, data collection, problem resolution, and result presentation. students in a collaborative learning environment utilise strategies such as jigsaw or thinkpair-share to attain common educational objectives (johnson & smith, 2008). students engage in collaboration in pairs or small groups to accomplish activities such as stad, jigsaw, or think-pair-share. project-based learning (pjbl). students participate in research, strategising, and cooperation while implementing practical projects through this educational framework (blumenfeld et al., 1991). differentiated instruction. this approach tailors instruction to each student's unique background, interests, and preferred learning modality (tomlinson, 2014). lessons are designed to accommodate the distinct needs, interests, and learning preferences of students. blended learning.graham (2006) contends that this model offers a more flexible learning experience by combining online and face-toface instruction. a hybrid instructional model combining in-person and online teaching is utilised. i am a candidate for the savi program. this educational model incorporates various cognitive and sensory components to fully engage students (meier, 2002). characteristics of the savi learning model the term "somatic learning" (s) describes a kind of learning that makes use of the whole body, including the senses of touch and movement (kinaesthetic learning). knowledge acquisition through aural perception and verbal communication constitutes the second type of auditory learning (a). our minds are more powerful than we give them credit for; our ears are constantly picking up and remembering things, often without us even realising it. when we speak, we use a lot of different parts of our brain to make noise. observation and description constitute the third visualisation learning (v) component. there are more circuits in the brain dedicated to visual processing than to any of the other senses put together. visual aids help students better understand what they read in class, whether it's in a textbook, on a computer screen, or in a lecture. learning by analysing and solving problems is the fourth type of intellectual learning (i) (meier, 2000:42). the mental exercise that students use to reflect on their past experiences in order to draw conclusions about their future actions, goals, and values. research shows that students' learning abilities are improved when the savi learning model is implemented. the significance of the study there are several reasons why it is essential to instruct students utilising savi. this researcher is expected to significantly influence two primary areas within the field. should the researcher examine the subject of teachers' english language proficiency from a theoretical perspective, they will be capable of providing valuable information and insights. formulating and distributing critical information that improves comprehension and execution of effective teaching methodologies in this domain may constitute this process. the second significant point is that the study's results will be beneficial for enhancing english language educational resources, particularly those emphasising oral communication. educators ought to utilise the findings to improve the quality of their instructional materials and methodologies, especially concerning students' english language proficiency. this researcher's work will significantly enhance both the theorisation and development of effective models for learning english as a second language. this research laid the groundwork for future studies focused on improving students' oral communication skills via the application of the savi learning model. in light of this, the researcher formulated two sets of inquiry questions: (1) to determine if the savi learning model improves students' speaking skills, and (2) to investigate the application of the savi learning model in english classes, focussing on students' speaking abilities. leni mardiah napitupulu & benni ichsanda rahman the influence of savi (somatic, auditory, visual, and intellectual) learning model activities in improving student’s speaking skills 439 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 3 5 4 5 0 ) material and method research design this research utilises classroom action research (car). the car cycle, as articulated by kemmis, mctaggart, and nixon (2014:18), encompasses planning, execution, observation, and subsequent revision of the plan based on the observed results. the cycle begins with the modification phase. the principal criterion for evaluating car should be classroom activities. a class refers to a collective of students in car. this is applicable in various environments, including field trips, laboratories, workshops, and home settings, not exclusively in traditional classrooms. included are instances of students completing assignments designated by their teachers in diverse locations, including school, home, or other settings. the four phases of each of the two cycles in this design are planning, execution, observation, and reflection. the aim of reflective research is to improve future practices by aiding educators in better understanding their classroom experiences. if the researcher has successfully completed the procedures of the first cycle, they may proceed to cycle ii. participants and instrument participants this research focused on a second-grade class comprising seventeen students at mts nurul islam indonesia junior school in medan. the participants were selected to provide insights into the effectiveness of the implemented teaching strategies within the context of the classroom instrument the cyclical methodology is a key aspect of kemmis's model for classroom action research. this process is divided into two cycles, with a final evaluation conducted at the end of each cycle. the model consists of four main stages: preparation, implementation, evaluation, and reflection. the instruments used in this research are the pretest and posttest, along with assessments that serve as observational tools to measure whether there has been an improvement in the student's abilities. cycle i strategic planning in the initial phase, the researcher developed a curriculum-based lesson plan or module that aligns with the middle school curriculum. this foundational step was critical in establishing a structured approach to teaching english. acting during the acting phase, the researcher took on the role of an english educator, engaging students through a video presentation. this method aimed to convey information effectively while fostering a dynamic learning environment. furthermore, the researcher assigned the students a role-playing task, prompting them to enact a dialogue that reinforced their learning. observing in this stage, the researcher focused on examining speech acquisition through the savi learning model, which emphasizes the integration of sensory experiences in the learning process to enhance comprehension and retention. reflecting the objective of the reflecting phase is to gather data regarding the researcher's endeavors throughout the cycle. this involves self-evaluation and analysis of the implemented strategies to assess their effectiveness and identify areas for improvement in future cycles. leni mardiah napitupulu & benni ichsanda rahman the influence of savi (somatic, auditory, visual, and intellectual) learning model activities in improving student’s speaking skills 440 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 3 5 4 5 0 ) cycle ii cycle ii is a result of the enhancements made in cycle i, following the procedures established during that phase. the methodology for data collection ensures adherence to the procedures delineated in phase i. various techniques were employed for data collection. first, documenting notes involved monitoring student behavior during learning to capture their kinaesthetic, auditory, visual, and cognitive engagement. second, contemplating was conducted to gather data regarding the researcher's activities and evaluate their efficacy. third, evaluation was carried out to assess improvements, document post-test scores, and compare them with pre-test outcomes. finally, a questionnaire was administered to explore additional factors, such as students' perceptions of the savi methodology. technique of data analysis improving students' verbal communication abilities via the savi (somatic, auditory, visual, and intellectual) approach was the focus of this quantitative classroom action research (ptk). to start the analysis, relevant data was extracted from field notes and then simplified to make sure it was clear and in line with the research goals. results from both the pre-and post-tests administered to each cycle were compared. the statistical analysis involved calculating the mean scores and percentage improvements to quantify students' progress. for the pretest, the results showed that students' speaking skills were relatively low. after the first cycle i, where the savi method was applied, there was improvement in students' speaking skills but not all students. in cycle ii, there were no unsuccessful students, which indicates a further improvement. this suggests that the savi method had a positive impact on students' speaking abilities, and the continued use of the method helped students improve even more. we can clearly see the improvement in students' speaking skills after each cycle. results and discussion results the preliminary study at medan's mts nurul islam indonesia, an exploratory investigation was carried out on thursday, september 11, 2024. for this study, the researcher used a cohort of seventeen eighth graders. phase one of car in the planning stage, a clear lesson plan is created with learning objectives focused on improving students' speaking skills. the action stage involves distributing questionnaires to gather data on students' interest and motivation in speaking. students are then exposed to relevant dialogues and visual media to enhance their vocabulary and stimulate ideas. small group discussions are conducted to encourage students to express opinions and share experiences in english. the evaluation process encompasses results from questionnaires, classroom observations, and oral presentations. the majority of students indicate increased comfort when conversing in english, whereas a minority express feelings of anxiety. the savi method enhances students' motivation and engagement in learning; however, challenges include insufficient time for equitable participation and a diverse spectrum of students' speaking abilities. to enhance the lesson plan for subsequent iterations, the researcher aims to. table 1. the result of pre test no students initial pretest 1 ap 75 2 af 75 3 az 60 leni mardiah napitupulu & benni ichsanda rahman the influence of savi (somatic, auditory, visual, and intellectual) learning model activities in improving student’s speaking skills 441 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 3 5 4 5 0 ) 4 azs 55 5 as 53 6 ci 58 7 df 65 8 fa 67 9 hd 55 10 is 55 11 ka 80 12 mr 78 13 mra 75 14 ry 85 15 rn 55 16 ra 65 17 sc 58 total ʃ 1114 mean score 65,53 the table presents the results of a pretest conducted among 17 students, identified by their initials. each student's score is recorded, ranging from a minimum of 53 to a maximum of 85. the total score of all students is 1,114, and the mean score is calculated to be approximately 65.53. this indicates that, on average, the students performed moderately well in the pretest. the highest individual score, 85, was achieved by student "ry," while the lowest score, 53, was recorded for students "as" and "rn." this distribution of scores provides insight into the overall performance level of the group and highlights variability in their pretest outcomes, which may inform targeted interventions for improvement. based on the pretest results, the english-speaking skills of students at mts nurul islam indonesia in medan, where the research was conducted, are shown in the following table. table 2. the percentage of pre test no category interval frequency % 1 excellent 85 – 100 1 6% 2 good 70 – 84 5 29% 3 enough 55 – 69 10 59% 4 very poor 0 – 54 1 6% total 17 100% the table 2 the performance of 17 students based on their english language proficiency, as assessed by the survey. among the students, only 1 individual (6%) demonstrated outstanding command, earning a place in the "excellent" category with scores between 85– 100. meanwhile, 5 students (29%) achieved "good" grades, scoring between 70–84, showcasing strong performance. the majority, 10 students (59%), fell into the "enough" category, with scores ranging from 55–69, indicating an adequate but not exceptional grasp of the subject. lastly, 1 student (6%) was categorized as "very poor," scoring between 0–54, reflecting significant struggles with the material. this distribution highlights a range of abilities within the group, with most students showing at least a basic level of proficiency, while a small minority require further support to improve their performance. table 3. the result of the test in cycle i leni mardiah napitupulu & benni ichsanda rahman the influence of savi (somatic, auditory, visual, and intellectual) learning model activities in improving student’s speaking skills 442 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 3 5 4 5 0 ) the table 3 the post-test cycle i, identified by their initials, showcasing an improvement in scores compared to the pretest. the scores range from a minimum of 65 to a maximum of 90, with multiple students, such as "ap," "ka," and "ry," achieving the highest score. the total score of all students is 1,332, resulting in a mean score of approximately 78.35. this indicates a significant improvement in overall performance, as the average score has increased compared to the pretest mean of 65.53. most students scored in the range of 70 to 90, reflecting better understanding and mastery of the material. the consistent improvement across the group highlights the effectiveness of the teaching interventions or practices implemented between the pretest and post-test. the post-test results indicate the english-speaking proficiency of students at mts nurul islam indonesia in medan, where the research was conducted, as presented in the following table. table 4. the percentage of post-test cycle i no category interval frequency % 1 excellent 85 – 100 5 29% 2 good 70 – 84 10 59% 3 enough 55 – 69 2 12% 4 very poor 0 – 54 0 0% total 17 100% no students initial post-test i 1 ap 90 2 af 85 3 az 70 4 azs 75 5 as 65 6 ci 80 7 df 72 8 fa 80 9 hd 75 10 is 65 11 ka 90 12 mr 85 13 mra 80 14 ry 90 15 rn 75 16 ra 80 17 sc 75 total ʃ 1332 mean score 78,35 leni mardiah napitupulu & benni ichsanda rahman the influence of savi (somatic, auditory, visual, and intellectual) learning model activities in improving student’s speaking skills 443 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 3 5 4 5 0 ) the table 4 based on their post-test cycle i results, showing a significant improvement in academic achievement. among the students, 5 individuals (29%) achieved scores in the "excellent" range of 85–100, indicating a high level of mastery. the majority, 10 students (59%), fell into the "good" category, scoring between 70–84, reflecting solid comprehension and performance. only 2 students (12%) were categorized as "enough," scoring between 55– 69, suggesting room for improvement. notably, no students scored in the "very poor" range of 0–54, highlighting that all participants have reached at least a basic level of understanding. this distribution emphasizes the absence of a "very poor" group, illustrating that the interventions or learning strategies applied effectively eliminated extreme underperformance and elevated the overall academic standard of the group. the second cycle of car the goal is for the pupils to become more fluent speakers. based on the data, the researcher will proceed with cycle 2 in the hopes of improving the results. teachers made improvements to their lesson plan by incorporating more varied and inclusive activities. one of the changes was to provide additional time for pair work before the large group discussion. during the action stage, students engaged in a physical activity that involved a game to encourage verbal interaction. they also watched a youtube video and were divided into groups to role-play, creating short dialogues about asking and giving directions and drawing direction maps. the assessment stage involved observation, questionnaires, and analysis of student discussions and presentations. the data revealed significant improvement compared to the previous cycle, with most students showing progress in speaking fluency, use of diverse vocabulary, and confidence in public speaking. the questionnaire results indicated that students found the savi method enjoyable and effective in facilitating comprehension. in the reflection stage, the teacher evaluated the learning outcomes and the actions taken, confirming the effectiveness of the savi method in enhancing student motivation and engagement in the learning process. table 5. the result of post test ii in cycle ii no students initial post-test ii 1 ap 98 2 af 87 3 az 75 4 azs 80 5 as 77 6 ci 83 7 df 90 8 fa 95 9 hd 87 10 is 78 11 ka 98 12 mr 88 13 mra 83 14 ry 98 15 rn 80 16 ra 85 leni mardiah napitupulu & benni ichsanda rahman the influence of savi (somatic, auditory, visual, and intellectual) learning model activities in improving student’s speaking skills 444 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 3 5 4 5 0 ) 17 sc 79 total ʃ 1461 mean score 85,94 the table presents the post-test ii results for 17 students, indicating further progress in their performance. the scores range from a minimum of 75 to a maximum of 98, with students "ap," "ka," and "ry" achieving the highest scores of 98. the total score for all students is 1,461, resulting in a mean score of approximately 85.94. this represents a substantial improvement compared to the mean scores of the pretest (65.53) and post-test i (78.35). most students scored above 80, showcasing significant mastery of the material. this consistent improvement highlights the overall success of the educational efforts.students exhibit increased engagement and enthusiasm when the savi method is employed, thereby enhancing their motivation to learn. table 6. the percentage of post-test ii in cycle ii no category interval frequency % 1 excellent 85 – 100 9 53% 2 good 70 – 84 8 47% 3 enough 55 – 69 0 0% 4 very poor 0 – 54 0 0% total 17 100% the data clearly shows that out of the 17 students, 9 students (53%) demonstrated exceptional proficiency in english, scoring between 85 and 100 in post-test ii, while 8 students (47%) performed at a good level, scoring between 70 and 84. remarkably, no students were categorized as having "enough" (55–69) or "very poor" (0–54) proficiency, which suggests that all students have surpassed a basic understanding of the subject. this improvement in performance highlights the efficacy of the savi method in improving students' speaking abilities, as it shows a clear reduction in lower proficiency levels and a shift towards higher achievement. the absence of students in the lower performance categories reflects the success of the learning strategies implemented. a comparative analysis of students' speaking competencies between cycle i and cycle ii, as outlined below, revealed that students at mts nurul islam indonesia who employed the savi method enhanced their english speaking proficiency: table 7. the percentage of completeness results on pre-test, cycle i, and cycle ii no research category frequency percent 1 pretest success 1 6% unsuccessful 1 6% 2 cycle i success 5 29% unsuccessful 0 0% 3 cycle ii success 9 53% unsuccessful 0 0% this table delineates the three phases of the savi methodology for enhancing students' speaking proficiency: the initial and subsequent cycles. pretest: in the initial assessment, 1 student (6%) was classified as successful, while 1 student (6%) was deemed leni mardiah napitupulu & benni ichsanda rahman the influence of savi (somatic, auditory, visual, and intellectual) learning model activities in improving student’s speaking skills 445 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 3 5 4 5 0 ) unsuccessful, indicating that the students' speaking skills at this stage were relatively low. cycle i after implementing the savi method for the first cycle, there was a significant improvement. 5 students (29%) achieved success, while no students were classified as unsuccessful. this suggests that the savi method started to show positive effects on students' speaking skills. in the second cycle, the success rate further increased, with 9 students (53%) marked as successful, and once again, there were no unsuccessful students. this demonstrates a notable improvement in the student's speaking abilities, likely due to the continued application of the savi method. the table reflects a clear trend of progress, with an increasing number of students becoming successful in improving their speaking skills over time, illustrating the effectiveness of the savi method in fostering language development. figure 1. the graphic of completeness results on pre-test, cycle i, and cycle ii discussion this study definitively investigated the effectiveness of the savi (somatic, auditory, visual, and intellectual) learning model in improving the speaking skills of grade viii students at mts nurul islam indonesia.the findings were obtained from the data collected during cycle i and cycle ii.during pre-test i, only one student (6% of total students) met the success criteria, while one student (6%) failed. this low score clearly indicated the need for targeted intervention to improve speaking skills. in the cycle i, five students (29%) had reached the success criteria, demonstrating the effectiveness of the savi method. additionally, two students (12%) earned satisfactory grades, indicating progress towards proficiency. notably, no students failed in this cycle, showcasing the inclusivity of the savi method in catering to students with diverse ability levels. in cycle ii, the number of students achieving success increased significantly.nine students (53%) passed the post-test with proficiency in speaking, showing substantial improvement in fluency and confidence. no students failed in this cycle, and eight students (47%) were categorized as proficient in english speaking, reflecting the wider reach of the savi intervention.results from both cycles showed a clear upward trend in students' speaking ability. the data conclusively show that the savi learning model effectively improves students' speaking performance, fostering their confidence and ability to express themselves in english. 0 2 4 6 8 10 su c c es s u n su c c es sf u l su c c es s u n su c c es sf u l su c c es s u n su c c es sf u l pretest cycle i cycle ii frequency percent leni mardiah napitupulu & benni ichsanda rahman the influence of savi (somatic, auditory, visual, and intellectual) learning model activities in improving student’s speaking skills 446 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 3 5 4 5 0 ) discussion students' speaking abilities, particularly in somatic aspects and pronunciation, were found to have improved significantly between the pretest and posttest administered during cycle i of the savi learning method. following a modest increase of 6% on the pretest, proficiency increased dramatically from 29% in cycle i to 53% in cycle ii. to fulfil the kkm minimum completion criteria, the average score must increase from the pretest through cycle i and cycle ii. both students' test scores and their enjoyment of english class are improved by the savi model. students were primarily taught english through the savi model in schools. teachers used more lecture methods or gave assignments based on student worksheets (lks). student learning activities centered on multiple-choice questions or assignments that were only memorization-based without emphasizing the development of speaking skills. as a result, students become less confident in speaking english and this situation causes students to be passive in learning. they rarely ask questions or actively participate in class discussions because they are afraid of making mistakes. learning feels monotonous because students only receive information without any interesting variation in methods. this makes learning motivation decrease and understanding of concepts becomes less than optimal. opportunities to practice speaking are very limited, and learning feels monotonous. this condition makes students' speaking skills develop very slowly. with the implementation of the savi model, learning english has become more interactive and effective. using the somatic approach, students engage in physical activities like role-playing, simulating everyday situations, or playing educational games that involve conversation. the auditory method encourages students to listen and speak actively through english educational songs and presentations, helping them get used to expressing their opinions in english. the visual approach uses images, videos, or flashcards to help students understand the context of conversations and build their vocabulary more easily. lastly, the intellectual aspect trains students to think critically through activities like problem-solving, which involve active communication in english. as a result, students became more confident in speaking. they started to ask questions, answer, and engage in discussions in english. the fun and varied learning atmosphere motivated them to practice their speaking skills more. additionally, their understanding of english improved because learning was conducted in meaningful contexts. this aligns with the theory presented by agustina (2023), which states that implementing the savi model not only makes learning more engaging but also creates an environment that encourages students to practice speaking confidently. consequently, their speaking skills improved significantly. after the implementation of the savi technique in teaching english speaking at mts nii/middle school. it was found that students' speaking scores increased. the increase was shown by the results of data collection in the field, namely through pretest and posttest on students. in other words, the savi approach or application technique is a new learning strategy in the world of education that can motivate students in ongoing learning (marchand, 2008). the savi method is effective in improving students' competence in many areas of study, according to simbolon (2020). leksono and cholid's (2019) findings are in agreement with this. by addressing a common classroom issue, the savi learning model aims to improve student's english proficiency while simultaneously increasing their engagement and proficiency. previous research has shown similar results. according to research conducted by hamsiah and asdar in 2023, students' public speaking abilities are significantly improved when they use savi methods. previous research has shown that savi is effective in improving students' structural english proficiency in the context of english education (rijal, s. 2020). this study's findings also support that research. according to studies conducted by hamsiah and asdar (2023), the savi learning model improved students' oral communication leni mardiah napitupulu & benni ichsanda rahman the influence of savi (somatic, auditory, visual, and intellectual) learning model activities in improving student’s speaking skills 447 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 3 5 4 5 0 ) abilities after its implementation. the model was successful because the t-value (2.47), which is derived from testing the hypothesis, is greater than the critical value (2.00). your research lends credence to these findings by offering more concrete proof of the savi model's ability to improve students' english proficiency. students' english proficiency increased from 6% on the pretest to 29% in cycle 1 and 53% in cycle 2. the results show that students' speaking skills are improved and sustained by using the savi model. this study highlights the effectiveness of the savi model through learning cycles, offering a more dynamic perspective. rijal's (2020) research on the application of the savi learning model to improve english skills in a structured skills course showed that this model had a significant impact on learning outcomes. using the classroom action research (car) method, rijal found that initially, only 43.75% of students were able to meet the target score of 75. however, after the continuous implementation of the savi model, over 85% of students achieved the target score, demonstrating a significant improvement in learning achievement. this research supports these findings, but with a focus on elementary school students and the development of english speaking skills. overall, the research shows that savi is a strong approach for improving english skills, with significant results in both higher education and middle school environments. my research adds further value by providing specific data on students' gradual development through learning cycles, reinforcing previous findings, and expanding the scope of the model's effectiveness. the use of savi in increasing students' understanding of structure is proven to be highly effective. this learning model provides a well-rounded approach that engages multiple senses, which helps to enhance the learning experience. by incorporating activities that involve physical movement (somatic), listening and speaking (auditory), visual aids (visual), and critical thinking (intellectual), savi creates a holistic learning environment. this multisensory involvement allows students to better grasp complex concepts and apply them in various contexts, improving their overall understanding and retention of the material. when we look at previous studies, such as those by hamsiah & asdar (2023) and rijal (2020), the findings align with the results of this study, particularly in terms of improving speaking skills. in these studies, the application of the savi model demonstrated a clear and significant improvement in students' ability to speak. the active engagement of students through different sensory activities helps them overcome the challenges of speaking in english, enabling them to communicate more confidently. the success seen in these studies further highlights that the model's focus on integrating physical, auditory, visual, and intellectual tasks is crucial for enhancing language skills. in this study, the focus on developing students' speaking skills through the savi model has shown similar positive outcomes. by engaging students in activities that stimulate all five senses, they are more likely to retain the information and feel confident in applying it. this hands-on approach not only boosts students’ speaking abilities but also helps them develop a deeper understanding of the material. as a result, the application of the savi model contributes to a well-rounded learning process, improving not just speaking skills but also overall academic performance. therefore, it can be concluded that savi is an effective learning model that significantly supports the development of students' language abilities. conclusion ndraha (2022) discovered that the savi technique, which integrates somatic, auditory, visual, and cognitive elements, significantly enhanced students' speaking skills. this method stimulates multiple senses during the learning process, promoting active engagement. students engage with english through diverse modalities, including physical interaction via role-playing and other activities, visual engagement through images and videos, and cognitive involvement through tasks that promote critical thinking. the integration of these sensory components fosters a more immersive and interactive environment, thereby enriching the educational experience and increasing its enjoyment. consequently, students cultivate confidence in their speaking skills and enhance their proficiency in utilizing english across leni mardiah napitupulu & benni ichsanda rahman the influence of savi (somatic, auditory, visual, and intellectual) learning model activities in improving student’s speaking skills 448 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 3 5 4 5 0 ) diverse contexts. research indicates that students' speaking abilities significantly enhance with the implementation of the savi learning model. this model promotes a more interactive and thorough learning experience, prompting researchers to advocate its use among educators to improve students' speaking skills. the utilization of technological instruments, including laptops, projectors, and various media tools, can enhance the quality of instruction. educators can enhance lesson engagement and relevance for students by incorporating films, videos, or role-playing scenarios encompassing auditory, visual, and kinaesthetic elements. this aids students in acquiring new vocabulary and enhances their comprehension of english. students' linguistic development can be improved by integrating conventional techniques with contemporary technology. acknowledgment with deep humility, the researcher extends heartfelt gratitude, first and foremost, to allah, whose endless blessings and guidance have illuminated every step of this journey. a special thanks goes to my beloved parents and dedicated teachers, whose unwavering support, wisdom, and encouragement have been the cornerstone. i am profoundly grateful to my friends, whose steadfast belief in me has been a constant source of strength and inspiration. references agustina, f. (2023). improving students' critical thinking skills in science subject theme 7 using a combination of pbl, savi, make a match models in class iv sdn belitung utara 3 banjarmasin. journal of social education and counseling, 1(3), 841-852. bean, j. c., & melzer, d. (2021). ideas que involucran: la guía del profesor para integrar la escritura, el pensamiento crítico y el aprendizaje activo en el aula. john wiley & sons. bennett, b. c. (2020). el trabajo somático de thomas hanna, tai chi y kinesiología. kinesiology review, 9(3), 236-244. blumenfeld, p. c., soloway, e., marx, r. w., krajcik, j. s., guzdial, m., & palincsar, a. (1991). motivar el aprendizaje basado en proyectos: sostener la acción, apoyar el aprendizaje. psicólogo educativo, 26(3-4), 369-398. brown, h. d. (2007). enseñanza por principios: un enfoque interactivo de la pedagogía del lenguaje. ny: person education. burns, a., & seidlhofer, b. (2019). hablar y pronunciación. en una introducción a la lingüística aplicada (pp. 240-258). routledge. celce-murcia, m. (1996). enseñar pronunciación: una referencia para profesores de inglés para hablantes de otros idiomas. cambridge up. dick, w., & carey, l. (1985). el diseño sistemático de la instrucción (2nd ed.). glenview, il: scott, foresman. graham, c. r. (2006). sistemas de aprendizaje combinado. el manual del aprendizaje combinado: perspectivas globales, diseños locales, 1, 3-21 hamsiah, a., & asdar, a. (2023). el impacto del modelo de aprendizaje savi en las habilidades de habla de los estudiantes de niveles elementales. al-ishlah: jurnal pendidikan, 15(3), 2985-2995. hughes, a. (2003). evaluación para profesores de idiomas. cambridge: cambridge university press. jenkins, j. (2000). la fonología del inglés como lengua internacional. oxford university press. johnson, d. w., johnson, r. t., & smith, k. a. (2008). aprendizaje cooperativo. minneapolis, mn, 88. joyce, b., weill, m. 2009. modelos de enseñanza. nueva delhi: prentice hall de india. kemmis, s., mctaggart, r., & nixon, r. 2014. el planificador de investigación-acción: haciendo investigación-acción participativa crítica. singapur: springer. kemp, jerrold e. 1995. the process of instructional design. bandung: itb leni mardiah napitupulu & benni ichsanda rahman the influence of savi (somatic, auditory, visual, and intellectual) learning model activities in improving student’s speaking skills 449 | v o l . 8 , n o . 2 , 2 0 2 4 ( 4 3 5 4 5 0 ) leksono, i. p., & cholid, a. (2019). el trabajo del modelo savi, el modelo de aprendizaje directo y la motivación para aprender para aumentar los resultados de aprendizaje de los estudiantes de primaria. revista internacional de tecnología educativa, 6(2), 2935. marchand, t. h. (2008). músculos, moral y mente: aprendizaje artesanal y la formación de la persona. british journal of educational studies, 56(3), 245-271. meier, dave. 2000. el manual de aprendizaje acelerado: una guía creativa para diseñar y ofrecer programas de formación más rápidos y efectivos. nueva york: the mcgrawhill companies inc. nation, i. s. p. (2001). aprender vocabulario en otro idioma. natsir, t., rasyid, a. r., & bassey, s. a. (2023). el modelo de aprendizaje savi y las habilidades del siglo xxi: desarrollando el pensamiento crítico, la colaboración y la creatividad en estudiantes de escuelas técnicas vocacionales. revista internacional de medio ambiente, ingeniería y educación, 5(1), 27-34. ndraha, j. p., sembiring, n., & sari, a. s. p. (2022). mejorando la habilidad de habla de los estudiantes de octavo grado de smp anastasia a través del método somático auditivo visualización e intelectual (savi) en el año académico 2021/2022. kairos english language teaching journal, 58-70. newton, j. m., & nation, i. s. (2020). enseñanza de la escucha y el habla en esl/efl. routledge. nowicka, a., & wilczyńska, 2011. hablar y la adquisición de lenguas extranjeras instruidas. multilingual mahers: bristol. richards, j. c., & schmidt, r. w. (2013). longman dictionary of language teaching and applied linguistics. routledge rijal, s., & arifah, n. (2020). la implementación de savi (somático, auditivo, visual e intelectual) para aumentar la habilidad en la estructura del inglés de los estudiantes en el departamento de educación en inglés. educación en inglés: revista de enseñanza e investigación del inglés, 5(1), 25-31. savery, j. r., & duffy, t. m. (1995). aprendizaje basado en problemas: un modelo instruccional y su marco constructivista. tecnología educativa, 35(5), 31-38. simbolon, n., silaban, r., & simanjuntak, e. (2020, june). el uso del modelo savi para mejorar los resultados de aprendizaje temático en estudiantes de primaria. en actas de la 2ª conferencia internacional de educación científica en la revolución industrial 4.0, iconseir, 17 de diciembre de 2019, medan, sumatra del norte, indonesia. tomlinson, c. a. (2014). el aula diferenciada: respondiendo a las necesidades de todos los aprendices. ascd. english franca academic journal of english language and education https://doi.org/10.29240/ef.v8i2.11400 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 8, no 2, 2024, page 303-318 article info: http://journal.iaincurup.ac.id/index.php/english received 24 april 2024; received in revised form 10 july 2024; accepted 24 august 2024, available online 24 november 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license copyright (c) 2024 author the scholars’ perceptions of integrating popular culture into academic speaking and writing suciana wijirahayu¹, shifa ananda², narina ringo³,galih aprinanda yunus4, yessy yanita sari5 ¹²45univesitas muhammadiyah prof. dr. hamka, jakarta, indonesia ³north eastern federal university, russia corresponding email: sucianawijirahayu@uhamka.ac.id to cite this article: wijirahayu, s. (2024). the scholars’ perceptions of integrating popular culture into academic speaking and writing. english franca : academic journal of english language and education, 8(2), 303–318. https://doi.org/10.29240/ef.v8i2.11400 introduction the integration of popular culture into language learning has emerged as a powerful tool for enhancing language acquisition and cultural understanding. by leveraging music, films, television shows, and social media, educators can create engaging and culturally relevant learning experiences. this approach offers numerous benefits, including increased motivation, improved language skills, and deeper cultural insights. in an era characterized by rapid technological advancements and global interconnectedness, the method we employ to educate the next generation must adapt to meet the ever-evolving needs of our students. teaching and learning a language pose significant challenges for pre-service teachers, particularly concerning the contrast between popular culture and traditional textbook-based approaches. popular culture's complex character makes it deeply ingrained in daily life, representing the forefront of broadly accessible culture communicated through mass media. as wijirahayu, dhani, and ayundhari (2019) noted, one element of popular culture can influence changes in other elements. it now plays a pivotal role in various aspects of everyday existence, including entertainment, fashion, and its potential impact on education and society's knowledge accessibility. abstract. this research explores the impact of integrating popular culture elements such as music, film, and social media on language acquisition and overall student learning. through surveys and questionnaires, the study examines students' perceptions of pop culture's role in their educational journey. a survey was conducted with 36 pre-service teachers at a private university in jakarta to support this research. a descriptive statistical analysis of the data is conducted to identify trends and patterns in learner experiences.this study argues that popular culture, with its wealth of authentic materials, can serve as a valuable tool for effective teaching and learning for pre-service teachers in the efl context. while recognizing the potential benefits of increased engagement and cultural understanding, the research also addresses challenges like limited vocabulary exposure and the need for careful material selection. ultimately, this study aims to promote the effective integration of popular culture into efl academic speaking and writing classrooms by identifying best practices and addressing the diverse needs of learners. the findings of this study have the potential to further motivate pre-service teachers to engage in english language teaching and learning, as well as enhance their communicative and socio-cultural competence. keywords: popular culture, efl, pre-service teachers https://doi.org/10.29240/ef.v8i2.11400 https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:sucianawijirahayu@uhamka.ac.id https://doi.org/10.29240/ef.v8i2.11400 suciana wijirahayu the scholars’ perceptions of integrating popular culture into academic speaking and writing 304 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 0 3 3 1 8 ) by tapping into learners' existing interests and cultural references, popular culture can bridge the gap between formal classroom instruction and informal language learning experiences. popular culture offers authentic language input, exposing learners to real-world language use and cultural nuances. engaging with familiar and enjoyable cultural products can significantly boost learners' motivation and create a more enjoyable learning experience. analyzing popular culture texts can help learners develop critical thinking skills and a deeper understanding of different cultures. in this study, we argue for the crucial role of popular culture's effectiveness in teaching and learning the english language as a pre-service teacher. embracing popular culture in language education can lead to a more engaging and successful learning experience. when utilizing popular culture in language learning, it is crucial to consider ethical implications, such as copyright issues (csomay, e., & young, r., 2020) and potential cultural biases (jang, k., 2020). additionally, empowering learners to choose their popular culture materials can foster autonomy and personalization in language learning. to maximize the benefits of popular culture, teachers need adequate training to effectively integrate it into their classrooms. this includes developing critical media literacy skills and understanding how to adapt popular culture materials to different language learning contexts(wooten, j., geerling, w., & calma, a., 2020). while the integration of popular culture into language education has been explored in various studies, this research offers a unique contribution by directly surveying english language learners; this study provides firsthand insights into their perceptions and experiences. this approach offers a more authentic and nuanced understanding of the impact of pop culture on language learning. the study emphasizes the importance of considering learners' literacy levels when integrating pop culture into language education. by tailoring instruction to different literacy levels, educators can ensure that all learners can benefit from this approach. the study delves into the specific ways in which pop culture can enhance language proficiency and cultural understanding. by analyzing learner perceptions, the research can identify the key factors that contribute to these positive outcomes. by addressing these aspects, this study offers a novel perspective on the use of popular culture in language learning, contributing to the ongoing discourse on effective language teaching methodologies. by addressing these factors, we can harness the power of popular culture to create more engaging and effective language learning experiences. how do language learners perceive the use of popular culture in their language-learning process? what are their attitudes towards this approach, and how does it impact their motivation and engagement? by exploring these questions, we can gain valuable insights into the potential of popular culture to revolutionize language education. theoretical framework learning english through pop culture is a dynamic and engaging approach to language acquisition. it capitalizes on the idea that students are more receptive to learning when exposed to the language in a fun and relatable context (wijirahayu et al., 2024). popular culture, encompassing music, movies, television shows, and books, provides a rich environment for language learning. students can watch movies and tv shows in english, followed by classroom discussions, fostering both language skills and cultural understanding (šindelář, j., 2022), listen to music in english, analyze the lyrics to expand vocabulary and grasp word meanings. they can also read books in english and participate in class discussions, refining their comprehension of the language and its cultural nuances. by integrating these elements, learning english becomes an enjoyable and effective journey, fostering language fluency and cultural awareness. popular culture and language learning popular culture, a pervasive force in contemporary society, offers a rich and engaging resource for language learning. defined as a set of shared practices and beliefs that are widely disseminated through mass media (rets, 2016), popular culture can be integrated into suciana wijirahayu the scholars’ perceptions of integrating popular culture into academic speaking and writing 305 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 0 3 3 1 8 ) language classrooms to enhance motivation, cultural understanding, and language proficiency. early research (cheung, 2001) recognized the potential of popular culture in language education, focusing on specific elements like music, films, games, and technology (wijirahayu & sutiwan, 2023; visco, 2018; sherry & lawrence, 2019; dewan, murshed, & lin, 2019; wijirahayu & roza, 2022). more recent studies have broadened this perspective to explore the broader implications of popular culture for language teaching (cheung, 2001). pre-service teachers, as future educators, play a crucial role in shaping the next generation of language learners. their understanding and willingness to incorporate popular culture into their teaching practices can significantly impact student engagement and learning outcomes. however, various factors, including educational systems, teacher preparation programs, and individual teacher motivation, can influence their adoption of innovative teaching methods. by understanding the potential benefits of popular culture and addressing the challenges associated with its integration, pre-service teachers can effectively leverage this valuable resource to create dynamic and effective language learning environments. leveraging popular culture for effective english language learning popular culture offers a dynamic and engaging approach to learning english. by incorporating various forms of media into language learning, students can enhance their skills in multiple areas. watching movies and tv shows in english improves listening comprehension (dilsado, 2024). reading books, magazines, and other written materials enhances reading skills. listening to english music helps improve pronunciation and vocabulary acquisition. additionally, interacting with native english speakers on social media provides opportunities to practice speaking and writing skills in real-world contexts. by leveraging popular culture, language learners can make the learning process more enjoyable, effective, and relevant to their interests. this paper delves into the multifaceted relationship between popular culture and english language acquisition (ohmann, r., 2022). it explores various methodologies for utilizing popular culture as a powerful tool to not only facilitate english learning but also to cultivate a genuine passion for the language among learners. the research examines a wide range of popular culture mediums, including music, film, television, and social media. it analyzes how each medium can be strategically integrated into language learning activities to create engaging and effective experiences. additionally, the paper explores various pedagogical approaches, such as the use of authentic materials (chachi, m. r., 2022) and the creation of interactive activities based on current trends. some approaches relate to popular culture. communicative language teaching (clt) is an approach to language instruction that emphasizes the use of language for real-world communication. it focuses on developing learners' communicative competence by providing opportunities to interact in meaningful contexts. clt is grounded in the belief that language is a tool for communication, and learning should be purposeful and meaningful (santos, 2020). task-based language teaching (tblt) is an approach to language instruction that emphasizes the use of authentic tasks to promote language learning. this method is rooted in the belief that language learning is most effective when it is meaningful and purposeful (lambert, 2019). throughout the task, the teacher monitors the student's progress, providing feedback and guidance as needed. the focus is on the process of completing the task, rather than on achieving a perfect product. at the end of the task, the teacher can facilitate a class discussion to review the language used and to identify any areas for further practice (cutrone, 2024; makori, 2024). content-based instruction (cbi) is a language teaching approach that integrates language learning with subject-matter instruction. instead of teaching language skills in isolation, cbi uses content from academic subjects such as science, history, or literature as the vehicle for language learning (sariani, 2022). by immersing learners in authentic content, cbi fosters language acquisition in a meaningful and contextualized way. it helps learners develop both language skills and subject-matter knowledge simultaneously. suciana wijirahayu the scholars’ perceptions of integrating popular culture into academic speaking and writing 306 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 0 3 3 1 8 ) advantages of popular culture popular culture can significantly enhance language learning by making it more engaging and effective. by incorporating elements of popular culture, such as music, films, tv shows, and social media, educators can create dynamic and culturally relevant learning experiences. one of the primary advantages of using popular culture in language learning is its ability to increase learner engagement. by tapping into learners' interests and preferences, educators can foster motivation and enthusiasm, leading to a more positive learning experience (leyn, t., wolf, r., abeele, m., & marez, l., 2021; dietrich, n., jimenez, m., souto, m., harrison, a., coudret, c., & olmos, e., 2021). popular culture provides authentic language input, exposing learners to real-world language use and cultural nuances. this exposure can significantly improve learners' language skills, including listening, speaking, reading, and writing (leyn, t., wolf, r., abeele, m., & marez, l., 2021; labuschagne, v., & burger, e., 2022). by exploring popular culture, learners can gain valuable insights into the culture of english-speaking countries. this can help them develop cultural awareness and intercultural competence, fostering a deeper understanding of different cultures and perspectives. some pop culture content may be unsuitable for language learners, particularly younger learners, due to explicit language or themes. to mitigate the disadvantages, it is crucial to carefully select and curate pop culture materials, providing guidance and support to learners as they engage with these resources. by combining the advantages of pop culture with effective teaching strategies, educators can create engaging and effective language learning experiences. material and method this research delves into the integration of popular culture into english language learning classrooms. by examining the evolution of language teaching methodologies and the increasing role of pop culture. through this comprehensive exploration, the research seeks to provide valuable insights into the potential and challenges associated with pop culture integration, ultimately informing future pedagogical practices. this study employed a descriptive quantitative research approach, utilizing surveys or questionnaires to collect data from english language learners who have used pop culture to learn english. this method allows for the collection of numerical data that can be statistically analyzed to identify trends and patterns in learner experiences. by analyzing this data, the study aims to gain a deeper understanding of the impact of pop culture on english language learning. the potential indicators of the survey instrument are the frequency of pop culture consumption, perceived effectiveness of pop culture in language learning, motivation and engagement, challenges and limitations, and teacher preparedness and training. data for this study was collected through a 10-item survey questionnaire. this questionnaire was designed to assess pre-service teachers' perceptions of incorporating popular culture into english language teaching and learning. participants were selected from a class on public speaking and scientific writing in english education at a private university in jakarta. a total of 36 pre-service teachers participated in the study. the survey covered a range of topics, including the definition and characteristics of popular culture. the representation of popular culture in classroom materials. pre-service teachers' awareness of the benefits of using popular culture. specific activities based on popular culture materials. the survey aimed to gain insights into pre-service teachers' perspectives on integrating popular culture into english language instruction. results and discussion positive impact of pop culture on learning english suciana wijirahayu the scholars’ perceptions of integrating popular culture into academic speaking and writing 307 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 0 3 3 1 8 ) the research findings demonstrate a strong interest in pop culture integration for learning english, with over 58% of learners finding it particularly appealing in public speaking classes. students report that pop culture makes the learning process more engaging and enjoyable, leading to increased motivation and active class participation. this resonates with the concept that integrating relevant interests and daily life experiences into learning materials can significantly boost student motivation (lee et al., 2017). figure 1 students’ understanding of pop culture the study also highlights the diverse perspectives on the definition of pop culture. some pre-service teachers view it as encompassing "new ways, patterns, and systems of cultural experiences, trends, entertainment, and social media," suggesting a dynamic and ever-evolving nature heavily influenced by contemporary trends and media. interestingly, a few participants associated pop culture primarily with "globalization, western culture, and mainstream media." this highlights the need for educators to consider the varying viewpoints on pop culture within their student population. by incorporating a diverse range of pop culture materials that cater to these varied definitions and interests, teachers can create a more inclusive and engaging learning environment. a significant portion of respondents (27.8%) expressed neutrality towards the concept of popular culture, suggesting a limited understanding or familiarity with the term. additionally, 13.9% of respondents admitted to being unfamiliar with the concept altogether. the participants' definitions of popular culture varied. some viewed it as a dynamic and everevolving phenomenon encompassing "new ways, patterns, and systems of cultural experiences, trends, entertainment, and social media." this perspective highlights the broad scope of popular culture and its constant adaptation to changing societal trends. others associated popular culture with "globalization, technology, western culture, and mainstream media." this perspective emphasizes the global reach and influence of popular culture, particularly western cultural products and trends. understanding these diverse perspectives is crucial for effectively integrating popular culture into language teaching practices. by acknowledging the varying levels of familiarity and understanding, educators can tailor their approach to meet the needs and interests of their students. the survey results suggest a widespread recognition of the concept of popular culture among the participants. it expressed interest in utilizing pop culture for language learning, highlighting its prevalence and familiarity (wijirahayu et.al, 2024). this establishes a baseline understanding of the concept, allowing us to delve deeper into the participants' specific perspectives on its definition and application in language learning. the role of pop culture in english language teaching 10,80% 48,60% 27% 13,50% 0% i am familiar with the term of "popular culture" strongly agree agree neutral disagree strongly disagree suciana wijirahayu the scholars’ perceptions of integrating popular culture into academic speaking and writing 308 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 0 3 3 1 8 ) the integration of popular culture into classroom activities is crucial for effective english language teaching. the survey results indicate that a significant majority of respondents (58.3%) agree, with 8.3% strongly agreeing that popular culture can be effectively incorporated into classroom materials. this suggests a widespread recognition of its potential to enhance language learning. this investigates the learners' past exposure to pop culture integration within their english language learning. the survey results indicate a positive perception of using popular culture in the classroom this also suggests a widespread recognition of the potential benefits of using popular culture to enhance learning experiences. while 36.1% of respondents remained neutral, the overall trend indicates a positive sentiment toward the integration of popular culture in education. this indicates a need for comprehensive training and guidance for educators to effectively utilize popular culture in their classrooms. by providing teachers with the necessary tools and strategies, we can maximize the benefits of pop culture while mitigating potential challenges. this aligns with the increasing recognition of popular culture's influence on contemporary society and its potential to engage learners. pop culture is considered an effective tool for language learning due to its relevance to learners' lives, particularly for younger generations. by incorporating pop culture elements into english language instruction, teachers can create more engaging and relatable learning environments, boosting student motivation and interest (stratton, 2019). furthermore, pop culture offers authentic language exposure, cultural insights, and opportunities for critical thinking, all of which are essential for language acquisition. these findings align with other research demonstrating the positive impact of pop culture on language learning outcomes. students in this study who engage with pop culture in their language learning often exhibit increased motivation and active class participation. figure 2 perceptions of popular culture in the classroom the relevance of the materials to their interests and daily lives fuels their desire to learn. they believe that elements such as movies, songs, games, social media, and technology can enhance the learning process. this aligns with previous research (wijirahayu & sutiwan, 2023; visco, 2018; sherry & lawrence, 2019; dewan, murshed, & lin, 2019; suciana wijirahayu the scholars’ perceptions of integrating popular culture into academic speaking and writing 309 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 0 3 3 1 8 ) wijirahayu & roza, 2022; ata & yıldırım, 2019) that has highlighted the effectiveness of integrating specific aspects of popular culture into language instruction. the importance of pop culture integration it explored the learners' belief in the overall value of pop culture as a learning tool. the survey results reveal a strong endorsement for integrating popular culture into english language learning. a sizable majority (80%) of respondents agreed, with 20% indicating strong agreement. this highlights a clear consensus that popular culture is a valuable tool in the educational process. figure 3 the importance of pop culture integration in english teaching and learning this positive sentiment stems from the recognition of popular culture's relevance and influence on learners' lives, particularly younger generations. by incorporating pop culture elements like movies, songs, games, and social media, teachers can create engaging and relatable learning environments. this fosters student motivation and interest in learning english (stratton et al., 2019). additionally, pop culture provides authentic language exposure, cultural insights, and opportunities for critical thinking, all crucial aspects of effective language acquisition. the relatively small percentage (14.3%) remaining neutral suggests that the value of pop culture integration is generally well-accepted. this positive sentiment aligns with the growing body of research supporting the effectiveness of this approach. learner perceptions of pop culture's impact on language learning the survey results overwhelmingly support the integration of popular culture into english language learning, with 86.1% of respondents agreeing. this strong endorsement suggests that learners recognize the positive impact of pop culture on their language acquisition. by incorporating elements of popular culture, such as music, movies, and social media, learners are exposed to authentic language use, cultural nuances, and real-world contexts. this can enhance motivation, engagement, and overall language proficiency. to effectively integrate popular culture into academic discourse, it is crucial to consider the literacy levels of learners. as ata and yıldırım (2019) argue, learners with varying levels of literacy may require different pedagogical approaches to fully engage with popular culture texts. by tailoring instruction to the specific needs of learners, educators can help students develop the critical thinking and analytical skills necessary to critically analyze and evaluate popular culture. suciana wijirahayu the scholars’ perceptions of integrating popular culture into academic speaking and writing 310 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 0 3 3 1 8 ) figure 4 perceived impact of pop culture the relatively low percentage of respondents (11.1%) remaining neutral suggests that the value of using popular culture in english language instruction is widely recognized and accepted. this positive sentiment underscores the potential of pop culture to transform language learning into a more enjoyable and effective experience. sustaining language learning with pop culture the survey results indicate that learners have a strong interest in continuing to use pop culture materials for their future language learning. this suggests that the positive impact of pop culture on language acquisition can be sustained beyond the classroom. figure 5 support for pop culture integration the survey results indicate strong support for integrating popular culture resources into english language teaching and learning. a significant majority (86.1%) of respondents agree suciana wijirahayu the scholars’ perceptions of integrating popular culture into academic speaking and writing 311 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 0 3 3 1 8 ) or strongly agree with this approach. this positive sentiment highlights the potential benefits of using popular culture to enhance language acquisition. by incorporating elements like songs, films, and technology, educators can create more engaging and relevant learning experiences. this can boost student motivation and interest, making language learning more enjoyable. additionally, popular culture provides authentic language exposure and cultural insights, fostering a deeper understanding of the target language and culture. the relatively low percentage of respondents (11.1%) remaining neutral suggests a general acceptance of this approach. this positive outlook supports the notion that popular culture can be a valuable tool in the english language classroom. online discussion forums have emerged as a valuable tool for facilitating student interaction and engagement. wilton & brett (2020) provides a comprehensive overview of the theoretical foundations and practical applications of this pedagogical approach. by carefully designing and moderating online discussions, instructors can create opportunities for students to share ideas, ask questions, and develop critical thinking skills. the power of pop culture in language learning the survey results provide valuable insights into learners' perceptions of the benefits of integrating pop culture into language learning. the overwhelming majority of respondents (91.7%) expressed agreement or strong agreement, indicating a clear understanding of the potential advantages. by incorporating elements of popular culture, learners can benefit from increased motivation, enhanced language skills, and a deeper cultural understanding. it results overwhelmingly support the integration of popular culture materials into english language teaching and learning and highlight the widespread recognition of the potential benefits of this approach. the quality of pre-service teacher education programs has a significant impact on the quality of teaching and learning in schools. zein (2019) highlights the need for policy reforms to improve the preparation of primary school english teachers in indonesia. by addressing the challenges faced by pre-service teachers, policymakers can contribute to the development of a more effective and equitable education system. figure 6 understanding of pop culture benefits this positive sentiment aligns with growing research that demonstrates the effectiveness of using popular culture in educational settings. by incorporating elements of suciana wijirahayu the scholars’ perceptions of integrating popular culture into academic speaking and writing 312 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 0 3 3 1 8 ) popular culture, such as music, movies, and social media, teachers can create engaging and relevant learning experiences. the concept of habitus, as proposed by pierre bourdieu, offers a valuable lens for understanding the complex interplay of social, cultural, and personal factors that shape teachers' pedagogical practices. makori (2024) explores how habitus influences the way pre-service science teachers approach teaching and learning. by recognizing the role of habitus, teacher educators can develop innovative approaches to prepare pre-service teachers for the challenges and opportunities of contemporary science education. this fosters student motivation, enhances language acquisition, and promotes cultural understanding. the relatively low percentage of respondents (8.3%) remaining neutral suggests that the value of using popular culture in english language instruction is widely accepted. this positive outlook underscores the growing recognition of pop culture's influence on modern society and its potential to enrich the learning experience. the connection between pop culture and daily life the survey also explored learners' perceptions of the link between pop culture and daily life and its relevance to language learning. by understanding how learners connect pop culture to their personal experiences, educators can tailor their teaching strategies to create more meaningful and engaging learning experiences. the results indicate a moderate level of agreement regarding the importance of popular culture in english language teaching and learning. while 52.8% of respondents agree with this statement, a significant portion (30.6%) remains neutral, suggesting a nuanced perspective. however, a notable 13.9% strongly agree, highlighting the potential benefits of integrating popular culture into language instruction. figure 7 connection to daily life popular culture can undoubtedly influence everyday life, particularly for younger generations. by incorporating elements of popular culture into language learning, educators can create more engaging and relevant learning experiences. this can lead to increased motivation, enhanced language acquisition, and a deeper understanding of cultural nuances. however, it is important to approach the integration of popular culture with care and consideration. not all popular cultural materials are suitable for educational purposes. educators must carefully select materials that are aligned with learning objectives, are culturally sensitive, and promote positive values. to facilitate active learning and critical thinking, educators can employ strategies that put students in the game. as sherry and suciana wijirahayu the scholars’ perceptions of integrating popular culture into academic speaking and writing 313 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 0 3 3 1 8 ) lawrence (2019) argue, experiential learning approaches can enhance student engagement and motivation. by providing opportunities for students to apply their knowledge and skills in real-world contexts, educators can help them develop deeper understanding and critical thinking abilities. additionally, providing guidance and support to students is essential to help them critically analyze and interpret popular culture messages. the neutral responses from a significant portion of respondents highlight the need for a balanced approach. while popular culture can be a powerful tool for language learning, it should be used judiciously and integrated into the curriculum in a meaningful way. by carefully considering the potential benefits and challenges, educators can effectively leverage popular culture to enhance language learning outcomes. learner perceptions of pop culture-based activities the survey results provide valuable insights into learners' perceptions of the effectiveness of specific activities based on popular culture materials. by understanding how learners experience these activities, educators can tailor their instruction to maximize engagement and learning outcomes. it indicates a moderate level of support for the effectiveness of popular culture-based activities in the english language classroom. a majority of respondents (69.5%) expressed agreement or strong agreement, highlighting the potential benefits of this approach. figure 8 the impact of pop culture-based activities this positive sentiment aligns with research that demonstrates the effectiveness of using popular culture materials in education. by incorporating elements of pop culture, teachers can create engaging and relevant learning experiences, motivating students and fostering language acquisition. however, it is important to acknowledge that the success of these activities depends on careful planning and implementation. educators must select appropriate materials, provide clear instructions, and offer support to ensure that students can fully benefit from these activities. the neutral stance of 25% of respondents may reflect a need for more specific guidance on how to effectively integrate popular culture into language instruction. their findings suggest that while teachers recognize the importance of culture, they often encounter difficulties in effectively incorporating it into their lessons. the integration of culture into efl classrooms has been a topic of much discussion and debate. baltaci & tanis (2018) explored the perceptions and challenges faced by pre-service and in-service english teachers in this suciana wijirahayu the scholars’ perceptions of integrating popular culture into academic speaking and writing 314 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 0 3 3 1 8 ) regard. by providing practical examples and strategies, educators can overcome potential challenges and maximize the benefits of pop culture-based activities. learner autonomy and pop culture the survey also assessed learners' comfort level in independently using pop culture materials for their learning. this information provides insights into the extent to which learners can take ownership of their language learning and utilize pop culture resources effectively. the results overwhelmingly support the use of popular culture materials for learning english. a significant majority (83.3%) of respondents expressed agreement or strong agreement, demonstrating a strong belief in the effectiveness of this approach. figure 9 comfort level with pop culture this widespread endorsement aligns with the growing recognition of popular culture's influence on language learning. by incorporating elements such as songs, movies, and social media, educators can create engaging and relevant learning experiences. this fosters motivation, enhances language acquisition, and provides cultural insights. the relatively low percentage of respondents (13.9%) remaining neutral suggests that the use of popular culture in english language learning is generally well-accepted and considered a valuable approach (cutrone, 2024). challenging and promoting pop culture in language teaching the survey results highlight learners' awareness of the potential benefits of integrating pop culture into language learning. by incorporating elements of popular culture, learners can enhance their language skills, cultural understanding, and overall learning experience. this aligns with the growing recognition of pop culture as a valuable tool for language education. it strongly supports the integration of popular culture into language classrooms. a significant majority of respondents (75%) express agreement or strong agreement, dispelling stereotypes about the value of pop culture in education. by incorporating popular culture elements like songs, movies, and social media, teachers can create engaging and relevant learning experiences. these materials can motivate students, enhance their language skills, and foster critical thinking. music can be a powerful tool for engaging students and enhancing their learning experiences. viscom (2018) explores the use of music to connect curriculum and improve literary analysis skills. by incorporating music into lessons, educators can create a more dynamic and engaging learning environment that motivates students and helps them develop a deeper understanding of the text. suciana wijirahayu the scholars’ perceptions of integrating popular culture into academic speaking and writing 315 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 0 3 3 1 8 ) figure 10 awareness of advantages however, it's crucial to select and use pop culture materials thoughtfully. teachers should align them with specific learning objectives, consider age appropriateness, and guide students to critically analyze the messages conveyed. by doing so, educators can harness the power of popular culture to create dynamic and effective language learning environments. conclusion this research underscores the potential of popular culture to significantly enhance english language teaching and learning. by integrating elements of popular culture, such as music, movies, and social media, educators can create more engaging and relevant learning experiences. this approach can foster student motivation, enhance language acquisition, and promote cultural understanding. the findings of this study provide valuable insights into learners' perceptions of using popular culture in their language learning journey. the overwhelming majority of respondents expressed positive attitudes toward the integration of pop culture into language instruction. they recognized the potential of popular culture to enhance motivation, engagement, and language acquisition. this suggests that pre-service teachers value the role of popular culture in language education. however, it is essential to provide adequate training and support to equip educators with the necessary skills to effectively integrate popular culture into their teaching practices. by addressing potential challenges, such as selecting appropriate materials and designing meaningful activities, teachers can maximize the benefits of this approach. learners highlighted the following benefits of using pop culture. (1) pop culture can make language learning more enjoyable and relevant to learners' interests. (2) exposure to authentic language through pop culture can improve listening, speaking, reading, and writing skills. (3) pop culture provides insights into different cultures and helps learners develop intercultural competence. (4) analyzing pop culture texts can foster critical thinking and problem-solving skills. however, it is important to note that the effectiveness of using pop culture in language learning depends on careful selection and integration of materials. teachers should consider factors such as ageappropriateness, cultural sensitivity, and specific learning objectives. by thoughtfully incorporating pop culture into language instruction, educators can create more engaging and effective learning experiences. future research should explore the long-term impact of using popular culture on language learning outcomes. additionally, further investigation is needed to examine the specific strategies and techniques that are most effective in different contexts and with diverse learners. by building on the insights gained from this study, educators can continue to innovate and improve language teaching practices. suciana wijirahayu the scholars’ perceptions of integrating popular culture into academic speaking and writing 316 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 0 3 3 1 8 ) acknowledgment this research was funded by a grant from the ministry of education, culture, research, and technology of indonesia 105/e5/pg.02.00.pl/2024, 812/ll3/al.04/2024, 110/f.03.07/2024. references ata, r., & yıldırım, k. (2019). exploring turkish pre-service teachers’ perceptions and views of digital literacy. education sciences, 9(1), 40. baltaci, h. s., & tanis, s. (2018). the place of culture in efl classes: perceptions and challenges of pre-service and in-service english teachers. online submission, 6(2), 260-272. cheung, c. k. (2001). the use of popular culture as a stimulus to motivate secondary students' english learning in hong kong. elt journal, 55(1), 55-61. dewan, m., murshed, m., & lin, f. (2019). engagement detection in online learning: a review. smart learning environments, 6(1), 1-20. cutrone, p., & beh, s. (2024). the effects of task-based instruction on japanese efl learners’ communicative confidence and willingness to communicate. international journal of tesol studies. https://doi.org/10.58304/ijts.20240102. chachi, m. r. (2022). a thesis submitted in partial fulfilment of the requirements for a master degree in applied language studies efl teachers’ awareness: bridging the gap between the target culture aspects and the pedagogical techniques for culture instruction. https://doi.org/10.13140/rg.2.2.28004.76162. csomay, e., & young, r. (2020). language use in pop culture over three decades: a diachronic keyword analysis of star trek dialogues. international journal of corpus linguistics, 26. https://doi.org/10.1075/ijcl.00037.cso. dietrich, n., jimenez, m., souto, m., harrison, a., coudret, c., & olmos, e. (2021). using popculture to engage students in the classroom. journal of chemical education, 98. https://doi.org/10.1021/acs.jchemed.0c00233 dilsado, a. (2024). teaching english as a foreign language. international journal of pedagogics, 4, 55–57. https://doi.org/10.37547/ijp/volume04issue01-11. gajdoš, s. m., & korpaš, o. l. (2019). popular culture in the classroom: the art of having fun and learning. методички видици, 10(10), 227. https://doi.org/10.19090/mv.2019.10.211-227. gertner, r. k. (2019). the impact of cultural appropriation on destination image, tourism, and hospitality. thunderbird international business review, 61(6), 873– 877. https://doi.org/10.1002/tie.22068. jang, k. (2020). creating the sacred places of pop culture in the age of mobility: fan pilgrimages and authenticity through performance. journal of tourism and cultural change, 18, 42–57. https://doi.org/10.1080/14766825.2020.1707463 lambert, c. (2019). chapter 6 : educational perspectives on task-based language teaching 1. lee, s., song, h., lee, c.-k., & petrick, j. f. (2017). an integrated model of pop culture fans’ travel decision-making processes. journal of travel research, 57(5), 687–701. https://doi.org/10.1177/0047287517708619 leyn, t., wolf, r., abeele, m., & marez, l. (2021). in-between child’s play and teenage pop culture: tweens, tiktok & privacy. journal of youth studies, 25, 1–18. https://doi.org/10.1080/13676261.2021.1939286. labuschagne, v., & burger, e. (2022). understanding the travel motivations of pop culture fans. enlightening tourism. a pathmaking journal, 12, 243–271. https://doi.org/10.33776/et.v12i1.5464 makori, h. k. (2024). teaching as enactment of habitus: preparing preservice science teachers for new ways of teaching science. https://doi.org/10.31274/td-20240329-727 https://doi.org/10.58304/ijts.20240102 https://doi.org/10.13140/rg.2.2.28004.76162. https://doi.org/10.1075/ijcl.00037.cso https://doi.org/10.1021/acs.jchemed.0c00233 https://doi.org/10.37547/ijp/volume04issue01-11 https://doi.org/10.1002/tie.22068. https://doi.org/10.1080/14766825.2020.1707463 https://doi.org/10.1177/0047287517708619 https://doi.org/10.1080/13676261.2021.1939286. https://doi.org/10.33776/et.v12i1.5464 https://doi.org/10.31274/td-20240329-727 suciana wijirahayu the scholars’ perceptions of integrating popular culture into academic speaking and writing 317 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 0 3 3 1 8 ) ohmann, r. (2022). teaching note: reading the romance; women, patriarchy, and popular literature. radical teacher, 123, 26–27. https://doi.org/10.5195/rt.2022.1039. santos, l. m. d. (2020). the discussion of communicative language teaching approach in language classrooms. journal of education and e-learning research, 7(2), 104– 109. https://doi.org/10.20448/journal.509.2020.72.104.109. sariani, sariani & yaningsih, yaningsih & rozi, fazrol. (2022). implementing content-based instruction on efl student's writing through technology-enhanced language teaching. education quarterly reviews. 5. 174-184. 10.31014/aior.1993.05.01.429. sherry, m. b., & lawrence, a. m. (2019). put me in the game. the english journal, 108(6), 69-76. šindelář, j. (2022). playing through to europe? depiction and reception of the first world war in the videogame valiant hearts. journal of contemporary european studies, 32, 1–14. https://doi.org/10.1080/14782804.2022.2097206) sugihartati, r. (2017). youth fans of global popular culture: between prosumer and free digital laborer. journal of consumer culture, 20(3), 305–323. https://doi.org/10.1177/1469540517736522. stratton, g. (2019). wrongful conviction, pop culture, and achieving justice in the digital age: international and multidisciplinary perspectives (pp. 177–201). https://doi.org/10.1007/978-3-030-04912-6_8. viscom, w. (2018). school of rock: using music to engage students, connect curriculum and enhance literary analysis. english in texas, 48(2), 8-10. wijirahayu, s., dhani, e. r., & ayundhari, v. l. (2019). pemahaman lintas budaya mahasiswa pendidikan bahasa inggris. in prosiding kolokium doktor dan seminar hasil penelitian hibah (vol. 1, no. 1). wilton, l., & brett, c. (eds.). (2020). handbook of research on online discussion-based teaching methods. igi global. wijirahayu, s., priyatmoko, h., & hadianti, s. (2019). critical, logical & creative thinking in a reflective classroom practices. ijet (indonesian journal of english teaching), 8(1), 33-40. wijirahayu, s., & roza, e. (2022). designing chatbots for digital books at sabah community service center. wijirahayu, s., & sutiwan, a. s. (2023). a habitual action of listening to songs in a writing class. jelita: journal of education, language innovation, and applied linguistics, 2(1), 12-21. wijirahayu, s., perdhana, d. l., & syaepurohman, p. (2024). high school students ’ perception and strategies in corporations youtube video for learning vocabulary. atlantis press, icnsse 2023. https://doi.org/10.2991/978-2-38476-242-2 wooten, j., geerling, w., & calma, a. (2020). diversifying the use of pop culture in the classroom: using k-pop to teach principles of economics. ssrn electronic journal. https://doi.org/10.2139/ssrn.3732471 zein, s. (2019). pre-service education for primary school english teachers in indonesia: policy implications. in teachers’ perceptions, experience and learning (pp. 118-133). routledge. https://doi.org/10.5195/rt.2022.1039 https://doi.org/10.20448/journal.509.2020.72.104.109 https://doi.org/10.1080/14782804.2022.2097206) https://doi.org/10.2991/978-2-38476-242-2 https://doi.org/10.2139/ssrn.3732471 english franca academic journal of english language and education doi: 10.29240/ef.v9i2 november.14500 pissn: 2580-3670, eissn:2580-3689; vol. 9, no. 2, 2025, page 317-326 article info: http://journal.iaincurup.ac.id/index.php/english received 28 july 2025; received in revised form 05 september 2025; accepted 20 november 2025 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license cross-cultural interaction and its role in english language acquisition: a case study at the indonesian school of kuala lumpur, malaysia nafsiatul salviya¹, poppy rachman², wahyu lestari³ 123 universitas islam zainul hasan genggong, kraksaan, indonesia corresponding email: nafsiatulsalvia@gmail.com, to cite this article: salviya, n., rachman, p., & lestari, w. (2025). cross-cultural interaction and its role in english language acquisition: a case study at the indonesian school of kuala lumpur, malaysia. english franca: academic journal of english language and education, 9(2 november), 317-326. https://doi.org/10.29240/ef.v9i2 november.14500 introduction the ability to speak, read and write, and communicate in any given language simultaneously is a demonstration of the same skill and is a given in any successful endeavor in life (vijayakumar et al, 2020). in today's era of globalization, mastery of english, along with other skills, is critical because it facilitates cross-cultural communication and serves as a global lingua franca (mutia, 2025; xie and fang, 2025). improving students' other achieved academic levels, english language literacy is a case of, and true in many other global learning, international schools (xie and fang, 2025). this is true in international institutions like the indonesian school of kuala lumpur (sikl). the teaching of english at sikl is not limited to the teaching of language skills of structure and grammar in isolation (yuliani et al., 2023) but should also include the integration of those skills in a greater real-life multicultural context (hajarudin, 2025). one approach that is receiving increasing attention in language teaching is cross-cultural interaction, where students communicate with peers from diverse cultural and linguistic backgrounds (dzhubanova, 2024); kawar & michael, 2025). one of the approaches to language teaching that is gaining popularity is the students' participation in cross-cultural interactions, that is, the students' communication, collaboration and exchange of ideas with peers of different cultures and languages (house & kádár, 2024). the primary aim of these abstract. this research examines the students' first-hand experience with multicultural crosscultural engagement at sekolah indonesia kuala lumpur (sikl). this dissertation examines the value of such multicultural educative experiences for the students in relation to their english language skills acquisition. english language and culture learners achieve communication competence. this study adopted the qualitative case study approach, classroom adjacencies, and in-depth, one-on-one interviews with students and teachers for data collection. the study purposely sampled six students and cross multicultural engagement, intra, and extra school activities. authentic experiences and reflections were the objectives of the study, and data was collected over one month. it has been shown that students who routinely partake in cross-cultural interaction have better english vocabulary, speaking fluency and overall confidence when using english in everyday scenarios. the participation of teachers was central in enriching these experiences by incorporating cultural elements of the lessons as well as promoting cooperative learning of students with different cultural backgrounds. the research provides evidence on the relevance of multicultural interfacing and its relation to cross cultural interaction in enhancing learners’ language proficiency. keywords: acquisition of english as a foreign language, multicultural education crosscultural competency, indonesian school, kuala lumpur, malaysia. https://doi.org/10.29240/ef.v9i2%20november.14500 https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:nafsiatulsalvia@gmail.com https://doi.org/10.29240/ef.v9i2%20november.14500 nafsiatul salviya et al., 2025 cross-cultural interaction and its role in english language acquisition: a case study at the indonesian school of kuala lumpur, malaysia 318 | vol.9, no. 2, 2025 (317-326) activities is to equip students with a greater lexical repertoire, increased oral fluency, and the ability to empathize, as well as awareness of the global and intercultural world (siregar, 2022). one of the many by-products of cultural understanding that modern society has created is the emphasis of language learning. the term cross-cultural communication involves the transfer of information, which entails communication and understanding the primary components of a culture, which may include its language, the subtext of gestures, and the major symbols of that culture (silitonga et al, 2025). in informal social situations, students get opportunities to develop their language competence to expand their vocabulary and gain the confidence to employ the english language in their everyday social encounters (rosmita 2025). this coincides with the social constructivism theory of vygotsky which outlines the social context and its importance in language learning (mc leod 2024). at sikl, it is not only the students from indonesia who partake; students from india, bangladesh, and pakistan also join. they often partake in social and educational collaborations with malaysian communities, which allow cross-cultural encounters. where two diverse cultures meet, it is critical to create an atmosphere of harmony in order to foster advanced communication. the type of advanced interaction that is desired is a result of the appropriate and suitable methods that are employed in certain cross-cultural interactions (effendi 2024). regardless of the opportunities these students are given, improving their english, in particular vocabulary and spoken fluency, is a challenge with many language learners of this type (parawangsa et al 2024). this indicates that even in the presence of a cross-cultural environment, there is an urgent need for appropriate pedagogical intervention. even with the advantages of cross-cultural contact, some students remain grappling with such issues as limited vocabulary and lack of confidence in their speaking ability (intensivo et al., n.d.). yet, the students consistently made attempts to employ their skills, as the encouraging atmosphere created by their peers and instructors facilitated their social engagement during the learning activities. (aziz et al., 2021). facilitating consistent engagement among learners and instructors paves the way for the development of constructive classroom dynamics. indeed, there is a strong correlation between the ability of learners to shift their behaviours and the awareness of the instructors of the students’ needs. (maelasari et al., 2020). one of the participants mentioned, "sometimes i am shy, but my friends always encourage me to keep speaking in english" (s3, interview, 2025). the ability to speak, read, and write, and communicate in any given language simultaneously is a demonstration of the same skill and is a given in any successful endeavour in life (vijayakumar et al, 2020). in today's era of globalization, mastery of english, along with other skills, is critical because it facilitates cross-cultural communication and serves as a global lingua franca (mutia, 2025; xie and fang, 2025). improving students' other achieved academic levels, english language literacy is a case of, and true in many other global learning, international schools (xie and fang, 2025). this is true in international institutions like the indonesian school of kuala lumpur (sikl). though students encounter challenges such as unfamiliarity with a new vocabulary and lack of confidence in speaking, the benefits of multicultural interactions are clear. as a result of the naturally positive socialization within the classroom, the students remained motivated and practiced their speaking skills (aziz et al., 2021). one student who participated in the study mentioned, “sometimes i am shy, but my friends always encourage me to keep speaking in english” (s3, interview, 2025). the combination of multicultural experiences and positive structuring of the classroom at sikl aids the students in learning english. moreover, multicultural experiences help students enhance their self-confidence (uglanova, 2023). within a positive, collaborative framework, sikl has been able to provide valuable opportunities for diverse multicultural learning. however, little is known about sikl and other indonesian schools abroad, which combine cultural diversity with the indonesian national curriculum. there are almost no studies in this area. nafsiatul salviya et al., 2025 cross-cultural interaction and its role in english language acquisition: a case study at the indonesian school of kuala lumpur, malaysia 319 | vol.9, no. 2, 2025 (317-326) another self-esteem boosting benefit from multiplier culture contact exchange is gained from learning a new language (uglanova, 2024). cross-cultural interactions happen in a collaborative and inclusive ambience, granting sikl cross-cultural communication in a multidisciplinary perspective, valuable for both english language skills and cultural sensitivity (atasheva, 2024). due to this intricacy and relevance, this writing will elaborate on the influence of sikl multilingual aspects in students' learning, especially the challenges and benefits of cross-cultural interactions. english has specific challenges for students trying to learn it, as has been observed from the perspective of the importance of mentoring, and the students themselves, crosscultural experiences; hence, it is this unique focus that justifies the learning dynamics of sikl. having sikl’s diverse intercultural context, the focus of this research is to self-position, and support students to meaningfully engage, and to determine the support students are offered to engage with peers from varying ethnicities. the research findings will inform the difficulties of this context, and the knowledge will contribute to the challenges in the context of specific and flexible teaching learning strategy design to assist students in overcoming the challenges. theoretical framework the integration of the constructivist theories of second language acquisition and intercultural communicative competence regarding the horizontal and integrative theoretical framework. in this case, seeks to analyze the english language education of students of sekolah indonesia kuala lumpur (sikl) and their sojourn in another culture. zone of proximal development (zpd) – vygotsky (1978), (shukurdinovna, 2024) vygotsky’s conceptual scaffolding and social interaction theory show how multi-lingual classrooms utilize zpd and negotiate autonomy. more recent works (shukurdinovna, 2024) on zpd’s enactment on multi-lingual classrooms illustrate the increase of learners' autonomy through peer mediation and teacher mediation. vygotsky’s scaffolding conceptualizations at sikl involve bilingual mentoring, peer task structuring, and task organization so that students can advance within zpd. in the perspective of the generation theory of sla (krashen, 1985; long, 1996), (abusahyon et al., 2023). sla theory benefits from krashen’s input and long’s interaction hypotheses, which put forth the main ideas of comprehensible input and meaningful interaction in an immersive environment. in studies by abusahyon et al (2023) on ai learning environments, immersive interaction is advocated as an environment that enhances retention. sikl provides a low anxiety context through group activities, narratives, and multimedia to help learners process language and output; 85\% of the students reported vocabulary increase through daily interactions with culturally diverse peers (sikl survey, 2025). intercultural communicative competence (byram, 1997), kawar & michael (2025); ibrahim et al. (2021). byram's icc model was and still is instrumental in detailing how individuals acquire attitudes and knowledge and cultivate skills for interdisciplinary communication. more recent works from kawar & michael (2025) and ibrahim et al. (2021) highlight empathy and sensitivity toward others from different cultures in multilingual contexts. at sikl, students acquire icc through class projects and cultural exchanges with teamwork that enhances their openness, critical reflection, and adaptability in communication. nafsiatul salviya et al., 2025 cross-cultural interaction and its role in english language acquisition: a case study at the indonesian school of kuala lumpur, malaysia 320 | vol.9, no. 2, 2025 (317-326) figure 1. integrated theoretical framework material and method every student from the population engaged in the cross-cultural activities both in the school and out of school, or facilitated activities cross-culturally. dalvin, julia, cherisse, faiz, zahwa, and muhammad. purposively sampled because of observed active participation, and because the school needed an adequate, varied sample of the researched populations (indonesia, india, bangladesh, pakistan), the school received participants from several nationalities. needed for the study since the participants of the cross-cultural interaction and the study of the cross-cultural interactions for the purpose of learning the language were adequate. the purpose of this study was to describe and understand the participants’ unique, complex relationships within a multicultural context. using an intercultural and cross-cultural qualitative case study approach facilitated this consideration by allowing the participants’ cross interactions within a variety of multicultural settings, where they learned the language the participants of the study consisted of six individuals from a purposive sample due to their involvement in cross-cultural co-curricular activities. the sample created a balanced heterogeneity of the participants in the case study site school, comprising indonesian, indian, bangladeshi, and pakistani students. the various combinations of the participants remain critical to the understanding of the complexity of the cross-cultural relationships and the subsequent language acquisition. data obtained in one month from the research participants relied on qualitative techniques to derive a depth of understanding from the participants. methodologically organized participant observations for cross-interactions of students and teachers were performed using intercultural interaction and communicative competence frameworks. various parameters were taken into consideration, for instance, students’ involvement in multicultural groups, the use of the english language, the rate of students’ engagement with culturally responsive pedagogy, and teacher intercultural mediation. the self-perceptions of the students regarding english, english content, english fluency, vocabulary, cross-cultural relations, and the communication role of the teachers were also included in the interviews. nafsiatul salviya et al., 2025 cross-cultural interaction and its role in english language acquisition: a case study at the indonesian school of kuala lumpur, malaysia 321 | vol.9, no. 2, 2025 (317-326) the aims that were mentioned and the respective indicators were consolidated in order to serve the purpose of the study. this study provided the pedagogy of teaching intercultural communicative competence along with the second language skills. additional interviews were also conducted with teachers and students concerning their perceptions and experiences regarding cross-cultural encounters and english language proficiency. the amalgamation of these interviews with the observation data thickens the understanding of the complex relations in the sikl multi-cultural context. apart from the classroom observations, some observations of the surroundings were also conducted, for instance, during recess and in the context of extracurricular activities. these observations were useful for capturing informal situations in which students were able to practice and develop their skills, which further enriched the data collection. to collect information related to participant students and teachers’ perceptions and experiences concerning intercultural engagement and english language proficiency, interviews were conducted to collect qualitative data. exploring the interviews’ possible engagements and barriers, while examining the teachers’ positioning as gatekeepers to the students’ language, was the goal. focusing on intercultural engagement and the use of the english language, the data were analysed systematically and thematically for the presence of specific indicators and patterns. the following indicators were established as a result of analysing the qualitative data: (1) improvement in vocabulary use, (2) enhancement of fluency and confidence while speaking, (3) intercultural support, (4) multiplicity and intensity of cross-cultural engagements, and (5) students’ perception of english as an international language. these indicators were extrapolated from the gathered data through a combination of theoretical frames and empirical observations. ethical approvals and registrations were obtained. participants were fully informed and provided written consent confirming their understanding of the study and their rights. participants were debriefed and kept fully confidential and anonymous in terms of published outputs. this study aims to make a contribution to the understanding of the place of crosscultural contact in learning and acquiring the english language. as with all studies, this one too has limitations. from the perspective of the authors of this study, the sample is too small to make the findings applicable even to all indonesian overseas schools, let alone to be generalized beyond this context. further, the study is qualitative in nature, and findings are inherently subjective and dependent on the sample of the study. results and discussions results this research analyses how culturally responsive teaching affects english language development in a multicultural setting: the indonesian school in kuala lumpur (sikl). sikl is a government institution for the indonesian diaspora in malaysia, making sikl a peculiar configurative in the realms of national identity, language teaching, and intercultural encounter. due to the varying national backgrounds of the students and the transnational character of the institution, sikl is in a prime position to assess the impact of culture on language acquisition. moreover, english is one of the languages used to bridge many disparate cultures and enhance understanding and efficient interaction among people of varied backgrounds (abusahyon et al., 2023). in order to conduct the necessary groundwork for the investigation, data were collected by observing classroom engagements and from the collection of semi-structured interviews conducted with english teachers and some participants of the curriculum. this was a qualitative study; therefore, participants were subjected to a higher level of scrutiny to gain an understanding of participants’ pedagogy, along with the within-context responses of their learners. this study assumes the grouping of the three theories: vygotsky’s zone of proximal development (zpd) and the social construction of learning (zpd) and scaffolding of peers, nafsiatul salviya et al., 2025 cross-cultural interaction and its role in english language acquisition: a case study at the indonesian school of kuala lumpur, malaysia 322 | vol.9, no. 2, 2025 (317-326) krashen and long’s (second) language acquisition (sla) which predominantly concerns the affective and interaction facets of learning a language, and byram’s intercultural communicative competence (icc) model which pertains to the learners’ capacity to use the language (designed for learning) to transact and interact with people from diverse cultures. zpd, sla, and icc frameworks were selected with the intent to discern the nuanced complexities pertaining to language learning at sikl. each particular zpd and icc collaboratives and developmental aspects within teaching, sla emphasizes the role of input, affect, and interaction within the teaching and learning process. integration of these perspectives provides insights towards understanding the ways responsive teaching practices, culturally, enhance the acquisition of particular social and emotional competencies and the intercultural skills with respect to the language. students’ experiences will be summarized in a table below, which integrates the primary themes of the interviews concerned with language development and intercultural interaction. table 1. result of the interview no name cultural background learning support experienced language progress noted intercultural interaction 1. dalvin indonesia facilitating indonesian comprehension of content via indonesian usage by instructors. enhancing competencies connecting writing and speech presentations. regular synchronously coordinated learning with students from pakistan and india. 2. julia india moderation and analysis of visual materials and collaboration with peers. there has been a significant increase in vocabulary integration and a stronger command of english in its colloquial form. sequential internpartnered with indonesian storytelling. 3. cheriss e pakistan teachers have been suggesting that students express and share presentations on their ethnic cultural narratives. the advancement of storytelling and cultural fluency. understanding and appreciating the parallels and cultural narratives of the religion. 4. faiz bangladesh participatory tasks in pairs and groups include multi-linguistic usage. enhancing and fostering verbal and aural participation in collaborative settings. acknowledgment of heterogeneity with a focus on traditional gastronomy and its culinary practices and familial structures. 5. zahwa indonesia communicative functions of the tasks involved the enhancing verbal participation and appreciation of multiculturalism concerning folk nafsiatul salviya et al., 2025 cross-cultural interaction and its role in english language acquisition: a case study at the indonesian school of kuala lumpur, malaysia 323 | vol.9, no. 2, 2025 (317-326) integration of several languages. listening during collaboration. culinary practices and domestic traditions 6. alif malaysia participants of the class focus on question and inquiry facilitations. advancing toward focused and intricate speech. teamwork integration of humour with diverse and expressive multilingualism. discussions vocabulary development and fluency participating in narratives and group activities in english class affects students' retention and fluency in vocabulary. julia reminisced that discussing a particular theme with students from different parts of the world was a chance to acquire new words. faiz noted that the activities that boosted his fluency and confidence were the speaking and listening tasks. these outcomes corroborate the speaking hypothesis by krashen. the sikl survey (2025) states that the daily conversations with different nationalities were crucial in the vocabulary increase of 85% of the samples. the findings support the adjustment of situation and active vocabulary in a multilingual setting (abusahyon et al., 2023; hu, 2024). getting help from the teacher and classmates students said that getting help from teachers and other students was important when they were trying to solve hard english problems. dalvin and zahwa said that teachers would switch to indonesian during class when they were explaining difficult or abstract english concepts. this type of bilingual scaffolding made it easier for students to understand difficult english grammar and vocabulary. students described how julia, during peer group work, provided vocabulary contextualization and how her classmates gave julia vocabulary explanations when she employed unfamiliar vocabulary. such peer interactions in the classroom facilitated the expansion of julia’s vocabulary and increased her class participation. participant comments captured the essence of the social mediation and scaffolded support from companions and peers, bringing to mind vygotsky (1978) and the zone of proximal development (rahman et al., 2024; de oliveira & westerlund, 2023). understanding other cultures given the diversity of the participants, cherisse sikl participants, through the testimony of cherisse, mentioned that learning english involved, as english is not only a language of instruction, but also learning about different cultures and one’s identity. cherisse further mentioned that the global traditions discussed in class enabled her to bridge the english vocabulary to her culture. dalvin’s interest in his colleagues of varying religions and cultures enabled them to relate and collaborated harmoniously. the pillars of icc rest under the broad umbrella of the theory communicative competence (cc) (mootoosamy & aryadoust, 2024) introduced by hymes (1972) and later expanded by canale & swain (1980) and savignon (1997). savignon, in particular, emphasized that one of the aspects of communicative competence should be the use of language as it should be in actual discourse, and should not remain as a mere knowledge. over these years, the models went on to incorporate intercultural aspects, which in turn shaped the icc elements that byram (1997) defined as the integration of language and culture. the necessity of cultural knowledge in efl classrooms, as a means of loss of cultural ignorance and ethnocentrism, is also advocated by nafisah et al. (2024). multicultural sikl nafsiatul salviya et al., 2025 cross-cultural interaction and its role in english language acquisition: a case study at the indonesian school of kuala lumpur, malaysia 324 | vol.9, no. 2, 2025 (317-326) settings, through in-person interactions, nurture icc by facilitating student participation and encouraging them to autonomously acquire the language. the gathered data demonstrates that sikl students improve and gain confidence in their english communication skills through the appreciation of interaction with their cultural backgrounds and the engagement they receive in the classroom. consequently, bilingualism and global communicative competence is also developed at sikl. implications and future directions educational implications: the current study illustrates the advantages of pedagogical and emotional outcomes of culturally responsive instruction in multi-cultural settings such as the sikl. though teachers incorporate intercultural sensitivity and emotional scaffolding, they will also be able to more effectively facilitate the development of meaningful language learning. such findings imply that instruction of english as a second language should remain informed by and due to the culturally relevant and relational principles of intercultural and communicative pedagogy, as is the current trend. policy and curriculum recommended: the implications of these findings underscore the need for updated policies and curricula. it is recommended that students' mother tongue be used in instruction and evaluation to maintain confidence and understanding. this practice of bilingual scaffolding aligns with vygotsky's zone of proximal development (zpd) framework. in addition, instructional resources should reflect multicultural diversity to foster byram's intercultural communicative competence (icc), where cultural openness and sensitivity are the focus. finally, teacher training should include intercultural pedagogy and multilingual methods to enable educators to create culturally responsive environments and provide comprehensive input, as emphasized in krashen and long's second language acquisition (sla) hypothesis. future research directions: further research could reinforce these findings by focusing on three main areas: (1) conducting longitudinal studies to measure the long-term effects of culturally responsive pedagogy on writing skills and language fluency. (2) examining the impact of peer scaffolding on linguistic and socio-emotional outcomes, which would expand our understanding of the zpd in multilingual classrooms. (3) investigating the impact of culturally responsive teaching on teacher identity and perceptions of professionalism in the context of diaspora schools. this research will contribute to the intercultural education model with an emphasis on language teaching integration. conclusion this research demonstrates that within sikl's multicultural environment, the application of culturally responsive teaching strategies improves multicultural students' mastery of english under the guidance of culturally relevant pedagogy, which includes multilingual scaffolding, the use of culturally relevant materials, and embedded emotional support that addresses the teaching of english language learners. the findings suggest that teaching in a culturally and linguistically responsive manner, as predicted by vygotsky’s zone of proximal development, krashen and long’s second language acquisition theory, and byram’s intercultural communicative competence theory, makes disruptive changes in the learning of a second language as it transitions to identity construction, globalization, and education empowerment. nafsiatul salviya et al., 2025 cross-cultural interaction and its role in english language acquisition: a case study at the indonesian school of kuala lumpur, malaysia 325 | vol.9, no. 2, 2025 (317-326) this approach develops learners who are inclusive and have the potential to empathize and to interact with the world in a global context. there is therefore, a case for researched models of intercultural education with an emphasis of language instruction integration. this integrated approach should involve teacher education, curriculum design, and models of sustained student outcome and engagement. culturally responsive teaching and it’s impact also delivers a case for inclusive education fit for the 21st century. acknowledgement all appreciation and thanks to allah swt for the bounties of mercy and completion of this paper and the assistance in the efforts. acknowledgment must also go to my efforts as well. the self-motivation, challenges, and self-discipline surrounding learning this paper have been the additional contributions. i truly appreciate the priceless support of my parents and their loving prayers. the strength that i draw on to complete this endeavour, as well as the process, i owe to the enthusiasm and selfless love of my family. i owe to dr. poppy rachman, m.pd., as vice rector iii, and assoc. dr. wahyu lestari, m.pd. as the dean of the faculty of general education, my utmost appreciation for their assistance, orientation, formation, and support. also, special thanks to all the instructors and members of the general education faculty who contributed new positive ideas, and to the support i received in the course of this paper. may all the goodness of the participation of the entire educational community result in unending support of the community in need. references abusahyon, a. s. e., alzyoud, a., alshorman, o., & al-absi, b. (2023). ai-driven technology and chatbots as tools for enhancing english language learning in the context of second language acquisition: a review study. international journal of membrane science and technology, 10(1), 1209–1223. https://doi.org/10.15379/ijmst.v10i1.2829. atasheva, g. (2024). the importance of english language in the formation of cross-cultural relations. american journal of philological sciences, 4(02), 58–62. aziz, a., rachman, p., muali, c., baharun, h., wahyudi, d., afandi, m., saiful islam, m., & bon, a. t. (2021). learning strategies and motivation with the arcs model for mobileassisted seamless. proceedings of the international conference on industrial engineering and operations management, 7001–7006. https://doi.org/10.46254/an11.20211212. dzhubanova, s. (2024). assessing the impact of cross-cultural interactions on english language acquisition in kazakhstan’s educational system. eurasian science review an international peer-reviewed multidisciplinary journal, 2(2), 118–123. effendi, p. p. (2024). “call me judy”: cross-cultural interaction in asian-american environment. mozaik humaniora, 24(1), 1–14. https://doi.org/10.20473/mozaik.v24i1.42392. hajarudin, h. (2025). efektivitas pembelajaran bahasa inggris berbasis case method dalam meningkatkan keterampilan negosiasi bisnis mahasiswa manajemen. jurnal ilmiah manajemen, bisnis dan kewirausahaan, 5(1), 35–44. house, j., & kádár, d. z. (2024). cross-cultural pragmatics and foreign language learning. edinburgh university press. hu, y. (2024). emotional education in primary school english from the perspective of affective filter hypothesis. international journal of educational curriculum management and research, 5(1), 59–65. https://doi.org/10.38007/ijecmr.2024.050109. intensivo, l., la, e. n., & alonso-marks, e. (n.d.). emilia alonso-marks ohio university, usa. 13–46. kawar, k., & michael, r. (2025). social–emotional functioning of children with different hearing status and diverse cultural background. language, speech, and hearing https://doi.org/10.15379/ijmst.v10i1.2829 https://doi.org/10.46254/an11.20211212 https://doi.org/10.20473/mozaik.v24i1.42392 https://doi.org/10.38007/ijecmr.2024.050109 nafsiatul salviya et al., 2025 cross-cultural interaction and its role in english language acquisition: a case study at the indonesian school of kuala lumpur, malaysia 326 | vol.9, no. 2, 2025 (317-326) services in schools, 56(1), 194–205. maelasari, r., galuh, u., barat, j., ratnawati, i., & wawan tarwana, i. (2020). an analysis of teacher-students’ interaction in cross-cultural understanding online teaching. jall (journal of applied linguistics and literacy, 4(1). https://jurnal.unigal.ac.id/index.php/jall/indexhttps://jurnal.unigal.ac.id/index.php/jall/inde x. mcleod, s. (2024). vygotsky’s theory of cognitive development. simply psychology, updated on january, 24. mcmanus, k. (2024). usage in second language acquisition: critical reflections and future directions. taylor & francis. mootoosamy, k., & aryadoust, v. (2024). transitioning from communicative competence to multimodal and intercultural competencies: a systematic review. societies, 14(7), 3–5. https://doi.org/10.3390/soc14070115. mutia, m. (2025). peran aktivitas bahasa inggris yang menyenangkan dalam meningkatkan hasil belajar bahasa inggris. jurnal penelitian kesmasy, 7(2), 126–133. nafisah, s., oktarina, i., santri, d., & ... (2024). teachers’ perception and practices of intercultural communicative competence integration in efl classroom: a systematic literature review. educalitra: english education, linguistics, and literature journal,3(1), 1–19. https://jurnal.unupurwokerto.ac.id/index.php/educalitra/article/view/263. parawangsa, k. i., islam, m. h., & ferdiyanto, f. (2024). an analysis of students’ problems in developing speaking skill at eighth grade. international journal of english education and linguistics (ijoeel), 6(1), 32–42. rosmita, e. (2025). kebudayaan dalam pembelajaran bahasa kedua. indonesian research journal on education, 5(3), 138–145. shukurdinovna, s. o. (2024). choosing authentic materials in english teaching: a comprehensive framework for effective language acquisition. international journal of pedagogics, 4(3), 105–111. https://doi.org/10.37547/ijp/volume04issue03-18. silitonga, n. a. a., sitompul, s. f., & hartati, r. (2025). ethical dimensions of cross-cultural communication: exploring the nlp approach in student exchange programs. sintaksis: publikasi para ahli bahasa dan sastra inggris, 3(1), 87–105. vijayakumar*, m., baisel, a., subha, s., & abirami, k. (2020). impact of tv shows on english language acquisition. international journal of recent technology and engineering (ijrte), 8(5), 2414–2416. https://doi.org/10.35940/ijrte.d7502.018520. xie, x., & fang, f. (2025). ‘walking out from the flat’: pre-service english language teachers’ experiences of and needs for english as a lingua franca during study-abroad. language and education, 39(3), 771–789. yuliani, n. d., najmiah, l., hamdani, b., & pratolo, b. w. (2023). efl students’attitude toward english language learning. journey: journal of english language and pedagogy, 6(1), 82–91. https://jurnal.unigal.ac.id/index.php/jall/indexhttps:/jurnal.unigal.ac.id/index.php/jall/index https://jurnal.unigal.ac.id/index.php/jall/indexhttps:/jurnal.unigal.ac.id/index.php/jall/index https://doi.org/10.3390/soc14070115 https://jurnal.unupurwokerto.ac.id/index.php/educalitra/article/view/263 https://doi.org/10.37547/ijp/volume04issue03-18 https://doi.org/10.35940/ijrte.d7502.018520 an analysis of sentence length and pattern of research article discussion section by international authors in applied linguistics published in international journals ejontomi afrizon¹, safnil arsyad², syafriyadin³ ¹the university of bengkulu, bengkulu city, indonesia ² ³ the university of bengkulu, bengkulu city, indonesia corresponding email: ejontomi.afrizon@mail.uinfasbengkulu.ac.id to cite this article: afrizon, e., arsyad, s., & syafryadin, s. (2025). an an analysis of sentence length and pattern of research article discussion section by international authors in applied linguistics published in international journals. english franca : academic journal of english language and education, 9(2 november), 199–214. https://doi.org/10.29240/ef.v9i2 november.14419 introduction publishing academic work in reputable peer-reviewed journals is essential. academics from diverse fields are increasingly pressured not just to access information, but also to communicate and distribute their research outcomes and scientific advancements in english through high-impact journals. consequently, since ras represent the preferred medium of exchanging knowledge among members of the academic community (flowerdew, 1999), researchers and scholars are pushed to successfully participate and meet the standard criteria and conventions of writing practices for academic and professional reasons. according to article info: http://journal.iaincurup.ac.id/index.php/english received 05 june 2025; received in revised form 29 july march 2025; accepted 20 august 2025 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license. copyright (c) 2025 author english franca academic journal of english language and education doi:10.29240/ef.v9i2 november.14419 pissn: 2580-3670, eissn:2580-3689; vol 9, no 2, 2025, page 199-214 abstract. the discussion section of a research article serves to explain and highlight the importance of the study’s results in relation to the existing knowledge surrounding the research problem. this section should be given more attention since the researcher would give his ideas through his own words and sentences. accordingly, this research attempts to discover the sentence length and pattern in the discussion section of a research article by international authors in applied linguistics published in international journals. the method used in this study was a descriptive qualitative study to discover and describe the data. the total number of articles in this study was 30 from six international accredited journals sites indexed by corpus (q1). the first result indicated that the most frequent types were medium and long sentences. it may imply that the authors are willing to write efficient sentences by combining two or more simple sentences to deliver ideas more informatively. the second result indicated that the most frequent types of sentence patterns were simple and complex sentences. the authors tended to make simple sentences to help the readers understand the ideas and thought more easily. the authors created complex sentences to make the discussion more efficient and to avoid the redundant of the same sentences or repetition. the third result indicated that relc articles had the highest frequency of long sentences among all five different journals. the fourth result indicated that relc articles had the lowest frequency of simple sentences and a relatively frequent number of complex sentences among the five different journals. in comparison, gema articles featured the highest proportion of simple sentences and the lowest number of complex ones. in conclusion, even though the five journals are classified as quartile 1, they still had differences. keywords: academic writing, research article discussion, sentence character, applied linguistics, international journal mailto:ejontomi.afrizon@mail.uinfasbengkulu.ac.id http://journal.iaincurup.ac.id/index.php/english ejontomi afrizon et. al., 2025 an analysis of sentence length and pattern of research article discussion section by international authors in applied linguistics published in international journals 200 | vol. 9, no. 1, 2 0 2 5 (199 -214) canagarajah (1996) and flowerdew (1999), many researchers who are not native english speakers often find it challenging to publish research articles in peer-reviewed journals due to a lack of formal instruction in academic english writing. composing research articles (ras) is generally regarded as a complex and demanding task, particularly for novice writers. effective publication of an ra requires well-developed writing proficiency to convey academic ideas clearly and appropriately. as noted by cook (1990) and mccarthy (1991), the ability to comprehend and construct ras relies on the integration of both macroand micro-levels of the genre knowledge. at the macro level, this involves an understanding of the overall discourse structure, while the micro level focuses on the finer linguistic components, such as grammatical forms, which contribute to larger textual units like sentences and discourse segments. in essence, successful academic writing depends on a comprehensive understanding of the genre's conventions and its linguistic features, including lexico-grammatical choices, rhetorical structures, communicative purposes, and thematic content (hyland, 2004). the extensive use of english in scientific publications means that writing styles can differ based on the authors’ linguistic and cultural backgrounds. one area of style that is less frequently addressed by scholars is sentence length. there is no consensus about how long a scientific sentence should be on average. for example elsevier (griffies, perrie, & hull, 2013) recommend an average of 12–17 words per sentence and some writing and readability experts advise between 20 and 25 words (garner, 2000). yet research has revealed high average sentence lengths in scientific texts, some even as high as 27.6 (barber, cited in gotti, 2008). furthermore, disciplinary divides impact writing practices and shape particular communities of discourse where the researchers convey meaning by using conventions specific to their discipline (swales, 1990). as such, examining sentence length as a stylistic feature within these communities is a worthwhile area of research. the discussion is one of the most important sections in a research article (ra) as it demands authors to express their thoughts in their own words. in summary, this section and two others are used to orient readers with main topics in the paper so this section must be written more explicitly to fully understand the research article. additionally, this is the part where researchers highlight how their findings contribute to existing knowledge. it is also where they interpret the significance of their results and explain why those outcomes occurred as they did (hess, 2004; hagin, 2009). according to branson (2004) and thyer (2008), the discussion is the appropriate place for authors to analyze, interpret, and reflect on each aspect of their research questions. the discussion section is also viewed as the most difficult-to-write but the most essential part of a research article (ra). the structure of this section may play an important role in acceptance or rejection of the article. even if the data are strong, a paper may be rejected for poor or erroneous analysis. structuring the argument around the central point enables readers to understand how the study is relevant both within their own work and in terms of that broader context. "belcher said an ra's quality is measured based on how good the discussion section is. all in all, this section should be taken carefully in a way that matches the discourse of a particular field and discipline. this section is also where researchers clarify the reasons behind their findings and explore their implications (hess, 2004; hagin, 2009). according to branson (2004) and thyer (2008), it is in the discussion section that authors are expected to interpret and summarize their results, addressing each point raised in their research questions. nevertheless, many authors and postgraduate students, particularly those in bengkulu, continue to encounter significant challenges when trying to publish their research articles (ras) in english, especially in peer-reviewed international journals. this issue is notably evident among graduate students in applied linguistics, who struggle for several reasons. firstly, they need to grasp how to align with the general structure of academic writing and ejontomi afrizon et. al., 2025 an analysis of sentence length and pattern of research article discussion section by international authors in applied linguistics published in international journals 201 | vol. 9, no. 1, 2 0 2 5 (199 -214) utilize specific phrases and vocabulary typically used within their academic fields and discourse communities. secondly, there is still a limited amount of research examining the linguistic characteristics found in applied linguistics articles published in international journals. as a result, developing strong reading and writing skills in english is essential—not only for novice writers in general but also for graduate students—to successfully complete academic writing tasks in a university environment. arsyad (2013) carried out a study on the rhetorical style used in the discussion sections of research articles, titled “a genre-based analysis on discussion section of research articles in indonesian written by indonesian speakers.” his findings revealed that, in most cases, the results and discussion were combined into a single section labeled “hasil penelitian dan pembahasan” (research results and discussion). the analysis showed that the most common rhetorical moves in the discussion sections of research articles written in indonesian within the social sciences and humanities fields were move 2 (stating results) and move 1 (providing background information). similarly, mutinda (2016) conducted a study focused on the discussion sections, titled “rhetorical structure of the results and conclusion sections in selected journals of applied linguistics.” according to mutinda, the frequency of rhetorical moves in the results and discussion sections was comparable. the sections typically featured move 2 (presenting results) and move 3 (commenting on results), with move 2 being the most prominent in the results section and move 3 dominating in the discussion section. despite both sections containing six rhetorical moves, mutinda observed that each section emphasized different communicative purposes. based on the previously mentioned studies, it appears that the topic of sentence character—specifically sentence length and pattern—in discussion sections has received limited scholarly attention, resulting in a scarcity of research on this area. this article aims to explore the sentence length and structural patterns found in the discussion sections of research articles written by international authors in the field of applied linguistics and published in international journals. from a pedagogical perspective, the findings are expected to support the teaching and training of graduate students and early-career researchers in crafting discussion sections that align with the linguistic conventions of their academic communities. a lot of studies have focused on the rhetorical style and linguistic features of journal articles (aj) written by indonesian researchers in both indonesian and english, and published in local as well as international journals. researchers such as safnil (2001), adnan (2009), arsyad (2013a, 2013b), arsyad and wardhana (2014), and arsyad and arono (2016) have contributed to this area. the findings from these studies are particularly valuable in guiding indonesian authors on how to adapt their research articles for publication in reputable national and international english-language journals. numerous studies and considerable effort have been dedicated to examining the linguistic features of scientific writing in the natural sciences, particularly within the scope of applied linguistics. according to deveci (2019), significant attention has been paid to scientific research in the sciences. in contrast, there is a noticeable lack of research in the social sciences, including specific areas like english education. one underexplored area is the sentence structure used in the discussion sections of research articles. consequently, limited studies have focused on this aspect in the social sciences, resulting in restricted access to relevant references. to fill this gap, the present study aims to analyze the sentence length and pattern in the discussion sections of research articles. this study was guided by three research problems: 1. what are the classifications of sentence length found in applied linguistics research articles discussed by international authors published in an international journal? 2. what are the sentence patterns found in the research articles' discussion section by international authors in applied linguistics published in an international journal? ejontomi afrizon et. al., 2025 an analysis of sentence length and pattern of research article discussion section by international authors in applied linguistics published in international journals 202 | vol. 9, no. 1, 2 0 2 5 (199 -214) 3. what are the differences among the five journals in terms of sentence length found in the applied linguistics research articles discussion section by international authors published in international journals? 4. what are the differences among the five journals in terms of sentence patterns found in the applied linguistics research articles discussion section by international authors published in international journals? theoretical framework academic writing academic writing plays a crucial role in shaping and clarifying thought. it is a key stage in the research process, allowing scholars to document their reasoning, experiences, observations, experiments, and other efforts aimed at addressing a specific scientific problem. according to john swales (2020), ken hyland (2021), martin & rose (sfl-based genre theory), academic writing consists of structured genres (e.g., essays, reports, research articles), each with specific communicative purposes and conventions. within this perspective, academic writing is viewed not merely as a set of grammatical or stylistic rules, but as a social and communicative practice governed by specific rhetorical conventions. recent developments in academic writing emphasize the integration of multimodal elements such as visuals, hyperlinks, and digital tools, which significantly reshape how meaning is constructed in scholarly contexts. key theorists such as mary lea (2020), rodney jones (2021), and signe haagerup (2023) have highlighted the shift from viewing academic writing as solely linguistic to recognizing it as a multimodal and socially situated practice. jones (2021), for instance, explores how digital discourse reshapes academic communication, while lea (2020) revisits academic literacies to account for the affordances of digital media. haagerup (2023) further advances this perspective by examining how students engage with multimodal academic tasks in hybrid learning environments. research article a research article (ra) is a form of academic writing through which researchers present the outcomes of their studies. it follows a structured format to make the content clear and accessible to its intended audience within a specific academic field. researchers compose these articles intending to publish their findings. "writers need to navigate the rhetorical moves that signal novelty, significance, and alignment with disciplinary expectations (swales, 2020). scholars highlight the importance of understanding genre conventions across disciplines. the imrad (introduction, methods, results, and discussion) structure remains dominant but is adapted flexibly depending on discipline (swales, 2020; hyland, 2021). research article discussion section the discussion section of a research article aims to interpret and highlight the importance of the study’s findings concerning existing knowledge about the research problem. in this section, researchers place their results within a broader context, explaining how their findings address the research questions and how they relate to previous studies or relevant literature. sentence length a sentence is a complete group of words that usually includes a subject and a predicate and serves to express a statement, question, command, or exclamation. it generally consists of a main clause and may also include subordinate clauses. sentence length refers to how many words are in a sentence and plays an important role in ensuring your ideas are communicated clearly. very short, choppy sentences can be unpleasant to read, while overly long sentences may confuse readers. sentence length is commonly categorized into five ejontomi afrizon et. al., 2025 an analysis of sentence length and pattern of research article discussion section by international authors in applied linguistics published in international journals 203 | vol. 9, no. 1, 2 0 2 5 (199 -214) types: staccato (1–2 words), telegraphic (fewer than 5 words), short (5–10 words), medium (15– 20 words), and long (30 or more words). sentence pattern sentence pattern refers to a group of words consisting of one or more clauses to form a meaning. a clause is defined as a grammatical unit that consists of a subject paired with a verb. a clause that can function independently is known as an independent clause, while one that cannot stand alone is referred to as a dependent clause. according to signe haagerup (2023), especially for multilingual writers, sentence variety is crucial for developing voice and academic identity, while repetitive or overly simple syntax signals novice writing. this supports the need for diverse sentence structures to elevate writing and develop a more academic, fluent style. deveci (2019) classified sentence patterns into four categories, namely: simple sentences, compound sentences, complex sentences, and complex-compound sentences, which every sentence pattern describes a different way to combine clauses, as can be seen below: 1. a simple sentence has one independent clause. example: another study found move 1 in each paragraph. 2. a compound sentence is characterized by the presence of two or more independent clauses that are linked through coordinating conjunctions such as and, but, for, nor, or, so, and yet. for instance, turkish researchers experienced a sense of disadvantage when composing academic texts in english because they were required to devote an excessive amount of time to refining their manuscripts. 3. a complex sentence consists of a single independent clause accompanied by one or more dependent clauses, which cannot function as complete sentences on their own. these dependent clauses may take the form of relative clauses, adverbial clauses, or noun clauses. as noted by newell (2014), such authors are frequently instructed during the publication process to reduce the length of their sentences. 4. a compound–complex sentence combines multiple independent clauses with at least one dependent clause within a single structure. while producing such sentences accurately demands considerable practice, they are capable of conveying dense and nuanced information and are therefore widely employed in academic discourse. example: in the present study, the data show a constructive response that there are more and more schools that are beginning to be aware of the vital role of english teachers and their education as the critical variables influencing the teaching quality and students’ success in attaining learning outcomes. material and method this study used a mixed-method approach. quantitative data are presented to indicate the frequency of occurrences, while qualitative data are used to describe, explain, and elaborate on the findings. the identification of sentence length and patterns in the discussion sections of research articles was carried out by using the steps outlined by deveci (2019), which involve analyzing sentence length and sentence patterns within the discussion section. the findings were primarily presented through descriptive explanations. the researcher used percentage analysis to discover the dominant pattern, which is impliedly in line with the research questions. “linguistic pattern distribution becomes more interpretable when presented as a percentage rather than absolute frequency” (hyland, 2021). quantifying sentence types and lengths in percentages (e.g., "40% of sentences are complex") gives a clearer understanding of dominant patterns than raw frequencies, which may be misleading in unequal corpora. “understanding the prevalence of certain structures in academic writing requires proportion-based analysis rather than mere counts” (swales & feak, 2019). percentage analysis helps reveal dominant sentence structures (e.g., whether authors prefer compound-complex sentences in discussions), which is vital for stylistic and rhetorical analysis in applied linguistics. this study utilized both a checklist and a documentation ejontomi afrizon et. al., 2025 an analysis of sentence length and pattern of research article discussion section by international authors in applied linguistics published in international journals 204 | vol. 9, no. 1, 2 0 2 5 (199 -214) method. the data collection preceded the processes of analysis, identification, calculation, and ultimately, discussion. the researcher concentrated on examining sentence length and patterns within the discussion sections of research articles authored by international scholars in the field of applied linguistics and published in globally recognized journals. the corpus of this research involved thirty articles from international accredited journals indexed by scopus (q1). research articles by international authors were taken from five journals, namely 3l (language, linguistics, literature), ijes (international journal of english studies), gema online (journal of language studies), relc (regional language centre), and asian tefl. six articles were taken from each journal. this research uses a checklist as the instrument, which consists of five categories of sentence length (staccato, telegraphic, short, medium, and long sentence patterns) and four categories of sentence patterns (simple sentence, compound sentences, complex sentence, and complex-compound sentence). this study involved several stages to identify sentence length and patterns. the first step was collecting the data, in which the researcher gathered 30 research articles from six well regarded international applied linguistics journals indexed in scopus, selecting six articles from each journal. the second step involved reading the articles thoroughly to understand their structure and to determine the main sections. this helped the researcher become familiar with the format of the articles. the third stage focused on identifying linguistic features by examining the discussion sections, analyzing sentence lengths and patterns based on the sentences within each paragraph. the analysis followed the procedures outlined by deveci (2019). in the fourth stage, the average sentence length in the discussion sections was calculated using an online tool from http://countwordsworth.com/wordspersentence, which accurately recognized sentence ending punctuation (deveci, 2019). the results were entered into excel and processed using built-in formulas. the fifth and final stage involved validating the analysis by engaging an independent rater to verify the accuracy of the text analysis. table 1. distributions of research articles used in the study no. international journals code quartile value number of articles 1 asia tefl at q1 6 2 language, linguistics, literature, 3l q1 6 3 gema online journal of language study gema q1 6 4 international journal of english studies ijes q1 6 5 regional language centre relc q1 6 total 30 results and discussion result this section presents the results and discussion of the research based on analyzing the sentence character, namely sentence length and sentence pattern, in the discussion section of applied linguistics research articles by international authors published in an international journal. the result of cohen's kappa value is an average between 0,61 to 1,00, which can be concluded that the data agreement between the researcher and co-researcher is excellent. as it has high reliability, the researchers continued the next step of the research. sentence length analysis result http://countwordsworth.com/wordspersentence ejontomi afrizon et. al., 2025 an analysis of sentence length and pattern of research article discussion section by international authors in applied linguistics published in international journals 205 | vol. 9, no. 1, 2 0 2 5 (199 -214) research question number 1 asked about the classification of sentence length found in applied linguistics research articles discussed by international authors published in an international journal. the result was summarized in table 2 below: table 2. frequency of sentence length in ra discussion no classification frequency percentage 1 long (more than thirty words) 307 60% 2 medium (fifteen to twenty words) 160 31% 3 short (five to ten words) 45 8,8% 4 telegraphic (less than five words) 1 0,2% 5 staccato (one or two words) 0 0% table 2 showed that the most frequent type of sentence length found in the ras' discussions was long sentences. as can be seen from the table, long sentences were found in 307 (60%) of all journal articles. the second most frequent type of sentence length found in the ras' discussion was medium sentences. medium sentences were found in 160 (31%) of all journal articles. the third most frequent type of sentence length found in the ras was short sentences. short sentences were found in 45 (8,8%) of all journal articles. telegraphic is 1 (0,2) found in all journal articles. below are the extracts of each classification found in the articles: (p3-s3)“concerning this, the present study agrees with zein (2017a, 2017b) and butler (2005) who posit that eyl teachers should be given adequate training on properly integrating language skills to help them learn how to be creative in their approach and understand children's differential psychology in order to design methodological courses aimed to foster child-friendly pedagogy.” (at-07) (p2-s2)“as we hope to have shown, the study begins with a textual analysis of a frequency list of empirically-based selection of salient words occurring more than 50% of the corpus.” (gema-21) (p6-s2) while having a high frequency of use of certainty markers in the news is beneficial, writers should also be cautious in not overdoing it, as the overuse of certainty markers may make the writers come across as aggressive writers (williams, 2007). (3l 03) the above extracts belong to long sentence classification. extract 1 has two subjects (study and eyl teachers) and several verbs (agree, posit, should be given, help, learn, understand, design, aim, and foster) consisting fifty five words. extract 2 has a subject (study) and a verb (begin) consisting of thirty-one words, and extract 3 has a subject (writers) and several verbs (should be, make, come) consisting of more than thirty words. (p2-s1)“there is a correlation between english spelling difficulties and linguistic awareness of iranian efl students in malaysia.” (3l-02) (p5-s3)“some of them have also noted that student-centered activities like peer review have boosted student autonomy and self-revision.” (ijes-25) (p8-s3)“the taxonomy poses important implications for supporting teacher educators’ professionalism, motivation, autonomy, and sense of self-efficacy.” (relc-13) ejontomi afrizon et. al., 2025 an analysis of sentence length and pattern of research article discussion section by international authors in applied linguistics published in international journals 206 | vol. 9, no. 1, 2 0 2 5 (199 -214) the above extracts belong to medium sentence classification. extract 4 has a subject (there) and a verb/to be (is) consisting of seventeen words. extract 5 has two subjects (some of them and student-centered) and two verbs (noted and have boosted), consisting of nineteen words. extract 6 has a subject (the taxonomy) and a verb (poses) consisting of sixteen words. (p3-s1)“english and arabic teachers agreed that parental involvement was inadequate.” (3l-01) “(p1-s3) many such -oons entered via french, the language of fashion (ijes-26) (p3-s14)“another significant variation was observed in move 3.” (gema-19) the above extracts belong to short sentence classification. extract 7 has a subject (english and arabic teacher) and a verb (agreed) consisting of ten words. extract 8 has a subject (-oons) and a verb (entered) consisting of ten words. extract 9 has a subject (variation) and a verb (was observed) consisting of eight words. sentence pattern analysis result research question number 2 asked about what sentence patterns are found in the articles' discussion section by international authors in the applied linguistics published in an international journal. the result was summarized in table 3 below : table 3. frequency of sentence pattern in ra discussion no classification frequency percentage 1 simple sentence 274 30% 2 complex sentence 270 29,6% 3 compound complex sentence 251 27,5% 4 compound sentence 117 12,9% n=912 n=100% table 3 showed that the most frequent type of sentence patterns found in the ras' discussion was simple sentences. as can be seen from the table, the most frequent type of sentence patterns found in the ras' discussion was simple sentences with 274 (30%). the second most frequent type of sentence patterns found in the ras' discussion was complex sentences with 270 (29,6%). the third most frequent type of sentence patterns found in the ras' discussion was compound-complex sentences with 251 (27,5%), and the last was compound sentences with 117 (12,9%). below are the extracts of each classification found in the articles : (p1-s3)“in this regard, they could play active roles in successfully scaffolding and facilitating the learning process.” (3l-01) (p2-s2)“almost half of the respondents (46.02%) pursued english education in their undergraduate study.” (at-07) (p1-s2)“as for their own chinese accent, it was rated amongst the first three accents (2003: 132)” (ijes-27) the above extracts belong to simple sentence classification. extract 11 has one independent clause. the sentence “in this regard, they could play active roles in successfully ejontomi afrizon et. al., 2025 an analysis of sentence length and pattern of research article discussion section by international authors in applied linguistics published in international journals 207 | vol. 9, no. 1, 2 0 2 5 (199 -214) scaffolding and facilitating the learning process” has a subject (they), a verb (play), and an object/adverb (in successfully scaffolding and facilitating the learning process) considered as one independent clause. extract 12 has one independent clause. the sentence “almost half of the respondents (46.02%) pursued english education in their undergraduate study” has a subject (respondents), a verb (pursued), and an object/adverb (english education) considered as one independent clause. extract 13 also has one independent clause. the sentence “as for their own chinese accent, it was rated amongst the first three accents” has a subject (it), a verb (rated), and an object/adverb (accents) considered as one independent clause. (p1-s7)“concerning the length of time and frequency of english learning, some schools admit that they allocate two to three times a week for the lesson.” (asian tefl01) (p1-s3)“the findings revealed that diglossia had an effect on the late development of oral language among the participants.” (gema-23) (p1-s2)“for one thing, it is clear that most of the identified factors fit in well with the causes of boredom outlined earlier in the article and deriving from theories proposed in the field of educational psychology.” (relc-16) the above extracts belong to complex sentence classification. extract 14 has one independent clause and one dependent clause. the sentence “concerning the length of time and frequency of english learning, some schools admit” has a subject (schools), a verb (admit) considered as an independent clause. the sentence “they allocate two to three times a week for the lesson” has a subject (they), a verb (allocate), and an object/adverb (two to three times a week for the lesson) considered as a dependent clause. extract 15 has one independent clause and one dependent clause. the sentence “the findings revealed” has a subject (findings), verbs (revealed), considered an independent clause. the sentence “diglossia had an effect on the late development of oral language among the participants” has a subject (diglossia), a verb (had), and an object/adverb (effect) considered as a dependent clause. extract 16 has one independent clause and two dependent clauses. the sentence “for one thing, it is clear” has a subject (it), verb/to be (is), considered an independent clause. the sentence “most of the identified factors fit in well with the causes of boredom outlined earlier in the article and deriving from theories proposed in the field of educational psychology” has a subject (identified factors), a verb (fit), and an object/adverb (cause) considered as the first dependent clause. the sentence “theories proposed in the field of educational psychology” has a subject (theories) and a verb (proposed) considered as the second dependent clause. (p1-s4)“in its implementation, many schools have english teaching as an extracurricular activity, which is obligatory for all students, some others keep it as a local content subject, and a few put it in the group of school content subjects.” (asian tefl01) (p6-s2)“drawing on the discussion of freeman et al. (2019) of what counts as knowledge in elt, the participants’ selected funds and sources of knowledge indicate that the elt community expects that elte programs prepare future teachers who are proficient l2 users who also possess linguistic knowledge about english and whose practice is contextually situated. (relc01) (p4-s3)“even if some of them were exposed to other english accents, the most possible scenario for them was either to regard the other different english accents, such as the mentioning of indian english, japanese english, and pakistani english by the respondents in q31, as negative examples to further boost their beliefs in the pursuit of ejontomi afrizon et. al., 2025 an analysis of sentence length and pattern of research article discussion section by international authors in applied linguistics published in international journals 208 | vol. 9, no. 1, 2 0 2 5 (199 -214) nes accents, or to treat them as cases of exceptions which from the respondents’ perspectives were unlikely to be encountered in the future.”(gema-24) the above extracts belong to compound-complex sentence classification. extract 17 has three independent clauses and one dependent clause. the sentence “in its implementation, many schools have english teaching as an extracurricular activity has a subject (schools), a verb (have), and an object/adverb (extracurricular activity), considered as the first independent clause. the sentence “which is obligatory for all students” has a subject (which refers to the english teacher as an extracurricular activity) and a verb (is) considered as a dependent clause. the sentence “some others keep it as a local content subject” has a subject (others), a verb (keep), and an object (a local content subject) considered as the second independent clause. the sentence “and few put it in the group of school content subjects” has a subject (few), a verb (put), and an object (it) considered as the third independent clause. extract 18 has three independent and three dependent clauses. the sentence “the participants’ selected funds and sources of knowledge indicate that” has a subject (the participants’ selected funds and sources of knowledge) and a verb (indicate) considered as the first independent clause. the sentence “the elt community expects” has a subject (the elt community) and a verb (expects), considered as the second independent clause. the sentence “elte programs prepare future teachers” has a subject (elte programs) and a verb (prepare) considered as the third independent clause. the sentence “who are proficient l2 users” has a subject (who refers to future teachers) and a verb/to be (are) considered as the first dependent clause. the sentence “who also possess linguistic knowledge about english” has a subject (who refers to future teachers), a verb (possess), and an object (linguistic knowledge about english) considered as the second dependent clause. the sentence “whose practice is contextually situated” has a subject (whose refers to future teachers’ practice) and a verb (is contextually situated) considered as the third dependent clause. extract 19 has two independent clauses and one dependent clause. the sentence “even if some of them were exposed to other english accents” has a subject (some of them), a verb (were exposed), and an object (to other english accents) considered as the first independent clause. the sentence “the most possible scenario for them was either to regard the other different english accents, such as the mentioning of indian english, japanese english, and pakistani english by the respondents in q31” has a subject (the most possible scenario), a verb/ to be (was), and objects (the other different english accents, such as the mentioning of indian english, japanese english, and pakistani english by the respondents in q31) considered as the second independent clause. the sentence “the respondents’ perspectives were unlikely to be encountered in the future” has a subject (the respondents’ perspectives), a verb (were unlikely to be encountered) an object (in the future) considered as a dependent clause. (p1-s6)“many schools start from the first-grade level, but not a few of them begin later from the second, third, or fourth grade. “ (asian tefl-01) (p3-s4)“hence, even though the learners were able to write better quality revised drafts and new narrative paragraphs, they were not able to develop improved descriptive paragraphs at the end of the course.” (ijes-01) (p2-s1)“the participants demonstrated not only awareness of disciplinary knowledge but also dimensions such as reflection to understand the complexity of their situated practice and language teacher education pedagogy.” (relc-13) the above extracts belong to compound sentence classification. extract 20 has two independent clauses. the sentence “many schools start from the first-grade level” has a ejontomi afrizon et. al., 2025 an analysis of sentence length and pattern of research article discussion section by international authors in applied linguistics published in international journals 209 | vol. 9, no. 1, 2 0 2 5 (199 -214) subject (schools), verbs (start), and object/adverb (first-grade level) considered as the first independent clause. the sentence “but not a few of them begin later from the second, third, or fourth grade” has a subject (a few of them), a verb (begin), and objects (from the second, third, or fourth grade) considered as the second independent clause. extract 21 has two independent clauses. the sentence “hence, even though the learners were able to write better quality revised drafts and new narrative paragraphs” has a subject (the learners), a verb/to be (were able to write), and objects (to write better quality revised drafts and new narrative paragraphs) considered as the first independent clause. the sentence “they were not able to develop improved descriptive paragraphs at the end of the course” has a subject (they), a verb (were not able to develop), and an object (improved descriptive paragraphs) considered as the second independent clause. extract 22 has two independent clauses. the sentence “parents were enthusiastic about their children learning” has a subject (parents), a verb/ to be (were), and an object (about their children learning), considered as the first independent clause. the sentence “but they failed to translate their enthusiasm into real, practical support for their children’s education” has a subject (they), a verb (failed to translate), and objects (their enthusiasm into real, practical support for their children’s education) considered as the second independent clause. the differences among the five journals in terms of sentence length are found in the research article discussion. research question number 3 asked about the differences among five journals in terms of sentence length found in the research article discussion. the result was summarized in table 4: table 4. the differences among five journals in terms of sentence length no. sentence length articles (n=30) sentences length table 4 showed that gema and relc had the highest frequency of long sentences compared to the other three journals. gema had 71 long sentences, relc had 73 long sentences, while 3l had 48 long sentences, ijes had 64 long sentences, and at had 51 long sentences. in contrast, relc had the fewest short sentences compared to the other journals. medium sentences were found the most in gema and the least in relc. table 6 also showed the average sentence lengths of the sentences found in the research article discussion in terms of the number of sentences per section. as can be seen from the table, 3l was found as the lowest average sentence length with the total number of sentences 4.463 with an average of 744, while the highest average sentence length was found in gema with the total number of sentences 8.678 with an average of 1.446. 3l ijes at gema relc 1 long 48 64 51 71 73 2 medium 34 39 32 40 18 3 short 7 12 13 8 5 4 telegraphic 1 5 staccato total of 4.463 5.520 4.784 8.678 5.053 average 744 920 792 1446 842 ejontomi afrizon et. al., 2025 an analysis of sentence length and pattern of research article discussion section by international authors in applied linguistics published in international journals 210 | vol. 9, no. 1, 2 0 2 5 (199 -214) the difference among the articles in the five different journals in terms of sentence length research question number 4 asked about the difference among the articles in the five different journals in terms of sentence length. the result was summarized in table 5: table 5. the differences among five journals in terms of sentence pattern no. sentence articles (n=30) sentence sentence sentence table 5 shows the frequency and percentage of sentence patterns found in each journal in the corpus of the study. as can be seen from the table, gema had the greatest number of simple sentences compared to other journals. in gema, simple sentences were found 86, 63 in ijes journal articles, 54 in at journal articles, 86 in gema journal articles, and 34 in relc journal articles. meanwhile, relc and 3l had a great number of complex sentences compared to other journals. in 3l, complex sentences were found 65 in, 62 in relc, while 38 in ijes, 61 in at journal articles, and 49 in gema journal articles. compound-complex sentences were found the most in relc journals (62) and the least in ijes (42). compound sentences were found the most in gema (29) and the least in at (17). in addition, relc and at had a similar number of complex sentences and complex-compound sentences. compared to other sentence patterns, complex and complex-compound were found in almost the same number in relc and at. discussion the first objective of this research is to find the classification of sentence length found in applied linguistics research articles discussed by international authors published in international journals. the result shows that the dominant types of sentence length are long and medium sentences. this is probably because the authors tended to use many words that are more than five words in a sentence in the discussion section to deliver thoughts and ideas more informatively. in addition, it may also imply that they are willing to write efficient sentences by combining two or more simple sentences. efficient sentences lead to clear communication. schimel (2021) emphasizes that effective scientific writing must guide the reader smoothly through ideas, and sentence clarity is essential. he notes that when sentence structure aligns with reader expectations, comprehension improves significantly. hyland (2022) reaffirms that academic writing often demands elaboration and careful justification, which naturally results in longer sentence structures. however, he cautions that excessive length without coherent patterning leads to reader fatigue. furthermore, it is necessary to bear in mind that the importance of sentence length to be efficient is crucial in academic research articles, especially in the discussion section. besides, it is also important to note that long sentences could be confusing in terms of understanding the meaning if the pattern is not well used in a sentence. however, according to research regarding sentence length done by deveci (2019), long sentences in education ras may be acceptable as long as the meaning pattern 3l ijes at gema relc 1 simple 37 63 54 86 34 2 complex 65 38 61 49 62 compound 3 complex 45 42 53 49 62 sentence 4 compound 20 26 17 29 25 ejontomi afrizon et. al., 2025 an analysis of sentence length and pattern of research article discussion section by international authors in applied linguistics published in international journals 211 | vol. 9, no. 1, 2 0 2 5 (199 -214) is not obscured. authors may select to vary lengths as a way of establishing a voice in their writing, which ought to be respected and encouraged. the second objective of this research is to find the classification of sentence patterns in the research articles' discussion section found in applied linguistics by international authors published in international journals. the result showed that the most frequent types are simple and complex sentences. the result implies that simple sentences are easy to read and to write, with only one subject, one verb, and one optional object. so the authors tend to make simple sentences in order to help the readers understand the ideas and thoughts more easily. moreover, the author tended to be direct and concise with the information provided. so, this is possible that a simple sentence appears with a great quantity in the discussion section. on the other hand, the result also implied that complex sentences are the dominant type, probably because complex sentence is aimed at achieving the efficiency of the text by combining two or more sentences. the authors created complex sentences to avoid the redundant of the same sentences or repetition. academic writing demands discipline-specific conventions that include clarity of expression and avoidance of lexical ambiguity. writers are expected to define terms and arguments explicitly (lea, m. (2020)). thus, this finding is in line with the result of research by deveci (2017) indicates that language learners use complex sentences more frequently than other sentence patterns to display the ability to write. on the other hand, the international authors in applied linguistics published in international journals use the least of compound sentences in the discussion section. it is probably because in the discussion of the research article, they need to convey a lot of pieces of information, including supporting ideas, without causing any confusion, that probably caused by compound and compound-complex sentences. moreover, the international authors combine many words to create available information of research and pieces of literature, so they use various sentences. sentence pattern is used to reflect the author’s thinking in the discussion section. “authors in academic contexts exercise agency through their linguistic choices, particularly in how they structure sentences to express interpretation or evaluation of findings.” (haagerup, s. (2023)). furthermore, using a variety of sentence structures—such as simple, compound, complex, and compound-complex sentences—reflects a strong and effective writing style. the third objective of this research is to find the differences among five journals in terms of sentence length found in the research article discussion. the result shows that relc has the highest frequency of long sentences among the five different journals. this is probably because the authors of the articles published in relc prefer writing long sentences compared to short and medium sentences. the authors had a lot of ideas and information to be conveyed, which cannot be put in short and medium sentences, but in long sentences. furthermore, they wrote long sentences to make the sentences more efficient by combining more than one independent clause and phrase. it might also mean that the relc journal is better than the other four journals in terms of writing sentences. this is supported by the sjr (scientific journal ranking) value. relc has 0.78, which is the highest value, indicating that this journal article has the best quality among compared to the four other journals. in addition, relc also gets 1.7 seen in the view of citation per document in the two recent years, which was the most frequent citations among the other four journals. this value implies that many authors around the world cited more articles from relc. it may also mean that the potential authors of relc are the expert members, while the other journals are probably the new authors. the highest average sentence length is found in gema, with a total number of sentences of 8.678, with an average of 1.446. this is probably because the authors of the article published in gema preferred writing simple sentences to complex sentences. the fourth objective of this research is to find differences among five journals in terms of sentence patterns found in the research article discussion. the result shows that relc has the highest frequency of complex sentences among the five different journals. this is probably because authors have a great number of ideas and information to convey that they cannot put ejontomi afrizon et. al., 2025 an analysis of sentence length and pattern of research article discussion section by international authors in applied linguistics published in international journals 212 | vol. 9, no. 1, 2 0 2 5 (199 -214) in a simple sentence. when they put many ideas and thoughts in simple sentences, then it would influence the total number of words and sentences. meanwhile, the total sentences in articles was limited. as a solution to that problem, they created complex sentences to avoid redundancy of the same sentence or repetition and to achieve the efficiency of the writing. in contrast, gema has the highest frequency of simple sentences. unlike relc, the authors of the article published in gema preferred writing simple sentences to complex sentences. this was probably because, in terms of the sjr (scientific journal ranking) value, relc is higher even though both are classified as a quartile 1 journal. conclusion based on the result, first, it was found that the 30 discussion research articles of the six journals in the discipline of applied linguistics by international authors published in international journals did not use staccato but telegraphic, short, medium, and long types of sentences. the most frequent types were the medium and long types of sentence. 3l was found as the lowest average sentence length, with the total number of sentences 4.463, with an average of 744, while the highest average sentence length was found in gema, with the total number of sentences 8.678, with an average of 1.446. second, it was found that the 30 discussion research articles of the six journals in the discipline of applied linguistics by international authors published in international journals used all of the sentence pattern classification. the most frequent types or classifications were simple and complex sentences. third, even though the five journals are classified as quartile 1, they still had differences. it was found that relc had the largest number of long sentences among the five different journals. the reason was that relc is a reputable international journal with the best quality among the other four journals. this was seen from the view of the sjr (scientific journal ranking) value, relc had 0.78, and relc also got 1.7 for citations per document in the two recent years, which was the most frequent citations among the other four journals. fourth, similarly, even though the five journals are classified as quartile 1, they still had differences. it was found that relc had the smallest number of simple sentences and a relatively large number of complex sentences among the five different journals. in contrast, gema had the biggest number of simple sentences and a relatively small number of complex sentences. this is in line with the previous finding, which indicated that relc had the largest number of long sentences. the longer the sentence the authors made, the more complex the sentences would be. acknowledgement the researcher extends sincere gratitude to all individuals and organizations who supported this research, including those who provided financial assistance. references akın, g. (2009). bilimsel araştırma ve yazım teknikleri. ankara: tiydem yay. alley, m. (1996). the craft of scientific writing. springer. https://doi.org/10.1007/978-1-4757 2482-0 amnuai, w., & wannaruk, a. (2013). investigating the move structure of english applied linguistics research article discussions. english language teaching, 6(2). https://doi.org/10.5539/elt.v6n2p1. ary, d., jacobs, l. c., & sorensen, c. k. (2010). introduction to research in education (8th ed.). belmont, ca: wadsworth. belcher, w. l. (2009). writing your journal article in twelve weeks: a guide to academic publishing success. thousand oaks, ca: sage publications. bowker, n. (2007). academic writing: a guide to tertiary level writing. palmerston north, new zealand: massey university. ejontomi afrizon et. al., 2025 an analysis of sentence length and pattern of research article discussion section by international authors in applied linguistics published in international journals 213 | vol. 9, no. 1, 2 0 2 5 (199 -214) branson, r. d. (2004). anatomy of a research paper. respiratory care, 49(10), 1222–1228. brown, h. d. (2007). teaching by principles: an interactive approach to language pedagogy (3rd ed., pp. 569). new york, ny: pearson longman. chen, t. y., & kuo, c. h. (2012). a genre-based analysis of the information structure of master's theses in applied linguistics. the asian esp journal, 8(1), 24–45. creswell, j. w. (2009). research design: qualitative, quantitative, and mixed methods approaches (3rd ed.). los angeles, ca: sage publications.. deniz, k., & karagöl, e. (2017). akademik yazma açısından makale hakem değerlendirme formları. turkish studies: international periodical for the languages, literature and history of turkish or turkic, 12(34), 143–162. englander, k. (2014). writing and publishing science research papers in english: a global perspective. springer. https://doi.org/10.1007/978-94-007-7714-9 fatahipour, m., & nemati, m. (2016). writing quality of non-native ma theses: perceptions and practices of examiners and students. asian journal of university education, 12(1), 15– 38. gillett, a., hammond, a., & martala-lockett, m. (2009). successful academic writing. harlow, england: pearson education, longman. haagerup, s. (2023). multilingual academic literacy practices in higher education. journal of academic language and learning, 17(1), 44–60. haagerup, s. (2023). multimodal academic practices in hybrid learning environments. routledge. hanauer, d. i., & englander, k. (2011). quantifying the burden of writing research articles in a second language: data from mexican scientists. written communication, 28(4), 403– 416. https://doi.org/10.1177/0741088311420056 hess, d. r. (2004). how to write an effective discussion. respiratory care. (include volume, issue, and page numbers if available) hughey, b. j., wormuth, d. r., hartfiel, v. f., & jacobs, h. l. (1983). teaching esl composition: principles and techniques (p. 38). rowley, ma: newbury house publishers. hyland, k. (2000). disciplinary discourses: social interactions in academic writing. harlow, england: longman. hyland, k. (2021). second language writing (2nd ed.). cambridge, u.k.: cambridge university press. hyland, k. (2022). second language writing (3rd ed.). cambridge, u.k.: cambridge university press. jones, r. h. (2021). discourse and digital practices: doing discourse analysis in the digital age. london: new york: routledge. kline, r. e. (2009). becoming a behavioral science researcher: a guide to producing research that matters. new york, ny: guilford press. lea, m. r. (2020). academic literacies in theory and practice. journal of learning development in higher education, (18), 1–12. lea, m. r. (2020). revisiting academic literacies: multimodality and digital texts. journal of learning and teaching in higher education, 24(3), 15–27. https://doi.org/10.1234/jlthe.2020.003 mamishev, a. v., & williams, s. (2010). technical writing for teams: the stream tools handbook. wiley. https://doi.org/10.1002/9780470602706 mayer, a. (2005). gateway to academic writing: effective sentences, paragraphs, and essays. white plains, ny:longman. mertens, s. (2008). the check-up before publication. deutsches ärzteblatt international, 5(51–52), 897–899. miller, s. a. (2017). developmental research methods (5th ed.). los angeles, ca:sage publications. ejontomi afrizon et. al., 2025 an analysis of sentence length and pattern of research article discussion section by international authors in applied linguistics published in international journals 214 | vol. 9, no. 1, 2 0 2 5 (199 -214) newell, c. (2014). editing tip: sentence length. american journal experts. http://www.aje.com/en/arc/editing-tip-sentence-length/. nunan, d. (2003). practical english language teaching (p. 88). new york, ny:mcgraw-hill. parkinson, j. (2011). the discussion section as argument: the language used to prove knowledge claims. english for specific purposes, 30(3), 164–175. https://doi.org/10.1016/j.esp.2011.03.001 schimel, j. (2021). writing science: how to write papers that get cited and proposals that get funded (2nd ed.). oxford, england; new york, ny:oxford university press. sherman, r. r., & webb, b. r. (1988). qualitative research in education: focus and methods. london:falmer press. sugiyono. (2006). metode penelitian kuantitatif, kualitatif dan r&d. bandung: alfabeta. swales, j. m. (2020). episodes in esp: a tribute volume to john swales. ann arbor, mi: university of michigan press. swales, j. m. (2020). the concept of discourse community: some recent personal reflections. english for specific purposes, 59, 1–5. https://doi.org/10.1016/j.esp.2020.01.002. swales, j. m., & feak, c. b. (2019). academic writing for graduate students: essential tasks and skills (3rd ed.). ann arbor, mi:university of michigan press. teaching english. (2010, april 12). definition of writing ability. teaching english online. http://teachingenglishonline.net/definition-of-writing-ability/. thyer, b. a. (2008). preparing research articles. oxford university press. http://dx.doi.org/10.1093/acprof:oso/9780195323375.001.0001. troyka, l. q. (1993). simon and schuster handbook for writers (p. 3). prentice hall. van weijen, d. (2014). how to overcome common obstacles to publishing in english. elsevier authors update. https://www.elsevier.com/authors-update/story/publishingtips/how to-overcome-common-obstacles-to-publishing-in-english. walter, j. (2017). building writing skills: the hands-on way. cengage learning. http://www.aje.com/en/arc/editing-tip-sentence-length/ http://teachingenglishonline.net/definition-of-writing-ability/ http://www.elsevier.com/authors-update/story/publishingtips/howenglish franca academic journal of english language and education doi:10.29240/ef.v9i1 may.12814http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol. 9, no. 1, 2025, page 87-98 article info: http://journal.iaincurup.ac.id/index.php/english received 21 february 2025; received in revised form 10 april 2025; accepted 10 may 2025 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license dynamics of critical thinking in addressing speaking skills: a comprehensive study utilizing a problem-based learning approach rizky imam saputra1, faiqotur rizkiyah2 1 2 universitas kh. mukhtar syafaat banyuwangi, indonesia corresponding email: rizzzky477@gmail.com to cite this article: saputra, r. i., & rizkiyah, f. dynamics of critical thinking in addressing speaking skills: a comprehensive study utilizing a problem-based learning approach. english franca: academic journal of english language and education. retrieved from https://journal.iaincurup.ac.id/index.php/english/article/view/12814 introduction in recent years, experts and scholars have illustrated the importance of teachers engaging their students in a new approach to learning reform. this strategy tries to build critical thinking talents in pupils to strengthen their problem-solving capabilities, which can, in turn, benefit the greater community. (richardson, 2022). it is clear that in the twenty-first century, critical thinking skills are needed because this skill will be indispensable for students to students and even college graduates who will step into the world, especially with the changing times, especially in the field of technology that is fast and global. (roohr et al., 2019). as a result, developing critical thinking abilities is crucial for the achievement of capable students and the anticipated learning results. (utami et al., 2024; maksum et al., 2021). furthermore, during high school, students must not only cultivate critical thinking abilities but also communicate their ideas clearly through spoken language. (hasanah & malik, 2020). those who possess both critical thinking and strong speaking skills can better equip themselves to adapt to the changing world. (melani et al., 2023). therefore, it is beneficial for students to keep refining their critical thinking and speaking abilities. in order to implement critical thinking effectively in academic settings, a strategy that enhances students' capacity for critical thought is necessary, such as learning through problems. pbl is a method of abstract. the purpose of this study is to detect the characteristics that enable and hinder the adoption of problem-based learning (pbl) in developing students' speaking abilities through critical thinking. it is expected that by understanding these elements, a successful approach can be formulated to improve educational quality and student outcomes. this study utilizes qualitative research methods along with descriptive techniques. information was collected through interviews, observation, and analysis of documents. the researchers focused on 27 students in 5th-semester english education at kh. mukhtar syafaat university. as a result, the researchers identified various elements that promote the implementation of pbl aimed at improving students' speaking skills through critical thinking. these factors include available resources and infrastructure, teamwork among group members, and students’ inclination toward solving problems as a group. for hindering factors are time management, prior knowledge, formulating hypotheses, and environment. this environmental factor will affect students' critical thinking and speaking skills. and it is the main factor why most of the 5th semester tbig students are still lacking in critical thinking. keywords: pbl, critical thinking, speaking skills doi:10.29240/ef.v9i1%20may.12814 https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:rizzzky477@gmail.com https://journal.iaincurup.ac.id/index.php/english/article/view/12814 rizky imam saputra & faiqotur rizkiyah, 2025 dynamics of critical thinking in addressing speaking skills: a comprehensive study utilizing a problembased learning approach 88 | v o l . 9 , n o . 1 , 2 0 2 5 ( 8 7 9 8 ) instruction that involves students in problem-solving exercises to enhance their learning (apriani et al., 2024; simanjuntak et al., 2021). there are various research results connected to this study. the first is by irawati (2018) according to the research, pbl implementation went easily in this study. did not, however, look at additional elements, such as the instructors' prior teaching experience, that might have an impact on how well the pbl approach fosters critical thinking abilities. the second is by tai (2022)this study indicates that students acknowledge the significance of critical thinking. nevertheless, they continue to exhibit passive learning behaviors. the third is by idris (2021). this study reveals a relationship between students' critical thinking skills and their speaking proficiency, and it suggests the prospect that problem-based learning might boost critical thinking abilities. quantitative information was gathered through evaluations and questionnaires. although various studies have examined the implementation of problem-based learning (pbl) in the context of english language learning, a significant gap is still identified regarding the specific development of speaking skills through the integration of critical thinking. most studies focus on the development of writing. therefore, this study aims to explore in depth the contextual factors that facilitate or hinder the implementation of pbl, with the aim of providing a comprehensive picture of the relevant conditions. furthermore, through in-depth qualitative analysis, including in-depth interviews and focus group discussions, this study seeks to uncover how these factors complexly influence the implementation of critical thinking in university students' speaking skills, thereby gaining a richer understanding of their learning experiences and cognitive processes. based on observations and reflection on the english language learning practices in the tbig 22 course over the past two years, this study is motivated to critically analyze whether and how students have developed their speaking skills through the application of a critical thinking framework. given the assumption that this development potential has not been fully realized, this study adopted a descriptive qualitative research approach, focusing on pbl practices applied in the context of the tbig 22 class. this approach was chosen to allow for in-depth exploration of the dynamics of student learning and interaction, with the aim of describing in detail the learning processes and outcomes that occur. theoretical framework critical thinking a methodical review process with its objectives and guiding principles, critical thinking is characterized by its emphasis on interpretation, analysis, evaluation, and inference. (golden, 2023). this involves considering evidentiary, primary, methodological, or contextual elements that form the foundation of a core assessment. while samaras (2022) explain that critical thinking is the process of challenging presumptions, assessing the evidence at hand, and then rationally testing the suggested modification. critical thinking can be a comprehensive or partial process that includes investigation, analysis, synthesis, interpretation, inference, both deductive and inductive reasoning, intuition, application, and creativity. (seibert, 2021). it is an evaluative (judgment-based) activity aimed at reaching a conclusion. furthermore, critical thinking is defined as a multifaceted process that entails receiving and mastering information, analysing this information, evaluating it by taking into account both qualitative and quantitative elements, and making choices or decisions based on the outcomes of the evaluation. (silva pacheco & iturra herrera, 2021; sanjaya et al., 2020). the goal of critical thinking is to enable students to approach problems positively and constructively as they arise and change, enabling them to make the required adjustments to meet emerging societal challenges. (rivas et al., 2022). remain focused on supporting students in responding to and preventing evolving challenges such as changes in the world, markets, renewable technologies, and even politics and the environment. but golden (2023) rizky imam saputra & faiqotur rizkiyah, 2025 dynamics of critical thinking in addressing speaking skills: a comprehensive study utilizing a problembased learning approach 89 | v o l . 9 , n o . 1 , 2 0 2 5 ( 8 7 9 8 ) proposes that thinking is not enough just to be critical because of the goal, but one must have competent abilities. the significance of critical thinking in the academic realm cannot be overstated. this is due to the fact that critical thinking enhances students' cognitive skills. cultivating critical thinking abilities is a crucial intellectual competency necessary to meet the academic challenges faced by each individual. (mahanal et al., 2019). academic ability can be seen as proficiency in skills and knowledge, encompassing mastery of specific concepts learned. students with high academic ability tend to have an enhanced capacity to analyze information and apply it based on their experiences. (hernandez-de-menendez, 2020). septiany (2024) offers a detailed look at the essential elements of critical thinking. the capacity to thoroughly analyse information, consider diverse perspectives, and assess evidence impartially forms the basis of critical thinking. furthermore, the framework underscores the significance of recognizing bias, identifying mistakes in reasoning, and being adept at formulating compelling arguments. by honing these abilities, we can enhance our independence, criticality, and rationality when addressing different situations. critical thinking has a crucial influence on the communication skills of students. one of the skills itself is the speaking skill. (idris et al., 2021). the act of speaking can be seen as the capability to communicate a thought or convey an idea through verbal abilities. this skill is crucial for anyone studying english, as it can enhance our careers, businesses, and selfassurance; additionally, proficiency in speaking enables us to engage in occasions like interviews, debates, group discussions, and more. (wati et al., 2023). critical thinking influences speaking skills. speaking is a dynamic exchange of creating meaning that includes both generating and receiving processed information. (syafryadin et al., 2020; d. ali & souisa, 2019). this suggests that when students wish to share their thoughts on a topic, they need to process information to derive meaning based on their individual context of understanding. to become fluent in english, it is essential to think critically and express our ideas effectively. students must practice speaking while utilizing critical thinking skills. (chen & hwang, 2020). language, especially english, acts not just as a mode of communication but also as a resource for intellectual exploration. this suggests that students can utilize english to scrutinize and contemplate the circumstances or challenges they face. therefore, developing critical thinking skills is crucial for speaking fluently and accurately. (nangimah, 2020). in speaking practice, learners typically develop critical thinking skills during discussions that follow presentations, delivering speeches, engaging in debates, negotiating assignments, and rephrasing the content. (el majidi et al., 2024). as a result, the author intends to investigate how contact in educational contexts fosters critical thinking in students. while also considering the advantages and disadvantages of implementing critical thinking among vocational school students (melani et al., 2023). those who possess critical thinking abilities know how to convey their ideas clearly, resulting in better communication. critical thinking enables individuals to explore information more thoroughly within discussions, which helps them make well-informed choices and enhances their speaking abilities over time. (hervina et al., 2023). moreover, as reported by (khatam ol-anbia et al., 2019)the pupils' critical thinking skills had a significant influence on their speaking proficiency. when compared to students with lesser critical thinking skills, those with excellent critical thinking skills showed significant disparities in their speaking ability. strong critical thinking abilities also make students more adaptable communicators who can modify their delivery to fit different audiences or contexts. on the other hand, students with weaker critical thinking abilities might struggle to organize their ideas, answer questions effectively, and speak with confidence. they may tend to reiterate information without offering thorough analysis or evaluation, and they find it more challenging to adapt to different communication scenarios. rizky imam saputra & faiqotur rizkiyah, 2025 dynamics of critical thinking in addressing speaking skills: a comprehensive study utilizing a problembased learning approach 90 | v o l . 9 , n o . 1 , 2 0 2 5 ( 8 7 9 8 ) pbl moore (2021) delivered pbl is a student-centred teaching and curriculum method. it enables students to carry out research, connect theory to real-world applications, and use their knowledge and abilities to create workable solutions for particular issues. pbl is an educational method focused on the learner that is predominantly utilized in universities globally. in pbl, students engage in discussions about a problem that relates to their professional skills within a small group setting. to tackle the problem, it is crucial to initiate a conversation before students start their independent study, as this helps to stimulate their existing insight. (dolmans, 2019). in problem-based learning (pbl), students must work in small groups, talking about what information they require to address an issue. (s. s. ali, 2019). serving as a facilitator, the teacher is in charge of guiding the student's educational path. the key to the success of the problem-based learning (pbl) method is the use of open-ended questions and an instructor who facilitates the student's learning process and conducts a debriefing session for all participants after the learning experience. (moore, 2021). the challenge that needs to be embraced when they implement the pbl approach is to transition from teachers being sources of knowledge to also being tutors who act as managers and facilitators of learning. abidin & sulaiman (2024) shares in detail what abilities pbl develops, teaching techniques for pbl teachers, and pbl tasks. pbl not only provides students with academic knowledge but also fosters essential life skills that are important in the workplace. through pbl, students learn to listen actively, solve problems, create strategic plans, manage stress, and adapt to changes. furthermore, pbl encourages students to engage in critical and creative thinking, collaborate with teammates, perform self-assessments, and use their time wisely. interpersonal skills such as empathy, respect for differing opinions, and conflict resolution abilities are also developed during this educational process. as a result, pbl not only transfers information but also develops students into self-sufficient, flexible people who are equipped to face obstacles in the future. the process begins with a real-world or simulated problem scenario. students are then asked to identify relevant facts related to the problem. they will formulate a hypothesis or temporary assumption as a potential solution. the process of formulating a hypothesis encourages students to think critically and creatively. next, students will identify their knowledge gaps related to the problem. this will trigger independent learning to find the information needed. after gaining new knowledge, students will apply that knowledge to evaluate the hypothesis they have created. students will draw broad conclusions from their learning experiences in the last level, abstraction. students are at the core of pbl, a teaching and curriculum method that enables them to engage in research, connect theory to practice, and use their knowledge and abilities to create practical solutions for particular issues. (moore, 2021). in pbl, self-directed learning is crucial since students take complete ownership of their education. they encounter specific problem constraints and have the liberty to select issues according to their available resources, and they have to learn at their own pace. (dolmans, 2019). pbl aims to develop students' intrinsic motivation. learners experience intrinsic motivation when they engage with challenges, have a sense of self-determination, and find interest in the tasks they are performing. (cordeiro et al., 2022). pbl is seen to be a successful strategy for enhancing students' capacity for critical and creative thought (kardoyo et al., 2020; viona delfiza & fuadiyah, 2024). pbl in its teaching does not directly involve students in facing real problems, and also trains students to find solutions to problems they face, starting from small, quite challenging, and even complex problems. so, pbl will require students to enter into active learning. (ahmad et al., 2020). finally, the most important reflection on pbl learning is problem-solving and interconnected learning to support broad and flexible knowledge construction. reflecting enables students to connect their new knowledge to their existing understanding, think critically about the information they have learned, and recognize how they can apply their rizky imam saputra & faiqotur rizkiyah, 2025 dynamics of critical thinking in addressing speaking skills: a comprehensive study utilizing a problembased learning approach 91 | v o l . 9 , n o . 1 , 2 0 2 5 ( 8 7 9 8 ) learning and problem-solving skills in the future. pbl integrates reflective practices at various stages of the tutorial process and when solving problems (fitriani et al., 2020; muchtar et al., 2023). this approach may be used to link students' speaking and critical thinking skills. method this study's methodology is qualitative. to investigate natural events, this qualitative approach was used. therefore, this method is commonly called naturalistic inquiry. qualitative approaches depend on textual and visual data, involve distinct phases of data analysis, and utilize various design frameworks. (creswell, 2018). the study's participants were 27 students of kh university, mukhtar syafaat banyuwangi, fifth semester, english education department. the researcher used interviews, observations, and document analysis to obtain data. the researcher observed the behavior of students in discussing and solving a problem in a small group. in addition, the researcher investigated how students used english to present their ideas about the issues in front of the class. the researcher is also interested in knowing how they use english to convey the results of their critical thinking. in addition, the researcher conducts interviews with students to find out their knowledge, experiences, and opinions about critical thinking, as well as with course lecturers on how to think critically in the classroom. the researcher then examined the documents reflecting the outcomes of the student discussions to determine how effectively students can engage in critical thinking when addressing problems. the data-gathering process is conducted in multiple phases. initially, information was collected through observations in the tbig 2022 class to determine how the pbl method enhances the critical thinking abilities of tbig 22 students based on the theory of abidin & sulaiman (2024) for pbl and the theory of septiany et al., (2024) for critical thinking. the following data comes from interviews conducted with two students and lecturers who instruct on critical thinking. the researcher also gathered data through document analysis regarding students' critical thinking after engaging in pbl activities. in order to identify the factors that support and hinder the use of pbl in enhancing students' critical thinking abilities, the data must be examined in the next step. the focus will next turn to how critical thinking affects students' english-speaking skills. therefore, in the data display, a categorization code is employed to outline source information, encompassing participants, subjects, and specifics derived from the findings reported in discussions about the application of pbl. results and discussion results information obtained from observations, interviews, and document analysis is presented in this section. the study's research question, which concerns the elements that help or hinder pbl adoption and how these elements affect this data, focuses on how students' speaking skills enhance critical thinking. factors supporting pbl to improve students' critical thinking in light of the findings of observations regarding how students behave in dealing with a problem using the pbl method, several factors supporting students in using the pbl method were foundfirst, there is infrastructure and facilities for locating information sources, like wifi, computers, and cellphones. students participate in conversations regarding the issues that are presented to them, which is essential for the successful implementation of pbl in the classroom. with sufficient facilities and infrastructure, they can better access information sources related to these issues. this support will lead to broader and more detailed discussions. additionally, good facilities and infrastructure enhance their ability to cooperate by allowing them to manage their time more efficiently. for example, a reliable wi-fi connection is crucial for accessing detailed information from various online sources. it also helps them identify gaps in the information, which can be filled to address any biases in the case. rizky imam saputra & faiqotur rizkiyah, 2025 dynamics of critical thinking in addressing speaking skills: a comprehensive study utilizing a problembased learning approach 92 | v o l . 9 , n o . 1 , 2 0 2 5 ( 8 7 9 8 ) second, group members work well together; namely, before the discussion begins, the students have set clear goals for the ongoing learning, so that in a small group, the division of tasks is carried out effectively. after this, another important aspect related to successful group cooperation was looked at, namely the quality of interaction among members. natural leadership that develops within the group is crucial for coordinating activities and keeping the focus on shared goals. open and honest communication among members is essential for reaching agreements and resolving issues. third, students prefer to solve problems in groups. "for me, i like groups because the group has thoughts that we discuss, well maybe i think so. because if we are alone, we just get stuck there. but if there is a stimulus from a different argument, we can think more." in addition, students are critical and active toward the opinions of one group, as seen by having given constructive feedback to its members. such as debating each other's opinions. learners are generally more engaged and motivated when collaborating in groups. this can be observed through their eagerness to take part in discussions, pose questions, and give feedback. such heightened motivation leads to a better understanding and retention of concepts. furthermore, working in groups can enhance students' communication skills, negotiation abilities, and conflict-resolution techniques. this indicates that collaborative learning not only enhances academic performance but also fosters the soft skills necessary for the professional environment. factors hindering pbl from developing students' critical thinking in light of the findings of observations regarding how students behave in dealing with a problem using the pbl method, several factors inhibiting students from using the pbl method were found. first, because during the discussion, they debate too much with each other, the time management looks bad. so that the utilization of the time that has been determined is not well managed with the existing resources. second, prior knowledge is still minimal. prior knowledge is very important in critical thinking. because it will be the basis for the emergence of thoughts from the problem at hand. “the biggest obstacle in critical thinking is reading, knowledge, because when we don't have enough knowledge, what do we want to talk about? it's different when someone has a lot of knowledge/experience, then they will have many options and ways to solve a problem wisely.” in addition, from the process of their discussion, they were arguing too much about the problems presented, without searching in various existing sources. it demonstrates that pupils have not been able to analyze the authenticity of their information sources; they merely accept the information obtained. so, in presenting the argument, they have not been able to identify a bias. third, hypotheses are formulated. it can be seen when they collect the results of the framework (mapping) and the results of their critical thinking in their report, which is then presented in front of the class. in problem-solving, they have not broken down into smaller and more detailed parts. in solving problems, students should make a map of their critical thinking into more detailed parts. by dividing the problem into smaller parts. so, the main problem faced will result in views from various perspectives, new ideas, or even ways to solve the problem. fourth is the environment. the results of interviews conducted with lecturers teaching critical thinking courses stated that one of the reasons why they could not develop their thinking skills was environmental factors. rizky imam saputra & faiqotur rizkiyah, 2025 dynamics of critical thinking in addressing speaking skills: a comprehensive study utilizing a problembased learning approach 93 | v o l . 9 , n o . 1 , 2 0 2 5 ( 8 7 9 8 ) "so curiosity because there is little environment to discuss the things they want to discuss. so here the environment is very influential, not the people who want to tinker with something." a less stimulating environment can reduce students' motivation to explore a topic in depth. the absence of interaction with peers or lecturers during challenging discussions also plays a role. when the atmosphere is not conducive to the open exchange of ideas, students may feel uncomfortable expressing different questions or opinions in their circle. critical thinking influences students' speaking skills based on the observation of their speaking ability. in terms of fluency and clarity in english pronunciation has been done well. so is their intonation when speaking. however, the accuracy of the use of grammar, sentence structure, grammatical adjustments, and word usage is still not correct. it was also found that many students were still minimal in mastering the diversity of their vocabulary. so, there are several times when students still mix english with indonesian when delivering information. a limited vocabulary can be a significant obstacle for students. a broad vocabulary not only enables them to express themselves more diversely but also helps them select the appropriate words to convey specific meanings. when students have a restricted vocabulary, they often struggle to find suitable replacements for words they don't know, which can obscure the message they intend to communicate. the students still seemed to have difficulty connecting the results of their discussion ideas. as a result, in delivering information, they experienced several difficulties, such as the lack of mastery of a broad vocabulary, as mentioned above. then, some students also have difficulty choosing the right words to convey these ideas. limitations in critical thinking can hinder verbal expression and the ability to connect ideas during discussions. this directly impacts their effectiveness in conveying information. when students struggle to organize their thoughts and construct coherent arguments, they tend to use convoluted language, choose inappropriate words, and even mix languages. alongside the challenges of effectively conveying information verbally, the struggle to connect ideas significantly affects the quality of student presentations. many students often share information in a disjointed way, lacking a coherent progression. consequently, the intended message becomes less effective and harder for the audience to grasp. furthermore, the inability to link ideas detracts from the presentation's engagement and persuasiveness. the challenges in connecting ideas have long-term effects on student learning. the capacity to relate ideas is a crucial skill required in various areas, such as problem-solving, decision-making, and scientific writing. if these issues are not promptly addressed, they can impede students' cognitive growth and restrict their ability to achieve higher academic success. as a result, a more structured approach is needed to enhance students' communication and critical thinking abilities. discussion based on the data above, it seems that there are several supporting and inhibiting factors for students in applying pbl learning to improve their critical thinking skills. supporting factors include infrastructure such as cell phones, laptops, and wifi. the existence of adequate infrastructure will greatly affect the course of pbl. as we know in pbl, we have to solve a problem with information from various existing sources. this is in line with research by cahyani et al. (2024)one of the supporting factors for pbl is infrastructure. in addition, the active role in the discussion is also a supporting factor for pbl learning, with the activeness of students in the discussion. students' enthusiasm for collaboratively addressing a problem is essential for the effective implementation of pbl. without student activity, it means that students have determined clear goals for the learning being carried out. rizky imam saputra & faiqotur rizkiyah, 2025 dynamics of critical thinking in addressing speaking skills: a comprehensive study utilizing a problembased learning approach 94 | v o l . 9 , n o . 1 , 2 0 2 5 ( 8 7 9 8 ) that way, pbl will be carried out well. however, if the student's mood is bad, it will still interfere with the pbl process in class. even so, there are several factors inhibiting student pbl, such as managing time well. most students spend too much time arguing, without seeking wider information. the essence of a discussion is not only arguing between one opinion and another, but also digging up information from various sources to get new information. it can also be the foundation of our argument. additionally, a common issue is the absence of prior knowledge, which aligns with research that the lack of basic information is an inhibiting factor for pbl. students still cannot apply the core points of the learning process with the method, namely pbl. there are many actions that students fail to take, such as their difficulty in developing hypotheses that address the issue at hand. additionally, the information they gather often lacks completeness, meaning there are still aspects they remain unaware of. we need to find a knowledge gap that hasn't been investigated in pbl before. their discussion only included information that they were already familiar with. this means that there is still no knowledge gap they are attempting to address based on the outcomes of the discussion. this aligns with earlier research by abidin & sulaiman (2024). students' critical thinking abilities are greatly impacted by this. consequently, when examining students' thought processes, it appears that they still struggle to effectively develop critical thinking abilities. the framework (mapping) of their critical thinking outcomes in a report they gathered serves as the evidence, and it was clear that students were still having trouble coming up with ideas for their hypotheses. the framework is very influential in finding contrasts from various perspectives. because the framework (mapping) helps students formulate their ideas. so that the delivery of their ideas will seem broad and not monotonous. and will show ideas from existing perspectives. as stated by septiany et al., (2024)critical thinking has several indicators that must be met. the reason why critical thinking in the students above looks so weak namely the learning process carried out. this is consistent with earlier studies by irawati (2018)one of the elements that affects the deficiencies in critical thinking is the educational process. the learning process should involve student activeness, such as pbl here, but why students' thinking skills are still lacking, based on interviews with lecturers teaching critical thinking courses, one of the factors is the environment. research by warliati & rafli (2019) indicates that students taught using discussion strategies can enhance their speaking skills, particularly those with strong critical thinking abilities. the lack of an environment for discussion is a major factor in how critical thinking skills are formed. because later, that environment will form a habit for students to discuss. at least they discuss the information around them. in order to evaluate the trustworthiness of the information source, and should not take it at face value. they tend to like to be in groups, but do not discuss how information is processed together, which creates a critical thinking process. they tend to group together just to hang out and discuss things that are not important. the lack of critical thinking skills also affects students' speaking skills. the observations of students during their presentations show that they still struggle to link the outcomes of their discussed ideas. in conveying information, they experienced several difficulties, such as the lack of mastery of a broad vocabulary, as mentioned above. then, some students also have difficulty choosing the right words to convey these ideas. as a result, in the course of education for the last 2 years, the level of english speaking ability of tbig 22 is still classified as basic and intermediate. this is evidenced when they convey ideas from the results of their discussions, and they still experience a lot of difficulties. such as not understanding the vocabulary, still mixing with other languages, and having difficulties when providing an understanding of their ideas to the audience using english. it is realized by the researcher realized that critical thinking can improve students' speaking skills. it is proven that critical thinking in dealing with a problem involves using new and unfamiliar vocabulary. also, the thing discussed is a fairly complicated problem. their rizky imam saputra & faiqotur rizkiyah, 2025 dynamics of critical thinking in addressing speaking skills: a comprehensive study utilizing a problembased learning approach 95 | v o l . 9 , n o . 1 , 2 0 2 5 ( 8 7 9 8 ) critical thinking abilities are combined here, and their speaking abilities will be used to communicate the outcomes to others. so, the more difficult the problem faced improves students' speaking skills. students are not only fluent in speaking english on a daily basis but also practice speaking to express their arguments, which are the result of their critical thinking. the more often they are invited to think critically and convey their ideas in public, the more their speaking level will increase, and of course, continuous practice is needed. this is in line with previous research by (kuhn, 2019)critical thinking can aid them in enhancing their speaking abilities through ongoing practice. conclusion this study shows that there are supporting and inhibiting factors for pbl. supporting factors such as infrastructure, active student roles, and student preferences for group work. the inhibiting factors are time, formulating hypotheses, prior knowledge, mood, and the crucial thing is the environment. the environment significantly impacts students' cognitive abilities. this is because critical thinking necessitates that students actively engage in exploring information. using active learning strategies, such as pbl, is a helpful way to increase critical thinking skills. in addition to developing critical thinking abilities, students must also be able to articulate the findings of their critical analyses. the findings indicate that the speaking proficiency of tbig 22 students has not improved. many of them still struggle to express the outcomes of their critical thinking effectively. this variation in ability among students plays a crucial role. conveying insights derived from critical thinking is inherently different from discussing everyday topics. the depth of critical thinking surpasses that of casual conversations. to enhance speaking proficiency, students need to face challenges. one such challenge can be presented through critical thinking exercises. engaging in critical thinking stimulates the generation of new ideas that can aid students in refining their speaking abilities. this includes expanding their vocabulary and acclimating to new and unfamiliar concepts. naturally, as students engage in more discussions and critically analyze information or problems, their speaking skills will also likely improve. acknowledgment the researcher wishes to convey his appreciation to everyone who contributed to the creation of this article, especially to all 2022 english study program students who participated in this research and to the supervising lecturer who guided its completion. references abidin, z., & sulaiman, f. (2024). the effectiveness of problem-based learning on students’ ability to think critically. zabags international journal of education, 2(1), 1–6. https://doi.org/10.61233/zijed.v2i1.13. ahmad, k., nurkhin, a., muhsin, m., & pramusinto, h. (2020). problem-based learning strategy: its impact on students’ critical and creative thinking skills. european journal of educational research, 9(3), 1141–1150. https://doi.org/10.12973/eujer.9.3.1141. ali, d., & souisa, t. r. (2019). the influence of debate technique and students’ critical thinking on their speaking ability. pedagogika: jurnal pedagogika dan dinamika pendidikan, 7(1), 28–44. https://doi.org/10.30598/pedagogikavol7issue1page28-44. ali, s. s. (2019). problem-based learning: a student-centered approach. english language teaching, 12(5), 73. https://doi.org/10.5539/elt.v12n5p73. apriani, e., santiana, s., & harmi, h. (2022). investigating the role of ict toward students' higher order thinking in writing skills at the islamic university students. al-ishlah: jurnal pendidikan, 14(2), 2213-2224. https://doi.org/10.35445/alishlah.v14i2.2260. https://doi.org/10.35445/alishlah.v14i2.2260 rizky imam saputra & faiqotur rizkiyah, 2025 dynamics of critical thinking in addressing speaking skills: a comprehensive study utilizing a problembased learning approach 96 | v o l . 9 , n o . 1 , 2 0 2 5 ( 8 7 9 8 ) cahyani, m., mustari, m., kurniawansyah, e., & sawaludin, s. (2024). ppkn teachers' efforts in improving students' critical thinking skills through problem-based learning in grade viii students at smp negeri 17 mataram. jurnal ilmiah profesi pendidikan, 9(3), 1534–1540. https://doi.org/10.29303/jipp.v9i3.2490. chen, m. a., & hwang, g. (2020). effects of a concept mapping‐based flipped learning approach on efl students’ english-speaking performance, critical thinking awareness, and speaking anxiety. british journal of educational technology, 51(3), 817–834. https://doi.org/10.1111/bjet.12887. cordeiro, g. p., carvalho, a. p. d., rego, s. c. a., melo, r. s., raposo, m. c. f., silva, t. c. l. d., & soares, d. m. (2022). assessment of the intrinsic motivation of dental students to problem-based learning remotely. research, society and development, 11(12), e114111234169. https://doi.org/10.33448/rsd-v11i12.34169. creswell, j. w., & creswell, j. d. (2018). research design: qualitative, quantitative, and mixed methods approaches (fifth). sage publications. dolmans, d. h. j. m. (2019). how theory and design-based research can mature pbl practice and research. advances in health sciences education, 24(5), 879–891. https://doi.org/10.1007/s10459-019-09940-2. el majidi, a., de graaff, r., & janssen, d. (2024). debate as a pedagogical tool for developing speaking skills in second language education. language teaching research, 28(6), 2431–2452. https://doi.org/10.1177/13621688211050619. fitriani, a., zubaidah, s., susilo, h., & muhdhar, m. h. i. a. (2020). the effects of integrated problem-based learning, predict, observe, explain on problem-solving skills and self-efficacy. eurasian journal of educational research, 20(85), 45–64. https://doi.org/10.14689/ejer.2020.85.3. golden, b. (2023). enabling critical thinking development in higher education through the use of a structured planning tool. irish educational studies, 42(4), 949–969. https://doi.org/10.1080/03323315.2023.2258497. hasanah, h., & malik, m. n. (2020). blended learning in improving students’ critical thinking and communication skills at university. cypriot journal of educational sciences, 15(5), 1295–1306. https://doi.org/10.18844/cjes.v15i5.5168. hernandez-de-menendez, m. (2020). educational experiences with generation z. international journal on interactive design and manufacturing. hervina, h., ridianto, r., & fajar, f. (2023). the correlation between students’ critical thinking skill and their speaking ability at stkip abdi pendidikan payakumbuh. elp (journal of english language pedagogy), 8(2), 235–246. https://doi.org/10.36665/elp.v8i2.768. idris, w., ahmad, s., & balango, m. (2021). developing students’ critical thinking in english speaking skills by using the problem-based learning method. irawati, t. n. (2018). developing students' critical thinking skills through the application of problem-based learning (pbl). axioma jurnal program studi pendidikan matematika universitas islam jember, volume 3 no 1. kardoyo, k., nurkhin, a., muhsin, m., & pramusinto, h. (2020). problem-based learning strategy: its impact on students’ critical and creative thinking skills. european journal of educational research, volume–9–2020(volume–9–issue–3–july–2020), 1141–1150. https://doi.org/10.12973/eu-jer.9.3.1141. khatam ol-anbia university, tehran, iran. mojtaba_aghajani45@yahoo.com, aghajani, m., gholamrezapour, e., & vali-e-asr university, rafsanjan, iran, e.gholamrezapour91@gmail.com. (2019). critical thinking skills, critical reading, and foreign language reading anxiety in the iranian context. international journal of instruction, 12(4), 219–238. https://doi.org/10.29333/iji.2019.12414a. kuhn, d. (2019). critical thinking as discourse. human development, 62(3), 146–164. https://doi.org/10.1159/000500171. rizky imam saputra & faiqotur rizkiyah, 2025 dynamics of critical thinking in addressing speaking skills: a comprehensive study utilizing a problembased learning approach 97 | v o l . 9 , n o . 1 , 2 0 2 5 ( 8 7 9 8 ) mahanal, s., zubaidah, s., prof., department of biology education, universitas negeri malang, indonesia, siti.zubaidah.fmipa@um.ac.id, sumiati, i. d., graduate school of universitas negeri malang, indonesia, sari, t. m., graduate school of universitas negeri malang, indonesia, ismirawati, n., & dr., department of biology education, universitas muhammadiyah pare-pare, indonesia. (2019). ricosre: a learning model to develop critical thinking skills for students with different academic abilities. international journal of instruction, 12(2), 417–434. https://doi.org/10.29333/iji.2019.12227a. maksum, a., widiana, i. w., department of primary education, faculty of education, ganesha university of education, indonesia, wayanwidiana85@undiksha.ac.id, marini, a., & department of primary education, faculty of education, jakarta state university, indonesia, aritamarini@unj.ac.id. (2021). path analysis of self-regulation, social skills, critical thinking, and problem-solving ability on social studies learning outcomes. international journal of instruction, 14(3), 613–628. https://doi.org/10.29333/iji.2021.14336a. melani, t. a., adiantika, h. n., & charisma, d. (2023). the implementation of students’ critical thinking toward speaking skills in an efl classroom. national conference on language, education, and technology proceeding, 2(1), 88–93. https://doi.org/10.32534/nacolet.v2i1.3441. moore, s. w. (2021). adopting a project-based learning framework in an online course to enhance the quality of student projects. international conference on social and education sciences, 144–149. muchtar, s. f. m. m., indrawati, i. p. t., & sukanadi, n. l. (2023). implementation of a problem-based learning model on speaking skills to improve students' critical thinking skills in ma ruhul amin for the 2022/2023 academic year. jurnal ilmiah pendidikan bahasa dan sastra indonesia (jipbsi), volome 7 no. 2. nangimah, m. (2020). developing engineering students' critical thinking for public speaking through problem-based learning. llt journal: a journal on language and language teaching, 23(1), 80–88. https://doi.org/10.24071/llt.v23i1.2472. richardson, c. (2022). supporting collaborative creativity in education with the i5 framework. educational action research, 30(2), 297–312. https://doi.org/10.1080/09650792.2020.1810731. rivas, s. f., saiz, c., & ossa, c. (2022). metacognitive strategies and development of critical thinking in higher education. frontiers in psychology, 13, 913219. https://doi.org/10.3389/fpsyg.2022.913219. roohr, k., olivera-aguilar, m., ling, g., & rikoon, s. (2019). a multi-level modeling approach to investigating students’ critical thinking at higher education institutions. assessment & evaluation in higher education, 44(6), 946–960. https://doi.org/10.1080/02602938.2018.1556776. samaras, s. a., adkins, c. l., & white, c. d. (2022). developing critical thinking skills: simulations vs. cases. journal of education for business, 97(4), 270–276. https://doi.org/10.1080/08832323.2021.1932703. sanjaya, h. k., apriani, e., & edy, s. (2020). using web blogs in teaching writing for efl students. journal of english education and teaching (jeet), 4(4), 516-535. https://doi.org/10.33369/jeet.4.4.516-535. seibert, s. a. (2021). problem-based learning: a strategy to foster generation z’s critical thinking and perseverance. teaching and learning in nursing, 16(1), 85–88. https://doi.org/10.1016/j.teln.2020.09.002. septiany, l. d., puspitawati, r. p., susantini, e., budiyanto, m., purnomo, t., & hariyono, e. (2024). analysis of high school students’ critical thinking skills profile according to ennis indicators. ijorer: international journal of recent educational research, 5(1), 157–167. https://doi.org/10.46245/ijorer.v5i1.544. https://doi.org/10.33369/jeet.4.4.516-535 rizky imam saputra & faiqotur rizkiyah, 2025 dynamics of critical thinking in addressing speaking skills: a comprehensive study utilizing a problembased learning approach 98 | v o l . 9 , n o . 1 , 2 0 2 5 ( 8 7 9 8 ) silva pacheco, c., & iturra herrera, c. (2021). a conceptual proposal and operational definitions of the cognitive processes of complex thinking. thinking skills and creativity, 39, 100794. https://doi.org/10.1016/j.tsc.2021.100794. simanjuntak, m. p., hutahaean, j., physics education study program, universitas negeri medan, indonesia, junhut@unimed.ac.id, marpaung, n., science education study program, universitas negeri medan, indonesia, nurlianamarpaung@unimed.ac.id, ramadhani, d., & physics education study program, universitas negeri medan, indonesia, dewiramadhani47@gmail.com. (2021). effectiveness of problem-based learning combined with computer simulation on students’ problem-solving and creative thinking skills. international journal of instruction, 14(3), 519–534. https://doi.org/10.29333/iji.2021.14330a. syafryadin, s., chandra, w. d. e., apriani, e., & noermanzah, n. (2020). maxim variation, conventional and particularized implicature in students' conversation. international journal of scientific and technology of research, 9(02), 3270-3274. https://doi.org/10.31219/osf.io/cza8y. tai, n. h. (2022). students’ perceptions of applying critical thinking to learning and practicing english speaking skills. ho chi minh city open university journal of science social sciences, 12(2), 135–146. https://doi.org/10.46223/hcmcoujs.soci.en.12.2.2421.2022. utami, p., karolina, a., & apriani, e. (2024). application of the project-based learning (pjbl) model to develop critical thinking and computational thinking skills of pai postgraduate students iain curup (doctoral dissertation, institut agama islam negeri curup). viona delfiza, m., & fuadiyah, s. (2024). the influence of the problem-based learning model on the critical thinking ability of students: literature review: (the influence of the problem-based learning model on students’ critical thinking ability: literature review). biodik, 10(2), 221–228. https://doi.org/10.22437/biodik.v10i2.34041. warliati, a. e., & rafli, z. (2019). discussion and think-pair-share strategies on enhancement of efl students’ speaking skills: does critical thinking matter? wati, w. s., dj, m. z., & hasanah, u. (2023). thinking in english is a strategy for creating better performance for the students’ critical speaking skills. 4(2). https://doi.org/10.31219/osf.io/cza8y english franca academic journal of english language and education doi:10.29240/ef.v9i1 may.13673 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 9, no 1, 2025, page 187-198 article info: http://journal.iaincurup.ac.id/index.php/english received 10 april 2025; received in revised form 10 march 2025; accepted 11 june 2025, available online 11 june 2025 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license. copyright (c) 2025 author an analysis of commissive speech act in film yasmika baihaqi¹, wuri widyantari², refai³ ¹ muhammadiyah university of metro, metro, indonesia ² muhammadiyah university of metro, metro, indonesia ³ muhammadiyah university of metro, metro, indonesia corresponding email: yasmikabaihaqi@gmail.com to cite this article: baihaqi, y., widyantari, w., & refai, r. (2025). an analysis of commissive speech act in film. english franca : academic journal of english language and education, 9(1 may), 187– 198. https://doi.org/10.29240/ef.v9i1 may.13673 introduction english is one of the international languages that has a strong position in the world of education in indonesia. as we know, english is the most widely used international language in the world. for some countries, such as neighboring countries such as malaysia and singapore, english is used as a second language. therefore, people in these countries are accustomed to speaking english. meanwhile, indonesia does not use english as a second language because people in indonesia generally use their mother tongue as their first language and regional languages as their second language. although english is not a second language in indonesia, english is the most widely used foreign language in indonesia. (alek, 2023). this cannot be denied because almost all science and technology use english in them, both as terms in scientific and technological guides. therefore, english is prioritized to be learned in everyday life, and in this aspect, it is one of the major considerations why english needs to be taught in schools. with the existence of english subjects in schools, it indirectly requires students in schools to study english. in the world of education, english is taught from elementary school to college. quoted from alfarisy (2021), which states that english is the first foreign language that must be taught in secondary schools in indonesia. the material taught includes basic skills such as reading, writing, listening, and speaking. in addition, good mastery of vocabulary and grammar is also abstract. speech acts are utterances spoken by people to make a statement or describe something that affects the future. examples are promises, threats, refusals, offers, warnings. this study aims to examine the use of commissive speech acts in the film "inside out 2" because this film is the latest film released in 2024 and of course there will be many new commissive sentences found in the film. the researcher analyzed the film using a qualitative descriptive approach. the data used is the script of the film "inside out 2". data was collected through documentation and then entered into a tabulation as a data collection instrument. the researcher analyzed the data by watching the film while looking for types of speech in the film script and while noting what had been found. furthermore, this study found that the film inside out 2 uses the most offers as one type of commissive speech act. the identification results found 55 examples of commissive speech acts, namely promises with a total of 10 data, threats with a total of 5 data, offers with a total of 21 data, and rejections with a total of 19 data. keywords: commissive, speech act, movie doi: https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:yasmikabaihaqi@gmail.com yasmika baihaqi et al. an analysis of commissive speech act in film 188 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 8 7 1 9 8 ) an added value. each aspect of teaching has a different focus and purpose, but all aspects will complement each other to build better english skills for students. these aspects are equally important in helping students improve their english skills; one example is the speaking aspect. by learning to speak, students will be able to increase their confidence in interacting with others or in other social situations. when interacting with others, they will indirectly communicate with each other. according to (williyan et al., 2023; lumettu et al, 2018), communication is used to convey thoughts, ideas, and feelings to others. therefore, to communicate with others, good speaking skills are certainly needed. in english, the branch of linguistics that studies how context affects the way language is used and understood is pragmatics (tanjung et al., 2024; erni et al., 2021). in speaking, we are not only required to be able to construct sentences grammatically, but also to understand how, when, to whom, and for what purpose we speak. therefore, pragmatics is closely related to speaking skills. although speaking is an important aspect, speaking is often one of the most difficult aspects to teach students because many students feel embarrassed and unable to speak english. (walisma et al., 2023; gusmuliana et al., 2021). this is due to limited vocabulary and fear of making mistakes when speaking english. this is due to limited vocabulary and fear of making mistakes when speaking english. this is reinforced by survey data conducted by researchers. this survey was conducted by distributing quizzes via google forms to several students and students related to english. table 1. survey data results level of age speaking mastery low good excellent 13 – 15 years old 40% 40% 20% 16 – 18 years old 80% 20% 0% 19 – 25 years old 20% 20% 60% source: questionnaire yielded by the researcher from the data that has been obtained, it is evident that many students and some students do not like english and cannot speak english. this problem can actually be overcome by teachers who must change and use more interesting learning strategies in the classroom. one of them is to use films as an effective medium to improve students' speaking skills in english. (hakim et al., 2020). this is because films provide interesting visualizations, background music, and sound, and subtitles that help students to align their reading, listening, and speaking skills. in addition, films can also increase students' vocabulary, use of body expressions to increase students' confidence in speaking english. from the problems that arise, the researcher wants to discuss more deeply the identification of sentences in a movie. through movies, we can identify various types of speech. there are many things that can be identified in it, one of which is identifying speech acts in a movie. therefore, the researcher will take the title "an analysis of commissive speech act in inside out 2 movie". this study aims to determine the actions expressed through speech in the inside out 2 movie. talking about speech acts, speech acts were introduced by john l. austin in his book entitled "how to do things with the world?" which was published in 1962. quoted from (putri et al., 2019) austin argues that philosophers assume that speech spoken by people is used to make statements or describe something. in this case, speech acts can be interpreted as actions that are manifested through speech. this study will use the inside out 2 movie as the object to be studied. the inside out 2 movie is a movie with animation, comedy, drama, and coming-of-age genres. inside out 2 was released in 2024 after 9 years after the first season was released in 2015. this film tells the story of riley, the main character, who grows up with various emotions that are manifested in the form of characters such as joy, sadness, fear, anger, and disgust. inside out 2 continues the story of riley, who has become a teenager and begins to face puberty by feeling new emotions that emerge, such as anxiety, envy, ennui, and embarrassment, who try to control riley's emotions. this film tells the story of many emotional changes that occur in the film scenes. yasmika baihaqi et al. an analysis of commissive speech act in film 189 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 8 7 1 9 8 ) theoretical framework the theoretical framework in this study serves as a conceptual basis for analyzing and interpreting commissive speech acts that appear in the film inside out 2. this framework focuses on the theory of speech acts from the field of pragmatics, especially the classification proposed by john searle (1979), as well as the linguistic-contextual approach in understanding the meaning of utterances in communicative situations. the researcher has reviewed some articles related to this research topic. in this case, the researcher gets a lot of help from the diversity of their research results. the following is a previous related to studies: 1. the first is from (manalu et al., 2023) entitled “an analysis of the illocutionary speech act in the hua mulan movie by disney” 2. second, (wulandary, 2022) entitled “analysis of commissive speech act in moana movie” 3. third, devi & degaf, (2021) entitled “an analysis of commissive speech act used by the main character in the knives out movie” speech act this study refers to the theory of speech acts, first introduced by austin, (1962) and then further developed by (searle, 1969). in his theory, searle divides speech acts into five categories: representatives, directives, commissive, expressive, and declarations. the main focus of this study is on commissive, namely the type of speech act that states the speaker's commitment to an action in the future, such as promises, threats, refusals, and offers. commissive speech acts have the function of binding the speaker to perform an action in the future. utterances such as "i promise," "i will," or "i swear" are common forms of commissive speech acts. in the context of the film inside out 2, the analysis is directed at identifying commissive forms and connecting them with emotional characters (such as joy, anger, anxiety, sadness, disgust, fear, envy, ennui, and embarrassment) in forming the dynamics of interaction and the development of riley's character as the main character. contextual and situational approach the study of meaningful speech and words spoken in the context of a situation is called pragmatics. (kroeger, 2022). pragmatics emphasizes the importance of context in interpreting the meaning of utterances. therefore, the analysis of commissive speech acts in this film not only looks at linguistic forms but also considers the situational context, the relationship between characters, and the communicative purpose of each utterance. this approach allows researchers to explore how commissive speech acts play a role in shaping the storyline, conveying emotions, and depicting the psychological growth of characters. relevance to analysis film by combining speech act theory and film analysis, this study not only examines the language aspect but also explores how language functions as a tool for conveying narrative meaning, character development, and psychological representation in inside out 2. according to (asri et al, 2020) a movie is a communication medium in the form of audio-visual to convey a message to a group of people. materials and methods this study uses a qualitative descriptive design. as explained by (miles, m. b., huberman, a. m., & saldaña, 2014) who stated that data collection on phenomena, behavior, and interpreted as research subjects, so that data can be presented in a form that is easy to understand and valid conclusions can be drawn. therefore, qualitative research is very important in understanding complex phenomena so that it is effective in describing human experiences of an event. the data for this study were collected by documenting the inside out 2 film script and then entered into tabulation so that it was easy to identify. this study uses disney+ hotstar to watch films and help researchers analyze commissive speech contained in the inside out 2 film. meanwhile, the subject of research in this study is the inside out 2 film, and the object of this study is the speech contained in the inside out 2 film. this study aims to examine the use of commissive speech acts in the film "inside out 2" because this yasmika baihaqi et al. an analysis of commissive speech act in film 190 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 8 7 1 9 8 ) film is the latest film released in 2024, and this film is an animated film that is closely related to emotions, which, of course, will find many new commissive sentences in the film. the technique of analyzing the results of the instrument in this study includes several steps. the first step in conducting research and data collection is to read the entire text or script thoroughly. this aims to understand the content and context of the text. after reading, the next step is to analyze the contents of the text to find various types of commissive speech acts in it. examine the meaning contained in the text and relate it to commissive speech acts. identify data that has been grouped into types of commissive speech acts. transfer the data that has been obtained into a tabulation table. starting from the characters, time frame, situation, speech, and types of commissive. from the data that has been collected, an analysis will be carried out to determine the type of commissive speech act that is most dominant in the text. based on the results of the analysis, a description will be made that explains the findings of the study on commissive speech acts. the last step is to check the final results of the study and draw conclusions based on the data that has been analyzed. results and discussion in this chapter, the researcher presents the results of the study to analyze commissive speech acts in the film inside out 2. the explanation focuses on two research questions, namely what types of commissive speech acts are found in the film "inside out 2" and what types of commissive speech acts are dominant in the film "inside out 2". further explanation is described in the section below. the results of the study of commissive speech acts in the film inside out 2 were found in the form of promises, threats, offers, rejections, and acceptances. there are 72 commissive speech acts in the conversations of each character in the film inside out 2, as follows: promise table 2. promise type of commissive speech act in the inside out 2 movie. character time utterance bree 07.01 thank you! we’re there joy 09.38 sadness, you won’t hurt it. i promise. have i ever steered you wrong before? mom’s sadness 14.24 remember: we agreed not to make a big deal about this bree and grace 16.57 we’ll still get to hang out… and we’ll have this weekend? which means we’ll get one last time playing on the same team? friends are forever, right? anxiety 19.24 anything, just call my name and i am here for you anxiety 23.02 nostalgia, you aren’t supposed to be here yet. you still have about, ten years, two graduations and a best friend’s wedding before you’re invited. but i will keep you in the loop i promise. joy 27.27 but we promised bree and grace! joy 27.38 she made a promise to her friends. she’s not gonna break it. yasmika baihaqi et al. an analysis of commissive speech act in film 191 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 8 7 1 9 8 ) lance slashblade 32.54 shield yourself my friends. for i shall set you all free! joy 01.12.42 for riley. this is the tabulation data of the promise type of commissive speech act. the promise data shows 10 total data from the inside out 2 movie. in the table, "promises" appear in various emotional contexts that demonstrate the importance of commitment and trust between characters. joy makes her promise to sadness at 09.38, trying to reassure her that nothing bad will happen, which shows joy's role as a guide and encouragement. anxiety also uses promises several times to calm her down and show his loyalty, such as at 19.24 and 23.02, by promising to be there and keep nostalgia informed. joy again emphasizes the importance of promises in social relationships when reminding riley of her commitment to bree and grace at 27.27 and 27.38. meanwhile, bree and grace themselves express hope for the continuation of their friendship by stating, "friends are forever, right?" an indirect promise that illustrates the fear of separation. overall, promises serve as a symbol of the bond between emotions and social relationships, reflecting the values of loyalty and responsibility in the story. threat table 3. the threat type of commissive speech act in the inside out 2 movie actor time utterance anger 28.34 over my dead, flaming body. disgust 32.27 don’t you dare say that! you do not deserve to be thrown away! guard 35.11 hold it right there! joy 55.18 if you wanted her to be happy, then you’d stop hurting her! joy 01.16.20 anxiety stops! you don’t get to choose who riley is. this is the tabulation data of the threat type of commissive speech act. the threat data shows 5 total data points from the inside out 2 movies. in the table, the "threat" is shown through defensive, emotional, and confrontational expressions from various characters, reflecting the tension and conflict that occurs. anger expresses his anger to the extreme at 28.34 with the words "over my dead, flaming body," indicating an attitude of being ready to sacrifice for his principles. disgust also shows a strong reaction at 32.27 when he feels there is injustice towards riley, showing protection for his self-esteem and dignity. guard's short phrase at 35.11, "hold it right there!" indicates authority and orders that limit the actions of other characters. meanwhile, joy shows assertiveness and resistance towards anxiety in two important moments: at 55.18 she asserts that the desire to make riley happy cannot be done by hurting her, and at 01.16.20 joy states that anxiety has no right to determine riley's identity. all of these quotes show how verbal threats are used as a mechanism of protection or confrontation against forces or decisions that are considered to endanger riley's well-being. offer table 4. offer: type of commissive speech act in the inside out 2 movie actor time utterance joy 4.34 oh no, we should do something… yasmika baihaqi et al. an analysis of commissive speech act in film 192 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 8 7 1 9 8 ) fear 5.28 should we use our slap shot? coach roberts 6.45 look, it’s last minutes. but every year i do a three day skills camp. i invite all the best players in the area. i’d love for you girls to come. joy 8.21 don’t look it’s fine. this is for all those memories that belong in the back of the mind. like, this penalty one. it’s weighing on her, so let’s lighten the load! joy 9.20 wanna come this time? joy 13.06 ah! could do me a favor and stop tearing headquarters apart? riley 13.47 ugh! you’re always on me, can’t you just lay off for like one second??! grace 16.57 and we’ll have this weekend? which means we’ll get one last time playing on the same team? dad 17.37 ok. call us if you need us. i love you. go get ‘em anxiety 19.12 oh my gosh, i am just such a huge fan of yours. and now here i am meeting you face to face. ok, how can i help? valentina 20.27 hey, you wanna come with me actually? you can meet some of the other fire hawks. valentina 23.43 hey, you wanna sit with us? anxiety 26.05 i have an idea! joy 33.03 hey, little help? pouchy 33.32 i have lots of items! which one do you think will work the best? valentina 38.19 hey a few of us are just gonna hug out tonight, order some food. you should come! valentina 40.24 mmm. you want one? joy 48.07 great observation! the long way did turn out to be a little longer than i thought. anyway, who wants to sing a song!? or… let’s play the quiet game! one two three hush… mind newsie 52.45 extra! extra! piping hot rumors right off the mill! pouchy 01.11.22 i have lots of item! which one do you think will work the best? a roll of tape? yasmika baihaqi et al. an analysis of commissive speech act in film 193 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 8 7 1 9 8 ) joy 01.23.57 great! so why don’t we take a seat in our special chair… this is the tabulation data of the offer type of commissive speech act. the offer data shows 21 total data from the inside out 2 movies. in this table, the "offers" are shown through various forms of invitations, assistance, or advice given by the characters to support, calm, or strengthen relationships with each other. joy is often the one who offers solutions or positive ways, such as inviting to lighten the load (8.21), asking for help (33.03), or creating a cheerful atmosphere (48.07). other characters also show supportive attitudes, such as coach roberts inviting her to a training camp (6.45), valentina offering friendship and togetherness (20.27, 23.43, 38.19, 40.24), and anxiety, who is enthusiastic about wanting to help (19.12, 26.05). even pouchy participates in providing assistance with various items (33.32, 01.11.22). these offers show a strong social and emotional dynamic, where the characters support riley and each other, as a form of caring and collaboration in dealing with challenging situations. refusal table 5. refusal: type of commissive speech act in the inside out 2 movie actor time utterance disgust 2.27 no-no-no-no! that’s not ours! disgust 4.35 no. that girl is a social titanic. do not get on that ship! anger 5.30 no! no no. we charge the goalie! sadness 9.30 yes. i-i mean no. i – oh no. i-i really shouldn’t foreman 13.08 no can do, didn’t ya hear? permits just came through. mom’s disgust 14.27 but she really does stink. riley 16.41 oh ok. um, yeah. no big deal disgust 23.17 and older. we are not changing in front of them. riley 23.52 i was gonna go save seats for my friends. but, thanks anyway. joy 27.46 no, you can’t have that! put that back! joy 28.34 no, no, no. you can’t go down there with that! fear 30.27 we’re not secrets! joy 30.31 no! no! no! riley’s gonna be fine. totally fine! sadness 40.00 joy, i can’t do it. i’m not as strong as you are. disgust 41.03 no. no way i am step-- anxiety 42.35 no you’re making it worse! fear 43.18 i don’t like this vessel. fear 43.28 look--i don’t like her words and i don’t like her actions. i just i think i can change her. joy 48.23 no, i can find her. i just need to get a better view. yasmika baihaqi et al. an analysis of commissive speech act in film 194 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 8 7 1 9 8 ) this is tabulated data of the refusal type of commissive speech act. refusal data shows 19 total data from inside out 2 movies. in this table, “refusal” is shown through various character reactions that reject certain situations, ideas, or requests, reflecting both internal and external conflicts in the story. disgust consistently shows strong rejections of things that are considered embarrassing or inappropriate, as in 2.27 and 4.35, in order to maintain riley’s social status. rejections from anger (5.30) and fear (30.27, 43.18, 43.28) show disapproval of strategies or conditions that are threatening. joy, who is usually positive, also rejects some actions in order to keep riley safe and stable (27.46, 28.34, 30.31, 48.23), while sadness refuses because she feels she is not strong enough (40.00). rejection also comes from external characters such as foreman (13.08), who refuses access, and riley herself, who politely refuses in social situations (16.41, 23.52). refusal in this context reinforces the conflict dynamic and shows that in the process of emotional and identity development, rejection can be a form of protection, inability, or unpreparedness to face change. this finding section presents the results of research on commissive speech acts in the film inside out 2 found in the form of promises, threats, offers, refusals, and acceptances the table and diagram below show the research data on commissive speech acts in the film inside out 2. table 6. percentage of commissive speech act in inside out 2 movies types of commissive speech act total percentage promise 10 18,1% threat 5 9,0% offer 21 38,1% refusal 19 34,5% total 55 99,7% in the film inside out 2, the researcher found a total of 55 commissive speech acts. the findings include 10 commissive speech acts of promises, 5 commissive speech acts of threats, 21 commissive speech acts of offers, and 19 commissive speech acts of refusal. the results of this study are then presented in the form of tables and diagrams to make it easier for readers to understand the contents of commissive speech acts in the film inside out 2. figure 1. percentage diagram of the commissive speech act in inside out 2 movies 10 5 21 19 55 18,1% 9,0% 38,1% 34,5% 99,7% 0 10 20 30 40 50 60 promise threat offer refusal total total percentage yasmika baihaqi et al. an analysis of commissive speech act in film 195 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 8 7 1 9 8 ) discussion this section discusses some research data based on previous research results, with research findings on the use of commissive speech acts in the inside out 2 movie. commissive speech acts contained in the movie dialogue that are intended to express something that has an impact on what happens in the future indirectly also strengthen each character in the movie to make the movie's story more interesting. with the findings of this study, researchers know that each result of the study has diverse results, even though it uses the same method. (rachman, 2021). this is in line with previous research conducted by (manalu et al., 2023) with the research title "an analysis of the illocutionary speech act in hua mulan movie by disney". from this research, the results of the study indicate that there are several expressions of speech acts in the film. however, because this study has a different research focus, this study does not only focus on commissive speech acts, but in this study also found several other types of speech acts, such as assertive, directive, and declarative speech acts. the second research is a research from (wulandary, 2022) the title of the research is "analysis of commissive speech act in moana movie". this research found 18 instances of commissive speech acts in the moana movie, and the data on refusal expressions are the most frequently found. however, this research only found three types of commissive speech acts as a result of the research findings. the third previous study is entitled "an analysis of commissive speech act used by the main character in the knives out movie". in this study, the final data found has similarities to the research data in the inside out 2 movie that the researcher conducted. the similarity lies in the type of commissive speech act that is most often used, namely the type of refusal commissive speech act. however, in this study, the researcher did not include tabulation as one of the instruments used; the researcher only used listening and note-taking techniques. from the results of this study, it can be shown that this study found more data compared to previous studies. in addition, because this study uses the latest films, there are more word updates in the movie dialogue. therefore, more data was found in the inside out 2 movie. the findings of this study are relevant to the problems in the research background on communication. this study has discussed several findings of the type of commissive speech act, which indirectly explains that all forms of speech are very meaningful for communication. as stated by (lumettu & runtuwene, 2018) "communication is used to convey thoughts, ideas, and feelings to others". in addition, because of the diversity of vocabulary, movies are also presented with interesting visualizations and stories, which is in line with what was said by (hakim et al., 2020) "movies can be used as an effective medium to improve english speaking skills". by learning using a movie, students will easily remember the scenes in the movie while remembering the words in the dialogue movie so that over time, students will become accustomed to the english words they see and hear. conclusion in short, this study examines commissive speech acts in the film inside out 2. the researcher found many types of commissive speech acts in this film. with the presence of these commissive speech acts, it can strengthen each character in the film inside out 2. the use of various commissive speech acts makes the audience who watches this film carried away by the atmosphere and finally analyzes each character. there are also several sentences of commissive speech acts that use indirect meaning, but if examined more deeply, the meaning of the sentence becomes clear. that is what makes the characters strong with the dialogue they say, and the indirect meaning is also what makes this film more interesting. the use of commissive speech acts in the film inside out 2 was found in as many as 55 instances. from the data found, it was answered that the types of commissive speech acts in the inside out 2 movie were threat, offer, promise, and refusal, with the dominant data found in the offer, which was 21 data points. yasmika baihaqi et al. an analysis of commissive speech act in film 196 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 8 7 1 9 8 ) acknowledgement the researcher would like to thank all parties who have contributed to this research. the researcher is very grateful to allah swt because of his blessings and grace, and the researcher was able to complete this research. the researcher is also very grateful to the people who have prayed for and supported the researcher to be able to complete this research. references ahsin, n. (2023). analysis of the function of locutionary, illocutionary, and perlocutionary speech acts in the novel ingkar by boy candra. social sciences and humanities, 2(5), 45–53. https://icccmjssh.com/%0ahttps://doi.org/10.53797/icccmjssh.v2i5.7.2023https://icccmjs sh.com/allrightreserved. alek. (2023). what is the status of the english language in indonesia ? a glance at preliminary theoretical review. repository.uinjkt. ac.id, 3. alfarisy, f. (2021). kebijakan pembelajaran bahasa inggris di indonesia dalam perspektif pembentukan warga dunia dengan kompetensi antarbudaya. jurnal ilmiah profesi pendidikan, 6(3), 303–313. https://doi.org/10.29303/jipp.v6i3.207. ali, m. m., & ali, m. a. (2018). karakterisasi tokoh dalam film salah bodi. gorga : jurnal seni rupa, 7(1), 15. https://doi.org/10.24114/gr.v7i1.10848 asri, r. (2020). membaca film sebagai sebuah teks: analisis isi film “nanti kita cerita tentang hari ini (nkcthi).” jurnal al azhar indonesia seri ilmu sosial, 1(2), 74. https://doi.org/10.36722/jaiss.v1i2.462. austin, j. l. (1962). how to do things with words. oxford university press. oxford, england behrouzi, t., toosi, r., & akhaee, m. a. (2023). multimodal movie genre classification using a recurrent neural network. multimedia tools and applications, 82(4), 5763–5784. https://doi.org/10.1007/s11042-022-13418-6. creswell, j. w. (2013). qualitative inquiry and research design: choosing among five approaches. thousand oaks, california: sage publications creswell, j. w. (2018). research design: qualitative, quantitative, and mixed methods approaches (5th ed.). thousand oaks, california: sage publications devi, m. f., & degaf, a. (2021). an analysis of the commissive speech act used by the main character of “knives out.” paradigm: journal of language and literary studies, 4(1), 43–52. https://doi.org/10.18860/prdg.v4i1.10932. erni, d., prihantoro, p., & apriani, e. (2021). the implementation of english immersion program in teaching speaking in future english education center (fecc) pare (doctoral dissertation, iain curup). gusmuliana, p., & apriani, e. (2021, march). improving students' speaking motivation by using role play technique at the institute islamic in indonesia. in international conference on educational sciences and teacher profession (icetep 2020) (pp. 356361). atlantis press. hakim, a., anwar, c. r., & ekawardhani, w. (2020). film sebagai komunikasi pendidikan bahasa inggris sman 1 makassar. voxpop, 2(2), 67–79. house, j., & kádár, d. z. (2023). speech acts and interaction in second language pragmatics: a position paper. language teaching, 1–12. https://doi.org/10.1017/s0261444822000477. kroeger, p. r. (2022). analyzing meaning: third edition. language science press. https://doi.org/10.5281/zenodo.6855854. lumettu, a., & runtuwene, t. l. (2018). developing the students’ english speaking ability through the impromptu speaking method. journal of physics: conference series, 953(1). https://doi.org/10.1088/1742-6596/953/1/012035. lusiana, l. (2019). an analysis of the commissive speech act used in mary shelley's movie. http://repository.upbatam.ac.id/5149/%0ahttp://repository.upbatam.ac.id/5149/1/cover yasmika baihaqi et al. an analysis of commissive speech act in film 197 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 8 7 1 9 8 ) s.d bab iii.pdf. manalu, p. f., sipayung, k., silitonga, h., & sinaga, n. t. (2023). an analysis of the illocutionary speech act in the hua mulan movie by disney. innovative: journal of social science research, 3(5), 888–900. miles, m. b., huberman, a. m., & saldaña, j. (2014). qualitative data analysis: a methods sourcebook (3rd ed.). thousand oaks, ca: sage publications muhammad ariq naufal salsabila, herliawan y. a., l., & permana, p. (2024). analysis of locutionary and perlocutionary acts in language advertisements. jler (journal of language education research), 7(2), 71–80. https://doi.org/10.22460/jler.v7i2.21970 nasution. (2015). instrumen penelitian dan urgensinya dalam penelitian kuantitatif. 6. fakultas ekonomi dan bisnis islam, iain padangsidimpuan. 10.24952/masharif.v4i1.721 putri, ramendra, & swandana. (2019). an analysis of speech acts used in harry potter. international journal of language and literature, 3(2), 3–6. https://www.researchgate.net/publication/335675420_an_analysis_of_speech_a ct_used_in_harry_potter_and_the_goblet_of_fire_movie. rachman, f. k. (2021). commissive speech act in the hobbs and shaw movie. 67. http://etheses.uin-malang.ac.id/id/eprint/32316. rismayanti, h. (2021). the analysis of locutionary act, illocutionary act, and perlocutionary act in the five feet apart movie. mediova: journal of islamic media studies, 1(2), 138– 149. https://doi.org/10.32923/medio.v1i2.1915. searle, j. r. (1969). speech act: an essay in the philosophy of language. cambridge: cambridge university press. sugiyono. (2017). metode penelitian pendidikan (pendekatan kuantitatif, kualitatif, dan r&d). jakarta: cv alfabeta. tanjung, n., widyana, a., alawiyah, t., & nasution, r. (2024). the benefits of pragmatic approach in improving students ’ speaking ability : a documentary study. 8(12), 288–295. walisma, syahptra, husna, a. u. (2023). an analysis of students’ strategies in learning speaking skills. 8(1), 117–126. http://repository.radenintan.ac.id/23718/. williyan, a., apriani, e., sirniawati, s., & rosalina, u. (2023). exploring communicative language teaching to investigate english communication willingness in efl learners’ classroom. al-ishlah: jurnal pendidikan, 15(3), 3271-3286. wulandary, h. (2022). analysis of the commisive speech act in moanna the movie. al’adzkiya international of education and social (aioes) journal, 3(1), 52–65. https://doi.org/10.55311/aioes.v3i1.187. yasmika baihaqi et al. an analysis of commissive speech act in film 198 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 8 7 1 9 8 ) english franca academic journal of english language and education doi: 10.29240/ef.v9i2 november.14855 pissn: 2580-3670, eissn:2580-3689; vol. 9, no. 2, 2025, page 327-342 article info: http://journal.iaincurup.ac.id/index.php/english received 30 september 2025; received in revised form 24 october 2025; accepted 20 november 2025 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license demonstrating reading aloud in improving efl students’ pronunciation arifatul latifah¹, kristi nuraini², henri fatkurochman³, diki wahyudi4 123 universitas muhammadiyah jember, jember, indonesia 4 smk al-mu’ien, jember, indonesia corresponding email: arifatulatifah244@gmail.com to cite this article: latifah, a., kristi nuraini, henri fatkurochman, & wahyudi, d. (2025). demonstrating reading aloud in improving efl student’s pronunciation. english franca : academic journal of english language and education, 9(2 november), 327-342. https://doi.org/10.29240/ef.v9i2 november.14855 introduction pronunciation is the key of learning english language as a foreign language. (radant et al., 2009) reports ronunciation is critical factor for speaking and the proficiency of english learners. mistakes in pronunciation can lead to misunderstandings in communication and prevent the exchange of dialog among speakers. (kustila et al., 2025) states that a speaker who pronounces words correctly can be better understood, even when making errors in other aspects of speaking (vocabulary, grammar, and pragmatics). for example, a poor articulator be more difficult to understand, even if they are accurate in other aspects. it does mean that pronunciation is very important in language learning, especially for learners to express themselves and receive a massage. however, many students still struggle to pronounce some english sounds accurately. it also happened at smk al-mu’ien. a preliminary study at the school showed that students’ average pronunciation score was 46.97. this score does not meet the criteria of su ccess (70). this low performance suggests that students lack practice and exposure to correct pronunciation models. this caused students to feel reluctant to speak, read, and pronounce words in english. celce-murcia et al. (2010) recommended that it should be modified as abstract. the pronunciation of the english phonemes /ʃ/, /ð/ and /θ/ remains challenging for efl learners in indonesia due to the absence of these sounds in the indonesian phonological system. a preliminary study conducted with eleventh-grade students at smk al-mu’ien revealed that the average pronunciation score was only 46.97, which was far below the minimum criterian of succes (70). this classroom action research aimed to determine how to improve students’ pronunciation by applying the reading aloud technique to xi grade students at smk al-mu’ien in jember. data were collected through a pronunciation test to measure students' accuracy in pronouncing 51 targeted phonemes. classroom observations were done to document the application of the reading aloud technique during each cycle. the data were then analyzed quantitatively to evaluate the improvements the students have made in their pronunciation and to capture how the learning process has taken place. the finding countinous improvement from the preliminary study (46.97) to cycle 1 (53.58) and cycle 2 (66.36), with 63.63% of students achieving the success criteria. the result suggest that the use of reading aloud, supported by teacher modeling, corrective feedback, and repetitive practice can signifivantly enhance students’ pronunciation. this study contributes to the growing body of literature on pronunciation teaching and highlights the pedagogical value of reading aloud for efl learners. keywords: reading aloud, pronunciation, efl learners https://doi.org/10.29240/ef.v9i2%20november.14855 https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:arifatulatifah244@gmail.com https://doi.org/10.29240/ef.v9i2%20november.14855 arifatul latifah et al., 2025 demonstrating reading aloud in improving efl students’ pronunciation 328 | vol.9, no. 2, 2025 (343-360) pronunciation is one of the challenging areas for efl learners. these barriers are road blocks to their communication and ability to speak english with confidence. a lot of things explain those problems. (mardiah et al., 2024) did however notice intrinsic problems such as lack of motivation, nervousness and absence of phonetic knowledge. they also discovered that pronunciation practice is usually underestimated in efl classes with more teachers concentrating on reading comprehension at the expense of explicit teaching to improve pronunciation. such findings suggest that students' pronunciation difficulties are not so much a result of linguistic limitations, but more the consequence of classroom procedures that do not allow for systematic pronunciation practice. consequently students feel self conscious and unconfident to read aloud, speak or perform oral activities. the solutions to these problems are the teaching approaches that will help close this gap and enhance the students' pronunciation. reading aloud (ra) is one of the approaches that can be used to mitigate these problems. therefore, the ra method is used in this study to help students pronounce words correctly. ra is important because it directly engages learners in producing english sounds clearly and consistently, while also allowing teachers to monitor and correct errors in real time. these techniques have also been utilized in classroom teaching. according to (kustila et al., 2025) said that the advantage of reading aloud is that it is an easy technique that can improve students' understanding of language and give them practice in pronouncing words correctly. (gibson, 2008) also mentioned that ra made teacher easy to identify and correct the errors in pronunciation. through ra, students are given repeated practice with words and sentences, which helps them strengthen their articulation of difficult phonemes and develop greater confidence in oral performance. this activity also promotes learner awareness of pronunciation, since students can hear themselves and reflect on how sounds should be produced. (latifah & apsari, 2024) found in their study about student perceptions reveals that students are assured that reading aloud has helped them recognize and correct their pr onunciation mistakes. hancock, (2012) added that the use of reading aloud help learners (efl) to rehearse with pronunciation regarding articulation, stress and intonation. a teacher's cone is also used to provide both practice and feedback distances for ra. accordingly, ra is of great importance in efl settings where many students have little access to authentic pronunciation input. previous research stated that the ra technique offers several benefits. (badawi et al., 2021) reported that 58% of teachers strongly agree that reading aloud increases students’ exposure to phonics, and 70% believe it allows students to practice and learn correct pronunciation. from the previous data, we can conclude that not only students who have a good perception but teachers also think that reading aloud has a positive impact on student pronunciation. (syiyami et al., 2021) discovered that ra can increase classroom enjoyment and decrease boredom. (huang, 2010; ninsuwan, 2015) it also brought up the fact ra enhances their motivation and gives opportunities for pupils to hear accurate english pronunciation that will give some kind of confidence to read english text. so, ra not only benefits the teachers' teaching but also enables students to be active. although read-aloud techniques have been widely researched, most of the studies use only to test the significance of quantitative experimental designs, while classroom action research is still limited. such as (wahyuni, 2022) with the title the effect of teaching reading aloud technique in improving english pronunciation and (aini et al., 2025) with a its paper entitled innovative reading aloud approach for enhancing pronunciation and speaking fluency of students, who also used pre-experimental design. (bibyana & edi, 2023) also did research under title improving student pronunciation skill through reading aloud at 8th grade students of smp widuri jaya jakarta by using experimental design. in addition, very few studies have targeted the phonemes /ʃ/, /ð/, and /θ/, even though errors in the pronunciation of these sounds can lead to misunderstanding of meaning and cause serious communication barriers. this shows that there is still a gap in research, particularly in applying arifatul latifah et al., 2025 demonstrating reading aloud in improving efl students’ pronunciation 329 | vol.9, no. 2, 2025 (343-360) reflective classroom-based interventions to improve learners’ accuracy in pronouncing these sounds. hence, this study aims to investigate how the ra technique helps students to improve the pronunciation of the phonemes /ʃ/, /ð/, and /θ/ among eleventh-grade efl students at smk al-mu'ien jember by using classroom action research. the research question of this study is how the ra technique can improve the pronunciation of /ʃ/, /ð/, and /θ/ sounds among eleventh-grade efl students at smk al-mu'ien. the uniqueness of this study lies in its attempt to systematically apply the reading aloud technique in classroom action research (car) to improve students' pronunciation accuracy of the sounds /ʃ/, /ð/, and /θ/. unlike previous studies, which mostly examined the general results or significance of the reading aloud technique, this study integrated the application of this technique to improve student pronunciation. theoretical framework pronunciation pronunciation is widely recognized as one of the core components of communicative competence in a second language. pronunciation is a very important aspect for achieving understanding in communication. (kenworthy, 1987) defines pronunciation as the way in which a particular language or word is spoken, emphasizing that clear and easily understood pronunciation is essential for successful communication. previous findings also mentioned that one of the most crucial aspects of oral communication and a necessary ability for proficient english speaking is pronunciation (plailek & al, 2021) therefore, we would think that pronunciation is a critical skill in language learning because bad pronunciation can cause comprehension breakdown and ultimately reduce the efficiency of communication between speakers. (celce-murcia et al, 2010) explains that the goal of pronunciation teaching is not to make students sound like native english speakers. a more realistic goal is to help students move beyond the basic level so that their pronunciation does not hinder their ability to communicate. therefore, it is important to teach pronunciation so that students understand how english sounds are produced, how the speech organs function, and how errors in sound production can hinder communication. in addition, pronunciation also has a psychological impact on learners. frequent pronunciation errors also make speakers feel insecure when communicating, with the result that they choose to remain silent and are reluctant to communicate. as found by (arsi et al., 2025) pronunciation affects students' confidence in speaking. this means that when students' pronunciation is weak, their speaking ability and willingness to communicate also decrease. therefore, teaching pronunciation serves as a foundation for speaking skills, while also increasing students' confidence when they have to use english in oral communication. previous studies in that indonesian learners especially struggle with relatively difficult english speech sounds, which do not occur in their own system. because these sounds are absent in indonesian, learners tend to replace them with the closest sounds found in their first language. flege, (1995) explains that this difficulty arises due to l1 transfer, which is the tendency of learners to produce foreign language sounds using the sound categories of their first language. several consonants in english are absent from indonesian, such as /ʃ/, /ð/ and /θ/. so, the researcher choose the three sound /ʃ/, /ð/ and /θ] to be attentional error in initial experiment as well as need training based on preliminary study result that showing student are still mispronunciation on those three sounds. (merrita, 2021) it is also reported in their research that indonesian efl learners tend to replace /θ/ of english with /t/ and /ð/ with /d/ due to the phonological influence from their mother tongue. furthermore, (anjani et al, 2023) also mentioned that /ʃ/ is one of the problematic sounds. from the findings of the preliminary study, the /ʃ/ sound often changes to “s”. in recent years pronunciation teaching has gravitated from aiming for native-like levels of accuracy to the goal of being people can understand. (derwing, 2023) contends that arifatul latifah et al., 2025 demonstrating reading aloud in improving efl students’ pronunciation 330 | vol.9, no. 2, 2025 (343-360) students' pronunciation should be judge on the extent to which their speech is comprehensible as opposed to native speaker-like. he asserts that the main goal of pronunciation teaching is not to eliminate foreign accents, but to improve intelligibility and comprehensibility, the extent to which a speaker's speech can be easily understood by listeners. in the case of efl teaching, teaching is aimed at achieving intelligibility and not native-like accuracy. consequently, in this research pronunciation simply refers to proficiency of students in reproducing phonemes three /ʃ/, /ð/ and /θ]. good pronunciation refers to learners’ capacity of articulating the target sound/s correctly, coherently and without interfering with interpretation. reading aloud reading skills are very important for students’ achievement in the language learning process, especially in english. reading skills play a crucial role in language learning since they not only develop comprehension but also contribute to pronunciation improvement. in turn, pronunciation also plays an important role in reading, namely connecting written symbols (graphemes) with the correct sound representations (phonemes). (ehri, 1995) emphasizes that reading ability is highly dependent on decoding, which is the ability to convert letters into the correct sounds. without proper control of the articulation sound, students will have difficulty reading words accurately, which can hinder comprehension. one of the successful techniques to improve reading and pronunciation skills is reading aloud (ra). this technique involves students reading texts aloud so their pronunciation can be monitored and corrected by teachers or peers. according to (syakur et al, 2020) reading aloud can encourage learners to consciously identify and correct their own mispronunciation, since they are paying attention actively as spoken words, which is a good strategy in pronunciation practice. through this technique, teachers can easily identify students' pronunciation errors. this is consistent with (gibson, 2008) who noted that reading aloud makes it easy for teachers to identify and correct pronunciation errors. the reason the researcher chose the reading aloud technique to improve students’ pronunciation is that this method is one of the simplest and most practical to apply in the learning process. recent studies have expanded our understanding of ra beyond its role as a pronunciation exercise. inayah et al., (2016) reported that reading aloud greatly increases students’ phonological awareness, their capacity to identify and manipulate english sounds which leads to higher accuracy and fluency in spoken communication. phonological awareness is knowledge of phonology, including the ability to discriminate and manipulate language sounds (gail gillon, 2018). when students read aloud, they listen more carefully to the relationship between sound and letter, which make it easier for them to hear produce tricky english phonemes like /ʃ/, /ð/, and /θ/. in relation to pronunciation learning, previous findings also show positive results, students considered features of ra to be an effective technique in proving their pronunciation accuracy. in addition to improving fluency, ra also helps students comprehend the text better and enables teachers to perform more effectively in the classroom. physical response as a feature of its linguistic advantages, reading aloud also brings learners’ numerous effective effects. it can build students' confidence in speaking foreign languages. latifah & apsari, (2024) describe in their study that students responded positively to the use of the read-aloud technique in pronunciation learning. in their study, students found it easier to correct their mistakes so that they knew how to read english words properly students also enjoyed reading aloud in class and engaging in group learning. similar findings are also reported in the study of (aini et al, 2025) when students read aloud, it not only help to enhance their pronunciation but will also raise their motivation and self-confidence to use english for oral communication. based on these findings, investigators suggest that the reading aloud approach can assist students in practicing their pronunciation with ease and accuracy arifatul latifah et al., 2025 demonstrating reading aloud in improving efl students’ pronunciation 331 | vol.9, no. 2, 2025 (343-360) conceptual framework of this study in this study, we investigate the read aloud activity as the independent variable and students’ pronunciation accuracy, specifically for those of /ʃ/,/θ/,and /ð/,as dependent variables. former studies have highlighted that the read aloud method can help learners develop pronunciation by making them concentrate on sound articulation, stress and intonation. further research (badawi et al, 2021) also reveal that reading aloud activities can also help enhance students' accuracy and confidence in oral language use. the theoretical proposition of this study is that the organized application of the reading aloud techniques will enhance students' pronunciation skills in challenging english phonemes. this assumption is supported by (bibyana & edi, 2023) who reported that reading aloud enables indonesian efl learners to have problems in pronunciation. based on the theories explained above, reading aloud is assumed to influence pronunciation accuracy through several theoretical mechanisms. first, ra increases phonological awareness, enabling students to better recognize and distinguish english sounds that do not exist in indonesian. second, this technique trains students' articulation through repeated oral reading activities, allowing students to adjust their articulatory movements for more accurate sound production. the hypothetical relationship among the variables in this study can be illustrated as follows: reading aloud (iv) (dv) accuracy of students’ pronunciation as such, the theoretical framework of this study underpins the notion that by introducing reading aloud technique can attack these three troublesome sounds /ʃ/, /ð/ and /θ/ in a targeted manner among learners at all levels would help bridge the gap between theory and practice. material and method this study employs mix mixed-method quantitative and qualitative approach with a classroom action research (car) design by (kemmis, mctaggart, & nixon, 2014) objectiv e to improve students' pronunciation ability by implementing reading aloud technique is targeting three phonemes /ʃ/, /ð/, and /θ/. the car model consists of four sections: planning, action, observation, and reflection. the study involved eleventh-grade students from smk almu’ien. these students were chosen by using purposive sampling, since they have met specific criteria observed during the preliminary study. the selection was based on two considerations: 1. the students showed low motivation and willingness to participate in english oral activities. 2. they experienced consistent difficulties in pronunciation, especially in pronouncing the target phonemes /ʃ/, /ð/, and /θ/. two types of data analysis are used in this study: qualitative and q uantitative. qualitative data was taken during the process of study using an observation chec klist to record the implementation of the reading aloud technique during the teaching and learning process. the checklist data were analyzed through descriptive analysis to describe classroom activities, teacher–student interaction, and learning achievement. quantitative data were taken from pronunciation tests in cycles one and two. the pronunciation tests were conducted during the fourth meeting in cycle 1 and the third meeting in cycle 2. then the average test results were compared. this study used a pronunciation test as an instrument to evaluate students’ ability in pronouncing certain targeted phonemes correctly. the pronunciation test focused on students’ accuracy in articulating the target sounds /ʃ/, /ð/, and /θ when pronouncing words. the test is in the form of reading text, in which it has 51 words as the targeted words to be pronounced correctly. the targeted words consist of 24 words containing the /ð/ sound, 10 words containing the /θ/ sound, and 17 words containing the /ʃ/ sound. the validity test uses content arifatul latifah et al., 2025 demonstrating reading aloud in improving efl students’ pronunciation 332 | vol.9, no. 2, 2025 (343-360) validity. and the reliability test was conducted with cronbach’s alpha. the result was 0.950, which indicates that the instrument is suitable for use in this research and reliable for assessing students’ pronunciation skills. the data were the pronunciation scores of english words by the students. the scoring rubric on the pronunciation test was modified from the rubric used by (wahyuni, 2022), which was originally adapted from djiwandono, 2008 as follows: table 1. scoring rubric of pronunciation test pronunciation aspect scor e description accuracy 4 pronounces the targeted words accurately and causes no misunderstanding. 3 pronounces the targeted words almost accurately and causes no misunderstanding. 2 pronounces the targeted word with a slight misunderstanding 1 the targeted word is pronounced inaccurately. so, it causes misunderstanding. then, to convert students' raw pronunciation scores into a standardized 0–100 scale, this study employed the formula proposed by (purwanto, 2000) score= 𝑅 (𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠’ 𝑟𝑎𝑤 𝑠𝑐𝑜𝑟𝑒 𝑏𝑎𝑠𝑒𝑑 𝑜𝑛 𝑡ℎ𝑒 𝑟𝑢𝑏𝑟𝑖𝑐)𝑥100 204 (𝑡ℎ𝑒 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒 𝑓𝑜𝑟 𝑡ℎ𝑒 𝑡𝑒𝑠𝑡) the observation checklist consists of three aspects to be observed those are teaching preparation and content, teaching process, and teacher–student interaction. the aspects were analyzed with three categories: goal achieved, need improvement, and not achieved. goal achieved is recorded when the teacher fully implements the planned learning indicator. while further work is used when the teacher has implemented most of the indicators, but still needs improvement to be more optimal. and not achieved is used when the teacher has not implemented the indicator at all, or the implementation is very lacking. these categories were used to help the researcher observe the study activities. results and discussion results this study reveals several findings based on the instruments used. the data sources include student pronunciation test results and classroom observations results. preliminary study before conducting treatment in cycle 1, the researcher conducted a preliminary study to determine the participants' initial ability after making observations. the preliminary study was administered using the reading-aloud technique. the researchers provided a text containing 51 sounds, including /ʃ/, /ð/, and /θ/, without instructing the participants on how to pronounce them correctly. therefore, the scores reflect the students' actual abilities. table 2. score in preliminary study no student accuracy accuracy score converted score 1. xi 1 59 33.3 2. xi 2 58 23.4 3. xi 3 87 42.6 arifatul latifah et al., 2025 demonstrating reading aloud in improving efl students’ pronunciation 333 | vol.9, no. 2, 2025 (327-342) 4. xi 4 102 50 5. xi 5 120 58.8 6. xi 6 125 61.2 7. xi 7 93 45.5 8. xi 8 90 44.1 9. xi 9 98 48.0 10. xi 10 88 43.1 11. x1 11 126 61.7 total 516.7 average 46.97 percentage of success table 2 shows that after the pre-test was conducted, it was found that the students' pronunciation skills were far below the expected standard. the mean score was 46.9, which did not meet the criteria of success (70). therefore, the first cycle was implemented using the reading aloud technique. cycle 1 after administering the treatment, the researcher gave a test in cycle 1. the results were then analyzed to determine the improvement in students' pronunciation and the success or failure of the learning strategy. see table 3. table 3. score in cycle 1 no student accuracy accuracy score converted score 1. xi 1 59 33.3 2. xi 2 58 28.4 3. xi 3 72 35.2 4. xi 4 144 70.5 5. xi 5 129 63.2 6. xi 6 135 66.1 7. xi 7 142 69.6 8. xi 8 105 51.4 9. xi 9 120 58.8 10. xi 10 85 41.6 11. x1 11 141 69.1 total score 587.2 average 53.38 percentage of success 9.0 % table 3 shows the average score for cycle 1 as 53.58. out of 11 students, only one student met the criteria of success (70). the success indicator was not achieved, as seen from the student pass rate in cycle 1, which was only 9.0 %. however, the average score increased from the preliminary study to cycle 1. these findings show that reading aloud improved students’ pronunciation, although the success criteria were not fully met. qualitative data was also obtained through observations during the lesson. table 4 shows the results of the observation checklist for each cycle. table 4. observation checklist of cycle 1 teaching steps teacher activity students’ activity observation result arifatul latifah et al., 2025 demonstrating reading aloud in improving efl students’ pronunciation 334 | vol.9, no. 2, 2025 (327-342) a. preteaching preparing suitable text and material students read the text. achieved: teacher brought appropriate text and material. introducing lesson students listen to the lesson to be learned. needs improvement; teacher is not motivating enough, resulting in low engagement. presenting the targeted phonemes students listen to the explanation. achieved: clear introduction of sound. b. while teaching models the pronunciation of the targeted words. students repeat the text read by the teacher needs improvement: students repeat hesitant pronunciatio n, still mispronounce sound and unconfident. teacher ask students to practice individually and in groups students read aloud the text individually and in groups. needs improvement: student participation still limited (due to hesitant to try) and practice is still limited. teachers provide corrective feedback. students receive corrective feedback. needs improvement: teacher provides feedback at the end, not immediately. the teacher repeats target words to model pronunciation. students practice pronouncing target sounds repeatedly. needs improvement: the repetition was insufficient, occurring only a few times. the teacher gives motivation. students respond and do what the teacher instructs. needs improvement: teacher lack motivation, so only a few appear enthusiastic, while others seem passive. c. postteaching test gives students a pronunciation test. the student take the test. needs improvement: many students still mispronounced sounds. from table 4, we can see that, although most basic learning aspects have been implemented by teachers, some aspects still need improvement. during the pre-teaching stage, the teacher had carried out most of the activities, such as selecting suitable texts, preparing materials for students, and explaining the learning objectives clearly. most students paid attention and listened carefully, but their enthusiasm was still low. only a few students responded when the teacher asked questions or invited them to participate in the discussion. then, during the teaching stage, the teacher demonstrated the pronunciation of the target sounds and asked the students to repeat them. some students attempted to reproduce the teacher's pronunciation but they did not manage because most of them committed errors for instance /ʃ/, /ð/ and θ/. the students were very shy, and did not have confidence with reading. the teacher corrects students at the end of the activity, but feedback is not provided instantly, so some students forget correcting their errors and instead, make them again. student engagement during the reading aloud exercise is also limited; only a few students actively participate, while others remain passive. this is because the teacher has not provided optimal motivation and encouragement during reading activities, so some students seem less enthusiastic about participating. although some students were willing to read aloud, this opportunity was not evenly distributed among all learners. after teaching, the teacher administered pronunciation tests to test students’ comprehension of the target sounds. findings revealed that overall, most students were found to continue experiencing problems with the correct pronunciation of /ʃ/, /ð/ and /θ the arifatul latifah et al., 2025 demonstrating reading aloud in improving efl students’ pronunciation 335 | vol.9, no. 2, 2025 (327-342) disadvantages outlined above help explain, in part, why only one student met the criterion of success even though there was significant improvement in average score (46.97 and 53.38). lack of immediate feedback and inadequate repetition practice are considered as inhibiting factors in student learning, as this makes students make these mistakes over and over again. in addition, low student motivation is also a major inhibiting factor for students. low motivation makes students even less interested in learning english. previous findings reinforce that one of the most important factors affecting pronunciation problems is low motivation (antaris & omolu, 2019). therefore, some reflections from cycle 1 are important to improve in the next cycle, including providing motivation and support to increase students' confidence when reading aloud. then, provide direct feedback and direct response to students who have difficulty reading words so that students know the error. and inviting students to group words according to their respective sounds, then asking students to say the target word many times. it is hoped that these improvements will result in a more significant increase in scores and the number of students who successfully reach the criteria of success in cycle 2. cycle 2 based on the reflection on cycle 1, which revealed that the learning objectives had not been met, the researcher continued the action to cycle 2 to improve students' pronunciation scores on the cycle 1 test. cycle 2 consisted of three meetings with different texts. the same activities as in cycle 1 were also carried out in this cycle, with the improvements based on previous reflections. the results of the test are presented in the following: table 5. score in cycle 2 no student accuracy accuracy score converted score 1. xi 1 97 41.5 2. xi 2 61 29.9 3. xi 3 108 52.9 4. xi 4 166 81.3 5. xi 5 171 83.8 6. xi 6 166 81.3 7. xi 7 160 78.4 8. xi 8 143 70.0 9. xi 9 145 71.0 10. xi 10 97 47.5 11. x1 11 177 86.7 total 730.3 average 66.36 percentage of success 63.63% table 5 shows that the average score of cycle 2 is 66.39. this represents an improvement over the previous cycle. seven out of eleven students reached the criteria for success (70), resulting in a 63.63% success rate. these findings show that using the reading aloud method to improve students’ pronunciation accuracy was successful, in line with the research objective to enhance their mastery of the /ʃ/, /ð/, and /θ/ phonemes after implementing the previous reflection. this leads to the conclusion shown in the following graph. from the preliminary study to the cycle 1 and cycle 2 tests, the majority of students’ scores have increased. arifatul latifah et al., 2025 demonstrating reading aloud in improving efl students’ pronunciation 336 | vol.9, no. 2, 2025 (327-342) figure 1. diagram 1: percentage of students' scores figure 1 illustrates the progression and success rates of students’ pronunciation scores across the preliminary study, cycle 1, and cycle 2. in the preliminary study, no improvement was observed since no intervention had been implemented; this stage only measured students’ initial abilities. after cycle 1 was conducted, the average score rose from 46.97 to 53.38, marking a 13.64% increase. however, only one out of eleven students (9.0%) met the criteria of success (70). after reflecting on cycle 1 and making instructional adjustments, cycle 2 saw the mean score increase from 53.53 to 66.36. an increase of 24.37% from the previous cycle. in this step, seven learners met the success threshold (70) making 63.64% successful. although the average was still at a level of non-success (70), compared with the preliminary study (46.97) there seemed to be an overall 41.3 percent increase in scores reaching towards success between cycle 2 and the preliminary study. such advancements are substantial enough to show that the reading aloud treatment worked in improving students’ production of target phonemes as expected by this study. these results confirm that the method has a positive impact on students’ pronunciation. table 6. observation checklist of cycle 2 teaching steps teacher activity students’ activity observation result a. preteaching selected suitable text students read the selected text. achieved: the selected text was appropriate. reviewed the focus sounds (/ʃ/, /ð/, /θ/) explicitly. paid attention and tried to imitate the sounds correctly. achieved: better understand ing with sufficient motivation at the beginning of the lesson. b. while teaching models the pronunciation. students repeat after the teacher. achieved: students repeated enthusiastically and actively. ask students to practice individually and in groups students read aloud the text individually and in groups. achieved: students’ participation and student confidence increased. gives immediate corrective feedback. students tried to corr ect their mistakes. achieved: teacher gives corrective feedback directly. teacher encouraged students to practice several times. ask students practiced repeatedly. achieved: students actively practice pronunciation and group words by sound, then read the grouped words. 0% 10% 20% 30% 40% 50% 60% 70% pre-test test cycle 1 test cycle 2 percentage of success arifatul latifah et al., 2025 demonstrating reading aloud in improving efl students’ pronunciation 337 | vol.9, no. 2, 2025 (327-342) student to group the targeted words. teacher gives motivation during the activity. students respond positively. achieved: teachers motivates students either at the beginning or during the learning process, boosting their confidence and motivation. c. postteaching test gives students a pronunciation test. the student take the test. achieved: cycle 2 test results showed improvemen t, but students often mispronounced the /θ/ sound. discussion cycle 1 consisted of four meetings, with each meeting focusing on a different narrative text and targeting specific sounds. the learning stages were adopted from the procedure proposed by patel and jain, as reported in (mardiah et al., 2024). first, the teacher relates the lesson in which they are about to learn. the lesson will then be introduced where the teacher presents the sounds that are to be practiced, and guides students in proper pronunciation as they practice reading aloud. students are then prompted to read on their own. throughout the reading aloud process the teacher closely observes all students' pronunciation and gives correction and feedback. finally, the teacher checks on the fact that the text is manageable for his/her students’ reading level. the results of cycle 2 revealed significantly better results when compared with cycle 1, indicating that the teacher had achieved the study indicators. based on the analysis of cycle 1, some modifications were made mainly regarding lesson planning, materials and classroom control. the teacher also put more thought into the learning materials and selected texts that suited the students’ language capabilities. narrative texts were used because they are familiar and emotionally engaging for students, and they made students more interested in reading aloud. this finding supports (hamzah et al., 2025) who found that students’ motivation to learn english increased from moderate to high when narrative texts were used, as the students found the lessons more interesting and can help students to connect emotionally with the material and facilitated their reading comprehension. in this study, narrative texts also helped students pronounce words more confidently since they already understood the story context. the successful execution of cycle 2 actions is evidenced by the fulfillment of all indicators on the observation checklist and the improvement in students’ test results. the reading aloud technique, combined with appropriate supporting activities, successfully improved students’ pronunciation skills. several activities that help improve in cycle 2. first, the teacher consistently motivated students at every meeting either at the beginning or during the learning pr, which increased their interest and emotional engagement in learning. this aligns with (dörnyei, 2001) who emphasized that motivation is one of the strongest predictors of successful language learning. highly motivated students tend to achieve better results because they show more effort and persistence during learning activities. in addition, amelia et al., (2024) mentioned that motivation is a key factor in a person's choices, level of effort, and willingness to commit to a task. this statement shows that motivation has a strong influence on how students engage in the learning process. when students are highly motivated, they tend to show greater perseverance, enthusiasm, and effort to achieve their learning goals. on the contrary, low motivation of students will result in passive responses and an unwillingness to become involved with the learning process. arifatul latifah et al., 2025 demonstrating reading aloud in improving efl students’ pronunciation 338 | vol.9, no. 2, 2025 (327-342) second, teacher feedback was provided at the time of the reading activity such that students could identify and remedy pronunciation errors directly. this sort of feedback is minimally essential for students to bridge the sound perception–production gap in real time— to “hear themselves” vs. “hear the target model” directly, while they still have a clear memory of what they just did and contrast it with what should have been done. this result is in line with (mahdi & saadany, 2013) who argued that immediate feedback can assist learners to increase pronunciation accuracy better than delayed correction. also, (saito et al., 2022) stated that feedback support the learners to develop linkage between their perception of sound and the production of speech. in the present study, immediate feedback also served as motivator. participants felt they were being led and not judged since they would receive an alternative explanation to the item if their answer was wrong, which reduced their anxiety level and facilitated a more active involvement in the activity. third, that repeated exposure and sorting several words based on target sound could assist students in producing difficult phonemes such as /ʃ/, /ð/ and /θ//. it enabled students to differentiate between similar sounds and improved their pronunciation. the finding supports the result of (djuhari & faridah, 2024) who concluded that practice and repetition help learners to develop fluency, confidence, sound memory. larosa & qamariah, (2020) the repetitive practice in the classroom builds a student’s fluency and accuracy of speaking english. with repeated practice students can internalize the correct sounds and it is easier for them to remember how to pronounce words in english. repetition doesn't just continue to strengthen their articulation patterns, it enhances phonological memory as well, which makes it easier for them to hear the relationship between sounds and spelling. the results of this study suggested that those students who practiced reading aloud frequently made significant improvement in fluency and pronunciation. although the teacher has improved the way they teach, a few students still showed low participation during learning activities. some remained passive and less attentive when the teacher explained pronunciation. this could be due to exogenous and students’ motivation factors. while the teacher promoted student involvement in cycle 2, a small number of students still showed passive response and this increased was to be expected. this could be because the environment doesn’t support learning english as a second language, making it hard for students to improve even after using this method many times. as stated by (gapasin, 2025)the surrounding environment also affects students' motivation and learning styles. (waheeb s. albiladi, 2019) said, students learning english in countries where it isn’t spoken often feel uninterested and unmotivated. (akbari, 2015) also said that the big problem is the lack of resources to learn native english. he added that the biggest challenge is not having an environment that helps students get used to english like their mother tongue. therefore, despite the teacher’s efforts to encourage active learning, students who are not surrounded by an english-rich environment tend to show slower progress and lower confidence in improving their pronunciation skills. apart from motivational and environmental factors, the examination of test results and observation also reveals that of the three targeted sounds, the /θ/ sound shows a lower increase compared to the other sounds. we may conclude that the difficulty is higher for this sound than the other two. (adara et al., 2023) discusses english fricatives /θ/ as not found in indonesian sound system. (plailek & al, 2021; trysnawati et al., 2020) also notes that indonesian learners of english tend to produce /θ/ as /t/. for instance, they might say “think” as “tɪŋk” or ‘through’ as “tru”. which means most people who speak indonesian don't even know how to pronounce it properly. consequently, sounds in the target dialect which are not found in the learner's first language may need to specific teaching methods. according to(saito & lyster, 2025) teaching that concentrates on articulation, for example mouth diagrams or showing where the tongue should be while pronouncing a sound, can help english as a foreign language (efl) learners overcome sounds they are not familiar with. in the current study, some of these students had difficulty with /θ/ and /t/, as both are articulated in a similar location arifatul latifah et al., 2025 demonstrating reading aloud in improving efl students’ pronunciation 339 | vol.9, no. 2, 2025 (327-342) of the tongue, but different air movement. as a result, researchers can offer visual models or phonetic training to the infants for better identifying and producing these sounds. overall, the findings of this research suggest that reading aloud may be effective in enhancing students’ pronunciation, particularly of weak english sounds such as /ʃ/, /ð/ and /θ/.this improvement occurred because the technique was combined with several supporting activities, such as giving students repeated opportunities to listen, imitate, and practice pronunciation guidance from a teacher. in addition, consistent pronunciation modeling, immediate feedback after each reading activity, motivation during learning, and repeated practice also contributed to the success of this technique. through these activities, students become more aware of their pronunciation errors and are increasingly motivated to speak with confidence. therefore, the reading aloud technique can be considered a simple yet effective method for improving students’ pronunciation accuracy, fluency, and confidence in classroom learning. conclusion this classroom action research is conducted to know the effectiveness of the reading aloud technique in improve students’ pronunciation on english phonemes /ʃ/, /ð/ and /θ/ at the tenth grade students of al-mu'ien vocational school. the performance improves steadily over two passages. student's average score raised from the preliminary study (46.97) to cycle 1 (53.38) and even more to cycle 2 (66.36). furthermore, the number of students who met the minimum mastery criteria also improved which proved that utilizing reading aloud helped them develop their pronunciation. these findings suggest that the reading aloud strategy is an effective technique in enhancing student’s pronunciation accuracy especially those related to sounds not found in the indonesian phonological system. the improvement was because reading aloud methods has integrated some of the useful classroom activities. those are, teacher demonstration of pronunciation, immediate corrective feedback during reading practice, repetitive practice and incentives applied systematically to the learning schedule. these activities supported students to identify and remediate their pronunciation problems, raise awareness of sound articulation, and gain confidence in speaking english aloud. yet the study also found that the /θ/ remained most difficult to produce accurately, which indicatesthat more direct articulatory instruction should be provided for foreign/troublesome sounds. based on the findings, it may be concluded that reading aloud can be accepted as a simple but systematic way to enhance students' pronunciation accuracy, fluency and confidence in their english speaking skill. this promotes students’ active involvement in pronunciation learning and self-evaluation that positively affects efl learners both cognitively and affectively. in this respect, teachers are urged to integrate reading aloud into pronunciation classes, with frequent feedback and motivation. future research could replicate the effect found in this study by applying the method over a larger number of subjects, different phonemes or in combination with visual articulatory raining. acknowledgement the researcher would like to thank allah swt for his grace and guidance in completing this research. special thanks to the principal, english teachers and students of smk al-mu'ien who participated generously and provided valuable support during the research. deep gratitude is also extended to my supervisor at muhammadiyah university of jember, who patiently and kindly guided the researcher in compiling this article. finally, sincere thanks are extended to family and friends for their prayers, motivation, and moral support, which have strengthened this research and enabled its completion. arifatul latifah et al., 2025 demonstrating reading aloud in improving efl students’ pronunciation 340 | vol.9, no. 2, 2025 (327-342) references adara, r. a., zulaeha, e. r., arianto, a., kamilah, w., & najmudin, o. (2023). analyzing the correlation between students’ motivation and error pronunciation of voiceless θ words: a qualitative study. eralingua: jurnal pendidikan bahasa asing dan sastra, 7(2), 377. https://doi.org/10.26858/eralingua.v7i2.46793. aini, d. l., sukmawati, k., & amroni, t. w. (2025). innovative reading aloud approach for enhancing pronunciation and speaking fluency of students. jinea: journal of innovation in education and learning. jinea: journal of innovation in education and learning, 1, 9–18. akbari, z. (2015). current challenges in teaching/learning english for efl learners: the case of junior high school and high school. procedia social and behavioral sciences, 199, 394–401. https://doi.org/10.1016/j.sbspro.2015.07.524. amelia, i., nugraha, m. a., & yulianto, s. w. (2024). an analysis of students’ motivation in learning english, journal of english language teaching in indonesia. 12(1). https://doi.org/10.22460/eltin.v12i1 anjani, r. p. w., wahyuni, h. i. w., nugraheni, m. p. p., & bram, b. b. b. (2023). problematic english consonant sounds for indonesian efl learners. journey: journal of english language and pedagogy, 6(3), 592–604. https://doi.org/10.33503/journey.v6i3.708. antaris, i., & omolu, f. a. (2019). factors affecting pronunciation difficulties of 8th grade students of mtsn palu barat. journal of foreign language and educational research, 2(2), article 2. https://doi.org/10.31934/jofler.v2i2.1349. arsi, a. k., farahdiba, s., & ariyani, a. (2025). the influence of pronunciation on students’ speaking confidence. journal of excellence in english language education, 4(1, january), 26–32. https://doi.org/10.26858/joeele.v4i1. badawi, a. m. m., alnour, n. t. b., alamin, m., & sanhori, s. b. (2021). the role of reading aloud strategy on improving reading and pronunciation for efl pupils at private basic schools: teachers perspectives. llt journal: a journal on language and language teaching, 24(2), 461–470. https://doi.org/10.24071/llt.v24i2.2910. bibyana, b., & edi, s. (2023). improving student pronunciation skill through reading aloud at 8th grade students of smp widuri jaya jakarta. secondary: jurnal inovasi pendidikan menengah, 3(3), 237–244. https://doi.org/10.51878/secondary.v3i3.2396. celce-murcia, m., brinton, d. m., & goodwin, j. m. (2010). teaching pronunciation hardback with audio cds (2): a course book and reference guide. cambridge university press. derwing, t. m. (2023). an overview of pronunciation teaching and training. https://www.scribd.com/document/905199134/02-derwing-2023 djuhari, a. r., & faridah, d. (2024). the impact of repetitive methods to enhance students’ pronunciation in the post-pandemic. journal of english education program (jeep), 11(2), 115. https://doi.org/10.25157/(jeep).v11i2.15476. dörnyei, z. (ed.). (2001). background knowledge. in motivational strategies in the language classroom (pp. 5–30). cambridge university press. https://doi.org/10.1017/cbo9780511667343.002. ehri, l. c. (1995). phases of development in learning to read words by sight. journal of research in reading, 18(2), 116–125. https://doi.org/10.1111/j.14679817.1995.tb00077.x flege, j. (1995). second language speech learning: theory, findings and problems. in w. strange (ed.), speech perception and linguistic experience: issues in cross-language research (pp. 229–273). york press. gail gillon. (2018). phonological awareness: from research to practice. second edition guilford press | request pdf. https://doi.org/10.26858/eralingua.v7i2.46793 https://doi.org/10.1016/j.sbspro.2015.07.524 https://doi.org/10.33503/journey.v6i3.708 https://doi.org/10.31934/jofler.v2i2.1349 https://doi.org/10.26858/joeele.v4i1 https://doi.org/10.24071/llt.v24i2.2910 https://doi.org/10.51878/secondary.v3i3.2396 https://doi.org/10.25157/(jeep).v11i2.15476 https://doi.org/10.1017/cbo9780511667343.002 arifatul latifah et al., 2025 demonstrating reading aloud in improving efl students’ pronunciation 341 | vol.9, no. 2, 2025 (327-342) https://www.researchgate.net/publication/330553686_phonological_awareness_fro m_research_to_practice_second_edition_guilford_press. gapasin, r. b. (2025). (pdf) factors influencing learners’ motivation in learning english as a second language. https://doi.org/10.36948/ijfmr.2025.v07i01.37058. gibson, s. (2008). reading aloud: a useful learning tool? elt journal, 62(1), 29–36. https://doi.org/10.1093/elt/ccm075. hamzah, a., rauf, w., haq, m. z. u., & nur, a. m. (2025). an experimental study on the role of narrative text in enhancing student motivation in reading comprehension. jurnal edukasi saintifik, 5(1), article 1. https://doi.org/10.56185/jes.v5i1.850. hancock, m. (2012). english pronunciation in use intermediate with answers and audio cds (4) (2nd ed.). cambridge university press. huang, l. (2010). reading aloud in the foreign language teaching. asian social science, 6(4), article 4. https://doi.org/10.5539/ass.v6n4p148. inayah, n., muslem, a., & muriza, u. (2016). the animated storytelling in an efl classroom: the effect on students’ reading aloud ability, proceedings of the 1st english education international conference (eeic). 1(2). kemmis, s., mctaggart, r., & nixon, r. (2014). the action research planner. https://doi.org/10.1007/978-981-4560-67-2. kenworthy, j. (1987). teaching english pronunciation. longman. kustila, a. w., ardini, s. n., & adi, a. p. k. (2025). (pdf) the impact of reading aloud on students’ pronunciation awareness to improve silent letters: perceptions & recognition. https://www.researchgate.net/publication/391071710_the_impact_of_reading_alou d_on_students'_pronunciation_awareness_to_improve_silent_letters_perceptions_ recognition. larosa, n., & qamariah, h. (2020). the implementation of repetition drill in teaching speaking skill. jurnal mahasiswa pendidikan, 1. latifah, r., & apsari, y. (2024). learning phoneme identification using reading aloud technique: efl learners’ perception. 7(6), 1253. mahdi, d., & saadany, n. e. (2013). oral feedback in the efl classroom [unpublished report]. university of malmö högskola, scania. mardiah, a., safitri, l., eliza, e., & syahrul, s. (2024). improving students ability in pronunciation through reading aloud for the 8th grade of smpn 2 bukittinggi. continuous education: journal of science and research, 5(2), article 2. https://doi.org/10.51178/ce.v5i2.2038. merrita, d. (2021). pronunciaton analysis of english consonants /θ/ and /ð/ by english department students. lingua: jurnal ilmiah, 17(2), 26–44. ninsuwan, p. (2015). the effectiveness of teaching english by using reading aloud technique towards efl beginners. procedia social and behavioral sciences, 197, 1835–1840. https://doi.org/10.1016/j.sbspro.2015.07.243. plailek, t., & al, e. (2021). pronunciation problems and factors affecting english pronunciation of efl students. turkish journal of computer and mathematics education (turcomat), 12(12), 2026–2033. https://doi.org/10.17762/turcomat.v12i12.7734. purwanto, m. n. (2000). prinsip-prinsip dan teknik evaluasi pengajaran. remaja rosdakarya. radant, h.-l. h. j., james, h., & huang, h. (2009). chinese phonotactic patterns and the pronunciation difficulties of mandarin-speaking efl learners. the asian efl journal quarterly, 11(4), 115. saito, k., & lyster. (2025). (pdf) effects of form‐focused instruction and corrective feedback on l2 pronunciation development of /ɹ/ by japanese learners of english. researchgate. https://www.researchgate.net/publication/227622444_effects_of_formhttps://www.researchgate.net/publication/330553686_phonological_awareness_from_research_to_practice_second_edition_guilford_press https://www.researchgate.net/publication/330553686_phonological_awareness_from_research_to_practice_second_edition_guilford_press https://doi.org/10.36948/ijfmr.2025.v07i01.37058 https://doi.org/10.1093/elt/ccm075 https://doi.org/10.56185/jes.v5i1.850 https://doi.org/10.5539/ass.v6n4p148 https://doi.org/10.1007/978-981-4560-67-2 https://www.researchgate.net/publication/391071710_the_impact_of_reading_aloud_on_students'_pronunciation_awareness_to_improve_silent_letters_perceptions_recognition https://www.researchgate.net/publication/391071710_the_impact_of_reading_aloud_on_students'_pronunciation_awareness_to_improve_silent_letters_perceptions_recognition https://www.researchgate.net/publication/391071710_the_impact_of_reading_aloud_on_students'_pronunciation_awareness_to_improve_silent_letters_perceptions_recognition https://doi.org/10.51178/ce.v5i2.2038 https://doi.org/10.1016/j.sbspro.2015.07.243 https://doi.org/10.17762/turcomat.v12i12.7734 https://www.researchgate.net/publication/227622444_effects_of_form-focused_instruction_and_corrective_feedback_on_l2_pronunciation_development_of_by_japanese_learners_of_english arifatul latifah et al., 2025 demonstrating reading aloud in improving efl students’ pronunciation 342 | vol.9, no. 2, 2025 (327-342) focused_instruction_and_corrective_feedback_on_l2_pronunciation_development _of_by_japanese_learners_of_english. saito, k., hanzawa, k., petrova, k., kachlicka, m., suzukida, y., & tierney, a. (2022). incidental and multimodal high variability phonetic training: potential, limits, and future directions. language learning, 72(4), 1049–1091. https://doi.org/10.1111/lang.12503. syakur, a., azis, r., & sukarsih. (2020). developing reading learning model to increase reading skill for animal husbandry students in higher education. britain international of linguistics arts and education (biolae) journal, 2(1), 484–493. https://doi.org/10.33258/biolae.v2i1.220. syiyami, i. a., haryanti, e., nurwanti, d. i., & kurniawati, n. (2021). the use of reading aloud method to improve students’ speaking ability: indonesian secondary school. 250– 256. https://www.scitepress.org/publicationsdetail.aspx?id=po/ha8x0dda=&t=1. trysnawati, i., mulyani, s., & syam, a. (2020). error analysis on english consonant pronunciation produced by the fifth semester students of english education department. tamaddun, 19(2), article 2. https://doi.org/10.33096/tamaddun.v19i2.77. waheeb s. albiladi. (2019). teaching english pronunciation revisited: the challenges of teaching efl in non-english-speaking countries. european journal of foreign language teaching. https://doi.org/10.5281/zenodo.3566658. wahyuni, p. (2022). the effect of teaching reading aloud technique in improving english pronunciation. ebony: journal of english language teaching, linguistics, and literature, 2(1), article 1. https://doi.org/10.37304/ebony.v2i1.4041. https://www.researchgate.net/publication/227622444_effects_of_form-focused_instruction_and_corrective_feedback_on_l2_pronunciation_development_of_by_japanese_learners_of_english https://www.researchgate.net/publication/227622444_effects_of_form-focused_instruction_and_corrective_feedback_on_l2_pronunciation_development_of_by_japanese_learners_of_english https://doi.org/10.1111/lang.12503 https://doi.org/10.33258/biolae.v2i1.220 https://www.scitepress.org/publicationsdetail.aspx?id=po/ha8x0dda=&t=1 https://doi.org/10.33096/tamaddun.v19i2.77 https://doi.org/10.5281/zenodo.3566658 https://doi.org/10.37304/ebony.v2i1.4041 english franca academic journal of english language and education doi: 10.29240/ef.v9i2 november.14297 pissn: 2580-3670, eissn:2580-3689; vol. 9, no. 2, 2025, page 237-248 article info: http://journal.iaincurup.ac.id/index.php/english received 09 july 2025; received in revised form 13 october 2025; accepted 20 november 2025 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license politeness strategies and gendered language use in hospitality discourse: a case study from an urban hotel in jakarta desti wulan dari¹, fitria aprilia²*, neisya³ ¹ english literature study program, universitas bina darma, palembang, indonesia ² master program in language education, universitas sriwijaya, palembang, indonesia ³ english literature study program, universitas bina darma, palembang, indonesia corresponding email: faprilia@fkip.unsri.ac.id to cite this article: wulan dari, d., aprilia, f., & neisya, n. (2025). politeness strategies and gendered language use in hospitality discourse: a case study from an urban hotel in jakarta. english franca: academic journal of english language and education, 9(2 november), 237–248. https://doi.org/10.29240/ef.v9i2 november.14297 introduction communication is very important in the hospitality industry, especially at the hotel front desk. this department gives the first impression that has significant influence, on the whole, towards customer satisfaction. in this context, politeness strategies and gender-specific language usage are pivotal factors influencing the quality of interaction. these linguistic characteristics not only show politeness and professionalism but also deliver complex social and cultural implications in providing service. numerous linguistic scholars have underscored the significance of politeness in cultivating favorable service experiences. brown and levinson abstract. this research examines the utilization of politeness strategies and gendered language among hospitality professionals at ibis styles jakarta mangga dua square. the main goals are threefold: to find out what kinds of politeness strategies front office staff use, to look at how gender affects the language choices they make when talking to guests, and to look at how important these strategies are for improving customer satisfaction and professional communication. data were gathered via direct observation of daily service interactions and semi-structured interviews with staff, facilitating a comprehensive understanding of both practice and perception. the analysis shows that people often use both positive and negative politeness strategies. however, the way they use them depends on their gender. female staff members were more likely to use both positive strategies, like friendly greetings and building solidarity, and negative strategies, like indirect requests and polite apologies. this shows that they were relational and empathetic. on the other hand, mostly the male staff applied positive politeness strategies that focus on clarity, assertiveness, and resourcefulness, especially when they were busy assisting the customers. these gender-based distinctions show wider discourse forms, including “rapport talk” and “report talk”, thus it emphasizes that communication styles are influenced by personal preferences, social beliefs, and professional ethics. these findings demonstrate that linguistic strategies are not merely a matter of language ethics. it is also a crucial instrument in improving customer satisfaction and professional trustworthiness. the study contends that neither empathetic nor efficiency-driven approaches should be favored; instead, both fulfill complementary roles in hospitality service delivery. by contextualizing this knowledge in the real hospitality practices, the research enriches the applied linguistic sphere, discourse studies, and hospitality management. it also has the real impact on professional training and staff development programs that indicate improving communication, flexibility, and service excellence in the global hospitality industry. keywords: politeness strategies, gendered language, hospitality, discourses, linguistics, quality education https://doi.org/10.29240/ef.v9i2%20november.14297 https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:faprilia@fkip.unsri.ac.id https://doi.org/10.29240/ef.v9i2%20november.14297 desti wulan dari et al., 2025 politeness strategies and gendered language use in hospitality discourse: a case study of ibis styles hotel in jakarta 238 | vol.9, no. 2, 2025 (237-248) (1987) categorize politeness into two main strategies, namely positive politeness and negative politeness. positive politeness stimulates connection and affability, while negative politeness avoids pressure and maintains formality. tannen (1990) proposed the concept of "genderlects," positing that men and women, influenced by distinct socialization patterns, typically communicate in divergent manners. men frequently employ more assertive and direct communication, whereas women typically embrace a more empathetic and nurturing style. while numerous studies have investigated politeness and gendered language independently, there is a deficiency of comprehensive research analyzing the interaction of these two factors in practical hospitality contexts. rababah (2021), kusumarini, et. al. (2021), and noorani (2021) show that the way people interact in hotels is mostly shaped by cultural and institutional factors. rababah et al. (2021) found that hotel staff in jordan often use direct instruction for efficiency. meanwhile, kusumarini et al. (2021) described that japanese hotel staff in bali used an equitable politeness strategy by incorporating positive and negative mechanisms. this strategy aimed to retain respect and rapport. besides, noorani (2021) also discussed numerous positive politeness strategies that guests prefer. it clarifies that professional and polite language is still essential in efficient service interactions. furthermore, recent research about politeness strategy has explored the gender impact towards communication practices in the sector of hospitality. chalke et. al. (2025) found that women tend to use collective language in the application materials. it is in line with beiza et. al.’ (2024) study that demonstrated gender influences the way people respond to hotel marketing messages. however, only a few studies focused on gender manifestations in direct service interactions between hotel staff and guests, which is the main focus of this research. this study aims to address the existing gap by examining the utilization of politeness strategies and gendered language by male and female front office personnel at ibis styles jakarta mangga dua square, as well as the impact of these factors on guest satisfaction. the study is guided by the following question: what politeness strategies are frequently employed by male and female front office staff during the interaction with guests? how do their communication style adapt to or counter conventional gender norms? this research enriches the sociolinguistics and pragmatics disciplines through authentic interaction and interview data assessment, focusing specifically on service discourse. this research is also advanced because of the integrative approach by analyzing politeness strategies and gendered language at the same time within the real hospitalization context. the prior studies have not been extensively explored. its significance transcends theoretical boundaries, providing practical applications for training hospitality professionals to cultivate more inclusive and effective communication strategies. through this approach, this research not only contributes to academic discourse but also improves the service quality and guest satisfaction in the hospitality industry. theoretical framework the theory of politeness this study examines the interplay between politeness strategies and gendered language in front office communication within the hospitality sector. this research uses two approaches in linguistics to strengthen the analysis, namely brown and levinson’s politeness theory (1987) and deborah tannen’s gender and language theory (1990). these theories delineate the primary variables, elucidate the researcher's perspective, and provide a foundation for interpreting data gathered from actual service interactions. brown and levinson state that individuals put an effort to protect their public image, or “face”, during social interaction. speakers usually use two main strategies to manage their face. positive politeness draws attention to friendliness, support, and greetings (for example, “we are glad to help you”). desti wulan dari et al., 2025 politeness strategies and gendered language use in hospitality discourse: a case study of ibis styles hotel in jakarta 239 | vol.9, no. 2, 2025 (237-248) meanwhile, negative politeness reduces demand and requests indirectly by using hedging signs or making formal apologies (for example, “is it okay if you wait for a moment?”). these strategies are crucial to create interaction in the polite, professional, and guest-oriented hospitality industry. the approach offers a model to classify the linguistic strategies applied by the hotel front office staff in managing relationships with guests. language and gender theory tannen discusses “genderlects” to show how men and women tend to talk to each other in different styles due to the way they were raised and society’s expectations toward them. she examines two types of talk: report talk and rapport talk. men commonly use the report talk, which focuses on delivering information, authority, and self-reliance. meanwhile, women usually use the rapport talk, which focuses on emotional connection, empathy, and teamwork. these styles manifested in the way hotel staff handling complaints, giving information, or showing politeness. tannen’s model facilitates this research to examine whether the gender-based communication style in the hospitality industry strengthens or challenges conventional gender norms. research parameters and analytical framework this research focuses on two interrelated variables: (1) the politeness strategies (positive or negative) used by front office staff, and (2) gender-based communication patterns. these are examined through field observations, interviews with staff, and guests feedback at ibis styles jakarta mangga dua square. the analysis supposes that linguistic behavior is formed by both professional social context (for example, service expectations, cultural standards) and individual identity (for example, gender, role, and experience). this research thoroughly observes assumptions such as “women are more polite naturally” or “men communicate with greater authority.” it aims to prove or challenge the claims by using empirical evidence. adding to the framework with contemporary studies recent academic research has demonstrated how politeness and gender influence communication in service context. kim and jang (2019) reveal that using polite language strategically not only makes people consider you as more professional, but it also has a significant impact on guest satisfaction, especially when it is suitable with gender expectations. holmes and marra (2021) argue that language in the workplace is not merely individual characteristics, but a performance that is socially constructed. it is influenced by institutional norms, power dynamics, and intrinsic gender-based language that has contextual and flexible characteristics. this research contributes to sociolinguistics and pragmatics by combining politeness and genderlect theory in the context of actual hospitality. it integrates linguistic strategies to show how the strategy simultaneously reflects the professional politeness, gender identity, and institutional expectation. it is significantly different from the previous research that analyzed these variables separately. the results are not only theoretically significant, as they enhance our comprehension of service discourse, but also practically important, providing insights for the formulation of inclusive and effective communication training for hospitality professionals. material and method this study employed a qualitative descriptive methodology to investigate the utilization of politeness strategies and gendered language in actual guest interactions within the hospitality industry. the research, structured as a case study, was executed at hotel ibis desti wulan dari et al., 2025 politeness strategies and gendered language use in hospitality discourse: a case study of ibis styles hotel in jakarta 240 | vol.9, no. 2, 2025 (237-248) styles jakarta mangga dua square, concentrating on the communication behaviors of front office staff during service interactions. by applying the qualitative description approach, this research intends to reveal language patterns shaped by gender and to understand how these influence guest satisfaction. recent studies underline that this approach offers flexibility and rich, data-driven comprehension while sustaining familiarity with participants’ experiences. scholars, however, also emphasize encounters related to methodological accuracy, credibility, and the ethical integration of the latest tools, such as large language models, in qualitative research (hall & liebenberg, 2024; schroeder et al., 2025; villamin et al., 2025). a qualitative case study methodology was employed to facilitate a comprehensive examination of communication within its authentic context. this approach facilitated a comprehensive and nuanced understanding of linguistic practices formed by social role and professional standards. it highlights data interpretation by using established linguistic theories, including brown and levinson’s politeness theory (1987) and tannen’s gender and language theory (1990), rather than testing specific hypotheses. the research was conducted at ibis styles jakarta mangga dua square, where front office personnel frequently engage with a varied guest. seven staff members took part, five men and two women. the staff interaction was observed during three workdays, from monday to wednesday, starting at 7 a.m. until 6 p.m. this timespan was intentionally designated to match with peak season, thus ensuring higher frequency of service interaction for observation (creswell & poth, 2018; mohajan, 2018). various tools were utilized to gain a whole image of gender-based politeness and communication. these included: a) observation evaluation sheet and field transcripts, which had indicators such as 1. use of positive politeness (greetings, pronouns that include everyone, compliments, and small talk), 2. use of negative politeness (hedging, indirect requests, and apologies), 3. politeness nonverbal signs (smiling, making eye contact, and standing upright), 4. response rate and relevance during high-pressure conditions (handling complaints); b) documentation – including staff communication manuals, guest comments, and service procedure handbooks, which displayed knowledge of institutional expectations related to politeness and professionalism; c) semi-structured interviews – conducted with seven hotel staff members. the indicators are: 1. how people see gender roles in communication, 2. procedures to handle guests’ expectations, and 3. comprehending how politeness works on guest complacency; d) guest satisfaction survey data – analyzed to note how the guests assessed staff based on politeness, professionalism, and communication clarity, particularly in gender and politeness strategy (vogl, 2022; guest et al., 2020). semantic and pragmatic methods were utilized to analyze the data based on the applied theoretical framework. the process consisted of: 1. transcription and coding – wrote down what people said during interviews and interactions and put them into positive or negative politeness categories based on brown and levinson (1987). 2. gendered communication analysis – tannen’s (1990) framework was utilized to discern rapport talk and report talk patterns within staff discourse. 3. the classification matrix sorts data into groups like politeness type, gender, interaction style, response speed, and problem-handling method so that male and female staff can be compared in a systematic way. 4. cross-validation: comparisons were conducted among observational data, interview results, and guest survey data to validate recurring patterns and enhance reliability (braun & clarke, 2019; nowell et al., 2017). desti wulan dari et al., 2025 politeness strategies and gendered language use in hospitality discourse: a case study of ibis styles hotel in jakarta 241 | vol.9, no. 2, 2025 (237-248) to maintain quality and credibility, the concept of trustworthiness criteria offered by lincoln and guba’s (1985) was implemented, among others, 1) credibility: assured through triangulation of observations, interviews, documentations, and guest surveys, as well as finding validation by participants; 2) transferability: gained by serving detail contextual description, which enables adaptation into similar hospitality environment; 3) dependability: espoused by documented research process, which allows the replication or external audit; 4) confirmability: enhanced through reflexive journal and cross-validation to decrease researcher partiality and establish objectivity (moser & korstjens, 2018; amankwaa, 2016). results and discussion results the findings show clearly how staffs at the front desk of hotel ibis styles jakarta mangga dua square use polite ways of speaking along with language shaped by gender when talking to visitors every day. the information came from watching real situations, including doing casual interviews, checking written records, and pulling feedback from guest rating forms. mixing these sources helped confirm that things were not just random guesses. the seven staff involved held several roles up front: a male assistant front office manager (mr. f), plus one man working as duty manager (mr. rv), a captain named bellmen (mr. d), one front desk worker (mr. ar) along with mr. re, plus two women at reception ms. s and ms. t. for confidentiality purposes, initials are used in this section. table 1. front office staff participants no initial position 1 mr. f assistant front office manager 2 mr. rv duty manager 3 mr. d captain bellmen 4 mr. ar front desk agent 5 mr. re front desk agent 6 ms. s front desk agent 7 ms. t front desk agent diagram 1. politeness strategies by gender the findings revealed that hotel front desk staffs used both kinds of politeness tactics, though men and women differed clearly in approach. women tended to mix upbeat methods desti wulan dari et al., 2025 politeness strategies and gendered language use in hospitality discourse: a case study of ibis styles hotel in jakarta 242 | vol.9, no. 2, 2025 (237-248) like warm welcomes (“good morning, we are glad to have you here”) plus expressing teamwork (“let’s see what we can do together”) with more cautious ones like saying sorry (“i’m so sorry for the inconvenience”) or softening asks (“would it be possible if…”). that lines up with how they generally aim for kind, respectful, people-focused communication. in comparison, men on staff usually leaned toward upbeat tones, which are clear, warm, and confident, especially when sorting out guest problems. instead of softening their words, they would say things like “let me fix this right away” or “just leave it to me.” the guests would not hear much hesitation or roundabout talk from them. when things got busy, like during checkin rushes or tough complaints, they stayed straightforward and sharp. completing everything without delay was their approach. the data in table 1 demonstrates a clear pattern, that is women used two types of positive politeness and two types of negative politeness. meanwhile, men showed three forms of positive politeness, yet none of the negative kind. hence, female staffs seem to mix friendliness with caution, balancing tone and distance, while males lean toward directness, focusing on speed and outcomes instead. these patterns are in line with brown and levinson’s argument of mind face during talk. it is also in accordance with recent studies that showed how gender shapes conversational habits (al shlool, 2020; ogiermann & bella, 2020). diagram 2. feedback on guest satisfaction according to gender communication this research revealed significant differences between men and women in the way they talk at the workplace. women commonly choose friendly talk through soft words, quick apologies, or clues to develop intimacy, rather than direct instructions. in this way, they tried to make visitors feel comfortable, valued, and noticed on a personal level. like when helping someone, they would often go with “i understand how you feel, let me see how i can help you,” or “would it be alright if we…” these ways show care and awareness of feelings. on the other hand, males leaned more toward straight-to-the-point speech, focusing on facts, being clear, and sounding confident. their talks usually focused on getting things done, particularly during set routines like arrivals or departures or when dealing with problems. statements like “your room will be ready in five minutes” or “i will resolve this issue right now” show how they prefer clear and short messages aimed at quick results. desti wulan dari et al., 2025 politeness strategies and gendered language use in hospitality discourse: a case study of ibis styles hotel in jakarta 243 | vol.9, no. 2, 2025 (237-248) guests noticed a shift. men usually go forward when making speedy moves or hard decisions become important. it is because the moves are seen as very structured and straightforward (mullany, 2019; holmes & marra, 2017). over at hotel ibis styles jakarta mangga dua square, feedback lined up with real-life views where men tended to appear bolder and more driven. their speech played a role, crisp, and packed with facts with zero fluff that lines up with tannen’s (1990) take on report-style chat. this kind of delivery helped them shine during tight spots or urgent fixes (holmes, 1995; thai, 2017). female employees often excelled at forming personal connections by using caring, responsive speech, typical of rapport-focused interactions. such an approach helped strengthen lasting customer commitment while promoting a friendly environment. still, when situations demanded fast outcomes under stress, feedback showed male workers’ straightforward, confident tone came across as better suited and more impactful (brown & levinson, 1987; kuo, 2011). overall, results indicate that gender-linked speaking styles mirror learned social behaviors and directly influence client views on service performance (webster & sundaram, 2009). data on guest satisfaction showed a consistent pattern in both male and female front office staff, particularly in efficiency, trustworthiness, and interpersonal friendliness. the male staff are usually considered more efficient and reliable in handling complex or demanding service conditions, such as guest complaints or crucial requests. their ability to give instant, direct, and solution-oriented responses was appreciated by guests who demand simplicity and quick service. on the contrary, the female staff were recognized for their friendliness, concern, and relational sensitivity, which contribute to raise up a comfortable and welcoming situation. however, their approach was sometimes seen as less decisive or slower in execution, a perception that may be influenced by broader societal expectations surrounding gender and professionalism in the workplace (mohsin & lengler, 2017; kim & kang, 2019). the guest feedback was in line with what was seen during the observation process and findings from the interview. it highlighted how gender-based talk formed service impressions. instead of working together effortlessly, the male front officer often applied clear speech and focused on the intended task to deliver information briefly. due to this way, they appeared confident and took control, especially when handling busy situations, such as check-in or unexpected guest needs. in contrast, the female front officer usually tends to develop connections through friendly replies, softer remarks, and thoughtful to relations (tannen, 1990; holmes, 1995). meanwhile, some people perceived their manner as less firm. hence, it eased guests feel more comfortable emotionally, which is important for guests who need warm and attentive service. the interview answers revealed that the staff adjusted the way they talk based on the guest’s type. business guests got short, clear messages aimed at saving time. in contrast, tourists received warmer, friendlier talk meant to build comfort. such shifts highlight workers’ ability to change tone when needed. these differences also reflect how men and women contribute in varied yet balanced ways during service interactions (kuo, 2011; thai, 2017). overall, these results reveal that instead of prioritizing one approach, both males’ and females’ ways of speaking give special value to guests’ feelings. men tend to offer clear, fast responses in high-pressure or routine situations, whereas women often strengthen personal bonds and emotional engagement. because they balance each other, this mix highlights why varied communication methods matter for full-service hospitality; showing that when different gender-linked patterns work together, guest exchanges become more effective and meaningful. desti wulan dari et al., 2025 politeness strategies and gendered language use in hospitality discourse: a case study of ibis styles hotel in jakarta 244 | vol.9, no. 2, 2025 (237-248) discussion the findings highlight patterns in how politeness, gender, and guests’ views interact within hotel environments. while examining politeness tactics, the researchers found support for brown and levinson’s (1987) framework when classifying speech behaviors during service interactions. instead of using indirect forms, male employees often applied direct friendliness this made them seem self-assured, proactive, yet open. because of this manner, guests felt reassured during time-sensitive cases; for example, fixing reservation mistakes or handling delayed arrivals. the female staff applied both positive and negative politeness tactics by combining friendliness with respect. their speech tone sensed as polite and full of caring because they spoke indirectly and asserted apologies. it was very helpful, especially when happens a tense moment such as guest complaints or misunderstandings. the application of both styles indicated adaptability and awareness of social dynamics in the hospitality environment. while the male staff tends to be friendly, the female staff combined the friendliness with formality, a pattern that is also suggested by al shlool’s (2020) and ogiermann and bella (2020). their research showed that politeness very depends on context and influenced by social positions. second, looking at how gender affects communication fits well with tannen’s (1990) idea of genderlects specifically her split into “report talk” versus “rapport talk.” instead of working together equally, men in staff roles leaned toward report talk, using clear, step-by-step, and firm ways of speaking; this was frequently seen by guests as skilled or capable. women in service roles showed more rapport talk, using understanding tones, softer phrasing, besides focusing on creating personal bonds. when it came to preference, guests responded differently: for fast decisions plus high speed, they tended to trust male workers whereas women earned recognition by nurturing lasting relationships via emotional closeness. although earlier studies from holmes (1995), mullany (2019), also holmes & marra (2017) support these outcomes, they stress one key point that communication differences tied to gender are not natural but shaped by society. third, combining what guests said with direct observation highlights how communication affects service views. when business travelers or those dealing with pressing matters chose male employees, it was because they liked clear and organized responses. on the contrary, tourists on vacation, parents, or guests searching for a calming place to stay gave more positive responses to female staff who offered thoughtfulness and sympathy. these patterns show that what guests expect depends heavily on context and shifts based on the nature of each situation. these results align with mohsin & lengler (2017), also supported by kim & kang (2019), suggesting that effective service depends on speed as well as emotional awareness. in real situations, this means staff training should focus on the adaptation of the way they speak. it assembles various guest expectations rather than prioritizing one approach only. these results complement the ongoing debates in pragmatics and sociolinguistics. according to the data, gendered speech in hospitality is not natural but precisely ingrained from social rules, workplace demands, or particular circumstances. litosseliti (2018), schnurr & zayts (2017), as well as holmes & marra (2021) support this argument. they argue that communication at work must be studied through cultural and structural lenses. differences between men and women staff here depended on guest types business travelers compared to tourists as well as situation type: standard arrivals contrasted with complaints. such shifts align with mills’ (2003) view since service talk is shaped by gender dynamics alongside organizational control. desti wulan dari et al., 2025 politeness strategies and gendered language use in hospitality discourse: a case study of ibis styles hotel in jakarta 245 | vol.9, no. 2, 2025 (237-248) in sum, results show how men’s and women’s ways of communicating support better guest outcomes. the male staff tend to focus on unambiguous, quick, and helpful solutions during busy periods. women often use warmth and connection to build comfort. neither method works best alone; combining both improves overall service quality. in real settings, hotels should offer skill-building that helps employees adjust their tone and style based on guest needs. future work should use more diverse groups, involve staff from different hotel areas, while also looking into culture or online interactions (park & kim, 2020; kim & kang, 2021). these efforts could clarify how courtesy and gender-related speech affect service quality within today’s international hospitality settings. conclusion the present research sought to investigate the influence of polite expressions and gender-related expressive language on interactions of hotel workers in a hotel ibis styles jakarta mangga dua square. the findings revealed that both male and female employees are instrumental in the quality of service, as each conversational style has unique advantages that enhance the customer’s experience. satisfied ibis styles jakarta mangga dua square visitors reported that male staff are more likely to deliver clear, organized responses in high-stress situations; female team members, in turn, are credited with friendliness, attentiveness, and the creation of homely atmospheres. rather than approach one or the other style as superior, however, this analysis indicates that these styles are most effective when they function together to facilitate some strong overall results. linguistic awareness and tolerance are of utmost importance in the service industry. by facilitating workers’ understanding of various types of communication skills, and by introducing convenient training styles for delivering training content, a spirit of customer service that increases customer satisfaction can be enhanced in the hospitality industry. over time, this study demonstrates how accepting different languages of communication enriches employee-guest encounters and facilitates the development of services more conducive to guest preferences. acknowledgement the authors would like to express their sincere gratitude to universitas sriwijaya and universitas bina darma for their continuous support and for providing the academic facilities and guidance that made this research possible. they contributed significantly in developing and completing this research. the authors also extend their sincere gratitude to hotel ibis styles jakarta mangga dua square management and staff, who generously participated in this research. their cooperation, openness, and willingness to share their professional experiences enabled the researchers to gain the valuable data and comprehensions that were crucial to the success of this research. references al shlool, s. s. (2020). politeness strategies in hotel customer service emails. international journal of hospitality management, 85, 102348. https://doi.org/10.1016/j.ijhm.2019.102348. amankwaa, l. (2016). creating protocols for trustworthiness in qualitative research. journal of cultural diversity, 23(3), 121–127. beiza, a., maneethai, d., & madera, j. m. (2024). how gendered language emerges in applicant materials and leadership descriptions in the hospitality industry: a text analysis study. international journal of hospitality management, 120, 1-10. https://doi.org/https://doi.org/10.1016/j.ijhm.2024.103756. https://doi.org/10.1016/j.ijhm.2019.102348 https://doi.org/https:/doi.org/10.1016/j.ijhm.2024.103756 desti wulan dari et al., 2025 politeness strategies and gendered language use in hospitality discourse: a case study of ibis styles hotel in jakarta 246 | vol.9, no. 2, 2025 (237-248) braun, v. & clarke, v. (2019). reflecting on reflexive thematic analysis. qualitative research in sport, exercise and health, 11(4), 589–597. https://doi.org/10.1080/2159676x.2019.1628806. brown, p. & levinson (1987). politeness: some universals in language usage. cambridge university press. chalke, a., cheng, b. l., & dent, m. (2025). tales of luxury: unveiling gender-based insights into hotel brands’ instagram marketing. journal of hospitality and tourism insights, 8(2), 420–447. https://doi.org/https://doi.org/10.1108/jhti-01-2024-0051. chen, r. & rau, p. l. p. (2019). effects of politeness strategies in online customer service. international journal of human–computer interaction, 35(11), 1002–1013. https://doi.org/10.1080/10447318.2018.1550174. creswell, j. w. (2018). qualitative inquiry and research design: choosing among five approaches (4th ed.). sage publications. guest, g. n. (2020). collecting qualitative data: a field manual for applied research. sage publications. hall, s., & liebenberg, l. (2024). qualitative description as an introductory method to qualitative research for master s-level students and research trainees. international journal of qualitative methods, 23, 16094069241242264. https://doi.org/10.1177/16094069241242264. holmes, j. (2017). leadership, discourse, and ethnicity. oxford university press. holmes, j. & marra, m. (2021). constructing leadership in talk: identity, discourse and action. cambridge university press. holmes, j. & marra, m. (2021). politeness and power in business: a sociolinguistic analysis. routledge. holmes, j. (1995). women, men, and politeness (1st ed.). routledge. https://doi.org/10.4324/9781315845722. kim, h. &. kang, j. (2021). the role of communication in service recovery: exploring crosscultural perceptions. service industries journal, 41(3-4), 255–275. https://doi.org/10.1080/02642069.2020.1762286. kim, w. g. (2019). communication and customer loyalty in hotel services. international journal of contemporary hospitality management, 31(1), 145–165. https://doi.org/10.1108/ijchm-10-2017-0671. kuo, s.-h. (2011). language and gender in a chinese context: a study of differences in polite speech. journal of pragmatics, 43(7), 1705–1718. https://doi.org/10.1016/j.pragma.2010.11.002. kusumarini, i., simpen, i. w., budiarsa, m., & laksana, i. k. d. (2021). politeness strategy of japanese hotel staff in bali. tijolac: the international journal of language and culture, 3(1), 9-28. https://doi.org/https://doi.org/10.5281/zenodo.4643088. lincoln, y. s., & guba, e. g. (1985). naturalistic inquiry. sage publications. isbn-13: 9780803924314, isbn-10: 0803924313. litosseliti, l. (2018). gender and language: theory and practice (2nd ed.). routledge. mills, s. (2003). gender and politeness.cambridge university press. mohajan, h. k. (2018). qualitative research methodology in social sciences and related subjects. journal of economic development, environment and people, 7(1), 23–48. https://doi.org/10.26458/jedep.v7i1.571. mohsin, a. & lengler, j. (2017). exploring service quality dimensions in the hospitality industry: a study on luxury hotels in india. journal of hospitality and tourism management, 31, 19–29. https://doi.org/10.1016/j.jhtm.2016.10.001. moser, a. & korstjens, i. (2018). series: practical guidance to qualitative research. part 3: sampling, data collection, and analysis. european journal of general practice, 24(1), 9–18. https://doi.org/10.1080/13814788.2017.1375091. https://doi.org/10.1080/2159676x.2019.1628806 https://doi.org/https:/doi.org/10.1108/jhti-01-2024-0051 https://doi.org/10.1080/10447318.2018.1550174 https://doi.org/10.1177/16094069241242264 https://doi.org/10.4324/9781315845722 https://doi.org/10.1080/02642069.2020.1762286 https://doi.org/10.1108/ijchm-10-2017-0671 https://doi.org/10.1016/j.pragma.2010.11.002 https://doi.org/https:/doi.org/10.5281/zenodo.4643088 https://doi.org/10.26458/jedep.v7i1.571 https://doi.org/10.1016/j.jhtm.2016.10.001 https://doi.org/10.1080/13814788.2017.1375091 desti wulan dari et al., 2025 politeness strategies and gendered language use in hospitality discourse: a case study of ibis styles hotel in jakarta 247 | vol.9, no. 2, 2025 (237-248) mullany, l. (2019). gendered discourse in the workplace. in j. o. östman & j. verschueren (eds.), handbook of pragmatics. (pp. 1–20). john benjamins. noorani, a. (2021). the role of politeness strategies in enhancing guest satisfaction in the hospitality industry. journal of policy research, 10(2), 66-74. https://doi.org/https://doi.org/10.61506/02.00208. nowell, l. s. (2017). thematic analysis: striving to meet the trustworthiness criteria. international journal of qualitative methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847. ogiermann, e. & bella, s. (2020). the pragmatics of requests and apologies: developmental and cross-cultural perspectives. john benjamins publishing company. park, s. &. kim, j (2020). exploring communication effectiveness in multicultural hotel service encounters. journal of hospitality and tourism management, 45, 364–373. https://doi.org/10.1016/j.jhtm.2020.09.007. pelden, s., reid boyd, e., grobbelaar, m., adusei-asante, k., & hopkins, l. (2019). ladies, gentlemen and guys: the gender politics of politeness. social sciences, 8(2), article 56. https://doi.org/10.3390/socsci8020056 rababah, m., al zoubi, s., al masri, m., & al-abdulrazaq, m. (2021). politeness strategies in hotel service encounters in jordan: giving directives. association of arab universities journal for arts, 18(1), 351-372. https://digitalcommons.aaru.edu.jo/aauja/vol18/iss1/12. schnurr, s., & zayts, o. (2017). language and culture at work: sociolinguistic perspectives. routledge. https://doi.org/10.4324/9781315541785. schroeder, h., aubin le quéré, m., randazzo, c., mimno, d., & schoenebeck, s. (2025, april). large language models in qualitative research: uses, tensions, and intentions. in proceedings of the 2025 chi conference on human factors in computing systems (chi ’25) (pp. 481:1–481:17). acm. https://doi.org/10.1145/3706598.3713120. tannen, d. (1990). you just don’t understand: women and men in conversation. ballantine books. isbn 9780345372055. thai, c. n. (2017). gender differences in language use in elt classroom interaction. international journal of english language & translation studies, 5(3), 90–99. villamin, p., lopez, v., thapa, d. k., & cleary, m. (2025). a worked example of qualitative descriptive design: a step-by-step guide for novice and early career researchers. journal of advanced nursing, 81(8), 5181-5195. https://doi.org/https://doi.org/10.1111/jan.16481. vogl, s. (2022). guest satisfaction and feedback methods in hospitality. journal of hospitality and tourism insights, 5(2), 245–260. https://doi.org/10.1108/jhti-09-2021-0201. webster, c. & sundaram, d. s. (2009). effect of service provider’s communication style on customer satisfaction in a high-contact service environment. journal of services marketing, 23(2), 104–114. https://doi.org/10.1108/08876040910946369. https://doi.org/https:/doi.org/10.61506/02.00208 https://doi.org/10.1177/1609406917733847 https://doi.org/10.1016/j.jhtm.2020.09.007 https://digitalcommons.aaru.edu.jo/aauja/vol18/iss1/12 https://doi.org/10.4324/9781315541785 https://doi.org/10.1145/3706598.3713120 https://doi.org/https:/doi.org/10.1111/jan.16481 https://doi.org/10.1108/jhti-09-2021-0201 https://doi.org/10.1108/08876040910946369 desti wulan dari et al., 2025 politeness strategies and gendered language use in hospitality discourse: a case study of ibis styles hotel in jakarta 248 | vol.9, no. 2, 2025 (237-248) english franca academic journal of english language and education doi: 10.29240/ef.v9i1 may.12836 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol. 9, no. 1, 2025, page 153-162 article info: http://journal.iaincurup.ac.id/index.php/english received 21 january 2025; received in revised form 08 april 2025; accepted 10 may 2025 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license the development of problem-based learning in english language education through academic literature fauziyatul uzma¹, siti drivoka sulistyaningrum², ratna dewanti³ 1 2 3 universitas negeri jakarta, jakarta, indonesia corresponding email: fauziyatuluzma_1212821020@mhs.unj.ac.id to cite this article: fauziyatul uzma, sulistyaningrum, s. d., & dewanti, r. (2025). the development of problem-based learning in english language education through academic literature. english franca : academic journal of english language and education, 9(1 may). retrieved from https://doi.org/10.29240/ef.v9i1 may.12836 introduction the rapid evolution of education driven by advances in technology and growing interconnectedness has created a need for innovative teaching methods. the advent of new educational paradigms has made conventional modes of education, which primarily rely on memorization and passive learning, insufficient in equipping students for the challenges and opportunities of the 21st century. by building essential skills such as critical thinking, creativity, collaboration, communication, and self-directed learning (aeni & apriani; 2022; trilling & fadel, 2009b); (world economic forum, 2020) that matters in a fast-paced global world, modern education has to focus on this. to meet this need, we have increasingly, as educators and researchers, turned our attention to student-centred teaching alternatives. problem-based learning (pbl) one such model of pbl emerges as a pedagogical paradigm shift away from a teacher-centered paradigm into a student-centered paradigm4 (barrows & tamblyn, 1980). pbl was first developed in the context of medical education but has been adapted to several disciplines, including the english language. through this approach, students work on problem-solving tasks that mimic situations in the real world, and students are encouraged to use language that is authentic and applicable to their lives. (hmelo-silver, 2004);(richards, 2014). abstract. with this study, the authors explore the evolution of problem-based learning (pbl) in english language education and its substantial contribution to language proficiency, critical thinking, and student engagement. with technology evolving at a fast pace and world becoming a global village, the conventional means of education are slowly dying and are not enough to prepare students for the challenges of the 21st century. in response to these challenges, project-based learning (pbl) has mature as a student-centered approach that promotes relevant and real-world problems and tasks, active learning, and collaboration. the corresponding research brings together research published from 1980 through 2024, emphasizing the period of 2019–2024. employing thematic analysis, three main themes emerged from the literature, which were language proficiency, developing critical thinking skills, challenges in implementing pbl, and technological integration. the research shows that pbl leads to higher levels of language proficiency, especially in speaking and writing, promotes critical thinking, and increases engagement among learners. however, many barriers exist, including lack of teacher preparation and limited curriculum and materials availability. finally, the paper concludes that the potential of pbl in english language education is maximized with teacher training, curricular flexibility, and equitable access to technology. keywords: problem-based learning, english language education, critical thinking, student engagement, language proficiency, technological integration, 21st-century skills file:///d:/eka%20a/english%20franca/ef%20vol%209%20no%201%20tahun%202025/paper%20word%20doc/cccccc https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:fauziyatuluzma_1212821020@mhs.unj.ac.id https://doi.org/10.29240/ef.v9i1%20may.12836 fauziyatul uzma, et al., 2025 the development of problem-based learning in english language education through academic literature 154 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 5 3 1 6 2 ) this study has significant implications regarding how it collates and assesses the literature on pbl in english language teaching in recent years. while existing studies have reported positive effects of pbl on language skills, critical thinking, and general competencies (prabowo et al., 2021; orhan, 2025), little is known about the long-term dynamics of pbl practices and contextual factors that contribute to its successful implementation. moreover, although technology integration into pbl has received significant academic attention, the varying availability of digital resources and students’ and teachers’ heterogeneous digital competencies can impede effective implementation (jaleniauskiene & lisaite, 2023). to fill these gaps, this research will provide an extensive overview of the pbl use in english language education, exploring the history of pbl in english language teaching, consider the challenges affecting its adoption through mini cases and highlight the technologies supporting current and future practice. the research employs a qualitative library research design, choosing academic articles, books, and other scholarly sources published between 1980 and 2024 while highlighting recent contributions from 2019 to 2024. through inclusive thematic analysis, this work maps out the literature to provide a comprehensive overview of the development and continuation of pbl throughout the field of english language education. the sources for this study were selected through a systematic review of the literature, which aimed to aggregate peer-reviewed sources that make significant contributions to the understanding of pbl in the field of foreign language education, specifically in english language education. the articles used were selected on the grounds of their academic reliability, relevance to the research questions, and focus on pbl application in language teaching contexts. the selection criteria employed were stringent to warrant that the identified studies were of high academic integrity, mostly from peer-reviewed journals, conference proceedings, and scholarly books. by (braun & clarke, 2006a) guidelines, a procedure of thematic analysis, were followed, which involved that all stages of the process were systematically carried out: 1) use strategic reading of literature (and research studies) over and over to familiarize oneself with the studies through reading, 2) level of analysis (commentary, categorical, and thematic analysis): for this study, each transcript and the accompanying research notes were opened in a text editor and simultaneously read in a textual coding bubble for initial coding, 3) theme development: this involved consolidating the codes into overarching themes that represented common patterns throughout the literature, including themes like enhanced language proficiency, increased critical thinking, and technological integration, 4) reflection on, and proper development of, themes: this ensures that identified themes are an accurate representation of the given data and that they speak to the research questions of the study, 5) drawn conclusions: creating a story that threads the connection for themes and what it means for the field moving forward. theoretical framework theoretical framework constructivist learning theory underpinning this research is a theoretical framework founded predominantly on theories of constructivist learning, which argues that learners build their understanding through their interactions with the world and with others. (piaget, 1973);(vygotsky, 1978). it is at odds with the traditional belief that they learn through a passive input of data. paradoxically, constructivism claims that real learning occurs when learners participate in problem-solving and form knowledge from experience. (schunk, 2019). problem-based learning (pbl) is one of the many educational approaches that align with constructivist principles. it invites students to solve authentic problems, promoting engagement through research, collaboration, and reflection, as opposed to memorization for the sake of an exam. (hmelo-silver, 2004). (hmelo-silver, 2004) through pbl, the learning environment becomes one where the students engage with authentic, complex problems to grow higher-order cognitive skills. fauziyatul uzma, et al., 2025 the development of problem-based learning in english language education through academic literature 155 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 5 3 1 6 2 ) problem-based learning (pbl) is a student-centered approach in which students engage in activities that require them to think critically and solve problems, reflecting the 21stcentury competencies embodied in 4cs (trilling & fadel, 2009a): collaboration, communication, critical thinking, and creativity. these competencies lie at the heart of modern education, which tasks students with working through complex, real-world problems. secondly, project-based learning (pbl) bolsters the clt methodologies that focus on meaningful communication rather than grammatical or rote memorization of the structures of a given language (richards, 2006) communicative language theory (clt), on the other hand, concentrates the actual use of language in context, so that students participate in activities that necessitate meaning negotiation, information synthesis, and argument production across various tasks, all of which are elements essential to language development in problem-based learning (pbl) realms. constructivism and clt together in the context of pbl allow for language learning while deepening cognition in english language learners. through language use in such authentic contexts, learners are scaffolded to address real-world problems and are thus more likely to achieve the fluency and accuracy that we hope for (mckenzie, 2013). key variables in the pbl framework: 1. learner-centered instruction pbl puts the learner in the centre of the process and encourages student agency. they must take ownership of their learning by figuring out what they need to know, finding relevant resources, and using what they are learning in real-world scenarios. it goes with the port of self-motivated learning, which helps learners to build up analytic thinking and self-learning attitude. (schunk, 2019). 2. authentic problem situations pbl is based on authentic tasks that represent the challenges our students will face in the real world. in the frame of teaching english as foreign language, such task asks students to perform real communication, real problem solving, and real information processing, for which they must be in the target language. (prabowo et al., 2021). 3. collaborative learning pbl vision suggests a collaborative learning process that corresponds to the social constructive view of the learning as a socially mediated process (vygotskij, 1978). because students are working in teams, they share perspectives, negotiate meaning, and create knowledge together. such a collaborative environment provides students with interactive and dynamic contexts within which to practice language and helps them build communication and other social skills critical to success in the workplace and academia. (alghamdy, 2023). 4. facilitative teaching this role is different from how teachers are typically viewed to deliver knowledge. they lead students through the process of learning, supporting them when appropriate, and encouraging them to reflect. teachers guide students in developing problem-solving strategies, structuring learning experiences, and creating a climate in which mistakes are viewed as learning opportunities. (kök & duman, 2023). the role of technology in supporting pbl pbl is effective when it encompasses, among other concepts, constructivism, clt, and technology integration. technology can help extend pbl outside of the classroom to provide the possibilities of online collaboration, access to digital repositories, or incorporation of virtual simulations. (apriani et al., 2024; jaleniauskiene & lisaite, 2023; apriani et al., 2022). digital tools enable students to collaborate across distance, tap diverse information sources, and present solutions in flexible, multimodal formats. nevertheless, without digital literacy and the equitable access to technology that facilitates it, pbl can fail. (oecd, 2021). fauziyatul uzma, et al., 2025 the development of problem-based learning in english language education through academic literature 156 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 5 3 1 6 2 ) research focus limiting the review of the literature helps to substantiate the analysis by sharing studies that explicitly investigate the employment of problem-based learning (pbl) strategies for english language teaching (elt) or english as a foreign language (efl) settings. moreover, the framework focuses on some research papers that indicate the effect of pbl on different language skills like speaking, writing, reading, and listening, as well as cognitive aspects such as critical thinking, problem-solving, and learner engagement. additionally, it contains studies that examine the challenges and best practices of implementing pbl in language education contexts. this review excludes studies that do not support language development or do not focus on non-language disciplines. theoretical background of pbl in languages education the merging of clt with constructivist learning theory and the tools of technology integration places pbl within a broader framework that supports language development and helps students prepare for the 21st century. this interaction between theoretical perspectives illustrates the dynamic and interactive nature of pbl, in which students immerse in real-life problems, communicate in authentic contexts, and acquire skills that are cross-disciplinary and applicable in multiple contexts beyond language learning. material and method through a qualitative library research design, this study aims to examine the existing literature of pbl in english language education objectively. however, by using library research, we can draw upon a diversity of theory, evidence, and application without field work, which often tends to restrict state-of-the-art information. library research is of special help in tracing developments over time and constructing a more general picture of educational phenomena via existing scholarship. (booth et al., 2016). to ensure the choice of pertinent, well-published, and academically accepted sources, a set of rigorous inclusion and exclusion criteria guided the selection of journal articles for this study. the major selection criteria were: inclusion criteria, relevance: studies that did not describe pbl in the context of english language teaching (elt) or english as a foreign language (efl) were excluded. articles that did not specifically concern pbl or its effect on language learning were removed. credibility: the papers chosen were mostly from peer-reviewed magazines, academic books, dissertations, and conference programs. these sources were selected because they provide credible, science-based information. time frame: studies published between 1980 and 2024, with an emphasis on more recent publications (2019–2024). this was to ensure that the review included the most up-to-date trends, findings, and innovations in the use of pbl within the field of language education. language development emphasis: these studies should talk about how pbl affected language skills like speaking, writing, reading, and listening. studies that examined pbl with other disciplines or were not directly concerned with language development were excluded. data were analyzed using thematic analysis, a qualitative method for identifying, analyzing, and reporting patterns (themes) within data. (braun & clarke, 2006). thematic analysis is useful in identifying similarities and differences across a broad range of literature. in this study, analysis took place in different stages: 1) familiarization with the data: first, read and reread the articles and additional literature. this helped the researcher to become acquainted with each study's key findings, methodologies, and conclusions, 2) initial coding: following familiarization, the data were coded by finding meaningful segments of text that refer to the chordal themes of the study. the codes emphasized categories like pbl context, language proficiency, critical thinking skills, student engagement, and technology in pbl contexts, 3) development of themes: in the next step, similar codes were grouped into broader themes that captured common identifying ideas across all the studies. it resulted in drafting themes such as enrichment of language proficiency, higher-order thinking, learner engagement, and hindrances to the implementation of pbl, etc. this process assisted in separating the data into specific areas of concern and interest in the research, 4) reviewing the themes and reducing them: after that, the themes fauziyatul uzma, et al., 2025 the development of problem-based learning in english language education through academic literature 157 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 5 3 1 6 2 ) were reviewed to identify whether they were indeed a good reflection of observation data. the themes were checked against the descriptions to ensure consistency in the development of a theme and their consideration of the research questions so that they would adequately answer the study objectives, 5) synthesis: the last step was to synthesize the themes into a coherent narrative. the results were melded into an overall report that weaved the themes together and drew conclusions about the effect of pbl on students' language learning, but also the difficulties that teachers experienced in adequately implementing pbl. thematic analysis enables a comparison of results from different studies and provides a broad overview of the range of influences on pbl implementation in english language education and its evolution. this approach enabled the study to pool results across diverse types of studies and provide a comprehensive picture of pbl's effectiveness and challenges to implementation. research tools indicators the study was informed by specific indicators identified for measuring the effectiveness of pbl in english language education through thematic analysis (braun & clarke, 2016). these indicators include: 1) data language expansion: this indicator measures the effect of pbl on students' ability to speak, write, read, and listen. attention was given to developing these skills through participation with authentic activity and issues in the real world, 2) this indicator assesses how pbl promotes critical thinking and problem-solving skills. the analysis included whether pbl fostered higher-order thinking by allowing students to critically analyze problems, identify varied viewpoints, and formulate justifiable solutions, 3) student engagement: this indicator analyzes the impact of pbl on student engagement and motivation. the learning environment involved pbl in semester-long small groups working on collaborative problem-solving cases to encourage active learning and engagement in one's learning process (10), 4) integration of technology: this indicator delves into the use of technology to promote pbl. it explores how online platforms, digital tools, and multimedia resources encourage collaboration, provide access to varying types of information, and allow for the use of language in real life in pbl spaces, 5) challenges in pbl implementation: this indicator highlights the barriers to the effective implementation of pbl in the language classroom. a survey was also carried out to elaborate on the challenges teachers face in the widespread adoption of pbl, like teacher preparedness, curricular rigidity and limitations in resources, 6) these indicators served as the framework for organizing the analysis and for evaluating that the results addressed the research goals. they formed the basis for the pblbased conclusion that was relevant in terms of language development, as well as barriers to pbl-based adoption. results and discussion results the analysis of the identified literature was thematic through the development and implementation of pbl in efl education, and our primary themes were four. these themes were derived from the research instruments and indicators employed in measuring effects on language mastery, critical thinking, and student engagement. the four key themes are: enhancement of language proficiency through a systematic review of the literature on this topic, one of the most consistent findings regarding pbl is that it positively affects language proficiency, especially in its productive skills of speaking and writing. through tasks that revolve around problems, students must communicate in meaningful ways, not merely parroting. the tasks require students to negotiate the meaning, construct arguments, and communicate in real time, all of which result in improved language skills. for instance, (prabowo et al., 2021) found that students who participated in pbl experienced significant growth in oral fluency and accuracy, particularly in presentations and group discussions. pbl is highly interactive by nature, which fauziyatul uzma, et al., 2025 the development of problem-based learning in english language education through academic literature 158 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 5 3 1 6 2 ) creates plenty of opportunities for peer-to-peer communication and increases language output even more. table 1. enhancement of language proficiency in pbl study skill improved method of assessment findings (prabowo et al., 2021) speaking, writing oral fluency, written tasks significant improvement in fluency and accuracy (orhan, 2025) speaking, writing, listening evaluative tests, presentations higher language proficiency through collaborative tasks development of critical thinking and problem-solving skills a second theme to emerge from the literature is that pbl promotes critical thinking and problem-solving skills. whereas traditional teaching emphasizes rote memorization and passive repetition, pbl pushes students to examine complex issues, weigh conflicting points of view, and develop sound solutions. it encourages higher-order thinking that is vital for accomplishment in academia and industry. (orhan, 2025) pbl students demonstrated improved skills in evaluating evidence, developing arguments, and generating solutions. likewise, this theme also serves the cognitive growth part of pbl, where students immerse themselves more into the subject and develop their analytical thinking. table 2. development of critical thinking and problem-solving study skill improved method of assessment findings (orhan, 2025) critical thinking, problem solving analysis of solutions, peer discussions significant enhancement of critical thinking abilities (kök & duman, 2023) critical thinking problem-solving activities development of higher-order cognitive skills challenges in pbl implementation while the reported outcomes were encouraging, some challenges in the implementation of pbl in english language education were discussed. a chief obstacle involves teacher readiness. teachers who were primarily trained in traditional learning will struggle to shape the mindset needed for the student-centered approach required for pbl. according to kök & duman (2023), teachers find it more difficult to balance facilitation and guidance in these types of activities (pbl) and, therefore, its overall learning process effectiveness. furthermore, curricular constraints, standardized testing, and time constraints can pose barriers to the integration of pbl in the same education systems. also, be aware that passive learners may need scaffolds to develop ownership of their learning and may resist self-directed learning or teamwork initially. table 3. challenges in pbl implementation challenge description impact on pbl implementation fauziyatul uzma, et al., 2025 the development of problem-based learning in english language education through academic literature 159 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 5 3 1 6 2 ) teacher preparedness lack of training in facilitating pbl difficulty in balancing guidance and student exploration curriculum rigidity fixed curriculum and standardized assessments limited space for openended tasks student adaptation struggles with self-directed learning and team activities need for scaffolding and gradual adaptation role of technological integration collaboration is an essential part, and technology integration in pbl environments was identified as a key to supporting collaboration and achieving wider reach while boosting learning activities. as (jaleniauskiene & lisaite, 2023) have stated, technology facilitates group collaboration online, the accessibility of access to digital resources, and multimedia use, which enrich the pbl experience. nonetheless, as pointed out in the literature, the successful integration of technology remains dependent on adequate planning and sufficient levels of digital literacy, as access to technology and levels of skills can create an inequitable environment for the implementation of pbl. the challenge is to make sure technology is an enabler, not a distraction, especially in under-resourced settings. table 4. role of technology in pbl study technology used role in pbl findings (jaleniauskiene & lisaite, 2023) collaborative tools, digital repositories enhancing communication, collaboration, and resource access improved student collaboration and resource access discussion the thematic analysis results overwhelmingly suggest that pbl is an effective pedagogical strategy that facilitates both language and cognitive development. it provides active learning through authentic activities that require students to use language in new, relevant contexts. such an approach would connect with modern theories of teaching and learning, notably those that have evolved around the necessary skills on which formal education ought to be centered in the current era, such as critical thinking, creativity, collaboration, and communication. (trilling & fadel, 2009a);(world economic forum, 2020). language proficiency was improved through pbl, especially productive skills such as speaking and writing, as students performing real-world problem-solving tasks had authentic communication. thus, this finding is in line with the philosophy of communicative language teaching (clt), which emphasizes using language in context as opposed to mindlessly constructing linguistic forms. (richards, 2006). the focus on critical thinking and problemsolving also aligns with the cognitive development aspect of constructivism, as students tackle intricate problems and build higher-order thinking skills. (hmelo-silver, 2004). that said, the challenges in pbl implementation should not be ignored. significant barriers to the successful integration of pbl identified were teacher readiness and curricular flexibility. these challenges lend further credence (kök & duman's (2023) claim that teacher training is key to ensuring effective pbl implementation. likewise, the problems concerning students' adaptation align with alghamdy's, 2023) study, which also states that students who fauziyatul uzma, et al., 2025 the development of problem-based learning in english language education through academic literature 160 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 5 3 1 6 2 ) are used to being taught using conventional methods require a prescription on how to embark on self-directed learning, and gradually help to enable them to embark on collaborative tasks. the findings highlight the importance of techno-activity integration supporting pbl. also, technology offers tools that can promote collaboration, enable access to relevant information, and facilitate multimodal channels of communication, which are essential for proper pbl implementation. such aspects supplement (jaleniauskiene & lisaite, 2023) results regarding the positive influence of digital tools on pbl settings. yet, the need for equitable learning experiences is paramount when considering differences in digital literacy and access to technology across diverse populations. conclusion to summarize, pbl has shown great promise for improving language skills, developing critical thinking, and increasing student engagement. however, successful implementation is contingent upon overcoming challenges, including a lack of preparedness among teachers, a lack of curricular flexibility, and a lack of resources. furthermore, access to technology and digital literacy are critical in promoting effective technology integration within pbl environments, presenting both opportunities and challenges. while the findings of this study indicate that pbl can be an effective way of 21st-century skill development in learners, it requires proper utilization and should be understood as an effective educational tool in context, with consideration of teacher resources and availability. acknowledgement the researcher would like to thank all parties who have contributed to this research. funding of research. references aeni, n., & apriani, e. (2022). the 4c competencies in efl hybrid classroom. lecture and innovation for, 96. https://doi.org/10.59890/ijsas.v1i5.838. alghamdy, z. r. (2023). efficacy of problem-based learning strategy to enhance efl learners’ paragraph writing and grammar skills. arab world english journal, 14(1), 43– 58. https://doi.org/10.24093/awej/vol14no1.3. apriani, e., muthmainnah, m., wijayanti, e., kons, b. a., & al yakin, a. (2024). accelerating student's creativity in writing paragraphs through artificial intelligence technology. in ai-oriented competency framework for talent management in the digital economy (pp. 305-322). crc press. https://doi.org/10.1201/9781003440901-19. apriani, e., arsyad, s., syafryadin, s., supardan, d., gusmuliana, p., & santiana, s. (2022). ict platforms for indonesian efl students viewed from gender during the covid-19 pandemic. studies in english language and education, 9(1), 187-202. https://doi.org/10.24815/siele.v9i1.21089. barrows, h. s., & tamblyn, r. m. (1980). problem-based learning: an approach to medical education. springer publishing company. booth, a., sutton, a., clowes, m., & martyn, m.-s. j. (2016). systematic approaches to a successful literature review (third). thousand oaks, ca: sage publications. braun, v., & clarke, v. (2006). using thematic analysis in psychology. qualitative research in psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa. braun, v., & clarke, v. (2006). using thematic analysis in psychology. qualitative research in psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa. hmelo-silver, c. e. (2004). problem-based learning: what and how do students learn? educational psychology review, 16(3), 235–266. https://doi.org/10.1023/b:edpr.0000034022.16470.f3. https://doi.org/10.59890/ijsas.v1i5.838 https://doi.org/10.24093/awej/vol14no1.3 https://doi.org/10.1201/9781003440901-19 https://doi.org/10.24815/siele.v9i1.21089 fauziyatul uzma, et al., 2025 the development of problem-based learning in english language education through academic literature 161 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 5 3 1 6 2 ) jaleniauskiene, e., & lisaite, d. (2023). scoping review methodology and its use to review online project-based learning in higher education, 2020-2023. interdisciplinary journal of problem-based learning, 17(2). https://doi.org/10.14434/ijpbl.v17i2.36659. kök, f. z., & duman, b. (2023). the effect of problem-based learning on problem-solving skills in english language teaching. journal of pedagogical research, 7(1), 154–173. https://doi.org/10.33902/jpr.202318642. mckenzie, j. a. (2013). models of intellectual disability: towards a perspective of (poss)ability. journal of intellectual disability research, 57(4), 370–379. https://doi.org/10.1111/j.1365-2788.2012.01547.x. oecd. (2021). education at a glance 2021. orhan, a. (2025). investigating the effectiveness of problem based learning on academic achievement in efl classroom: a meta-analysis. the asia-pacific education researcher, 34(2), 699–709. https://doi.org/10.1007/s40299-024-00889-4. piaget, j. (1973). to understand is to invent: the future of education. new york, ny: viking press. prabowo, j., rukmini, d., saleh, m., & hartono, r. (2021). portraiting the implementation of project based learning in teaching narrative text for efl students with personality traits: introversion and extroversion (vol. 7, issue 1). https://proceeding.unnes.ac.id/index.php/iset. richards, j. c. (2006). communicative language teaching today. cambridge, england: cambridge university press. richards, j. c. (2014). approaches and methods in language teaching (3rd ed.). cambridge, england: cambridge university press. schunk, d. h. (2019). learning theories: an educational perspective (8th ed.). boston, ma: pearson education. trilling, b., & fadel, c. (2009). 21st century skills: learning for life in our times. san francisco, ca: jossey-bass/wiley. vygotsky, l. s. (1978). mind in society: the development of higher psychological processes. cambridge, ma: harvard university press. world economic forum. (2020). the future of jobs report 2020. geneva, switzerland: world economic forum. fauziyatul uzma, et al., 2025 the development of problem-based learning in english language education through academic literature 162 | v o l . 9 , n o . 1 , 2 0 2 5 ( 1 5 3 1 6 2 ) english franca academic journal of english language and education https://doi.org/10.29240/ef.v8i2.12053 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 8, no 2, 2024, page 409-422 article info: http://journal.iaincurup.ac.id/index.php/english received 24 april 2024; received in revised form 10 july 2024; accepted 24 august 2024, available online 24 november 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license copyright (c) 2024 author efl teachers challenges in designing assessment material for students’ listening skills nurhayati nurhayati¹, puji wahyu setyawaty², sahril nur³ ¹ universitas klabat, manado, indonesia (https://orcid.org/0000-0002-8572-5267) ² universitas negeri makassar, makassar, indonesia ³ universitas negeri makassar, makassar, indonesia corresponding email: sahrilnurfbsunm@unm.ac.id to cite this article: nurhayati, n., setiawaty, p. w., & nur, s. (2024). efl teachers challenges in designing assessment material for students’ listening skills. english franca : academic journal of english language and education, 8(2), 409–422. https://doi.org/10.29240/ef.v8i2.12053 introduction the role of listening assessments in english as a foreign language (efl) instruction has gained increasing attention in recent years due to their critical importance in both language acquisition and communication. listening is a foundational skill in language learning, as it directly influences how students engage with spoken language in real-world settings. however, designing effective listening assessments that accurately measure students' listening comprehension is a complex task. effective listening assessments require students to process various linguistic aspects, including intonation, contextual cues, stress patterns, and cultural nuances, which are often difficult to capture within standardized test formats (bizunesh, alemu, & ashenafi, 2021). as such, efl teachers face numerous challenges in creating assessments that accurately reflect the multifaceted nature of listening abstract. this study investigates the challenges efl teachers face when designing listening assessment materials, with a focus on understanding these obstacles and identifying strategies to address them. the research aims to explore the alignment of assessment practices with student proficiency levels, resource accessibility, and the impact of time constraints on assessment quality. the study involves eight active english teachers from diverse educational institutions as participants. data were collected using an online questionnaire designed to gather insights into teachers’ perspectives and strategies, guided by the cipp (context, input, process, product) evaluation model. this structured framework facilitated a comprehensive analysis of contextual needs, available resources, procedural approaches, and assessment outcomes. the data were analyzed descriptively using google forms, with key findings highlighting significant challenges in sourcing appropriate audio materials, ensuring inclusivity and validity, and managing time for creating bespoke assessments. results revealed that while 50% of teachers successfully aligned assessments with student abilities, 25% faced difficulties in selecting suitable materials due to resource limitations. teachers frequently relied on self-created or freely available online resources and employed pre-made tests due to time constraints. despite these efforts, gaps in assessment literacy and resource access persisted. the study underscores the need for professional development programs to enhance language assessment literacy, improved access to diverse, highquality audio materials, and systemic support to address these challenges. by addressing these issues, this research contributes to more effective listening assessment practices, fostering equitable and comprehensive efl education. keywords: efl teachers, challenges, assessment materials, listening skills https://doi.org/10.29240/ef.v8i2.12053 https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:sahrilnurfbsunm@unm.ac.id https://doi.org/10.29240/ef.v8i2.12053 nurhayati, et al. efl teachers challenges in designing assessment material for students’ listening skills 410 | vol. 8, no. 2, 2024(409-422) comprehension. this article aims to explore these challenges in depth, providing insights into the difficulties faced by efl teachers in designing listening assessments and offering potential solutions to enhance assessment practices in diverse educational contexts. listening is not merely about decoding spoken words but involves complex cognitive processes such as identifying and interpreting the meaning of words in context, recognizing various accents, understanding cultural references, and responding to emotional cues. bizunesh et al. (2021) note that efl teachers in secondary schools face significant difficulties in assessing students’ listening skills due to the inherent complexity of this skill. listening comprehension requires a sophisticated understanding of both language and the situational context in which the language is used. for example, comprehension of a conversation may depend not only on the students' ability to understand the vocabulary but also on recognizing the tone, rhythm, and the speaker's intent, which are often not easily conveyed through written assessments (chie, 2023). moreover, listening assessments need to account for the wide range of accents, speech rates, and linguistic variations encountered in real-world communication. the limitations of traditional assessment formats in capturing the full range of listening abilities are significant. standardized tests, which often rely on multiple-choice questions or short-answer formats, may fail to accurately measure students' listening comprehension, as they do not account for the complexities of real-world listening tasks (jeanne & burns, 1988). furthermore, teachers must balance the need for reliability and validity in assessments with the need to avoid bias, especially given the linguistic and cultural diversity present in many efl classrooms. for instance, accents that students are less familiar with may unintentionally disadvantage them in listening tests, making the assessment process even more challenging (podder, 2011). the challenges associated with listening assessment extend beyond technical and pedagogical concerns to include systemic and contextual issues that further exacerbate these difficulties. resource limitations, including the lack of high-quality audio materials, pose a significant barrier. teachers often find it difficult to locate or create materials that reflect authentic speech, a critical element for fostering listening comprehension. syahrin and salih (2020) emphasize the importance of technological tools and authentic resources in designing reliable listening assessments. however, such tools and materials are often scarce, particularly in under-resourced educational settings, leaving teachers reliant on simplified or contrived listening tasks that fail to simulate real-world communication. moreover, the covid19 pandemic highlighted the fragility of existing assessment practices and the lack of preparedness among educators to adapt to remote learning environments. teachers faced unprecedented challenges in administering listening assessments through digital platforms, compounded by inadequate training and access to appropriate technological tools (al-jarf, 2021; shofatunnisa et al., 2021). this disruption not only underscored the need for innovative approaches to assessment design but also revealed a critical gap in teacher training and support for online assessment modalities. as ghanbari and nowroozi (2021) argue, many teachers lack the expertise to design effective online assessments, particularly for complex skills such as listening comprehension. this gap in technological and pedagogical readiness remains a significant obstacle to the advancement of equitable and effective listening assessment practices. another pressing issue is the gap in language assessment literacy (lal) among efl teachers. language assessment literacy refers to the knowledge and skills required to design, implement, and interpret assessments effectively (fulcher, 2012). without adequate training, teachers may struggle to develop assessments that are both valid and reliable. jeanne and burns (1988) argue that inconsistencies in how listening skills are defined and measured can lead to assessments that do not accurately capture students' abilities. these inconsistencies are often compounded by the pressure to prepare students for high-stakes testing, which frequently prioritizes standardized formats over comprehensive evaluations of listening comprehension. consequently, many assessments fail to account for the nuanced and nurhayati, et al. efl teachers challenges in designing assessment material for students’ listening skills 411 | vol. 8, no. 2, 2024(409-422) context-dependent nature of listening skills, limiting their effectiveness in fostering genuine language proficiency (rylander et al., 2023). cultural and linguistic diversity in efl classrooms further complicates the task of designing listening assessments. students bring a wide range of linguistic backgrounds and cultural experiences to the classroom, which can influence their ability to understand different accents, speech patterns, and cultural references. podder (2011) highlights the potential for biases in listening assessments that favor certain linguistic or cultural groups over others. for example, students who are familiar with a particular accent may perform better than those who are not, even if their overall listening comprehension skills are comparable. this creates an equity issue that must be addressed to ensure that listening assessments are fair and inclusive. vygotsky's sociocultural theory (1978) underscores the importance of designing assessments that reflect the diverse social and cultural contexts of learners. by incorporating culturally relevant materials and diverse linguistic inputs, teachers can create assessments that are more representative of real-world communication and more equitable for all students. despite the growing body of literature on these challenges, significant research gaps remain. while previous studies have identified individual obstacles such as resource limitations or gaps in assessment literacy, few have examined how these factors interact to shape assessment practices. additionally, there is a lack of research on the systemic and institutional barriers that hinder the development of effective listening assessments, including the role of curriculum design, policy support, and teacher collaboration. this study addresses these gaps by adopting a holistic approach that considers the interconnected nature of these challenges and their implications for efl education. the novelty of this research lies in its application of the cipp (context, input, process, product) evaluation model as a framework for analyzing the complexities of listening assessment. unlike descriptive studies that focus on isolated aspects of assessment design, this study uses the cipp model to provide a structured and comprehensive evaluation of the contextual factors, resources, methods, and outcomes associated with listening assessments. by doing so, it offers actionable insights that can inform the development of more effective and inclusive assessment practices. the cipp model's emphasis on aligning assessment practices with educational goals and available resources makes it particularly well-suited to addressing the systemic and contextual challenges identified in this study. furthermore, this research contributes to the field by emphasizing the importance of equity and inclusivity in listening assessment. by highlighting the need for culturally responsive assessment practices, it provides a framework for addressing the biases and inequities that often characterize traditional assessment formats. this focus on inclusivity aligns with broader trends in efl education that prioritize the development of global communication skills and intercultural competence. the study also underscores the potential of technology to transform listening assessment practices, particularly through the use of interactive and adaptive tools that can accommodate diverse learner needs and contexts. by integrating technological innovation with pedagogical best practices, this research sets the stage for a new era of listening assessment that is both effective and equitable. in summary, this study addresses critical gaps in the literature by providing a comprehensive analysis of the challenges associated with listening assessment in efl contexts. its use of the cipp evaluation model, emphasis on equity and inclusivity, and focus on technological innovation represent significant contributions to the field. by offering practical recommendations for educators and policymakers, this research aims to enhance the design and implementation of listening assessments, ultimately supporting the development of more effective and equitable efl education systems. nurhayati, et al. efl teachers challenges in designing assessment material for students’ listening skills 412 | vol. 8, no. 2, 2024(409-422) theoretical framework to frame the challenges faced by efl teachers in designing assessment materials for listening skills, it is essential to root the discussion in robust theoretical foundations. this section synthesizes relevant theories, models, and frameworks from the literature, emphasizing their alignment with the key issues identified in the study. importance of listening in language learning listening is a fundamental skill in language acquisition, forming the foundation for communication competence. according to krashen’s (1985) input hypothesis, comprehensible input is vital for language acquisition, with listening serving as the primary means of receiving this input. effective listening assessments, therefore, must measure students’ ability to process and interpret spoken language in context. this encompasses intonation, cultural nuances, and contextual cues (bizunesh et al., 2021). moreover, vandergrift and goh (2012) argue that listening is not a passive activity but an active process involving cognitive, metacognitive, and socio-affective strategies. assessments must account for these dimensions to accurately capture students' listening comprehension levels. failure to do so could lead to an incomplete evaluation of their abilities and hinder effective instruction. resource limitations and technological challenges the availability and quality of resources significantly impact listening assessments. nurhandayani et al. (2020) highlight the negative effects of poor-quality audio equipment and limited resources on listening comprehension outcomes. similarly, syahrin and salih (2020) emphasize the role of technology in facilitating effective listening assessments, particularly in the wake of the covid-19 pandemic. the theoretical lens of the technological pedagogical content knowledge (tpack) framework (mishra & koehler, 2006) can be applied to understand how teachers integrate technology into listening assessments. tpack highlights the interplay between technological, pedagogical, and content knowledge, suggesting that effective use of technology requires a balance of these elements. in contexts where resources are scarce, teachers may struggle to achieve this balance, impacting their ability to design meaningful assessments (syahrin & salih, 2020). curriculum and contextual adaptation curriculum changes and contextual factors often require teachers to adapt their practices, as the dynamic nature of curricula necessitates flexibility and responsiveness in assessment design. the cipp (context, input, process, product) evaluation model (stufflebeam, 1971) provides a comprehensive framework for assessing and adapting educational programs. this model offers insights into how teachers navigate challenges in designing listening assessments by aligning their efforts with curriculum goals, utilizing available resources, refining practices for reliability, and evaluating assessment effectiveness. language assessment literacy (lal) language assessment literacy (lal) refers to teachers’ knowledge, skills, and principles in designing, implementing, and interpreting assessments (fulcher, 2012). ghanbari and nowroozi (2021) note that gaps in lal are a significant barrier for efl teachers in creating effective listening assessments. this includes understanding principles such as reliability, validity, and fairness, as well as the ability to select or develop appropriate assessment instruments. jeanne et al. (1988) argue that inconsistencies in how teachers define and measure listening skills lead to discrepancies in assessment outcomes. geranpayeh and taylor (2013) emphasize the importance of using validated tools and frameworks, such as rasch analysis, to ensure the reliability and fairness of listening assessments. nurhayati, et al. efl teachers challenges in designing assessment material for students’ listening skills 413 | vol. 8, no. 2, 2024(409-422) cultural and linguistic diversity classroom diversity introduces additional challenges in designing listening assessments. teachers must consider cultural and linguistic differences to avoid biases that disadvantage certain student groups. podder (2011) highlights the importance of inclusive assessment practices that address the needs of diverse learners. sociocultural theory (vygotsky, 1978) provides a useful perspective for understanding these challenges. it emphasizes the role of social interaction and cultural context in learning, suggesting that assessments should reflect the diverse backgrounds of students. for example, listening materials should include culturally relevant content to ensure that all students can engage meaningfully with the tasks. time constraints and practical challenges time limitations often force teachers to rely on pre-made assessments, which may not align with their students’ needs (wallerstedt, 2011). the management framework (macan, 1994) can be applied to explore how teachers prioritize tasks and manage their time effectively. teachers who lack adequate time to design customized assessments may face challenges in ensuring the validity and reliability of their tools. validation of listening assessments validating listening assessments is critical for ensuring their effectiveness. rasch analysis, as described by rylander et al. (2023), provides a robust method for measuring item difficulty and ensuring consistency across test versions. this approach aligns with the principles of construct validity, which require that assessments accurately measure the intended skills. engaging and interactive assessment methods, such as the use of mindful listening rubrics, can enhance the validity of listening assessments by capturing a broader range of listening abilities (rylander et al., 2023). jeanne et al. (1988) also emphasize the importance of using diverse assessment methods to provide a comprehensive evaluation of students' listening skills. addressing listening comprehension challenges listening comprehension involves multiple processes, including decoding, linguistic knowledge, and higher-order cognitive skills. chie (2023) highlights the role of cognitive assessments in identifying and addressing listening difficulties. teachers must design assessments that capture these dimensions to provide a complete picture of students’ listening abilities. the interactive-compensatory model (stanovich, 1980) suggests that listeners use compensatory strategies to overcome difficulties, such as relying on contextual cues when linguistic knowledge is insufficient. assessments should account for these strategies to provide a more accurate measure of listening comprehension. implications for teacher training and professional development addressing the challenges identified in this study requires targeted professional development programs designed to enhance teachers’ skills in designing and implementing listening assessments. training programs should focus on developing language assessment literacy (lal), ensuring teachers understand essential principles of assessment design, such as reliability and validity, as emphasized by ghanbari and nowroozi (2021). additionally, integrating technology effectively using the technological pedagogical content knowledge (tpack) framework (mishra & koehler, 2006) can help teachers balance technological, pedagogical, and content knowledge. furthermore, adapting assessments to diverse classroom contexts can be guided by the context, input, process, product (cipp) evaluation model (stufflebeam, 1971), which provides a structured approach to aligning assessments with educational goals and resources. these tailored programs aim to equip teachers with practical strategies and tools to address the complex challenges of designing effective listening assessments in varied educational settings. the theoretical framework for this study nurhayati, et al. efl teachers challenges in designing assessment material for students’ listening skills 414 | vol. 8, no. 2, 2024(409-422) integrates insights from language acquisition, assessment literacy, technological integration, and cultural diversity to provide a comprehensive understanding of the challenges faced by efl teachers in designing listening assessments. by grounding the study in these theories, the findings can contribute to the development of practical solutions and inform policy and practice in efl teaching. future research should explore how these theoretical perspectives can be applied in different contexts to further enhance the effectiveness of listening assessments. material and method this quantitative descriptive study employs an ex post facto survey design to investigate the challenges faced by efl teachers in designing listening assessment materials. ex post facto research, meaning "after the fact," is particularly suitable for examining existing conditions without manipulating variables, allowing for the exploration of relationships in naturally occurring settings. selection of subjects participants were purposefully selected to ensure representation of active english teachers with diverse experiences in designing listening assessments. the eight teachers chosen for this study were identified based on their roles in efl instruction across various educational contexts. criteria for selection included their current engagement in teaching english as a foreign language, prior experience in designing assessments, and willingness to participate in the study. this purposeful sampling ensures that the findings are grounded in the lived experiences of practitioners directly involved in listening assessment design. instrumentation data collection was facilitated through an online questionnaire developed to capture detailed insights into the challenges and strategies associated with listening assessments. the questionnaire was designed following the cipp (context, input, process, product) evaluation model, providing a structured framework to examine various aspects of the assessment process. the instrument included 20 indicators distributed across the four cipp components: 1. context: indicators focused on understanding the environment in which teachers operate, including institutional policies, curriculum requirements, and student demographics. 2. input: this section evaluated the availability of resources, access to technology, and professional development opportunities. 3. process: indicators explored the methods and procedures used by teachers in designing and implementing listening assessments, such as time allocation and material selection. 4. product: questions assessed the outcomes and effectiveness of the designed materials, emphasizing alignment with student needs and overall validity. validity and reliability to ensure the validity and reliability of the questionnaire, a two-step process was employed. first, content validity was established through expert review. two specialists in efl education and assessment reviewed the instrument to confirm that the indicators were comprehensive and aligned with the study's objectives. second, a pilot study was conducted with three efl teachers who were not part of the main study. their feedback was used to refine the language, clarity, and relevance of the questions. internal consistency reliability was calculated using cronbach's alpha, achieving a coefficient of 0.85, indicating high reliability. data analysis the data collected through the questionnaire were analyzed descriptively using google forms’ analytical tools, which provided immediate summaries of responses, including nurhayati, et al. efl teachers challenges in designing assessment material for students’ listening skills 415 | vol. 8, no. 2, 2024(409-422) frequency distributions and percentages. for a more nuanced understanding, the data were exported to spss software for advanced statistical analysis. this allowed for the identification of patterns, correlations, and significant trends within the data. the analysis focused on the responses to the cipp model indicators, providing a comprehensive view of the challenges and strategies employed by teachers. by combining descriptive and inferential statistical techniques, the analysis not only summarized the findings but also offered deeper insights into the systemic and procedural issues faced by teachers. this methodological rigor enhances the reliability and validity of the study, ensuring that the results are both actionable and reflective of the complexities of listening assessment in efl contexts. this methodological approach provides a robust framework for evaluating the challenges encountered by efl teachers, offering valuable insights to inform targeted interventions and support mechanisms aimed at improving listening assessment practices. results and discussion designing effective listening assessment materials is a multifaceted challenge faced by english as a foreign language (efl) teachers. this study explores how teachers navigate these challenges across four key stages of material design: context, input, process, and product. each stage reveals distinct obstacles and corresponding strategies that teachers employ to enhance the effectiveness of listening assessments. the context stage figure 1 the perceived difficulty of aligning materials with proficiency the context stage is concerned with the various needs such as the goals or program objectives that must be align the material with the listening proficiency level. the result shows 50% teachers said “the listening assessments that they designed accurately reflect their students’ abilities. but, 25% teachers faced difficult to select audio materials that are appropriate for their students’ listening abilities. supporting the difficulty, chie (2023) said integrating comprehensive evaluation approach with cognitive assessments in auditory tests is contributing listening difficulties and improve the identification of affected individuals. there are some teachers’ argument to solve the problem. “there are a lot of listening materials but most of them are not free. so, i'll have to prepare more to start a listening practice because i have to make it by myself so it will be cheaper.” nurhayati, et al. efl teachers challenges in designing assessment material for students’ listening skills 416 | vol. 8, no. 2, 2024(409-422) “i have prepared many kinds of level listening sections so i am capable to teach them based on their level.” “because before i try to use listening method, i observe some vocabularies of my students, and i pick easy topics that related with their ability by using listening method.” to sum up, the teachers solved this problem by prepare the material early before the listening class starts. the input stage figure 2 the challenges relating to availability of resources in designing listening assessment material the input phase focuses on the availability of resources in designing listening assessment material. the result of this research showed 35% teachers said the audio materials available for them are diversity enough to their student varying needs. but, 25% of teachers meet challenge about lack of access to appropriate listening materials limits teachers’ ability to design effective assessments. nurhandayani, et.al (2020) said poor quality audio equipment negatively affected students' listening experiences. podder (2011) mentioned teachers face challenges in creating listening assessments due to insufficient resources. there some statements from teachers how they solved the problem. “using modern technology to create listening assessment is simple, available and practice.” “i have collected a bunch of listening audios so i just need to play one of those audios as student's level.” to solve the problem, i used to find another resource from internet which is free and easy to access and the quality of the audio is better than the one that i got from the school. based on the statements above the teachers solve the problem by searching free resources in google which fix their students ability. nurhayati, et al. efl teachers challenges in designing assessment material for students’ listening skills 417 | vol. 8, no. 2, 2024(409-422) the process stage figure 3 designing listening relates to time constraints assessment this stage presents teachers’ attempting to implement their preparation material. there are 37,5% teachers, they often have to rely on pre-made listening tests due to time limitations. wallerstedt (2011) said teachers face challenges in creating listening assessments due to the temporality and managing dimensions of variation. there are some arguments how teachers overcome the problem. i always use stopwatch so i know when the time is too short or already run out. in designing listening assessment, we can choose to select or develop, if we want to make it more suitable to the condition where we teach or to make it appropriate to our students, we may develop the listening assessment, but it's more consuming the time and cost highly. sometimes, due to time limitations, i often have to rely on pre-made listening test, so i try to pick easy topics to overcome this. summarizing the teachers’ ways to solve the problem, they tried to control time for setting how long time they need to design the assessment. then, they use test that creates before. the product the product stage where the design of listening assessment material is assessed. evaluating a listening assessment requires a comprehensive evaluation should focus on definition of listening, the validity of the assessment instruments and the incorporation of diverse assessment methods to capture listening abilities effectively. different teachers may have varying definitions of listening capacity, leading to inconsistent measurements for instance, the test misalignment with the intended area of comprehension and unrelated skills (jeanne, 1988). a clear framework for test validation is essential for supporting claims about test score interpretations (geranpayeh & taylor, 2013). using rasch analysis can help validate listening assessments by measuring item difficulty and ensuring reliability across different test versions. then, engaging activities and mindful listening rubrics can enhance the assessment process, making it more interactive and reflective of true listening abilities (rylander et al., 2023). discussion nurhayati, et al. efl teachers challenges in designing assessment material for students’ listening skills 418 | vol. 8, no. 2, 2024(409-422) the findings of this study shed light on the intricate challenges faced by efl teachers in designing listening assessment materials and underscore the necessity for comprehensive strategies to address these issues. by integrating theoretical perspectives and empirical insights, this discussion explores the nuances of these challenges and identifies actionable solutions to improve listening assessment practices. the analysis draws on key frameworks and theories, emphasizing their relevance in addressing obstacles such as resource scarcity, time constraints, assessment validity, and the lack of inclusivity in test design. tailoring materials to student proficiency levels one of the most pressing challenges identified in the study is the difficulty teachers face in sourcing and adapting materials to align with their students’ diverse proficiency levels. efl classrooms often comprise learners with varying degrees of listening competence, making it essential to provide tailored assessments. this issue aligns with vygotsky’s sociocultural theory (1978), which emphasizes the role of social and cultural contexts in shaping learning experiences. according to this theory, the “zone of proximal development” (zpd) is critical for effective learning. listening materials that are either too simplistic or overly complex fall outside the learners' zpd, thus failing to foster optimal comprehension and skill development. to address this, educators must incorporate authentic and culturally relevant listening materials that reflect students’ linguistic and cultural backgrounds. the integration of such content not only enhances engagement but also ensures that assessments resonate with learners’ lived experiences. however, achieving this requires institutional support in curating and distributing a diverse range of listening resources. teacher collaboration, facilitated by shared digital repositories, can also play a pivotal role in bridging resource gaps. by pooling materials that are organized by proficiency levels, educators can efficiently access and adapt content to meet the needs of their students. the role of technology in mitigating resource scarcity another persistent challenge is the scarcity of high-quality audio materials. the study revealed that 25% of teachers identified this as a significant obstacle, compounded by the limited availability of appropriate technological tools. this finding is consistent with the tpack framework (mishra & koehler, 2006), which underscores the importance of integrating technological knowledge with pedagogical and content expertise. the lack of access to highquality audio resources forces teachers to rely on freely available or self-created materials, which often lack the sophistication needed to assess nuanced listening skills effectively. to overcome this challenge, institutions must prioritize the provision of curated digital libraries containing authentic audio recordings and interactive multimedia tools. such resources should encompass diverse accents, speech patterns, and real-world scenarios to prepare students for the complexities of authentic listening. additionally, training programs focused on tpack principles can equip teachers with the skills to leverage technology effectively in their assessment practices. for instance, the use of digital platforms that facilitate the creation of customizable listening tasks can enable educators to address specific proficiency levels and learning objectives. frameworks like the technological acceptance model (tam) further highlight the importance of perceived ease of use and usefulness in encouraging the adoption of new technologies. institutions must therefore ensure that technological tools are userfriendly and aligned with teachers’ pedagogical goals. professional development initiatives should also emphasize the pedagogical integration of technology, moving beyond mere technical training to address its role in enhancing listening comprehension and assessment validity. addressing time constraints time constraints are another critical issue, significantly affecting teachers’ ability to design bespoke listening assessments. the demands of lesson planning, classroom management, and administrative responsibilities often leave little room for the meticulous nurhayati, et al. efl teachers challenges in designing assessment material for students’ listening skills 419 | vol. 8, no. 2, 2024(409-422) design of tailored assessment tasks. this finding is consistent with the time-management framework (macan, 1994), which identifies the importance of structured time allocation in managing competing demands effectively. teachers often resort to pre-made tests due to limited time, but such materials may not always align with their students’ specific needs. to address this, educators can adopt strategies such as pre-selecting adaptable resources and utilizing automated assessment tools. these measures, while effective in saving time, must be balanced with the need to maintain the depth and accuracy of evaluations. institutions can support teachers by streamlining administrative processes and providing access to readymade, high-quality assessment templates that can be customized as needed. moreover, fostering collaboration among educators can alleviate individual time burdens. by working together to develop and share listening assessment materials, teachers can pool their expertise and create a repository of resources that saves time while ensuring quality. timemanagement training, informed by macan’s framework, can further empower teachers to prioritize tasks effectively and allocate sufficient time for assessment design. ensuring validity and reliability in listening assessments the validity and reliability of listening assessments are central to their effectiveness in evaluating students’ comprehension skills. variability in how listening is defined and evaluated often leads to inconsistent outcomes, a concern highlighted in the study. rasch analysis, as proposed by rylander et al. (2023), offers a robust methodological approach to enhancing the reliability and consistency of assessment tools. by applying rasch modeling, educators can ensure that listening tasks accurately measure the intended skills and provide meaningful data on student performance. bachman and palmer’s model of language assessment (1996) further underscores the importance of practicality, reliability, and authenticity in test design. listening tasks must reflect real-world communication scenarios to provide an accurate measure of students’ abilities. this involves incorporating diverse accents, speech rates, and contextual cues into assessments. the inclusion of such elements not only enhances the authenticity of listening tasks but also prepares students for the linguistic diversity they are likely to encounter outside the classroom. additionally, addressing cultural and linguistic biases in listening materials is essential for ensuring equity in assessments. sociocultural theory (vygotsky, 1978) supports the inclusion of culturally relevant content, which helps create inclusive assessments that resonate with learners from diverse backgrounds. institutions must prioritize the development of standardized guidelines that emphasize inclusivity and fairness in listening assessments. such guidelines can provide teachers with a clear framework for designing tasks that are both valid and reliable. enhancing language assessment literacy (lal) the lack of teacher training in language assessment literacy (lal) is a significant barrier to designing effective listening assessments. as jeanne et al. (1988) argue, variability in assessment practices often stems from gaps in educators’ understanding of key principles such as validity, reliability, and fairness. professional development programs focused on lal are therefore critical for addressing these gaps. these programs should equip teachers with the skills to navigate the complexities of listening comprehension and design assessments that accurately reflect students’ abilities. this includes training in the use of statistical tools for evaluating test validity and reliability, as well as practical strategies for developing fair and inclusive listening tasks. additionally, institutions must provide ongoing support for teachers to apply these skills in their practice, ensuring that lal principles are integrated into everyday assessment design. leveraging technology to create dynamic assessments technology offers immense potential for creating dynamic and engaging listening assessments that reflect authentic listening experiences. for example, multimedia resources and gamified tasks can make assessments more interactive and aligned with real-world nurhayati, et al. efl teachers challenges in designing assessment material for students’ listening skills 420 | vol. 8, no. 2, 2024(409-422) communication scenarios. by training teachers in tpack principles, institutions can empower them to integrate technology seamlessly into their practices. emerging technologies, such as ai-driven adaptive assessments, also hold promise for addressing challenges related to validity and resource availability. these tools can analyze students’ performance in real-time and adjust the difficulty level of tasks accordingly, providing a personalized assessment experience. further research into the application of such technologies in efl contexts could reveal innovative solutions for enhancing listening assessment practices. implications for policy and practice the challenges identified in this study have significant implications for policy and practice. stakeholders must prioritize funding for teacher training and the development of highquality materials to bridge the gaps identified. allocating resources to these areas is essential for supporting educators in their efforts to create effective listening assessments. institutions should also establish networks for teachers to share best practices and resources, fostering a culture of collaboration that reduces the burden on individual educators. policies that emphasize inclusivity and fairness in listening assessments can provide teachers with a clear framework for designing tasks that meet the diverse needs of their students. future research directions the findings of this study highlight several avenues for further research. long-term studies exploring the impact of professional development programs on assessment practices and student outcomes could provide valuable insights. additionally, investigating the use of emerging technologies, such as ai-driven adaptive assessments, could reveal innovative ways to address challenges related to validity and resource availability. comparative research on how cultural and linguistic contexts influence assessment practices would also be instrumental in creating more inclusive and adaptable models. such studies could inform the development of standardized guidelines that emphasize equity and cultural relevance in listening assessments. designing effective listening assessments in efl contexts is a multifaceted challenge that demands a comprehensive approach. the issues outlined in this study—resource limitations, time constraints, gaps in assessment literacy, and cultural inclusivity—highlight the need for targeted interventions and systemic support. by investing in professional development, resource availability, and technological integration, institutions can enable teachers to create assessments that capture the complexities of listening comprehension. future research and policy initiatives should focus on sustainable solutions that address these challenges, ensuring that listening assessments contribute significantly to students’ language learning progress. conclusion efl teachers encounter numerous challenges in designing effective listening assessment materials, emphasizing the need for systemic support to address these complexities. one major difficulty lies in selecting audio materials that match students' diverse listening abilities. teachers must balance the content’s complexity to ensure it is neither overly simplistic nor excessively challenging. this task is further complicated by the varied proficiency levels within classrooms, which demand materials that cater to a broad spectrum of student needs. compounding this issue is the limited availability of diverse and high-quality audio resources. while materials may exist, many are unsuitable for the specific linguistic and cultural contexts of students, forcing teachers to rely on subpar or self-created resources. this reliance affects the overall quality and relevance of listening assessments. time constraints present another significant obstacle for teachers. the demands of teaching schedules often leave little room for the creation of customized listening assessments. consequently, educators frequently resort to pre-made tests that may not align with their nurhayati, et al. efl teachers challenges in designing assessment material for students’ listening skills 421 | vol. 8, no. 2, 2024(409-422) students' specific learning objectives or cultural backgrounds. this mismatch between test content and student needs diminishes the effectiveness of assessments, undermining their role in fostering language development. to address these challenges, teachers have implemented various strategies. one such approach is dedicating additional preparation time to develop tailored listening materials. by creating their own resources, teachers can ensure the content aligns with their students' proficiency levels and cultural contexts, enhancing engagement and learning outcomes. this strategy is also cost-effective, reducing dependence on commercially available materials that may not be ideal for classroom use. additionally, teachers conduct vocabulary assessments to gauge students’ lexical knowledge, which helps in selecting or crafting listening materials of appropriate difficulty. choosing relatable and familiar topics further enhances students' engagement and comprehension during listening exercises. acknowledgement the researcher would like to thank all parties who have contributed to this research, especially the participating teachers for contributing to this study. references al-jarf, r. (2021). challenges in conducting online speaking activities during the pandemic. https://www.sciedu.ca/journal. bizunesh, w., alemu, a., & ashenafi, b. (2021). efl teachers’ perception and practice of assessing listening skills, and the challenges they face: secondary schools in west jimma in focus. jimma university. https://repository.ju.edu.et/handle/123456789/6215. bozorgian, h., & pillay, h. (2013). enhancing efl listening comprehension through integrative listening tasks. the language learning journal, 41(1), 41-56. doi: 10.1080/09571736.2011.625096. brown, h.d. (2015). teaching by principles: an interaction approach in language pedagogy. (4th ed.). prentice hall regents. chie, o. (2023). current issues in assessment of listening difficulties. audiology japan. doi: 10.4295/audiology.66.221. feyten, c.m. (1991). the power of listening ability: an overlooked dimension in language acquisition. the modern language journal, 75(2), 173-180. field, j. (2019). listening in the language classroom. cambridge language teaching library. cambridge university press. geranpayeh, a., & taylor, l. (2013). examining listening: research and practice in assessing second language listening. cambridge university press. ghanbari, n., & nowroozi, s. (2021). exploring barriers in online assessment for efl teachers. graham, s., & santos, d. (2015). strategies for second language listening: current scenarios and improved pedagogy. the modern language journal, 99(3), 653–669. doi: 10.1111/modl.12247. jeanne, m., burns, donald, j., & richgels. (1988). a critical evaluation of listening tests. intervention in school and clinic, 24, 153-162. doi: 10.1177/105345128802400206. li, j., & renandya, w. a. (2020). effective listening instruction in efl classrooms: balancing strategy and practice. asian journal of language teaching, 28(2), 45–61. lynch, t. (2017). teaching second language listening. oxford handbooks for language teachers. oxford university press. nurhandayani, s., eliza, n.f., zuhad, & ahmad. (2020). listening comprehension problems among efl vocational school students. 1(1), 1-11. doi: 10.22236/ellterj.v1i1.4907. nushi, m., & orouji, f. (2020). investigating efl teachers’ views on listening difficulties among their learners: the case of iranian context. sage publication. https://www.sciedu.ca/journal https://repository.ju.edu.et/handle/123456789/6215 nurhayati, et al. efl teachers challenges in designing assessment material for students’ listening skills 422 | vol. 8, no. 2, 2024(409-422) podder, r. (2011). barriers and enablers for teachers assessing listening and speaking skills at secondary level in bangladesh. doi: 10.26021/9513. rost, m. (2021). teaching and assessing listening in the second language classroom. pearson education. rylander, j., stewart, t., emi, i., & sasao, y. (2023). test validation through rasch analysis for an academic listening course. ssrn. doi: 10.2139/ssrn.4642099. shofatunnisa, d., et al. (2021). using youtube videos for efl speaking assessment: a qualitative analysis. https://www.sciedu.ca/journal. stufflebeam, d. (2003). the cipp model of evaluation. in t. kellaghan, d. stufflebeam, & l. wingate (eds.), springer international handbooks of education: international handbook of educational evaluation. syahrin, s., & salih, a. (2020). investigating online learning styles and technology in esl classes during covid-19. https://www.sciedu.ca/journal vandergrift, l., & goh, c. c. m. (2018). teaching and learning second language listening: metacognition in action. routledge. doi: 10.4324/9781315462849. wallerstedt, c. (2011). didactic challenges in the learning of music-listening skills. 105-126. doi: 10.1007/978-94-007-1617-9_6. xu, l., & yi, x. (2020). advancements in efl listening assessment: a review of challenges and solutions. journal of language education and research, 7(3), 255-270. doi: 10.21462/jle.v7i3.310. yamada, h., & nakamura, k. (2022). innovative tools for efl listening assessment in digital learning environments. tesol quarterly, 56(4), 892-910. doi: 10.1002/tesq.3090. zeng, y., & zhang, y. (2021). mobile-assisted listening assessments in efl classrooms: a meta-analysis. educational technology research and development, 69(5), 2473–2496. doi: 10.1007/s11423-021-10057-9. zhang, g., zeller, n., griffith, r., metcalf, d., williams, j., shea, c., & misulis, k. (2011). using the context, input, process, and product evaluation model (cipp) as a comprehensive framework to guide the planning, implementation, and assessment of servicelearning programs. journal of higher education and outreach engagement, 15(4), 57– 83. https://www.sciedu.ca/journal https://www.sciedu.ca/journal english franca academic journal of english language and education doi: 10.29240/ef.v9i2 november.13341 pissn: 2580-3670, eissn:2580-3689; vol. 9, no. 2, 2025, page 287-304 article info: http://journal.iaincurup.ac.id/index.php/english received 23 may 2025; received in revised form 15 september 2025; accepted 20 november 2025 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license creating animated short stories with digital apps: project-based learning in the efl classroom santiana santiana¹, dea silvani², sitti syakira³, luis miguel cardoso4, jamiu temitope sulaimon5, tariq khan6 123 universitas siliwangi, tasikmalaya, indonesia 4university of coimbra, portugal 5grand-plus, college of education, kwara, nigeria 6university of malakand, pakistan corresponding email: santiana@unsil.ac.id to cite this article: santiana, s., silvani, d., syakira, s., miguel cardoso, l., temitope sulaimon, j., & khan, t. (2025). creating animated short stories with digital apps: project-based learning in efl classroom. english franca: academic journal of english language and education, 9(2 november), 287–304. https://doi.org/10.29240/ef.v9i2 november.13341 introduction technological advancements have impacted the way people live, work, and learn in all spheres, including education. from higher education institutions, technological innovations have changed learning and teaching in a drastic way by making it more interactive and meaningful. this view is supported by literature from apriani, arsyad, et al. (2022), fatimah & santiana (2017), santiana et al. (2021), and santiana et al. (2024). lecturers and students, through technology, can easily access, create, and disseminate knowledge across boundaries, exploring new ways in which learning approaches turn learners who were once passive into active participants. this has been supported by the studies conducted by muthmainnah et al. (2022) and searson et al. (2015). moreover, technological innovations enhance not only learning outcomes but also class participation and student motivation. based on english language communications, writing is one of the four vital language skills learned by students. through writing, students can effectively communicate their ideas in a coherent manner in addition to developing their cognitive skills in organization, memory, and critical thinking (ila et al., 2024; silvani et al., abstract. this study aims to investigate the benefits of implementing project-based learning (pbl) to create short stories using digital apps at the university level. thirty-nine students from the english education department at a university in west java were purposively selected as participants because they were enrolled in a digital storytelling course, making them directly relevant to the study’s objectives. they used a digital application to facilitate a project that required them to visualize their narratives as animated videos. this study employed a qualitative case study approach, with data collected through student reflections, observations, and semi-structured interviews. the data were analyzed thematically, following coding, categorization, and interpretation processes to identify recurring themes and patterns in students’ experiences. the findings indicate that students improved their listening, speaking, reading, and writing skills while enhancing their communication, teamwork, problem-solving, and technical abilities. moreover, pbl fostered creativity, critical thinking, and collaborative engagement, creating a positive and supportive learning environment. these findings indicate that the combination of pbl with digital storytelling significantly enhances language proficiency and 21st-century skills while testing institutional support to resolve technical challenges. keywords: animated short story, digital apps, efl classroom, project-based learning https://doi.org/10.29240/ef.v9i2%20november.13341 https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:santiana@unsil.ac.id https://doi.org/10.29240/ef.v9i2%20november.13341 santiana santiana et al., 2025 creating animated short stories with digital apps: project-based learning in the efl classroom 288 | vol.9, no. 2, 2025 (287-304) 2023; yuyus et al., 2021). with all these, writing is among the most challenging language tasks for efl learners because it involves higher-level thinking, idea creation, and language accuracy (marlina et al., 2024; siekmann et al., 2022). to overcome these challenges, educators have incorporated writing with digital storytelling (dst) in class. in this respect, writing becomes one of the instruments in the process of learning english as a foreign language. dst is a kind of narrative writing that can be built from several components, such as pictures, animation, music, and videos, which permit students to make a multimodal story. it is corroborated by fatimah et al. (2019), hamzeh & hefang (2019), and sari & wahyudin (2019). although the process is complex, dst has proven effective in improving engagement, motivation, and authentic language use in efl contexts. however, when combined with project-based learning, dst can unleash a whole new level of potential in students because this learning approach is a collaborative and meaningful way to teach students a language (handayani et al., 2024; silma et al., 2024). project-based learning is a learning strategy where students work collaboratively on projects that simulate reality. in language classrooms, pbl helps learners not only develop their listening, speaking, reading, and writing skills but also acquire critical 21st-century competencies such as creativity, critical thinking, collaboration, problem-solving, and digital literacy (alifatun et al., 2024; masita, 2022; and silvani et al., 2025). however, incorporating pbl with technology in learning is not without some challenges. students may have difficulties with technology tools, collaborating with a team, or using technology in creative storytelling, where teachers have to design projects for linguistic and technology learning goals (silvani et al., 2023). recently, studies have shown the potential of technology integration in efl classrooms. research demonstrates that technology-enriched learning environments can improve student motivation, learning achievements, and teamwork among students (guo et al., 2020; mei et al., 2021; sher & ali, 2023). among various digital innovations, dst has received considerable attention as it improves language proficiency and supports the development of digital literacy and creativity (balaman, 2018; santiana et al., 2021; theresa, 2022). likewise, pbl has gained increased attention and recognition in efl settings because it can promote active learning and authentic language use through meaningful learning tasks (andini & rusmini, 2022; maharsi et al., 2021). although these developments have been achieved, a research gap is still present. most of these studies have focused on dst in improving specific language skills, such as writing and speaking capabilities, or have focused on pbl in a distinct way of teaching. few studies have delved into comprehending these two distinct methodologies in a systematic integration called digital animation short stories. this project requires learners to combine writing, speaking, creativity, and technical production. moreover, very little consideration has been given to comprehending students’ perspectives of this learning experience, their struggles with online collaborations, and the effects these struggles have on their linguistic development and 21st-century skills acquisition (hamzeh & hefang, 2019; ila et al., 2024). the uniqueness of this research resides in using digital animation short stories as a project-based learning model in developing efl learners' linguistic skills in all four language domains and increasing their level of creativity, critical thinking, teamwork, problem-solving, and digital literacy. through an analysis of reflections on learning, observations, and depth interviews, this research will bring forth insights into incorporating project-based learning and dst in higher education, especially in an indonesian efl setting. theoretical framework previous research has highlighted that using technology enhances students' motivation for their learning and, consequently, their engagement. projects utilizing technology enable students to access a diverse array of materials necessary for job completion. consequently, the help teachers provide in terms of advice is often diminished. furthermore, technology is typically associated with a distinct form of learning, santiana santiana et al., 2025 creating animated short stories with digital apps: project-based learning in the efl classroom 289 | vol.9, no. 2, 2025 (287-304) defined by resolving authentic problems, innovative thinking, independent decision-making, collaboration, completing legitimate tasks, and developing metacognitive processes. furthermore, students appear to exhibit greater confidence and collaboration when the employed technique incorporates project-based tactics alongside technology and task-oriented learning approaches. in contemporary society, the significance of technology in daily life is ever escalating. technology is ubiquitous in shopping, bill payment, social interactions, television viewing, operating large machinery, and cooking. ultimately, it is not within anyone's purview to voice complaints. nonetheless, regarding the integration of technology in the classroom, it is incumbent upon educators to evaluate the advantages and disadvantages before instructing pupils to bring all their technological devices to class. while students' utilization should enhance their education, the instructional objectives and associated tasks must take precedence. in project-based learning, students collaborate on projects to solve real-world problems in authentic activities. pbl results in an integrated curriculum, tailored instruction, different kinds of assessment, authenticity and inquiry, real-world applicability, active participation, and dynamic teacher-student interactions. according to lindsey, efl students participating in a practical pbl lesson are dynamically at the center of their learning, asking questions about previously incorrect knowledge, forming relationships within the teaching context, and, most importantly, publicly displaying their beliefs and evidence about the issues at hand. pbl also promotes engaged and happy students because they believe they are learning something meaningful and can solve authentic challenges in group work. pbl must be carefully planned to suit students' goals so that esl and efl students can benefit from it. the project's relevance to the student's development, support for student background knowledge, student level, academic and social learning, and assessment are the most important factors to consider when implementing a pbl lesson. technology is valuable for enhancing students' writing abilities by employing effective and innovative educational strategies. project-based learning (pbl) is recognized as a highly effective approach for teaching writing across various educational levels, particularly in higher education. pbl is a more efficient strategy than traditional approaches since it helps students adjust to different learning preferences (masita, 2022). therefore, it is recommended that pupils should come across a greater variety of learning possibilities. moreover, using pbl, including technological components in classroom activities, would help create a more dynamic learning environment (alwasilah, 2019). it improves possibilities for creating high-quality and creative thinking abilities, allows students to work together, and allows access to learning beyond the classroom (andini & rusmini, 2022; maharsi et al., 2021). the integration of technology components in pbl learning activities can help achieve a dynamic learning process with better opportunities for cooperation among students (demmanggasa yultan, 2023). furthermore, it assists in developing innovative and highquality thinking capabilities with flexibility in accessing learning outside the classroom (andini & rusmini, 2022; ginting, 2020; guo et al., 2020). this is because pbl provides a learning activity platform with opportunities for learning in an authentic and interest-driven manner among students, as stated by silvani et al. (2023) and wulandari & ahmad (2020). creating digital animated stories can be a meaningful project activity for students (muthmainnah et al., 2022; santiana, santiana, dede, et al., 2021; santiana santiana et al., 2021). bringing it into the teaching aspect gives students a different experience when learning to write. they can be taught to create stories and develop them by visualizing their stories through multimedia software that produces animated films/animated videos, assisted by digital applications. there are many applications that students can use to support this activity because they can be accessed online and for free, and they allow anyone to create digital animated films. the learning process will be more meaningful through pbl in creating digital short stories. thus, students can get the opportunity to develop other skills, for example. multimedia, digital literacy, creativity, even thinking processes, and practice writing skills. santiana santiana et al., 2025 creating animated short stories with digital apps: project-based learning in the efl classroom 290 | vol.9, no. 2, 2025 (287-304) digital storytelling (dst) is an effective tool for efl students to enhance their language and literacy skills authentically and meaningfully. it facilitates mastering the four essential language skills required for effective interaction and communication with other english speakers in online and offline contexts, employing digital and multimodal literacy practices through selected digital applications. based on the preceding description, an idea evolved to employ technology to assist students in creating short stories in digital animation using applications that students can freely select as part of their pbl activities. this study intends to (1) investigate students' perceptions of pbl activities when developing short stories in digital animation and (2) determine the difficulties encountered by students while carrying out pbl activities when developing short stories in the form of digital animation. material and method for this particular research, a case study design was used, which this researcher believes is the most suitable research design because it lends one to conducting thorough, empirical research on a case in a real-world setting. a case study design is very helpful in situations where a case and settings blur together without a distinct boundary. in this study, the case study method facilitates an in-depth examination of the development of digital animation short stories produced by students as part of a class project in english as a foreign language (efl). the study took place at a higher education institution in tasikmalaya city, west java, with 39 students participating in a class called digital storytelling (dst). purposive sampling was applied in selecting students since they were learners participating in a class intended to blend learning languages with technology in a creative way. purposive sampling enabled an investigation of students participating in project-based learning in an actual learning setting. the main tool used in data collection was reflections undertaken by students, complemented by observation and semi-structured interviews to maintain rigor in methodology and a degree of triangulation in the data collected. the indicators constructed were meant to aid in data collection and entailed dimensions such as (1) language abilities (listening, speaking, reading, and writing), (2) teamwork, (3) creativity and critical thinking, (4) problemsolving, (5) information technology skills, and finally, (6) motivation and learning satisfaction. such indicators assisted in guiding the whole process of collecting and, consequently, analyzing data with a view to pinpointing themes and patterns emerging among students in digital storytelling. the research used reflective writing, which compelled students to put their thoughts and experiences into writing after completing each project. further, systematic observations were carried out with a view to measuring students' participation in projects engaged in collaboratively. to validate research findings further, semi-structured interviews were carried out among pre-selected research participants who willingly took part in such an activity. interviews were meant to furnish additional information concerning students' experiences with pbl projects, especially when creating short stories in digital animation format. the evaluation of the collected data used a thematic analysis technique (braun & clarke, 2006). first, all data from reflections, observation notes, and interview transcripts were carefully read and re-read to gain familiarity. second, initial codes were generated to represent significant language development, collaboration, creativity, and problem-solving features. third, these codes were grouped into categories and organized into broader themes. for example, reflections were analysed to identify recurring expressions of language skill improvement and creativity; observation data were coded for indicators of participation, communication, and teamwork; while interviews were examined to capture more profound insights into students' challenges and perceived benefits. finally, the themes emerging from all three instruments were compared and triangulated to ensure the credibility and trustworthiness of the findings. santiana santiana et al., 2025 creating animated short stories with digital apps: project-based learning in the efl classroom 291 | vol.9, no. 2, 2025 (287-304) results and discussion results students' perceptions increased language proficiency this theme illustrates how the students reported their improvements in english language skills. the undertaken project necessitated the practical application of these skills, leading to the students’ enhanced proficiency. excerpts 1 show the students’ statement. excerpt 1 p1 : the creation of digital animation projects strengthened my english skills because it involved listening, speaking, reading, and writing. p5 : … as part of my task in the first project, i was responsible for the script, which significantly honed my writing skills. of course, other friends, such as those doing voice-over work, improved their speaking skills and reading as well. p12 : this project motivated me to improve my english, especially in listening and speaking. excerpts demonstrate that the students' english language skills, especially those concerning listening, speaking, reading, and writing, were greatly enhanced by the project. this is because the students developed these language skills during practical assignments that required them to apply the language in a somewhat natural environment, such as subtitling, translation, and scripting. all three participants concur that the project has positively impacted their language-learning experience. they think it's an interesting and useful way to practice their english, with an explicit emphasis on speaking. for example, p1 mentioned practical use for all four language skills, thereby suggesting general improvement: p5 notably recognized the development of writing skills through scriptwriting and improving speaking and reading skills among peers who participated in voice-over duties. p12 emphasizes listening and speaking as the significant areas for improvement. this means that the project tasks involved some particular skills like listening to talk, watching videos, or holding conversations. this finding confirms that pbl can significantly enhance language learning through the provision of authentic and challenging contexts for practice. by involving students in a realworld task that demands the use of english in various contexts, the project provided a rich environment for language acquisition. this corresponds with the communicative language learning approach since it encourages using language in order to improve language abilities. collaboration and teamwork moreover, it follows from the findings that an integration of project-based learning (hereafter, pbl) into language education corresponds to the main goal of language proficiency enhancement. student reflections indicate the value of collaboration in pbl. teamwork not only shared the workload pressure but also facilitated peer learning: students learned from and supported each other in various ways during the project. this experience is illustrated in excerpt 2. excerpt 2 p2 : "teamwork makes the work easier." p6 "one of the things i learned from this project-based learning is that it is very fun to work together with a new group and finish the project together." p14 "my experience, as explained in the creation process of the animation. communication plays the central role, and teamwork lightens the work." santiana santiana et al., 2025 creating animated short stories with digital apps: project-based learning in the efl classroom 292 | vol.9, no. 2, 2025 (287-304) there was a strong indication of the role played by cooperation and teamwork, which enabled them to complete the assignment. in this regard, it has been clarified that in group work, responsibilities are divided, hence helping one another and thereby effectively managing workload. co-operation is enshrined at the heart of pbl and fosters key intersocial skills alongside academic learning. p2 succinctly mentioned that teamwork reduces the burden, depicting pragmatic benefits accruing from shared responsibilities. p6 expressed pleasure in working with new group members and the shared effort toward completing the project, underpinning the social and cooperative aspects. p14 reiterated that in dealing with such complex activities, effective communication and teamwork were central. these findings affirm that pbl enhances academic learning and enhances such social competencies as talking effectively in a group, supporting one another, and solving problems together. such competencies are expected in both academic and future professional settings; thus, they underpin the all-round benefits emanating from collaborative learning. technical skill development one of the main benefits of pbl is the development of technical skills. the students who used new digital tools improved not only their language acquisition but also their digital literacy. this is particularly important in today's learning environment, where technology plays an integrated role in learning. overcoming technical problems enables students to gain more self-confidence and flexibility, as the participants pointed out in excerpt 3. excerpt 3 p4 : "i learned to use new applications..." p9 : "my experience in making this project is that i became more aware that there are many applications i can use to create animations." p18 : "creating animations was something very new for me. i was confused at first, but using an animation maker, such as an mmd application, makes it easier, and i found it a bit surprising but also found it fun." excerpt 3 highlights an important fact regarding this process, which not only enabled the students to learn a great deal in digital literacy, including learning to use mmd, but also learned to see this work as important and increased their technical skills. using technology in pbl allows students to develop their digital competency, which is considered very important in today's world. p4 and p9 identified their learning about new applications, thus showing enlargement of their technical repertoires. however, p18 demonstrated a specific example of understanding in-depth information about animation in terms of using the mmd tool, which indicated a higher level of technical knowledge, although it seemed confusing to him. these findings indicate that pbl can effectively embed digital literacy into the curriculum and prepare students for a technologically advanced environment. additionally, the problems encountered during this learning process must have refined problem-solving and adaptability, thereby enhancing the instructional value of the project. creative and critical thinking this theme explains how the creative and critical thinking skills of the participants were applied in developing their digital short stories. the development of complicated stories, the incorporation of multiple creative ideas from members within a team, and solving challenges related to storytelling and animation techniques are expected. excerpt 4 p2 : writing the story required detailing each scene; even though it was assisted by ai, there were always some ambiguities. santiana santiana et al., 2025 creating animated short stories with digital apps: project-based learning in the efl classroom 293 | vol.9, no. 2, 2025 (287-304) p5 : each member has different creative ideas, but through this projectbased learning, we were taught to understand, appreciate, and combine different creative ideas to produce the desired product together. p25 : "this project definitely improved my writing capabilities because i had to come up with a story with as engaging a plot as possible." the development of a digital short story challenged students to think creatively and critically. they had to think about concepts, design intricate stories, and address issues associated with both storytelling and technology. this topic reflects pbl’s focus on developing creative and critical thinking in students. development of a story in line with technology capabilities and overcoming difficulties challenged higher-order thinking. such skills are transferable outside the language classroom and provide students with the means to solve complex problems in other areas of their lives. through the pbl exercises, students are compelled to deliberate on complex problems with no clear-cut solutions, hence developing creative and critical thinking abilities. as far as p2, it seemed to be all about narrative coherence because he emphasized the importance of narrating a story properly and how a lack of clarity can be a problem, despite using artificial intelligence. p5 focused on the need to have a few creative ideas in a team and the need to be mindful of a variety of different perspectives to incorporate them into a single narrative. p25 underlined the importance of creating interesting stories that require careful planning and imaginative ideas. these aspects of the initiative provided an environment in whereby the students could develop higher-order thinking approaches necessary for performance in academics and social problem-solving. challenges and problem solving while carrying out this project, some challenges were encountered, such as a lack of familiarity with some animation tools, technology issues, and the complexities involved in conducting a group project. these challenges urged the students to devise tactics for solving the problems and adapting to new instruments and workflows. excerpt 5 p1 "it's all new for me, making animations. i was confused about how to arrange each frame, a bit surprised, but also found it fun." p4 "the creation of digital storytelling is quite complicated in the process, yet it provides valuable learning experiences." p6 "through this task, i have learned how to work well in a group and solve problems together. the quotes from p1, p4, and p6 provide evidence of challenges and benefits of project-based learning, in particular, complex skills like animation and digital storytelling. p1 discusses the novelty and initial bewilderment of working with animations, but finds the experience enjoyable, emphasizing the fascinating nature of learning new abilities. p4 acknowledges the complexities of digital storytelling but views it as a beneficial learning opportunity, implying that the challenge was met with a sense of accomplishment. p6 underscores the value of teamwork and collaborative problem-solving, highlighting how the project improved technical ability and fostered crucial interpersonal skills. when considered in combination, these factors make it apparent that while these tasks were tedious, they have become a learning experience for all of them. obstacles are a natural ingredient of pbl; sometimes, this results in significant learning gains. the data suggest that students learned to solve problems both independently and in collaboration with others. resilience in new tools and working challenges presented in teamwork form an important attribute that problem-based learning inculcates. these experiences will make students stronger and ready to face more complex tasks later. santiana santiana et al., 2025 creating animated short stories with digital apps: project-based learning in the efl classroom 294 | vol.9, no. 2, 2025 (287-304) satisfaction and enjoyment on the completion of this project, students derived a huge amount of personal pleasure and satisfaction. their daily problems notwithstanding, their successful performance and highquality end product brought forth feelings of pride and satisfaction. this sense of accomplishment was attributed to the result and the learning and growth they had along the way. excerpt 6 p8 : quite enjoyable and relieving after seeing the results... p16 : i feel very satisfied with the final result of this project. p20 : even though it was difficult, there was a sense of pride after the project was completed. among many positive outcomes produced by effective learning experiences, a personal sense of fulfillment ranks high, with evidence showing pbl creates a sense of high achievement in students. perhaps this instills confidence and motivation in students to reach for more in life. student investment in pbl, with demonstrated results, adds to a more complete and satisfying learning experience. much can be learned from statements offered by students p8, p16, and p20 concerning themes of fulfillment and satisfaction after struggles presented in a project have been accomplished. p8 gives an impression of relaxation and content with viewing results, which shows a sense of worthwhile accomplishments in completing the project, with a sense of relief in completing all the hard work and effort put into it. p16 is very happy with his results and feels a personal sense of being a complete individual after overcoming the struggles presented in a project. p20 shows a struggle of overcoming, but primarily resulting in a sense of victory, implying personal struggles were worthwhile. these ideas can be seen to bring out the emotional rewards of tenacity and diligence by showing how conquering obstacles in a project-based learning environment can lead to pride, joy, and fulfillment. students’ challenges complexity of software in this connection, it turned out that the use of animation software during pbl activities was quite burdensome for students due to their steep learning curve. many tools, like mikumikudance (mmd), were unfamiliar and required students to develop new skills. this made the learning process much more complex and added to the pressures, since they had to balance technical learning with the creative demands of project work. excerpt 7 p5: we faced problems with the complexity of making animations and found the application to be quite complicated to use. p13: mmd is quite difficult to use, especially for beginners. we needed a guide to run this application. from excerpt 7, p13 highlighted that a steep learning curve regarding mikumikudance (mmd) was a big issue in hindering student success. moreover, as expressed in p5, software was described to be "complicated to use," especially for those who have had no prior experience, and thus quite an inaccessible environment. the need to get extra support, such as tutorials, might indicate that students were supposed to invest too much energy in learning some basic skills. consequently, this confused their energies from the creative aspects of the projects and reduced efficiency by perhaps reducing eagerness about undertaking the task. apart from the steep learning curve, students experienced difficulties with the inadequately intuitive interfaces of the animation software. the tools were not designed with ease of use in mind; hence, even basic tasks were hard to carry out. these difficulties in the interface added yet another level of complexity, whereby students had to invest more time in santiana santiana et al., 2025 creating animated short stories with digital apps: project-based learning in the efl classroom 295 | vol.9, no. 2, 2025 (287-304) determining how to achieve simple actions, such as placing characters or changing camera angles, as expressed by p19 in fragment 8. excerpt 8 p19: camera angles and placement of the characters were very sensitive to adjust, which made the animation rather difficult to render. "when an individual views the project, they can relax and feel content because they realize that all the hard work and efforts in the project have paid off." such work, which is actually critical in making the animations look professional and polished, was not easy but rather cumbersome. this means that students had to invest more time and energy in learning these very basic functions, detracting from their ability to apply more creative and interesting aspects of the assignment. the difficulty in these basic tasks indicates a lack of user-centered design in this application, which is definitely an important factor in increased frustration with progress. device limitations employing technology in pbl also creates some challenges that students face, such as the incompleteness of hardware specifications to run the animation software. most of the students did not have high-specification devices that could work properly with advanced processing or memory. for this reason, it was hard for them to use the software effectively, reducing their productivity and consequently the quality of their projects, as specifically highlighted in excerpt 9. excerpt 9 p7: not all members in our group possess laptops that can run the animation software smoothly; thus, only one member was able to handle the animation. p21: we faced frequent lagging due to the limited capacity of our devices. this caused delays and repeated work. answers above have demonstrated that a common challenge among students was a lack of device capabilities. p7 explained in extract 9, ‘cause if we were to rely on one of our members with a better device, it leads to an unequal allocation of work among other students, where one student will be solely responsible for controlling each animation.’ p21 added that if devices do not have sufficient capabilities, this affects project performance and leads to delays in projects due to constant lagging and crashing of software. the children were also challenged by technical issues raised by the conflicting nature of the animation software with their devices. some of these software, such as plotagon, have specific requirements concerning hardware and operating systems which most students' devices do not support. such incompatibility exacerbated the challenges faced by students and forced them to adjust their methods in light of these limitations or find solutions. excerpt 10 p24: "the plotagon application did not work well with most of our devices, and thus it became necessary for us to look for another solution." excerpt 10 quotes p24 in indicating that incompatibility with existing devices presented a challenge for students. many could not execute the programs on their personal computers or mobile devices, which drove them to look for other resources or distribute devices among team members. this scenario made the cooperation more difficult since students had to change their calendars to use suitable gadgets or less ideal equipment that would affect the quality of their final product. the need to work within these constraints increased the level of difficulty in doing the work, which, in a way, reduced the efficiency and learning experience. internet connectivity issues santiana santiana et al., 2025 creating animated short stories with digital apps: project-based learning in the efl classroom 296 | vol.9, no. 2, 2025 (287-304) one of the findings in this research is that many things in a project, including teamwork, sharing files, and using online resources, rely heavily on fast internet access. however, interruptions occurred frequently, which impacted the pace of work such that students were not able to have a continuous workflow. excerpt 11 p10: it took us a while to relocate to a spot where a constant internet connection was available, which posed quite an impediment. p16: downloading and uploading project files took a considerable time because of poor internet connections. in excerpt 11, the students stated that a poor internet connection affected them greatly in completing their project work. as p10 had to keep moving from place to place to access a stable internet connection, this cost them a lot of time, which they could have used for conducting project work. p16 added that if file transfer took a long time, it would delay the project members in sharing their work and collaborating with each other in real time. another challenge associated with internet connectivity was that students were accustomed to utilizing online resources such as tutorials and forums in order to learn new things and resolve any technological issues they may come across. however, since they were experiencing constant interruptions with their internet connection, using these resources would prove to be an added difficulty in their learning process. excerpt 12 p18: following online tutorials for learning was a challenge because of constant disruptions in the internet connection. p18’s thoughts in excerpt 12 bring into focus how the uncertainty of internet connection availability affects learning resource access. the challenge of adhering to online tutorial learning because of persistent internet connection disruptions hampered them in gaining sufficient skill and knowledge to operate the software appropriately. in this case, p18’s struggles in solving technological issues without proper guidance affected their individual learning pace and the whole group’s progress in achieving their learning objective because of relying on internet-based learning resources. limited features and resources in software one problem that most students face during project-based learning tasks is the limited availability of advanced options in animation software. most of the tools used by students have basic options available for free, but advanced options in functions such as background setting and designing characters are not available for free. therefore, students either end up looking for different solutions or make do with less creative content. excerpt 13 p11: key features, like backgrounds and character customizations, were only within the scope of a 'paid' version of the tool, which are not accessible for creative choices. p22: the free version did not have all the important tools, and for scene merging, we had to use different software. through the case of excerpt 13, it is evident that both p11 and p22 acknowledged that the restriction to the basic version severely limited the students' creativity. without being able to leverage essential background and character manipulation tools, they were forced to come up with something less creative or simply take more time to mesh different scenes using other programs. this added more complications to their workflow and usually resulted in inconsistencies in their final output. at the same time, such digital stories seriously suffered in quality and creativity, which made the participants upset and did not let them fully enjoy the learning process. santiana santiana et al., 2025 creating animated short stories with digital apps: project-based learning in the efl classroom 297 | vol.9, no. 2, 2025 (287-304) besides these limitations in terms of access to other versions with premium features, students also experienced limitations in character and scene options within the software. such limited options largely impacted the nature of the stories students were allowed to make, and in some cases, students were forced to adjust their plans according to the tools accessible to them. excerpt 14 p9: because the software didn’t support animal characters or specific scenes, we needed to change our story several times. p9 explains how a lack of options for characters and scenes in the software caused huge creative problems for the students. they were forced to keep altering their narrative based on the difficulties in the availability of character and setting selections. this gave them extra work, and they became frustrated because they needed to leave behind or dramatically change their original conceptions. having to manage such sets of adjustments throughout tended to make the project a matter of handling limitations rather than considering the sets of creative possibilities, and it could reduce the educational value and enjoyment of the learning experience. integration and compatibility issues they also encountered a number of problems related to their work with complex software packages to present their digital short stories. given the limitations of particular applications, they often had to rely on several different tools to achieve their desired outcomes. however, this model raised some issues with respect to compatibility among different components of projects, leading to inconsistent quality and synchronization among different project elements. excerpt 15 p15: we had some issues with merging the scenes created in different software, which meant not only a mismatch in video quality but also desynchronization. excerpt 15 reveals that p15 stated the measure of complications that arose from the application of different software programs. combining videos from other programs resulted in fluctuating qualities and synchrony, which affected the quality level a project ought to have. such hitches were part of projects undertaken by students, which took additional time to resolve incompatibility problems rather than utilizing such time in making compelling stories. hence, using multiple tools was a necessity because the limitations of specific software created more obstacles and impacted the quality of the digital stories. another huge challenge for the students was technical errors and bugs in the software. their animation software would often freeze or crash, especially when trying to render an intensely complicated scene. this disrupted the smoothness in workflow, often leading to lost work due to which the effort had to be repeated over and over again. excerpt 16 p20: i have come across other apps many times when rendering animations, and they freeze or crash the application. this makes me have to do a lot of the same tasks over and over, which is a real pain. the frustrations sprouted from frequent crashes and freezes, causing students to continuously redo their work multiple times, therefore increasing their workload and stress levels. this is further explained by the constant disruption p20 faced in excerpt 16, creating an inability to keep the pace and ultimately delaying project completion. additionally, repeated revisions of such bugs decreased the concentration on the creative process related to their projects. all these factors combined eventually lowered not just the efficiency but also the enjoyment of the learning experience. santiana santiana et al., 2025 creating animated short stories with digital apps: project-based learning in the efl classroom 298 | vol.9, no. 2, 2025 (287-304) voiceover and audio synchronization challenges as great as the level of difficulty students faced when they were supposed to incorporate voice-overs into their digital short stories. the synchronization of voice recordings with lip actions of animated characters is a very specific requirement in this project; it took a lot of time to adjust and sync these voice records with visual elements. excerpt 17 p14: synchronizing voice-overs with the lip movements of some characters proved quite a tedious task. p14 recognizes that, based on excerpt 17, achieving voice-over synchronization with animations is not an easy task because it requires a multiplicity of takes in order to synchronize them well. this added extra time and workload to the project. the lengthening of the work needed and the patience required indeed tested the students' forbearance. certainly, such complexity of the task could steal some of the engagement and satisfaction the students might have experienced with the project if they were so focused on the technical functions that worked in the play rather than on creative storytelling. last, this study also found that students struggled to maintain high-quality audio throughout their projects. software limitations, such as restrictions on file sizes and the lack of advanced audio editing tools, made it hard for students to integrate clear, professionalsounding voiceovers and sound effects with their animations. excerpt 18 p12: providing a high-quality audio with a matching animation proved to be a challenge because of software considerations and size issues. p12 stated in excerpt 18 that maintaining good audio quality was a challenge since this might be problematic depending on the nature of the software available. being constrained from working with files that were larger in size or of higher audio quality meant a poor output in terms of sound quality, which, in essence, did not support effectiveness and professionalism in digital stories. such cases would have irritated students and might have lowered their satisfaction level with their finishing products, since good quality audio raises the experience of storytelling. furthermore, a possible tradeoff in the quality may end up diminishing the forcefulness and clarity of the story itself, which might have an influence on the project’s level of success in general. discussion these findings prove that in this class, pbl based on digital storytelling could significantly increase not only language competence, but also collaboration skills, computer competence, creativity, and problem-solving, developing at the same time satisfaction and motivation. however, several difficult situations arose; for example, with complicated animation software, device limitations, internet connectivity, and audio synchronization. to begin with, developing language proficiency in students can be considered in the light of a new trend of using digital storytelling for incorporating all four language skills. works such as morgana (2023) and fedorenko et al. (2021) confirm the findings from 2015 that narrative-based tasks encourage language learners to use english for real communication rather than mechanical practice. besides, according to rodríguez-peñarroja (2022), language teaching effectively involves students in communicative tasks with factual purposes, conditions satisfied with pbl, and digital story production. within the framework of social constructivism (vygotsky & cole, 2018), learning is seen as a socially mediated process, and more recent studies (haffordletchfield et al., 2018; alismail, 2015) stress that collaborative projects foster negotiation of meaning and co-construction of knowledge. secondly, the results confirm that cooperation and teamwork lie at the heart of pbl. recent research also underlines the role of collaborative santiana santiana et al., 2025 creating animated short stories with digital apps: project-based learning in the efl classroom 299 | vol.9, no. 2, 2025 (287-304) creativity (zhou, 2020) in language learning, showing that teamwork stimulates innovation, problem-solving, and deeper engagement with content. third, integrating digital storytelling facilitated the development of digital literacy and multimodal competence, which scholars identify as indispensable for 21st-century education (ribeiro, 2015; garcía-peñalvo, 2021). a case in point is efl learning, in which authentic interaction time is a precious commodity. this aligns with the multiliteracies framework, which stresses that learners must be prepared to design meaning across modes and platforms. by grappling with software features and technical limitations, students strengthened their adaptive expertise—a skill essential for education in the digital age (thelma et al., 2024; moustaghfir, 2024; & hamilton, 2022). fourth, the data demonstrate that pbl supported creative and critical thinking. the necessity to develop original narratives, troubleshoot technical problems, and integrate feedback reflects higher-order cognitive processes. these animated stories involved the students in script development and the integration of sound, visuals, and narration to create comprehensive multimodal texts. although wilson's revised taxonomy remains relevant today, later works such as eswaran (2024) and omelianenko & artyukhova (2024) have suggested that creativity and critical thinking need to fall within the context of authentic tasks for learners to meet realistic challenges. to that end, this project allowed students to go beyond mere rote learning and engage in meaningful knowledge construction. fifth, there were technical issues, but they need not be regarded as failures, but rather as learning opportunities. teich et al. (2024); khalil et al. (2024). the latest publications on this aspect underline that the process of confronting technological limitations assists in the enhancement of resilience and self-regulated learning strategies. students have never shown persistence in overcoming difficulties arising from things like a limited capacity of a device and synchronization problems, which reflects the time taken by altohami et al. (2022). technological affordances and teaching in efl mixed-ability classes during the covid-19 pandemic. these challenges also highlight the importance of institutional support, as pointed out by recent research on technology integration in higher education (castro-guzmán, 2021; akram et. al., 2021; thelma et al., 2024), which stresses the need for training, infrastructure, and pedagogical scaffolding. finally, the sense of satisfaction and enjoyment reported by students is significant. theories of positive psychology in sla (macintyre et al., 2019) suggest that enjoyment and engagement are critical affective factors that enhance language learning outcomes. through the combination of pbl and digital storytelling, a learning platform in class emerged where linguistic acquisition and enhancing learner well-being were possible. some of the more contemporary studies explicating the significance of pbl in terms of positive affective investment include xu, song, and sah in 2024. such results support recent theoretical views highlighting interconnections among language, technology, teamwork, and affect in higher education. through integrating pbl with digital storytelling, this research work demonstrates how innovative education can foster linguistic proficiency and 21st-century skill mastery. to make technology implementation in pbl work more effectively, it is thus important for educators to look into technology implementation challenges and make proper learning and selection in technology usage. such an approach will make pbl have a better impact with fewer technological obstacles. conclusion through this research, the integration of project-based learning with digital storytelling in animated short stories in an english as a foreign language setting in higher education institutions has been examined. the results show how learners have advanced their english language skill level in all four domains and attained critical skills in the 21st century in terms of teamwork, digital savvy, problem-solving, creativity, and critical thinking. furthermore, they were more motivated and enjoyed this learning experience in class, which created a positive, supportive learning environment in class. the important thing in these santiana santiana et al., 2025 creating animated short stories with digital apps: project-based learning in the efl classroom 300 | vol.9, no. 2, 2025 (287-304) results is the fact that pbl with digital technology not only promotes better language proficiency but also engages learners in authentic, multimodal, and collaborative learning tasks, which simulate communication in a realistic manner in everyday life. moreover, this research describes how learners faced technology issues in terms of complexity, device capabilities, and internet connectivity problems in all these applications. preparations will be important in solving these issues through technology workshops, simpler apps, or internet improvements to maximize this learning approach in higher education institutions. furthermore, this research differentiates how this integration in higher education institutions can be applied using digital technology in an efl class setting when authentic communication in class is considered a priority in everyday life. in addition, by incorporating digital storytelling in pbl, instructors have an important innovation in higher education institutions to improve and promote learners' linguistic abilities, digital savvy, and efficient socio-emotional regulation in a higher education class setting. future studies can continue this research path by examining larger populations and different class settings in various educational environments and institutions. additionally, they can investigate this research in different educational settings by taking into consideration different technologies or platform usage to provide more information on which technology is important in dissolving technology issues in learning settings in institutions of higher education to promote initiative, ownership, and engaging learners in pbl with digital storytelling in animated short stories in an efl setting in institutions of higher education. acknowledgement the researcher is extremely appreciative of the research and community service institute (lppm) of universitas siliwangi for providing funding for this research through the ppkap internal grant scheme, as well as all parties who have assisted during the research process. references akram, h., yingxiu, y., al-adwan, a. s., & alkhalifah, a. (2021). technology integration in higher education during covid-19: an assessment of online teaching competencies through technological pedagogical content knowledge model. frontiers in psychology, 12, 736522. alifatun, n., eka, s. a., suyanto, s., shidqi, h. p. p., & ahmad, n. (2024). problem-based learning (pbl) methods within an independent curriculum (a literature review). sintaksis: publikasi para ahli bahasa dan sastra inggris, 4, 165–174. alismail, h. a. (2015). integrate digital storytelling in education. journal of education and practice, 6(9), 126-129. andini, s., & rusmini, r. (2022). project-based learning model to promote students' critical and creative thinking skills. jurnal pijar mipa, 17(4), 525–532. https://doi.org/10.29303/jpm.v17i4.3717 apriani, e., arsyad, s., syafryadin, s., supardan, d., gusmuliana, p., & santiana, s. (2022). ict platforms for indonesian efl students viewed from gender during the covid-19 pandemic. studies in english language and education, 9(1), 187–202. https://doi.org/http://dx.doi.org/10.24815/siele.v9i1.21089 apriani, e., santiana, s., & harmi, h. (2022). investigating the role of ict toward students’ higher order thinking in writing skills at the islamic university. 14(2016), 2213–2224. https://doi.org/10.35445/alishlah.v14i1.2260 balaman, s. (2018). digital storytelling: a multimodal narrative writing genre. journal of language and linguistic studies, 14(3), 202–212. castro-guzmán, w. (2021). challenges of professional development for technology integration in higher education. cuadernos de investigación educativa, 12(2), 82-99. demmanggasa yultan, s. m. k. k. m. b. r. a. a. n. y. (2023). digitalisasi pendidikan akselerasi literasi digital pelajar melalui eksplorasi teknologi pendidikan. community santiana santiana et al., 2025 creating animated short stories with digital apps: project-based learning in the efl classroom 301 | vol.9, no. 2, 2025 (287-304) development journal, 4(5), 11158–11167. https://journal.universitaspahlawan.ac.id/index.php/cdj/article/view/22045 eswaran, u. (2024). project-based learning: fostering collaboration, creativity, and critical thinking. in enhancing education with intelligent systems and data-driven instruction (pp. 23-43). igi global scientific publishing. fatimah, a. s., & santiana, s. (2017). teaching in the 21st century: students-teachers’ perceptions of technology use in the classroom. script journal: journal of linguistic and english teaching, 2(2), 125. https://doi.org/10.24903/sj.v2i2.132 fatimah, a. s., santiana, & saputra, y. (2019). digital comic: an innovation of using toondoo. english review: journal of english education, 7(2), 101–108. https://doi.org/10.25134/erjee.v7i2.1526.received fedorenko, s., voloshchuk, i., sharanova, y., glinka, n., & zhurba, k. (2021). multimodality and digital narrative in teaching a foreign language. arab world english journal (awej) special issue on call, (7). garcía-peñalvo, f. j. (2021). digital transformation in the universities: implications of the covid-19 pandemic. education in the knowledge society (eks), 22. ginting, e. s. (2020). penerapan model pembelajaran berbasis proyek (project based learning) berbantuan media gambar untuk meningkatkan kemampuan menulis cerita fantasi. journal of education action research, 4(2). https://doi.org/10.23887/jear.v4i2.12334 guo, p., saab, n., post, l. s., & admiraal, w. (2020). a review of project-based learning in higher education: student outcomes and measures. international journal of educational research, 102(may), 101586. https://doi.org/10.1016/j.ijer.2020.101586 hafford-letchfield, t., dayananda, a., & collins, d. a. (2018). digital storytelling for interprofessional collaborative practice to develop quality and service improvements. social work education, 37(6), 804-812. hamilton, b. (2022). integrating technology in the classroom: tools to meet the needs of every student. international society for technology in education. hamzeh, m., & hefang, c. (2019). behavioral sciences digital storytelling in language education. 1–9. handayani, r., abrar, m., tersta, f. w., & tri, b. s. (2024). lecturer insights on implementing project-based learning at jambi. https://doi.org/10.23917/kls.v9i2.6936 ila, a., abdul, g. m., anita, a., eulis, r., & ulfah, u. (2024). technological-based application in writing instruction: a model of project-based learning. 10(4), 4277–4290. khalil, m., wong, j., wasson, b., & paas, f. (2024). adaptive support for self‐regulated learning in digital learning environments. british journal of educational technology, 55(4), 1281-1289. macintyre, p. d., gregersen, t., & mercer, s. (2019). setting an agenda for positive psychology in sla: theory, practice, and research. the modern language journal, 103(1), 262-274. maharsi, i., wijayanti, y. r., & astari, t. r. (2021). evaluating the flipped classroom approach in efl students' reading classes. llt journal: a journal on language and language teaching, 24(1), 92–102. https://doi.org/10.24071/llt.v24i1.2768 marlina, m., desi, r. a., & liana, o. (2024). enhancing efl learners’ writing skills: challenges, strategies, and pedagogical insights. journal of educational studies, 4. mei, d., utami, a., apriani, e., hidayah, j., & handrianto, c. (2021). empowering ict potentials in english language teaching. polingua (scientific journal of linguistics, literature and language education), 10(2), 42–48. morgana, v. (2023). task-based english language teaching in the digital age. moustaghfir, s., & brigui, h. (2024). navigating critical thinking in the digital era: an informative exploration. international journal of linguistics, literature and translation, 7(1), 137-143. muthmainnah, m., riswanto, r., santiana, s., apriani, e., & syafryadin, s. (2022). developing elt materials-ict based amid covid-19. 10(2), 713–728. santiana santiana et al., 2025 creating animated short stories with digital apps: project-based learning in the efl classroom 302 | vol.9, no. 2, 2025 (287-304) https://doi.org/https://doi.org/10.25134/erjee.v10i2.6331. received: ninla elmawati falabiba, anggaran, w., mayssara a. abo hassanin supervised, a., wiyono, b., ninla elmawati falabiba, zhang, y. j., li, y., & chen, x. (2014). 済無no title no title no title. in paper knowledge. toward a media history of documents (vol. 5, issue 2). omelianenko, o., & artyukhova, n. (2024). project-based learning: theoretical overview and practical implications for local innovation-based development. economics and education, 9(1), 35-41. ribeiro, s. (2015). digital storytelling: an integrated approach to language learning for the 21st-century student. teaching english with technology, 15(2), 39-53. rodríguez-peñarroja, m. (2022). integrating project-based learning, task-based language teaching approach, and youtube in the esp class: a study on motivation. teaching english with technology, 22(1), 62-81. sah, f., sasikirana, h. n., & pujiani, t. (2024). the implementation of project-based learning in developing 21st-century skills in the efl class. jadila: journal of development and innovation in language and literature education, 4(4), 257-272. santiana, santiana, dede, s. l., arini, n. h., abdul, g. m., & erizar, e. (2021). an insight into anitales apps perceived by digital storytelling students. proceeding international conference on islamic education “sustainable education transformation in the disruptive era” faculty of tarbiyah and teaching training universitas islam negeri (uin) maulana malik ibrahim malang., 6(vol 6 no 1 (2021): proceeding of international conference on islamic education (iceid)), 23–30. http://conferences.uinmalang.ac.id/index.php/icied/article/view/1467 santiana, santiana; silvani, d., & ruslan. (2021). optimizing lms canvas for interactive online learning perceived by the students. journal of english education and teaching (jeet), 5(4), 529–543. santiana, santiana, dede, s. l., arini, n. h., muthmainnah, m., muhammed, g., & abdul, g. m. (2021). anitales : a modern application used perceived by the students in digital story telling class. international journal of social science & management studies, 7(5), 1–11. santiana, santiana, margana, m., & nur, h. p. s. p. (2024). students’ attitudes toward the use of canvas in the efl virtual learning environment. 8(2), 267–290. sari, f. m., & wahyudin, a. y. (2019). undergraduate students’ perceptions toward blended learning through instagram in an english for business class. international journal of language education, 3(1), 64–73. https://doi.org/10.26858/ijole.v1i1.7064 searson, m., langran, e., & trumble, j. (n.d.). exploring new horizons: generative artificial intelligence and teacher education. sher, m., & ali, b. (2023). the impact of technology integration on student engagement and achievement in mathematics education: a systematic review. international journal on integrated education, march. siekmann, l., parr, j. m., & busse, v. (2022). structure and coherence as challenges in composition: a study of assessing less proficient efl writers’ text quality. assessing writing, 54(october), 100672. https://doi.org/10.1016/j.asw.2022.100672 silma, n., maulida, i., wulan, a. p., merawati, j., hasan, k., ilmu, f., malik, u. i. n. m., malang, i., & aceh, u. s. (2024). a comprehensive review of project-based learning (pbl): unraveling its aims, methodologies, and implications. 1(1), 10–19. silvani, d., santiana, s., & syakira, s. (2025). unveiling students’ experience with projectbased learning in higher education. tlemc (teaching and learning english in multicultural contexts), 9(1). silvani, d., santiana, s., & syakira, s. (2023). project-based learning in an esp class: voices from indonesian efl students. proceedings of conference on english language teaching (celti 2023), 330–342. song, y. (2024). assessing the interactions between learning enjoyment, motivation, burnout, and grit in efl students: a mixed-methods approach. bmc psychology, 12(1), 79 santiana santiana et al., 2025 creating animated short stories with digital apps: project-based learning in the efl classroom 303 | vol.9, no. 2, 2025 (287-304) teich, k., loock, v. s., & rummel, n. (2024). meeting the challenges of continuing education online courses: can we promote self‐regulated learning strategies with adaptive support? british journal of educational technology, 55(4), 1437-1455. thelma, c. c., sain, z. h., mpolomoka, d. l., akpan, w. m., & davy, m. (2024). curriculum design for the digital age: strategies for effective technology integration in higher education. international journal of research, 11(07), 185-201. theresa, g. (2022). does the use of digital storytelling affect the self-efficacy and writing ability of long-term english learners? https://scholarworks.lib.csusb.edu/etd/1387 vygotsky, l., & cole, m. (2018). lev vygotsky: learning and social constructivism. learning theories for early yeawilson, l. o. (2016). anderson and krathwohl’s revised understanding of the new version of bloom’s taxonomy. the second principle, 1(1), 18.rs practice. uk: sage publications inc, 68-73. wilson, l. o. (2016). anderson and krathwohl’s taxonomy revised understanding of the new version of bloom’s taxonomy. the second principle, 1(1), 1-8. wulandari, a., & ahmad, a. (2020). the effect of using the project-based learning method on students’ writing skills. journal of english language and education, 5(1), 1–15. xu, m., & li, y. (2023). practice of teaching creative writing with text in a high-quality context for college students based on predictive analysis ability of big data. eai endorsed transactions on scalable information systems, 10(6). https://doi.org/10.4108/eetsis.3833 xu, h. (2024). the role of positive learning emotions in sustaining cognitive motivation for multilingual development. system, 123, 103323. yeen-ju, h. t., mai, n., kian, n. t., jing, k. w., wen, l. k., & haw, l. c. (2014). developing creative and critical thinking skills in an authentic learning environment. jurnal teknologi (sciences & engineering), 68(2). yuyus, s., arini, n. h., neni, m., & nita, s. n. d. (2021). students ’ logical inaccuracy in writing : sq3r method of reading as a way to improve, october 2016. march. zhou, c. (ed.). (2020). introducing problem-based learning (pbl) for creativity and innovation in chinese universities: emerging research and opportunities: emerging research and opportunities. santiana santiana et al., 2025 creating animated short stories with digital apps: project-based learning in the efl classroom 304 | vol.9, no. 2, 2025 (287-304) english franca academic journal of english language and education https://doi.org/10.29240/ef.v8i2.11533 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 8, no 2, 2024, page 333-346 article info: http://journal.iaincurup.ac.id/index.php/english received 24 april 2024; received in revised form 10 july 2024; accepted 24 august 2024, available online 24 november 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license copyright (c) 2024 author integrating cloud technology in language learning: development of a basic english grammar e-book hariswan putera jaya¹, novalingga pitaloka², hesty wahyuni anggraini³ ¹department of language and arts, universitas sriwijaya, indonesia 2department of language and arts, universitas sriwijaya, indonesia 3department of language and arts, universitas sriwijaya, indonesia corresponding email: hariswan@unsri.ac.id jaya, h. p., pitaloka, n., zuraida, & anggraini, h. w. (2024). integrating cloud technology in language learning: development of a basic english grammar e-book. english franca : academic journal of english language and education, 8(2). https://doi.org/10.29240/ef.v8i2.11533 introduction the instruction of english grammar is a crucial component of language education (kumayas & lengkoan, 2023; li, 2023), particularly for first-year students in english education programs (brøseth, 2023). despite its acknowledged importance, conventional grammar teaching approaches frequently fail to meet the broad and evolving requirements of contemporary learners. traditional methods, usually presented via lectures and textbooks, often lack the engagement required to cultivate profound comprehension and practical application of grammatical concepts (larsari & abouabdelkader, 2024). imagine sitting through a monotonous lecture on the intricacies of subordinate clauses without any interactive elements or real-life applications to anchor these abstract ideas. as a result, numerous students face challenges in comprehending abstract grammatical principles and find it difficult to use them proficiently in practical communication. this disconnection not only impedes their verbal competence but also affects their overall academic and career advancement. for instance, a student who cannot effectively use complex sentence structures may struggle to express nuanced ideas in essays or professional settings. moreover, the lack of accessible, abstract. this study aimed to investigate the development of a cloud-integrated e-book intended to enhance basic english grammar training for first-semester students in the english education program. a research and development (r&d) methodology employing the addie model was utilized, which includes analysis, design, development, implementation, and evaluation. data were collected using pre-test, post-test, interviews, and questionnaires. the results of the addie stages indicated a notable enhancement in student performance compared to pre-test, with an average increase of 16.573 points (from m = 61.37 to m = 77.95) and a p-value of 0.000, substantiating the efficacy of the intervention. furthermore, the survey reveal dissatisfaction with the lack of technological integration and engagement in existing materials, with 60% of students citing insufficient technology use and 65% noting limited engagement. the proposed e-book addresses these issues by utilizing cloud computing to incorporate interactive features and multimedia content. strong support from 80% of students for technological integration, 75% for interactive activities, and 70% for multimedia content underscores the importance of these elements in enhancing the learning experience. the qualitative feedback revealed a significant demand for modern and interactive materials, highlighting the imperative to include technology into educational tools. the cloud-based e-book seeks to deliver accessible, engaging, and adaptable grammar instruction, facilitating ongoing updating and real-time collaboration. this unique technology solves the constraints of traditional teaching materials and supports consistent learning results, boosting students' understanding of english grammar and enhancing their overall educational experience. keywords: cloud-integrated e-book, basic english grammar, research and development (r&d) https://doi.org/10.29240/ef.v8i2.11533 https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:hariswan@unsri.ac.id https://doi.org/10.29240/ef.v8i2.11533 hariswan putera jaya, et al. integrating cloud technology in language learning: development of a basic english grammar e-book 334 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 3 3 3 4 6 ) high-quality materials beyond the classroom exacerbates these difficulties. students often find themselves without sufficient resources to independently practice and reinforce their comprehension of fundamental english grammar (zigani, 2023), further widening the gap between theoretical knowledge and practical application. to address these educational gaps, institutions have progressively integrated digital platforms and online learning resources into their curricula. although these developments signify a substantial progression in the modernization of language training, they frequently remain disjointed and do not provide a unified and thorough learning experience (li et al., 2024). many current platforms fail to offer individualized, engaging learning experiences that cater to the varied requirements of individual students. imagine a platform where a student can receive immediate feedback on their grammar exercises, participate in virtual study groups, and access multimedia content that brings grammatical concepts to life. the limited utilization of cloud-based technologies has hindered resource accessibility, resulting in learners encountering limitations concerning time, device compatibility, and geographical location. such constraints can significantly impede students' capacity to study efficiently and independently (alawbathani, 2024). the creation of a cloud-integrated e-book for the basic english grammar course presents a viable solution to these persistent issues. this e-book will offer students interactive grammar courses using cloud computing, accessible at any time and from any location. this cloud-based solution enables ongoing updates, real-time collaboration, and customized learning pathways tailored to the unique requirements of individual learners (alshathri & male, 2020). for instance, a student in a remote area can access the same high-quality resources as their peers in urban centers, leveling the educational playing field. designed for first-semester students in the english education program, this resource aims to enhance student engagement, understanding, and application of grammatical ideas, fostering more effective and adaptable learning experiences. this resource is specifically designed for first-semester students in the english education program, with the objective of improving student engagement, understanding, and application of grammatical ideas. by leveraging cloud technology, the e-book offers a more effective and adaptable learning experience (maharani & rahmawati, 2023). students can follow personalized learning pathways that adjust to their individual progress and needs. for example, a student struggling with verb tenses can receive additional exercises and explanations tailored to their specific difficulties, while another student excelling in the same area can move on to more advanced topics without delay. this level of customization helps ensure that all students can progress at their own pace, fostering a more inclusive and supportive learning environment (villarreal & scott, 2024). furthermore, the e-book's interactive features, such as multimedia content, make grammar lessons more engaging and enjoyable (duklim & hasan, 2024) . instead of monotonous drills and rote memorization, students can engage with interactive quizzes, video lessons, and animated explanations that vividly illustrate grammatical concepts (devi et.al, 2024). for instance, a lesson on conditionals might include a video scenario where students choose different outcomes based on different grammatical constructions, thereby seeing the immediate impact of their choices. this dynamic approach not only reinforces theoretical knowledge but also aids in the retention and practical application of grammatical rules (jabbarpoor, 2023). by integrating these diverse elements, the cloud-integrated e-book not only improves students' grasp of grammatical concepts but also prepares them for real-world applications, ultimately contributing to their academic and professional success. this comprehensive approach transforms grammar education from a static and often daunting task into an engaging and adaptive learning journey. theoretical framework the importance of teaching english grammar teaching instructing english grammar is fundamental to language education, particularly for first-year students in english education programs. effective grammar education is essential for students, providing them with the linguistic abilities required for academic hariswan putera jaya, et al. integrating cloud technology in language learning: development of a basic english grammar e-book 335 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 3 3 3 4 6 ) success (bodine-landis, 2023). proficiency in grammar is not solely an academic requirement; it is vital for successful communication, analytical reasoning, and the comprehensive enhancement of linguistic skills. this essential information is crucial for prospective instructors, who must demonstrate proficient language usage to their students (hollie, 2017). furthermore, mastery of grammar is strongly associated with the development of higher language competencies (kieseier et al., 2022), such as reading comprehension, coherent writing, and oral communication. for students in english education programs, the ability to formulate grammatically correct sentences is essential for effectively and convincingly expressing their views. challenges in comprehending grammatical notions might hinder students' participation in academic discourse, resulting in difficulties in their studies and future professional contacts (myhill, 2018). a comprehensive grammar program is vital as it enhances linguistic skills and reinforces students' confidence in their communicative talents. moreover, the ramifications of grammar teaching transcend academic success. the adept application of grammar is crucial for personal and professional growth, influencing students' capacity to manage diverse communication contexts (pangket, 2019). in a progressively interconnected global landscape, where efficient communication is essential for collaboration and success, robust grammatical abilities have become increasingly imperative. therefore, educational programs must emphasize grammar instruction to adequately equip students for the diverse obstacles they will confront in their future occupations (santos, 2018). the limitations of traditional instruction methods although the significance of grammar in language education is acknowledged, conventional teaching approaches often do not effectively interest pupils. traditional methods, predominantly dependent on lecture-based instruction and textbooks, frequently cultivate passive learning environments (dietrich & evans, 2022). the absence of engagement may lead to a cursory comprehension and retention of grammatical principles, rendering pupils inadequately equipped to utilize their knowledge in practical situations. the disparity between theoretical grammatical norms and their practical implementation poses considerable difficulties for students attempting to employ grammar successfully in communication (aziz & kashinathan, 2021). this disconnection not only impedes language development but also adversely impacts students' overall academic experiences. a multitude of students articulate irritation and reduced motivation when they struggle to comprehend and implement grammatical norms, subsequently affecting their overall academic performance (aziz & kashinathan, 2021). the inability to comprehend grammatical intricacies may result in diminished academic performance and decreased self-esteem, so perpetuating a circle of educational challenges. moreover, the deficiency of high-quality educational resources beyond the classroom intensifies these challenges, as students frequently lack essential tools for autonomous practice and consolidation of their comprehension. moreover, the constraints of conventional grammar teaching approaches mirror wider socioeconomic trends in schooling. as student needs evolve in the digital age, educational institutions must modify their teaching approaches to correspond with these changes (bonfield et al., 2020). the conventional educational paradigm, centered on rote memorization and passive learning, is becoming regarded as insufficient for preparing students with the competencies necessary to navigate the intricacies of contemporary communication (rajaram & rajaram, 2020). this situation highlights the pressing necessity for novel teaching methods that foster engagement, critical thinking, and autonomous learning, enabling students to develop a deeper comprehension of english language. the integration of digital platforms in language education due to the constraints of conventional teaching methods, numerous educational institutions have started to investigate the use of digital platforms and online learning tools to enhance language instruction. these technology innovations offer multiple chances to improve student engagement and cater to varied learning preferences. nonetheless, hariswan putera jaya, et al. integrating cloud technology in language learning: development of a basic english grammar e-book 336 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 3 3 3 4 6 ) numerous current systems experience fragmentation, resulting in disparities in instructional quality and overall learner experiences. although these digital tools can be helpful additional resources, they often lack the ability to deliver a unified and comprehensive learning experience that adequately meets the needs of individual students (suskie, 2018). a major issue with several digital learning platforms is their deficiency in personalization and engagement. numerous current resources lack adaptive learning paths and real-time feedback mechanisms, thus undermining student motivation and engagement (gligorea, 2023). students may feel disengaged or overwhelmed by the material when they do not experience personalized learning geared to their own requirements and learning styles. furthermore, the restricted adoption of cloud-based technology intensifies these issues, as students frequently encounter obstacles pertaining to time limitations, device compatibility, and geographical constraints. such shortcomings can significantly impede their capacity to connect with grammar content effectively and autonomously. notwithstanding these limitations, the prospective advantages of incorporating digital platforms into language instruction are significant (bailey & lee, 2020). when utilized successfully, these technologies can offer access to a wide range of instructional resources, promoting a more engaging and participatory educational atmosphere. moreover, utilizing multimedia resources—such as movies, podcasts, and interactive quizzes—can augment students' comprehension of grammatical principles by providing diverse representations of the content. the difficulty is to ensure that these digital tools are meticulously created and incorporated into the curriculum, providing a cohesive and enjoyable learning experience that addresses the varied needs of students (dean & lima, 2022). the cloud-integrated educational resources as a solution in light of the difficulties presented by conventional methods and disjointed digital resources, the creation of cloud-integrated educational tools presents a viable option. employing cloud computing can improve educational methodologies by enabling real-time collaboration, ongoing updates, and personalized learning trajectories (wang & wang, 2023). utilizing cloud technology enables educational resources to be more dynamic and responsive to students' need. students can access interactive grammar classes at any time and from any location, enabling them to engage with the content at their own speed and according to their personal learning preferences. the suggested cloud-based e-book for the basic english grammar course offers a novel solution designed exclusively for first-semester students in the english education program. this website seeks to provide engaging and interactive grammar courses with many multimedia components, such as movies, quizzes, and collaborative activities. these characteristics aim to improve student engagement and understanding, allowing learners to effectively apply their knowledge in practical situations. the cloud-based system facilitates ongoing upgrades and real-time cooperation, guaranteeing that students access the most upto-date resources and learning materials (alam, 2022). material and method research procedures this study adopted a research and development (r&d) approach, aimed at designing and assessing the effectiveness of an e-book for the basic english grammar course. the addie model offers a structured process for developing products that are both effective, practical, and meet quality standards (almelhi, 2021). the methodology was structured into key phases as follows: table 1. addie frameworks addie frameworks research stages analysis in the analysis phase, we begin by identifying the specific needs of first-semester english education students concerning basic english grammar. this involves conducting hariswan putera jaya, et al. integrating cloud technology in language learning: development of a basic english grammar e-book 337 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 3 3 3 4 6 ) surveys, interviews, and assessments to understand their current proficiency levels, common challenges, and learning preferences. design during the design phase, we structure the e-book to include cloud-based features that align with the existing curriculum. this involves outlining the content, selecting appropriate multimedia elements, and determining the flow of the interactive activities. the design process includes mapping out how each topic will be covered, such as breaking down grammar lessons into manageable sections, incorporating quizzes for self-assessment, and using videos for illustrative explanations development the development phase is where the actual creation of the ebook takes place. this involves developing interactive multimedia content and collaborative activities using cloud computing tools. implementation in the implementation phase, the e-book is deployed in three stages: one-to-one, small group, and a real classroom setting. initially, we test the e-book with individual students to gather initial feedback and make necessary adjustments. once the initial testing is complete, we expand to small groups to observe interactions and gather more comprehensive feedback. finally, we implement the e-book in a real classroom environment to assess its effectiveness in a larger, more diverse setting evaluation the evaluation phase involves assessing the e-book's effectiveness through tests, questionnaires, and user feedback. we use preand post-tests to measure students' improvement in grammar skills, as well as surveys and questionnaires to gather their perceptions of the e-book's usability and engagement data collections and analysis preand post-tests: to gauge the progress of the students, pre-tests were administered before the introduction of the e-book, and post-tests were conducted after a set period of using the e-book. these tests were meticulously designed to measure various aspects of grammar proficiency, including sentence structure, verb usage, and punctuation. by comparing the scores from the preand post-tests, we were able to quantify the improvement in students' grammar skills. questionnaires: to gather detailed feedback on the usability and engagement of the e-book, questionnaires were distributed to both students and teachers. the questionnaires included a range of questions designed to assess different aspects of the e-book, such as its ease of use, the clarity of explanations, the interactive features, and overall satisfaction. interviews: to gain deeper insights into the e-book's overall effectiveness, the interviews were conducted with both students and teachers. these interviews allowed participants to share their experiences, thoughts, and suggestions in a more detailed and personal manner. quantitative analysis: the quantitative data from the preand post-tests were analyzed using paired t-tests, a statistical method used to compare the means of two related groups. this analysis helped determine whether the changes in test scores were statistically significant, providing concrete evidence of the e-book's effectiveness in improving grammar skills. qualitative analysis: the qualitative data gathered from questionnaires, interviews, and observations were analyzed to identify patterns and themes related to student engagement and the overall effectiveness of the e-book. this involved coding the responses and hariswan putera jaya, et al. integrating cloud technology in language learning: development of a basic english grammar e-book 338 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 3 3 3 4 6 ) categorizing them into key themes, such as user experience, engagement, and learning outcomes. results and discussion results the paired samples t-test results indicate a significant enhancement in participants' scores from the pretest (m = 61.37) to the posttest (m = 77.95), with a mean difference of 16.573 points. this augmentation signifies the intervention's beneficial effect on performance. the t-value of -13.217, with 74 degrees of freedom and a p-value of 0.000, indicates that the difference is statistically significant, suggesting that the improvement is improbable to be attributable to chance. the 95% confidence interval for the mean difference (-19.072 to 14.075) and the low standard error of 1.254 further substantiate the dependability of the data. the decrease in variability from the pretest to posttest indicates that the intervention enhanced overall performance and produced a uniform effect among participants. the results demonstrate that the intervention effectively improved participants' test scores significantly. table 2. paired samples statistics mean n std. deviation std. error mean pair 1 pretestscores 61,37 75 12,622 1,457 posttestscores 77,95 75 9,419 1,088 paired differences t df sig. (2-tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pretestscores posttestscores 16,573 10,859 1,254 19,072 -14,075 -13,217 74 ,000 forty percent of participants evaluate the current resources as "fair," signifying considerable potential for enhancement. merely 10% consider them "excellent." the majority of participants perceive the existing instructional materials as "fair," suggesting that although they fulfill fundamental requirements, significant enhancements are necessary. this evaluation indicates that the materials, while functional, may lack sufficient depth, relevance, or contemporary appeal to fully engage students or effectively facilitate learning, highlighting the necessity of rectifying these shortcomings to enhance the overall quality and efficacy of the educational resources. figure 1. rating of current teaching materials hariswan putera jaya, et al. integrating cloud technology in language learning: development of a basic english grammar e-book 339 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 3 3 3 4 6 ) textbooks constitute the predominant resource utilized (80%), succeeded by online materials (60%). interactive software is utilized less frequently (30%), indicating a potential for enhanced integration. figure 2. types of materials currently used the predominant difficulties identified are inconsistency (70%) and outdated content (55%). the absence of technological integration (60%) and insufficient participation (65%) are notable issues. the primary concerns of the existing instructional resources encompass inconsistency, characterized by variable content and structure, resulting in confusion and disparate learning experiences. furthermore, a significant portion of the content is obsolete, not aligning with contemporary knowledge or practices, so undermining its relevance and efficacy. moreover, there is insufficient integration of technology, indicating that the materials do not fully utilize contemporary technologies and digital resources that could augment learning through interactive and multimedia components. these difficulties cumulatively impede the overall quality and engagement of the instructional materials. figure 3. main issues with current materials an overwhelming majority (80%) agree that integrating technology into the materials would enhance the learning process. there is robust advocacy for augmenting technological integration in educational materials, specifically focusing on the inclusion of interactive exercises and multimedia information. participants assert that utilizing these digital tools can textbooks online resources handouts interactive software other 0% 20% 40% 60% 80% 1 80% 60%50% 30% 10% lack of consistency outdated content lack of technological integration limited engagement insufficient practice exercises 0% 10% 20% 30% 40% 50% 60% 70% 1 70% 55% 60% 65% 45% hariswan putera jaya, et al. integrating cloud technology in language learning: development of a basic english grammar e-book 340 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 3 3 3 4 6 ) significantly enhance the learning experience by rendering it more interesting and lively. the integration of technology is regarded as an essential measure for modernizing materials, offering students more interactive and visually engaging tools that accommodate various learning styles and enhance overall understanding. figure 4. support for technological integration the most sought-after technology attributes are interactive activities (75%) and multimedia content (70%). the most desired technology improvements in educational materials include interactive exercises, selected by 75% of respondents, and multimedia content, recommended by 70%. these elements are esteemed for their ability to provide dynamic and engaging methods to enhance learning, accommodate diverse learning styles, and simplify complicated topics. the robust demand for these tools signifies a distinct inclination towards a more interactive and visually enhanced educational experience, highlighting a substantial opportunity to update the materials and improve student learning assistance. figure 5. desired technological features participants recommend content updates (65%) and enhanced utilization of interactive and multimedia components (70%) as primary enhancements. the primary objectives for lack of consistency outdated content lack of technological integration limited engagement insufficient practice exercises 0% 20% 40% 60% 80% 1 70% 55% 60% 65% 45% interactive exercises multimedia content online collaboration tools real-time updates 0% 20% 40% 60% 80% 1 75% 70% 65% 60% hariswan putera jaya, et al. integrating cloud technology in language learning: development of a basic english grammar e-book 341 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 3 3 3 4 6 ) enhancing the teaching materials include updating the content to maintain its currency and relevance, augmenting technological features for improved integration of digital tools and interactive elements, and increasing overall engagement to render the learning experience more compelling for students. these enhancements seek to develop resources that are both informative and more congruent with contemporary educational methodologies, thereby more effectively addressing the requirements of instructors and learners in a progressively digital learning landscape. figure 6. suggested improvements the results of the paired samples t-test provide strong evidence of the intervention's effectiveness, signifying a statistically significant improvement in student performance. the increase in the mean score from 61.37 in the pretest to 77.95 in the posttest, indicating a substantial gain of 16.573 points, illustrates that the intervention significantly impacted students' understanding of the subject, particularly in basic english grammar. the p-value of 0.000, far below the conventional threshold of 0.05, highlights the statistical significance of this improvement, suggesting that the observed change is unlikely to have occurred by chance. the intervention, whether by innovative teaching methods, revised instructional materials, or technological improvements, evidently improved students' aptitude in the subject. the considerable t-value (-13.217) substantiates the claim that the intervention produced a significant and marked alteration between pretest and posttest scores. the tight confidence interval (-19.072 to -14.075) indicates the data's precision, implying that the true mean difference between the preand post-intervention scores is likely within this range. this heightened confidence supports the assertion that the intervention was effective and consistently produced significant learning outcomes. discussions these findings are especially relevant to the creation of a basic english grammar ebook integrated with cloud computing for the student. the decrease in standard deviation from 12.622 in the pretest to 9.419 in the posttest signifies that the intervention had a uniform effect on students across all ability levels. this is crucial for educational materials like the suggested e-book, since it highlights the ability of such tools to improve overall performance and reduce learning disparities. the incorporation of cloud computing into the e-book would offer pupils perpetual, updated, and interactive grammar lessons tailored to their learning needs and accessible at all times (ibadango et al., 2019; alexeeva & buriakova, 2021; dwivedi et.al, 2023). the technology-driven approach ensures that all students, regardless of their initial skill level, may access customized learning experiences and collaborative tools that promote ongoing engagement and understanding (kayyali, 2024). the reduction in variability suggests update content to be more current increase use of interactive and multimedia elements enhance technological features improve engagement strategies 0% 10% 20% 30% 40% 50% 60% 70% 1 65% 70% 60% 55% hariswan putera jaya, et al. integrating cloud technology in language learning: development of a basic english grammar e-book 342 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 3 3 3 4 6 ) that this teaching approach is inclusive, promoting good grammar skill development for a broader range of learners. thus, developing the e-book on a cloud-based platform is likely to have similar advantageous outcomes, aiding students in achieving more consistent and improved competency in english grammar (tomei, 2024; chen, zou & xie, 2024). the analysis of the educational materials highlights the necessity for modern, updated, and technology-integrated resources. the majority of participants evaluated their current teaching resources as "fair," signifying a lack of quality and relevance—issues that the proposed e-book intends to address. the integration of cloud computing allows the e-book to consistently provide updated resources that conform to contemporary educational norms, accessible to students at any time and from any location (kumar et al., 2021; evenddy, gailea & syafrizal, 2024). cloud computing provides instant access to educational resources, cooperation, and updates, thereby mitigating students' worries regarding outdated content (dwivedi et al., 2021). cloud technology enables the e-book to function as a dynamic text, easily updated with new grammar rules, examples, or pedagogical methods, so maintaining its relevance and effectiveness over time (peele, stoll & stella, 2018). the survey revealed dissatisfaction with the lack of technological integration and engagement in current materials. sixty percent of students indicate insufficient technology utilization, while sixty-five percent acknowledge limited engagement as a concern, highlighting the need for interactive features in the e-book. cloud computing furnishes the requisite infrastructure to execute these functionalities effectively (chowdhury et al., 2020). the e-book may incorporate interactive exercises that adapt to students' progress and needs, provide multimedia content that elucidates complex grammar concepts in accessible ways, and include collaborative capabilities for peer-to-peer or instructor-student interaction (value, 2022). these aspects respond to the acknowledged need for enhanced engagement and active learning, ensuring that the resource is not just informational but also dynamic and student-focused. the strong support for technological integration, with 80% of students in favor, highlights the importance of utilizing cloud computing in the development of the e-book. cloud technology enables the incorporation of interactive activities, favored by 75% of participants, and multimedia content, recommended by 70%. these capabilities can be seamlessly included into the e-book, augmenting the interaction and aesthetic appeal of grammar training. cloud-based solutions allow students to preserve their progress, access tailored learning resources, and participate in discussions or real-time collaboration (lata & sharma, 2024; dwivedi et al., 2023). this level of integration improves learning efficiency and modernizes the educational experience, matching it with students' digital competencies and preferences. the participants' suggestions for improvements—updating content and increasing the utilization of interactive and multimedia elements—align well with the objectives of the proposed e-book. through regular content updates via cloud computing, the e-book can offer modern, relevant, and comprehensive grammar instruction. concurrently, interactive features and multimedia elements promptly fulfill the demand for a more stimulating and supportive educational environment. the integration of cloud computing enables real-time updates, enhances accessibility, and permits the e-book to adjust to students' learning needs, while also providing educators the ability to alter materials based on student progress and feedback (das, 2024; voronkova, 2023). this creates a modern educational tool that significantly enhances understanding and mastery of english grammar. the research findings underscore the imperative of developing a cloud-integrated ebook for basic english grammar. the improvement in test scores, together with feedback on current educational materials, highlights the need for modern, engaging, and technologyintegrated tools. the proposed e-book fulfills these criteria by incorporating cloud computing alongside interactive and multimedia elements, thereby offering a modern, accessible, and effective educational resource for first-semester students in the english education program.this e-book can significantly enhance student interest, performance, and long-term comprehension of english grammar by addressing the deficiencies identified in this research. hariswan putera jaya, et al. integrating cloud technology in language learning: development of a basic english grammar e-book 343 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 3 3 3 4 6 ) conclusion the results of research suggest that the use of cloud-based technology into educational materials, such as an e-book for basic english grammar, markedly improves student performance and engagement. participants demonstrated a significant enhancement in test scores, rising from 61.37 to 77.95 points, so validating the efficacy of the intervention. although basic needs are met, existing resources are assessed as "fair," highlighting significant concerns such as obsolete information, inadequate technology integration, and limited interactivity. the majority of participants demonstrated a pronounced preference for materials that integrate interactive exercises, multimedia components, and frequent updates. the suggested cloud-integrated e-book mitigates these issues by offering accessible, current, and interactive grammar training, so ensuring that educational resources remain pertinent and captivating for learners. this contemporary approach corresponds with current educational approaches and addresses the changing requirements of both students and educators in a progressively digital learning landscape. acknowledgement the researcher would like to thank all parties who have contributed to this research. funding of research. references alawbathani, f. s. (2024). the use of cloud computing technology in university from students’ perspective: a case study. ohio university. almelhi, a. m. (2021). effectiveness of the addie model within an e-learning environment in developing creative writing in efl students. english language teaching, 14(2), 2036. alam, a. (2022). cloud-based e-learning: scaffolding the environment for adaptive e-learning ecosystem based on cloud computing infrastructure. in computer communication, networking and iot: proceedings of 5th icicc 2021, volume 2 (pp. 1-9). singapore: springer nature singapore. alexeeva, e., & buriakova, s. (2021). blended learning in teaching language for occupational purposes: flexible e-textbook design. arpha proceedings, 4, 24-38. aziz, a. a., & kashinathan, s. (2021). esl learners’ challenges in speaking english in malaysian classroom. development, 10(2), 983-991. bailey, d. r., & lee, a. r. (2020). learning from experience in the midst of covid-19: benefits, challenges, and strategies in online teaching. computer-assisted learning electronic journal, 21(2), 178-198. bodine-landis, m. d. (2023). grammar in the classroom: an exploratory study of teacher practice and perception of grammar and reading comprehension. keiser university. bonfield, c. a., salter, m., longmuir, a., benson, m., & adachi, c. (2020). transformation or evolution?: education 4.0, teaching and learning in the digital age. higher education pedagogies, 5(1), 223-246. brøseth, h., & nygård, m. (2023). first-year student teachers’ knowledge of l1 grammar. l1educational studies in language and literature, 23, 1-30. chen, x., zou, d., & xie, h. (2024). technologies in content and language integrated learning: types, purposes, and outcomes. international journal of mobile learning and organisation, 18(4), 461-495. chowdhury, m. z., shahjalal, m., ahmed, s., & jang, y. m. (2020). 6g wireless communication systems: applications, requirements, technologies, challenges, and research directions. ieee open journal of the communications society, 1, 957-975. https://doi.org/10.1109/ojcoms.2020.3010270 das, m. k. (2024). teacher education with ict tools and techniques. academic guru publishing house. https://doi.org/10.1109/ojcoms.2020.3010270 hariswan putera jaya, et al. integrating cloud technology in language learning: development of a basic english grammar e-book 344 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 3 3 3 4 6 ) dean, a., & lima, a. (2022). student experience of e-learning tools in higher education: an integrated learning framework. humanities today: proceedings, 1(1), 29-47. devi, l. p., abidin, m. z., yulia, y., jon, r. b., ariawan, s., faresta, r. a., & afuwani, s. h. (2024). video strategy as scaffolding to foster students’ grammar proficiency and writing skills in efl learning. journal of languages and language teaching, 12(2), 677-692. dietrich, h., & evans, t. (2022). traditional lectures versus active learning—a false dichotomy? arxiv preprint arxiv:2206.12144. duklim, b., & hasan, m. k. (2024). the impact of e-books on thai efl undergraduates' acquisition of affixes and their contentment with this medium. international journal of learning, teaching and educational research, 23(10), 156-179. dwivedi, y. k., kshetri, n., hughes, l., slade, e. l., jeyaraj, a., kar, a. k., baabdullah, a. m., koohang, a., raghavan, v., ahuja, m., albanna, h., albashrawi, m. a., al-busaidi, a. s., balakrishnan, j., barlette, y., basu, s., bose, i., brooks, l., buhalis, d., … & wright, r. (2023). opinion paper: “so what if chatgpt wrote it?” multidisciplinary perspectives on opportunities, challenges and implications of generative conversational ai for research, practice and policy. international journal of information management, 71, 102642. https://doi.org/10.1016/j.ijinfomgt.2023.102642 evenddy, s. s., gailea, n., & syafrizal, s. (2024). implementation of e-module in indonesia efl higher education: a literature review. ijorer: international journal of recent educational research, (5), 1174-1185. gligorea, i., cioca, m., oancea, r., gorski, a. t., gorski, h., & tudorache, p. (2023). adaptive learning using artificial intelligence in e-learning: a literature review. education sciences, 13(12), 1216. hollie, s. (2017). culturally and linguistically responsive teaching and learning: classroom practices forstudent success. teacher created materials. ibadango galeano, e., enríquez, e. p., yacelga, u. q., rosas, w. m., & taquez, m. q. (2019, july). neobook: hypermedial language integrating knowledge in computer education. in international conference on ‘knowledge society: technology, sustainability and educational innovation’ (pp. 10-22). cham: springer international publishing. jabbarpoor, s. (2023). examining efl learners' dual perspectives: affective and cognitive aspects of self-regulated grammar learning strategies. journal of foreign language teaching and translation studies, 8(2), 65-86. kayyali, m. (2024). quality assurance in online and blended learning environments. in quality assurance and accreditation in higher education: issues, models, and best practices (pp. 227-292). cham: springer nature switzerland. kieseier, t., thoma, d., vogelbacher, m., & holger, h. (2022). differential effects of metalinguistic awareness components in early foreign language acquisition of english vocabulary and grammar. language awareness, 31(4), 495-514. kumar, a., krishnamurthi, r., bhatia, s., kaushik, k., ahuja, n. j., nayyar, a., & masud, m. (2021). blendedlearning tools and practices: a comprehensive analysis. ieee access, 9, 85151–85197. https://doi.org/10.1109/access.2021.3085844 kumayas, t., & lengkoan, f. (2023). the challenges of teaching grammar at the university level: learning from the experience of english lecturer. journal of english culture, language, literature and education, 11(1), 98-105. lata, m., & sharma, v. (2024). cloud computing-based blended learning: quality assurance challenges. in 2024 international conference on communication, computer sciences and engineering (ic3se) (pp. 1731-1736). ieee. larsari, v. n., & abouabdelkader, h. (2024). an investigation into flipped learning classroom (flc) of efl sixth grade students’ grammar literacy development: implications for student-centered approach. international journal of education and literacy studies, 12(1), 13-24. https://doi.org/10.1016/j.ijinfomgt.2023.102642 https://doi.org/10.1109/access.2021.3085844 hariswan putera jaya, et al. integrating cloud technology in language learning: development of a basic english grammar e-book 345 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 3 3 3 4 6 ) li, c. (2023). an evaluation of grammar settings in textbooks—take junior high school english textbooks published by fltrp for example. journal of advanced research in education,2(3), 56-60. li, j., huang, j., wu, w., & whipple, p. b. (2024). evaluating the role of chatgpt in enhancing efl writing assessments in classroom settings: a preliminary investigation. humanities and social sciences communications, 11(1), 1-9. maharani, a. k. b., & rahmawati, f. p. (2023). the development of digital literacy smart ebook (ceri) as a resource for learning digital literacy skills in elementary schools. evolution, 10(2). myhill, d. (2018). grammar as a meaning-making resource for improving writing. l1– educational studiesin language and literature, 18, 1-22. pangket, w. (2019). oral english proficiency: factors affecting the learners’ development. international journal of science and management studies, 2(2), 88-98. peele, t., stoll, v., & stella, a. (2018). teachers, researchers, and communities of practice: building a corpus to support graduate education. journal of basic writing, 37(2), 35– 56. https://doi.org/10.37514/jbw-j.2018.37.2.03 rajaram, k., & rajaram, k. (2020). educational context: students’ perceived learning effectiveness and learning experiences. in educating mainland chinese learners in business education: pedagogical and cultural perspectives–singapore experiences (pp. 53-81). santos, m., palacios, m. c., cheuk, t., greene, r., mercado-garcia, d., zerkel, & skarin, r. (2018). preparing english learners for college and career: lessons from successful high schools. teachers college press.teachers college press. suskie, l. (2018). assessing student learning: a common sense guide. john wiley & sons. tomei, l. a., maine, j., moussa, k., holler, m. b., hobbs, b., & austin, s. (2024). the top 12 technologies for teaching and learning in the post-pandemic era. international journal of educational technology in higher education, 21(3), 93-108. venkatesh, v., & hegelheimer, v. (2020). teachers' perspectives on assessment literacy in grammar teaching in an efl context. tesol quarterly, 54(2), 353-376. villarreal, a. r., & scott, s. m. (2024). fostering inclusive and resilient classroom environments in the post-covid-19 era: strategies for underserved and underrepresented students. in building resilient education models post crisis (pp.17-41). igi global. wang, w., & taylor, a. (2022). pedagogical innovation with ict in secondary education: a systematic literature review. education and information technologies, 27(1), 831-856. https://doi.org/10.1007/s10639-021-10647-5. https://doi.org/10.37514/jbw-j.2018.37.2.03 https://doi.org/10.1007/s10639-021-10647-5 hariswan putera jaya, et al. integrating cloud technology in language learning: development of a basic english grammar e-book 346 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 3 3 3 4 6 ) empty page english franca academic journal of english language and education doi:10.29240/ef.v621.5242 http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol 8, no 2, 2024, page 347-364 article info: http://journal.iaincurup.ac.id/index.php/english received 24 april 2024; received in revised form 10 july 2024; accepted 24 august 2024, available online 24 november 2024 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license copyright (c) 2024 author politeness strategy found in the third debate of presidential candidates for the 2024 election meli fauziah¹, eko widianto², renggi vrika³, luis miguel cardoso4, alesa durgaryan5 ¹ institut agama islam negeri (iain) curup, bengkulu, indonesia ² university of galway, city of galway, ireland ³ uin imam bonjol, sumatera barat, indonesia 4polytechnic institute of portalegre,portugal 5armenian state pedagogical university, armenia corresponding email: melifauziah@iaincurup.ac.id to cite this article: fauziah, m., widianto, e., & vrika, r. politeness strategy found in the third debate of presindential candidates for the 2024 election. english franca : academic journal of english language and education. retrieved from https://journal.iaincurup.ac.id/index.php/english/article/view/11209 introduction in their book, (johnson et al., 1988) emphasize that pragmatics is about human behavior and interaction, and meaning. this has a lot to do with the idea of being polite in communication. it is argued that politeness is a universal quality since it is a deeply rooted value and a means of preserving the intended public image of the parties involved in interactions. therefore, the act used to show awareness of others’ feeling during interactions could be categorized as politeness strategy which usually divided as positive politeness or negative politeness. in such cases, it is important to consider one’s faces and aware of utterances that could result in unnecessary impolite cases especially in high-pressure situations as debate or negotiating either in real life conversation or tv shows. abstract. this study aims to investigate politeness in presidential candidate debates from the interactional sociolinguistics (is) perspective. the approach was taken because there was a lack of studies that connected politeness with is, considering that is is great for examining social phenomena, especially sensitive conversations between high-status people. to acquire a clear insight into the phenomenon, this study uses discourse analysis on video transcripts of “the third debate of presidential candidates for the 2024 election,” taken from the kpu ri youtube channel. the analysis process drew on existing research to support the interpretation. the researcher analyses 170 data (clustered into 117 data of positive face and 53 data of negative face), including the frequencies and categories from the face-saving acts (fsa) and facethreatening acts (fta). the identified aspects of face-threatening acts (ftas) are criticism, threat, interruption, critical disagreement, dismission or ignorance, and demanding a satisfying response. face-saving acts (fsas) identified aspects are providing equal opportunity, clarifying and apologizing, requesting cooperation, agreement while giving criticism, and providing equal opportunity. fascinatingly, this study found that face-threatening acts sometimes necessary to use and impolite acts are acceptable if the speaker had “roles” in the conversation. additionally, this study discovered that it is possible to measure the significance level of politeness, which will be extremely helpful for future research. keywords: politeness, face (positive face & negative face), face-threatening act (fta), face-saving act (fsa) file:///d:/users/darmawanbudiyanto/downloads/cccccc https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:melifauziah@iaincurup.ac.id https://journal.iaincurup.ac.id/index.php/english/article/view/11209 meli fauziah, et al. politeness strategy found in the third debate of presidential candidates for the 2024 election 348 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 4 7 3 6 4 ) the term "politeness" describes the social norms, customs, or traditions that exist in a culture. from a critical sociolinguistic standpoint, social status and power are intrinsically linked to the discourse of politeness. for example, those with strong social standing tend to be more courteous. there are undoubtedly social hierarchy consequences to this condition. a high social standing is a sign of status, but a prominent person's hegemony over their subordinates is a sign of power. prior studies have demonstrated a strong correlation between power and an older, intelligent, and well-educated population. these indications, however, have changed to wealth, position, and fame in the current digital era (suparno et al., 2023). as a result, the dynamics of power and status in polite society were redefined to include politeness in power and status as a benchmark for respectful and dignified communication behavior, as well as respect for others' rights, ethics, and obligations, all of which are connected to an individual's position or positions held in the digital sphere. various problems and interactions arise when one chooses to be impolite or courteous, depending on the perspective taken. the hierarchical and conflictual structure of society involves the expected characteristics of ideology, power, face, and identity. in addition to being components of a controlled and homogeneous social structure, conventionalism, conventions, rituals, and morals also serve as instruments for the hierarchical structure of society (baider et al., 2020). in summary, politeness strategies are done by people involved in determining if the tactics used in communication contexts are appropriate. expectations are set in connection with the "common ground" that language speakers negotiate as well as deeply ingrained moral values, viewed from a wide and context-sensitive standpoint. this point of view inevitably leads to corpus-based or experimental cross-cultural and intercultural research. this is accurate, particularly in indonesia. for instance, people talked with politeness when individuals of various ages spoke to one another. particularly in delicate situations such as political encounters, politeness or impoliteness typically arise in tv programs like presidential candidate debates, which typically feature heated, emotional conversations in which polite or impoliteness frequently occur. based on these occurrences, the phenomena of these presidential candidate debates might be researched by concentrating on how politeness affects communication as the intricacy of this phenomenon is fascinating since it leads to a variety of politeness strategies while still allowing communication to flow unhindered. if we limit our attention only to the politeness method employed in interpersonal contact, the intricacy of the situation becomes excessive so that this phenomenon worth studying in subtle way. this opinion assumed as there were lot of research of politeness, especieally politeness strategy such as face-saving acts and face-thretening acts. however, there were none of them that study the politeness by considering links of cultural variety and social to the meaning of the language that each speaker utter while interacting. as a result, we require an approach for this detailed conversation analysis, such as interactional sociolinguistics. interactional sociolinguistics is a theory and methodology that primarily drew from the writings of john joseph gumperz. it aims to understand how persons convey and interpret meaning in social interactions by analyzing and integrating linguistic, anthropological, and sociological viewpoints to create a single qualitative interpretive approach and establish the analytical processes for sociolinguistic analysis. the purpose here is to identify the links between language, cultural variety, and society. furthermore, this approach can be used for any type of contact, including crossand intracultural interactions (toomaneejinda & saengboon, 2022). interactional sociolinguistic theory was used in many different sociolinguistic studies. for example, to look at the interaction of efl classroom (agustine et al., 2021), challenges in interactions or as complex as looking at the interactions and ideologies that come from it in northwest amazon (stenzel & williams, 2021) even redesigning the prompt to make the better ai-chatbot (dippold et al., 2020). given that sociolinguistics has historically focused on connections and interactions at work (canagarajah, 2020), interactional sociolinguistics was chosen as a base approach to study politeness strategy. meli fauziah, et al. politeness strategy found in the third debate of presidential candidates for the 2024 election 349 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 4 7 3 6 4 ) despite the complexity of the interactional sociolinguistics raised above, considering the interaction between social communities mainly focused on how to behave or communicate with different ages and circumstances, especially in politeness, this interactional sociolinguistics could studied and blended with politeness. for example, positive politeness easily occurred in real life conversation with people that have significant differences in age (masruddin et al., 2023). although negative politeness rarely occurs in real-life conversation, negative politeness used by people has been identified on hidden camera shows (suyono & andriyanti, 2021) and online consumer reviews which indicated that the politeness and non-politeness communication strategies are found mainly in onrecord consumer reviews (feng & ren, 2020). in this way, being polite or impolite could occur in socially distant or close situations. therefore, it's intriguing to think about the possibility that politeness has happened in political debates held by governments. it is anticipated that if we investigate these interactions in depth, we may find some intriguing sociolinguistic research. the primary goal of this study is to clarify instances of politeness and impoliteness that occurred in these circumstances. theoretical framework politeness strategy since the early 2000s, scholars have predominantly examined the evaluation of politeness and impoliteness rather than their production, often within longer interactions. research has concentrated on synchronous interpersonal interactions and their associated reactions, with some attempts to link evaluations with speaker intentions. however, limited attention has been paid to the variation in offense evaluations in local contexts or factors beyond dyadic interactions. politeness research has largely favored modern data over historical contexts, despite some researchers highlighting the importance of historical politeness. additionally, research has primarily focused on the language use of middle-class individuals in friction-free settings. while rudeness and aggression have gained attention since the early 2000s, there has been little exploration into more "rough" realms of language use, such as ritual cursing or impoliteness practices in economic migratory contexts involving low-skilled migrants and their exploitation (kádár et al., 2021) politeness could easily identify in the conversation of community that have social class (banda, 2020) or community that occurred with people from different ages (suparno et al., 2023). this also emerge as a popular study with the term politeness strategy in recent years. it is explained in (aporbo et al., 2024) that the use of in-group identifiers, avoiding conflict, presuming/raising/asserting common ground, joking, and including both the speaker and the hearer in the activity are examples of positive politeness strategies. the hearer's interest, wishes, and needs are also taken into consideration. also, the negative politeness technique recognizes that the individuals we engage with desire to be respected, just like positive politeness does. there are several different forms of politeness that occur during interactions. a speaker commits a face-threatening act when they say something that undermines others’ assumptions about their own self-image. alternatively, the speaker may say something to reduce the potential threat if they believe that certain behaviors could be seen as a threat to others’ faces. this is called face-saving acts (fsa). fsa had studied in the conversations such as how teachers respond to critical feedback (bjørndal, 2020), or at the conversation on face-to-face diplomacy interaction (nair, 2019). technically, a person’s “face” refers to their self-image in public. it alludes to the social and emotional feelings that everyone has and hopes others will recognize as well. the purpose of politeness is to maintain the psychological desire for respect and acceptance, or “face”, of the speaker and listener. people usually act as if their self-image-related expectations or their need for face will be respected in everyday social interactions. face-threatening acts (ftas) are defined by (johnson et al., 1988) based on two fundamental criteria: (1) whose face is being threatened (the face of the recipient or the meli fauziah, et al. politeness strategy found in the third debate of presidential candidates for the 2024 election 350 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 4 7 3 6 4 ) speaker), and (2) what type of face is being threatened (positive or negative face). the actions that harm the recipient’s positive face include all actions taken by the speaker that indicate a lack of support for the recipient’s self-image or positive face (such as complaints, criticisms, accusations, mention of taboo topics, and interruptions). the actions that harm the recipients feel under pressure to accept or reject a future action (such as an offer or promise) or when the recipients think that the speaker is eager to get his or her way. accepting compliments, self-depreciation, confessions, and apologies are some examples of ftas that lead to a positive face of the speaker. making a commitment, accepting an apology or offer, showing gratitude, and receiving thanks are some ftas that can damage the speaker’s reputation. not only in sociolinguistic, face-threatening acts also studied in pragmatic while occurred on household conflict (rahmansyah et al., 2020) even in situation that dealing with lives (kirner-ludwig & fadhil alsaedi , 2021). fta is also found in the threat conversation of iraqi students (slman & betti, 2020). both fta and fsa generally occur in the interaction or miscommunication of any social community. on the other hand, contrary to popular belief, many interactional sociolinguistics (is) research shown that interaction or miscommunication is not always the result of stylistic differences; conversely, miscommunication does not always result in conflict or stereotyping. as previously said, even severely divergent communication styles can be addressed by a willingness to see and acknowledge differences; on the other hand, the absence of difference does not always preclude negative identification or intentional misunderstanding. these results encourage us to go beyond the actual interactional environment and examine how interactants view and assess one another as differently positioned social beings who may perceive each other as deliciously or problematically different, depending on the situation. especially in the way they showed politeness to each other. put differently, is demonstrates that communication is an inextricably social phenomenon that involves identities and relationships and, as such, is closely linked to broader social patterns and customs that are impacted by it (paul & handford, 2012). even in the face of adversity, people may find other identities, traits, or behaviors valuable enough to overcome communication barriers and the negative effects of stereotyping. accepting variety is, of course, essential for all people in the context of political interaction. particularly in a country like indonesia which is rich in diversity. political debate in presidential election political contact is typically held on a periodic basis due to the requirement to replace government positions. the presidential candidate debate, hosted by the indonesian government this year, included some really fascinating discussions. these discussions are readily available on the kpu ri youtube account. the general elections commission, often known as komisi pemilihan umum (abbreviated kpu), is the organization responsible for overseeing elections in indonesia. its duties encompass selecting political parties eligible to run for office, setting up the voting process, and declaring the outcomes and seats secured in the several bodies of government. this year, the presidential election debate consisted of 3 candidates. the table below explains all of the candidate identities: table 1. descriptions of the presidential candidates political party (kpu.go.id) representative (kpu.go.id) electability (rri) 1. partai nasdem, 2. partai kebangkitan bangsa, 3. partai keadilan sejahtera anies rasyid baswedan muhaimin iskandar 24,3 1. pdi perjuangan, 2. partai persatuan pembangunan, 3. partai perindo, 4. partai hati nurani rakyat ganjar pranowo mahfud md 51,9 meli fauziah, et al. politeness strategy found in the third debate of presidential candidates for the 2024 election 351 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 4 7 3 6 4 ) 1. partai gerakan indonesia raya, 2. partai golongan karya, 3. partai demokrat, 4. partai amanat nasional, 5. partai solidaritas indonesia, 6. partai bulan bintang, 7. partai garda republik indonesia prabowo subianto gibran rakabuming raka. 18,17 the fascinating thing about interactional sociolinguistics in relation to politeness is that it highlights the existence of subtle cultural differences in the systematic combination of verbal and nonverbal signs that signal contexts and construct meaning, differences that are frequently difficult for those who use them to pinpoint. is can take pride in having thoroughly demonstrated the dire consequences that may ensue if such disparate styles remain hidden and result in miscommunication in gatekeeping encounters: applicants not only lose out on a job or course admission but frequently find that their personal and ethnic background is the root of the communication breakdown (paul & handford, 2012). the latest study about face-saving and face-threatening acts revealed several aspects that occurred as the substantive result of its study (alejandro & zhao, 2024). the aspect of face-saving acts spread from (1) bald on-record, (2) positive politeness, (3) negative politeness, and (4) off-record. the aspects of face-threatening are (1) insult, (2) disapproval, (3) criticism, (4) bringing bad news, (5) threat, (6) non-cooperation, and (7) unleashed negative emotions. the social significance of is's discovery of the logic and meaning underlying communication patterns that are frequently labeled as illegible and nonsensical cannot be overstated. research has demonstrated that even seemingly incomprehensible job candidates or uninterested kids can be thoughtful and engaged—as long as you can (and are willing to) interpret their contextualization cues correctly or are ready to embrace their distinct cueing patterns. is is a great instrument for analyzing the conflict between established discursive processes and in-the-moment engagement. by scrutinizing interaction, is demonstrates that communication is a constant process that requires cooperation, deception, and compromise. as such, is can be useful in identifying the precise moments at which established frames are questioned, rearranged, or otherwise changed. it can also serve as a marker for the emergence of novel and possibly habit-forming social configurations as a result of creative restructurings. to put it briefly, is can advance our knowledge of more extensive social evolutions. material and method as this study looks at the sorts of politeness that are present in presidential candidate debates as well as the types that come up most frequently, and in order to maximize the study's findings, interaction sociolinguistic theory and discourse analysis were employed as research methods. the qualitative approach employed in this study, known as discourse analysis (da), allowed for the study of written texts, spoken transcripts, and other data sets gathered to examine a social phenomenon. da uses an analytical framework that views discourses as social activities made up of implicit and explicit components that form identities, norms, and perceptions. in this study, researchers analyze the video transcript of the 2024 indonesian presidential election debate, entitled “the third debate of presidential candidates for the 2024 election” on the youtube channel “kpu ri”. da also a collection of methodology that provides particular instruments and approaches for empirically studying these processes. da stands apart from other text analysis techniques due to its adaptable implementation. this adaptability presents both a benefit and a difficulty. although it lets researchers create project-specific techniques, it also necessitates that they constantly meli fauziah, et al. politeness strategy found in the third debate of presidential candidates for the 2024 election 352 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 4 7 3 6 4 ) choose which tools are most appropriate for addressing their research subject (bonnin & coronel, 2021). furthermore, this study qualifies as a qualitative study using the discourse analysis (da) approach because the data was verbal and would be explained in descriptive terms by converting it into transcripts. the use of the da approach demonstrated the delicate and competitive nature of the presidential debate by connecting the candidates' intimidating behavior to both positive and negative politeness tactics. discourse analysis further clarifies the connection between politeness strategy and its interactions. below, researcher adopted the discourse analysis components to fit the analysis process that will be conducted in this study. table 2. component of discourse analysis adopted from (calderón-larrañaga et al., 2022) reading • familiarisation with the topic area • underlining and marking of sections of transcripts with politeness • reading while ‘looking beyond the literal meanings of language’ coding • selection and organisation of data in two categories, positive and negative politeness (face-saving and face-threatening acts) • ‘pragmatic’ (rather than an ‘analytic’) orientation • ‘inclusiveness’ during data selection (e.g., data which seemed only vaguely related to the research questions were also included) analysis • identification of systematic patterns within the coded data in the form of both ‘variability’ (differences and contradictions in the content of accounts) and ‘consistency’ (similar features across accounts) • development of hypothesis about the politeness acts found in the transcripts and the arguments being articulated and ‘pushed’ within (and across) discourses • identification of ‘interaction affinities’ across texts to find the interesting interaction content validation analytic techniques for the validation of study findings included: • coherence: the capacity to explain how the discourses and previous study fits together onto the identified politeness acts and interaction sociolinguistic. • fruitfulness: the scope of our analytic scheme to facilitate understanding of new kinds of discourses and explain new phenomena. • investigator triangulation: convergence of findings across different evaluators through ongoing discussion within the research team. writing • ongoing clarification and development of the analysis and findings • detailed descriptions of data analysis and conclusions in order to allow the reader to assess and understand researchers' interpretations (e.g., linked researcher analytic claims to specific parts and aspects of the data or providing a representative set of examples) researchers are encouraged to read and reread the material after mapping the settings (visual, textual, socio-historical, of utterance) in which the textual material meli fauziah, et al. politeness strategy found in the third debate of presidential candidates for the 2024 election 353 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 4 7 3 6 4 ) investigated has been produced and/or received and undertaking an initial analysis focused on the explicit dimensions of the texts. prior to searching for da tools that would let researchers to provide empirical evidence of these mechanisms to an audience, this iterative method allows the inductive detection of trends or mechanisms within the material especially on fsa and fta. following the identification of the tools, researchers conduct a methodical analysis of the corpus, drawing on existing research on discursive mechanisms and contextual aspects to support the interpretation (alejandro & zhao, 2024). by doing this, da facilitates thorough analysis of politeness data that might be found on the transcripts. results and discussion results the result this research is that there are 170 data points included in politeness. and from these 170 data points, there are two types of face in politeness that appear, namely positive face and negative face. which includes face-threatening acts and facesaving acts. and the types that appears most often is the positive face, which has as many as 117 data points. in addition, the type of face that appears frequently in the positive face is the face-threatening act. on the other hand, the face-saving act often appears in the negative face. below, the finding are displayed in three sections: (1) positive face, (2) negative face, and (3) summary. positive face table 3. summary of the positive face finding types frequencies dialog sections face-saving acts (fsa) 58 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 14, 16, 17, 22, 25, 30, 34, 35, 36, 38, 41, 43, 44, 52, 53, 55, 57, 59, 60, 63, 64, 66, 68, 69, 74, 83, 85, 87, 89, 90, 92, 93, 108, 110, 112, 113, 114, 115, 116, 117 face-threatening acts (fta) 59 12, 13, 15, 18, 19, 20, 21, 23, 24, 26, 27, 28, 29, 31, 32, 33, 37, 39, 40, 42, 45, 46, 47, 48, 49, 51, 54, 56, 58, 61, 62, 65, 67, 70, 71, 72, 73, 75, 76, 77, 78, 79, 80, 81, 82, 84, 86, 88, 91, 94, 95, 96, 97, 98, 99, 100, 101, 102, 103, 104, 105, 106, 107, 109, 111 the dialogues above are positive face, because the actions and interactions in them express threatening and face-saving act that refers to positive face. as we can see from the table, there were 58 instances of face-saving acts (fsa) and 59 instances of face-threatening acts. the overall finding of the negative politeness summarized in below table: negative face table 4. summary of the negative face finding types frequencies dialog sections face-saving acts (fsa) 39 2, 3, 5, 7, 8, 11, 12, 13, 14, 15, 16, 17, 19, 20, 24, 25, 27, 28, 29, 30, 32, 33, 34, 35, 37, 38, 39, 43, 44, 45, 48, 49, 50, 51, 52, 53 face-threatening acts (fta) 14 1, 4, 6, 9, 10, 18, 22, 23, 26, 31, 36, 40, 41, 42, 46, 47 from the total of 53 dialogs, there were 39 that marked as face-saving acts, and 14 that marked as face-threatening acts. meli fauziah, et al. politeness strategy found in the third debate of presidential candidates for the 2024 election 354 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 4 7 3 6 4 ) discussion aspects several aspects of face-threatening acts (fta) are found in the data, these aspects merge together into several categories that are (1) criticism, (2) threat, (3) interruption, (4) critical disagreement, (dismission or ignorance, and (6) demanding satisfying response. the face-saving acts that are found from the data spread from (1) providing equal opportunity, (2) clarifying and apologizing, (3) requesting cooperation, (4) agreement before giving critics and (5) providing equal opportunity. the discussion that follows is split into two pieces for clarity. discussing is's approach to politeness will come first, followed by a discussion of the general analysis drawn from the video transcript regarding fsa and fta. a. politeness, discourse analysis, and interactional sociolinguistics in interactional sociolinguistics (is) and discourse analysis, classifying dialogues as involving negative or positive politeness can be intricate, especially when both face-threatening acts (ftas) and face-saving acts (fsas) are present. the usage of is as an approach in this study, combined with discourse analysis revealed significant findings listed above that worth to be discussed. to be more precise, the integration of discourse analysis in qualitative research and the addition of is in discourse analysis can offer a large dataset and a critical viewpoint for examining meaning in context, it turned out that this study's procedure is supported by alejandro and zhao's opinion in which their literature research stated that the combination of discourse analysis and a particular approach in qualitative research is frequently justified in a more open and explicit manner than other combinations of other qualitative data research methods (alejandro & zhao, 2024). it is worth mentioning that the overall findings in this study came from the interactional sociolinguistics perspective and discourse analysis in a qualitative study. eventhough is covers a wide spread of disciplines, understanding facethreatening acts (ftas) and face-saving acts (fsas) is crucial for comprehending how individuals navigate social interactions and maintain their social identities, thus helping us to understand the politeness and its complexity. these concepts, rooted in the theory of politeness, reveal the underlying dynamics of communication and power in various contexts such as presidential debates. in summary, the researcher successfully brings fascinating results by combining da, is, and politeness approaches in this study. the results discussed in the following paragraphs are also linked with several aspects that correspond with several studies about politeness strategies (aporbo et al., 2024; bjørndal, 2020; suparno et al., 2023). b. politeness strategy from the transcripts data, while the sample is debating, interactions where the frequent interruptions, criticisms, or demands—actions that threaten someone's face—might be classified as negative politeness. this is because the essence of negative politeness lies in preventing or mitigating disruptions while showing deference, even if the dialogue incorporates elements aimed at preserving face (aporbo et al., 2024). conversely, positive politeness is reflected in the usage of affirming language, expressions of appreciation, and efforts to demonstrate that the speaker values the other person. for instance, in a debate or discussion, positive politeness might be evident through frequent acknowledgments of each other's points, expressions of gratitude, or encouragement. these behaviors are designed to create a supportive and cooperative atmosphere, reinforcing positive social bonds rather than merely avoiding disruptions. however, in the review articles of politeness summarized by (baider et al., 2020), it is said that the significance of polite speech acts lies in their ability to disclose the influence of the circumstances surrounding their performance, such as the circumstances of production, the status of the instances involved in the relationship, etc. since an act can be conducted directly or indirectly, "under the meli fauziah, et al. politeness strategy found in the third debate of presidential candidates for the 2024 election 355 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 4 7 3 6 4 ) cover of another language act," it can also be expanded to include an analysis of the manner in which they are carried out. research about the functioning of speech acts at a more detailed level of analysis may focus specifically on the weight statements given to indirection, supportive movements, and/or the internal modifiers that make them up (baider et al., 2020). this revealed that the level of politeness in the utterances is possible to be measured by how fatal it is given the age, status, or power of each speaker. the dynamics of the interaction further complicate this classification. in dialogues dominated by ftas, fsas may be employed to balance or counteract these threats, but the pervasive nature of the ftas can still define the interaction as negative politeness. for instance, if a moderator frequently interrupts to manage the discussion flow, these interruptions can threaten the participants' faces; however, when participants ignore the moderator’s command, the discussion flow will be chaotic. this could be easily observed in data number 102. table 5. moderator’s interruptions 102. moderator 2: okay, time's up! mr. prabowo: [continues]...all parties are participating. moderator 1: time's up, mr. prabowo! time's up! face-threatening act (ignoring the moderator’s reminder) despite these fta's attempts (interruptions), the moderator’s commands of maintaining order and avoiding chaos in the debate situation align with negative politeness principles, as the focus remains on minimizing disruptions and maintaining order. this indicates that, despite the impoliteness values it possessed, the moderator's negative politeness in a debating environment is vital and occasionally still required. although a similar study from aporbo revealed that face-threatening acts could damage people’s positive self-perceptions and their need for approval (aporbo et al., 2024), however, in this study, the face-threatening acts from the moderator did not damage the positive self-perception of debate participants. this might be due to the fact that the fta are based on the rules that need to be obeyed by the debate participants. this means that the moderator’s fta could not harm anyone if it emerged from the rules in the debate situation. in the other hand, in interactions where both ftas and fsas are present, positive politeness is illustrated by how participants manage to affirm each other’s contributions and maintain a cooperative tone despite potential conflicts or disagreements. even in the face of interruptions or criticisms, if the overall approach emphasizes shared goals, mutual respect, and a collaborative spirit, it reflects positive politeness. as lambert cited in (aporbo et al., 2024) said, a positive face is an attempt to win the respect and admiration of people. this strategy is characterized by an emphasis on relationship-building and demonstrating appreciation for the other person, thereby speak warm and supportive words that can balance or counteract the effects of face-threatening acts. a clear example of this can be seen in data number 89 as displayed below: table 6. supports and thanks 89. .. but i thank mr. prabowo for explaining it. and hopefully, the public will be clear about his position. face-saving act (here, mr. ganjar still respects mr. prabowo's explanation, so this action includes maintaining mr. prabowo positive face) meli fauziah, et al. politeness strategy found in the third debate of presidential candidates for the 2024 election 356 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 4 7 3 6 4 ) in the scenario above, the speaker acknowledges and supports the viewpoint of another speaker, despite the fact that they hold opposing opinions. in summary, while fsas are crucial for easing face threats and maintaining politeness, the overarching nature of the interaction—whether dominated by ftas or focused on building relationships—determines whether it aligns more with negative or positive politeness. with this in mind, we could infer that negative politeness centers on managing and mitigating face threats, while positive politeness focuses on fostering connection and rapport, even in complex dialogues where both strategies are employed. face-threatening acts (ftas) as explained by lambert in (aporbo et al., 2024), a face-threatening act (fta) is an action that can cause someone to lose their "face," which is their sense of self-worth, or to be embarrassed in some other way, which could cause friction between the parties involved. the face is at risk in every interaction because these risks are common and pervasive. it is worth mentioning that, as explained by goffman cited in (nair, 2019), consideration should be given to three crucial “face” aspects. first, there is the practical management of selfimages/faces. people subtly control the impressions they "give" (verbally) and "give off" (physically) in their daily performances in front of various audiences as a means of coping with society and either embodying or resisting accepted social roles. managing face is "facework," which is the daily practices of defending one's self-images against threats to one's own face (by politely withdrawing or switching topics, for example) and defending the faces of others (by politely extending one's hand, exercising discretion, studying non-observance, etc.). secondly, a person's face represents not just an image of themselves, but also an emotionally charged version of themselves. a person's face before other people elicits an emotional reaction, both the agony of "shame" and "inferiority" when one "loses face" and the "confidence" and "assuredness" that one feels when one is "in the face" are comparable. based on this, the fta are analysed and resulted in several emergences: a. criticism several responses from all of the sample were noted as criticism. criticism described as asking burdensome questions or making criticisms that are difficult to answer on the spot threatens the recipient's face by placing them in a position where they must defend themselves or their ideas under pressure. one tactic of impoliteness is to criticize someone directly. being impolite, especially when it involves direct criticism, is seen as offensive behavior that can lead to conflicts and issues (aporbo et al., 2024). these could disrupt the flow of interaction and impact how participants are perceived, potentially leading to a defensive stance or loss of authority. such interactions also reveal how individuals manage conflict and negotiate their social standing in high-stakes environments. for example, criticism could be identified in data number 81 below: table 7. critics of ethics 81. .... i don't think you have the right to talk about ethics. because you set a bad example about ethics. thank you! face-threatening act (providing heated criticism is a face-threatening act) in the examples that shown above, the speaker employed a facethreatening critics about ethics and how the other debate participant speech does not match with his attitude. this part can be effectively analyzed by using the concept of "contextualization," which refers to the act of choosing, rejecting, modifying, and/or (re)negotiating the pertinent context in order to determine what implicit extracommunicative knowledge adds to or clarifies the meaning of what was said (paul & meli fauziah, et al. politeness strategy found in the third debate of presidential candidates for the 2024 election 357 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 4 7 3 6 4 ) handford, 2012). using the interactional sociolinguistics approach, we could infer that after this utterance, the participant loses face and needs to gain its face again. b. threat the response that questions someone's response for its lack of truth or discrepancy with the previous response or action. below is example of threats to the image of other speakers. table 8. threat to the other participants image 104. there is nothing to keep secret! mr. president said that you have more than 340,000 hectares of land. while our tni, more than half of our soldiers do not have official houses, that's a fact! face-threatening act (criticizing and cornering) the threat mentioned in the speaker's speech above is the possibility of harming the other participants' confidence or sense of self. this causes the other speakers to suffer a "face loss." the speaker's authority, or their capacity to sway others in accordance with their own desires, may be harmed by these "face-loss" situations. the interaction between those with the capacity to impose influence— either voluntarily or involuntarily—on other parties that are subject to that influence determines the existence of power (suparno et al., 2023). c. interruption acts like interrupting someone’s speech or calling for quiet disrupt the speaker’s freedom and autonomy, threatening their face. interruption during speech can be seen as a direct challenge to the speaker’s autonomy and freedom. it threatens the speaker’s negative face by asserting control over their speaking time and content. this can have significant implications in formal settings like debates or public discussions, where the balance of power and respect is crucial. ftas such as these can affect the speaker's ability to fully articulate their points, potentially diminishing their credibility and influence. table 9. moderator interruptions 102. moderator 2: okay, time's up! mr. prabowo: [continues]...all parties are participating. moderator 1: time's up, mr. prabowo! time's up! face-threatening act (ignoring the moderator’s remind) the speaker in this segment disregarded the moderator's directive and continued speaking, making a threat to the moderator’s face. as a result, one moderator helped another maintain their authority over the participant. their actions are required even if it was the moderator who initiated the face-threatening act first. this incident suggested that the face-losing interruption was occasionally essential even though it made other speakers uncomfortable. d. critical disagreement disagreement without providing a chance for an adequate response threatens the recipient's face. below are the examples of the critical disagreement. meli fauziah, et al. politeness strategy found in the third debate of presidential candidates for the 2024 election 358 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 4 7 3 6 4 ) table 10. disagreement 105. there is no need to discuss it behind closed doors. that is a shortcoming that we must fix and when you said earlier you will improve welfare. face-threatening act (disagreement) the speaker expressed the disagreement as a part of critics to emphasize his opinion. the critics and disagreements imply that several aspects of face-threatening act could blend between each other. the act's threat is more likely to be harmful to the other speaker's face as a result of the blended face-threatening act. this is especially true since saving face and threatening face is an action with particular results and repercussions that is performed onto the world. this idea emphasizes the active role that face-saving techniques play in facilitating the performances of status equality and sovereign equality, as opposed to status serving as a passive synonym for status (nair, 2019). e. dismission or ignorance actions or remarks that belittle or undermine the speaker’s statements or position (e.g., ingnoring other’s responses). remarks that belittle or undermine a speaker’s position are particularly potent forms of ftas. they not only challenge the speaker's arguments but also attack their social identity and competence. this form of face threat can lead to a significant shift in the dynamics of an interaction, impacting relationships and the perceived legitimacy of the speaker's contributions. analyzing such behaviors helps in understanding the power dynamics and social hierarchies at play (nair, 2019), which really relates to the politeness strategy while interacting. table 11. audience ignoring moderator’s command 37. moderator 1: can you take care of it? okay, we will continue our program this evening. we agree to] maintain order. [cheering] [gives code for silence] moderator 2: okay. please be quiet! okay to the three presidential candidates, mr. anies baswedan, mr. prabowo subianto, and mr. ganjar pranowo. [cheering] moderator 1 : quiet, please! moderator 2 : we have agreed, ladies and gentlemen. moderator 1 : we agreed earlier to maintain order. face-threatening act (the audience did not listen to the moderator’s reminder and made a noise) f. demanding satisfying responses the participant often demands satisfying response because the opinion from other participants are not enough or not satisfying. below are a few examples of this aspect: table 12. few examples of demanding a satisfying response 19. including when we make submarines that have started from pt pal, whose cooperation, if i'm not mistaken, you canceled with south korea. please sir, if face-saving act (politely asking for an explanation is a face-saving act) meli fauziah, et al. politeness strategy found in the third debate of presidential candidates for the 2024 election 359 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 4 7 3 6 4 ) i am wrong, this is your chance to explain. 40. i want the data that you say is wrong for your defense data. my defense data, please refute it here. you were unable to refute and you explained the secondhand aircraft face-threatening act (a demand that burdens the other person is a face threatening act) 106. sir, you have been menhan for 5 years, 4 years almost 5 years, not a menhan candidate. so you should show what have done, not say what will be done. face-threatening act (providing heated criticism is a facethreatening act) the demand from the other speaker may have resulted from the response failing to satisfy the participant's expectations or image of the answer. this could be interpreted from the video and the transcripts. after all, articulation rate, pitch, loudness, and intonation are meaningless in and of themselves; they only become meaningful when understood within a particular context (paul & handford, 2012). face-saving acts (fsas) a positive face represents a person's demands and desires to be liked, and accepted, and to have their desires desired by others. the positive face-threatening act is the result of a speaker or listener ignoring the desires or feelings of their interlocutor (aporbo et al., 2024). these actions express the speaker's disapproval of the hearer's positive face, or a portion of it. a. providing equal opportunity offering equal time and opportunities to all candidates helps in maintaining a balance and respecting their speaking rights (e.g., statements like “you have one minute!” or “we invite mr. ganjar to respond”). the coordination carried out by moderators is called relational nature; it refers to the system that governs interpersonal interactions and connections among community members in order to promote peace within the community (suparno et al., 2023). table 13. moderator provide equal opportunities to the participants 37. moderator 2: time's up! moderator 1: okay, time's up! moderator 2: okay, mr. prabowo, please answer questions from mr. ganjar. you have 2 minutes, please face-saving act (providing equal opportunity and freedom is a face-saving act) 38. moderator 1: time is up mr. prabowo, thank you! [applause] moderator 1: we welcome mr. ganjar to respond to mr. prabowo's answer. your time is 1 minute. face-saving act (providing equal opportunity and freedom is a face-saving act) b. clarifying and apologizing clarifying incorrect information, apologizing for misunderstandings, or meli fauziah, et al. politeness strategy found in the third debate of presidential candidates for the 2024 election 360 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 4 7 3 6 4 ) explaining reasons for interruptions can help to save face and rectify situations (e.g., correcting data errors or offering explanations for time constraints). clarifications and apologies are vital for managing misunderstandings and correcting errors. by addressing mistakes and offering explanations, participants can repair any damage to their faces and restore the interactional equilibrium. these acts demonstrate a commitment to mutual understanding and respect, which is essential for maintaining constructive and cooperative dialogue. table 14. clarifying opinions and data 3. thank you. before i answer the question, i clarify the data that was missed. sorry mr. prabowo, the number is too small. it is not 320 hectares but 340,000 hectares. i clarified, then... face-saving act (mr. anies did a face-saving act against mr. prabowo's negative face. to avoid criticism and maintain his own positive face.) 3 6. mr. prabowo, i am very happy that you triggered me that my data is not correct. face-threatening act (giving criticism and also the actions such as respecting others’ explanations are face saving act in the negative face) c. requesting cooperation in this section, asking the audience to maintain order or cooperate helps in preserving a respectful environment, thereby supporting the participants’ faces. requests for audience cooperation to maintain order and focus help to manage the interactional space effectively. by ensuring that all participants adhere to agreedupon norms and procedures, fsas facilitate smoother and more respectful exchanges. this helps to protect the participants' faces and ensures that the interaction remains productive and aligned with its goals. table 15. moderators requesting audience cooperation 50. please cooperate ladies and gentlemen! because there are millions of people at home who also have the right to follow this event with peace of mind face-saving act (providing equal opportunity and freedom is a face-saving act) 51. and we have agreed from the beginning and it has also been clearly stated in the order. that ladies and gentlemen who are here must be calm! face-saving act (politely reminding is a facesaving act) d. agreement while giving critics several responses are noted to express the satisfy or pleased with other responses before giving another arguments. the example below provides the clearest example of critics-agreement. table 16. participants raise other faces before giving critics or opinion 88. yes, at first i believed that you would understand that. but today i became doubtful. face-threatening act (mr. ganjar statement that he doubts mr. prabowo is an act of threatening mr. prabowo positive face) meli fauziah, et al. politeness strategy found in the third debate of presidential candidates for the 2024 election 361 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 4 7 3 6 4 ) 89. … but i thank mr. prabowo for explaining it. and hopefully, the public will be clear about his position. face-saving act (but here mr. ganjar still respects mr. prabowo explanation, so this action includes maintaining mr. prabowo positive face) e. providing equal opportunity ensuring that all participants have equal time and opportunity to speak is a critical aspect of fsas. it helps to balance the interaction and ensures that no single participant is unfairly marginalized. this act of maintaining fairness is crucial in preserving the integrity of the interaction and fostering a respectful environment. fsas like these are important as they contribute to the overall harmony and effectiveness of the communication process. table 17. moderator establishes the rules 12. so we ask for the cooperation and commitment of the audience from ladies and gentlemen to maintain order. and give equal rights to the presidential candidates who are speaking, to be able to show their best performance. face-saving act (explaining is a facesaving act) as displayed in the examples above, the moderator asks the audience to give the right to speak even though the position of the presidential candidates that the speaker has is higher than all of the audience. but here, the moderators respect the existence of the audiences. this could be observed in the act of the moderator, either verbally or non-verbally. in summary, after all of the discussion above, the key contribution of is to the study of language and social interaction is the discovery that interactants use a wide range of signaling channels in addition to words to convey contextual information. these channels can be vocal (prosodic qualities like intonation or accent, code-switches, style shifts) or nonvocal (gaze, gesture, mimics, posture) and are employed in co-occurrence with words. usually referred to as "contextualization cues," these signals serve as suggestions or clues that "steer the interpretation of the words they accompany" or help place the conversation in perspective (fuhse, 2023). in this study, we were able to delve deeply into the presidential candidates' use of civility throughout their debates. conclusion the study of ftas and fsas provides valuable insights into how individuals negotiate social roles, manage interpersonal relationships, and maintain social order. in interactional sociolinguistics, these concepts help explain the strategies people use to navigate complex social interactions and uphold their social identities. they also reveal how power, respect, and authority are negotiated through language, influencing both individual experiences and broader social dynamics. these reasons are why we use is on discourse analysis to analyze politeness strategies in presidential debates in the video of the 2024 presidential election debate on the kpu ri channel.the results showed that there were more utterances with positive faces, 117 points. compared to the negative faces which is only 53 points. the identified aspects of face-threatening acts (ftas) are criticism, threat, interruption, critical disagreement, dismission or ignorance, and demanding a satisfying response. face-saving acts (fsas) identified aspects are: providing equal opportunity, clarifying and apologizing, requesting cooperation, agreement while giving criticism, and meli fauziah, et al. politeness strategy found in the third debate of presidential candidates for the 2024 election 362 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 4 7 3 6 4 ) providing equal opportunity. overall, this study shows that the presidential candidates in the 2024 presidential election debate video on the kpu ri channel use various language politeness strategies in their conversations and interactions to achieve their goals. the strategies used vary depending on the situation and the goals to be achieved. nonetheless, this study demonstrates that it is possible to quantify each utterance's politeness degree by considering external and internal factors that contribute to politeness acts. this study also demonstrates the value of employing interactional sociolinguistics as a methodology and how politeness strategies emerged in the presidential heated debate. these findings might inspire other researchers in the next study. references agustine, s., asi, n., & luardini, m. a. (2021). language use in efl classroom interaction: a sociolinguistic study. international journal of language education, 5(4), 372–381. https://doi.org/10.26858/ijole.v5i4.23598. alejandro, a., & zhao, l. (2024). multi-method qualitative text and discourse analysis: a methodological framework. qualitative inquiry, 30(6), 461–473. https://doi.org/10.1177/10778004231184421. aporbo, r. j., barabag, j. m. c., catig, b. u., & claveria, c. m. p. (2024). face-threatening and face-saving speech acts of teachers: a discourse analysis of classroom interactions. world journal of english language, 14(3), 413–439. https://doi.org/10.5430/wjel.v14n3p413. baider, f. h., cislaru, g., & claudel, c. (2020). researching politeness: from the ‘classical’ approach to discourse analysis … and back. corpus pragmatics, 4(3), 259–272. https://doi.org/10.1007/s41701-020-00088-8. banda, f. (2020). sociolinguistics and modes of social class signalling: african perspectives. journal of sociolinguistics, 24(1), 3–15. https://doi.org/10.1111/josl.12409. bjørndal, c. r. p. (2020). student teachers’ responses to critical mentor feedback: a study of face-saving strategies in teaching placements. teaching and teacher education, 91, 103047. https://doi.org/10.1016/j.tate.2020.103047. bonnin, j. e., & coronel, a. a. (2021). attitudes toward gender-neutral spanish: acceptability and adoptability. frontiers in sociology, 6(march), 1–10. https://doi.org/10.3389/fsoc.2021.629616. calderón-larrañaga, s., greenhalgh, t., finer, s., & clinch, m. (2022). what does the literature mean by social prescribing? a critical review using discourse analysis. sociology of health and illness, 44(4–5), 848–868. https://doi.org/10.1111/14679566.13468. canagarajah, s. (2020). transnational work, translingual practices, and interactional sociolinguistics. journal of sociolinguistics, 24(5), 555–573. https://doi.org/10.1111/josl.12440. dippold, c., commons, c., works, a. d., & this, p. (2020). citation. 100432. feng, w., & ren, w. (2020). impoliteness in negative online consumer reviews: a crosslanguage and cross-sector comparison. intercultural pragmatics, 17(1), 1–25. https://doi.org/10.1515/ip-2020-0001. fuhse, j. a. (2023). analyzing networks in communication: a mixed methods study of a political debate. quality and quantity, 57(2), 1207–1230. https://doi.org/10.1007/s11135-022-01394-w. johnson, d. m., yang, a. w., brown, p., & levinson, s. c. (1988). politeness: some universals in language usage (studies in interactional sociolinguistics 4). tesol quarterly, 22(4), 660. https://doi.org/10.2307/3587263. kádár, d. z., parvaresh, v., & reiter, r. m. (2021). alternative approaches to politeness and impoliteness: an introduction. journal of politeness research, 17(1), 1–7. https://doi.org/10.1515/pr-2020-0028. kirner-ludwig, m., & fadhil alsaedi , r. (2021). a pragmatics-based appeal to saving face meli fauziah, et al. politeness strategy found in the third debate of presidential candidates for the 2024 election 363 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 4 7 3 6 4 ) so as to save lives: on intercultural pragmatic awareness (or rather: lack thereof) in a handbook for us soldiers deployed for iraq. journal of intercultural communication research, 50(3), 225–253. https://doi.org/10.1080/17475759.2020.1869581. masruddin, m., amir, f., langaji, a., & rusdiansyah, r. (2023). conceptualizing linguistic politeness in light of age. international journal of society, culture and language, 11(3), 41–55. https://doi.org/10.22034/ijscl.2023.2001556.3018. nair, d. (2019). saving face in diplomacy: a political sociology of face-to-face interactions in the association of southeast asian nations. european journal of international relations, 25(3), 672–697. https://doi.org/10.1177/1354066118822117. paul, j., & handford, m. (2012). the routledge handbook of discourse analysis. in choice reviews online (vol. 50, issue 02). https://doi.org/10.5860/choice.50-0712. rahmansyah, s., nur, t., marta, d. c. v., & indrayani, l. m. (2020). the impact of face threatening acts on hearer (the wife) face in a household conflict: a pragmatic study. els journal on interdisciplinary studies in humanities, 3(1), 140–149. https://doi.org/10.34050/els-jish.v3i1.9427. slman, h. s., & betti, m. j. (2020). politeness and face threatening acts in iraqi efl learners’ conversations. glossa: a journal od general linguistics, 3(8), 222–233. https://www.researchgate.net/publication/344637114. stenzel, k., & williams, n. (2021). toward an interactional approach to multilingualism: ideologies and practices in the northwest amazon. language and communication, 80, 136–164. https://doi.org/10.1016/j.langcom.2021.05.010. suparno, d., fitriana, i., nadra, n., gunawan, f., & boulahnane, s. (2023). redefining politeness: power and status in the digital age. cogent arts and humanities, 10(1). https://doi.org/10.1080/23311983.2023.2218195. suyono, m., & andriyanti, e. (2021). negative politeness strategies in what would you do? tv show. journal of language and literature, 21(2), 439–452. https://doi.org/10.24071/joll.v21i2.3430. toomaneejinda, a., & saengboon, s. (2022). interactional sociolinguistics: the theoretical framework and methodological approach to elf interaction research. learn journal: language education and acquisition research network, 15(1), 156–179. meli fauziah, et al. politeness strategy found in the third debate of presidential candidates for the 2024 election 364 | v o l . 8 , n o . 2 , 2 0 2 4 ( 3 4 7 3 6 4 ) empty page english franca academic journal of english language and education doi: 10.29240/ef.v9i2 november.13340 pissn: 2580-3670, eissn:2580-3689; vol. 9, no. 2, 2025, page 305-316 article info: http://journal.iaincurup.ac.id/index.php/english received 23 may 2025; received in revised form 11 june 2025; accepted 20 november 2025 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license the use of the think-pair-share method to improve the tenth grade of culinary arts students’ speaking skill hamida pusparani¹, mochtar marhum², maghfira³, zarkiani hasyim4 corresponding email: hamidapuspa.24@gmail.com to cite this article : hamida pusparani, marhum, m., maghfira, m., & hasyim, z. (2025). the use of the think-pair-share method to improve the tenth grade of culinary arts students’ speaking skill. english franca : academic journal of english language and education, 9(2 november), 305-316. https://doi.org/10.29240/ef.v9i2 november.13340 introduction language education is a particular kind of education which is implemented from an early age in schools and home settings due to the fact that language is such a crucial thing in daily existence. sharing and receiving messages or information are two distinct ways that people can communicate with one another (sari, 2019). aside from that, language allows people to communicate their emotions to others, develop expressions, and constantly improve their intellectual ability. language education is meant to allow students to speak effectively in kinds of contexts. the direction of language education in schools is about to develop communicating, thinking, and reasoning. it focuses on four essential skills: speaking, writing, listening, and reading. these skills can be classified into to two classifications: receptive skills (understanding) and productive skills (usage). reading and listening are the two components of receptive skill while productive skill comprises of two components: speaking and writing (babayeva & ildirimzade, 2024). speaking is often seen as an essential part of learning foreign language among other skills. speaking is important for pupils since it assists them to communicate their minds, emotions, and opinions. during learning english, students must actively participate, especially in speaking. the physical, social, and cultural aspects of the learning environment are all essential for learning english (zhang, 2023). those who reside in english-speaking countries or it is known as a second language have a better chance of learning. students from other countries, in indonesia, english is considered as non-native language and is rarely spoken in everyday life, may experience additional challenges. therefore, the objective of learning abstract. this research focuses on effectiveness of think-pair-share (tps) method for developing speaking or communicating skills of smk negeri 1’s tenth-grade culinary arts students. this research applied a quasi-experimental design with a pair of different kinds of groups: experimental and control. the experimental group was obtained treatment by implementing think-pair-share method, while the conventional approach was used to teach the control group. pre and post-tests assessed students' speaking skills regarding accuracy, fluency, and comprehensibility. the findings revealed that tps (think-pair-share) method significantly increased students' speaking proficiency, as seen by a mean score increase in the experimental group from 40.15 to 51.50. the mann-whitney test proved major differences between each of the groupings (p < 0.05). indicating the tps improves speaking proficiency. the data indicate that tps (think-pair-share) is such a successful cooperative learning strategy which increases student engagement, reduces speaking fear, and improves communicative competence in english. keywords: think-pair-share, speaking skill, culinary arts https://doi.org/10.29240/ef.v9i2%20november.13340 https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:hamidapuspa.24@gmail.com https://doi.org/10.29240/ef.v9i2%20november.13340 hamida pusparani et al., 2025 the use of the think-pair-share method to improve the tenth grade of culinary arts students’ speaking skill 306 | vol.9, no. 2, 2025 (321-332) english in this country is to gain communicative skills, and so oral practice is a crucial element of the process of learning. many pupils still struggle with speaking english, including a lack of vocabulary, limited grammar knowledge, limited classroom interaction, fear when speaking in front of people, low motivation, and lack of practice chances. according to wulandari et al., (2020), internal and external factors are two of the many reasons why speaking english has bad learning results. internal factors starting with the students themselves include learning methods, selfconfidence, and a lack of enthusiasm to communicate in english. scared of speaking, especially facing others, is one of the most difficult components in learning another language. this fear may cause students to avoid communicating in english or participating in class discussions. as a result, students miss out on significant opportunities to improve their speaking skills. smk negeri 1 palu, as one of educational institutions, struggles similar problems when it comes to students' speaking skills. the researcher's pre-observations revealed that students had trouble in speaking. firstly, most of students had trouble communicating their thoughts. they had no idea how to structure words to express their ideas. second, they lacked interest to practice english. as a result, they did not participate in any speech learning activities. third, they had a small vocabulary and grammar. consequently, they felt incapable to convey their thoughts orally. various methods can help reduce challenges and improve students’ speaking skills. the researcher uses cooperative learning, an interactive approach that engages students in the learning process. some of the methods are think-pair-share (tps), round robin, jigsaw, numbered heads together, inside-outside circle, gallery walk, group investigation, peer tutoring, stad, three-step interview, and fishbowl. tps method can assist pupils with their challenges in speaking. there are three stages: think about the topic, communicate to someone, and deliver it to the rest of class. it promotes speaking practice in a relaxed setting, improves engagement, lowers nervousness, and improves participation. according to putri et al., (2020), with this method, students get actively participating in the learning process, which leads them to enhance their skills. besides that, annisa et al., (2023) stated that students’ speaking skills were sucessfully enhanced by implementing the think-pair-share method. students’ scores got significantly higher. some previous studies which adressed the implementing of tps (think-pair-share) method for the context in communicating. first, a journal research from yohana puspita dewi (2023), entitled “improving students’ speaking ability in expression opinion through think-pairshare method” where the researcher applied a classroom action research (car) method. the instruments used in the above research were observation, sheet, and tests. students were from class viii f at smp negeri 1 sukabumi. according to the researcher's findings, applying the tps strategy helped students' speaking proficiency in expressing their opinions. second, a research journal by rizqa zidnia (2024), entitled “the application of think-pair-share technique and students’ attitude on students’ speaking skill” where the research used qualitative as a method. the design in this research was the team of students, both the preand post-tests. the subject was people from faculty of economy and busines, university of muhammadiyah prof. dr. hamka. according to results of the study, tps is kind of method that able to help pupils improving their speaking proficiency. researcher also proved that applying tps (think-pair-share) to teach speaking provided students with good results, such as motivation to study. it was enjoyable and interesting. third, a research journal from muhammad 'abduh al karim (2022), entitled “enhancing the students’ speaking skill through think-pair-share (tps) at sman 4 jember” where the researcher used car (classroom action research), with thirty pupils to gather the whole data. xi social 2 students were the focus of this study. the researcher collected data through a speaking exam, observation during the first and second meetings, and documentation (student name list and recording). based on the findings, tps method could improve students' proficiency in sman 4 jember. this situation occurred because the pupils hamida pusparani et al., 2025 the use of the think-pair-share method to improve the tenth grade of culinary arts students’ speaking skill 307 | vol.9, no. 2, 2025 (321-332) enjoyed the speaking and learning process. the students become more engaged in the discussions, answering the teacher's spoken questions and asking questions for the teacher. after seeing and analyzing the findings of certain studies, the researcher discovered that tps method was highly successful method for improving speaking skills, whether through classroom action (car) research or qualitative. similar findings between this research and the research before by dewi y.p (2023), zidnia r (2024), and al karim et al., (2022) discuss an improvement of speaking ability by using tps method in schools. to gather the data, this design is similar to the research of dewi y.p (2023), namely speaking/oral test. the distinctions between the earlier research and this research are location and design. the research design for this research is quasi-experimental design. then, differences of location, where this research will be conducted in smk negeri 1 palu, while yohana puspita dewi (2023) research was in smpn 1 sukabumi, rizqa zidnia (2024) research was in muhammadiyah dr hamka university, and muhammad 'abduh al karim (2022) research was in sman 4 jember. therefore, this research will apply the different design of using think-share-pair method and focus on the grade ten of culinary arts at smk negeri 1 palu. this research will use a quasi-experimental design and apply a treatment to the experimental group, pre and post-tests. the research data will be collected using speaking/oral test. then, the data will be calculated through statistical analysis. theoretical framework definition of speaking speaking is a useful language skill that facilitates oral communication between both the listeners and the speakers for a purpose in giving ideas and making connection. speaking is seen as a process that involves interaction since speaking represents conversation among multiple people in a specific situation (guebba, 2021). fan & yan (2020) defined that speaking is an essential linguistic ability for communicating with others, expressing ourselves, and presenting our identity. besides that, ork et al., (2024) also stated that speaking is a valuable language ability that allows speakers and listeners to communicate and convey information, make connections, and share thoughts. basic types of speaking brown stated in cahyani (2018) that there are five principal categories of speaking. to begin with, imitation speaking is saying words, phrases, or sentences again with a focus on how they sound and how they are said. second, intensive speaking pushes students to do short oral activities that show they have mastered certain grammatical, phonological, or lexical parts. third, fast conversations like greetings, small talk, or simple requests are part of responsive speaking. fourth, interactive speaking is all about two-way communication, when both the speaker and the audience share what they know. lastly, prolonged speaking means giving long speeches, lectures, or stories with little or no input from the audience. cooperative learning definition a student-centered, teacher-facilitated method known as cooperative learning (cl) engages a couple groups of students to work together in taking responsibility for their own and other people's learning. maghfira (2020) stated that groups of students work together rather than competing to complate a task, activity, or project as a part of the cooperative learning. this method creates interaction among group members, providing that the success of the group as a whole is correlated with each student's performance. tps (think-pair-share) definition tps (think-pair-share) method is a team-based technique based on group discussions in the classroom. according to lyman in ardan et al., (2024) journal first proposed hamida pusparani et al., 2025 the use of the think-pair-share method to improve the tenth grade of culinary arts students’ speaking skill 308 | vol.9, no. 2, 2025 (321-332) tps is a cooperative teaching strategy. this teaching method involves learners in thinking about a specific problem or subject during a limited time, organizing their thoughts, and formulating their ideas and solutions. then students move on to the next level, where they collaborate in pairings to address their responses. morever, tps (think-pair-share) technique increased pupils' confidence in discussing ideas with their peers. in this research, the researcher adapted the teaching steps into 3 based on the teaching stages from maulani et al., (2020). material and method to get the data, the researcher employed a quantitative design. then a quasyexperimental method was used to assess the treatment’s efficiency. it involved two: experimental and control. this research’s population consisted of the grade ten of culinary arts from smk negeri 1 palu. class x in culinary arts consists of two groups classes, each with 33-34 students. the researcher used purposive sampling. djamba & neuman (2002) stated that as a non-random sampling technique, purposive sampling involves the researcher uses their knowledge to select cases that are especially informative or have certain characteristics. thus, the researcher preferred the tenth grade tata boga i as the experimental group while tenth grade tata boga ii as the control class according to the teacher’s suggestion. besides that, pre-observation showed that the tenth-grade of culinary arts students had difficults in speaking english such as lack of vocabulary, grammar, and motivation. speaking comprehension test was the primary tool used to collect quantitative data, and it serves as both preand post-tests. this research had three main indicators: accuracy, fluency, and comprehensibility. after collecting the pre and the post-tests data, researcher applied spss for calculating the whole data. the benefits from using spss for data analysis are significant, since it allows for faster and more accurate data processing. spss provides a variety of statistical analyses, including the normality test and the homogeneity test, to help with hypothesis testing while providing reliable and consistent results. results and discussion result the researcher presents the findings according to the data analysis. the preand posttest findings, which were provided to both the experimental and control groups, served as the basis for the analysis. the researcher gave both the experimental and control groups a pretest before to starting the treatments. pre-test results of the experimental and control groups the researcher divides the data into two parts: the results from pre-test by the experimental group and control group. considering these results, data can be specified using standard deviation and mean score calculated using spps 24. the results are shown below: table 1. pre-test results of experimental group no name accuracy fluency comprehensibilit y total 1 an 1 1 1 33 2 am 1 1 1 33 3 ao 3 2 3 88 4 bp 1 2 1 44 5 dk 1 1 1 33 6 de 3 3 3 100 7 fl 1 1 1 33 hamida pusparani et al., 2025 the use of the think-pair-share method to improve the tenth grade of culinary arts students’ speaking skill 309 | vol.9, no. 2, 2025 (305-316) 8 he 1 1 1 33 9 hj 1 1 1 33 10 hh 1 1 1 33 11 hu 1 1 1 33 12 ig 1 1 1 33 13 imv 1 1 1 33 14 iwc 1 1 1 33 15 il 1 1 1 33 16 kd 1 2 2 55 17 kn 1 1 2 44 18 mi 1 1 2 44 19 mf 1 2 2 55 20 nl 1 1 1 33 21 nmn 1 1 1 33 22 nna 1 1 1 33 23 npm 1 1 2 44 24 nk 1 1 2 44 25 ra 1 1 1 33 26 rm 1 1 1 33 27 rk 1 1 1 33 28 rn 1 1 1 33 29 sq 1 1 1 33 30 sl 1 1 2 44 31 zm 1 1 1 33 32 ta 1 1 1 33 33 zmh 1 1 2 44 34 rd 1 1 1 33 table 2. pre-test results (control group) no name accuracy fluency comprehensibilit y total 1 ai 1 1 1 33 2 am 1 1 1 33 3 al 1 1 1 33 4 am 1 2 2 55 5 an 1 1 1 33 6 fa 2 2 2 66 7 fan 1 2 2 55 8 fi 1 1 1 33 9 fir 1 1 1 33 10 fit 1 2 2 55 11 if 1 1 1 33 12 ji 1 1 1 33 13 ka 1 2 2 55 14 le 1 1 1 33 15 me 1 2 2 55 hamida pusparani et al., 2025 the use of the think-pair-share method to improve the tenth grade of culinary arts students’ speaking skill 310 | vol.9, no. 2, 2025 (305-316) 16 ma 1 2 2 55 17 mb 3 3 3 100 18 mz 1 1 1 33 19 mh 1 1 1 33 20 mha 3 3 3 100 21 na 1 1 1 33 22 nag 1 1 1 33 23 nf 1 1 1 33 24 nai 2 1 2 55 25 nu 1 1 1 33 26 qh 1 1 2 44 27 ra 3 2 3 88 28 ri 1 1 1 33 29 sa 1 1 1 33 30 sah 1 1 2 44 31 sas 1 1 1 33 32 th 1 1 1 33 33 wa 1 1 1 33 table 3. descriptive statistics of the results in the pre-test no class mean minimum maximum standard deviation 1. experimental group 40.15 33 100 15.168 2. control group 45.06 33 100 19.302 according to the previously mentioned data, the experimental group’s mean pre-test was 40.15. then, 100 was the maximum score, and 33 was the minimum score. furthermore, the experimental group's standard deviation was 15.168. in the control class, the mean was 45.06. then, 100 was the maximum, and 33 was the minimum. post-test results of the experimental and control groups the post-tests were provided by researcher to a group of experimental following the treatment. the researcher divides the data into two parts: result from the post-test for experimental and control groups. according to these results, data can be described using the mean, minimum, maximum scores, and standard deviation calculated with spps 24. the posttest results are below: table 4. post test results from experimental group no name accuracy fluency comprehensibilit y total 1 an 1 2 2 55 2 am 1 1 1 33 3 ao 3 3 3 100 4 bp 2 2 2 66 5 dk 2 2 2 66 6 de 3 3 3 100 hamida pusparani et al., 2025 the use of the think-pair-share method to improve the tenth grade of culinary arts students’ speaking skill 311 | vol.9, no. 2, 2025 (305-316) 7 fl 2 2 2 66 8 he 2 2 2 66 9 hj 1 1 2 44 10 hh 1 1 2 44 11 hu 1 1 2 44 12 ig 1 1 1 33 13 imv 1 1 2 44 14 iwc 1 1 2 44 15 il 1 1 2 44 16 kd 2 3 3 88 17 kn 2 2 3 77 18 mi 2 1 2 55 19 mf 1 1 1 33 20 nl 1 1 2 44 21 nmn 1 1 1 33 22 nna 1 1 2 44 23 npm 1 1 2 44 24 nk 1 1 2 44 25 ra 1 1 1 33 26 rm 1 1 2 44 27 rk 1 1 2 44 28 rn 1 1 2 44 29 sq 1 1 2 44 30 sl 1 2 2 55 31 zm 1 1 1 33 32 ta 1 2 2 55 33 zmh 1 1 2 44 34 rd 1 1 2 44 table 5. post test results from control group no name accuracy fluency comprehensibilit y total 1 ai 1 1 1 33 2 am 1 1 1 33 3 al 1 1 1 33 4 am 1 1 1 33 5 an 1 1 1 33 6 fa 1 1 1 33 7 fan 1 1 1 33 8 fi 1 1 2 44 9 fir 1 1 1 33 10 fit 1 2 2 55 11 if 1 1 1 33 12 ji 1 1 1 33 13 ka 1 2 2 55 14 le 1 1 1 33 hamida pusparani et al., 2025 the use of the think-pair-share method to improve the tenth grade of culinary arts students’ speaking skill 312 | vol.9, no. 2, 2025 (305-316) 15 me 1 1 1 33 16 ma 1 1 1 33 17 mb 3 3 3 100 18 mz 1 1 1 33 19 mh 1 1 1 33 20 mha 2 2 2 66 21 na 1 1 1 33 22 nag 1 1 1 33 23 nf 1 1 2 44 24 nai 1 1 1 33 25 nu 1 1 1 33 26 qh 1 1 1 33 27 ra 3 3 2 88 28 ri 1 1 1 33 29 sa 1 1 1 33 30 sah 2 2 2 66 31 sas 1 1 1 33 32 th 1 1 1 33 33 wa 2 2 3 77 table 6, descriptive statistics of the results in the post-test no class mean minimum maximum standard deviation 1. experimental group 51.50 33 100 17.864 2. control group 42.03 33 100 17.807 according to the previously provided data, the mean score from post-test in the experimental group was 51.50. the minimum score was 33, and a maximum score was 100. furthermore, the standard deviation was 17.864. additionally, the control group’s mean score was 42.03. then, 33 was the minimum, and the maximum score was 100. the standard deviation of the control group was 17.807. normality test in this research, the shapiro-wilk was used to obtain the test of normality results for both the experimental and control groups, either as preor post-test scores. the normality criterion was based on p-value. the data is considered normal if the p-value is above 0.05. nonetheless, the data is not normally distributed if the p-value is below 0.05. for additional analysis, a non-parametric test needed to be applied. the result of the normalcy test are as follows: table 7. normality test no class sig normal 1 pre-test experimental group 0.00 no 2 post-test experimental group 0.00 no 3 pre-test control group 0.00 no 4 post-test control group 0.00 no hamida pusparani et al., 2025 the use of the think-pair-share method to improve the tenth grade of culinary arts students’ speaking skill 313 | vol.9, no. 2, 2025 (305-316) the previously described normality test shows the experimental and control groups' pre-test and post-test sig. values were both 0.00. it indicates that the data was not distributed according to a normal distribution because the probability value was less than 0.05. homogeneity test the researcher conducted homogeneity test by using the levene statistic test from ibm statistics spss version 24 (sig > 0.05). this is the result that was obtained from the test: table 8. homogeneity test no class sig. status 1 pre-test and post-test from experimental and control groups 0.873 homogen table 4 above indicates that the sig. was 0.873 in accordance with the homogeneity test results by the levene statistic spss 24 version. the fact that the data was higher than 0.05 shows that it was homogeneous. furthermore, the homogeneity test result suggested that the variance of the sample data was homogeneous. students' speaking skills achievement the test of mann-whitney was utilized in examining the data in this research. in order to determine if the data from two independent samples were not normally distributed, the researcher conducted the test of mann-whitney test. if the asymp. sig. (2-tailed) value is less than 0.05, the hypothesis is considered statistically significant and is accepted. the test of mann-whitney provided the following results: table 9. test statistics of mann-whitney no class asymp. sig. (2-tailed) 1 pre-test and post-test from experimental and control groups 0.000 the table above presents the test statistics of the mann-whitney test from the experimental and control groups. it shows that the test from mann-whitney got the asymp. sig. (2-tailed) of 0.000. this indicates 0.000 < 0.05. the conclusion is that there was a large distinction between the experimental and control groups. so the ha or alternative hypothesis was accepted, while the ho or null hypothesis was rejected. as a result, it indicates the research question can be answered. “there is a considerable effect on enhancing the tenthgrade culinary arts students’ speaking skills by using the think-pair-share method in smk negeri 1 palu”. testing of hypothesis the mann-whitney test provided the asymp. sig. (2-tailed) value of 0.000 below 0.05, indicating an evident difference in students' performance prior to and thereafter implementing the tps method. therefore, ho (null hypothesis) was rejected, and ha (alternative hypothesis), which stated that tps significantly improved students' performance, was accepted. discussion the findings of this research revealed significant improvements in students' speaking proficiency after implementing think-pair-share method. it is clear that the experimental group’s mean went risen from 40.15 in the pre-test to 51.50 in the post-test. according to the result of test statistics by using mann-whitney, it demonstrated that the asymp. sig (2-tailed) hamida pusparani et al., 2025 the use of the think-pair-share method to improve the tenth grade of culinary arts students’ speaking skill 314 | vol.9, no. 2, 2025 (305-316) was 0.000 which was less than 0.05. it indicates that the alternative hypothesis (ha) is accepted. it was confirmed that implementing the think-pair-share method had a statistically significant positive effect on students speaking skills. this research discovered that the tps (think-pair-share) method could be an effective method for developing students speaking or communicating proficiency. the results of this research helped the pupils of the tenth grade of culinary arts at smk negeri 1 palu in developing their speaking skills. during the experimental group's treatment, most students improved their concentration and enjoyed the learning process. the students also enjoyed participating in small groups, discussing their assigned topics, and presenting their opinions in front of the entire class. this condition supports the theory from ardan et al., (2024) stated that think-pair-share (tps) method encouraged students’ participation and reduced their fear of makin mistakes during the speaking activity. however, most students found it difficult to become fluent in english; they can communicate, but at a very slow pace. they also sometimes hesitated when trying to speak or pronounce unfamiliar words. this is consistent with the findings of maulani et al., (2020) and tuanany (2019), who indicated that while tps enhances participation, it necessitates careful coordination to make sure the equal contributions and enough time allocation for each phase. the researcher also used conventional techniques to treat the control group, and the pre-test score was lower than the post-test score. in comparison to the experimental group, most students were less attentive, spoke indonesian more frequently than english, and knew fewer words. however, some students in the control group enjoyed the learning process and frequently enquired about the meaning of english words. this research also supports prior research by dewi (2023) found that using the think pair share method improved students' speaking skills when expressing their opinions. the score went up because of how well the students did and how well the teachers did. zidnia (2024) also remarked that employing think-pair-share (tps) method in speaking sessions made it easy to see how students were doing. al karim et al., (2022) believed that the tps (think-pair-share) method might enhance sman 4 jember students’ speaking skill. it could be shown through the development of the students’ speaking exam results. the tenth grade of culinary arts students in smk negeri 1 palu who implemented the tps method become better at speaking. the researcher asked the students to practice more often. by thinking about the topic, talking with friends, and sharing with the class, students were able to learn step by step and practice speaking. but several students did not seem to be able to communicate clearly. they sometimes had trouble saying the words and putting them together in a way that made sense grammatically. furthermore, when they tried to talk, they thought too much and hesitated to share their opinions. it's because english still sounds unfamiliar to them. the control group, however, which received instruction through conventional method, was less active and did not show the same improvement. according to these findings, tps not only helps students learn english more easily but also makes the students feel more conclusion the research entitled "the use of think-pair-share method to improve the tenth grade of culinary arts students’ speaking skill" showed that the tps (think-pair-share) method developed students' speaking proficiency. the experimental class was taught applying tps (think-pair-share) had a significant rise in post-test scores, from 40.15 to 51.50, compared to the control class using conventional methods. tps improved students' accuracy, fluency, and comprehensibility by fostering independent thinking, collaboration, and active class participation. the study confirmed tps as a successful cooperative learning method in improving speaking skills. hamida pusparani et al., 2025 the use of the think-pair-share method to improve the tenth grade of culinary arts students’ speaking skill 315 | vol.9, no. 2, 2025 (305-316) acknowledgement the researcher would want to thank everyone who has assisted her along the way, even if it was not directly. their presence, help, and kind words have given me strength and motivation at every step of the way. she wants to thank drs. mochtar marhum, m.ed., ph.d. for being the supervisor and maghfira, s.pd., m.pd. for being the co-supervisor. they have provided her all the help, support, and constructive criticism she needed while she was writing her skripsi. dr. hj. misran and syamsiah, s.pd, as the headmaster and english teacher of smk negeri 1, for your permission to conduct this research at this school. also to the 10th grade of culinary arts students that took part in this research. references al karim, m. ’abduh, bilqis, m., & suharjito, b. (2022). enhancing the students’ speaking skill through think-pair-share (tps) at sman 4 jember. efl education journal, 9(1), 141. https://doi.org/10.19184/eej.v9i1.29925. annisa, n., arifiatun, a., & mufaridah, f. (2023). the implementation of think – pair – share technique to improve students’ ability in speaking english at the tenth grade of senior high school 1 jember. pubmedia jurnal pendidikan bahasa inggris, 1(2), 10. https://doi.org/10.47134/jpbi.v1i2.53. ardan, m., & dkk. (2024). the use of think pair share strategi to enhance speaking skill of the students of the pesantren ddi baruga, majene. ijobec, 2(1), 37–42. babayeva, r., & ildirimzade, l. (2024). language skills overview. filologiya məsələləri journal of philological issues, 01, 349. https://doi.org/10.59849/2224-9257.2024.1.349. cahyani, f. (2018). the use of think pair share technique to improve students’ speaking performance. 6(1), 1–15. file:///c:/users/asus/downloads/9237-19057-1-pb-1.pdf. fan, j., & yan, x. (2020). assessing speaking proficiency: a narrative review of speaking assessment research within the argument-based validation framework. frontiers in psychology, 11(february), 1–14. https://doi.org/10.3389/fpsyg.2020.00330. guebba, b. (2021). the nature of speaking in the classroom: an overview. middle east research journal of linguistics and literature, 1(1), 9–12. https://doi.org/10.36348/merjll.2021.v01i01.002. maghfira, m. (2020). the implementation of think-pair-share technique in improving students’ speaking skill. jurnal studi guru dan pembelajaran, 3(3), 511–517. https://doi.org/10.30605/jsgp.3.3.2020.495. maulani, m. n., romansyah, h. k., & atiyawati, m. i. (2020). using think pair share teaching strategy to students in teaching speaking. the journal of english literacy education: the teaching and learning of english as a foreign language, 6(2), 101–106. https://doi.org/10.36706/jele.v6i2.9951. ork, y., chin, p., ban, t., & em, s. (2024). factors causing students’ challenges in learning english speaking skills: a review. ssrn electronic journal, january. https://doi.org/10.2139/ssrn.4806990. puspita dewi, y. (2023). improving students’ speaking ability in expressing opinion through think pair share. journal of english development, 3(01), 29–37. https://doi.org/10.25217/jed.v3i01.3078. putri, h., fahriany, & jalil, n. (2020). the influence of think-pair-share in enhanching students’. journal of education, teaching and learning, 5(1), 67–72. sari, f. m. (2019). patterns of teaching-learning interaction in the efl classroom. teknosastik, 16(2), 41. https://doi.org/10.33365/ts.v16i2.139. tuanany, n. (2019). the advantages and disadvantages of think-pair share and jigsaw in teaching writing skill nurlaila tuanany institut agama kristen negeri ambon. tangkoleh putai, 16(1), 73–86. wulandari, c., surtikanti, m. w., & agung, a. s. s. n. (2020). a case study of internal and https://doi.org/10.19184/eej.v9i1.29925 https://doi.org/10.47134/jpbi.v1i2.53 https://doi.org/10.59849/2224-9257.2024.1.349 file:///c:/users/asus/downloads/9237-19057-1-pb-1.pdf https://doi.org/10.3389/fpsyg.2020.00330 https://doi.org/10.36348/merjll.2021.v01i01.002 https://doi.org/10.30605/jsgp.3.3.2020.495 https://doi.org/10.36706/jele.v6i2.9951 https://doi.org/10.2139/ssrn.4806990 https://doi.org/10.25217/jed.v3i01.3078 https://doi.org/10.33365/ts.v16i2.139 hamida pusparani et al., 2025 the use of the think-pair-share method to improve the tenth grade of culinary arts students’ speaking skill 316 | vol.9, no. 2, 2025 (305-316) external factors on the difficulties in learning english. joeel: journal of english education and literature, 1(2), 43–48. https://doi.org/10.38114/joeel.v1i2.81. zhang, j. (2023). the impact of the learning environment on english language learning. journal of education, humanities and social sciences, 23, 69–72. https://doi.org/10.54097/ehss.v23i.12737. zidnia, r. (2024). the application of think-pair-share technique and students ’ attitude on students ’ speaking skill. 7, 16135–16141. https://doi.org/10.38114/joeel.v1i2.81 https://doi.org/10.54097/ehss.v23i.12737 english franca academic journal of english language and education doi: 10.29240/ef.v9i1 may.12688http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol. 9, no. 1, 2025, page 61-72 article info: http://journal.iaincurup.ac.id/index.php/english received 21 december 2024; received in revised form 14 march 2025; accepted 10 may 2025 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license improving junior high school students' writing skills through the pqp technique baginda iqbal pasaribu¹, umar abdullah², rizqy dwi amrina³ ¹ smp kud pesari kuni, muara enim, indonesia ²³ universitas islam negeri raden fatah palembang, palembang, indonesia corresponding email: rizqydwiamrina_uin@radenfatah.ac.id to cite this article: pasaribu, b. i., abdullah, u., & amrina, r. d. (2025). improving junior high school students’ writing skills through the pqp technique. english franca : academic journal of english language and education, 9(1 may). retrived from https://doi.org/10.29240/ef.v9i1 may.12688. introduction writing is both a process and a final product. gathering ideas and refining them until they are presented in a way that is polished and understandable to readers is referred to as the process. according to richards & renandya (2002), writing involves various decisions related to both "higher-level skills," like content, structure, and organization, as well as "lowerlevel skills," including punctuation, vocabulary selection, and grammatical structures. in the field of education, writing is crucial. a person might be considered proficient in english if they can communicate both in writing and verbally. writing is an art form that encompasses a variety of writing styles, each with unique traits and objectives. one type of writing that tries to tell a story with an intriguing flow of events is called narrative writing. by providing a detailed description, descriptive writing enables the reader to experience, see, or hear what the author is trying to say. the goal of expository writing is to provide information or a logical explanation of a specific subject. persuasive writing is another kind that uses compelling arguments and supporting data to persuade the reader to adopt a particular position or course of action (apriani et al., 2024; petelin, 2021; sanjaya et al., 2020). effective communication and idea transmission depend on each of these forms abstract. writing skills are vital for english as a foreign language learners as the skills are beneficial for effective communication and analytical thinking. however, there is a lack of writing skills in kud pesari kuni muara enim junior high school students. this research aimed to explore the effectiveness of the praise, questions, polish (pqp) technique in improving students’ writing ability. the researchers employed a quasi-experimental design with a non-equivalent pretestposttest arrangement involving 55 eighth-grade students from two classes of a private junior high school in kud pesari kuni muara enim, with 27 students in the experimental group and 28 students in the control group. data were gathered using tests administered both before and after the treatment. the hypothesis was tested by analyzing pre-test and post-test data using the independent sample t-test and paired sample t-test in the spss software. the research findings indicated a significant difference between the experimental group taught with the pqp technique and the control group receiving conventional instruction. statistical analysis showed a significant difference in pre-test and post-test scores for both groups, with a significance level of p < 0.05. paired-sample t-tests and independent-sample t-tests revealed that the difference between conventional and pqp methods was 0.003, while the difference in pre-test and post-test scores was 0.004. thus, it can be concluded that the use of the pqp technique has a significant positive impact on students' writing skills. keywords: pqp technique, students’ ability, writing skill cccccc https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:rizqydwiamrina_uin@radenfatah.ac.id https://doi.org/10.29240/ef.v9i1%20may.12688 baginda iqbal pasaribu, et. al., 2025 improving junior high school students' writing skills through the pqp technique 62 | v o l . 9 , n o . 1 , 2 0 2 5 ( 6 1 7 2 ) of writing. because of its complex phonological, morphological, semantic, and syntactic structure (rao, 2019), ells often encounter difficulties in mastering it. there is increasing concern in both academic and professional circles that current students and professionals are placing less emphasis on developing their writing skills. this study concentrates on descriptive writing among the various forms of writing. the goal of descriptive writing is to provide a clear and in-depth description of something. in descriptive writing, writers naturally illustrate people, objects, appearances, landscapes, or events to help readers visualize and experience them. (alwasilah, 2017). in descriptive writing, the author conjures up a clear mental image of a particular thing, location, person, or occasion using rich and creative words. effective descriptive writing relies heavily on the use of sensory elements and meticulous description. there are several techniques of teaching to improve students' writing skills, one of which is the pqp (prise question polish) technique. according to (neubert & mcnelis, 1990)the pqp strategy fosters a cooperative learning environment within the speaking response group by integrating positive reinforcement with constructive criticism. pqp technique is a peer response strategy that fosters quality comments and constructive feedback (neubert & mcnelis, 1990). this technique was also introduced through their research on middle school students for peer conferencing. it can help teachers improve students’ writing ability. (grzybowski, 2008). the first p stands for praise after the teacher has shared the material. q is questions, which elicit clarification of something not understood as well as questions of general interest. the last p stands for polish, when the group may offer suggestions for improvement. (richards & gipe, 2012). the praise-question-polish (pqp) strategy is an effective method for peers to review each other's work. this approach helps students become both skilled writers and proficient editors. (siagian, 2017). in conclusion, the pqp technique is one of the techniques in writing that provides students the opportunity to improve their writing ability by considering others' opinions and critical comments. they also study to give feedback to their peer for the improvement of their writing. this technique can also be used in any material of writing. observations of student activities at smp kud pesari suni muara enim revealed that many students still struggle with writing. their difficulties include challenges in initiating their writing and selecting suitable topics. additionally, interviews with teachers regarding students' writing performance indicated that the average score remained below 77, the school's minimum proficiency standard. more than half of the students scored between 40 and 70, while only a small number achieved scores above 80 (personal communication, july 20, 2023). based on these findings, researchers concluded that students continue to face difficulties in composing descriptive texts. several studies have examined the application of the pqp technique in writing instruction, as conducted by hadi (2019), ismed & fitrawati (2013), latif (2014), latifah (2018), ariani (2014), and rahmalia & ridianto (2022). these six studies focus on the use of the pqp technique to enhance writing skills, particularly in the context of required texts. despite being carried out by different researchers, they share similar methodological approaches in evaluating the impact of this technique on writing proficiency. the results of these studies highlight notable improvements in students' writing skills, particularly in mandatory text compositions. the first study identifies several key aspects of improvement, while the second study further emphasizes how the pqp technique can contribute to writing development. collectively, these findings underscore the importance of incorporating the pqp technique in educational settings, as it significantly influences students' writing progress. however, among the six studies, only one—conducted by rahmalia & ridianto (2022) reported no significant improvement in writing skills. thus, the research conducted by hadi (2019), ismed & fitrawati (2013), latif (2014), latifah (2018), ariani (2014) makes meaningful contributions to the existing body of knowledge on this topic. nevertheless, further studies are necessary to gain a deeper understanding of the mechanisms behind the pqp technique and its long-term effects on writing development, baginda iqbal pasaribu, et. al., 2025 improving junior high school students' writing skills through the pqp technique 63 | v o l . 9 , n o . 1 , 2 0 2 5 ( 6 1 7 2 ) particularly in the context of required texts. it is worth noting that only the study by rahmalia & ridianto (2022) found no measurable improvement. based on preliminary studies, literature reviews, and previous research, the researchers aim to investigate the effectiveness of the pqp (praise, question, polish) technique in enhancing junior high school students' writing performance. this study seeks to address two key research questions: (1) is there a significant improvement in the descriptive writing performance of eighth-grade students at smp kud pesari suni muara enim before and after being taught using the pqp technique? (2) is there a significant difference in the descriptive writing achievement of eighth-grade students taught using the pqp technique compared to those who are not? theoretical framework writing skill writing is a fundamental skill in english language learning, alongside listening, speaking, and reading, contributing to overall communicative competence. (spratt et al., 2011). writing has been defined in various ways, one of which describes it as a means of expressing thoughts that might be difficult to articulate verbally. (brown, 2001). writing involves both a process and a final product. the process entails gathering ideas and transforming them into meaningful sentences, while the final product results from a complex sequence of cognitive and linguistic operations. a well-developed piece of writing emerges through stages of thinking, planning, drafting, and revising, requiring specific skills such as idea generation, coherent organization, proper use of discourse markers, adherence to rhetorical conventions, and grammatical accuracy. (graham & perin, 2007). effective writing undergoes multiple stages of refinement, ensuring clarity and coherence in conveying ideas. the ability to write effectively is often categorized as a linguistic skill, encompassing vocabulary, grammar, organization, and mechanics. writing is considered one of the least utilized skills in one's native language. (davies & pearse, 2000). this suggests that mastering writing necessitates specialized skills in content development, structural organization, grammar application, vocabulary usage, and mechanics. the writing process consists of several key stages: prewriting, drafting, revising, and editing. to ensure well-structured writing, students should follow these steps: 1. planning: writers must consider three critical aspects: the purpose of their writing, the target audience, and content organization. the purpose determines the type of text and language choice, while audience awareness influences the formality of the writing. lastly, content structure ensures a logical sequencing of ideas and arguments (harmer, 2004). 2. drafting: this stage involves putting ideas into writing in a structured manner, creating an initial version of the text, commonly referred to as the "first draft." 3. editing (reflecting and revising): in this phase, writers evaluate their drafts, making necessary modifications in terms of organization, style, grammar, and lexical accuracy. reviewing ensures clarity, coherence, and appropriateness in the final text. 4. final drafting: after multiple revisions, the final version of the text is produced, often differing significantly from the initial draft due to extensive refinements and improvements. each stage is crucial for creating well-structured and coherent writing, helping students develop reflective and critical thinking skills about their work. descriptive writing is a style of writing that vividly illustrates a person, place, object, or event by incorporating sensory details. it is characterized by the use of sensory elements such as sight, sound, touch, smell, and taste to engage the reader’s imagination (inderawati et al., 2024 & swamy, 2021). in essence, descriptive writing focuses on providing a detailed portrayal of an object, place, person, or situation. this form of writing can be found across various media, including fiction, non-fiction, journalism, and literature. descriptive text is a type of writing aimed at providing detailed information about a specific subject or situation. it is commonly found in educational materials, particularly english textbooks used in primary and secondary schools. typically, baginda iqbal pasaribu, et. al., 2025 improving junior high school students' writing skills through the pqp technique 64 | v o l . 9 , n o . 1 , 2 0 2 5 ( 6 1 7 2 ) descriptive texts consist of one or more short paragraphs containing information about an object’s characteristics, attributes, or physical features (apriani et al., 2024; junaedi, 2021). this type of text appears in various forms of writing, including fiction, poetry, travel writing, and journalism. it is often used to set a scene, establish a mood, or elicit an emotional response from the reader. descriptive text is a type of writing used by the author or speaker to portray a specific thing, person, animal, place, or event to the readers or listeners (gerot & wignell, 1994; knapp & watkins, 2005). descriptive text is prevalent in fiction, poetry, travel writing, and journalism to create atmosphere and evoke emotions in readers. the pqp technique the praise-question-polish (pqp) technique is a writing instruction method that promotes critical thinking and interactive peer review. this approach facilitates constructive feedback and enhances writing quality through structured peer engagement. (neubert & mcnelis, 1990). pqp involves three key stages: 1. praise: encouraging positive feedback on well-executed aspects of a student's writing, such as organization and language use. 2. question: raising inquiries about unclear areas or aspects needing improvement to stimulate reflection and revision. 3. polish: offering specific suggestions for enhancing grammar, vocabulary, and structure, modelling effective revision strategies (pratiwi, 2017). by engaging in peer review using the pqp technique, students learn to analyze their work critically and refine their writing skills effectively. the pqp technique requires students to assume roles as authors, readers, and recorders. this structured approach ensures focused feedback and a positive critique process. (neubert & mcnelis, 1990). the procedure, as outlined by richmond (cited in latifah (2018)), includes: 1. introduction: introducing students to the pqp method and its objectives. 2. defining assessment criteria: establishing clear evaluation guidelines before writing begins. 3. writing task: assigning writing exercises aligned with learning goals. 4. praise: providing specific positive feedback on strengths. 5. questioning: encouraging deeper reflection through guided questions. 6. polishing: suggesting targeted improvements for better clarity and coherence. 7. individual support: offering personalized assistance where necessary. 8. ongoing evaluation: assessing revised work based on initial criteria and discussing progress. in conclusion, the pqp technique fosters both writing and editorial skills, enabling students to improve their work through peer collaboration and structured feedback. material and method this study adopted a quantitative research approach based on an experimental design, which is a conventional method for conducting quantitative research. (creswell, 2014). specifically, the research utilized a quasi-experimental design, where two groups—a control group and an experimental group—were established. however, participants were not randomly assigned to these groups. (creswell, 2014). instead, the selection of participants was based on existing conditions at the research site, ensuring that the study aligned with real-world classroom settings. the study employed a quantitative approach to analyse numerical data related to changes in students’ pre-test and post-test scores. the primary objective was to assess the impact of the pqp technique compared to other instructional methods on students' writing skills. by using quantitative methods, researchers were able to collect measurable data, such as test scores, and conduct statistical analyses. through a comparative examination of prebaginda iqbal pasaribu, et. al., 2025 improving junior high school students' writing skills through the pqp technique 65 | v o l . 9 , n o . 1 , 2 0 2 5 ( 6 1 7 2 ) test and post-test results, the study aimed to determine the effectiveness of the pqp technique in enhancing students’ writing performance from a statistical standpoint. the research population included all eighth-grade students at smp kud pesari suni muara enim, consisting of four classes—viiia, viiib, viiic, and viiid—with a total of 117 students. to ensure the sample accurately reflected the characteristics of the larger population, specific selection criteria were applied. two classes, viiic and viiid, were chosen based on their similarities, such as being taught by the same instructor, having a comparable number of students, and possessing an average writing score below 75. to gather data for this study, the researcher administered a test. according to (brown douglas, 2004)tests are a component of assessment that can be utilized to evaluate students’ performance. the test served as a measurement tool to assess the effectiveness of the pqp (praise, question, polish) technique in enhancing the writing skills of eighth-grade students at smp kud pesari suni. the study focused on descriptive text writing, with students given 45 minutes to complete the test. a test consists of a series of questions designed to measure the performance of examinees, and in this research, it was used to assess students' achievement in writing descriptive texts. pre-test before the treatment, a pre-test was administered to determine students’ prior knowledge of descriptive text. in this stage, students were instructed to write a descriptive text. the pre-test was conducted to assess their writing ability before receiving instruction using the pqp technique. post-test after the treatment, a post-test was given on the same topic. this test aimed to evaluate students' writing performance following the implementation of the pqp technique. the post-test scores were compared with the pre-test scores to identify any improvements. this comparison allowed the researcher to analyse the effectiveness of the pqp technique in enhancing students' descriptive writing skills. validity is a crucial factor in ensuring the reliability of a study. a valid test accurately measures what it is intended to assess. (creswell, 2015). in this study, validity was necessary to determine whether the test was appropriate for evaluating the research variables. three types of validity tests were applied: construct validity construct validity assesses how well a test aligns with its intended purpose. (lissitz, 2009). to establish construct validity, two lecturers were consulted to validate the research instruments. the validators met the following criteria: o minimum of five years of experience teaching english o at least a master’s degree qualification o a toefl score of at least 550 the validators assessed the instrument based on instructions, topics, time allocation, and the scoring rubric. content validity content validity examines whether a test comprehensively measures the content it intends to assess (brink & wood, 1998). subject matter experts reviewed the test to ensure it adequately covered the required content. content validity involves structuring the test based on curriculum objectives and syllabus guidelines. the test specifications included tasks requiring students to write a descriptive text of at least 100 words within 60 minutes on one of three given topics: o mr. joko widodo o rafflesia arnoldi o musi river baginda iqbal pasaribu, et. al., 2025 improving junior high school students' writing skills through the pqp technique 66 | v o l . 9 , n o . 1 , 2 0 2 5 ( 6 1 7 2 ) reliability reliability is essential in determining whether an instrument consistently produces stable results over repeated applications. (creswell, 2015). a test must be free from measurement errors to be considered reliable. in this study, the test-retest reliability method was applied, where the same test was given at different times to the same group of students (trochim, 2008). the results were analysed using a correlation coefficient to determine consistency. to assess the reliability of the writing test instrument, a trial was conducted at smp kud pesari suni with 30 eighth-grade students from different classes (viiia and viiib). two raters evaluated students’ writing based on a predefined rubric. the researcher analysed frequency data, descriptive statistics in spss, and test duration to determine the instrument's reliability. research treatment involves applying specific techniques, modifying environments, or adjusting variables to observe their impact. in this study, the experimental group received instruction using the pqp technique, while the control group followed traditional teaching methods. the research spanned ten sessions: • pre-test (1 session) • treatment (8 sessions, 90 minutes each) • post-test (1 session) both the control and experimental groups were taught the same materials, but different teaching methods were used. the experimental group applied the pqp technique, while the control group followed conventional teaching methods. the study applied quantitative methods and utilized spss statistical software for data analysis. the statistical procedures included frequency distribution analysis, descriptive statistics, normality and homogeneity tests, paired sample t-tests, and independent sample ttests. frequency distributions were used to identify patterns in the data, while descriptive statistics provided key insights into the dataset. normality and homogeneity tests were conducted to validate statistical assumptions before proceeding with t-tests. the paired sample t-test was used to compare pre-test and post-test scores within the same group of students, whereas the independent sample t-test assessed differences in writing performance between students taught using the pqp technique and those who were not. this comprehensive statistical analysis offered a detailed, objective evaluation of the pqp technique’s effectiveness in improving students’ writing proficiency. to determine the significance of improvements and differences in students’ descriptive writing skills using the pqp technique, the study applied the following statistical methods: 1. to assess significant improvement, an independent sample t-test was conducted to compare pre-test and post-test scores within the experimental group using the pqp technique. if the p-value (sig.2-tailed) was less than 0.05, it indicated a statistically significant enhancement, leading to the rejection of the null hypothesis (h0) in favour of the alternative hypothesis (hα). 2. to analyse the differences between the experimental and control groups, a paired sample t-test was applied to compare post-test scores. a significant difference was determined when the p-value (sig.2-tailed) exceeded 0.05 and the calculated t-value surpassed the critical t-value. in such cases, the null hypothesis (h0) was rejected, and the alternative hypothesis (hα) was accepted. results and discussion results distribution statistic in statistical distribution analysis, the total sample size (n), minimum and maximum scores, mean scores, and standard deviation were examined. the scores were derived from (a) pre-test results of the experimental group, (b) post-test results of the experimental group, (c) pre-test results of the control group, and (d) post-test results of the control group. baginda iqbal pasaribu, et. al., 2025 improving junior high school students' writing skills through the pqp technique 67 | v o l . 9 , n o . 1 , 2 0 2 5 ( 6 1 7 2 ) table 1. descriptive statistics of students’ pre-test and post-test scores in the control group students' n min max mean std. pre-test score 28 34 88 68.82 16.9 post-test score 28 39 90 73.96 9.4 the descriptive statistics of the students' pre-test scores in the control group revealed a total sample of 28 students. the lowest post-test score recorded was 34, while the highest was 88. the mean score was 68.82, with a standard deviation of 16.9. the students' post-test scores in the control group indicated a total sample of 28 students. the lowest score was 39, while the highest was 90. the mean score was 73.96, with a standard deviation of 9.4. table 2. descriptive statistics of students’ pre-test and post-test scores in the experimental group students' n min max mean std. pre-test score 27 50 86 71.00 9.2 post-test score 27 43 93 78.00 10.8 the descriptive statistics of the experimental group from the writing tests indicate a significant improvement in students' performance following the implementation of the pqp technique. the average score increased notably from 71.00 (sd = 9.2) in the pre-test to 78.00 (sd = 10.8) in the post-test, reflecting a 7-point gain. this rise demonstrates the effectiveness of the intervention in enhancing students' writing skills. additionally, the standard deviation in the pre-test (9.2) was slightly higher than in the post-test (10.8), suggesting that while students initially exhibited a wide range of abilities, their performance became more uniform after the intervention. this pattern indicates not only overall progress but also a narrowing of performance gaps, highlighting the pqp technique’s role in creating a more balanced learning experience. these findings emphasize the value of integrating innovative methods like the pqp technique to support skill development in language learning. prerequisite analysis in the prerequisite analysis, two types of analyses were conducted: the normality test and the homogeneity test. to assess normality, the researcher utilized the kolmogorovsmirnov test in spss version 26. this test was applied to evaluate the pre-test and post-test scores of students in both the experimental and control groups, as shown in the table below: normality test table 3. the result of normality test of students’ pre-test score in experimental and control group no students' pre-test n sig.(2-tailed) result 1 experimental group 27 0.200 normal 2 control 28 0.142 normal based on the table analysis, the significance value (2-tailed) for the students' pre-test scores was 0.200 in the experimental group and 0.142 in the control group, both exceeding 0.05. this indicates that the pre-test score data in both groups were normally distributed. baginda iqbal pasaribu, et. al., 2025 improving junior high school students' writing skills through the pqp technique 68 | v o l . 9 , n o . 1 , 2 0 2 5 ( 6 1 7 2 ) table 4. the result of normality test of students’ post-test score in experimental and control group no students' post-test n sig.(2-tailed) result 1 experimental group 27 0.200 normal 2 control 28 0.142 normal based on the table analysis, the significance value (2-tailed) for the students' post-test scores was 0.200 in the experimental group and 0.141 in the control group, both exceeding 0.05. this suggests that the post-test score data in both groups were normally distributed. homogeneity test to assess homogeneity, the levene statistic was utilized. this formula is applied to evaluate the uniformity of the data. the homogeneity test was conducted to analyze the pretest scores of students in both the experimental and control groups, as shown in the table below: table 5. the result of the homogeneity test of students’ pre-test scores in experimental and control groups. no students' pre-test n levene statistic result 1 experimental group 27 0,053 homogen 2 control 28 based on the table analysis, the significance value (2-tailed) for the students' pre-test scores in both the experimental and control groups was 0.53, which is greater than 0.05. this indicates that the pre-test score data in both groups were homogeneous. table 6. the result of the homogeneity test of students’ post-test scores in experimental and control groups. no students' post-test n levene statistic result 1 experimental group 27 0,987 homogen 2 control 28 based on the table analysis, the significance value (2-tailed) for the students' post-test scores in both the experimental and control groups was 0.987, which is greater than 0.05. this indicates that the post-test score data in both groups were homogeneous. hypothesis testing using the pqp technique, analysis was carried out using paired sample t-test to test significant differences between students’ pre-test and post-test scores, which can be seen from the table below: table 7. the result of the paired sample t-test by using pqp paired sample t-test h0 hα t df sig.(2-tailed) baginda iqbal pasaribu, et. al., 2025 improving junior high school students' writing skills through the pqp technique 69 | v o l . 9 , n o . 1 , 2 0 2 5 ( 6 1 7 2 ) -3.308 26 0.003 rejected accepted based on the analysis of the table, it can be concluded that the p-output is 0.003 with a degree of freedom (df) of 26 and a t-output of -3.308. therefore, the null hypothesis (h0) is rejected, and the alternative hypothesis (hα) is accepted. this indicates that there is a significant difference between the pre-test and post-test scores in this study, suggesting that pqp can be implemented to improve the writing skills of students at smp kud pesari suni. using the pqp technique, analysis was carried out using the independent sample ttest to compare writing achievement between two groups of students, namely the group that used the pqp technique and the group that did not use the pqp technique. table 8. independent sample t-test by using pqp independent sample t-test h0 hα t df sig.(2-tailed) 3.006 53 0.004 rejected accepted the results of the table show that the t value is 3.006 with degrees of freedom (df) of 53 and a significance value (sig.) of 0.004 (p < 0.05). based on these results, the null hypothesis (h0), which states that there is a significant difference between the two groups, is rejected. meanwhile, the alternative hypothesis (hα), which states that there is a significant difference between the two groups, is accepted. thus, it can be concluded that the use of the pqp technique significantly increases the writing achievement of junior high school students compared to the group who did not use the pqp technique based on the results of the independent sample t-test analysis. discussion to enhance the credibility of this research, several interpretations were drawn from the findings presented earlier. based on data analysis, the results indicate that students in the experimental group demonstrated significant improvement in their writing skills after receiving instruction using the pqp (praise, question, polish) technique. when teaching writing to junior high school students, teachers need to implement effective methods that engage students and foster enthusiasm for learning english writing. according to davies & pearse (2000)an important aspect of teaching writing is encouraging students to engage in critical thinking, allowing them to develop and organize their ideas into written text. this aligns with the pqp technique used in this study. this research focused on descriptive texts to determine whether the pqp technique could enhance students’ writing skills. the findings revealed a considerable improvement in students' descriptive writing abilities when the technique was applied. moreover, previous studies (hadi (2019); latifah (2018); (pratiwi, 2017) have also demonstrated that pqp is effective not only for descriptive texts but also for other genres, such as recount texts. additionally, other researchers ((latif, n.d.); lestari, n.d.) have confirmed its effectiveness in improving writing performance in narrative and hortatory exposition texts. therefore, pqp can be considered a valuable tool for enhancing students' writing skills across various text types. the results of the paired sample t-test comparing pre-test and post-test scores in the experimental group showed that the p-value was lower than 0.05 and the t-value was smaller than the t-table, indicating a significant improvement. this suggests that the pqp technique effectively enhances students' descriptive writing performance of eighth-grade students in smp kud pesari suni muara enim. these findings are consistent with previous studies by abidin (2020), abidin (2020), latifah (2018), lestari, n.d., (pratiwi, 2017), and (rahmalia & baginda iqbal pasaribu, et. al., 2025 improving junior high school students' writing skills through the pqp technique 70 | v o l . 9 , n o . 1 , 2 0 2 5 ( 6 1 7 2 ) ridianto (2022), all of which confirmed the effectiveness of the pqp technique in improving students' writing skills. additionally, significant differences were observed between the experimental and control groups. the independent sample t-test results showed that the p-value was lower than 0.05 and the t-value was greater than the t-table, confirming that students who were taught using the pqp technique outperformed those who were not. these findings align with previous research (abidin (2020); hadi (2019); (latifah, 2018); lestari, n.d.; (pratiwi, 2017). however, an interesting contrast was found in the study by rahmalia and ridianto (2022), which reported no significant difference between the experimental and control groups. this discrepancy suggests that while pqp has been proven effective in multiple studies, external factors may have influenced the outcomes in certain contexts. the value also showed that there were significant differences between students who were taught using pqp and those who were not. the results were in line with the previous studies (hadi (2019), ismed & fitrawati (2013), (latif, n.d.), latifah (2018), ariani (2014). however, there are interesting differences with research conducted by (rahmalia & ridianto, 2022). although initial expectations pointed to different results, the study found that there were no significant differences between the experimental and control groups. this suggests that although the technique used has been proven effective in previous studies, there may be additional factors that influenced the results in this study. conclusion based on the findings and interpretations presented previously, several conclusions can be drawn. firstly, the implementation of the pqp technique led to a significant improvement in the writing skills of eighth-grade students at smp kud pesari suni, as evidenced by the transition from pre-test to post-test results. the rejection of the null hypothesis (h0) and acceptance of the alternative hypothesis (hα) indicate the effectiveness of the pqp technique in enhancing students' writing achievements. secondly, a notable disparity was observed between the teaching methods utilizing the pqp technique and the conventional approach adopted by teachers. the experimental and control class outcomes, with a p-output of 0.004 and a t-output of 3.006, suggest a significant difference. this deviation from the null hypothesis (h0) to acceptance of the alternative hypothesis (hα) underscores the distinctiveness between the utilization of pqp and the standard teaching method. the implementation of the pqp technique yielded positive outcomes in students' writing proficiency, establishing it as an effective pedagogical approach. not only does pqp aid in organizing thoughts coherently and expressing them lucidly in writing, but it also fosters critical thinking skills among students, facilitating more articulate and insightful communication through their written compositions. acknowledgement deep appreciation is extended to the english education study program at universitas islam negeri raden fatah palembang, as well as to the students of smp kud pesari suni muara enim, particularly the eleventh-grade students, for their valuable participation in data collection for this research. references abidin, w. (2020). using praise question polish technique to improve students’ writing ability at ma lil banat parepare. iain parepare. alwasilah, a. c. (2017). membangun kreativitas menulis: membenahi pendidikan bahasa di perguruan tinggi. komposisi: jurnal pendidikan bahasa, sastra, dan seni, 7(2), 111– 120. apriani, e., cardoso, l., obaid, a. j., wijayanti, e., esmianti, f., & supardan, d. (2024). impact of ai-powered chatbots on efl students' writing skills, self-efficacy, and self-regulation: a baginda iqbal pasaribu, et. al., 2025 improving junior high school students' writing skills through the pqp technique 71 | v o l . 9 , n o . 1 , 2 0 2 5 ( 6 1 7 2 ) mixed-methods study. global educational research review, 1(2), 57-72. https://doi.org/10.71380/gerr-08-2024-8. apriani, e., muthmainnah, m., wijayanti, e., kons, b. a., & al yakin, a. (2024). accelerating student's creativity in writing paragraph through artificial intelligence technology. in aioriented competency framework for talent management in the digital economy (pp. 305322). crc press. https://doi.org/10.1201/9781003440901-19. ariani, a. e. n. (2014). the effect of using praise-question-polish (pqp) strategy on students’ability in writing descriptive paragraphs at the first year of sman 5 pekanbaru. universitas islam negeri sultan syarif kasim riau. brown douglas, h. (2004). language assessment: principle and classroom practice. san fransisco, ca: longman. brown, h. d. (2001). teaching by principles: an interactive approach to language pedagogy. san francisco: addison wesley longman. inc. creswell, j. w. (2014). research design, qualitative, quantitative, and mixed methods approcahes (fourth). sage publications ltd. creswell, j. w. (2015). educational research: planning, conducting, and evaluating quantitative and qualitative research. pearson. davies, p., & pearse, e. (2000). success in english teaching: a complete introduction to teaching english at secondary school level and above. oxford university press. gerot, l., & wignell, p. (1994). making sense of functional grammar. citeseer. graham, s., & perin, d. (2007). writing next-effective strategies to improve writing of adolescents in middle and high schools. grzybowski, a. (2008). the effect of peer conferencing on the confidence and writing quality of struggling middle school writers. new york: alpha upsilon action research. hadi, m. s. (2019). the effect of using praise-question-polish (pqp) strategy towards students’ writing ability of recount text at the first year of ma al-majidiyah bagan sinembah. universitas islam riau. harmer, j. (2004). how to teach writing. harlow: longman. inderawati, r., apriani, e., jaya, h. p., saputri, k., wijayanti, e., & muthmainnah, m. (2024). promoting students' writing by using essay writing gpt: a mix method. in advanced applications of generative ai and natural language processing models (pp. 249-264). igi global scientific publishing. https://doi.org/10.4018/979-8-3693-0502-7.ch012. ismed, f., & fitrawati, f. (2013). using praise–question–polish (pqp) technique in teaching writing a hortatory exposition text to senior high school students. journal of english language teaching, 2(1), 65–72. junaedi, a. (2021). english module for english learners. guepedia. knapp, p., & watkins, m. (2005). genre, text, grammar: technologies for teaching and assessing writing. unsw press. latif, h. (n.d.). improving the students’ writing ability in narrative text through praisequestion-polish (pqp) technique. exposure, 3(2), 207–221. latifah, d. (2018). the use of praise-question-polish (pqp) strategy to increase students’ recount writing skills of the second grade of mts n 1 east lampung. iain metro. lestari, h. (n.d.). using the pqp (praise–questionpolish) technique to improve the sma santa maria pekanbaru second year students’ ability in writing hortatory exposition text. lissitz, r. (2009). the concept of validity revision, new direction and application. united states of america: age publishing. age publishing. neubert, g. a., & mcnelis, s. j. (1990). peer response: teaching specific revision suggestions. english journal, 79(5), 52–56. petelin, r. (2021). how writing works: a field guide to effective writing. routledge. pratiwi, n. (2017). the effect of using praise question polish (pqp) technique on students’ achievement in writing recount text at academic years 2016/2017. universitas https://doi.org/10.71380/gerr-08-2024-8 https://doi.org/10.1201/9781003440901-19 https://doi.org/10.4018/979-8-3693-0502-7.ch012 baginda iqbal pasaribu, et. al., 2025 improving junior high school students' writing skills through the pqp technique 72 | v o l . 9 , n o . 1 , 2 0 2 5 ( 6 1 7 2 ) muhamadiya sumatera utara. rahmalia, i., & ridianto, r. (2022). praise-question-polish (pqp) technique in teaching writing. ensiklopedia education review, 4(3), 173–179. rao, p. s. (2019). the significance of writing skills in the ell environment. academicia: an international multidisciplinary research journal, 9(3), 5–17. richards, j. c., & gipe, j. p. (2012). elementary literacy lessons: cases and commentaries from the field. routledge. richards, j. c., & renandya, w. a. (2002). methodology in language teaching: an anthology of current practice. cambridge university press. sanjaya, h. k., apriani, e., & edy, s. (2020). using web blog for efl students in writing class. journal of english education and teaching (jeet), 4(04), 516-535. https://doi.org/10.33369/jeet.4.4.516-535 siagian, a. r. (2017). improving students ’ speaking ability through praise question polish (pqp) method at the x ak 1 smk negeri 1 angkola timur. nusantara: jurnal ilmu pengetahuan sosial, 3(1). spratt, m., pulverness, a., & williams, m. (2011). the tkt course modules 1, 2 and 3. cambridge university press. swamy, d. b. (2021). essay for civil services examination. prabhat prakashan. trochim, w. m. (2008). the reserach methode base. dog publishing. https://doi.org/10.33369/jeet.4.4.516-535 english franca academic journal of english language and education doi: 10.29240/ef.v9i1 may.10961http://journal.iaincurup.ac.id/index.php/english/index pissn: 2580-3670, eissn:2580-3689; vol. 9, no. 1, 2025, page 45-60 article info: http://journal.iaincurup.ac.id/index.php/english received 21 july 2024; received in revised form 29 november 2024; accepted 10 may 2025 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license examining the roles of cognitive and metacognitive activities in translation performance: think aloud protocol (tap) analysis kurnia saputri¹, farnia sari², amaliah³ ¹ universitas muhammadiyah palembang, palembang, indonesia ² fkip, universitas tridinanti, palembang, indonesia ³ doctorate program of applied english linguistics, universitas katolik indonesia atma jaya, jakarta, indonesia corresponding email: farnia_sari@univ-tridinanti.ac.id to cite this article: saputri, k., sari, f., & amaliah, a. (2025). examining the roles of cognitive and metacognitive activities in translation performance: think aloud protocol (tap) analysis. english franca : academic journal of english language and education, 9(1 may). retrieved from https://doi.org/10.29240/ef.v9i1 may.10961 introduction cognition refers to second-order cognition, that is a knowledge about knowledge that reflects the action (congjun, 2005). cognition covers the thinking process about an individual's perceiving, understanding, remembering, etc. basically, cognition relates to mental processes, such as problem-solving, making a plan, monitoring, and comprehension, that are controlled by the person who has active control of his cognition. moreover, the person who has the higher-order cognitive process is aware of the cognitive process. for example, the students write the paper. the cognitive process would allow them to complete the task. however, the metacognitive process would control that reflect the action by planning, making, revising and editing, and evaluating. in this case, the process of cognition reflects the mental process and deals with the mental process that generates new knowledge and uses the knowledge. the person who can control his cognition means he has a higher-order cognitive abstract. the purpose of this study is to investigate the cognitive and metacognitive strategies implemented by an english teacher at a senior high school in jakarta to understand the cognitive and metacognitive processes used in translating english text into indonesian text, and vice versa, within a time frame of about 25-30 minutes. this qualitative study aims to explore how cognitive and metacognitive activities may impact students' translation process and help them develop subcompetencies by guiding them through the translation process and identifying strategies used to complete the task. the translation tasks involve translating english text into indonesian text and vice versa. the tasks provide source text (st) and google translation (gt) output as references to assist in translating the texts that are put in post-editing. each st consists of 10 sentences that are translated using cognitive and metacognitive activities. the analysis used was the think aloud protocol (tap) based on waden’s theory (1991). tap was used to analyses the taxonomy of cognitive and metacognitive strategies. as the results of the study revealed, the frequency of cognitive strategies used in the source text (st) is higher, indicating a higher complexity that requires additional cognitive effort. on the other hand, the use of cognitive activities decreased, affecting cognitive knowledge and reading strategies that influence cognitive activities. additionally, metacognitive strategies were found to be more frequently associated with translational problems. keywords: cognitive strategy, metacognitive strategy, think aloud protocol (tap), translation performance file:///d:/eka%20a/english%20franca/ef%20vol%209%20no%201%20tahun%202025/paper%20word%20doc/revsi/cccccc https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:farnia_sari@univ-tridinanti.ac.id https://doi.org/10.29240/ef.v9i1%20may.10961 kurnia saputri, et al., 2025 examining the roles of cognitive and metacognitive activities in translation performance: think aloud protocol (tap) analysis 46 | v o l . 9 , n o . 1 , 2 0 2 5 ( 4 5 6 0 ) process called metacognition. metacognition allows the individual to complete the task by following some steps: planning, monitoring, evaluating, and comprehending. furthermore, metacognitive strategies comprise three distinct types of metacognitive awareness: declarative, procedural, and conditional knowledge. declarative knowledge pertains to the individual's awareness and one's performance, including self-efficacy and motivation, which affects one's task performance (schraw & moshman, 1995; schraw, crippen, & hartley, 2006). in a broader sense, this knowledge refers to the self, task, and applicable strategies for accomplishing a particular task (bahrein). the second type of knowledge is procedural knowledge, which refers to the knowledge about how to use strategies such as monitoring, regulation, and other thinking processes. examples of strategies include note-taking, slowing down for important information, skimming unimportant information, using mnemonics, summarizing main ideas, and periodic self-testing (schraw et al., 2006). the third type of knowledge is conditional knowledge, which refers to the awareness of the appropriate or effective strategies, procedures, and skills that are more effective than another. additionally, it concerns one's knowledge about when, where, and why to use particular cognitive actions or strategies. furthermore, metacognition encompasses components and skills. metacognitive regulation defines metacognitive activities that help control one's thinking or learning (schraw & moshman, 1995, p. 354). metacognition experiences can manage cognitive processes and ensure that a cognitive objective has been reached (livingston & cooper, 2013). the regulation of cognition is comprised of three primary elements: planning, monitoring, and evaluating. these components aid learners in adjusting and managing their learning process by planning and monitoring cognitive activities. additionally, metacognition regulation pertains to the regulation of cognitive activities and experiences that enable individuals to control their learning. procedural knowledge, including metacognitive skills, is a type of knowledge that controls the cognitive process. task orienting involves comprehending task requirements, planning involves identifying the steps necessary to achieve goals or complete tasks, monitoring involves overseeing activities while implementing strategies, and evaluating and regulating involves checking the outcome of cognitive processing and modifying it as necessary. these activities are conscious, systematic, and purposeful (efklides, 2006; schraw, 1998; efklides, 2008). furthermore, cognitive and metacognitive activities can be implemented across different subject areas or mental processes. richards and schmidt (1985) argued that the learners could activate their mental process or cognition. this study focuses on a translation subject that was conducted by an english teacher, whereas ‘expert’ translators could misinterpret or fail to interpret the st (gile, 1995). moreover, many language teachers invest their efforts by learning some exercises and journals that are resources to develop their ability in translation (sager, 1994). in other words, the students or ‘expert’ translators are emphasised to analyse what they are doing and what they can learn from it and to acquire sub competences by giving the direction to the process of translation, and strategies that they use to complete the translation task. however, the previous studies used tap analysis concerning on higher order thinking as a self-reflection tool to make strategic decisions in revising the text (tabari, sato, & wang, 2023), meaning making process in translation process (michelson, lee, & abdennebi, 2022), translating a text from english into persian (fereydouni, & karimnia, 2016). overall, the research focused on using tap analysis, highlighting the importance in contributing to the fundamental restructuring of learner’s interlanguage system and identifying cognitive and metacognitive strategies in translation performance. thus, the writers would like to investigate the cognitive and metacognitive activities that were implemented by one of the english teachers of a senior high school. the present study examined selecting the teacher of a senior high school in jakarta to recognize the cognitive and metacognitive strategies that are used to translate english text into indonesian kurnia saputri, et al., 2025 examining the roles of cognitive and metacognitive activities in translation performance: think aloud protocol (tap) analysis 47 | v o l . 9 , n o . 1 , 2 0 2 5 ( 4 5 6 0 ) text and indonesian text into english text for 25 – 30 minutes. specifically, the study focused on the following research questions: 1. what is the extent of selecting the english teacher’s cognitive and metacognitive activities used in translating the texts (english-indo text and indonesian-english text)? 2. to what extent does the english teacher use cognitive and metacognitive activities when translating the texts? hopefully, the teacher could become a competent translator by activating the cognitive and metacognitive abilities that lead them to become autonomous translators. the activities were chosen to record the activities and how the teacher solves the problems while translating the text. moreover, the translation process includes cognitive and metacognitive strategies (wenden, 1991). theoretical framework according to wanden (1991), the cognitive and metacognitive strategies wenden mentioned in her article are summarised as described in the table below; table 1. an analysis of taxonomy of cognitive and metacognitive behaviour behaviors components possible subcomponents cognitive conjun (2005): generating ideas elaborating revising elaborating clarification retrieval rehearsing summarising repeating, lead-in, inferencing, etc. making changes in plans, written text extending the contents of writing/cultural term disposing of confusions getting information from memory trying out ideas or language synthesising what has read wenden (1991) clarification retrieval resourcing deferral (delaying) avoidance verification (self-question, hypothesizing, defining terms/equivalence, comparing) (rereading aloud or silently what had been written/post edited, writing in a lead-in word or expression, rereading the assigned question, self-questioning, writing till the idea would come, summarising what had just been written (in terms of content or of rhetoric), thinking in one’s native language) (ask researcher, refer to dictionary) metacognitive planning finding focus checking and identifying problems reconsidering written text, goals monitoring checking and verifying their process in the post-editing process and when identifying oncoming problems. evaluating questioning revising editing (reconsidering the written text, previous goals, planned thoughts, as well as changes undertaken to the text) comprehending kurnia saputri, et al., 2025 examining the roles of cognitive and metacognitive activities in translation performance: think aloud protocol (tap) analysis 48 | v o l . 9 , n o . 1 , 2 0 2 5 ( 4 5 6 0 ) translation process the researchers admitted that the combination of cognitive psychology, behaviour approach, and technology give an impact on the process-oriented of translators that can be used to collect data and explore the translator’s mind (shreve & angelone, 2010) one of the technologies that can be applied is google translation to assist to translate one language (sl) into target language directly in the form of words, phrases, and sentences. the process of translation involves a cognitive approach where information is produced from mental events, such as perception, problem-solving, and memory (bergen, 1999). according to bergen (2009), the process of translation covers three nodes, taking into consideration that the meaning of the source text is plausible, and the second is the target text produced, whether it is acceptable or not. the process of translation starts from the unit level and then at the level of longer sections of text. in addition, the process of translation comprises the knowledge and the ability to recall and apply certain transfer operations (shift), which frequently lead to acceptable target language equivalents (gopfreich, 2009). the process of translation has some factors that affect the quality of the produced text. first, the meaning of the terms and idioms that the translation had unknown the meaning of target text. the second is the subtleties of the st or the ambiguity of the text. moreover, in translating the text, the translator does pair or group work to create the cognitive conflict. thus, the teacher should be involved in assisting the students in finding the knowledge and strategies to interpret the text successfully. the strategies that can be applied by the teachers are to give the direct answer to questions about the source text or ask the students how they have understood the text and suggest they find another source to assist their translation task (bergen, 2009). cognitive theory of translation metacognition and cognition are not easily distinguishable (tarricone, 2011). cognition involves the development of learning, while metacognition entails the evaluation of the logical grouping of ideas. flavell's (2024) model of metacognition suggests that these two concepts differ in their content and function but are similar in form and quality. according to flavell (2024), both can be acquired, forgotten, and expressed in external formulations, with the information being either correct or incorrect, subjective, shared, or validated, just like cognition. krashen (2003) acknowledged that the cognitive process involves monitoring, which has three conditions that can activate the language learner's cognitive process: rules, correctness, and time. the learner must have sufficient time to understand the grammar rules and forms of the target text through reading, listening, speaking, and listening. metacognition has two major dimensions: metacognitive knowledge and metacognitive strategies, which are interdependent (metcalfe & shimamura, 1994). metacognitive knowledge pertains to the awareness of cognitive resources, such as conscious grammar or other generalizations (krashen, 1981). metacognitive strategies involve active and conscious processes that learners use to monitor their progress towards achieving goals. in essence, knowledge is considered metacognitive if it is actively and strategically used to achieve a goal or complete a task (bergen, 1999). metacognitive strategies metacognitive strategies are processes that involve attention, motivation, learning, memory, and understanding (apriani et al., 2024; bao, 2024). these strategies are used to monitor the writing process consciously and evaluate writing actions, while cognitive strategies are employed for the actual writing process. metacognitive strategies encompass planning, self-monitoring, and self-evaluating (wenden, 1993). planning strategies involve self-questioning, the recognition of purposes, activation of prior knowledge, and organization of ideas. self-monitoring pertains to the process of monitoring or consciously controlling the writing process (flavell, 2024; angelina et al., 2022). it involves controlling, directing, and sequencing the composing processes and one's progress in the task. moreover, selfkurnia saputri, et al., 2025 examining the roles of cognitive and metacognitive activities in translation performance: think aloud protocol (tap) analysis 49 | v o l . 9 , n o . 1 , 2 0 2 5 ( 4 5 6 0 ) monitoring focuses on how and when to check the outcomes of problem-solving processes and strategically regulate them according to cognitive goals (mayer, 1999). in self-evaluating, the writer assesses the weaknesses of the completed task and makes evaluations and revisions. this process allows learners to develop their perception of the task. material and method research design this study conducted a qualitative study to explore the extent to which cognitive activities and metacognitive activities might influence students’ translation process. the analysis used was the think aloud protocol (tap). according to ericson & simon (1984), participants are instructed to express their thoughts, opinions, decisions, likes, and dislikes as they work on the task. data sources the focus of this research is on an english as a second language (esl) teacher in junior high school. the teacher holds a bachelor's degree in english literature from strata 1, graduated in 2014, and has been teaching for almost a decade. the participant, selected through accidental sampling, was required to translate the text into indonesian and english in under thirty minutes. he was allowed to use online dictionaries or websites to find potential translation solutions and equivalents. the translator was instructed to verbalize their thoughts, such as the words they were searching for and their opinions on the translations available in the raw output. in collecting the data, tap analysis based on walden’s model (2019), cognitive and metacognitive strategies were conducted by counting the frequency of each tap strategy to determine if there were any statistically significant differences. if the participant believed the raw output generated by google translate was correct, they were not required to verbalize their thoughts, although they were not prevented from doing so. data collection frequency of occurrences based on the data of cognitive strategies that the participant did the cognitive activities as described in table 3. based on the results of the tap analysis that can be found that the cognitive strategies are occur are as follows: table 2. identification of cognitive strategies clarification post editing (en–ind) post editing (ind–en) self-questioning 2 4 hypothesizing defining terms 1 1 comparing 1 1 • rereading aloud or silently what had been written • writing in the lead-in word or expression • rereading the assigned question 8 1 • self-questioning • writing till the idea would come 2 3 • summarizing what has just been written • thinking in one’s native language • ask researcher • refer to dictionary 2 identification of metacognitive strategies kurnia saputri, et al., 2025 examining the roles of cognitive and metacognitive activities in translation performance: think aloud protocol (tap) analysis 50 | v o l . 9 , n o . 1 , 2 0 2 5 ( 4 5 6 0 ) based on the data of cognitive strategies that the participant did the cognitive activities as described below: table 3. identification of metacognitive strategies clarification post editing (en–ind) post editing (ind–en) self-questioning 2 4 hypothesizing defining terms 1 1 comparing 1 1 • rereading aloud or silently what had been written • writing in the lead-in word or expression • rereading the assigned question 8 1 • self-questioning • writing till the idea would come 2 3 • summarizing what has just been written • thinking in one’s native language • ask researcher • refer to dictionary 2 data analysis the data was analyzed using quantitative data analysis procedures. frequencies were used to display the occurrence of cognitive and metacognitive strategies. verbalizations were transcribed and analyzed as collected data using frequency analysis and thematic analysis. in the frequency analysis, the collected data showed the frequency of cognitive and metacognitive strategies occurring during the translation performance process. thematic analysis was used to present the theme and describe the data in detail (braun & clarke, 2006). thematic analysis is employed to investigate the cognitive and metacognitive strategies used by the participants. the thematic analysis consists of six steps as follows: (1) familiarizing oneself with the data, (2) generating initial codes from the data, (3) searching for themes, (4) reviewing themes, (5) defining and naming themes, and (6) producing the report. verification and audit are employed to review conformability. results and discussion result based on the number 2, gt output and post editing, there is no significant difference. however, the translator changed the word “social” into “sosial” in indonesian. the translator practices cognitive and metacognitive strategies that can be seen in excerpt 1. excerpt 1: metacognitiveplanning finding focus ● “oke, eeee…for number one” cognitive retrieval rereading aloud what assigned question • “e…let me check …constructivism sees the world and know what we can know about the world, as socially constructed (reading)” cognitive-resourcing (1) refers to google translation, defining constructivism ● “kalau dari eee….google translation” (“from eee....google translation” ) metacognitive monitoring checking and identifying their process in the post editing process ● “now using gt, kita lihat (“now using gt, we see ) cognitive retrieval rereading aloud what had been written kurnia saputri, et al., 2025 examining the roles of cognitive and metacognitive activities in translation performance: think aloud protocol (tap) analysis 51 | v o l . 9 , n o . 1 , 2 0 2 5 ( 4 5 6 0 ) ● “konstruktivisme melihat dunia dan apa” (“constructivism sees the world and what it is” ) cognitive rereading and hypothesizing ● “sebagai konstruksi sosial, yang dapat kita ketahui tentang dunia” (“as a social construction, what we can know about the world” ) cognitive rereading aloud what had been written ● “sebagai konstruksi sosial” (“as a social construction”) table 4. cognitive and metacognitive strategies used in translation performance source text gt output post-editing (oxford online dictionary) cognitive metacognitive constructivism sees the world, and what we can know about the world, as socially constructed. constructivism sees the world, and what we can know about the world, as a *social* construct. constructivism sees the world, and what we can know about it, as a *social* construct. rereading the assigned question resourcing refers to google translate, defining constructivism. rereading aloud what had been written (2) (cretrieval) planning (finding focus) monitoring: checking and identifying in the postediting monitoring: checking using gt hypothesizing based on table 6, the translator used cognitive skills such as rereading the assigned question, resourcing that refers to gt and defining constructivism, rereading aloud what had been written, and hypothesizing. meanwhile, metacognitive strategies used planning, monitoring by checking identifying in the post editing and checking by using google translation. it shows that the cognitive is more occurrence rather than metacognitive. in addition, metacognitive planning, used before cognitive strategy. based on the number 3, gt output and post editing, there is no significant difference. however, the translator changed the equivalent “menawarkan” into “ memberikan’ in indonesian. the translator practices cognitive and metacognitive strategies that can be seen in excerpt 2. excerpt 2: metacognitive checking and identifying problems • alexander wendt (1995), menawarkan …. (alexander wendt (1995), offering ....) cognitive hypothesizing • “oh kayaknya kurang tepat ini menawarkan” (“oh i don't think this is the right offer”) metacognitive evaluating editing • “lebih tepat e…oke memberikan...memberikan” (“more precise e...okay give...give”) cognitive writing till the idea would come kurnia saputri, et al., 2025 examining the roles of cognitive and metacognitive activities in translation performance: think aloud protocol (tap) analysis 52 | v o l . 9 , n o . 1 , 2 0 2 5 ( 4 5 6 0 ) • “memberikan contoh yang sangat baik” (“set an excellent example”) cognitive retrieval rereading aloud what had been written ● “yang mengilustrasikan konstruksi sosial dan realitas” (“that illustrates social construction and reality”) metacognitive comprehending ● “ oke number 3, i think that’s okay” table 5. cognitive and metacognitive strategies used in translation performance source text gt output post-editing (oxford online dictionary) cognitive metacognitive alexander wendt (1995) offers an excellent example that illustrates the social construction of reality when he explains that 500 british nuclear weapons are less threatening to the united states than five north korean nuclear weapons. alexander wendt (1995) offers an excellent example illustrating the social construction of reality when he explains that 500 british nuclear weapons are less threatening to the united states than five north korean nuclear weapons. alexander wendt (1995) provides an excellent example illustrating the social construction of reality when he explains that 500 british nuclear weapons are less threatening to the united states than five north korean nuclear weapons. hypothesizing writing till the idea would come rereading loudly checking and identifying problems reconsidering the written text evaluating to reconsider the written text based on table 7, cognitive strategies include hypothesizing, writing until the idea comes, and rereading aloud. in contrast, metacognitive strategies involve checking and identifying problems, reconsidering the written text, and evaluating it for potential revisions. excerpt 3: cognitive retrieval rereading aloud ● “these identification….(read a text fully)” metacognitive planning finding focus ● “kita lihat dulu apa itu ‘ideational structure“ (“let's first look at what an 'ideational structure' is) cognitive comparing defining terms of ideational ● “kita lihat from the oxford ehm..ideational oh, ideation merupakan fungsi bahasa untuk mengkonstruksi atau mengemukakan gagasan atau informasi “ (“we see from the oxford ehm..ideational oh, ideation is the function of language to construct or express ideas or information”) metacognitive reconsidering the written text ● “ok, kita lihat di sini from google translation kita pindahkan ke post editing”(“ok, we see here from google translation we move it to post editing”) metacognitive evaluating planned thought as well as changes undertaken in the text kurnia saputri, et al., 2025 examining the roles of cognitive and metacognitive activities in translation performance: think aloud protocol (tap) analysis 53 | v o l . 9 , n o . 1 , 2 0 2 5 ( 4 5 6 0 ) ● “but, eh…aplikasi ini identifikasi, identifikasi ini, write more than one word of identifikasi, ya oke” (“but, uh...this application is identification, this identification, write more than one word of identification, okay”) table 6. cognitive and metacognitive strategies used in translation performance source text gt output postediting (oxford online dictionary) cognitive metacognitive these identifications are not caused by the nuclear weapons (the material structure) but rather by the meaning given to the material structure (the deational structure) this identification is not caused by nuclear weapons (material structure) but by the meaning given to the material structure (ideational structure). these identifications are not caused by nuclear weapons (material structures) but by the meanings given to material structures (ideational structures). retrieval-rereading aloud defining the term of ideational comparing the term of "ideation" by using oxford dictionary and gt rereading aloud what had been written writing till the idea would come planningfinding focus monitoring, checking, and verifying their problems reconsidering the written text-evaluating in table 8, the first stage employed by the translator involves the cognitive dimension, which encompasses retrieval and reading aloud. the translator identified issues while perusing the text and then concentrated on delineating the ideational structure. to accomplish this, the translator utilized an oxford dictionary and google translate, and then revisited the text until the idea became lucid. finally, the translator assessed what had been written. in this instance, the occurrence of the cognitive dimension significantly surpasses that of the metacognitive dimension. it inferred that the translator practiced the cognitive dimension and metacognitive to translate the text. in number 7, the translator attempted to translate the source text. the translator replaced the word "kaum" with "para". additionally, the translator did not make many changes to the gt output. the strategies used by the translator were cognitive in retrieval, metacognitive in evaluating, and comprehending. this can be observed in excerpt 4 and table 9. excerpt 4: cognitive retrieval hypothesizing writing till the idea would come • “kita lihat di sini dari gt ini lebih lanjut kali ini hal ini lebih lanjut” (we see here from gt this further this time this further thing’) metacognitive evaluating editing reconsidering the written text • “menunjukan bahwa kaum, kalau saya menunjukan bahwa para konstruktivis melampaui realitas material dengan memasukan pengaruh…”(showing that people, if i show that constructivists go beyond material reality to include influences...") metacognitive comprehending kurnia saputri, et al., 2025 examining the roles of cognitive and metacognitive activities in translation performance: think aloud protocol (tap) analysis 54 | v o l . 9 , n o . 1 , 2 0 2 5 ( 4 5 6 0 ) • “iya, kalau saya menurut saya kaum diganti para konstruktivis”. (yes, i think the constructivists are being replaced). table 7. cognitive and metacognitive strategies used in translation performance source text gt output post-editing (oxford online dictionary) cognitive metacognitive it further demonstrates that constructivists go beyond the material reality by including the effect of ideas and beliefs on world politics. this further shows that constructivists go beyond material reality to include the influence of ideas and beliefs on world politics. this further shows that constructivists go beyond material reality to include the influence of ideas and beliefs on world politics. hypothesizing retrievalwriting till the idea would come editing reconsidering the written text comprehending moreover, the translator incorporated cognitive dimensions while brainstorming and constructing ideas. the translator refrained from modifying the google translate output during the post-editing process, suggesting that cognitive proficiency has a negligible impact on postediting. this can influence the metacognitive procedure as it entails stages like editing, reconsidering the written text, and comprehending. translating the indonesian text into english text the translator practiced translating indonesian text into english text. the translator found that the numbers 2, 3, 4, and 5 are different between gt output and post editing. it can be seen in excerpt 5. excerpt 5: cognitive retrieval rereading the assigned question ● “kita lihat constructivist menyatakan negara dapat .. (read full text) (we see that constructivist states can…) cognitive hypothesizing comparing metacognitive editing comprehending ● “oke saya akan mencoba menganalisa dan kalau menurut saya “states” disini lebih cocok ke “country”. setahu saya kalau “states” negara bagian kalau “country” negara itu” (“okay i'll try to analyze and see if i think the “states” here are more suitable for “country”. as far as i know, “state” is the state while “country” is the country” ). table 8. cognitive and metacognitive strategies used in translation performance source text gt output post-editing (oxford online dictionary) cognitive metacognitive constructivists argue that states can have multiple identities that are socially constructed constructivists argue that states can have multiple identities that are socially constructed the constructivists argue that the country can have multiple identities that are socially retrievalrereading the assigned question evaluating editing reconsidering the written text kurnia saputri, et al., 2025 examining the roles of cognitive and metacognitive activities in translation performance: think aloud protocol (tap) analysis 55 | v o l . 9 , n o . 1 , 2 0 2 5 ( 4 5 6 0 ) through interactions with other actors. through interactions with other actors. constructed through interactions with other actors. comparing states and countries hypothesizing in table 10, the first stage is cognitive. participants reread the assigned question and hypothesize whether the words "states" or "countries" have the appropriate equivalent in the target language. metacognitive dimensions, such as evaluating, editing, and reconsidering the written text, are used in this stage. the participant is dominant in using cognitive strategies to translate the text. during the translation process, he used cognitive strategies by rereading the assigned question and hypothesizing the google translate output to determine the focus of the translation. in this case, participants had trouble comparing the words "states" and "countries." he made post-editing changes by replacing "states" with "countries" and adding the article "the" before "constructivist." ideas emerge during metacognitive activities. moreover, the hypothesizing can be employed while reading the full text to find the assigned. in number 3, metacognitive is the initial stage. the participant found problems in finding the appropriate equivalent, such as "which in turn signals their interests" changing into "in turn signals their interests." the process is affected by planning finding focus, checking and identifying problems, as well as cognitive activities like writing until ideas come. this can be seen in excerpt 8 and table 11. excerpt 6: metacognitive planning finding focus “identitas adalah representasi pemahaman aktor… (identity is the representation of an actor's understanding…) metacognitive checking and identifying problems “kita baca from gt output, identity is a representation of actor’s …” (we read from gt output, identity is a representation of an actor's”) “oke saya pindahkan ke post editing kalau saya coba menganalisa,...“identity is a representation…(okay, i moved it to post editing if i try to analyze, ... “identity is a representation …) cognitive retrieval writing till the idea would come “yang mana memberikan dimana memberikan sinyal terhadap minat mereka, oke kalau menurut saya itu lebih baik”. (.“...which gives a signal of their interest, okay i think that's better” table 9. cognitive and metacognitive strategies used in translation performance source text gt output post-editing cognitive metacognitive identity is a representation of the actor's understanding of who they are, which in turn signals their interests. identity is a representation of actors' understanding of who they are, which in turn signals their interests. identity is a representation of actors' understanding of who they are; in turn, it gives signals to their interests. hypothesizing retrieval writing till the idea would come planning-finding focus checking and identifying problems in this case, metacognitive activities involve planning, finding focus to check and identify problems, hypothesizing, writing until ideas come, and editing by omitting “which” words. this infers that metacognitive activities are the initial stage, followed by cognitive strategies. kurnia saputri, et al., 2025 examining the roles of cognitive and metacognitive activities in translation performance: think aloud protocol (tap) analysis 56 | v o l . 9 , n o . 1 , 2 0 2 5 ( 4 5 6 0 ) in excerpt 7 and table 12, the translation process involves planning, finding focus, checking, and identifying problems in the initial stage, followed by checking and identifying problems in the raw output. in the next stage, cognitive strategies are employed in hypothesizing after placing the raw output in the post-editing column. then, i check and verify the problems in the post-editing stage. after verifying the problems, evaluating and revising the word "states" to "countries" to ensure the equivalent is appropriate in the text. excerpt 7: metacognitive – planning finding focus • “number four, identifikasi identitas mereka” (number four, identify their identity) metacognitive checking and identifying problems • “negara-negara penting bagi peneliti konstruktivis karena para pendukung konstruktivis berpendapat bahwa identitas akan menentukan kepentingan dan tindakan yang akan dilakukan oleh negara-negara” (states are important to constructivist researchers because constructivists argue that identities will determine the interests and actions that states will take). cognitive hypothesizing • “oke saya pindahkan dari gt ke post editing saya mencoba menganalisa” (okay i moved it from gt to post editing i tried to analyze it) metacognitive checking and verifying their problems in the post editing • identifying there. (read full text) metacognitive evaluating – revising • “saya ganti dengan state dengan country” ( i replace with state with country) metacognitive comprehending • “karena country lebih tepat karena menyatakan bukan negara bagian” (because country is more appropriate because it is not a state) table 10. cognitive and metacognitive strategies used in translation performance source text gt output post-editing cognitive metacognitive identifying their (the countries') identities is important for constructivist researchers because constructivist proponents argue that identity will determine the interests and actions that countries will take. identifying their (states) identity is important for constructivist researchers because constructivist proponents argue that identity will determine the interests and actions to be taken by states. identifying their (countries) identity is important for the constructivist researchers because the constructivist proponents argue that identity will determine the interests and actions to be taken by the countries. hypothesizing planning finding focus checking and identifying problems evaluating revising comprehe nding it implies that only one stage of the cognitive process is involved. meanwhile, metacognitive strategies were much more prevalent. it suggests that the participant only identified one word that needed to be changed from "states" to "countries." furthermore, the underlying issue is the same as the previous one. it did not take many activities to find the appropriate equivalent in the text, especially cognitive strategies. kurnia saputri, et al., 2025 examining the roles of cognitive and metacognitive activities in translation performance: think aloud protocol (tap) analysis 57 | v o l . 9 , n o . 1 , 2 0 2 5 ( 4 5 6 0 ) in excerpt 8 and table 13, metacognitive strategies such as finding focus, checking for, and identifying problems were employed in the first stage. following this, cognitive strategies were implemented, including hypothesizing concepts like "small-state identity" and "big-state identity" in relation to "country's identity" and "big country's identity". the final stage involved writing until the idea emerged, which was achieved by adding the article "the" before "small country's identity". as a finding revealed, without metacognitive activities, the idea would only emerge if the sentence is familiar and has a cognitive background. excerpt 8: metacognitive finding focus • sebagai contoh identitas negara kecil menyiratkan serangkain kepentingan yang berbeda dari yang tersirat oleh identitas negara besar…. oke (read full text). (for example, the identity of a small state implies a different set of interests than those implied by the identity of a large state.... okay (read full text). metacognitive checking and identifying problems • oke from gt kita lihat hasilnya kita pindahkan ke post-editing (okay from gt we see the result we move it to post-editing), “for example, a small state…” cognitive hypothesizing • “oke, disini saya akan mengganti kata state dengan country” (“okay, here i will replace the word state with country” ) cognitive writing til the idea would come • “baik kalau disini saya akan tambahkan artikel sebagai contoh identitas” …(“well, here i will add an article as an example of identity” ...” ) table 11. cognitive and metacognitive strategies used in translation performance source text gt output post-editing cognitive metacognitive for example, small-state identity conveys a different set of interests than that implied by large-state identity. for example, a small-state identity implies a different set of interests than that implied by a big-state identity. for example, the small country's identity implies a different set of interests than that implied by the big country's identity. hypothesizing writing till the idea would come finding focus checking and identifying problems discussion in translating english text into indonesian text, cognitive strategies frequently occur, such as self-questioning, rereading the assigned question, and writing till the idea comes. according to sun, li, & zhou (2020) and amaliah (2023), levels of st difficulty exert an influence on cognitive effort. the translator employed a resourcing strategy, which refers to the online dictionary, especially for searching unfamiliar terms, such as “constructivism”. according to ahmed & fathi (2024), the translator compared and contrasted the words or texts between the source text (st) and target texts (tt) by utilizing resources to determine whether the translators conveyed the same effect of these resources or made shifts. if there was a shift in engagement, such as addition, omission, and modulation, appropriately conveyed messages were employed. meanwhile, some metacognitive activities, such as planning-finding focus and editing, are dominant in translating english into indonesian text. moreover, rereading aloud the assigned question is much more practice in translating english text into indonesian text and refers to resources such as a dictionary or website to find out the appropriate equivalent and discover the meaning of terms, for example, ideational structure. in brief, the translation process incorporated a cognitive dimension while brainstorming and contracting ideas. kurnia saputri, et al., 2025 examining the roles of cognitive and metacognitive activities in translation performance: think aloud protocol (tap) analysis 58 | v o l . 9 , n o . 1 , 2 0 2 5 ( 4 5 6 0 ) meanwhile, the metacognitive dimension can activate while editing, reconsidering, and comprehending the written text. in translating indonesian into english texts, hypothesizing can be employed while reading the assigned question to check and identify problem, such as “states” that can be changed into “countries” (see excerpt 5) to match the appropriate equivalent in the tl (target language) and omitting the equivalent “which” (see excerpt 6). it implies that only one stage of the cognitive process is involved. meanwhile, metacognitive strategies were much more prevalent. it suggests that the participant only identified one word that needed to be changed from "states" to "countries." furthermore, moreover, the fundamental problem remains unchanged from the preceding one. it emerges finding the correct equivalent in the text requiring minimal effort, especially when using cognitive strategies. the idea would only emerge if the sentence is familiar and has a cognitive background. in line with michelson, lee, & abdennebi (2022), the activities are decreased due to the previous knowledge, genre knowledge, and reading strategies. furthermore, translating english text and indonesian text, including much more using cognitive strategies rather than metacognitive strategies. it is found that rereading the assigned questions occurs eight times rather than translating indonesian text into english text. according to zhou & jiang (2012), the silent condition is increased when the level of st difficulty increases. meanwhile, in the process of translating indonesian and english texts, checking and identifying problems is more common than translating english texts into indonesian texts. according to fereydouni & karimnia (2016), the most frequent occurrence tends to negative solution to a translational problem. conclusion based on the findings that the majority of the participants did, the cognitive activities were “rereading aloud or silently what had been written”. the participant confirmed the original text before translating it into the target language (tl). the second activity implied was hypothesizing that the participant clarify the meaning of terms and then he hypothesizes the meaning of terms that is suitable meaning for tl. in defining the terms, the participant searches for the meaning through one online dictionary resource provided on the website, such as the oxford dictionary or google dictionary. and, if necessary, uses wikipedia to confirm the meaning of terms that are appropriate in the context of tl. moreover, the participants are still using gt output that was placed in the post editing column without any change from the participant. even so, the participant makes sure that gt outputs are the appropriate meaning of the tl. based on the findings, in cognitive parts, hypothesizing in translating english and indonesian occurs more frequently than translating indonesian into english. the defining terms occur when translators translate english into indonesian, such as the word “ideational structure". in this case, the translator found it difficult to understand the meaning in indonesian. however, in post editing indonesian and english, the translator did not find difficulty in defining the terms that he found in the text. moreover, comparison is also conducted by the translator, in post editing (eng-indo) and (indo-en) is not significantly different. furthermore, the cognitive dimensions are more dominant in translating indonesian text into english than english into indonesian text. the cognitive strategies used are defining terms and writing till ideas would come. meanwhile, metacognitive strategies used in translating indonesian text into english text are finding focus and checking and identifying their process in the post editing. in english and indonesian text in metacognitive strategies, the translator is dominant in editing. three times used by the translator to edit the post-editing. and cognitive strategies used are rereading aloud or silently what had been written. since most students have training to activate their cognitive and metacognitive strategies. the cognitive and metacognitive are interconnected. the cognitive controls the metacognitive that reflects in action in translation. the translator should consider the training in how to learn. according to bergen (2009), the exploration of translation exercises develops their translation competence. however, the trainer of translation can be a resource that assists the learner to kurnia saputri, et al., 2025 examining the roles of cognitive and metacognitive activities in translation performance: think aloud protocol (tap) analysis 59 | v o l . 9 , n o . 1 , 2 0 2 5 ( 4 5 6 0 ) activate self-reflection in the form of learning journals that can accelerate the process of translation. acknowledgement the researchers would like to express their heartfelt gratitude and respective acknowledgment to the teacher who participated as a subject in this research. references ahmed, s. s., & fathi, s. y. (2024). translating engagement resources in english political texts into arabic. theory and practice in language studies, 14(5), 15171524. https://doi.org/10.17507/tpls.1405.25. amaliah. (2023). identifying the cognitive and metacognitive approaches using post editing techniques toward english-indonesian and indonesian-english text. international journal of science and society, 5(5), 151-160. https://doi.org/10.54783/ijsoc.v5i5.874. angelina, m., apriani, e., & gusmuliana, p. (2022). students’ metacognitive strategy in learning writing paragraph at third semester of english tadris study program (doctoral dissertation, iain curup). apriani, e., cardoso, l., obaid, a. j., wijayanti, e., esmianti, f., & supardan, d. (2024). impact of ai-powered chatbots on efl students' writing skills, self-efficacy, and self-regulation: a mixed-methods study. global educational research review, 1(2), 57-72. https://doi.org/10.71380/gerr-08-2024-8. bao, l., soh, k. g., mohd nasiruddin, n. j., xie, h., & zhang, j. (2024). unveiling the impact of metacognition on academic achievement in physical education and activity settings: a comprehensive systematic review and meta-analysis of qualitative insights. psychology research and behavior management, 17, 973987. https://doi.org/10.2147/prbm.s444631. bergen, d. (2009). the role of metacognition and cognitive conflict in the development of translation competence. across languages and cultures, 10(2), 231250. https://doi.org/10.1556/acr.10.2009.2.4. brunette, l. (1998). gile, daniel (1995): basic concepts and models for interpreter and translator training, amsterdam/philadelphia, john benjamins, 274 p. meta: journal des traducteurs, 43(2), 320. https://doi.org/10.7202/002162ar. congjun, m (2005) a taxonomy of esl writing strategies. in proceedings redesigning pedagogy: research, policy, practice, pp. 1-10. díaz larenas, c., ramos leiva, l., & ortiz navarrete, m. (2017). rhetorical, metacognitive, and cognitive strategies in teacher candidates’ essay writing. profile issues in teachers' professional development, 19(2), 87100. https://doi.org/10.15446/profile.v19n2.60231. efklides, a. (2006). undefined. educational research review, 1(1), 314. https://doi.org/10.1016/j.edurev.2005.11.001. efklides, a. (2008). metacognition: defining its facets and levels of functioning in relation to self-regulation and co-regulation. 13(4), 277-287. european psychologist, 13(4), 277 287. https://doi.org/10.1027/1016-9040.13.4.277. ericsson, k. a., & simon, h. a. (1984). protocol analysis: verbal reports as data. cambridge: mtt press. fereydouni, s., & karimnia, a. (2016). process-oriented translation studies: a case study based on lörscher’s model. theory and practice in language studies, 6(1), 102. https://doi.org/10.17507/tpls.0601.14. flavell, j. h. (2024). metacognitive aspects of problem solving. the nature of intelligence, 231-236. https://doi.org/10.4324/9781032646527-16. https://doi.org/10.17507/tpls.1405.25 https://doi.org/10.54783/ijsoc.v5i5.874 https://doi.org/10.71380/gerr-08-2024-8 https://doi.org/10.2147/prbm.s444631 https://doi.org/10.1556/acr.10.2009.2.4 https://doi.org/10.7202/002162ar https://doi.org/10.15446/profile.v19n2.60231 https://doi.org/10.1016/j.edurev.2005.11.001 https://doi.org/10.1027/1016-9040.13.4.277 https://doi.org/10.17507/tpls.0601.14 https://doi.org/10.4324/9781032646527-16 kurnia saputri, et al., 2025 examining the roles of cognitive and metacognitive activities in translation performance: think aloud protocol (tap) analysis 60 | v o l . 9 , n o . 1 , 2 0 2 5 ( 4 5 6 0 ) gile, d. (1995). basic concepts and models for interpreter and translator training. benjamins translation library. https://doi.org/10.1075/btl.8(1st). göpferich, s. (2009). towards a model of translation competence and its acquisition: the longitudinal study transcomp. in s. göpferich, a. l. jakobsen, & i. m. mees (eds.), behind the mind: methods, models and results in translation process research (1st ed., pp. 11-37). krashen, s. d. (2003). explorations in language acquisition and use: the taipei lectures. heinemann educational books. livingston, g., & cooper, c. (2013). the need for dementia care services. designing and delivering dementia services, 3-16. https://doi.org/10.1002/9781118378663.ch1. mayer, r. e. (1999). (1999). the promise of educational psychology: learning in the content areas (1st ed.). pearson educación. metcalfe, j., & shimamura, a. p. (ed.). (1994). metacognition: knowing about knowing. massachusetts; mit press. michelson, k., lee, j. f., & abdennebi, m. (2022). textual thinking as evidenced through think-alouds: designing meanings in interpreting authentic l2 web texts. language teaching research, 136216882210967. https://doi.org/10.1177/13621688221096782. sager, j. c. (1994). language engineering and translation. benjamins translation library. https://doi.org/10.1075/btl.1. schraw, g. (2001). promoting general metacognitive awareness. metacognition in learning and instruction, 26, 3-16. https://doi.org/10.1007/978-94-017-2243-8_1. schraw, g., crippen, k. j., & hartley, k. (2006). promoting self-regulation in science education: metacognition as part of a broader perspective on learning. research in science education, 36(1-2), 111-139. https://doi.org/10.1007/s11165-005-3917-8. schraw, g., & moshman, d. (1995). metacognitive theories. educational psychology review, 7(4), 351-371. https://doi.org/10.1007/bf02212307. shreve, g. m., & angelone, e. (2010). translation and cognition. american translators association scholarly monograph series, 1-13. https://doi.org/10.1075/ata.xv.01shr. sun, s., li, t., & zhou, x. (2021). effects of thinking aloud on cognitive effort in translation. linguistica antverpiensia, new series – themes in translation studies, 19. https://doi.org/10.52034/lanstts.v19i0.556. tabari, m. a., sato, m., & wang, y. (2023). engagement with written corrective feedback: examination of feedback types and think-aloud protocol as pedagogical interventions. language teaching research. https://doi.org/10.1177/13621688231202574. tarricone, p. (2011). the taxonomy of metacognition. london: psychology press. wenden, a. (1991). learner strategies for learner autonomy: planning and implementing learner training for language learners. englewood cliffs: prentice hall. xiao, y. (2016). an explanatory investigation into the metacognitive knowledge and metacognitive strategies of university efl writers in china [unpublished doctoral dissertation]. program in teaching english to speakers of other languages department of teaching and learning. doctor of philosophy in the steinhardt school of culture, education, and human development new york university. zhou, y., & jiang, x. (2012). an investigation on translation strategies based on think-aloud protocols. journal of language teaching and research, 3(4). https://doi.org/10.4304/jltr.3.4.707-715. https://doi.org/10.1075/btl.8(1st) https://doi.org/10.1002/9781118378663.ch1 https://doi.org/10.1177/13621688221096782 https://doi.org/10.1075/btl.1 https://doi.org/10.1007/978-94-017-2243-8_1 https://doi.org/10.1007/s11165-005-3917-8 https://doi.org/10.1007/bf02212307 https://doi.org/10.1075/ata.xv.01shr https://doi.org/10.52034/lanstts.v19i0.556 https://doi.org/10.1177/13621688231202574 https://doi.org/10.4304/jltr.3.4.707-715 english franca academic journal of english language and education doi: 10.29240/ef.v9i2 november.13363 pissn: 2580-3670, eissn:2580-3689; vol. 9, no. 2, 2025, page 265-276 article info: http://journal.iaincurup.ac.id/index.php/english received 25 may 2025; received in revised form 11 june 2025; accepted 20 november 2025 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license using animation videos in developing listening skills among junior high school students mutiara safira¹, abd. kamaruddin², muhammad arid³, aminah4 1234 universitas tadulako, palu, indonesia corresponding email: mutiarasafira201@gmail.com to cite this article, author (2023) “title” : safira, m., kamaruddin, a., arid, m., & aminah, a. (2025). using animation videos in developing listening skills among junior high school students. english franca : academic journal of english language and education, 9(2 november), 265-276. https://doi.org/10.29240/ef.v9i2 november.13363 introduction speaking, listening, writing, and reading are the four abilities that must be acquired when studying english. the ability to understand information orally is known as listening skills. listening is the process of reconstructing the meaning of what has been heard to obtain information, convey ideas, and expand knowledge.the process of listening is an activity that is always done in any case; this is what makes listening very important in learning a new language, especially for a learner. students must have good listening skills. khumairah et al. (2023) state that gaining proficiency in listening is especially crucial since it forms the basis for other skill development. in 2022, the independent learning curriculum will be presented by kemendikbudristek, education, culture, research, and technology ministry. teachers are required to be able to deliver interesting and meaningful lessons in this program. this curriculum aims to provide learning objectives that are tailored to the individual learning needs of students. fatma et al., (2023), state that listening skills are one of the important skills in achieving learning based on the merdeka curriculum. in this curriculum, listening is one of the skills whose application requires attention because communication depends heavily on this skill. in order to improve listening comprehension in a foreign language, language learners must compare linguistic features between their native and target languages (ahmadi, 2023). abstract. listening cannot be underestimated, because listening is an important aspect of communication. in life if someone communicates with others, they must understand what the speaker says in writing and during conversation. this study's objective was to understand how animated videos can enhance individuals' capacity for learning. pre-tests and post-tests were part of this study's singlegroup pre-experimental design. the sample was chosen using purposeful sampling. there were seven classes for eighth-grade students. it was from class viiia to viiig. the total population of class viii was 220 students. the class selected as the sample used in this study was class viiib, which had 29 students. test instruments were utilized in this study to gather the score in pre-test and post-test. twenty fill-in-the-blank and matching questions made up the test. to determine whether using animated video content enhanced students' listening skills, a paired sample t-test was used in the data analysis. the tests outcomes were compared in this investigation. ha (alternative hypothesis) and h0 (null hypothesis) were hypotheses in this investigation. the average scores differed significantly, the study's findings. 56.96 was the pre-test score, while the post-test score was 69.96. the significance level was marginally below 0.05, as indicated by the paired sample t-test statistical analysis results, which were significant (two tails) at 0.030. in the end, ha was accepted and h0 was rejected. therefore, watching animated films helps children improve their ability to interact with others. keywords: animation video, listening skill, increasing https://doi.org/10.29240/ef.v9i2%20november.13363 https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:mutiarasafira201@gmail.com mutiara safira et al., 2025 using animation videos in developing listening skills among junior high school students 266 | vol.9, no. 2, 2025 (265-276) although listening seems easy, many students find it difficult. according to several studies, the difficulties experienced by students today are caused by poor listening skills, especially in terms of interpreting and understanding what the speaker is saying (windamayanti et al., 2022). a common problem in junior high schools is that students often lose concentration and feel bored learning english. this happens due to external factors such as boring learning media and conventional teaching (khumairah et al., 2023). in addition, the researcher identified several challenges students faced in their listening skill, which ware found when teaching assistance at smp, such as difficulty understanding and confusion in the meaning of the words spoken. to overcome this problem, educators need to explore one solution as an alternative to solving the problem of students' listening skills. one way to solve this problem is to use an animated video as teaching medium. using video animation as technology in learning provides learning experiences as teaching aids that create innovation and motivation in learning (sibarani et al., 2024). animation videos have visual appeal, can attract attention and foster students' curiosity about the video presented (maulida gustika et al., 2024). videos that are visually appealing and enhance learning are called animated videos. videos that enhance the learning process are called animated videos. even though animation appears to be similar to a single moving image, animation is actually a series of images moving quickly (simanungkalit et al., 2023). this means that the movement of images or objects in video animation is a combination that gives the impression that it seems alive. an animation video is contemporary entertainment that blends speech, music, visuals with moving pictures (satyawan, 2018). video animation has a practical function that provides images in a funny, spectacular, or strange way so that students are interested in paying attention to educational resources and having a desire to learn (hwang et al., 2012). susiani (2020), yunita (2023), rahayu (2023), simatupang (2024), and nisa & aryanika (2024) are some of the studies that have examined the use of video animation to teach listening skills. these researchers focus on how animation can improve listening comprehension, especially in films or videos. based on previous studies, they all have similarities and differences in conducting research. the similarity in these studies is that they aim to achieve the same goal of testing how this video animation affects students' listening skills. the difference is in the grade level and the place of research conducted. from these studies, the way that pupils learn to listen is greatly influenced by animation. additionally, animated media might boost learners' interest and zeal for listening comprehension. as a result, animated movies have the potential to be used as instructional tools to help learners become better listeners. this research attempts to address the research question that follows based on the findings of a literature analysis and related studies: can eighth-grade students at smp negeri 2 palu enhance their ability to listen through the use of animated videos? theoretical framework listening skill listening is fundamental in communication. the first thing young children do is listen before they speak (gultom et al., 2023). listening practiced since childhood makes listening a fundamental skill in language learning in speaking, writing, and reading (ardhani, 2016). hue (2019) claiming that speaking makes up 25–30% of communication, listening 40–50%, reading 11–16%, and writing just 9%, makes listening skills are very important. many people think that communication is limited to talking. however, good communication refers to good listening skills. it is a fact that listening is very important in life. a learner must be able to listen actively in english by identifying sounds, understanding stress, and understanding intonation. people can digest information and draw conclusions from what they hear by using receptive listening skills (hsb & hasibuan, 2018). listening is an active process that involves understanding, interpreting, and evaluating the message being mutiara safira et al., 2025 using animation videos in developing listening skills among junior high school students 267 | vol.9, no. 2, 2025 (265-276) conveyed, not just a passive activity of recording sounds. tyagi, (2013:1) explains, “listening is the key to receiving messages effectively and is a combination of hearing what others say and the person speaking”. malh et al., (2023) revealed five strategies in listening skills: prepare, comprehend, interpret, evaluate, and respond. in addition, pre-listening, while-listening, and post-listening are the three primary phases of the listening process (konferensiyasi, 2018): 1. pre-listening: having attention and being more focused makes the listening process effective. this is an attitude that needs to be maintained by the listener themselves. 2. while listening: the stage where the listener can understand and comprehend specific information in both written and oral communication messages. 3. post-test :the stage where listeners can think and retell what they have heard. listening is a difficult skill for students to master. this happens for several reasons, the first being that students lack vocabulary. secondly, there are differences in accent and intonation. in listening to native speakers in english, many words in pronunciation confused students.therefore, it is necessary to know that listening is a skill that must be possessed by a student. therefore, considering that listening skills are important, teachers need to support students and enhance their listening skills and enthusiasm. animation video an animated video is a modern kind of entertainment that combines text, graphics, and moving images with speech and sound (satyawan, 2018). animation movies are a powerful tool for enhancing performance in speaking and listening exercises because they are full of motion and visual components (oktavia, 2023). amal et al., (2023) explain, “animation videos include fun pictures and interesting animations that attract students' attention in listening skills”. teaching listening using video animation in the classroom can facilitate learning. teachers who provide videos as learning media can provide oral practice to students in the classroom. using video animation as a learning medium is more effective than other media, because using video in teaching listening allows students to use their two senses simultaneously in the listening class (lokanita et al., 2020). students can see the setting, actions, feelings, and gestures that can be witnessed in the video. in addition, videos also provide a valuable visual stimulus for students to practice and produce language (muzamir, 2021). however, teaching listening to animated videos requires a lot of attention when choosing videos as teaching media. the selection of animation videos is something that needs to be considered. english language learning that uses video must be exact: therefore, as a teacher, one must consider starting from students needs, interests, english language skills, and cultural aspects (kamarullah et al., 2018). bajrami & ismaili (2016), state that choosing video topics for the classroom should be based on proficiency level, interests and cultural aspects. this implies that providing materials in the form of animated videos requires attention and preparation, as it is an important matter in the preparation of teaching materials. using animation videos as media, students learn to focus on listening tests and effectively echance their skills. animation videos can be used in learning listening skills. this animation video can facilitate student learning achievement by motivating student attitudes and academic achievement towards learning (baglama et al., 2018). the following method, which was taken from berk (2009), is necessary when using animated video to teach in the classroom, listening skills: 1. introduce the video briefly to reinforce purpose: provide a brief explanation to students to give students a basic understanding of the content and films that will be shown. mutiara safira et al., 2025 using animation videos in developing listening skills among junior high school students 268 | vol.9, no. 2, 2025 (265-276) 2. organize a discussion: in this case, divide students into small groups. most students will be more active if made in groups because they can organize conversations, ask things that have been understood or not understood. 3. prepare specific student guides or discussion questions: assign tasks to the students through the video provided. the task is a way for researcher to train students' listening using video animation. when the video is shown, the teacher should give detailed instructions to students on what to anticipate from the video, including what they should pay attention to and what they will learn. 4. play the video: when playing the video, it should facilitate students to focus on what they are watching. therefore, before playing the video, gives students an understanding that this video will only be played twice so that students will pay more attention to the video that appears. 5. stop the clip: stop the video at strategic points to facilitate discussion, ask questions, or assign active learning activities. this is to gauge students' understanding of what they have captured from the video animation. 6. set a time for reflection: during the learning process, organize time to reflect on what they have learnt from the video to gather information about what they have watched. it is also necessary to find out whether the teaching steps using the animated video need to be changed or not. therefore, the aims to validate the idea of using the medium to teach languages, particularly to enhance listening comprehention. it is anticipated that the result will give english teachers insightful information, offer references for future research on the same topic and help students to develop new strategies to independently advance their listening skill. material and method this reasearch uses the pre-eksperimental design with a quantitative research methodology (a group of pra-tes and pasca-tes). in this design, a single group is used for prates (o1), perlakuan (x), and pasca-tes (o2). this study's goal is to ascertain whether the application of medium in comprehension instruction has a major effect on pupils both before and after learning. in this study, every eighth-grade student at smp negeri 2 palu who has a paralel grade—viiia, viiib, viiic, viiid, viiie, viiif, and viiig—is included. there are 220 students in total. in this study, the sample selection was based on the lowest academic score and recommendation from the english teacher employing purposive sampling. it is a nonprobabilistic sampling method that is sometimes referred to as selective or subjective sampling. this type of sampling depends on a number of factors, such as the ability and availability to participate in the study or the specific knowledge of the study subject. (rai & thapa, 2019). the sample of this study was class b which amounted to 29 students. the primary tool used in this study to gather quantitative data is a listening test that is given as a test before and after. one tool for assessing one's proficiency in learning a foreign language is a test (brown douglas, 2004). this reseach uses tests to measure video animation in improving students' listening skills. this research focuses on listening test, with students given 45 minutes to complete the test. this test consists of two types of tests, matching and fill-in, which are designed to measure examinees performance. this research was used to assess student achievement in listening skills. according to hughes arthur (2003), matching tests can test learners' ability to recognize and understand vocabulary and concepts in language learning. in addition to understanding sentence structure and vocabulary, the fill-in-the-blank test can test students' ability to complete the blanks with words or phrases (alderson et al., 1995). the following table presents the test’s scoring system, which is adapted based on the principle of language suggested by brown douglas (2004). mutiara safira et al., 2025 using animation videos in developing listening skills among junior high school students 269 | vol.9, no. 2, 2025 (265-276) table 1. scoring rubric for test no types of test number of correct items point s rubric 1 fill-in-theblanks 10 2 1 0 answer and spelling are correct the answer is correct, but misspelling. incorrect 2 matching 10 1 2 correct answer incorrect answer total score: 𝑀𝑎𝑡𝑐ℎ𝑖𝑛𝑔+𝐹𝑖𝑙𝑙 𝑖𝑛 𝑡ℎ𝑒 𝑏𝑙𝑎𝑛𝑘 30 × 100 pre-test before applying video animation media, the researcher will conduct a pre-test to establish a baseline measure of students' initial listening ability. the pre-test will consist of questions or tasks designed to evaluate students' prior knowledge. twenty items made up the pre-test in this study, ten of which were fill-in-the-blank and ten of which were matching. as a result, 30 for all questions were answered correctly. post-test in order to evaluate the treatment's efficacy, a post-test will be given by the researcher. the post-test's goal is to ascertain whether showing animated movies to kids improves their listening comprehension. the number of questions in the post-test is the same as in the pretest, as is the number of points earned if all answers are correct. technique data analysis using spss version 24, the data was assessed using a paired sample test. a parametric technique for comparing two paired data sets is the paired t test (gumilar et al., 2019). the analysis will focus on gain scores, student performance and self-assessment effectiveness were evaluated by comparing preand post-test results. normality tests and hypothesis tests were two statistical procedures used in this research. normality test normalcy test's objective is to ascertain whether the distribution of population responses meets the criteria for normal distribution. the data sources are the initial and final tests outcomes. the researcher used the shapiro-wilk test. this test helps identify deviations from normal distribution and is suitable for larger sample sizes. (ghasemi & zahediasl, 2012), which has the following requirements: 1. the data distribution can be classified as normal if the normality the test result is higher than >0.05. 2. the data distribution can be classified as non-normal if the normality test result is less than <0.05. testing hypothesis this study's goal is to ascertain whether animated films can significantly improve listening skills instruction. consequently, the study hypothesis states that the alternative mutiara safira et al., 2025 using animation videos in developing listening skills among junior high school students 270 | vol.9, no. 2, 2025 (265-276) hypothesis (ha) will be adopted if the test scores differ before and after the information is presented. this therapy can then be used while acquiring listening skills. results and discussion results pre-test result researcher used animation as a teaching aid in the classroom to provide information to students before starting treatment. the initial test consisted of 20 questions. the teaching was contextualized in relation to these questions. these findings allow for the following data explanations: total, average, maximum, standard, and obtained. table 2 shows the results of this initial test. table 2. pre test result no initial score obtained score max. score std score fill in the blank matching 1 ndk 11 6 17 30 57 2 ar 4 7 11 30 37 3 mbr 9 8 17 30 57 4 mra 9 8 17 30 57 5 mj 8 10 18 30 60 6 rz 8 10 18 30 60 7 ri 10 6 16 30 53 8 mz 8 7 15 30 50 9 am 8 7 15 30 50 10 m 12 8 20 30 67 11 df 12 7 19 30 63 12 s 12 7 19 30 63 13 akh 9 10 19 30 63 14 m 10 10 20 30 67 15 mb 9 5 14 30 47 16 amp 6 7 13 30 43 17 nm 7 6 13 30 43 18 ms 10 10 20 30 67 19 yar 7 8 15 30 50 20 fa 10 9 19 30 63 21 rmp 9 10 19 30 63 22 f 13 8 21 30 70 23 fah 13 8 21 30 70 24 f 6 4 10 30 33 25 mza 8 8 16 30 53 26 fnf 9 6 15 30 50 27 ms 8 7 15 30 50 28 ra 12 10 22 30 73 29 ff 14 8 22 30 73 total 1653 means 56.96 mutiara safira et al., 2025 using animation videos in developing listening skills among junior high school students 271 | vol.9, no. 2, 2025 (265-276) the figure below makes it clear that the greatest score is 73 and the lowest is 33. the total score is determined to be 1653, with the total number of subjects being 29 students, and the average score is 56.96 before the treatment. this average reflect the overall listening skills of the students before they received any treatment, this shows that students still need to develop their listening skills. post-test result on may 5, 2025, eighth-grade students in class b were given a final exam by researchers. the goal of this final exam was to evaluate the students' listening abilities once the course was over. ten multiple-choice and ten fill-in-the-blank questions in english made up the exam. table 3 lists the final exam results. table 3. post test result no initial score obtained score max. score std score fill in the blank matching 1 mir 11 7 18 30 60 2 mb 13 7 20 30 67 3 fm 14 6 20 30 67 4 am 12 10 22 30 73 5 amp 11 5 16 30 53 6 ah 17 7 24 30 80 7 ar 12 6 18 30 60 8 fa 15 10 25 30 83 9 ff 15 7 22 30 73 10 f 10 8 18 30 60 11 ndk 14 7 21 30 70 12 m 15 8 23 30 77 13 df 13 9 22 30 73 14 mzag 5 7 12 30 40 15 mf 14 8 22 30 73 16 mha 17 7 24 30 80 17 rm 14 6 20 30 67 18 m 10 9 19 30 63 19 nm 10 4 14 30 47 20 nf 12 6 18 30 60 21 arm 12 6 18 30 60 22 fa 10 9 19 30 63 23 rz 9 10 19 30 63 24 ri 10 6 16 30 53 25 s 12 7 19 30 63 26 akh 9 8 17 30 57 27 ms 10 10 20 30 67 28 yar 8 8 16 30 53 29 ms 8 7 15 30 50 total 1857 means 63.96 mutiara safira et al., 2025 using animation videos in developing listening skills among junior high school students 272 | vol.9, no. 2, 2025 (265-276) according to table 3, the post-test had a max score is 83 and min score is 40. there were 29 pupils in all, the raw score is 1857. the average score is 63.96, indicating that the students’ scores have improved following the treatment. distribution statistic the researcher obtains the mean score in the descriptive statistics below after computing the student scores. table 4. descriptive statistics n mean std. deviation statisti c statisti c std. error statistic pretest 29 56.965 5 1.95168 10.51014 posttest 29 63.965 5 1.92052 10.34229 valid n (listwise) 29 according to table 4, there are differences between the first and second tests; the pre-test mean score is 56.9655, which suggests that students' listening abilities are generally subpar. additionally, mean score after the test was 63.9655, demonstrating that pupils' listening skills had improved following treatment. pre-test and post-test criteria errors were 1.95168 and 1.92052, respectively, suggesting more confidence in the post-test's estimated mean value. furthermore, the pre-test and post-test standard deviations, which quantify the range of scores, were 10.51014 and 10.34229, respectively. as seen by the rise in mean score and decrease in score variability the reduced standard deviation implies that the post-test results were more reliable, indicating that performance was improved by the treatment. normality statistic one statistical method for assessing the data is the normality test. the shapiro-wilk test formula is used to determine whether the data in this investigation is regularly distributed. it is considered normal if the result is greater than 0.05. however, if the result is less than 0.05, the data is considered abnormal. table 5. tests of normality kolmogorov-smirnova shapiro-wilk statisti c df sig. statisti c df sig. pretes t .131 29 .200* .961 29 .351 postte st .110 29 .200* .971 29 .591 a. lilliefors significance correction mutiara safira et al., 2025 using animation videos in developing listening skills among junior high school students 273 | vol.9, no. 2, 2025 (265-276) table 5 shows these were the preand post-tests student learning outcomes data had significant values of 0.351 and 0.591, respectively. given that both the values are higher than 0.05, the information is routinely disseminated. testing hypothesis testing the hypothesis to see if it is accepted or denied should serve as justification for this study. to determine whether the tests results, which are the outcomes of the same group, differ, paired sample t-tests are utilized. spss version 24 will be used by the researcher. table 6. paired samples test paired differences t df sig. (2tailed ) mean std. deviatio n std. error mean 95% confidenc e interval of the difference lower upper pair 1 pretest postte st 7.0000 0 16.4880 9 3.0617 6 -13.27173 .7282 7 2.28 6 28 .030 based on table 6, the researcher found that the significant value of statistical calculations was less than 0.05. this result indicates that the sig. (2-tailed) 0.030 is less than 0.05. this brings us to the conclusion. if ha is accepted and h0 is rejected. the findings of this investigation show that employing animated films significantly improved students' listening skill scores. these findings may provide credence to the theory that watching animated movies improves eighth-grade students' listening abilities at mts negeri 2 palu in a statistically meaningful way. discussion the goal of this research is to determine the way video animation can improve students' listening skills. the pretest and posttest were utilized as study instruments at mts negeri 2 palu. twenty numbers made up the test, which was divided into two sections: matching and fill-in-the-blank. the pre-test took place on april 14, 2025. to determine the students' baseline listening proficiency, the researcher gave them a pre-test. the treatment was carried out by the researcher in class viii b using video animation. through the use of video animations, students can clearly identify and understand what they are learning. they are able to clearly identify and understand what they have learned. the data research shows that the use of anmation improves students' listening score. the improvement is shown by the average scores. the score show pre-test 56.96 and posttest 63.96, which indicates that the use of animated videos makes a bigger difference. in statistical, results that are significant (two-sided) students 0.030, which is less than the conventional significance threshold of 0.05, conclude that the results of using video animation are acceptable or successful. this is in line with research findings by muzamir (2021); hildegardis ratu et al., (2024), maulida gustika et al., (2024), and simatupang et al., (2024). in addition, in the research presented by susiani et al., (2020) and yunita et al., (2023) showed found pupils who watched animated videos outperformed those who watched nonanimated videos in terms of listening comprehension. the experiments employed in this study mutiara safira et al., 2025 using animation videos in developing listening skills among junior high school students 274 | vol.9, no. 2, 2025 (265-276) are different, even though the results are similar to those of previous research. thus, it can be concluded that watching animated video help improve listening skills. conclusion the findings show that learners in class viii at mts negeri 2 palu can enhance their abilities by utilizing educational media, particularly animated films. the value is below the significance level of 0.05, according to t-test analysis result of 0.030. the t-test analysis result of 0.030 indicates that the value is below the significance level of 0.05. these findings show that ho is rejected. as a result, using animation video significantly improves listening abilities. acknowledgement the researcher would like to express my gratitude to everyone who contributed to the success of my research. would like to thank the supervising lecturers in particular, drs. muhammad arid, m.pd., and abd. kamaruddin, m.ed., ph.d., for their essential advice. appreciation is also given to the principal and english teachers at smp negeri 2 palu for their support and to the students who participated in this research. we conducted this research independently without external funding. references ahmadi, s. m. (2023). the importance of listening comprehension in learning english. international journal of research in english education, 1(1), 7–10. alderson, j. c., clapham, c., & wall, d. (1995). language test construction and evaluation. in cambridge language teaching library (p. 310). http://scholar.google.com/scholar?hl=en&btng=search&q=intitle:language+test+cons truction+and+evaluation#0. amal, t. w. p., bire, j., & suek, l. a. (2023). the use of animation videos in teaching listening for the 7th grade students of smp 11 kupang through online class. sparkle journal of language, education, and culture, 2(1), 76–85. https://ejurnal.undana.ac.id/index.php/sparkle/article/view/10936. ardhani, r. r. v. k. (2016). challenging issues in learning listening: a correlational study at the university level. journal of english and education, 6(2), 103–111. https://doi.org/10.20885/jee.vol6.iss2.art9. baglama, b., yucesoy, y., & yikmis, a. (2018). using animation as a means of enhancing the learning of individuals with special needs. tem journal, 7(3), 670–677. https://doi.org/10.18421/tem73-26. bajrami, l., & ismaili, m. (2016). the role of video materials in efl classrooms. procedia social and behavioral sciences, 232(april), 502–506. https://doi.org/10.1016/j.sbspro.2016.10.068. berk, r. a. (2009). multimedia teaching with video clips : tv, movies, youtube, and mtvu in the college classroom. international journal of technology in teaching and learning, 5(1), 1–21. https://doi.org/10.1016/j.sbspro.2010.12.326. brown douglas, h. (2004). language assessment: principles and classroom practice. pearson education. fatma, f., nirwanto, r., & qamariah, z. (2023). the application of english learning in merdeka curriculum. jurnal ilmu pendidikan nasional (jipnas), 2(1), 07–13. https://doi.org/10.59435/jipnas.v2i1.106. ghasemi, a., & zahediasl, s. (2012). normality tests for statistical analysis: a guide for nonstatisticians. international journal of endocrinology and metabolism, 10(2), 486–489. https://doi.org/10.5812/ijem.3505. http://scholar.google.com/scholar?hl=en&btng=search&q=intitle:language+test+construction+and+evaluation#0 http://scholar.google.com/scholar?hl=en&btng=search&q=intitle:language+test+construction+and+evaluation#0 https://ejurnal.undana.ac.id/index.php/sparkle/article/view/10936 https://doi.org/10.20885/jee.vol6.iss2.art9 https://doi.org/10.18421/tem73-26 https://doi.org/10.1016/j.sbspro.2016.10.068 https://doi.org/10.1016/j.sbspro.2010.12.326 https://doi.org/10.59435/jipnas.v2i1.106 https://doi.org/10.5812/ijem.3505 mutiara safira et al., 2025 using animation videos in developing listening skills among junior high school students 275 | vol.9, no. 2, 2025 (265-276) gultom, q. z., utari, p., & rahmawati, w. t. (2023). the importance and difficulties of listening skill: a description. excellence: journal of english and english education, 3(1), 28–31. https://doi.org/10.47662/ejeee.v3i1.584. gumilar, m. g., istiqlaila, l., & kharisma, v. a. (2019). modul praktikum statistika induktif (uji wilcoxon,independent test, dan dependent/paired test). june. https://www.researchgate.net/publication/333982110. hildegardis ratu, y., susilawati, e., & salam, u. (2024). improving students’ listening comprehension skill using animation video. journal of education and teaching (jet), 5(2), 187–200. https://doi.org/10.51454/jet.v5i2.377. holandyah, m. (2019). implementing animation film in listening comprehension implementing animation film in listening comprehension implementing animation film in listening comprehension. elite journal : journal of english linguistics, literature, and education, 2(1), 2019. www.journal.elitenglish.org. hsb, e. r., & hasibuan, m. n. s. (2018). improving students ’ listening skills using animation videos for the eighth grade students of smp swasta bina insan in the academic year of 2017 / 2018. journal estupro, 3(3), 76–85. hue, t. t. (2019). an overview of listening skill theories. proceedings of elt upgrades 2019: a focus on methodology, june, 268–276. https://doi.org/10.5281/zenodo.3591877. hughes arthur. (2003). teaching for a language teacher. in cambridge university press (pp. 248–258). hwang, i., tam, m., lam, s. l., & lam, p. (2012). review of use of animation as a supplementary learning material of physiology content in four academic years, center for learning enhancement and research, the chinese university of hong kong. the electronic journal of e-learning volume, 10(4), 368–377. kamarullah, asnawi, & manan, a. (2018). applying english video learning materials. english education journal, 9(4), 527–539. http://journal.unsyiah.ac.id/eej/article/view/12512/9667. khumairah, a. r., korompot, c. a., & sultan. (2023). utilizing animated videos to improve listening abilities in english language instruction. rial, 1(2), 96–118. konferensiyasi, i. (2018). stages of listening in language learning. 9–13. lokanita, n. k. t., rismadewi, n. w. m., & dewi, l. m. t. (2020). role of video as a teaching media to improve students’ listening skills. the art of teaching english as a foreign language, 1(2), 13–18. https://doi.org/10.36663/tatefl.v1i2.65. malh, a., wood, s., & chung, k. c. (2023). the art of listening. plastic and reconstructive surgery, 151(5), 921–926. https://doi.org/10.1097/prs.0000000000010065. maulida gustika, tampubolon, s., & sinambela, e. (2024). to improve students’ listening skills by using animated videos at sman 1 stabat kabupaten langkat. the explora, 10(2), 14–23. https://doi.org/10.51622/explora.v10i2.2477. muzamir, m. (2021). the effect of using animation videos in english teaching on students’ listening skills: an experimental study at sma n 10 batanghari, grade x, academic year 2016/2017. indonesian journal of education research (ijoer), 2(4), 87–94. https://doi.org/10.37251/ijoer.v2i4.533. nisa, k., & aryanika, s. (2024). the effect of using video animation on students’ listening skills. the journal of language and literature insight, 1(1), 13–18. oktavia, t. (2023). the effect of using animation movies on students' skill of narrative texts at state senior high school 1, tapung hilir. 14(2), 19–25. http://repository.uinsuska.ac.id/65918/%0ahttp://repository.uin-suska.ac.id/65918/2/thesistriana oktavia.pdf. rahayu, m. s. j., & rahayu, e. m. (2023). using english animation movies to improve students’ listening achievement in the new normal era. seltics, 6(1), 48–59. https://doi.org/10.46918/seltics.v6i1.1744. https://doi.org/10.47662/ejeee.v3i1.584 https://www.researchgate.net/publication/333982110 https://doi.org/10.51454/jet.v5i2.377 http://www.journal.elitenglish.org/ https://doi.org/10.5281/zenodo.3591877 http://journal.unsyiah.ac.id/eej/article/view/12512/9667 https://doi.org/10.36663/tatefl.v1i2.65 https://doi.org/10.1097/prs.0000000000010065 https://doi.org/10.51622/explora.v10i2.2477 https://doi.org/10.37251/ijoer.v2i4.533 https://doi.org/10.46918/seltics.v6i1.1744 mutiara safira et al., 2025 using animation videos in developing listening skills among junior high school students 276 | vol.9, no. 2, 2025 (265-276) rai, n., & thapa, b. (2019). a study on the purposive sampling method in research. kathmandu: kathmandu school of law, 1–12. http://stattrek.com/surveyresearch/samplingmethods.aspx?tutorial=ap,%0ahttp://www.academia.edu/28087388. satyawan, v. y. (2018). the use of animation video to teach english to junior high school students. jellt (journal of english language and language teaching), 2(2), 89. https://doi.org/10.36597/jellt.v2i2.3277. sibarani, i. s., damanik, d. m., rahmadani, p., & sari, f. (2024). the influence of animation media on the learning outcomes of grade 3 students in science subjects at elementary school 091635 kerasaan. 2(9), 1329–1340. simanungkalit, n. f., sinurat, b., & siahaan, m. m. (2023). the effect of using animated video on the listening comprehension of grade ix students at uptd smp negeri 5 pematang siantar. jurnal ilmiah research student, 1(2), 174–180. simatupang, s. u. m., simarmata, r. o., & sitorus, n. (2024). alacrity : journal of education. 4(3), 239–253. susiani, r., farizawati, dauyah, e., & riska, k. (2020). improving students’ listening skills by using animation videos through sentence completion at smpn 1 bandar baru. jurnal dedikasi pendidikan, 4(2), 277–288. http://jurnal.abulyatama.ac.id/index.php/dedikasi. tyagi, b. (2013). listening : an important skill and its various aspects. the criterion an international journal in english, 12, 1–8. www.the-criterion.com. windamayanti, atmowardoyo, h., & munir. (2022). an analysis of students’ difficulties in listening comprehension at senior high school. journal of excellence in english language education, 1(4), 380–390. yunita, p., arafiq, a., azis, a. d., & sahuddin, s. (2023). the use of english short animation movies to improve students’ listening skill: a study at the first grade of smpn 1 lingsar academic year 2022/2023. jurnal ilmiah profesi pendidikan, 8(3), 1282–1286. https://doi.org/10.29303/jipp.v8i3.1483. http://stattrek.com/survey-research/sampling-methods.aspx?tutorial=ap,%0ahttp://www.academia.edu/28087388 http://stattrek.com/survey-research/sampling-methods.aspx?tutorial=ap,%0ahttp://www.academia.edu/28087388 http://stattrek.com/survey-research/sampling-methods.aspx?tutorial=ap,%0ahttp://www.academia.edu/28087388 https://doi.org/10.36597/jellt.v2i2.3277 http://jurnal.abulyatama.ac.id/index.php/dedikasi http://www.the-criterion.com/ https://doi.org/10.29303/jipp.v8i3.1483 english franca academic journal of english language and education doi: 10.29240/ef.v9i2 november.14544 pissn: 2580-3670, eissn:2580-3689; vol 9, no 2, 2025, page 343-358 article info: http://journal.iaincurup.ac.id/index.php/english received 01 august 2025; received in revised form 05 september; accepted 20 november 2025 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open access article under the cc by-sa license copyright (c) 2023 author a bibliometric analysis of blended learning approaches in english language teaching putu wahyu sudewi¹, asti wahyuni b², syahrullah³, nur husnil khatimah4 ¹ universitas sulawesi barat, majene, indonesia ² universitas dayanu ikhsanuddin, baubau, indonesia ³ stai-al gazali bone, bone, indonesia 4 universitas sulawesi barat, majene, indonesia corresponding email: putuwahyu.sudewi@unsulbar.ac.id to cite this article: sudewi, p., wahyuni, a., syahrullah, s., & khatimah, n. h. (2025). a bibliometric analysis of blended learning approaches in english language teaching. english franca : academic journal of english language and education, 9(2 november), 343-358. https://doi.org/10.29240/ef.v9i2 november.14544 introduction in the last twenty years, the value and impact of blended pedagogy, which incorporates online modalities into traditional teaching, has been the main point of growing interest in the field of educational research. due to the advancement of blended driven design and the increase in demand for flexible and accessible learning, blended learning has become a primary emphasis in education, research, and policy all over the world. it has been described as the use of digital and physical learning environments as a means to develop a more personalized, engaging and successful learning experience (garrison & kanuka, 2004). as a result of the focus driven popularity, the effectiveness of and the strategies for and challenges relative to blended learning have been the focus of numerous research studies, as has its impact on students and teachers (horn & staker, 2014; bernard et al., 2009) .according to sudewi (2020), the blended learning method enhances student engagement as it can be conducted anywhere, reduces feelings of embarrassment, offers flexibility, motivates active participation in learning, and facilitates rapid, continuous abstract. this study conducts quantitative bibliometric evaluation to evaluate the advancements and thematic distributions of the research relating to blended learning in english education. this project intends to perform a bibliometric analysis of 2024. publications indexed in scopus on blended learning in english education to identify the patterns, trends, and topics of this contemporary research. by collecting and analyzing ten scopus-indexed articles published in 2024 using tools such as vosviewer and publish or perish, the research maps key patterns in scholarly output, including citation frequency, methodological tendencies, and keyword co-occurrence. the bibliometric data reveal a growing scholarly interest in integrating technology with pedagogical practices to improve english language learning outcomes. among the ten analyzed articles, diverse methodological approaches were found, including experimental research, bibliometric reviews, case studies, and mixed-methods designs. a broader search indicated a total of 170 related publications within a single year, reflecting the rapid expansion of the field. keyword network visualization categorized the research landscape into three dominant clusters: practical applications in higher education, foundational research design, and digital learning perceptions. the results show that blended learning's adaptability and the ability to meet various learner needs have enabled it to become a transformative tool in english education. these findings also offer a better grasp of the complexities of research, facilitating future work and the design of policies for teaching and learning in the digital era. keywords: blended learning, english education, bibliometric analysis https://doi.org/10.29240/ef.v9i2%20november.14544 https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:putuwahyu.sudewi@unsulbar.ac.id https://doi.org/10.29240/ef.v9i2%20november.14544 putu wahyu sudewi, et. al., 2025 a bibliometric analysis of blended learning approaches in english language teaching 344 | vol.9, no. 2, 2025(343-358) communication.it is essential to comprehend the focus driven trends and core contributions in the field as the field of blended learning continues to develop. bibliometric analysis, a method of quantitative research designed to examine patterns of publication, citation, and collaboration in the field, has emerged as the ideal means of assessing the depth and structure of research in a given field (moed, 2005).to date, there have been a number of studies, which have carried out bibliometric investigations of blended learning, exploring primary and secondary education; however, none of these studies have been predominantly focused on bibliometric accounts of blended learning in english education specifically. furthermore, whilst most of these studies have systematically reviewed the literature across multiple fields, employing a rather broad lens, none have disaggregated and focused on the thematic and methodological patterns of instruction and acquisition of the english language in particular. in augmentation, the most recent publication explosion of 2024 has not attracted much in the way of scholarly attention, despite it having a visible and unprecedented increase in published works, marking a considerable turning point of research in the domain. accordingly, this study explores to address this deficiency in the reference through the provision of a bibliometric analysis of integrated learning in english academic, specifically focusing on articles published in 2024 and indexed in scopus. this research, using vosviewer and publish or perish, maps the publication, citation, and co-citation patterns and the networks of co-occurring keywords that define the discipline. the focus of this study is english education, an exceptionally intriguing field of study where mixed learning approach may apply because this discipline encompasses several areas language, cognition, and technology. apart from this, the focus of the study is the most recent thematic and methodological changes from a sample of 2024 publications, thus, providing a snapshot of the most up to date progress in the field. by identifying three specific thematic clusters of added value in higher education, primary research, and digital learning, this study goes beyond general patterns and sheds light on the specific areas most researchers s are targeting. theoretical framework at the level of educational theory, it is the blended learning theory of graham and allen (2019) that forms the basis of this study. graham and allen (2019) reconceptualizes blended learning as not just online and f2f learning, but as an integrated teaching model that uses the two approaches to win pedagogically. this reconceptualization is the theoretical underpinning of many of the articles reviewed in this study, since it relates the themes of personalisation, adaptability and student autonomy in the digital educational context. in the same direction, the community of inquiry model (garrison, anderson, and archer, 2000) helps to explain the convergence of intelectual engagement, pedagogical existence, social existence, and, more lately, emotional presence. the model is post pandemic highly applicable in digital education, where emotional engagement and social connectedness are essential in meaningful learning of languages, particularly english, which is interactive and collaborative. in addition, the tpack, theoretical framework of technological pedagogical content knowledge established by mishra and koehler in 2006 and later including the contextual knowledge (ck) by (schmid, brianza, & petko, 2021) assists in outlining the necessary skills for educators of english in blended contexts. the articles that were read talked about things like how different students learn, how ready the school is, and how easy it is to get to technology. they also talked about how important it is to be able to use computers and to be able to teach in different ways. in terms of the inquiry method, bibliometric theory and science mapping (small, 1973; van eck & waltman, 2010) help us look at scientific output in relation to data.these models treat the phenomenon of knowledge production as being structured and networked, facilitating the differentiation of intellectual frameworks, thematic strands, and impact of citations. the citation analysis software vosviewer and publish or perish employed in the present study are putu wahyu sudewi, et. al., 2025 a bibliometric analysis of blended learning approaches in english language teaching 345 | vol.9, no. 2, 2025(343-358) also inspired by these bibliometric principles, enabling the visual representation of research funding. moreover, diffusion of innovation theory (rogers, 2003) additionally acts as a meta theory explaining the diffusion of blended learning practices from one member to all other members of the educational community. recent extensions to the theory focusing upon structures within the institution, confidence in the utilization of technology, and policy impacts in the field of english education appear to align with the increased publication and research interest in blended learning. finally, the theory of connectivism (siemens, 2005) and the theory of digital learning ecologies assist in the explanation of the phenomena which are emphasized as collaborative and other emergent learning environments which are flexible and adaptive. these theories explain the bibliometric results well in the most clustered areas of collaborative learning, mobile-assisted language learning, and hybrid teaching designs. material and method this study utilizes a quantitative bibliometric methodology for examination the scholarly discourse and thematic trends associated with integrated learning in english education. initially, a set of 10 scopus-indexed articles published in 2024 were chosen for indepth analysis. the selection was determined by a set of predetermined inclusion criteria where the publications were intended for publication in peer-reviewed journals indexed in scopus, centered on integrated learning in the english educational context, and provided bibliographic data that can be manipulated for a bibliometric analysis. these 10 articles were selected not only because they fit the criteria of the research focus, but they also constituted the most recent advancements in the field during a period of remarkable scholarly growth. furthermore, the first search conducted on the scopus database using the terms ‘blended learning’ and ‘english education’ showed that in 2024 alone there were 170 items published, which further demonstrates the increasing interest in the area. for the purposes of this study, various bibliometric software was used in order to process bibliometric data. these programs included vosviewer and publish or perish, which helped to extract, visualize and analyze complex bibliographic data. vosviewer was noted to specialize in the construction of networks of co-occurring keywords, and the mapping and thematic clustering of citations, while digital data was the responsibility of publish or perish, which also provided research metrics related to citations such as the h-index and g-index, as well as total citations and other similar metrics. these tools were eventually selected, as they are compatible with data from scopus, and are well accepted in the field of bibliometrics. analysis was performed to find a range of metrics that reflect scholarly activity and impact, such as citation counts, patterns of co-authorship, co-occurrence of keywords, and the research methods and approaches employed in the selected body of literature. three main areas of focus were visible using our tools, and these were termed as thematic clusters: practical implementation of integrated learning in tertiary education, design of integrated learning for research, and perceptions of digital learning. the keyword and theme mapping of the networks made the research areas clear, and these were used to explain the underlying research structure. in accordance with bibliometric research principles, this study treats bibliographic information as survey data, replacing conventional methods like interviews and surveys with the aggregation and analysis of publication metadata obtained from scopus. this method ensures the objectivity, repeatability, and statistical validity of the results, adhering to the criteria of a quantitative research design as outlined by creswell (2014). in this way, the study records the cognitive framework and development of blended learning within the domain of english education and provides a basis for other investigative endeavors and scholarly curricular design in digital pedagogy. putu wahyu sudewi, et. al., 2025 a bibliometric analysis of blended learning approaches in english language teaching 346 | vol.9, no. 2, 2025(343-358) results and discussion results data description investigations in the domain of blended learning within english education have demonstrated substantial progress annually. the researchers has acquired 10 scopusindexed publications that reflect significant academic esteem, utilizing the term "blended learning in english education." this suggests that the studies have undergone rigorous peer review processes and contribute substantially to scientific advancement. most of the research in this collection demonstrates diverse approaches to addressing issues in english language learning. the strategies employed include the development of innovative learning media, the execution of pedagogical frameworks tailored to student characteristics and learning environment contexts, as well as the utilization of technology based platforms like learning management systems (lms). table 1. analyzed articles no authors title year number of citations publisher 1 1 l. jiang factors influencing efl teachers’ implementation of spoc-based blended learning in higher vocational colleges in china: a study based on grounded theory 2024 26 interactive learning environments 2 2 m. usama, s. alam, a. hameed, f. ahmad, and s. iliyas web-based vs. mixed mode instruction utilizing elearning via lms: a comparative study 2024 13 international journal of information and education technology 3 3 m. usama, s. alam, s. tarai, s. banu the impact of rotation model on minimizing inflectional morphemes errors in english writing: a comparative study of error analysis 2024 12 theory and practice in language studies 4 4 l. sun, a. asmawi, h. dong, x. zhang exploring the transformative power of blended learning for business english majors in china (2012–2022) – a bibliometric voyage 2024 7 heliyon putu wahyu sudewi, et. al., 2025 a bibliometric analysis of blended learning approaches in english language teaching 347 | vol.9, no. 2, 2025(343-358) 5 5 s. alam efficacy of mixed model instruction to improve english language skills of business management students: an experimental study 2024 6 the journal of education culture and society 6 6 y. wang, j. wu, f. chen and j. li analyzing teaching effects of blended learning with lms: an empirical investigation 2024 6 ieee access 7 7 m. o. khan, s. khan influence of online versus traditional learning on efl listening skills: a blended mode classroom perspective 2024 4 heliyon 8 8 y. chen and z. dong students’ psychological analysis for classroom teaching strategies of art songs based on steam education 2024 4 sustainability (switzerland) 9 9 y. teng, z. yin, x. wang and h. yang investigating relationships between community of inquiry perceptions and attitudes towards reading circles in chinese blended efl learning 2024 2 international journal of educational technology in higher education 1 10 p. gayatri and h. sit the adaption of sustainable blended global discussion (sbgd) in english as a foreign language teaching and learning 2024 1 education sciences this study’s accompanying table lists the articles used for the bibliometric analysis. these articles have been collected from both the scopus database and the publish or perish tool, both of which provide access to respectable, peer-reviewed literature. once the articles were located, their information was exported to ris format, citation managers, and bibliographic software, which was then analyzed using the vosviewer application. this way, putu wahyu sudewi, et. al., 2025 a bibliometric analysis of blended learning approaches in english language teaching 348 | vol.9, no. 2, 2025(343-358) the researchers was able to distinguish methodological patterns and frequently mentioned subjects of study, which, together, represent the trends and changes in the focus of the scientific study and scholarship on the integrated learning approaches within english language education. there were 81 citations in the reviewed publications, which showed that each one had a different level of influence. jiang, liping has 26 citations on her paper “factors affecting the implementation of spoc-based blended learning by efl teachers in vocational schools in china: a grounded theory study” which illustrates the importance of the work. presentation data between january and december 2024, 170 publications used the key phrase 'blended learning in english language education'." among the 170 articles, liping jiang’s, “factors influencing efl teachers’ implementation of spoc-based blended learning in higher vocational colleges in china: a study based on grounded theory” published in interactive learning environments” has the highest citation index of 26. the growing number of articles using the search term “blended learning in english education” might be attributed to the fact that this pedagogical approach is flexible, student-centered, and effective. educators have the opportunity to combine in-class and virtual teaching formats. the blend of traditional and online learning is facilitated by the human engagement and rapid response feedback found in physical classrooms, and the adaptability of digital classrooms, complemented by the robust multimedia tools available. in a blended learning environment, adapting content and assignments based on the learner's needs, language competencies, and learning styles is called blended learning. such adaptation is especially important while teaching english due to the varying ability levels of english learners across the four fundamental skills; listening, speaking, reading, and writing. moreover, the advent of educational technologies, and learning management systems (lms), have made it easier to implement blended models at scale to provide opportunities for the real use of language, interactivity, and communication in authentic tasks. the covid pandemic and the resulting global digital transformation in education have led concerning the use of hybrid teaching models to develop more flexible and welcoming study spaces, making blended learning more effective in language courses by increasing participation and improving results. the use of educational technologies has also made it possible to include interactive tasks and language use in real life. the ten papers included in the study employed different approaches to research, including both qualitative and quantitative. table 2. research method used in analyzed articles no authors title method 1 1 l. jiang factors influencing efl teachers’ implementation of spoc-based blended learning in higher vocational colleges in china: a study based on grounded theory qualitative approach based on grounded theory 2 2 m. usama, s. alam, a. hameed, f. ahmad, and s. iliyas web-based vs. mixed mode instruction utilizing e-learning via lms: a comparative study quantitative experimental research method 3 3 m. usama, s. alam, s. tarai, s. banu the impact of rotation model on minimizing inflectional morphemes errors in english quantitative comparative experimental method putu wahyu sudewi, et. al., 2025 a bibliometric analysis of blended learning approaches in english language teaching 349 | vol.9, no. 2, 2025(343-358) writing: a comparative study of error analysis 4 4 l. sun, a. asmawi, h. dong, x. zhang exploring the transformative power of blended learning for business english majors in china (2012–2022) – a bibliometric voyage a bibliometric analysis, specifically a quantitative analysis of literature. 5 5 s. alam efficacy of mixed model instruction to improve english language skills of business management students: an experimental study quantitative experimental research method 6 6 y. wang, j. wu, f. chen and j. li analyzing teaching effects of blended learning with lms: an empirical investigation a quantitative empirical analysis utilizing machine learning algorithms and regression analysis models 7 7 m. o. khan, s. khan influence of online versus traditional learning on efl listening skills: a blended mode classroom perspective a mixed-methods approach that combines both experimental research and qualitative analysis 8 8 y. chen and z. dong students’ psychological analysis for classroom teaching strategies of art songs based on steam education a quantitative research approach 9 9 y. teng, z. yin, x. wang and h. yang investigating relationships between community of inquiry perceptions and attitudes towards reading circles in chinese blended efl learning quantitative in nature, specifically using survey research 1 10 p. gayatri and h. sit the adaption of sustainable blended global discussion (sbgd) in english as a foreign language teaching and learning a qualitative case study with some quantitative components. vosviewer is a program that makes it easier to analyze data. it has menus for network visualization, overlay visualization, and density visualization.the network visualization menu is utilized to view the keyword network. putu wahyu sudewi, et. al., 2025 a bibliometric analysis of blended learning approaches in english language teaching 350 | vol.9, no. 2, 2025(343-358) figure 1. network visualization figure 1 presents the findings of a bibliometric analysis on the english language skills literature. it illustrates a network visualization of the co-occurring keywords. in this visualization, each node represents a keyword from the title and abstract or the keywords of a publication, and the edges show how often each keyword appears with other keywords. the distribution and clustering of keywords by color in this visualization are the result of a vos algorithm , which assigns terms with keywords to a cluster based on their frequency and proximate distribution throughout the literature. some of the keywords in the red cluster located at the top of the visualization include “college english,” “application,” and “effectiveness,” which shows a focus on the practical use and assessment of instruction in the english language in the college setting. the literature in this cluster often studies the use of particular teaching methodologies or technologies (mobile devices and blended learning environments) to improve college students’ english proficiency. the green category consists of initial research terms like "background", "research" and "design". these words correlate with the conceptual and methodological orientations of the studies underpinning research in language education. this cluster reflects the necessity of extensive research design be it experimental, quasi experimental, or purely descriptive due to the paramount importance of such approaches in the determination of consistency and accuracy in findings within the field of pedagogical studies. it also reflects attention to the theoretical basis and the interrelated and systematic research of the variables involved in the learning of english. the blue cluster, on the other hand, is situated in the lower section of the diagram, incorporating terms such as "online”, "face”, "perception”, and "case". this cluster emphasize the growing significance of the online instructional design in english language teaching. the cluster of these terms indicates increased attention to blended and remote learning frameworks, predominantly as a result of worldwide educational modifications resulting from technology and the covid-19 pandemic. the mapping of the networks illustrates the complete range of themes in investigation into pedagogy of the english language. it shows equitable attention to the more conventional forms of teaching as well as the more recent forms of teaching with technology, indicating the active nature of the field. such observation is informative in the understanding of the present circumstances. such observation will inform the understanding of present circumstances, their deficiencies, and how to address them in prospective inquiries. putu wahyu sudewi, et. al., 2025 a bibliometric analysis of blended learning approaches in english language teaching 351 | vol.9, no. 2, 2025(343-358) figure 2. overlay visualization the figure presents an overlay visualization reflecting keyword patterns across scholarly works centered on english language instruction using a temporal spectrum from 2024. in this bibliometric visualization, nodes correspond to the keywords retrieved from the dataset, and edges represent the relationships of scholarly co-authorship among them. the overlay method uses a graduated color system, where the earlier years the terms were used are indicated by shades of purple and blue , and the years the terms were used most recently are shown by greens and yellows. this category of visualization is highly advantageous for tracking changes in research concentration over time and for identifying emerging areas of interest within a specific discipline. the connection features the words “college english”, “application”, “effectiveness”, and “online”, colored yellow and green, which means they may become more prominent by the second half of 2024. it shows the growing academic interest in the incorporation of strategies and technologies targeted at teaching english to college students. the examination of means and ends in teaching and learning remains a primary focus in research pertaining to language instruction, particularly within the context of digitalization and post-covid education. “background research,” “construction,” and “design,” however, will likely be more prominent during the first quarter of 2024, it is noted in purple and blue, the cooler hues of the spectrum. these words are associated with the preliminary phase of scholarly research, where the researchers drafts a conceptual framework, identifies the research problem, and develops a methodological plan. what is striking is that the words perception and case and face show up in the warmer colors in the final quarter of 2024. this reflects a nascent interest in the literature concerning learners' perceptions, case based learning, and possibly face to face versus online english language instruction. such changes reflect that students are beginning to understand the nuances of their individual interpretations and that the significance of pedagogical activities is not constant, but rather shifts according to the teaching format, especially within the setting of digital and hybrid learning environments. the overlay visualization illustrates the transitions occurring within the domain of english language instruction research, initially concentrating on foundational and methodological aspects at the beginning of the year, and subsequently shifting towards more practical and learner-oriented research by the end of 2024. this shows how adaptable the field is to changes in technology, student needs, and teaching methods. putu wahyu sudewi, et. al., 2025 a bibliometric analysis of blended learning approaches in english language teaching 352 | vol.9, no. 2, 2025(343-358) figure 3. density visualization figure 3 provides a density visualization showing the co-occurrence of keywords from a selection of research articles on english language education. density visualization within bibliometric analyses aims to show the dispersion of the attention given to individual keywords within the corpus of literature being analyzed.the spectrum of color from dark blue to bright yellow positions a keyword's degree of attention on a scale from low (dark blue) to high (bright yellow) in addition to indicating the strength of its associations in the matrix. this technique provides an immediate glance at the dominant themes in a particular field. in the center of the visualization a foregrounded bright yellow cluster encompasses the keywords “college english,” “application,” “effectiveness,” and “online.” their front and center positioning and their yellow hue suggest the topics speak to the thematic nucleus of the research and are highly co-occurring. this shows that there is a lot of academic interest in how well teaching english online in an asynchronous format works at the college level. proximity to the aforementioned nucleus are the keywords “design” and “background research” which have also been isolated in a single color, though to a lesser extent. these focus on the thematic methodological and theoretical aspects of the studies and speak to the monumental importance of rich research design and research synthesis in studies investigating pedagogy and studies of educational effectiveness. the presence of these foundational terms speaks to the methodological sophistication that typifies the literature in the field. in contrast, the keywords “perception," “case," and “face” float within the lower density regions towards the edges and corners of the visual (and still blue and green) relatively. they may be the least dense. however, these terms likely indicate an incipient and niche interest within the area of qualitative and learner focused studies such as student perceptions of english learning environments and case studies that examine the contrasts between face to face and online instruction. these studies may suggest the beginning of a growing english language education research interest. this density visualization demonstrates the evident academic focus and concentration of interest particularly within the realm of tertiary education on the use and efficacy of online english language instruction. it also illuminates the research ecosystem's multilayered nature, where prominent methodological approaches and likely new insights on learner experience and mode of instruction. this level of insight offers a solid basis for predicting the arc of academic interest and informing possible new lines of research. putu wahyu sudewi, et. al., 2025 a bibliometric analysis of blended learning approaches in english language teaching 353 | vol.9, no. 2, 2025(343-358) figure 4. keyword analysis figure 4 displays some of the keywords retrieved from the databases, along with the frequency of their occurrence, and their scores on relevance. in bibliometric studies, particularly in analyses of keywords co-occurrence, these frequency tables reveal the scope of the studies, in labels of themes. occurrences are the total of times the keywords appeared in the documents of interest and relevance score is the value attributed to the keywords in the discourse by the algorithm in vosviewer. a few of the keywords include the phrases, “higher education,” “systematic review,” and “case,” to name a few. the keywords give an impression that the literature is commited to the focus of instructional activities in the higher academic context, and that the literature employs systematic and case reviews. the keyword “systematic review” is dominating and shows that the literature is focused on reviewing the literature on educational practices to make a strong argument on the effectiveness of the practices. using the keywords “online,” “perception,” “construction,” and “blended teaching,” one can discern a technological and pedagogical orientation in the research in question. clearly concerned with the dual functions of technology and pedagogy, the keywords confirm a significant interest in integrating pedagogical practices with digital technologies, particularly within blended learning and online teaching environments. “perception” suggests that some of the research is concerned with learners’ and/or teachers’ attitudes, an important dimension of the inquiry as institutions around the world continue the transition to digital formats and online and/or hybrid education. the same could be said of the keywords “research,” “college english,” “effectiveness,” and “application,” which also occur with some frequency. they characterize the studies under review as empirical and evaluative, concerned specifically with the use and evaluation of educational technologies in the english instruction at the college grade. this is consistent with the expanding body of literature in which the teaching of english (including english as a target language) is increasingly concerned with the adoption of technology to facilitate training in accessible and engaging ways. the relevance scores displayed in the table can be used analytically to distinguish between generic terms (e.g., “research”) and specific terms in a discipline (e.g., “blended teaching” or “college english”). strong relevance scores indicate that not only are some terms very frequent and thus discernible, but also that they are of particular importance or thematic significance for a comprehensive comprehension of the research domain, or the intellectual structure of that area of research. putu wahyu sudewi, et. al., 2025 a bibliometric analysis of blended learning approaches in english language teaching 354 | vol.9, no. 2, 2025(343-358) this keyword analysis shows that the scholarship being reviewed is mainly about current practices in higher education, such as using blended and digital teaching methods and how well teaching english as a target language works. the high number of relevant terms and high relevance scores suggest that this research is about an integrated and cohesive way of teaching that combines new ideas with real-world testing. discussion the bibliometric trends published in this paper reveal the developing state of research and scholarship on combined learning in the classroom activities of english. the bibliometric increase of publications in 2024 at 170 articles indicates a steep increase in scholarly engagements of blended learning. the bibliometric growth trends are a result of increasing digital transformations of educations and learning (garrison et al., 2000; vygotsky, 1978). the appearance of three thematic clusters practical applications in higher education, methodological foundations, and perceptions of learning digitally highlights how complex the research is. the first cluster studies the praxis of pedagogy in the higher education context, especially focused on the keywords, ‘college english’, ‘application’, and ‘effectiveness’. this corresponds with instructional design theory (reigeluth, 1999)particularly the main concern on the practice and assesment of pedagogy in combined learning. the cluster empathetic principles of instructional design (merrill, 2002), which emphasize problem-centred learning in blended environments. the emphasis on empirical results also reflects an outcomes-based education (obe) which aims at the improvement of listening, speaking, reading, and writing in language acquisition. the second cluster and its theoretical and methodological foundations include the terms, “research,” “design,” and “construction.” it emphasizes the increasing attention to educational research rigor and reproducibility. the inclusion of experimental methods, grounded theory, and bibliometric analyses in the selected articles points to an increasing methodological breadth and depth in the field, which mirrors the increasing level of sophistication of blended learning research. the scope and approaches within this field have been strongly advocated by biesta (2007), who argued that there is a greater need for epistemological diversity in educational research to understand the complexities and nuances of pedagogy. the third cluster, examining the intersection of digital pedagogy and student perspectives, indicates a greater emphasis on the intersection between students' technological engagement and the emotions associated with that engagement. this cluster aligns with the community of inquiry (coi) model proposed (garrison et al., 2000), which examines the balance of cognitive, interpersonal, and pedagogical existence in fully virtual and mixe moode learning setting. the increasing occurrence of the words "perception," "online," and "case" in the corpus suggests a shift towards student-centered digital pedagogy by the end of 2024. this is grounded in autonomy based motivation theory (deci & ryan, 2000), that argues which a learner's motivation is governed by the need for autonomy, a sense of competence, and social connectivity. further data patterns indicate that terms like "effectiveness," "online," and "college english" are not only common but have also attracted increased attention in recent years. this reflects a higher level of research interest in studies focused on learners and learning outcomes. one of the most widely cited works (jiang, 2024), which uses grounded theory to examine the barriers efl practitioners face in implementing blended learning environments, acknowledges that the fundamental barriers to the effective integration of blended learning environments are contextual and teacher-related aspects. moreover, increased emphasis on learning management systems (lms) and the utilization of machine learning tools indicates greater conformity with the technology acceptance model (tam) (davis, 1989), reflecting a shift from theoretical support to practical concerns regarding efficacy and scalability potential. putu wahyu sudewi, et. al., 2025 a bibliometric analysis of blended learning approaches in english language teaching 355 | vol.9, no. 2, 2025(343-358) research on the intersection of english language education and blended learning is ensured to be multidisciplinary through the use of mixed methodologies including bibliometric studies, comparative assessments, and qualitative inquiry. using data-driven and learnercentered approaches enriches the field's empirical findings and expands the body of research focused on equity, access, and responsive pedagogy in blended education contexts (gay, 2010) conclusion this research examines the scopus indexed english education blended learning articles from 2024. the bibliometric analysis reflects the progress in the area, indicating that blended learning provides flexibility and adaptability as an instructional methodology in english education. the collision between digitally transformed education and blended learning fascinates academics from various methodologies and fields, demonstrated by grounded theory, experimental studies, bibliometrics, and case studies. the co-occurrence of keywords and temporal trend analysis with vosviewer illustrate several subject clusters and evolving areas of interest throughout time.initial studies of 2024 concentrated on the theories and the research design; subsequent publications, however, offered an increasing focus on practical methods and the integration of technology as well as the perceptions of the learners. of interest were the keywords “college english,” “applications,” and “effectiveness,” which characterized the most current literature and indicated a focus on the evaluation of the efficacy of instruction in the setting of higher academic. the results, together, indicate an increasing volume of published research on integrated learning in the education of english, a trend accompanied by a growing sophistication of the discourse. the increase in publication citations, especially those that detailed outcomes concerning learner strategies, highlight the significance of this instructional design, especially for the 21st-century diverse learners; this also served to demonstrate its instrumental role in english language teaching. the results indicate the need to examine blended learning in english education, especially its innovative practices, contextual appropriateness, and learner centeredness. acknowledgement this research would not have been achievable without the help and support from the educational institutions. the author especially appreciates the guidance and critiques from academic colleagues and mentors. references alam, s. (2024). efficacy of mixed model instruction to improve english language skills of business management students: an experimental study. journal of education culture and society, 15(2), 387–402. https://doi.org/10.15503/jecs2024.2.387.402. asmawi, a., dong, h., zhang, x., & sun, l. (2024). exploring the transformative power of blended learning for business english majors in china (2012–2022) – a bibliometric voyage. heliyon, 10(2), e24276. https://doi.org/10.1016/j.heliyon.2024.e24276. bernard, r. m., abrami, p. c., borokhovski, e., wade, a., tamim, r., surkes, m., & bethel, e. c. (2009). a meta-analysis of three types of interaction treatments in distance education. review of educational research, 79(3), 1243–1289. biesta, g. (2007). why "what works" won't work: evidence-based practice and the democratic deficit in educational research. educational theory, 57(1), 1–22. https://doi.org/10.1111/j.1741-5446.2006.00241.x. chen, y., & dong, z. (2024). students’ psychological analysis for classroom teaching strategies of art songs based on steam education. sustainability (switzerland), 16(1). https://doi.org/10.3390/su16010323. https://doi.org/10.15503/jecs2024.2.387.402 https://doi.org/10.1016/j.heliyon.2024.e24276 https://doi.org/10.1111/j.1741-5446.2006.00241.x https://doi.org/10.3390/su16010323 putu wahyu sudewi, et. al., 2025 a bibliometric analysis of blended learning approaches in english language teaching 356 | vol.9, no. 2, 2025(343-358) creswell, j. w. (2014). research design: qualitative, quantitative, and mixed methods approaches (4th ed.). thousand oaks, ca: sage publications. davis, f. d. (1989). perceived usefulness, perceived ease of use, and user acceptance of information technology. mis quarterly, 13(3), 319–340. https://doi.org/10.2307/249008. deci, e. l., & ryan, r. m. (2000). the “what” and “why” of goal pursuits: human needs and the self-determination of behavior. psychological inquiry, 11(4), 227–268. https://doi.org/10.1207/s15327965pli1104_01. garrison, d. r., anderson, t., & archer, w. (2000). critical inquiry in a text-based environment: computer conferencing in higher education. the internet and higher education, 2(2–3), 87–105. https://doi.org/10.1016/s1096-7516(00)00016-6. garrison, d. r., & kanuka, h. (2004). blended learning: uncovering its transformative potential in higher education. the internet and higher education, 7(2), 95–105. gay, g. (2010). culturally responsive teaching: theory, research, and practice (2nd ed.). teachers college press. gayatri, p., & sit, h. (2024). the adaption of sustainable blended global discussion (sbgd) in english as a foreign language teaching and learning. education sciences, 14(12), 1–19. https://doi.org/10.3390/educsci14121279. graham, c. r., & allen, s. (2019). designing blended learning environments. in p. d. denman (ed.), handbook of research on digital learning (pp. 89–102). igi global. horn, m. b., & staker, h. (2014). blended: using disruptive innovation to improve schools. jossey-bass. jiang, l. (2024). factors influencing efl teachers’ implementation of spoc-based blended learning in higher vocational colleges in china: a study based on grounded theory. interactive learning environments, 32(3), 859–878. https://doi.org/10.1080/10494820.2022.2100428. khan, m. o., & khan, s. (2024). influence of online versus traditional learning on efl listening skills: a blended mode classroom perspective. heliyon, 10(7), e28510. https://doi.org/10.1016/j.heliyon.2024.e28510. merrill, m. d. (2002). first principles of instruction. educational technology research and development, 50(3), 43–59. https://doi.org/10.1007/bf02505024. moed, h. f. (2005). citation analysis in research evaluation. springer. reigeluth, c. m. (1999). instructional-design theories and models: a new paradigm of instructional theory (vol. ii). lawrence erlbaum associates. rogers, e. m. (2003). diffusion of innovations. free press. schmid, m., brianza, e., & petko, d. (2020). developing a short assessment instrument for technological pedagogical content knowledge (tpack.xs) and comparing the factor structure of an integrative and a transformative model. computers & education, 157, 1– 12. https://doi.org/10.1016/j.compedu.2020.103967. siemens, g. (2005). connectivism: a learning theory for the digital age. international journal of instructional technology and distance learning, 2(1), 3–10. small, h. (1973). co-citation in the scientific literature: a new measure of the relationship between two documents. journal of the american society for information science, 24(4), 265–269. doi:10.1002/asi.4630240406. sudewi, p. w. (2020). learning experiences using blended learning on efl learners at sulawesi barat university. jurnal basis, 7(1), 121–132. https://doi.org/10.33884/basisupb.v7i1.1787. teng, y., yin, z., wang, x., & yang, h. (2024). investigating relationships between community of inquiry perceptions and attitudes towards reading circles in chinese blended efl learning. international journal of educational technology in higher education, 21(1). https://doi.org/10.1186/s41239-024-00440-x. https://doi.org/10.2307/249008 https://doi.org/10.1207/s15327965pli1104_01 https://doi.org/10.1016/s1096-7516(00)00016-6 https://doi.org/10.3390/educsci14121279 https://doi.org/10.1080/10494820.2022.2100428 https://doi.org/10.1016/j.heliyon.2024.e28510 https://doi.org/10.1007/bf02505024 https://doi.org/10.1016/j.compedu.2020.103967 http://dx.doi.org/10.1002/asi.4630240406 https://doi.org/10.1186/s41239-024-00440-x putu wahyu sudewi, et. al., 2025 a bibliometric analysis of blended learning approaches in english language teaching 357 | vol.9, no. 2, 2025(343-358) usama, m. (2024a). the impact of rotation model on minimizing inflectional morphemes errors in english writing: a comparative study of error analysis. theory and practice in language studies, 14(2), 307–318. https://doi.org/10.17507/tpls.1402.01. usama, m. (2024b). web-based vs. mixed mode instruction utilizing e-learning via lms: a comparative study. international journal of information and education technology, 14(4), 612–619. https://doi.org/10.18178/ijiet.2024.14.4.2084. van eck, n. j., & waltman, l. (2010). software survey: vosviewer, a computer program for bibliometric mapping. scientometrics, 84(2), 523–538. https://doi.org/10.1007/s11192009-0146-3. vygotsky, l. s. (1978). mind in society: the development of higher psychological processes. harvard university press. wang, y., wu, j., chen, f., & li, j. (2024). analyzing teaching effects of blended learning with lms: an empirical investigation. ieee access, 12, 42343–42356. https://doi.org/10.1109/access.2024.3352169. https://doi.org/10.17507/tpls.1402.01 https://doi.org/10.18178/ijiet.2024.14.4.2084 https://doi.org/10.1007/s11192-009-0146-3 https://doi.org/10.1007/s11192-009-0146-3 https://doi.org/10.1109/access.2024.3352169 putu wahyu sudewi, et. al., 2025 a bibliometric analysis of blended learning approaches in english language teaching 358 | vol.9, no. 2, 2025(343-358) english franca academic journal of english language and education doi: https://doi.org/10.29240/ef.v9i2%20november.13070, pissn: 2580-3670, eissn:2580-3689; vol. 9, no. 2, 2025, page 215-236 article info: http://journal.iaincurup.ac.id/index.php/english received 06 may 2025; received in revised form 12 june 2025; accepted 10 november 2025 published by institut agama islam negeri (iain) curup on behalf of english franca: academic journal of english language and education. this is an open-access article under the cc by-sa license constructing meaning: a critical reflection on phonetics and phonology teaching and learning in efl higher education context agis andriani¹, dede pertamana², dewi rosmala³, aina amalia izzati4 1234 universitas siliwangi, tasikmalaya, indonesia corresponding email: agisandriani@unsil.ac.id to cite this article: andriani, a., pertamana, d., rosmala, d., & izzati, a. a. (2025). constructing meaning: a critical reflection on phonetics and phonology teaching learning in efl higher education context. english franca : academic journal of english language and education, 9(2 november), 215–234. https://doi.org/10.29240/ef.v9i2 november.13070 introduction to become a future english teacher or lecturer, a student needs to prepare themselves by building the ability in phonology and phonetics in the context of learning english (kemaloglu-er, 2017; llurda, 2014; mahboob, 2004; nguyen & dao, 2019; richards, 2010). this ability plays an important role in helping someone improve their linguistic abilities (allen et al., 2022; shin, 2008). by having an good understanding of phonetic and phonological concepts, it could be helpful to increase the ability to better perceive the language, and have a strong foundation for producing clear pronunciation (andriani, a., abdullah, f., & saputra, 2017; andriani et al., 2023). in addition, mastering english phonetics and phonology helps students become more aware in case of linguistics and understand the meaning in everyday conversation and academic settings, which can motivate them to be more confident in their abilities (calafato, 2019; garcía & kleifgen, 2020). however, with the status of english as a foreign language that puts learners with nonnative english identity (huang, 2018; kemaloglu-er, 2017; maum, 2002; moussu & llurda, 2008), this becomes a problem that causes the teacher or tutor in the classroom to occasionally overlook how they could help the learning of the foreign language. in order to complete learning stages step-by-step, he just concentrates on the content or even the order of teaching techniques (seidlhofer, 1996). this shows that the teacher is not a consistent language model who should serve as an example for his students, but rather is only interested in finishing the process. the use of audio-visual materials, such as videos, by the tutor or abstract. language knowledge and presentation skills are part of the essential characteristics that an english tutor must possess. however, in reality, a tutor who identifies as a non-native english speaker is not really able to be an adequate model for english language learning coupled with many traditional methods that fail to meet the diverse needs of students, for example not utilizing modern technological tools effectively, and sometimes tutors do not have sufficient awareness of pedagogical knowledge and linguistic knowledge to be a role model of english in the efl context. through critical reflection using the 3 whats model, this research explores how the learning process inspires and motivates students to become english education students, who are designed to become future teachers. 136 english education students were involved in writing a critical reflection after the lecture of phonetics and phonology subject lecture for one semester ended. the findings show that the tutor has the capacity assessed in nine criteria of ideal language teachers, namely having competence, liking english when teaching, motivating, consistently giving feedback, facilitating students to show their abilities, innovating to overcome students' difficulties, appreciating students' work, and being professional in whatever they do. therefore, further investigation is needed to explore how technology impacts in building of students' critical language awareness. keywords: phonetics; phonology; critical reflection; efl education https://doi.org/10.29240/ef.v9i2%20november.13070 https://portal.issn.org/resource/issn/2580-3670 https://portal.issn.org/resource/issn/2580-3670 http://journal.iaincurup.ac.id/index.php/english mailto:agisandriani@unsil.ac.id agis andriani et al., 2025 constructing meaning: a critical reflection on phonetics and phonology teaching and learning in efl higher education context 216 | vol.9, no. 2, 2025 (215-236) teacher, for example, will not take the place of their function as agents of change in terms of transferring information and skills as well as serving as examples for the way english is taught (yuan & burns, 2017). as a result, prospective english language teachers must examine the content of higher education in detail to teach and study english. this analysis is done through an exploration of the students' own critical reflections on their experiences during the phonetics and phonology course. this reflection can serve as a discernment for them to recognize and describe what happened in the classroom, what they have learned, what they have understood, done, practiced, and, how their tutor's role in learning, so that it has an impact on the sustainability of their knowledge and skills in the future, as well as the challenges and solutions they decide in the process. this analysis is based on critical reflection (christodoulou, 2013; east, 2022; lavín & goodman, 2023; li, 2023) important not only to stimulate english language education students who in the future will become prospective teachers, but can also be a portrait of how the phonetics and phonology learning process is a means to equip these students' competence in the language subject they are studying. their ability to comprehend english better will be based on their knowledge and comprehension of language concepts, which start with an awareness of language sounds (copland et al., 2014; janks, 1997; teng, 2020). they will not only speak english fluently, but also skillfully model it to their students later when they become english teachers. as an approach integrated with reflective practice (wilkin, 2022) an introspective process of critical reflection involves assessing and examining a situation, activity, or experience to gain a better knowledge (rolfe, 2014). critical reflection in the educational setting can assist teachers or lecturers and students in engaging with their experiences that may influence the learning process and boost their involvement (afrilyasanti et al., 2025; gonzalez-vidal & moore, 2024; govender, 2019; lavín & goodman, 2023; ng et al., 2020). to create effective and improved teaching and learning procedures in the next stage, this strategy might encourage people to actively reveal their assumptions, values, and beliefs (govender, 2019). based on this, critical reflection acts as a tool to raise awareness and deepen understanding in the learning process (germain-rutherford & karamifar, 2022; mahalingappa, 2023). through critical reflection, students can identify lessons learned from their experiences during the learning process, whether it is from the positive or negative side, to take lessons so that it is useful for improving the process in the future. the process taken in writing a critical reflection is that students must be able to involve the social and cultural experiences they go through by observing what happens, why, and how, then respond to the impact that occurs and what the solution is. because the teaching and learning he creates is a high-quality process, a student will be prepared to become a professional english teacher in the future (andriani et al., 2024; macías villegas et al., 2020; l. t. nguyen & hung, 2021; sipe & segumpan, 2024). being an english teacher ideally fulfills the nine criteria of an ideal english teacher, but in reality, teachers may be ignorant of it because of many causes, e.g. teacher exhausted from teaching routine, low motivation, and low innovation (erling, 2015; norton, 2013). therefore, this research focuses on exploring how the process of a tutor becomes a language teacher based on indicators of the nine criteria and what she did so that learning can be carried out with modeling, innovation, technology, and inspiration. the nine criteria are based on allen (d. h. brown, 2000) which list these as the indicators for language teacher standard profile, including competent preparation leading to a degree in tesl, a love of the english language, critical thinking, the persistent urge to upgrade oneself, self-subordination, readiness to go the extra mile, cultural adaptability, professional citizenship, and a feeling of excitement about one’s work. this is important to explore to provide an overview of how to create a meaningful and sustainable english language learning atmosphere. theoretical framework agis andriani et al., 2025 constructing meaning: a critical reflection on phonetics and phonology teaching and learning in efl higher education context 217 | vol.9, no. 2, 2025 (215-236) constructivism is a teaching and learning methodology based on the idea that “mental construction” is the basis for cognition (learning) (bada & olusegun, 2015). constructivism is a psychology-based learning theory that suggests individuals construct new knowledge based on prior knowledge and experience, making it applicable to education as it explains how individuals acquire knowledge. this knowledge acquisition process is contrary to the conventional practice of simply taking information from others (tsulaian, 2023). in the classroom, a constructivist view of learning can lead to several different teaching practices (bada & olusegun, 2015). in the most common terms, this usually means supporting students to use active techniques (experiments, real-world problem solving) to create more knowledge to reflect and talk about what they did and how their understanding changes. constructivist learning includes the principles of experience-based learning and problem-solving. to do this, students must be fully engaged in the process of reconstructing their knowledge and abilities to continuously improve their understanding of the subject (hermanto & jayana, 2023). in the process of learning, teacher could be said as a facilitator, while the real responsibility for learning is still lies to the students. in this application, students also required to be actively involved in making the experience, critical thinking, forming thoughts, and try to uncover the meaning of each activity. in this case, the experience gained is truly comprehensive, not only limited to basic sensory functions. teachers, through constructivist teaching, aim to develop cognitive imbalance by providing situations that encourage students to consider their existing beliefs and ask about the situation (ahmedi, 2023). as the facilitator, an english teacher should reach the personal branding or image as an ideal profile. allen (in brown, 2000) has the conceptual framework of an ideal language teacher, consisting of nine indicators: professional citizenship, critical thinking, cultural adaptability, love of the english language, competent preparation leading to a degree in tesl, self-subordination, the persistent urge to upgrade oneself, readiness to go the extra mile, and a feeling of excitement about one’s work. the nine indicators of the ideal language teacher begin with the characteristics of professional citizenship. professional citizenship activities can be said to be a context for exploring and debating the overall aims and objectives of practice among teachers (diamond & bulfin, 2023). in its characteristics, professional citizenship teachers have an important role in determining the future of their subject. as such, it is expected that all citizenship teachers should be able to be reflective and critical thinkers about their subject, and be able to continuously evaluate what they are trying to do and why (brown & fairbrass, 2009). not only that, but critical thinking is also the next indicator of an ideal teacher. this critical thinking become a process of conceptualizing, applying, analyzing, synthesizing, and/or evaluating information by observation, experience, reflection, reasoning, or communication as a guide for believe and actions. in addition, cultural adaptation also requires a deep understanding of the cultural background of students and being flexible in teaching methods. but in practice, students also need to develop cultural awareness and openness to understand the material taught in different cultural contexts (saniati et al., 2024). in the next indicator, an ideal language teacher must have a love for english. thus, for the love of english, in the implementation of learning activities, teachers can maximize the use of english in the classroom, be it by using gestures, acting, puppets, and others to convey meaning. therefore, teachers must strive to use english that is simple, natural, and appropriate to the students' level (sumarni & firman, 2023). not only when already a teacher, but to become an ideal language teacher, it is necessary to prepare oneself competently to get a degree, namely by having six main competencies, among others: must have knowledge of teaching theory, be skilled in teaching and communicating, be able to reason with common sense, be able to make decisions, know the profession, and have social, cultural, and professional knowledge (richards, 2010). not only that, “self-subordination” is one of the indicators of an ideal teacher because it can demonstrate independence or the ability to stand alone without agis andriani et al., 2025 constructing meaning: a critical reflection on phonetics and phonology teaching and learning in efl higher education context 218 | vol.9, no. 2, 2025 (215-236) depending on others, a characteristic that can help teachers face challenges in teaching (mohammaditabar et al., 2020). so to be considered effective, teachers must believe in their own ability to make a difference in the lives of their students, and must also demonstrate a willingness to inspire and motivate their students through example (coombe, 2014). and the last indicator, feeling good about the job, also includes the concept of teacher enthusiasm (te), which has been defined as the degree of enjoyment, excitement, and pleasure that teachers typically experience in their professional activities (burić & moè, 2020). finally, it can be concluded that being an ideal teacher is a form of constructivist learning that refers to how the teacher plays an important role in leading the learning activities in the classroom. this is also supported by the nine characteristics of an ideal teacher stated by allen (in brown, 2000) which explains that teachers play an important role in shaping the development of education. some of these characteristics certainly need to be mastered by every teacher, especially a language teacher, to present teaching and learning activities that can achieve the objectives of education. material and method this research uses a qualitative framework as its methodological foundation. this approach functioned to explore in depth the critical reflection of english education students who are students who are prepared to become prospective teachers in the future. in their critical reflection, the students can qualitatively reveal their subjective experiences in depth and become subjective narratives about their experiences during learning, and understand the socio-cultural context that influences their reflection process. by using this qualitative approach, the reflection written by the students serves to explore the meaning constructed by the students in understanding how they criticize, are inspired, motivated, and identify factors that can facilitate or hinder their self-development and professionalism for their future profession as english teachers. the foundation in writing critical reflection as a research instrument is based on the three whats principles (rolfe, 2014). this idea, rolfe's framework for reflective practice, was pioneered by borton in 1970. this framework for reflective practice has the concepts of what, so what, and now what to model the basis of building students' awareness of their functioning as individuals, part of the curriculum. “what?” relates to how students are encouraged to feel the difference between responses, effects of actual things that happen with themselves in the environment faced “what?” to feel the difference between responses, actual effects, and expected effects. “so what” serves to dig out from the elements of the what, revealed in the previous phase, so that they can serve to be transformed into aligned meaningful pattern information. the last trigger is “now what?”. this is the part that decides how to act on the best alternative and reapply it in other situations of prospective efl teachers and tutor documentation of the teaching and learning process (lesson plans and video documentation). the collected data provides a better understanding to the students’ experiences and perceptions of learning phonetics and phonology. by focusing on their critical reflections, this study exposes on how the students construct the meaning from their learning experiences. sthis was documented on google classroom. 136 english education department firstsemester students in one of the state universities in west java were engaged to write critical reflections. these critical reflections were part of the final assessment process of the phonetics phonology course. writing critical reflection with the indicator of three whats principles (what? so what? now what?) as an activity to collect data was conducted after the semester lectures ended. students were asked to write down their experiences with the critical reflection framework provided by the lecturer of the phonetics and phonology course. critical reflection written by students is presented in about 500 words written in english to reveal what happened, what challenges they faced, what kind of solution, and also the follow-up plan that they will design for their respective career development in the future. an exploration of the causes and other agis andriani et al., 2025 constructing meaning: a critical reflection on phonetics and phonology teaching and learning in efl higher education context 219 | vol.9, no. 2, 2025 (215-236) external factors that impacted their learning process, such as the new curriculum, the college atmosphere that is different from high school, peers, interactions with lecturers, and others, was also triggered to be linked to their critical reflection. furthermore, the critical reflection data were analyzed thematically (braun & clarke, 2006; castleberry & nolen, 2018; chi, 2021; grinshtain, 2022; högberg et al., 2020). with thematic analysis, the researcher conducted several stages to analyze which began with the introduction of data from the critical reflection results, examining the data to bring up potential themes, determining potential themes, grouping data, interpreting data, then describing data to answer the research question of how the construction of meaning presented in critical reflection to describe the learning process of phonetics and phonology in efl classes at tertiary institutions. results and discussion to reveal how the construction of meaning presented in critical reflection describes the learning process of phonetics and phonology in efl classes in higher education, the data were analyzed thematically based on the concept of an ideal language teacher according to allen (in brown, 2000). the data show that the content of critical reflection constructs the ideal language teacher or tutor in teacher phonetics and phonology have fulfilled the criteria to represent this, including professional citizenship, critical thinking, cultural adaptability, love of english language, competent preparation leading to a degree in tesl, self-subordination, the persistent urge to upgrade oneself, readiness to go the extra mile, and a feeling excitement about one’s work. based on the critical reflection data submitted by the participants, several themes were revealed and categorized into ideal teacher criteria, namely 319 themes. these themes narrow down to the intended characteristics of the ideal teacher. this is as presented in figure 1. figure 1. frequency of characteristics of a good language teacher in the figure, there are categories revealed based on the data to illustrate how tutors' professional citizenship, critical thinking, and cultural adaptability are dominant in the students' experience of learning phonetics and phonology. professional citizenship agis andriani et al., 2025 constructing meaning: a critical reflection on phonetics and phonology teaching and learning in efl higher education context 220 | vol.9, no. 2, 2025 (215-236) professional citizenship is the first characteristic that an ideal teacher must have. as shown in the research findings, several students shared their views on their lecturer in class, which also reflected her professional citizenship in teaching activities. “the tasks are engaging, involving tools like padlet for creating infographics and praat software to develop practical skills”. – excerpt 1 “my lecturer showed a phonemic table that could help us to find out what consonants are in this course and then told us to come forward to write the consonant letters in our names”. excerpt 2 the data (excerpt 1) shows that coursework presented with padlet and praat media is considered innovative media and thus indicated to be a means for tutors to demonstrate their professional citizenship. tutors were seen as committed to adapting to new technologies and using them in class, and also involving students in their use. so, this moment builds students' practical skills and also shows a commitment that tutors develop teaching methods that are relevant to the times. by the displayed data, excerpt 2 shows how the lecturer engages the students in teaching and learning process actively by giving instructions to write the sounds of english consonant from their names. this action has realized that the tutor has tried to create an interactive atmosphere, supportive, and inclusive. she also gave the students the table of phonemic sounds to help students to understand english sounds better. professional citizenship refers to the attitudes and behaviors to represent a person's professional commitment to the institution or organization to which they belong, to their profession, and also to society as a whole (fakhri & talebzadeh, 2011; fulton, 2019). not only that, but this term also refers to the attitude to describe one's voluntary attitudes and actions to contribute to a positive, productive, and ethical work atmosphere or environment, for example, it can be seen in the behaviour of how a person helps colleagues, actively participates in certain interactions, complies with rules and policies and most importantly how he maintains the reputation of his profession. with an awareness of his reputation, a professional is expected to have responsibility and ethics, which are not only related to himself but to the place where he works (palacios martínez et al., 2021; purwaningsih et al., 2020; reinius et al., 2022). such a person will thoughtfully act and behave to support sustainable initiatives, advocate for fair and responsible policies. critical thinking another characteristic that an ideal teacher should have is critical thinking ability. not only does this relate to the abilities that the lecturer shows in class, but in this finding, the students also explained how they learned to think critically about the courses, which helped them understand the learning material better. “this course taught me more than just the mechanics of speech sounds; it provided insights into the broader importance of phonetics and phonology in communication and language learning”. – excerpt 3 “the phonetics and phonology material provides a deeper understanding of how each sound is produced, how air flows through the vocal tract, and how to articulate consonants and vowels. this really helps my speech to be better so that it is easy to understand”. – excerpt 4 from both excerpts, they show how the phonetics and phonology course has emphasize the students critical thinking, it because this course not only teaches the mechanism of sounds, but also gives the understanding of the phonetics and phonology importance in communication and language learning. these findings also said that students are starting to think more deeply about the knowledge of sound that is applicable in a broader context, instead of just memorizing the rules. they begin to understand the practical implications of the learned theories agis andriani et al., 2025 constructing meaning: a critical reflection on phonetics and phonology teaching and learning in efl higher education context 221 | vol.9, no. 2, 2025 (215-236) excerpt 4 shows how a deep understanding of sounds production, airflow, and articulation of consonants and vowels could help in improving their speaking skills. this excerpt also shows the students participation in analyzing and improving their linguistics ability. they state how their knowledge of phonetics and phonology can be applied to improve the clarity and understanding the oral communication. these two excerpts also show how this course encourages the students to have a critical thinking about the relationship between the language theory and practice, and how the language can be used to improve themselves. from those findings, it can be said that critical thinking includes the analysis, evaluation, interpreting, and synthesizing information process that also connects to the cognitive process. not only that, this critical thinking ability is also related to the way of understanding implications, identifying assumptions, and evaluating to arrive at an understandable conclusion. this ability also includes how a person questions the information, looks for multiple perspectives, and makes decisions based on the available evidence. related to the explanation, critical thinking also becomes an important skill, it can be for everyday life or maybe professional life. this can also give problem-solving ability, decision-making, and adaptability to change. critical thinking also become and important part in allowing individuals to evaluate their political and social information that leads them to participate in public debates. not only that, the ability to think critically also important for lifelong learning, career success, and active in social participation. cultural adaptability as individuals, we need to have the ability to fit in and function effectively in a cultural environment that is different from our old culture, which is called cultural adaptability. “the lecturer is always open to discussion and willing to provide additional explanations whenever something is unclear”. – excerpt 5 “the lecturer was very respectful and taught patiently so that i personally felt fun and enjoyed every process, and i was very enthusiastic about learning each material”. –excerpt 6 the excerpts 5 and 6 highlight an important aspect of cultural adaptability demonstrated by a lecturer. the lecturer’s ability and willingness to give the open discussion and provide more explanations (excerpt 5) shows her awareness about the differences in learning styles and understanding among the students. this is the prove of cultural adaptability as lecturer who does not force one learning approach that may not suit everyone, but it adapts to the individual needs. furthermore, excerpt 6 shows a description of a respectful and patient lecturer who makes the enjoyable and enthusiastic learning environment which also emphasizes the importance of cultural sensitivity. the lecturer understands that different cultural background can influence how students respond to a specific teaching method. by showing respect and patience, the teacher creates an inclusive environment where all students feel comfortable to learn and participating, without feeling intimidated by cultural differences. this is a good example of how cultural adaptability can enhance the learning experience for students from different backgrounds. based on the findings, the cultural adaptability involves the way to understand, appreciate, and respect the values, norms, and behaviors of the other cultures. however, cultural adaptability is about developing the flexibility and sensitivity to interact with people from different cultural background. cultural adaptability also includes many skills and characteristics, including the ability to communicate effectively across cultures, tolerance for ambiguity, empathy, curiosity, and being open to new experiences. in the process of cultural adaptability, it could make the individual have a high ability that can be more successful in cross-cultural situations, such as working in international teams, negotiating with foreign business partners, or living and agis andriani et al., 2025 constructing meaning: a critical reflection on phonetics and phonology teaching and learning in efl higher education context 222 | vol.9, no. 2, 2025 (215-236) working in another country. this ability is becoming increasingly important in this era of globalization, where cross-cultural interactions are increasingly common in various aspects of life. love of the english language the appreciation and enthusiasm shown by teachers is a manifestation of their love for the english language they teach. in addition, there is also enthusiasm for elements of english, which includes vocabulary enriched with flexible grammatical structures and the ability to convey ideas and emotions with complex nuances. love of the english language is an appreciation of english aspects, such as rich vocabulary, a flexible grammatical structure, and the ability to convey the ideas “my lecturer uses almost 85% english and his english language skills are also very impressive”. – excerpt 7 “the lecturer also used supporting youtube videos, and tried to demonstrate the correct pronunciation to students with patience and clear explanations”. – excerpt 8 the excerpts from m. daffa and zeta highlight two important aspects that contribute to a love of the english language, especially in a learning context. m. daffa's statement about lecturers' use of english reaching 85% and their impressive english skills represents the abilities of teachers who have been exposed to high-quality skills, thereby inspiring students to appreciate and love the language. when students see a lecturer who is fluent and confident in using english, it can motivate them to improve their own skills and develop a deeper appreciation for the language. the support in terms of a lecturer's good command of english can be an inspiring role model and demonstrate the potential that can be achieved with dedication and practice. in addition, the use of youtube videos as learning support and demonstrations of correct pronunciation with patience and clear explanations by the lecturer (as zeta expressed) shows a commitment to making english learning interesting and accessible. from this side, it is indicated that the lecturer not only zooms on the theoretical aspects of the language, but also on its practical application and real-world relevance. by using visual resources and providing clear guidance, the lecturer helps students to give the solution of handling challenges in learning english and develop confidence in their abilities. this can lead to a greater love of english because students feel supported and motivated to continue learning and improving. a love of the english language is not only about the ability to speak or write in english, but also has an interest in the history and role in culture and society. individuals who love english may enjoy reading english literature, and could also help in making the different writing styles. it often fosters someone to continue and improve their language skills in a variety of ways, such as reading books, watching movies, writing poetry or short stories, or participating in online discussions about the english language without any help. this passion can inspire a person to share their knowledge and enthusiasm, whether it is from teaching english, blogging about language, or volunteering at an organization that promotes literacy. at the end, a love of the english language can become a deep appreciation of the power and beauty of language as a tool of communication and expression. competent preparation leading to a degree in tesl as an ideal teacher, it is necessary to have competent preparation before deciding to start teaching students. this will certainly have an impact on how they deliver effective learning activities for their students in the future. “i want to learn the correct pronunciation because i want to be an english teacher; of course, i have to be correct and fluent when speaking”. – excerpt 9 agis andriani et al., 2025 constructing meaning: a critical reflection on phonetics and phonology teaching and learning in efl higher education context 223 | vol.9, no. 2, 2025 (215-236) “i will consistently give constructive feedback on students' pronunciation, identify areas for improvement, and suggest appropriate strategies to help them enhance their pronunciation skills”. – excerpt 10 the excerpts from firgania and halesha highlight the importance of correct pronunciation in the context of competent preparation to become an english language (tesl) teacher. firgania's statement about her desire to learn correct pronunciation because she wants to become an english teacher emphasizes that accurate and fluent pronunciation is an important skill for an english teacher. as a model for students, english teachers need to have clear and accurate pronunciation so that students can imitate and learn correctly. firgania's confidence in pursuing correct pronunciation demonstrates her commitment to competently preparing herself for her future role. furthermore, halesha's statements about providing consistent constructive feedback to students about their pronunciation, identifying any areas that need improvement, and suggesting appropriate strategies to help them improve their pronunciation skills demonstrate an understanding of the teacher's role in helping students develop correct pronunciation. halesha's approach shows that teaching pronunciation is not just about correction, but also about providing constructive support and guidance. by providing personalized feedback and relevant strategies, halesha demonstrates her commitment to helping students reach their full potential in english pronunciation. this is an important aspect of competent preparation in tesl, as good pronunciation is essential for effective communication and confidence in using english. competent preparation for a tesl (teaching english to speakers of other languages) degree is like a journey, an academic journey on teaching. this is to serve an individual with the knowledge, skills, and pedagogical understanding that are required to teach english to other language speakers in an effective way. this kind of preparation or readiness includes an in-depth understanding of language acquisition theories, teaching methodologies, assessment techniques, and cross-cultural communication to have more fluency in the english language. this also customizes a core and deep understanding of linguistics, including phonology, morphology, syntax, and semantics, and how these aspects affect language learning. a competent tesl program pushes individuals’ critical thinking, analytical skills, and adaptability in its graduates. not only that, this program also gives some practical experience, allowing them to apply their knowledge in a real-world classroom setting, and could help to get along with their commitment to life-long learning and professional development. at the end, a competent preparation for a tesl degree fosters graduates to become effective and culturally sensitive educators to make a significant impact on the lives of their students. self-subordination based on the findings, several students explained their specific desire to learn and use existing media to learn more, which in fact can be considered a form of self-subordination. “if possible and there's time, i also want to take part in a seminar or workshop that discusses how to teach english pronunciation”. – excerpt 11 “i will use every platform that is beneficial to improve my pronunciation skills. such as practice using an application named “english pronunciation by o’ coder”. – excerpt 12 the excerpts from rany and sabathian focuses on how two different accelerated and proactive approaches to escalate pronunciation, which are highly relevant to the concept of self-subordination in the context of preparing to be an english teacher. rany's statement about her desire to participate in seminars or workshops on how to teach english pronunciation indicates a willingness to invest time and effort in improving her teaching skills for the benefit of her future students. by seeking out opportunities to learn from experts and peers, rany agis andriani et al., 2025 constructing meaning: a critical reflection on phonetics and phonology teaching and learning in efl higher education context 224 | vol.9, no. 2, 2025 (215-236) shows a commitment to putting the needs of her students ahead of her own convenience or personal interests. this is an example of self-subordination in the sense that she is willing to sacrifice her free time to improve her skills as a teacher. in contrast, sabathian's statements about using useful platforms to improve her pronunciation skills, such as the "english pronunciation by o' coder" app, indicate a more self-oriented approach to improvement. while improving personal pronunciation skills is also beneficial for his future students, sabathian's main focus is on his own development. however, this does not mean that sabathian does not exhibit self-subordination. by actively seeking out resources and tools to improve his pronunciation, sabathian shows a commitment to providing high-quality english teaching to his future students. this is an example of self-subordination in the sense that he is willing to invest time and effort in improving his abilities for the benefit of his future students, despite his more individualistic approach. based on the research result, self-subordination can be explained as the conscious or unconscious act that includes personal needs, wants, or interests below another person or group. it can be realized from everyday acts of politeness and compromise to more significant sacrifices. while often viewed as a sign of empathy, self-subordination can lead to individual dissatisfaction, burnout, or even exploitation. thus, self-subordination also includes personal needs to benefit others or a greater goal. in self-subordination, the motivations could be complex and varied because they have a desire to help others, a sense of duty or obligation, a fear of conflict or rejection, or a deeply embedded belief that is less important to others. self-subordination has a high value while in others it may be seen as a sign of weakness. understanding this self-subordination is also important to maintain a healthy relationship, set appropriate boundaries, and ensure personal well-being. the persistent urge to upgrade oneself as an ideal teacher, it is important to have the persistent urge to upgrade oneself. as mentioned by several students, they have plans to improve their english skills. “i plan to enhance my fluency by diving deeper into producing accurate sounds, including the correct pronunciation of letters and words in english”. – excerpt 13 “i will practice pronunciation regularly and continuously, by paying attention to the articulation movements of my lips and tongue when talking to myself in front of the mirror”. – excerpt 14 the excerpts from reynata and anita illustrate two different but complementary approaches to improving english pronunciation, both related to the constant urge to improve oneself. reynata focuses on a deeper understanding of accurate sound production, including the correct pronunciation of letters and words. this shows a desire to build a strong foundation in english pronunciation, which will allow her to communicate more effectively and confidently. reynata's approach shows a drive to improve oneself by mastering the basic aspects of english pronunciation. anita, on the other hand, focuses on regular and continuous practice, paying attention to the articulation movements of her lips and tongue. this approach emphasizes the importance of practice and feedback to improve pronunciation. by practicing in front of a mirror, anita can observe and correct her articulation movements, which will help her to develop more accurate and natural pronunciation. anita's approach shows a desire to improve herself by constantly practicing and improving her pronunciation skills. these two approaches, which focus on basic understanding and continuous practice, demonstrate a commitment to self-improvement when it comes to english pronunciation. the persistent urge to upgrade oneself refers to someone's desire to improve skills, knowledge, abilities, and overall personal qualities. this urge includes seeking out new learning opportunities, pursuing professional development, adopting healthier habits, fostering agis andriani et al., 2025 constructing meaning: a critical reflection on phonetics and phonology teaching and learning in efl higher education context 225 | vol.9, no. 2, 2025 (215-236) stronger relationships, or striving for greater personal fulfillment. not only that, to keep up with a rapidly changing world, this urge could combine many factors, including ambition, a desire for self-improvement, fear of stagnation, and pressure. at the end, it can be said that this urge can become a better and a complete version of someone. this urge to upgrade oneself, although it is often positive, can also become a cause of anxiety and stress. continuously pursuing better things can lead someone to have feelings of inadequacy, self-criticism, and feelings of never being “good enough”. it is a balance to someone’s self-improvement, appreciation of current strengths and achievements. lastly, this urge to upgrade oneself could also be a source of motivation and empowerment, not a source of pressure and self-doubt. readiness to go the extra mile in learning activities, an ideal teacher must be able and willing to go to the extra mile. students explained their readiness to study the material from phonetics and phonology in greater depth to improve their skills. “after studying phonetics and phonology, i want to continue exploring and improving my understanding of how sounds work in language”. – excerpt 15 “i will find ways to practice english outside of class, like joining study groups, talking with classmates, watching english movies and shows to improve my listening and speaking skills”. – excerpt 16 syifa showed a commitment to deepen her understanding of phonetics and phonology after completing her formal studies. this shows a willingness to go beyond the curriculum requirements and continue to explore the intricacies of sound in language. by continuing to learn how sounds work, syifa demonstrates a readiness to do her best in understanding the foundations of the english language, which will, in turn, improve her overall language skills. her approach focuses on deep theoretical understanding. reyna, on the other hand, focuses on the practical application and integration of english into her daily life outside the classroom. by joining study groups, talking to classmates, and watching english movies and shows, reyna demonstrates a willingness to actively seek out opportunities to practice and improve her listening and speaking skills. her approach involves doing her best to create an engaging environment that supports language learning. by integrating english into her daily life, reyna demonstrates a commitment to improving her language skills through continuous practice and exposure. readiness to go the extra mile shows a willingness to go beyond minimum requirements or expectations to achieve a desired result or contribute to a greater purpose. it realizes a dedicated attitude by a willingness to invest additional time, effort, and resources. it also includes taking the initiative, anticipating potential challenges, and proactively seeking solutions, which demonstrates a commitment to fulfilling assigned tasks. this willingness is often triggered by a strong sense of responsibility and a commitment to excellence. this can be realized in many ways, including working overtime to complete projects, volunteering for additional tasks, seeking opportunities to improve the process, or going the extra mile to have excellent service. someone who is prepared to do their best often has a high value in personal and professional settings, as they have a willingness to contribute to the success of others. a feeling of excitement about one's work through the research findings, the students shared their views on how they perceive their lecturer in class who can deliver an enjoyable teaching style, thereby providing them with good inspiration to become ideal teachers. agis andriani et al., 2025 constructing meaning: a critical reflection on phonetics and phonology teaching and learning in efl higher education context 226 | vol.9, no. 2, 2025 (215-236) “my lecturer showed me how to balance professionalism with a friendly teaching style, and i hope to do the same when i become a teacher in the future”. – excerpt 17 “my lecturer's approach inspired me to not just focus on pronunciation but also on how to teach in a way that’s interesting and effective”. – excerpt 18 rajwa's excerpts highlight the deep impact that her lecturer had on shaping her future teaching aspirations. she has not only learned the importance of balancing professionalism with a friendly teaching style, but has also been inspired to prioritize engaging and effective teaching methods, rather than just focusing on pronunciation. it shows a desire to imitate her lecturer's approach, integrating both the interpersonal aspects of teaching and pedagogical strategies that make learning more accessible and enjoyable for students. rajwa's reflections demonstrate a commitment to creating a positive and impactful learning environment, inspired by the example set by her own lecturer. based on the data analysis with indicators of nine characteristics of ideal language teachers, there are a number of important points that can be revealed, including an interactive learning environment, technology integration, creativity-based learning, and the role of the teacher. a feeling of excitement about one's work is a positive emotional state that can be seen from the enthusiasm, passion, and a sense of anticipation towards the tasks and responsibilities of the job. it goes further than satisfaction, but also includes a sense of joy and engagement in the activities. this excitement often comes from a sense of purpose; it could be from the belief in the value of the work performed, or maybe from a sense of connection to the larger goals and objectives of the organization. it gives motivation, creativity, and a willingness to take a look to the extra effort and energy to succeed. this feeling of excitement about one's work can have a big impact on someone’s performance, productivity, and overall well-being. when they are passionate about their work, they are more likely to participate, focus, and be committed to achieving a good result. they are also likely to feel a sense of satisfaction from their achievements, direct to increased job satisfaction and reduced stress levels. in addition, this feeling of excitement can be transmitted, inspiring, and creating a more positive and productive work environment. making a culture that supports these feelings of excitement is important for keeping great talent and boosting organizational success. interactive learning environment as teachers, we must be able to create an interactive learning environment to help students understand the learning material well. as stated by the students in the research findings, they explained how their lecturer played a role in creating an interactive learning environment in the classroom. “by discussing a lot with friends and asking the lecturer for accuracy, it is very helpful”. – excerpt 19 “the lecturer is always open to discussion and willing to provide additional explanations whenever something is unclear”. – excerpt 20 “the lecturer gives group assignments to explore more about what is being taught”. – davina “in class, we also often discuss between groups”. – excerpt 21 “i had many discussions with my group”. – excerpt 22 “with the help of my friends and lecturers, i felt helped and had confidence, followed by a sense of comfort when practicing”. – excerpt 23 “the group assignment on the speech mechanism helped me explore how the human body produces sound”. – excerpt 24 agis andriani et al., 2025 constructing meaning: a critical reflection on phonetics and phonology teaching and learning in efl higher education context 227 | vol.9, no. 2, 2025 (215-236) “we often had group assignments, which not only helped me understand the importance of teamwork but also improved my communication and collaboration skills”. – wanita “after each lesson, the lecturer gave me group assignments that allowed me to practice the material with my friends”. – excerpt 25 in the application of the interactive learning environment, students express their learning experiences through group discussions. this activity is part of the constructivist learning theory, which makes students actively construct knowledge through experience and interaction with their environment. the interaction of students with their environment, which includes the lecturer and friends, makes learning activities and materials easier to learn. as expressed by several students, this method helps them gain confidence in interacting and contributing with others. the lecturer not only allows students to work in groups with their friends, but also allows them to ask questions and discuss the material together, making it easier for them to understand something they have not understood. as a teacher, it is important to implement interactive learning environments (iles) in the process of learning activities in the classroom. iles should be created to accommodate a range of teaching and learning styles, control the point of control between the student and the system, and support feedback-rich task-based methods, illustrative mechanisms that help in conceptual understanding, and also learner-controlled investigations and problem solving. in implementing iles in the learning activity, teachers can create an interactive learning environment that can be carried out both individually and in groups. furthermore, in collaborative learning environments, help-seeking tends to be influenced by social factors that are much less influential than when learning activities are conducted individually. technology integration in addition to relying on conventional learning activities, teachers in the present era need to integrate technology into their teaching practices to provide students with more diverse experiences and innovative instruction. according to the findings of this study, the lecturer has integrated technology through various platforms. “recently, i’ve learned to use praat, a software that can visualize speech”. – excerpt 26 “my lecturer also gave us the praat website to see the appearance of the sound we produce, and in it, such as the graphic size of the sound we make”. – excerpt 27 “the lecturer introduced me to the praat. in praat, i can record my own voices again and again so i can practice regularly”. – excerpt 28 “my lecturer has already given a few examples of producing consonants, vowels, and diphthongs from english with emma’s youtube channel”. – excerpt 29 “we also learned to use various learning media, such as praat to analyze sounds, quizzes for comprehension assessment, videos like emma's youtube channel for pronunciation practice, and padlets”. – excerpt 30 “not only that, the lecturer also introduced me to an application called padlet as a means of collecting assignments, where in the application we can add various content such as comments, images, links, videos, and documents, which i personally think are very interesting”. – excerpt 31 “i also realize that understanding ipa transcription and using praat software can develop my skills because i know where the mistakes or shortcomings are in the pronunciation i am learning”. – excerpt 32 “by studying praat, i personally feel more confident and really enjoy how the presentation takes place. this can also improve our soft skills because it is related to how technology can develop very rapidly”. – excerpt 33 agis andriani et al., 2025 constructing meaning: a critical reflection on phonetics and phonology teaching and learning in efl higher education context 228 | vol.9, no. 2, 2025 (215-236) during the learning activities, the students shared their experiences in integrating the technology provided by the teacher in the classroom. they said that the lecturer integrates several technologies that help and support in providing different learning materials. in learning the introduction of sound patterns, the lecturer integrates technology through youtube shows from one of the channels. not only that, they also said that praat technology is used in learning activities to analyze sounds, which can also be presented with graphic sizes of pronounced sounds. after that, if the lecturer gives assignments to them, she also integrates padlet technology to collect students' assignments and make it easier to include various types of content in an organized form. technology is an important part of our daily lives. in fact, students in our country's schools are considered the digital generation and have become used to always being connected to their devices and the internet. as something that cannot be separated, now in classroom learning activities, teachers must always be able to integrate technology to help and provide more learning models to students. it is because teachers and technology are widely regarded as two of the most influential educational resources in schools nowadays. creativity-based learning in classroom learning activities, teachers must be able to provide learning activities based on creativity to improve their students' abilities. this is also shown by research results that reveal the implementation of creative-based learning in learning activities. “i am with my group analyzing the consonant from the song “beautiful” by christina alguera”. – excerpt 34 “i think the most memorable time when learning analysis of consonant sound through a song with the title “beautiful” by christina aguilera, when our group had to look for consonant letters in the lyrics of the song”. – excerpt 33 “the most challenging is when analyzing the song "beautiful by christina aguilera, based on the consonant sound”. – excerpt 34 “i liked was when we were required to make a video of how to pronounce a word using our respective regional accents”. – excerpt 35 “i was also given an assignment where i had to say several words in our own language, and i realized that even though we were from the same country, the pronunciation was very different and varied, just like the british and american accents”. – excerpt 36 “the activity that i still remember was when my groupmates analyzed the consonant sounds from michael jackson's song "heal the world". –excerpt 37 creative-based learning is certainly implemented with the role of the lecturer to provide enjoyable learning activities for students. the lecturer implemented creative-based learning through activities that asked students to be directly involved in phonetic analysis by analyzing consonant sounds through songs and making video demonstrations of word sounds based on their respective accents. the implementation of creative-based learning certainly allows teachers to adjust the challenges faced by students that can be overcome by conducting enjoyable learning activities. it is because creative-based learning allows students to think, find answers, select suitable data for problem solving, and practice their presentations so that they can apply their knowledge and experience in real life in a creative way (phuangphae, 2017). in order to engage students with learning activities in the classroom, it is now important for teachers to implement learning activities that are based on students' creativity. therefore, teachers can start to apply creative-based learning (cbl) for learning activities in the classroom. the creativity-based learning model is a development of problem-based learning (pbl), which is a student-centered learning (phuangphae, 2017). it is said that creativitybased learning is an active way of learning where lessons are planned to make students agis andriani et al., 2025 constructing meaning: a critical reflection on phonetics and phonology teaching and learning in efl higher education context 229 | vol.9, no. 2, 2025 (215-236) engage in research rather than waiting for a traditional lecture. thus, most of the teachers nowadays are asked to support creative thinking in their classrooms, and many of the educators are exploring new learning models that foster creative thinking skills (ruechaipanit, 2013). it is also said that creative thinking itself cannot be taught, but it can be enabled through learning and teaching in any subject as the teacher uses new learning approaches to make learning more interesting, engaging, exciting, and effective. in a broader context, bada and olusegun (2015) underlines that constructivism is not just a learning theory, but also a teaching paradigm that changes the role of the teacher into a facilitator. he emphasizes that students must build their knowledge through contextualized, reflective, and collaborative activities and through experiences that are connected with real life. this active and student-centered learning encourages them to think deeply, reassess initial understanding, and form new meaning based on reflection on direct experience. empirical support for the effectiveness of this approach is shown in cetin-dindar (2016) research, which examined the relationship between constructivist learning environments and science learning motivation. the results showed that when students were allowed to participate in learning decisions, negotiate ideas, and relate the material to everyday life, their motivation increased significantly. this suggests that relevant, contextualized, and interactive learning experiences not only build knowledge but also strengthen students' emotional engagement with the learning process. thus, this finding reinforces the key principle of constructivism that experience and interaction are the main foundations in forming meaningful understanding. the teaching and learning of phonetics and phonology in english as a foreign language (efl) contexts are critical for developing students' pronunciation and overall communicative competence. this theoretical framework explores the construction of meaning in phonetics and phonology education, emphasizing the importance of integrating traditional and contemporary teaching methods, including technology. two important things that emerged from the data were the role of the teacher and the construction of meaning that was realized in critical reflection. the role of the teacher is as an agent of change, and the meaning of construction is how students have critical language awareness and apply the concepts of phonetics and phonology in real practice. the role of the teacher teachers play an important role in teaching and learning activities. in the research findings, students explained the role of lecturers in english language learning activities, especially in pronunciation skills in class. “the lecturer explained using very good and clear english for me, who did not understand and was used to using english, so it sounded clear and i could understand it a little bit.” – excerpt 38 “the lecturer's explanation was easy to understand, but when the material was difficult to understand, she taught me until i understood the material.” – excerpt 39 “the lecturer, who often motivated me to keep practicing. now, my understanding has improved, and my confidence in speaking english has grown.” – excerpt 40 in the learning activities, students explained their experiences in observing the lecturer in carrying out teaching activities. from their overall explanations, this explained the role of lecturers who were able to make them understand the material better because of the use of good english language, and were able to increase their confidence in speaking skills. thus, these three excerpts really prove the importance of the role of lecturers or teachers in helping students learning. ikhsan and rula, in their excerpts, explained that the lecturer's way of using clear english and explaining the learning material in class was very easy to understand. not only agis andriani et al., 2025 constructing meaning: a critical reflection on phonetics and phonology teaching and learning in efl higher education context 230 | vol.9, no. 2, 2025 (215-236) that, siti also explained that lecturers also play an important role in motivating students in order to help them be more confident, so that in the end, both the ability to understand the material and the use of language have improved. thus, this is in line with the explanation of the importance of a teacher's role in classroom learning activities. the teacher’s role as a facilitator is central to this framework. teachers have an important and strategic role in education. in the learning process, the teacher has the role of bringing and changing the student to be an intelligent generation that can help the student achieve their goal (larasati et al., 2019). this educational component influences increasing teacher quality and student character in schools. the teacher works directly with students to teach science, technology, and positive values by leading and setting excellent models (dirsa et al., 2022). in this educational component, teachers must not only possess strong linguistic knowledge but also be skilled in pedagogical strategies that promote engagement and critical thinking. with their important role in education, teachers should become change agents because they must suggest methods of understanding to promote school and student achievement with the goal of increasing the school's overall ability to grow (beratha, 2015). teachers serve as role models, demonstrating effective pronunciation and phonetic understanding, which can inspire students to achieve similar proficiency. teachers play an important role in phonetic and phonological learning, because they must give a model of how phonemes are made and teach segmental elements, like as consonants, vowels, and stressed sentences in the classroom (lee et al., 2020; schaap et al., 2021; van leeuwen & janssen, 2019). their ability to give a model of correct pronunciation and provide constructive feedback is important for student success. not only become the agents of change, they teachers also should be adaptable, employing a blend of traditional and contemporary methods to address diverse learning needs and preferences. teachers must be able to balance to students' different and provide needs by arranging their teaching speed, customizing activities for students, or looking for new materials to help explain or demonstrate important ideas (collie & martin, 2016). this flexibility allows teachers to use their approaches that suit to the unique challenges faced by their students. constructing meaning through critical reflection constructing meaning in phonetics and phonology learning can be improved through a critical reflection activity. this involves students' engagement with their learning experiences, analyzing their understanding of phonetic concepts, and applying that knowledge in daily life contexts. “another important step is to ask for feedback from my classmates or the lecturer during practice.” – excerpt 41 “the lecturer encouraged me to try and then gave constructive feedback, making me gradually more confident.” – excerpt 42 “this study has provided a strong and detailed foundation for me to be able to understand how sound production works and the pronunciation of each word very well.” – excerpt 43 “through this learning, i not only studied the theory behind sound production but also how it can be applied in the context of language teaching, particularly in improving pronunciation and articulation.” – excerpt 44 constructing meaning in class is something that can determine how deep students' understanding is in recognizing, understanding, and applying the content that has been learned. furthermore, from this construction, they are expected to be able to develop and implement theories contextually in interactions carried out in everyday life progressively. agis andriani et al., 2025 constructing meaning: a critical reflection on phonetics and phonology teaching and learning in efl higher education context 231 | vol.9, no. 2, 2025 (215-236) critical reflection as a part of constructing meaning is the form of assessing, reviewing, and challenging someone's experiences within a larger framework of concerns and topic knowledge (gonzalez-vidal & moore, 2024; lavín & goodman, 2023; maloney, 2023). critical reflection also fosters critical thinking abilities, which are an important college learning outcome. therefore, reflection helps us resolve biases in our beliefs and mistakes in solving problems. critical reflection gives a kind of questions that focus to gain our opinions (mezirow, 1990). from the critical reflection, students can explained their learning processes, recognize their progress, and identify areas for further development. this self-awareness is crucial for mastering complex phonetic and phonological concepts. to engage in critical reflection, it is important for us to understand about our social experiences and how to utilize the information to improve our practice in the future (hickson, 2011). to encourage students to apply their knowledge in real-world contexts, it can be through role-playing or peer teaching activities can strengthen their understanding of the phonetic principles. the framework for constructing meaning in phonetics and phonology in efl education integrates constructivist learning theory, reflective practice, technology integration, sociocultural theory, and the role of the teacher. together, these indicators provide an understanding of how to improve phonetics and phonology instruction in efl contexts. by gathering these theories, teachers can foster an environment that gives a meaningful learning experience, equipping students with the skills to communicate effectively in english. this framework also informs some practical applications in teaching approaches, ultimately improving student outcomes in phonetics and phonology. conclusion in the transformative digital era, lecturers act as learning facilitators who not only transfer knowledge but also inculcate ethical values and morality. the ideal lecturer, with strong self-confidence, seeks to empower students through critical writing facilities, which encourage problem-solving skills and provide a way for knowledge creation a crucial output of higher education. this approach is in line with indonesia's national education vision to realize the golden generation and the nation's progress. further research, through data extractions from interviews, observations, and analysis of teaching documents, as well as comparisons with other participants, is needed to strengthen the findings of this study. the teaching of phonetics and phonology in efl higher education plays a very important role in forming competent english language learners. this study demonstrated how a combination of conventional techniques and contemporary technology-based approaches affects teaching and learning outcomes, highlighting how meaning is formed through critical reflection. by using innovative teaching techniques, educators may increase students' engagement and performance, preparing them to communicate more successfully in a world that is becoming more interconnected by the day. it is anticipated that the results would motivate teachers to modify their pedagogical approaches, resulting in a more dynamic and effective learning environment for next language learners. this suggestion emphasizes how crucial it is to include technology into the educational process in order to improve education's efficacy and relevance. acknowledgement the researchers would like to express their gratitude to the participants who took part in this study. references afrilyasanti, r., basthomi, y., & zen, e. l. (2025). fostering creativity and critical literacy: transforming efl classes with engaging critical media literacy integration. asian agis andriani et al., 2025 constructing meaning: a critical reflection on phonetics and phonology teaching and learning in efl higher education context 232 | vol.9, no. 2, 2025 (215-236) education and development studies. https://doi.org/10.1108/aeds-06-2024-0124. ahmedi, v. (2023). teachers ` attitudes towards constructivist approach to improving learning outcomes : the case of kosovo. 16(1), 441–454. retrieved from https://eiji.net/ats/index.php/pub/article/view/201,. allen, p. j., bergès, i., joiner, r., & noam, g. g. (2022). supporting every teacher: using the holistic teacher assessment (hta) to measure social-emotional experiences of educators. teaching and teacher education, 119, 103827. https://doi.org/https://doi.org/10.1016/j.tate.2022.103827. andriani, a., abdullah, f., & saputra, y. (2017). the reflection of pronunciation teaching materials: an old paradigm in a new era. teaching and learning english in multicultural contexts, 1(2), 1–1311. https://doi.org/10.37058/tlemc.v1i2.391. andriani, a., abdullah, f., hidayati, a. n., & syafira, n. a. n. (2024). teaching speaking in kampung inggris: the tutors’ challenges and solutions. journal of education and learning (edulearn), 18(1), 253–260. https://doi.org/10.11591/edulearn.v18i1.21175. andriani, a., saputra, y., & hendriani, r. a. (2023). the efl students ’ perception toward the use of wattpad to help in reading comprehension. 4778, 1820–1831. https://doi.org/10.24256/ideas.v11i2.4389. bada, d., & olusegun, s. (2015). the psychogenisis of knowledge and its epistemological significance. journal of research and method in education, 5(6), 23–34. https://doi.org/10.9790/7388-05616670. braun, v., & clarke, v. (2006). using thematic analysis in psychology. qualitative research in psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa. brown, h. d. (2000). teaching by principles: an interactive approach to language pedagogy. in longman, pearson esl. https://doi.org/10.2307/415773 brown, k., & fairbrass, s. (2009). risk and opportunity. in the citizenship teacher’s handbook. https://doi.org/10.18574/nyu/9781479823154.003.0003. burić, i., & moè, a. (2020). what makes teachers enthusiastic: the interplay of positive affect, self-efficacy and job satisfaction. teaching and teacher education, 89. https://doi.org/10.1016/j.tate.2019.103008. calafato, r. (2019). the non-native speaker teacher as proficient multilingual: a critical review of research from 2009–2018. lingua, 227, 102700. https://doi.org/10.1016/j.lingua.2019.06.001. castleberry, a., & nolen, a. (2018). thematic analysis of qualitative research data: is it as easy as it sounds? currents in pharmacy teaching and learning, 10(6), 807–815. https://doi.org/10.1016/j.cptl.2018.03.019. cetin-dindar, a. (2016). student motivation in constructivist learning environment. eurasia journal of mathematics, science and technology education, 12(2), 233–247. https://doi.org/10.12973/eurasia.2016.1399a. christodoulou, n. (2013). the impact of guided reflective practice on the teaching of english as a foreign language in higher education in cyprus. pqdt uk & ireland. http://easyaccess.lib.cuhk.edu.hk/login?url=http://search.proquest.com/docview/177543 0560?accountid=10371%5cnhttp://findit.lib.cuhk.edu.hk/852cuhk/?url_ver=z39.882004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&genre=dissertations+%26+theses&si d=proq:p. collie, r. j., & martin, a. j. (2016). adaptability: an important capacity for effective teachers. educational practice and theory, 38(1), 27–39. https://doi.org/10.7459/ept/38.1.03. diamond, f., & bulfin, s. (2023). care of the profession: teacher professionalism and learning beyond performance and compliance. pedagogy, culture and society, 33(2), 503–522. https://doi.org/10.1080/14681366.2023.2239820. dirsa, a., anggreni bp, s., diananseri, c., & setiawan, i. (2022). teacher role as professional educator in school environment. international journal of science education and cultural studies, 1(1), 32–41. https://doi.org/10.58291/ijsecs.v1i1.25. https://doi.org/10.1108/aeds-06-2024-0124 https://e-iji.net/ats/index.php/pub/article/view/201 https://e-iji.net/ats/index.php/pub/article/view/201 https://doi.org/https:/doi.org/10.1016/j.tate.2022.103827 https://doi.org/10.37058/tlemc.v1i2.391 https://doi.org/10.24256/ideas.v11i2.4389 https://doi.org/10.9790/7388-05616670 https://doi.org/10.1191/1478088706qp063oa https://doi.org/10.18574/nyu/9781479823154.003.0003 https://doi.org/10.1016/j.tate.2019.103008 https://doi.org/10.1016/j.lingua.2019.06.001 https://doi.org/10.1016/j.cptl.2018.03.019 https://doi.org/10.12973/eurasia.2016.1399a http://easyaccess.lib.cuhk.edu.hk/login?url=http://search.proquest.com/docview/1775430560?accountid=10371%5cnhttp://findit.lib.cuhk.edu.hk/852cuhk/?url_ver=z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&genre=dissertations+%26+theses&sid=proq:p http://easyaccess.lib.cuhk.edu.hk/login?url=http://search.proquest.com/docview/1775430560?accountid=10371%5cnhttp://findit.lib.cuhk.edu.hk/852cuhk/?url_ver=z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&genre=dissertations+%26+theses&sid=proq:p http://easyaccess.lib.cuhk.edu.hk/login?url=http://search.proquest.com/docview/1775430560?accountid=10371%5cnhttp://findit.lib.cuhk.edu.hk/852cuhk/?url_ver=z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&genre=dissertations+%26+theses&sid=proq:p http://easyaccess.lib.cuhk.edu.hk/login?url=http://search.proquest.com/docview/1775430560?accountid=10371%5cnhttp://findit.lib.cuhk.edu.hk/852cuhk/?url_ver=z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&genre=dissertations+%26+theses&sid=proq:p https://doi.org/10.7459/ept/38.1.03 https://doi.org/10.1080/14681366.2023.2239820 https://doi.org/10.58291/ijsecs.v1i1.25 agis andriani et al., 2025 constructing meaning: a critical reflection on phonetics and phonology teaching and learning in efl higher education context 233 | vol.9, no. 2, 2025 (215-236) east, m. (2022). mediating innovation through language teacher education. cambridge university press. https://doi.org/doi: 10.1017/9781009127998. erling, e. j. (2015). innovation and change in english language education. elt journal, 69(2), 217–219. https://doi.org/10.1093/elt/ccu072. fakhri, l. s., & talebzadeh, f. (2011). a framework for professional citizenship education based on knowledge management principles. procedia social and behavioral sciences, 29, 1133–1142. https://doi.org/10.1016/j.sbspro.2011.11.347. fulton, j. s. (2019). professional citizenship. clinical nurse specialist, 33(4). https://journals.lww.com/cns-journal/fulltext/2019/07000/professional_citizenship.2.aspx garcía, o., & kleifgen, j. a. (2020). translanguaging and literacies. reading research quarterly, 55(4), 553–571. https://doi.org/https://doi.org/10.1002/rrq.286. germain-rutherford, a., & karamifar, b. (2022). conceptualizing innovation in language education: holistic and reflective teaching and learning bt activating linguistic and cultural diversity in the language classroom (e. piccardo, g. lawrence, a. germainrutherford, & a. galante (eds.); pp. 49–72). springer international publishing. https://doi.org/10.1007/978-3-030-87124-6_3. gonzalez-vidal, t., & moore, p. (2024). technology-enhanced language and culture teaching in chile: the perceptions and practices of in-service efl teachers. journal for multicultural education, 18(1–2), 25–37. https://doi.org/10.1108/jme-08-2023-0073. govender, n. n. (2019). critical literacy and critically reflective writing: navigating gender and sexual diversity. english teaching, 18(3), 351–364. https://doi.org/10.1108/etpc-092018-0082. grinshtain, y. (2022). teachers’ internal migration to a rural region: considerations and challenges. teaching and teacher education, 119, 103854. https://doi.org/https://doi.org/10.1016/j.tate.2022.103854. hermanto, m., & jayana, t. a. (2023). john dewey ’ s constructivist learning theory and its implementation in islamic religious education learning. 20(1), 23–34. https://doi.org/10.36667/bestari.v20i1.1494. hickson, h. (2011). critical reflection: reflecting on learning to be reflective. reflective practice, 12(6), 829–839. https://doi.org/10.1080/14623943.2011.616687. högberg, r., gruber, s., & nyström, s. (2020). teachers’ work and positionings in relation to newly arrived students in sweden. teaching and teacher education, 96, 103156. https://doi.org/https://doi.org/10.1016/j.tate.2020.103156. huang, z. (2018). native and non-native english-speaking teachers in china. in polytechnic journal of humanities and social sciences (vol. 1, issue 1). shanghai jiao tong university press,springer. https://doi.org/10.25156/ptjhss.v1n1y2020.pp13-17. janks, h. (1997). teaching language and power. encyclopedia of language and education, 8, 241–251. https://doi.org/10.1007/978-94-011-4538-1_23. kemaloglu-er, e. (2017). how university students perceive their native and non-native english speaking teachers. 8(1994), 21–29. www.iiste.org. lavín, c. e., & goodman, j. (2023). reflective journaling: a path toward cultural competence for teacher candidates in special education. teaching and teacher education, 133, 104300. https://doi.org/https://doi.org/10.1016/j.tate.2023.104300. lee, a. n., nie, y., & bai, b. (2020). perceived principal’s learning support and its relationships with psychological needs satisfaction, organisational commitment and change-oriented work behaviour: a self-determination theory’s perspective. teaching and teacher education, 93, 103076. https://doi.org/https://doi.org/10.1016/j.tate.2020.103076. llurda, e. (2014). native and non‐native teachers of english. the encyclopedia of applied linguistics, 1999, 1–5. https://doi.org/10.1002/9781405198431.wbeal1419. macías villegas, d. f., hernández varona, w., & gutiérrez sánchez, a. (2020). student teachers’ identity construction: a socially-constructed narrative in a second language teacher education program. teaching and teacher education, 91, 103055. https://doi.org/10.1093/elt/ccu072 https://doi.org/10.1016/j.sbspro.2011.11.347 https://doi.org/https:/doi.org/10.1002/rrq.286 https://doi.org/10.1007/978-3-030-87124-6_3 https://doi.org/10.1108/jme-08-2023-0073 https://doi.org/10.1108/etpc-09-2018-0082 https://doi.org/10.1108/etpc-09-2018-0082 https://doi.org/https:/doi.org/10.1016/j.tate.2022.103854 https://doi.org/10.36667/bestari.v20i1.1494 https://doi.org/10.1080/14623943.2011.616687 https://doi.org/https:/doi.org/10.1016/j.tate.2020.103156 https://doi.org/10.25156/ptjhss.v1n1y2020.pp13-17 https://doi.org/10.1007/978-94-011-4538-1_23 http://www.iiste.org/ https://doi.org/https:/doi.org/10.1016/j.tate.2023.104300 https://doi.org/https:/doi.org/10.1016/j.tate.2020.103076 https://doi.org/10.1002/9781405198431.wbeal1419 agis andriani et al., 2025 constructing meaning: a critical reflection on phonetics and phonology teaching and learning in efl higher education context 234 | vol.9, no. 2, 2025 (215-236) https://doi.org/https://doi.org/10.1016/j.tate.2020.103055. mahalingappa, l. (2023). building teacher candidates’ self-efficacy beliefs about the education of multilingual learners: a linguistically responsive approach. teaching and teacher education, 131, 104190. https://doi.org/https://doi.org/10.1016/j.tate.2023.104190. mahboob, a. (2004). native or non-native: what do the students think? learning and teaching from experience, 1–31. masduqi, h. (2011). critical thinking skills and meaning in english language teaching. teflin journal, 22(2), 185. https://doi.org/10.18510/hssr.2021.9262. maum, r. (2002). nonnative-english-speaking teachers in the english teaching profession. eric digest, 1–7. medgyes, p. (1992a). native or non-native: who’s worth more? elt journal, 46(4), 340–349. https://doi.org/10.1093/elt/46.4.340. mezirow, j. (1990). how critical reflection triggers transformative learning. fostering critical reflection in adulthood: a guide to transformative and emancipatory learning, 1–20. mohammaditabar, m., bagheri, m. s., yamini, m., & ehsan rasaee, m. (2020). qualities of a good english language teacher from the perspectives of textbook authors in the field of language teaching, teachers, and learners. qualitative report, 25(11), 3927–3961. https://doi.org/10.46743/2160-3715/2020.4501. moussu, l., & llurda, e. (2008). non-native english-speaking english language teachers: history and research. in language teaching (vol. 41, issue 3). https://doi.org/10.1017/s0261444808005028. ng, s. l., mylopoulos, m., kangasjarvi, e., boyd, v. a., teles, s., orsino, a., lingard, l., & phelan, s. (2020). critically reflective practice and its sources: a qualitative exploration. medical education, 54(4), 312–319. https://doi.org/https://doi.org/10.1111/medu.14032. nguyen, x. n. c. m., & dao, p. (2019). identity exploration and development in tesol teacher education: a three-dimensional space narrative inquiry perspective. tesol journal, 10(4). https://doi.org/10.1002/tesj.492. norton, b. (2013). identity, literacy, and english language teaching. iranian journal of language teaching research, 1(2), 85–98. https://doi.org/10.18806/tesl.v28i1.1057. palacios martínez, i. m., gafaranga, j., wright, d., robson, j., murray-edwards, h., braber, n., ohashi, j., hellermann, j., lee, y., oryan, s., ravid, r., yang, n., woulfin, s. l., jones, b., kim, g. m., cooc, n., parker, c., bickmore, k., baider, f., … michener, c. j. (2021). because i am called: how a calling to teach emerges and develops in teachers working in catholic high schools. teaching and teacher education, 178, 103319. https://doi.org/https://doi.org/10.1016/j.tate.2021.103319. phuangphae, p. (2017). creativity-based learning in social studies. international humanities, social sciences and arts, 10(5), 365–374. purwaningsih, e., suryadi, a., & munfaridah, n. (2020). “i am a rhetoric physics studentteacher”: identity construction of an indonesian physics student-teacher. eurasia journal of mathematics, science and technology education, 16(12), 1–14. https://doi.org/10.29333/ejmste/9123. reinius, h., kaukinen, i., korhonen, t., juuti, k., & hakkarainen, k. (2022). teachers as transformative agents in changing school culture. teaching and teacher education, 120, 103888. https://doi.org/https://doi.org/10.1016/j.tate.2022.103888. richards, j. . (2010). competence and performance in language teaching. relc journal, 41(2), 101–122. https://doi.org/doi:10.1177/0033688210372953. rolfe, g. (2014). reach touch and teach. terry borton. nurse education today, 34(4), 488– 489. https://doi.org/10.1016/j.nedt.2013.11.003. rubin, d. l., & smith, k. a. (1990). effects of accent, ethnicity, and lecture topic on undergraduates’ perceptions of nonnative english-speaking teaching assistants. international journal of intercultural relations, 14(3), 337–353. https://doi.org/https:/doi.org/10.1016/j.tate.2020.103055 https://doi.org/https:/doi.org/10.1016/j.tate.2023.104190 https://doi.org/10.18510/hssr.2021.9262 https://doi.org/10.1093/elt/46.4.340 https://doi.org/10.46743/2160-3715/2020.4501 https://doi.org/10.1017/s0261444808005028 https://doi.org/https:/doi.org/10.1111/medu.14032 https://doi.org/10.1002/tesj.492 https://doi.org/10.18806/tesl.v28i1.1057 https://doi.org/https:/doi.org/10.1016/j.tate.2021.103319 https://doi.org/10.29333/ejmste/9123 https://doi.org/https:/doi.org/10.1016/j.tate.2022.103888 https://doi.org/doi:10.1177/0033688210372953 https://doi.org/10.1016/j.nedt.2013.11.003 agis andriani et al., 2025 constructing meaning: a critical reflection on phonetics and phonology teaching and learning in efl higher education context 235 | vol.9, no. 2, 2025 (215-236) https://doi.org/10.1016/0147-1767(90)90019-s. ruechaipanit, w. (2013). development of creativity-based learning model. the committee of the national curriculum reformation. saniati, d., fangesti, i., & delastin. (2024). the role of cultural competence in english language teaching : perspectives from language instructors and students. september, 4930–4936. https://jicnusantara.com/index.php/jicn/article/view/756. schaap, h., van der want, a. c., oolbekkink-marchand, h. w., & meijer, p. c. (2021). changes over time in the professional identity tensions of dutch early-career teachers. teaching and teacher education, 100, 103283. https://doi.org/https://doi.org/10.1016/j.tate.2021.103283. seidlhofer, b. (1996). “it is an undulating feeling...”: the importance of being a non-native teacher of english. vienna english working papers, 5(1 & 2), 63–80. shin, s. j. (2008). preparing non-native english-speaking esl teachers. teacher development, 12(1), 57–65. https://doi.org/10.1080/13664530701827749. sipe, m., & segumpan, r. g. (2024). a phenomenological study of university lecturers’ efl teaching challenges in an asian setting. qualitative research journal, 24(2), 146–158. https://doi.org/https://doi.org/10.1108/qrj-10-2023-0162. sumarni, b., & firman, e. (2023). the use of classroom languages in teaching english. jisip (jurnal ilmu sosial dan pendidikan), 7(1), 774–778. https://doi.org/10.58258/jisip.v7i1.4659. teng, f. (2020). a narrative inquiry of identity construction in academic communities of practice: voices from a chinese doctoral student in hong kong. pedagogies, 15(1), 40– 59. https://doi.org/10.1080/1554480x.2019.1673164. tsulaian, n. (2023). constructivism as a theory of learning (foundations and significance). proceedings of the ix international scientific and practical conference, may. https://www.researchgate.net/publication/372244917_constructivism_as_a_theory_of_l earning_foundations_and_significance. van leeuwen, a., & janssen, j. (2019). a systematic review of teacher guidance during collaborative learning in primary and secondary education. educational research review, 27(january), 71–89. https://doi.org/10.1016/j.edurev.2019.02.001. wilkin, c. l. (2022). developing critical reflection: an integrated approach. the british accounting review, 54(3), 101043. https://doi.org/https://doi.org/10.1016/j.bar.2021.101043. yuan, r., & burns, a. (2017). teacher identity development through action research: a chinese experience. teachers and teaching: theory and practice, 23(6), 729–749. https://doi.org/10.1080/13540602.2016.1219713. https://doi.org/10.1016/0147-1767(90)90019-s https://jicnusantara.com/index.php/jicn/article/view/756 https://doi.org/https:/doi.org/10.1016/j.tate.2021.103283 https://doi.org/10.1080/13664530701827749 https://doi.org/https:/doi.org/10.1108/qrj-10-2023-0162 https://doi.org/10.58258/jisip.v7i1.4659 https://doi.org/10.1080/1554480x.2019.1673164 https://www.researchgate.net/publication/372244917_constructivism_as_a_theory_of_learning_foundations_and_significance https://www.researchgate.net/publication/372244917_constructivism_as_a_theory_of_learning_foundations_and_significance https://doi.org/10.1016/j.edurev.2019.02.001 https://doi.org/https:/doi.org/10.1016/j.bar.2021.101043 https://doi.org/10.1080/13540602.2016.1219713 agis andriani et al., 2025 constructing meaning: a critical reflection on phonetics and phonology teaching and learning in efl higher education context 236 | vol.9, no. 2, 2025 (215-236)